Abstract

Variation in how faculty in disparate theory-based academic environments design and structure their undergraduate courses to promote student learning in 12 areas was examined. The findings suggest that faculty create distinctive academic environments that reinforce and reward their preferred patterns of student competencies in a manner consistent with Holland's theory. Implications of the findings for faculty, student affairs professionals, and other campus leaders responsible for student learning are discussed.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 183-195
Launched on MUSE
2007-03-15
Open Access
No
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