Sarah L. Ash
North Carolina State University
14 Papers
64 Citations
Sarah L. Ash is an academic researcher from North Carolina State University. The author has contributed to research in topics: Service-learning & Experiential learning. The author has an hindex of 8, co-authored 14 publications.
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Papers
•Journal Article
Integrating Reflection and Assessment to Capture and Improve Student Learning
TL;DR: In this paper, the authors trace the evolution of a strategy that uses reflection products as data sources to assess and improve both individual student learning and program-wide approaches to reflection, and suggest that these tools can improve students' higher order reasoning abilities and critical thinking skills relative to academic enhancement, civic engagement, and personal growth, and as a result, can improve the overall quality of their thinking and learning.
Reflection as a key component in faculty development
Patti H. Clayton,Sarah L. Ash +1 more
TL;DR: In this article, the authors investigate whether critical reflection is as important in faculty development as it is in student learning and propose a case study of the benefits and challenges of structuring faculty development around reflection.
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Unifying the undergraduate curriculum through inquiry-guided learning
Virginia S. Lee,Sarah L. Ash +1 more
TL;DR: At North Carolina State University, inquiry-guided learning offered a compelling framework for integrating the undergraduate curriculum across general education and the major rather than adopting a definition of inquiry guided learning as a prescribed set of approaches, participating faculty and staff members agreed on four overarching intended learning outcomes as the distinctive feature of Inquiry-Guided Learning.
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•Journal Article
A Qualitative Assessment of the Impact of a Service-Learning Course on Students' Discipline-Specific Self-Efficacy
TL;DR: In this article, the authors employed a multi-method qualitative approach to determine the impact of a service-learning course on students' discipline-specific self-efficacy, and found that the majority of students reported an increase in discipline specific selfefficacy after participating in this service learning course.
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