獨特的調(diào)查：著名大學(xué)的教學(xué)效果真的好嗎?
    出國留學(xué)網(wǎng)訊，NSSE對加拿大的大學(xué)進(jìn)行了一個獨特的教育質(zhì)量調(diào)查，問題很獨特但具有披露性，并與對美國大學(xué)的調(diào)查結(jié)果進(jìn)行了比較，結(jié)果表明美國大學(xué)的教育效果整體而言比加拿大還是好一點，詳情請見下文!
    “Neither of those really tells you anything about teaching and learning on the campus,” says the professor of educational leadership and policy studies at Indiana University Bloomington. Reputation is highly correlated with the wealth of an institution, while exam scores offer little indication of what happens after students are admitted. As director of the National Survey of Student Engagement (NSSE), a North American survey offered annually since 2000, McCormick is most interested in improving higher education by asking current undergraduates about specific measures for levels of engagement on and off campus.
    印第安納州布魯明頓大學(xué)教授表示，名聲并不代表一個大學(xué)的教學(xué)效果，它只與一個學(xué)校的資產(chǎn)密切相關(guān)，在學(xué)生被錄取后，成績可能是另外一種現(xiàn)象。NSSE是北美一個自2000年開始的年度教育質(zhì)量調(diào)查，作為NSSE的指導(dǎo)者，McCormick通過對在校大學(xué)生的調(diào)查了解一些特定的教學(xué)狀況，之中幫助各高校改善教學(xué)質(zhì)量。
    With NSSE, approximately 100 questions are designed to evaluate best educational practices such as student-faculty interaction, collaborative learning and supportive campus environments, and give feedback to schools. How often have students attended an arts performance in the past year? How much of their course work emphasizes memorization? How often have they prepared two or more drafts of a paper before turning it in? How often do they ask another student for help with course material? How often have they had discussions with people of a different race? A different economic background? A different religious belief? If it all sounds extremely specific, that’s the goal. “We ask about activities and experiences that previous research has shown to be positively related to learning outcome,” McCormick says. The higher the score, the better the odds that undergrads are getting the most from university.
    NSSE設(shè)計了大約100個問題來評估最好的教學(xué)方式，比如師生互動、合作學(xué)習(xí)和創(chuàng)建適宜的校園環(huán)境，并把這些信息反饋給各個學(xué)校。學(xué)生在去年多久去一次藝術(shù)展?他們有多少課程作業(yè)強(qiáng)調(diào)記憶?他們在提交論文前會寫兩次或兩次以上的草稿嗎?他們經(jīng)常讓其他學(xué)生幫助寫作業(yè)嗎?他們經(jīng)常和不同種族、不同經(jīng)濟(jì)背景或不同宗教信仰的人討論問題嗎?McCormick說：“如果這些問題聽起來很奇怪，那么我們的目的就達(dá)到了。我們之前調(diào)查得出了一些與好的學(xué)習(xí)效果相關(guān)的活動和經(jīng)歷，現(xiàn)在我們就是要問學(xué)生參與這些活動的頻率。分?jǐn)?shù)越高，大學(xué)生從學(xué)校所獲得的東西可能就越多。
    Overall, compared to our American counterparts—622 U.S. institutions took part in last year’s NSSE—Canadian schools didn’t appear to perform as well, says McCormick. Another overarching trend was: The bigger the university, the lower it tended to perform on student-faculty interaction.
    去年NSSE也對622所美國大學(xué)進(jìn)行了調(diào)查，總的來說，與美國大學(xué)相比，加拿大的大學(xué)調(diào)查結(jié)果并沒有那么好。而且還有一個趨勢是：越著名的大學(xué)，師生之間的互動率越低。
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