Validating the National Survey of Student Engagement Against Student Outcomes PDF Download

Author: Jonathan Gordon
Publisher:
ISBN:
Category :
Languages : en
Pages : 36

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Book Description
While there exist many examples of institutional use of the results of the National Survey of Student Engagement (NSSE), there is a relative paucity of research explicitly linking student outcomes to responses on the survey. A major Doctoral-Extensive institution in the Southeast recently conducted a large-scale implementation of the National Survey of Student Engagement (NSSE). We have linked multiple years of NSSE responses to several student outcomes: freshman retention, GPA, pursuit of graduate education, and employment outcome upon commencement/degree conferral. Our research finds minimal explanatory power in the NSSE benchmarks for these outcomes. A statistically-derived model from the individual NSSE items shows greater promise, although there are difficulties in replicating the model for previous student cohorts. NSSE Benchmark Models; Scalelets; and Regression Models are appended. (Contains 9 tables and 11 endnotes.).

Author: Shelley Leigh Esquivel
Publisher:
ISBN:
Category :
Languages : en
Pages : 143

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Book Description
The purpose of this research was to explore the factorial validity of the National Survey of Student Engagement (NSSE), a survey widely used by institutions of higher education. Specifically, using data collected from first-year students and seniors at The University of Tennessee, Knoxville (UT), this research addressed three research questions. First, to what extent does the five-factor model of NSSE (i.e., the benchmark model) exhibit factorial validity? Second, to what extent is Pike's (2006b) scalelet model of the NSSE factorially valid? Finally, is there a model that depicts the NSSE data better than the models consisting of benchmarks or scalelets? The participants of this study were first-year (n = 981) and senior (n = 944) students at UT who completed the online version of the NSSE in the spring of 2009. Using confirmatory factor analysis, results suggested poor model fit for both the benchmark model and Pike's (2006b) scalelet model. Exploratory factor analysis with oblique rotation (Promax) resulted in a six-factor solution consisting of 27 items that accounted for approximately 39 percent of variance. The six-factor model failed, however, to exhibit sufficient model fit when confirmatory factor analysis was applied to a different data set (i.e., NSSE data collected in the spring of 2010). Overall, results suggest that much more validation research is needed for the National Survey of Student Engagement to ensure that its use among institutions of higher education is appropriate.

Author: Kay McClenney
Publisher:
ISBN:
Category :
Languages : en
Pages : 6

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Book Description
The findings from 20 years of research on undergraduate education have been unequivocal: The more actively engaged students are--with college faculty and staff, with other students, and with the subject matter they study--the more likely they are to learn, to stick with their studies, and to attain their academic goals. The existing literature, however, focuses almost exclusively on students in four-year colleges and universities. This special report provides summary highlights from a large-scale research project that examined, for the first time, relationships between student engagement and a variety of student outcomes--including academic performance, persistence and attainment--"in community colleges". The bottom line for community colleges: "Student engagement matters". [For related report, "Exploring Relationships between Student Engagement and Student Outcomes in Community Colleges: Report on Validation Research. Working Paper," see ED529075.].

Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422

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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839

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Book Description
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.

Author: Anne DiCarlo
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 163

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Book Description
The current state of community college student engagement literature is that it is rich with journal articles and research but limited on tools with which to measure the construct of engagement. The Community College Survey of Student Engagement (CCSSE), a widely cited survey of community college student engagement, is one way to measure engagement, though this instrument has come under scrutiny for the validity of its benchmarks, its lack of emphasis on cultural considerations, and its length. The present study sought to create and validate a new survey of community college student engagement that would take less than 10 minutes to complete and drew on the most current body of literature on college student engagement. A second aim of this study was to understand community college student engagement by interpreting the results of the instrument created, the Brief Assessment of Student Engagement (BASE), and comparing it to other research on student engagement. The BASE was created and revised based on a literature review, rounds of interviews with students, feedback from higher education administrators and faculty, and a pilot administration. The BASE was then administered to a randomly selected group of students. Several significant, though weak to moderate, relationships were found between questions on the BASE and items from the CCSSE. Significant differences between scores based on age of participants was found, with those participants aged 30-35 scoring higher than those aged 18-24. A significant though weak relationship was also found between score on the BASE and GPA. Implications are discussed.

Author: Shela Dawn Seaton
Publisher:
ISBN: 9781267667847
Category :
Languages : en
Pages :

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Book Description
Research on student engagement suggests students who are engaged with school are more likely to learn, to find the experience rewarding, to graduate, and to pursue higher education (Marks, 2000; Finn, 1993). Several recent studies suggest that student engagement is a predictor of student achievement in school, regardless of socioeconomic status (Klem & Connell, 2004; Finn & Rock, 1997; Voelkl, 1995). In recent years, there has been a significant increase in attention on student engagement by educators and policymakers as a key to addressing low achievement, in particularly, an interest on a teacher's impact on student engagement in the classroom (Fredricks et al., 2004). Recent policy initiatives have led to the development and use of classroom observational surveys that attempt to measure student engagement in the classroom as a potential indicator of teacher effectiveness. Yet, there is substantial variation in how student engagement has been defined (Fredricks, McColskey, Meli, Montrosse, Mordica, & Mooney, 2011). This variation presents challenges for educators and researchers as they develop and apply measures of student engagement for the purpose of utilizing the results to inform the design of educational environments that promote higher levels of engagement. Currently, there are three prevailing methods for measuring student engagement: direct observation of student behaviors, student self-reported measures of engagement, and teacher-reported measures of student engagement (Furlong & Christenson, 2008; Spanjers, Burns, & Wagner, 2008; Appleton, Christenson, Kim, & Reschly, 2006; Fredricks et al., 2004; Klem & Connell, 2004; Shapiro 2004; Chapman, 2003; Marks, 2000; Fredricks et al., 2011). In studies measuring observable student behaviors, the direct observation of student behaviors is common. This study analyzes the RSDSS 6 Instructional Time Survey, a classroom observational tool that is designed to measure student behavioral engagement. This study tested and confirmed the validity and reliability of the RSDSS 6 Instructional Time Survey as a measure of the overall level of student engagement in K-8 classrooms, specifically behavioral engagement in instructional content in the classroom.

Author: Indiana University, National Survey of Student Engagement
Publisher:
ISBN:
Category :
Languages : en
Pages : 52

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Book Description
The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. This national survey shows that a variety of colleges and universities have shown steady improvement in the quality of undergraduate education, as measured by students' exposure to and involvement in effective educational practices. It details results from a 2009 survey of 360,000 students attending 617 U.S. colleges and universities, and it includes a special look at trends in student engagement at more than 200 of those schools that had four to six year's worth of data going back to 2004. (Contains 9 tables and 9 figures.).

Author:
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 296

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Book Description

Author: Indiana University, National Survey of Student Engagement
Publisher:
ISBN:
Category :
Languages : en
Pages : 52

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Book Description
The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. The selected results presented in this annual report are based on responses from more than 362,000 students attending 564 U.S. baccalaureate-granting colleges and universities who completed NSSE in spring 2010, as well as subsamples of this group who responded to three sets of experimental questions. Results are also included from the Beginning College Survey of Student Engagement (BCSSE), with more than 8,000 entering students from 126 institutions, and the Faculty Survey of Student Engagement (FSSE), with more than 19,000 faculty representing 154 institutions. This report contains a lead story, "Engagement within the Disciplines". It analyzes results from specific major fields to show how disciplinary influences and student characteristics affect student engagement. It shows that participation in high-impact practices varied by major, and further illustrate this with analyses of seniors majoring in general biology, business, English, and psychology. These four disciplines were selected because they are fairly popular yet represent a wide spectrum of academic traditions. The second story--"The Engagement of Student Veterans"--presents valuable new information about the learning experiences and time use of student veterans, including those who had combat experience. It shows that, in certain areas, student veterans are less engaged than their peers and also perceive less support from their campus environments. Finally, "Exploring New Dimensions of Learning and Engagement" presents interesting results from three sets of experimental questions--curricular peer interaction, quantitative reasoning, and student perceptions of institutional learning goals. (Contains 10 tables, 16 figures and 5 online resources.) [For the 2009 report, see ED507080.].