The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes

By Thomas F. Nelson Laird, R. Shoup, George D. Kuh, Michael J. Schwarz. 2008

414 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/451dd3ff83b981fe81499ff02fa11988a3c9c80b

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In Education

Citations in the corpus

Framing student engagement in higher education (2013, background): “First, a single survey instrument spanning all disciplines is problematic when there is evidence that teaching and learning vary across disciplines (Nelson Laird et al. 2008).”
Effects of constructing versus playing an educational game on student motivation and deep learning strategy use (2011, background): “Marton and Saljö (1976) studied student’s approach to learning, referring to the strategies used by students during a learning task.”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “…sub-environments (e.g., majors, departments, or academic disciplines) within institutions (Feldman & Newcomb 1969; Feldman et al. 2008; Jessor 1981; Laird et al. 2008; Pascarella & Terenzini 2005; Umbach & Wawrzynski 2005), some studies did identify a statistically significant net effects of some…”
What constitutes the surface approach to learning in the light of new empirical evidence? (2018, background): “Science and applied-science students have been shown to score on average higher with the surface approach to learning compared to humanities and social-science students (Nelson Laird et al. 2008; Parpala et al. 2010).”
What Student Affairs Professionals Need to Know About Student Engagement (2009, background): “For example, distance learners reported higher levels of academic challenge and reflective thinking—a component of deep learning as defined by Nelson Laird et al. (2008).”
“Positive” Results Increase Down the Hierarchy of the Sciences (2010, background): “These studies used a variety of proxy measures including: ratio of theories to laws in introductory textbooks, number of colleagues acknowledged in papers, publication cost of interrupting academic career for one year, proportion of under 35 s who received above-average citations, concentration of c”