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Student Engagement
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Kuh, George D., “What
We’re Learning About Student Engagement From NSSE” Change,
Mar/Apr 2003, Vol 35, Issue 2. Database: Psychology and Behavioral Sciences
Collection. |
Summarizes the engagement pattern of different
groups of students according to the results of the
National Survey of Student Engagement (NSSE). Discusses the background of NSSE;
Variation in the categories used by NSSE; Comments on the questions of NSSE;
Discussion on the engagement pattern of transfer students; Views of students
regarding diversity in school.
“College
students learn more when they direct their efforts to a variety of
educationally purposeful activities. To assess the quality of undergraduate
education at an institution it is necessary to gain information about student
engagement (the time and energy students devote to educationally sound
activities inside and outside of the classroom, and the policies and practices
that institutions use to induce students to take part in these activities.)
One of the goals of the National Survey of Student Engagement (NSSE) is to
insinuate the language of effective educational practice into discussions
about collegiate quality, both on and off the campus.”
“The
more students study a subject, the more they learn about it. The act of being
engaged also adds to the foundation of skills. Students who are involved in
educationally productive activities in college are developing habits for
continuous learning and personal development.”
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“How Are We Doing at
Engaging Students? Charles Schroeder talks to George Kuh” About Campus
v8 n1 p9-16 Mar-Apr 2003 |
Interviews George Kuh, director of the Center for
Postsecondary Research and Planning at Indiana University in Bloomington.
Kuh's leadership in improving undergraduate education; His use of the National
Survey of Student Engagement (NSSE) to address concerns about college quality
on multiple fronts; Broad measures included in the NSSE.
NSSE
assesses two aspects of student engagement. One is how much time and effort
students put into their studies and other educationally purposeful
activities. The other is how the institution gets students to participate in
activities that lead to student success.
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Koljatic, Mladen and
George Kuh. “A longitudinal assessment of college student engagement in good
practices in undergraduate education.” Higher Education Oct 2001, Vol
42 Issue 3, p351-372 |
The goal
of the study was to determine whether student engagement in three educational
practices (cooperation with peers, active learning, and faculty-student
interaction) increased within a 15 year period to improve the quality of
undergraduate education. The study found that there was not a significant
increase in students’ perceptions of good teaching practices. Many causes are
given for this – it is likely many students enrolled who were not as well
prepared to benefit from and engage in good educational practices; many
programs were introduced to respond to pressures; along with many other
causes.
To
increase student engagement faculty members must be willing to embrace the
philosophy of “The Seven Principles”. Other institution wide initiatives are
neede to support faculty members who modify their teaching (criteria for
promotion, tenure, and annual salary increments).
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Kuh, George D., “What
Does Institutional Selectivity Tell Us About Educational Quality?” Change
Sep/Oct 2004, Vol 36 Issue 5, P 52-59 |
Focuses
on the perception that institutional selectivity, a measure for educational
quality, are important to student development. Information is reviewed from
the National Study of Student Learning and the National Survey of Student
Engagement regarding student development and institutional effectiveness.
Results show that selectivity is a weak indicator of student exposure to good
practices in undergraduate education.
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Handelsman, Mitchell M.,
William L. Briggs, Nora Sullivan, and Annette Towler. “A Measure of College
Student Course Engagement.” Journal of Educational Research Jan/Feb
2005, Vol 98 Issue 3, p184-194. |
Student
engagement is considered an important predictor of student achievement. Two
studies are reviewed which explore the validity of a measure of student
engagement. Analysis revealed four dimensions of college student engagement
that were distinct and reliable (skills engagement, participation/interaction
engagement, emotional engagement and performance engagement).
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Kuh, George D., Thomas
Laird, and Paul Umbach. “Aligning Faculty Activities and Student Behavior:
Realizing the Promise of Greater Expectations.” Liberal Education
Fall 2004 Vol 90 No 4 P 24-31. |
Study
examines the relationships between faculty practices and student engagement.
Findings indicated that at institutions where faculty members emphasize
certain educational practices, student typically engage to a higher degree.
Students at institutions where faculty emphasize a range of effective
educational practices reported making more progress in relation to learning
and personal development.
Faculty
can and do shape student performance by what they value and do. Younger
faculty members are more inclined to value and use effective educational
practices. Uses of the FSSE and NSSE may be used for faculty development and
institutional improvement to align course requirements and faculty
activities. Over time using effective educational practices will bring a
campus to where these practices are the norm.
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Tallahassee Community
College http://sacs.tcc.fl.edu/
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"Empowering Students:
Student Engagement Along the Continuum” |
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TCC’s
QEP is an outgrowth of a student success initiative which is an integrated
student success program with six components with the major focus on teaching
and learning, early intervention, and campus-wide communication and
collaboration. “The goals of student success and successful education
necessitate a set of shared responsibilities between students and the
institution.” |
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Cleveland State Community
College (http://www.clscc.cc.tn.us/sacs/QEP)
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“Student Involvement: A
Key to Learning" |
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The
mission of the QEP is to enhance student learning through student
involvement activities, to document changes in learning outcomes, and to
focus the institution on the concept that improving student involvement
enhances student learning. |
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Delta State University
QEP:
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“A Strategic Plan for
Increasing Student Engagement” |
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This
QEP is based on the belief that fully engaging student in learning
environments leads to enhanced student learning. The four major goals
directly addressing enhanced student engagement are: |
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through increased student-student interaction and faculty-student
interaction.
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through increased use of technology and web-based communication in
classroom activities and assignments
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students will grow in knowledge and practice of a variety of communication
skills by having these skills reinforced in all courses
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engagement in free-flowing, multi-directional communication with faculty
and other students will increase.
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Faculty
Development
| Clayton College Student Success Faculty Development Program
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| Bryan College Faculty Development (Instructional Strategies)
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| Blinn College Faculty Development
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General Literature Reviews
| Bryan College QEP
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