Institutions that understand what helps and hinders student learning will know how to improve student proficiency in core academic areas that are important for college and workforce success. Research supports learning as a holistic (Pascarella and Terenzini, 2005), complex, and domain-specific process (Beyer et al., 2007). Institutions are encouraged to employ principles of learning that are domain-independent, experience-independent, and culturally relevant (Ambrose et al., 2010). It is important that institutions continue to examine a variety of (new) learning tools and innovative pedagogical approaches in order to improve or evolve undergraduate teaching methods, curriculum, and experiences. This study provides important descriptive evidence for understanding undergraduate student learning across campus and over time. The results provide specific ways faculty and administrators may teach and implement services to better serve students. by Jenna T. Caparoso
Caparoso, J. (2015, April). Factors and Experiences that Help and Hinder Undergraduate Student Learning. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai’i at Mānoa, Honolulu, HI.