Book Review: Educating by Design: Creating Campus Learning Environments That Work

By Gary D. Malaney. 2002

101 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/84e325e70363544affe2fbb3275f3bbb41b4b2a0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Political Science and International Relations

Citations in the corpus

Retention and Students with Disabilities (2004, background): “…meaningful roles and responsibilities to participants, present subgroups where individuals with common interests can identify and interact, provide students with an opportunity to form an attachment to others, and have a sufficient ratio of experiences to individuals (Strange & Banning, 2001).”
Faculty-Student Interaction Outside the Classroom: A Typology from a Residential College (2007, background): “As Strange and Banning (2001) remind us, individual structures and organizations, like residential learning communities, may have their own cultures that “assist participants, staff as well as students, in making meaning of the college experience” (pg.”
Differing Perceptions: How Students of Color and White Students Perceive Campus Climate for Underrepresented Groups (2005, background): “The results of this large survey of undergraduate students support the understanding that students of color experience college campuses quite differently than White students do (Chang, 2003; Evans et al., 1998; Miller et al., 1998; Strange & Banning, 2001).”
The Role of Ethnic Student Organizations in Fostering African American and Asian American Students' Cultural Adjustment and Membership at Predominantly White Institutions (2008, background): “Moreover, evidence indicates that the cultures of PWIs may present similar challenges for Asian American and Black students.”
Effects of Programmatic Selectivity on the Academic Achievement, Academic Self-Concepts, and Aspirations of Gifted College Students (2007, background): ““Once inside [an environment], the person is likely to be encouraged for exactly those behaviors, values, attitudes, and expectations that attracted him or her to that environment in the first place” (Strange & Banning, 2001, p. 52).”