What triggers students’ interest during higher education lectures? Personal and situational variables associated with situational interest

Lecturing is often touted as a means to inspire students’ interest, despite evidence that most lectures fail to do so. This study examines triggers of students’ situational interest during lectures. Students (N=706) in 12 different individual one hour first year lectures in a UK university were surveyed at the end of the lecture. They described the moment they were most interested; rated a series of 5 point Likert scale items on their situational and individual interest, and features of the content, presentation and teacher’s behaviour during that moment; and provided demographic characteristics. Simultaneous regression analyses showed that novelty, cognitive activation, cognitive incongruity, and utility value all positively predicted situational interest. Students’ level of individual interest and perceptions of their teacher’s enthusiasm, approachability and knowledge were the strongest predictor of situational interest. Overchallenge was negatively associated with situational interest

Student Employment: Linking College and the Workplace

The focus of National Student Employment Association (formerly the National Association of Student Employment Administrators, or NASEA) publications has always been on students in transition. From the freshman moving from high school to higher education, to the senior attempting the transition to professional employment and financial independence, we always have explored how students can better accomplish these linking experiences. Student employment is a hybrid, serving as a bridge between work and school, and ultimately, a link between school and full-time work. Student employment links elements of financial aid, career development, academic learning, experiential education, and personal development. Student employment, in all of these ways, is a bridge, moving the student from point A to point B. Because of this variety, any publication on student employment must necessarily speak to diverse themes. We have organized this publication in four sections: an introduction followed by three themed sections.https://digitalcommons.brockport.edu/bookshelf/1000/thumbnail.jp

The role of war in deep transitions: exploring mechanisms, imprints and rules in sociotechnical systems

This paper explores in what ways the two world wars influenced the development of sociotechnical systems underpinning the culmination of the first deep transition. The role of war is an underexplored aspect in both the Techno-Economic Paradigms (TEP) approach and the Multi-level perspective (MLP) which form the two key conceptual building blocks of the Deep Transitions (DT) framework. Thus, we develop a conceptual approach tailored to this particular topic which integrates accounts of total war and mechanisms of war from historical studies and imprinting from organisational studies with the DT framework’s attention towards rules and meta-rules. We explore in what ways the three sociotechnical systems of energy, food, and transport were affected by the emergence of new demand pressures and logistical challenges during conditions of total war; how war impacted the directionality of sociotechnical systems; the extent to which new national and international policy capacities emerged during wartime in the energy, food, and transport systems; and the extent to which these systems were influenced by cooperation and shared sacrifice under wartime conditions. We then explore what lasting changes were influenced by the two wars in the energy, food, and transport systems across the transatlantic zone. This paper seeks to open up a hitherto neglected area in analysis on sociotechnical transitions and we discuss the importance of further research that is attentive towards entanglements of warfare and the military particularly in the field of sustainability transitions

Experience and learning : an introduction to experiential learning /

Bibliogr.: p. 88-8

Education and identity /

Bibliogr.: p. 347-359Index: p. 361-36

New directions for teaching and learning

Publ. comme no 47, fall 1991 de la revue New directions for teaching and learningBibliogr. à la fin des textesIndex: p. 101-10

Developing the college curriculum : a handbook for faculty & administrators /

Bibliogr. à la fin des chap