WorldCat Identities

Chickering, Arthur W. 1927-

Works: 68 works in 186 publications in 2 languages and 7,252 library holdings
Genres: Life skills guides  Bibliography  Abstracts 
Roles: Author, Other, Editor
Classifications: LA227.3, 378.01
Publication Timeline
Most widely held works by Arthur W Chickering
Education and identity by Arthur W Chickering( Book )

40 editions published between 1969 and 1993 in 3 languages and held by 1,917 WorldCat member libraries worldwide

This completely revised and updated edition of Arthur W. Chickering's classic work presents new findings from the last twenty-five years and describes policies and practices in higher education that will foster the broad-based development of human talent essential to our society in the twenty-first century. Education and Identity offers a framework for human development that includes seven "vectors"--Such as developing competence, managing emotions, moving through autonomy toward interdependence, and others - critical to the needs of every college student. Drawing on the latest research, including recent findings on gender and multicultural differences, the authors show how institutions can strengthen development along these vectors. They examine such factors as institutional objectives, size, curriculum, student programs and services, and student-faculty relationships that contribute to educationally powerful environments. More important, Education and Identity provides a framework for thinking systematically about students' developmental patterns and makes concrete suggestions for fostering growth in areas such as interpersonal relationships, identity, purpose, and integrity
The Modern American college by Arthur W Chickering( Book )

21 editions published between 1981 and 1996 in English and held by 1,170 WorldCat member libraries worldwide

The challenges and reforms facing the modern American college having to deal with an increasingly diverse range of students--in terms of age, educational purposes, background and preparation, socioeconomic status, and ethnicity--are discussed. Thirteen chapters by professors in the arts, sciences, and professions discuss implications for their disciplines. In 14 other chapters, academic administrators and student personnel professionals provide a similar discussion for their specialties. Part One, Today's Students and Their Needs, offers a synthesis of basic information about the development and learning of adults, including traditional students aged 18 to 25. Its 14 chapters discuss areas such as intellectual and ego development, and learning problems the adult student faces. Part Two, Implications for Curriculum, develops the implications of research and theory examined in Part One for the curriculum; in particular, for a variety of academic disciplines and professional programs. Part Three, Consequences for Teaching, Student Services, and Administration, applies new knowledge about adults to college and university operations, including governance, instructional methods, and out-of-class activities. The introduction and conclusion serve as the foundation and closure points for theories discussed in the book. Individual authors include, among others: David A. Kolb, Robert J. Havighurst, Rita Preszler Weathersby, William G. Perry, Jr., K. Warner Schaie, Joyce Parr, Larry Friedlander, Paul Ward, Elof Axel Carlson, Dean E. Griffith, Robert J. Menges, Jerry S. Gaff, Louis Benezet, Harold L. Hodgkinson, and Jack Lindquist. (Lc)
Commuting versus resident students : [overcoming the educational inequities of living off campus] by Arthur W Chickering( Book )

10 editions published between 1974 and 1975 in English and held by 732 WorldCat member libraries worldwide

Improving higher education environments for adults : responsive programs and services from entry to departure by Nancy K Schlossberg( Book )

8 editions published between 1989 and 1991 in English and held by 684 WorldCat member libraries worldwide

The programs and services colleges and universities must implement to effectively meet the needs of adult students are described in the following chapters: (1) "Applying New Perspectives to Educating Adults"; (2) "Understanding Adults' Life and Learning Transitions"; (3) "Moving In: Adults' Needs on Entering Higher Education"; (4) "Designing Entering Programs for Adults"; (5) "Moving Through: Learners' Concerns in Managing Personal and Academic Lives"; (6) "Creating Programs to Foster Educational Progress"; (7) "Moving On: Challenges Adults Face in Developing New Life and Work Roles"; (8) "Providing Culminating Programs for Adults"; (9) "Payoffs to Learners from Improved Educational Support"; (10) "How Institutions Benefit from Supporting Adult Learners"; and (11) "Changing the Educational Environment for Adults: Advice to Academic Leaders." An epilogue provides a summary and description of a model for supporting adult learners. An index is provided. Contains 174 references. (Km)
Encouraging authenticity and spirituality in higher education by Arthur W Chickering( Book )

11 editions published between 2005 and 2015 in English and held by 629 WorldCat member libraries worldwide

"Encouraging Authenticity and Spirituality in Higher Education includes a rich array of examples to guide the integration of authenticity and spirituality in curriculum, student affairs, community partnerships, assessment, and policy issues. Many of these illustrative examples represent specific policies and programs that have successfully been put in place at diverse institutions across the country."--Jacket
How to talk about hot topics on campus : from polarization to moral conversation by Robert J Nash( Book )

3 editions published in 2008 in English and held by 418 WorldCat member libraries worldwide

This book addresses growing concerns about polarization around controversial issues on American college and university campuses. Its aim is to provide a theory-to-practice model of conversation for the entire college campus that will enable all constituencies to engage in productive and civil dialogue on the most difficult and controversial social, religious, political, and cultural topics. This is done using a proven, successful process that the authors call moral conversation. Through concrete frameworks, ground rules, and examples this approach--moral conversation--will teach readers how to justify, create, set up and facilitate respectful and engaging conversations about even the most controversial topics. The book includes both in-classroom and out-of-classroom settings across campus, and it speaks to faculty, student affairs staff, administrators, and students in all campus venues
Applying the seven principles for good practice in undergraduate education( Book )

5 editions published in 1991 in English and held by 417 WorldCat member libraries worldwide

Experience and learning : an introduction to experiential learning by Arthur W Chickering( Book )

6 editions published between 1977 and 2004 in English and No Linguistic content and held by 395 WorldCat member libraries worldwide

Today's experiential learning rests on long and worthy traditions. But the university's emphasis on analytic, reflective, and theoretical studies and its neglect of concrete experiences, practical applications, and active experimentation have been equally long-standing. The learning cycle of concrete experience, observation and reflection, abstract conceptualization, active experimentation, and application holds promise of improving the substance of higher education. Experiential learning can be viewed from a number of standpoints: examples, observations, and applications of it; its purposes, substance, and quality; institutional support; potentials for students and educational effectiveness; potentials for faculty and institutions; costs; and policy implications. A list of suggested reading is appended. (Editor/MSE)
Developing the college curriculum : a handbook for faculty & administrators by Arthur W Chickering( Book )

5 editions published in 1977 in English and held by 378 WorldCat member libraries worldwide

The handbook is presented in four major parts. In part one Arthur Chickering sees college curricular change as a continuing process made necessary by conditions that are both internal and external to the college. In part two David Halliburton builds on Chickering's rationale, shifting the focus to the curriculum itself. Here he deals with the underlying assumptions of curricular design. William Bergquist introduces the subject of curricular practice, considering the general issue of curricular diversity and presenting an eight-category model of nontraditional curricula. Jack Lindquist then treats the topic of implementing curricular change, highlighting the skills needed in this phase. (Mse)
How to get the most out of college by Arthur W Chickering( Book )

2 editions published in 1995 in English and held by 147 WorldCat member libraries worldwide

Getting the most out of college by Arthur W Chickering( Book )

5 editions published between 1995 and 2002 in English and held by 135 WorldCat member libraries worldwide

Quality from the students' point of view by Arthur W Chickering( Book )

1 edition published in 1983 in English and held by 20 WorldCat member libraries worldwide

First impressions last : an educational ecology( Visual )

2 editions published in 1989 in English and held by 13 WorldCat member libraries worldwide

Dr. Chickering emphasizes the individual needs of adult learners
Self concept, ideal self concept, and achievement by Arthur W Chickering( )

4 editions published in 1958 in English and held by 12 WorldCat member libraries worldwide

Community versus resident students by Arthur W Chickering( Book )

1 edition published in 1974 in English and held by 9 WorldCat member libraries worldwide

Helping adults learn : supplemental videotape( Visual )

1 edition published in 1989 in English and held by 7 WorldCat member libraries worldwide

Creating a community of learning : cultivating leadership, student development and diversity( Visual )

2 editions published in 1998 in English and held by 5 WorldCat member libraries worldwide

This program discusses what it means to be a community of learning in higher education and what steps should be taken to build and sustain such a community. Looks at leadership style, institutional culture and student development and diversity
Seven principles for good practice in undergraduate education by Arthur W Chickering( Book )

4 editions published in 1987 in English and held by 4 WorldCat member libraries worldwide

Seven principles that can help to improve undergraduate education are identified. Based on research on college teaching and learning, good practice in undergraduate education: (1) encourages contacts between students and faculty; (2) develops reciprocity and cooperation among students; (3) uses active learning techniques; (4) gives prompt feedback; (5) emphasizes time on task; (6) communicates high expectations; and (7) respects diverse talents and ways of learning. Examples of approaches that have been used in different kinds of college in the last few years are described. In addition, the implications of these principles for the way states fund and govern higher education and for the way institutions are run are briefly discussed. Examples of good approaches include: freshman seminars on important topics taught by senior faculty; learning groups of five to seven students who meet regularly during class to solve problems set by the instructor; active learning using structured exercises, discussions, team projects, and peer critiques, as well as internships and independent study; and mastery learning, contract learning, and computer-assisted instruction approaches, which required adequate time on learning. (Sw)
The Modern American college( )

in English and held by 3 WorldCat member libraries worldwide

A conceptual framework for educational alternatives at Empire State College by Arthur W Chickering( Book )

3 editions published in 1976 in English and held by 3 WorldCat member libraries worldwide

Empire State's 1976 Master Plan called for focus on providing educational alternatives for the increasingly diverse students at the college. It was decided to design programs to fit the students, which raised two problems concerning educational standards: criteria for performance and degree definitions. This report discusses the coordination of adult development and college development. Major dimensions of adult development are identified: ego development; intellectual development; interpersonal style; moral and ethical development; and development of social interest and of purpose. Potential contributions from academic disciplines are described in the fields of philosophy, literature, drama, history, and science. A 43-item bibliography is included. (Lbh)
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Education and identity
Alternative Names
Arthur W. Chickering educational researcher in the field of student affairs

ارثر تشكرنك

English (143)

German (1)

Improving higher education environments for adults : responsive programs and services from entry to departureEncouraging authenticity and spirituality in higher educationHow to talk about hot topics on campus : from polarization to moral conversationExperience and learning : an introduction to experiential learningGetting the most out of college