Download or read book Understanding the Relationship Between Student Engagement and Persistence Among Community College Students written by Thomas E. Chatman (Jr.) and published by . This book was released on 2020 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges enroll large numbers of students each year. However, their retention rates are dismal and have remained stagnant for more than 30 years. The low retention rates have serious implications for community colleges and the community at large. Low retention rates impact such things as individual health and well-being as well as funding for colleges to operate. As such, this correlational study was designed to understand the relationship between student engagement and specific student characteristics and persistence in college. The specific student engagement variables examined were student-faculty interaction, college GPA, academic self-efficacy, late registration, and sense of belonging. Moderation and mediation analysis examined the effects of race, first-generation status, and high school GPA. Data from the Community College Survey of Student Engagement (CCSSE) that was administered at Tidewater Community College (TCC) was used for the analysis. The analysis revealed that high school GPA and student-faculty interaction are positively related to college GPA. Additionally, it found student-faculty interaction to be positively related to persistence. None of the moderation and mediation hypotheses were supported in the study. Given some of the issues found with the research design used for this study, it was recommended that future research consider conducting focus groups or interviews to study persistence instead of using archival data.
Download or read book Understanding the Effects of Student Engagement on Persistence for Community College Students written by Aretha L. Matthews and published by . This book was released on 2009 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Activity Systems Analysis Methods written by Lisa C. Yamagata-Lynch and published by Springer Science & Business Media. This book was released on 2010-07-15 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the last two decades, there has been growing interest in pursuing theoretical paradigms that capture complex learning situations. Cultural Historical Activity Theory (CHAT) is one of several theoretical frameworks that became very popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis. It assumes a non-dualistic ontology and acknowledges the complexities involved in human activity in natural settings. Recently, reputable journals such as the American Psychologist, Educational Psychologist, and Educational Researcher that are targeted for a wide-range of audience have included articles on CHAT. In many of such articles, CHAT has been referred to as social constructivism, sociocultural theory, or activity theory. Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data. However, understanding the methods involved in activity systems analysis is a challenging task for many researchers. This difficulty derives from several reasons. First the original texts of CHAT are in Russian and there have been numerous authors who report on the difficulties of reconciling translation problems of the works of original authors’ such as Vygotsky and Leontiev. Second, in North America activity systems analysis has deviated from the Russian scholars’ intentions and Engeström’s original work using the triangle model to identify tensions to overcome and bring about sociopolitical change in participant practices. Third, to this date there are numerous publications on the theoretical background of activity theory and studies reporting the results of using activity systems analysis for unpacking qualitative data sets, but there have been no methodological publications on how researchers engage in activity systems analysis. Thus, there is a dearth of literature in both book and journal publications that guide researchers on the methodological issues involving activity systems analysis.
Download or read book Exploring Relationships Between Student Engagement and Student Outcomes in Community Colleges written by Kay M. McClenney and published by . This book was released on 2006 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2004, the Lumina Foundation for Education approved a generous grant to support validation research to explore and document the validity of the Community College Student Report (CCSR), add to the higher education field's understanding of student engagement, and help to identify research or institutional practices that require further attention. The study was conducted in three strands that linked Community College Survey of Student Engagement ("CCSSE") respondents with external data sources: (1) data from the Florida Department of Education; (2) data from the Achieving the Dream project; and (3) student record databases maintained at community colleges that have participated in the "CCSSE" survey and are either Hispanic-Serving Institutions or members of the Hispanic Association of Colleges and Universities (HACU). All participating students had participated in the 2002, 2003, or 2004 administrations of the Community College Student Report, "CCSSE's" survey instrument. The pattern of results obtained from the Florida study broadly confirms positive relationships between the construct of student engagement as measured by "CCSSE" and community college outcomes. This Achieving the Dream study yielded mixed results. The most promising results were for academic achievement (cumulative GPA) and persistence (credit completion ratios and fall-to-fall retention). Less promising were the results when predicting course completions across developmental math, writing and reading, as well as college-level algebra and English. In the HSS study, the student engagement scales were predictors of both "CCSSE" self-reported outcomes and transcript-derived student outcomes. Overall, two student engagement scales--Academic Challenge and Support for Learners--were the most consistent predictors of student outcomes. Overall, results clearly demonstrate that in assessing the validity of the "CCSSE", the choice of student outcomes variables is very important. The analyses accounted for larger proportions of variance in cumulative GPA, total credit hours completed, and average credit hours than in first to second term persistence, first to third term persistence, and number of terms enrolled. Further, depending on the student outcome of interest, some "CCSSE" self-reported outcomes seemed to be good proxies for transcript-derived outcomes, specifically cumulative GPA and total credit hours earned. Overall, many of the "CCSSE" variables, as well as corresponding derived scales and factors, demonstrated solid relationships with both self-reported and transcript-derived student outcomes. The results of these studies point to the following overall conclusions: (1) There is strong support for the validity of the use of the CCSR as a measure of institutional processes and student behaviors that impact student outcomes; (2) The studies confirm a long tradition of research findings linking engagement to positive academic outcomes; (3) There is strong consistency in the relationship between engagement factors and outcome measures across the three studies; however, some outcomes have stronger relationships to engagement than others; and (4) The Support for Learners benchmark was consistently correlated with measures of persistence. Appended are: (1) Florida Community College System Validation Study Results; (2) Achieving the Dream Validation Study Results; (3) HSS Consortium Institutions Validation Study Results; (4) "CCSSE" Constructs; (5) Study Variables; and (6) Participating Institutions. (Contains 71 tables, 8 figures and 4 footnotes.) [For related report, "Student Engagement and Student Outcomes: Key Findings from "CCSSE" Validation Research," see ED529076.].
Download or read book The Impact of a Sense of Belonging in College written by Erin Bentrim and published by Taylor & Francis. This book was released on 2023-07-03 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
Download or read book Captivating Campuses Proven Practices that Promote College Student Persistence Engagement and Success written by Nicholas D. Young and published by Vernon Press. This book was released on 2019-07-15 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: What role does student engagement play in educational achievement on the post-secondary campus? And, what factors affect each student’s ability and motivation to engage with the full college experience, both in and outside of the classroom? It is now widely acknowledged that post-secondary institutions must not only focus on facilitating the transition from high school to college, but that they must also make a concerted effort to listen to the needs and experiences of their students in order to achieve maximal involvement within the college environment. Students need to be captivated by at least one element of their college experience - whether that be in the classroom, dorm, or extracurricular activities - in order to form a bond with their institution and feel motivated and attached enough to put in the hard work until graduation. Campuses that capture their students’ interests and passions, provide spaces for them to develop as individuals, and opportunities to form meaningful professional and personal relationships have a far greater chance of both retaining their students to graduation and helping them develop as whole human beings who will contribute. This book studies the many facets of student engagement as it attempts to define student engagement, differentiating it from involvement, and covers seminal theories of college student engagement. The contributions to this volume discuss the powerful role that relationships play in helping students identify their interests and talents, and other examples of best practice when it comes to creating engaging classroom experiences, such as collaborative projects with peers, study abroad, and learning that is situated in real-life problems that are of importance to the student.
Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Download or read book Exploring the Relationship Between College Student Engagement Socioeconomic Status and Persistence written by Paul Shepherd and published by . This book was released on 2017 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Completion of a baccalaureate degree is positively associated with economic independence and upward mobility in an increasingly competitive world. Student success, through persistence to graduation, is a central goal for institutions of higher education, but only a fraction of students who begin college will graduate with a degree. Despite decades of exploration, student retention hovers at a consistent percentage, leaving the goal of degree completion unattained for many college students. Research shows college retention and degree completion vary across different sociodemographic characteristics such as race, ethnicity, socioeconomic status, and first-generation status. Research also indicates student engagement in educationally purposeful activity, both inside and outside of the classroom, increases the likelihood of student success across sociodemographic lines. Foundational theory as well as historic and contemporary research provides promising direction for higher education faculty, staff, and administrators to create institution specific plans to increase the chances of student success by increasing student retention in college through improved student engagement (Kinzie & Kuh, 2004). The present study seeks to explore the relationship between college student engagement, socioeconomic status, and persistence. National Survey of Student Engagement (NSSE) data is used to measure student engagement behaviors among first year college students at a small public residential university in the upper-Midwest. Parent income is used to define socioeconomic status and is matched with student engagement scores defined by the NSSE. Institutional data is used to determine the persistence behaviors of the students participating in this study. Results indicate a small positive relationship between student engagement and persistence suggesting high levels of student engagement increases the likelihood of persistence. No relationship is found between parent income and persistence or parent income and student engagement, suggesting parent income alone may not sufficiently explain socioeconomic differences in student engagement and persistence. Exploring these relationships assist faculty, staff, and administrators develop specific interventions to increase student engagement in experiences shown to improve the likelihood of persistence to degree completion.
Download or read book Reaching for the Goal written by Hoa Pham and published by . This book was released on 2011 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Occupational students constitute the majority of enrollments at community colleges; yet little is known whether students in career and technical programs persist in their education and attain degrees in their program of study. The purpose of this study was to examine the levels of engagement of students enrolled in vocational programs at one community college and examine how it impacts their persistence decisions. This quantitative study explored the relationship between engagement variables and demographic variables to determine if these variables can be used as predictors of students' intent to enroll during the upcoming school year using a non-experimental correlational research design. A secondary data analysis of an existing Community College Survey of Student Engagement dataset (n = 1,024) was used to analysis only vocational/technical respondents (n = 314). Descriptive statistics, correlational analyses, and a series of logistic regressions were conducted to investigate the contributions of multiple independent variables (engagement and demographic) on the dependent variable of persistence. The results for a sample of occupational students at this community college appeared to indicate that engagement and demographic variables were not statistically significant predictors of student's intent to enroll. "Individual" (not "composite") engagement variables were also examined and two variables: (1) Preparing two or more drafts of a paper and (2) Number of books read on their own (not assigned), were shown to have a negative statistical significance; both represented a small effect size. In additional, two individual demographic variables: (1) Source of funding education (small to medium effect size) and (2) Father's education (large effect size) were shown to be significant predictors of student's intent to persist. Study illuminates the importance of institutions to further examine how engagement may be viewed differently for occupational students. As such, the multifaceted nature of student engagement, coupled with the diversity of goals of occupational/technical students may warrant more than quantitative surveys to capture the optimal approach to helping vocational students to reach their goals. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book Working With Students in Community Colleges written by Lisa S. Kelsay and published by Taylor & Francis. This book was released on 2023-07-03 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with This timely volume addresses the urgent need for new strategies and better ways to serve community colleges’ present and future students at a time of rapid diversification, not just racially and ethnically, but including such groups as the undocumented, international students, older adult learners and veterans, all of whom come with varied levels of academic and technical skillsThe contributing researchers, higher education faculty, college presidents, and community college administrators provide thorough understanding of student groups who have received scant attention in the higher education literature. They address the often unconscious barriers to access our institutions have erected and describe emerging strategies, frameworks, and pilot projects that can ease students’ transition into college and through the maze of the college experience to completion. They offer advice on organizational culture, on defining institutional outcomes, on aligning shifting demographics with the multiple missions of the community college, on strengthening the collaboration of student and academic affairs to leverage their respective roles and resources, and on engaging with the opportunities afforded by technology.Divided into three parts – understanding today’s community college campuses; supporting today’s community college learners; and specialized populations and communities – this book offers a vision and solutions that should inform the work of faculty, administrators, presidents, and board members.
Download or read book Promising and High Impact Practices Student Success Programs in the Community College Context written by Gloria Crisp and published by John Wiley & Sons. This book was released on 2016-09-19 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: With calls for community colleges to play a greater role in increasing college completion, promising or high-impact practices (HIPs) are receiving attention as means to foster persistence, degree completion, and other desired academic outcomes. These include learning communities, orientation, first-year seminars, and supplemental instruction, among many others. This volume explores the latest research on: how student success program research is conceptualized and operationalized, evidence for ways in which interventions foster positive student outcomes, critical inquiry of how students themselves experience them, and challenges and guidance regarding program design, implementation and evaluation. This is the 175th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book After Admission written by James E. Rosenbaum and published by Russell Sage Foundation. This book was released on 2007-01-04 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enrollment at America's community colleges has exploded in recent years, with five times as many entering students today as in 1965. However, most community college students do not graduate; many earn no credits and may leave school with no more advantages in the labor market than if they had never attended. Experts disagree over the reason for community colleges' mixed record. Is it that the students in these schools are under-prepared and ill-equipped for the academic rigors of college? Are the colleges themselves not adapting to keep up with the needs of the new kinds of students they are enrolling? In After Admission, James Rosenbaum, Regina Deil-Amen, and Ann Person weigh in on this debate with a close look at this important trend in American higher education. After Admission compares community colleges with private occupational colleges that offer accredited associates degrees. The authors examine how these different types of institutions reach out to students, teach them social and cultural skills valued in the labor market, and encourage them to complete a degree. Rosenbaum, Deil-Amen, and Person find that community colleges are suffering from a kind of identity crisis as they face the inherent complexities of guiding their students towards four-year colleges or to providing them with vocational skills to support a move directly into the labor market. This confusion creates administrative difficulties and problems allocating resources. However, these contradictions do not have to pose problems for students. After Admission shows that when colleges present students with clear pathways, students can effectively navigate the system in a way that fits their needs. The occupational colleges the authors studied employed close monitoring of student progress, regular meetings with advisors and peer cohorts, and structured plans for helping students meet career goals in a timely fashion. These procedures helped keep students on track and, the authors suggest, could have the same effect if implemented at community colleges. As college access grows in America, institutions must adapt to meet the needs of a new generation of students. After Admission highlights organizational innovations that can help guide students more effectively through higher education.
Download or read book Online Social Networking on Campus written by Ana M. Martínez-Alemán and published by Routledge. This book was released on 2008-02 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the era of such online spaces as Facebook, Instant Messenger, Live Journal, Blogger, Web Shots, and campus blogs, college students are using these resources and other online sites as a social medium. Inevitably, this medium presents students with ethical decisions about social propriety, self disclosure and acceptable behaviour. Because online social networking sites have proven problematic for college students and for college administrators, this book aims to offer professional guidance to Higher Education administrators and policy makers. Online Social Networking on Campus: Understanding what matters in student culture is a professional guide for Higher Education faculty and Student Affairs administrators, which rigorously examines college students’ use of online social networking sites and how they use these to develop relationships both on and off campus. Most importantly, Online Social Networking on Campus investigates how college students use online sites to explore and makes sense of their identities. Providing information taken from interviews, surveys and focus group data, the book presents an ethnographic view of social networking that will help Student Affairs administrators, Information Technology administrators, and faculty better understand and provide guidance to the "neomillennials" on their campuses.
Download or read book Understanding and Reducing College Student Departure written by John M. Braxton and published by John Wiley & Sons. This book was released on 2011-10-07 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student departure is a long-standing problem to colleges and universities. Approximately 45 percent of students enrolled in two-year colleges depart during their first year, and approximately one out of four students departs from a four-year college or university. The authors advance a serious revision of Tinto's popular interactionalist theory to account for student departure, and they postulate a theory of student departure in commuter colleges and universities. This volume delves into the literature to describe exemplary campus-based programs designed to reduce student departure. It emphasizes the importance of addressing student departure through a multidisciplinary approach, engaging the whole campus. It proposes new models for nonresidential students and students from diverse backgrounds, and suggests directions for further research. Academic and student affairs administrators seeking research-based approaches to understanding and reducing student departure will profit from reading this volume. Scholars of the college student experience will also find it valuable in defining new thrusts in research on the student departure process.
Download or read book Exploring Predictors of Faculty Student Interaction for Community College Students written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: One fundamental aspect of engagement in higher education is faculty-student interaction. Faculty-student interaction has been associated with student success and persistence in both four- and two-year higher education institutions. Due to a lack of research concerning community college students, understanding student engagement in higher education is based on White, traditional-age students who attend four-year institutions. However, community colleges enroll almost half of US undergraduates. Community college studentsâ€"!primary involvement or interaction typically occurs inside the classroom due to their part-time status, employment responsibilities, lack of involvement in student activities, and attendance at non-residential campuses. Increasing faculty-student interaction does seem to be a possible approach to assist students in their educational endeavors while enrolled at community colleges. Only a limited number of researchers have examined faculty-student interaction in a community college setting. The purpose of this study was to explore the variables that predict faculty-student interaction of community college students. This research project was guided by two theories that examine student engagement and faculty-student interaction: Astinâ€"! (1985) student involvement theory and Paceâ€"! (1979) student development and college impress model. Descriptive and inferential statistics examined the data and answered three research questions. Of the 15 independent variables, multiple regression revealed that five (age, grants/scholarships, GPA, orientation program/course, and learning community) were significant predictors of faculty-student interaction for full-time community college students and four (first-generation status, GPA, orientation program/course, and learning community) were significant predictors of faculty-student interaction for part-time community college students. Both models had three of the same significant independent variables (GPA, orienta.
Download or read book Engagement in the First Year as a Predictor of Academic Achievement and Persistence of First year Students written by Jimmie A. Schlinsog and published by . This book was released on 2010 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the relationship between engagement in educationally purposeful activities during the first year of college and academic achievement, persistence, and graduation. The study focused on the impacts of engagement on student outcomes related to academic achievement, persistence, and graduation at a comprehensive university located in the mid-South region of the United States. Differences in engagement and outcomes between first generation and continuing-generation students were also explored. This longitudinal panel study utilized an Input-Environment-Output assessment model for the design and analysis. The input variables consisted of background characteristics including gender, ethnicity, high school preparation, and first-generation status. The chief environmental variable was engagement as measured by the National Survey of Student Engagement (NSSE). The outcome variables included academic achievement, persistence, and graduation within the six-year reporting cycle for the Council on Postsecondary Education (CPE) in the state of Kentucky. The results indicated that first-generation students were less well prepared in terms of high school GPA and ACT, typically earned a lower first-year GPA and fewer credits, and were less likely to persist and to graduate compared to continuing-generation students. Those that did graduate, however, did so with a similar GPA to continuing-generation students. The significant predictors of academic achievement at the end of the first year of college were high school GPA and ACT. High school GPA and ACT were also significant predictors of the likelihood of persistence and graduation within six years. Surprisingly, engagement did not emerge as a predictor of the likelihood of persistence or graduation for either first-generation or continuing-generation students nor were there significant differences in engagement between first-generation and continuing-generation students. Significant differences in engagement did, however, emerge according to ethnicity and gender with students of color indicating higher levels of engagement than White students and women being more engaged than men. Implications for practice and suggestions for future research are also considered.
