Student Engagement Survey Research Articles

Flourishing and Well-being in the Academy: A Capabilities Approach

Increased wellness and mental health strategies have been implemented across campuses in post-secondary institutions, which is reflective of the broader discourse on wellness in societies. In response to increased awareness of wellness on campuses, universities respond in various ways which include student and staff engagement surveys, academic plans that include wellness, and institutional mental health strategies. While these initiatives are important to support the communities that universities serve, such initiatives may do better if a more robust notion of wellbeing underpins these initiatives. In this paper, I draw upon Nussbaum’s capabilities to broaden the discourse on wellbeing in academia. I argue that considering wellbeing through a capabilities approach may provide a better normative framework to address more substantive tensions that undermine academics’ well-being.

Teaching Honors Courses: Perceptions of Engagement from the Faculty Perspective

Research suggests that honors students are more likely to be engaged in some, but not all, aspects of the college experience, although there is less information available from the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two items about teaching honors courses. A series of ordinary least squares regression analyses suggest that faculty who teach honors courses are more likely to encourage engagement in the areas of student–faculty interaction, learning strategies, and collaborative learning, even after controlling for other demographic and institutional variables. These findings are considered within the context of existing research and theory, connecting knowledge from higher education and gifted education.

Student engagement in higher education: A cross-sectional study of nursing students' particpation in college-based education in the republic of Ireland

BackgroundStudent achievement within the Higher Education Sector is predicated upon engagement with college/university life and engagement is identified as having a major impact on the acquisition of knowledge and cognitive growth. Evidence within the higher education sector identifies factors which impact positively and negatively on student engagement. However, the direct application of this evidence to nursing students whose programmes of study are fundamentally different to other non-professional degrees has not, as yet, been examined. ObjectivesTo explore undergraduate nursing students' engagement in college-based education and their perceptions of how their institutions support student engagement. DesignCross-sectional survey design. SettingsFour Higher Education Institutions (HEIs) in the Republic of Ireland. ParticipantsNursing students in first and final year (n = 634) undertaking a four-year Bachelor of Science Nursing (honours degree). MethodsThe National Survey of Student Engagement (NSSE) self-report questionnaire, which collects data on four core areas related to student engagement, was used. The statistical package SPSS version 21 was used to analyse the data. Independent t-tests were used to compare differences in engagement between students, depending on year of study (first and final year), institution type, and age. ResultsStudents engaged most in activities that are considered core to higher education: higher order learning, collaborative learning and effective learning strategies. Although students perceived that lecturers engaged in effective teaching practices, they reported limited out of class interaction with lecturers. ConclusionsThe insight gained from this study of the educational realities of contemporary nursing students will provide clarity for nurse educators, regulators, and policymakers in their efforts to support and enhance student engagement.

(Re)Measuring Community College Student Engagement: Testing a Seven-Factor CCSSE Model

Objective: Despite the popularity of the Community College Survey of Student Engagement (CCSSE), this instrument has been criticized regarding its development, theoretical basis, validity, and connection to practice. In light of these concerns, this article reframes the survey by employing Chickering and Gamson’s seven principles, one of the survey’s original theoretical frameworks. A robust discussion of the new measure and its implications for research and practice is presented. Method: Chickering and Gamson’s theory was used to motivate, create, and evaluate a seven-factor model using items from the CCSSE. Drawing on responses from two community colleges ( N = 1,076), a confirmatory factor analysis (CFA) was used to test this model. Results: Findings provide support for a seven-factor model with high model fit and moderate-to-strong factor reliability. Contributions: This study offers a valid alternative approach to considering CCSSE data that may influence future work in the area of community college student engagement. We also consider how institutional research practitioners and other stakeholders can leverage study insights to promote student success across community college contexts.

Ref: NET_2019_1563: Working while studying: The impact of term-time employment on undergraduate nursing students' engagement in the Republic of Ireland: A cross-sectional study

BackgroundGlobally, there is evidence that tertiary education students are increasingly combining full time study with paid term-time employment. Despite this dual participation, little is known about the impact of working for pay during term on students' engagement with activities, both academic and social, that are associated with learning and development. ObjectivesTo measure undergraduate nursing students' term-time employment commitments and the impact of those commitments on nursing students' engagement. DesignCross-sectional survey design. SettingsFour Higher Education Institutions (HEIs) in the Republic of Ireland - comprising of two Universities and two Institutes of Technology. ParticipantsFirst and final year undergraduate students (n = 634) enrolled in a four-year Bachelor of Science Nursing (honours degree). MethodsThe College Student Report – National Survey of Student Engagement (NSSE) self-report questionnaire was utilised. This collects data on core activities associated with student engagement along with how students spend their time in and out of class. The statistical software package SPSS version 21 was used to analyse data. ResultsOver two-thirds of undergraduate nursing students (n = 423) engaged in term-time employment, working on average 15 h per week, with non-traditional students (i.e. mature-aged, those with children, those who did not enter college based on second level school results) working most hours. Term-time employment had limited impact on student engagement, however, students in employment had increased student faculty interaction compared to students who were not employed but engaged in less time studying (Mean = 7.2, SD 5.9) than those who were employed (Mean = 8.7, SD = 7.6; t(316) = 2.46; p = .014). ConclusionsOverall, engaging in term-time employment was not negatively associated with student engagement, but it did reduce the number of hours students studied. Non-traditional students were more likely to be employed and consequently impacted by combining work and educational demands.

What do students engage with the most? A comparative study between high and low achieving students within online learning environments

ABSTRACT The purpose of the study was to explore the difference in student engagement between high achieving and low achieving senior undergraduate students who took all their courses entirely online at United States (US) higher education institutions. It aims to evaluate student engagement variables and compare them with student achievement to help instructors and institutions detect areas for improvement in student engagement that might impact student learning and achievement. This study analysed data collected from undergraduate senior-level students who responded to the National Survey of Student Engagement (NSSE) in the academic year of 2015/2016. Seven variables of student engagement were analysed. Results of the study show that high achieving students were significantly higher than low achieving students in higher-order learning, reflective and integrative learning, learning strategies, quantitative reasoning, and effective teaching practices. However, low achieving students were significantly higher than high achieving students in student–faculty interaction. No significant differences were found in collaborative learning.

The National Survey of Student Engagement (NSSE) at Twenty

Assessment UpdateVolume 32, Issue 2 p. 1-16 Articles The National Survey of Student Engagement (NSSE) at Twenty Peter T. Ewell, Peter T. EwellSearch for more papers by this authorAlexander C. McCormick, Alexander C. McCormickSearch for more papers by this author Peter T. Ewell, Peter T. EwellSearch for more papers by this authorAlexander C. McCormick, Alexander C. McCormickSearch for more papers by this author First published: 30 March 2020 https://doi.org/10.1002/au.30204Citations: 2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume32, Issue2March/April 2020Pages 1-16 RelatedInformation

Documenting the Value of Librarians in the Classroom: Results from a Mixed-Methods Research Collaboration with Campus Partners

This paper details the results of a mixed-methods study of first-year and upper-division students’ information literacy (IL) competencies. The study used a rubric and a survey, seeking to answer two research questions: 1) Is there a correlation between National Survey of Student Engagement (NSSE) IL survey responses and IL rubric scores? 2) Are there any indicators that correlate to improved IL performance in first-year students? Results demonstrated that first-year students reported greater engagement with IL and also indicated that instructors placed greater emphasis on IL competencies than students in upper-division courses. They also show a statistically significant impact on first-year students’ rubric scores when a librarian is in the class. This finding held even when controlling for other variables. Results provide an evidence-based foundation to spur conversations with faculty and university administration on the value of IL and the role of librarians in undergraduate student success.

Information Literacy’s Influence on Undergraduates’ Learning and Development: Results from a Large Multi-institutional Study

This paper investigated the reliability and validity of the National Survey of Student Engagement’s Experiences with Information Literacy module, an assessment instrument developed in collaboration with a group of instructional librarians. After identifying three information literacy–related factors in the module, it assessed the relationship between the factors and students’ engagement in Higher-Order Learning and Reflective and Integrative Learning activities and students’ perceived gains. The results from these analyses indicated that information literacy activities were positively and significantly correlated with student engagement and students’ perceived gains.

Apprenticing Researchers: Exploring Upper-Division Students' Information Literacy Competencies

Author(s): Davidson Squibb, Sara L.; Zanzucchi, Anne | Abstract: This study explores upper-division students' research competencies, dispositions, challenges, and developments through focus group interviews complemented by surveys, including local responses to the Experiences with Information Literacy topical module from the National Survey of Student Engagement (NSSE). These undergraduates, apprenticing as researchers, use research practices that are more novice than expert, as described in the Framework for Information Literacy for Higher Education. They employ a range of abilities in the research process and demonstrate an emerging knowledge of the information environment and of academic disciplines. Because curriculum strongly influences information literacy development, librarians should pursue close collaborations with faculty.

GIS Application in Mapping Institutional Participants of National Survey of Student Engagement (NSSE)

GIS Application in Mapping Institutional Participants of National Survey of Student Engagement (NSSE)

A Good Job: Campus Employment as a High-Impact Practice

A Good Job:Campus Employment as a High-Impact Practice Erin Morgenstern George S. McClellan, Kristina L. Creager, & Marianna Savoca Sterling, VA: Stylus, 2018, 260 pages $35.00 (paperback) $125.00 (hardcover) Though student employment can have positive benefits, such as increased persistence and engagement, many students struggle to connect their work with their academics and future career (Hansen and Hoag, 2018). A Good Job: Campus Employment as a High-Impact Practice (2018) is a new resource for university leaders that desire theoretical knowledge and practical techniques for aiding students in making those connections while working in departments and offices across campus. Beginning with the foreword written by Dr. George Kuh, the founding director of the National Survey of Student Engagement (NSSE) and a leading expert on high-impact practices in higher education, the message that is infused throughout this book is clear. With so many undergraduates today working while pursuing their studies, it is incumbent on college and university leaders, faculty, academic advisers, student affairs professionals, and others committed to helping students to become more informed about how to harness the benefits of employment and both student engagement and education outcomes" (p. xiii) Throughout A Good Job, the authors delve thoroughly into a vast array of theories and historical frameworks associated with student, career, learning and identity development. The first few chapters are or ganized by different theoretical models and how they connect to campus employment, such a student development and campus employment. Latter chapters connect to overarching themes of retention and persistence, supervision and management and legal issues in higher education with regard to student employment. Additionally, the authors sprinkle in current trends, federal data and historical truths of student employment in higher education such as recent data from NSSE and other formidable studies and reports from higher education scholars. These facts encouraged me to think more critically and systematically about the serious influence that on-campus employment could have on the success of an undergraduate student and caused me to immediately consider addressing ways I currently run my own student employment program. In order to broaden their audience-base, the authors of A Good Job generate a seamless flow from theory to practice and then embed implications that urge readers to recognize how on-campus employment can have a broader impact on student retention, persistence and success. By connecting "retention theory and practice, focusing specifically on elements related to the retention and success of student employees throughout varying institutional types and [End Page 215] positions," the authors strategically bring a perspective that would be directly relatable to other university leaders who must think regularly about the business of higher education, as opposed to learning initiatives and outcomes (p. 102). For example, the authors note a statistic that encourages university leaders to consider the sound financial management associated with connecting on-campus employment to the success of degree completion. Knowing that a student who could be retained for four years might generate the same income as four new students who leave after one year should encourage any university leader to take a second look at on-campus employment as an easily applied practice that would help their budget bottomline, not hurt it. By connecting the essential elements of a high impact practice to student employment, A Good Job welcomes prior research offered by George Kuh (Kuh, Kinzie, Buckley, Bridges & Hayek, 2007; Kuh, 2008; Kuh, Kinzie, Schuh & Whitt, 2010; Kuh, O'Donnell & Reed, 2013). The fundamentals of a high impact practice such as time on task, authentic problem-solving, and feedback on performance are just a few applications for in and out of class experiences. Through research provided by Kuh and other colleagues, the authors persuade their audience that these tenets could easily be adopted to enhance student learning in the workplace because on-campus jobs offer students the opportunity to create knowledge and build skills, think critically and function effectively in our rapidly changing and complex world. According to a 2019 report published by the National Association of Student Personnel Administrators, 80 percent of students are currently employed in order to manage the rising tuition costs and other obligations that former generations did not face. This high percentage...

Measuring Institutional Effects on Student Activism

Measuring Institutional Effects on Student Activism John Zilvinskis (bio), Demetri L. Morgan (bio), and Brendan Dugan (bio) To best accentuate individual-level outcomes, some quantitative research on political engagement in higher education includes institutional variables only as controls (i.e., Dodson, 2014; Weerts, Cabrera, & Mejías, 2014 ). This leads to a complementary strand of research that seeks to simultaneously understand both individual and institutional factors that contribute to student political engagement (Baker & Blissett, 2018; Doyle & Skinner, 2017). Often researchers use some configuration of Berger and Milem's (2000) structural features of institutions, since these measures help differentiate institutions and may influence student outcomes. Consequently, Niehaus, Campbell, and Inkelas (2014) encouraged researchers to be transparent about design decisions. In particular, a growing chorus of scholars has called for research to account for the role of the institutional context in the emergence of civic and political outcomes such as activism (Cabrera, Matias, & Montoya, 2017; Kezar, 2010). Since students are nested within groups (e.g., classes, programs, or institutions), researchers often invoke multilevel modeling in education scholarship to simultaneously account for individual-level and group-level variation (Ethington, 1997). This method is vulnerable in regard to how theory and statistics complement each other in research design (Smart, 2005). This lack of specificity hinders institutions' ability to respond to dynamic and complex outcomes such as student activism (Morgan & Davis, 2019). Following insights gleaned from a previous study we conducted, and to encourage greater transparency in the quantitative research design of higher education studies, we tested which institution-level variables found within the activism literature can be retained when modeling student activism behavior at multiple levels (Morgan, Zilvinskis, & Dugan, 2019). This allowed us to statistically examine the value that distinct variables provide, while understanding how the significant institutionlevel variables are related to student-level outcomes. Our research questions included: Which institution-level variables found within activism literature can be retained when modeling student activism behavior at multiple levels? How do the retained institution-level variables relate to individual activism behaviors? INSTITUTIONAL DEMOGRAPHICS An institution's racial composition is an important point of reference for a range of educational outcomes (e.g., sense of belonging, graduation, retention; Museus, Nichols, & Lambert, 2008). We also followed Baker and Blissett's (2018) finding that the Pell percentage was a significant predictor of institutional involvement in a type of social media activism [End Page 372] (e.g., the "I, too, am [College]" campaigns). Research from other disciplines corroborates the connection between socioeconomic status and political activities (Pacheco & Plutzer, 2008). FACULTY INTERACTION AND RESOURCE ALLOCATION The impact on educational outcomes of faculty composition (i.e., ratio of nontenure track to full-time faculty) in higher education is still not well understood (Kezar, 2012 ); yet other research very clearly delineates the importance of student–faculty interactions ( Garvey, BrckaLorenz, Latopolski, & Hurtado, 2018). Hence, we include two variables to better understand whether student–faculty ratios and different compositions of faculty connect to the dependent variables. Finally, research on how resource allocations influence student experience suggests it is critical to consider how institutions use resources to support endeavors (e.g., Cantwell, 2016; Gansemer-Topf, Saunders, Schuh, & Shelly, 2004). METHOD Data Sources The 2017 administration of the National Survey of Student Engagement (NSSE; http://nsse.indiana.edu) provided data from 27 institutions for this study. After the divisive 2016 presidential election, more than 7,000 students responded to a supplemental survey on political activism. Of the 4,168 senior respondents, 3,257 (78.1%) who began the survey completed the additional items of interest. Approximately two thirds of the students identified as women (67.5%), and a similar proportion identified as White (70.2%); first-generation students (neither parent has earned a college degree) constituted 41.0% of respondents. Student demographic covariates were based on survey responses, and institutional characteristics were derived from the Integrated Postsecondary Education Data System (IPEDS). Indicators were developed for students who identified as Black or African American; identified as Lesbian, Gay, Bisexual, or Queer; and those who chose not to share their sexual orientation. Institutional support for activism is the averaged value of responses from students asked about the degree to which their institution emphasized four types of activism (codebook variables...

STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE OF STUDENTS OF PARTIDO STATE UNIVERSITY

This research determined the extent of student engagement of students of Partido State University and analyzed the factors affecting their engagement. Moreover, it investigated the correlation between student engagement and academic performance. The study used descriptive-correlational method. A teacher made questionnaire was used to gather data. The general weighted average for two semesters was used to determine the academic performance of the respondents. Focused group discussion was used to validate the data obtained from the questionnaires. A total of three hundred and five students from the College of Education took part in the study. Mean and ranking, frequency count, and Pearson moment correlation were used to treat the data. The study revealed that the level of student engagement along behavioral, emotional and cognitive engagements were high with a mean of 2.84. It was found out that academic performance of the respondents was very good. Furthermore, it was found out that behavioral, emotional and cognitive engagements were positively correlated to the academic performance of the students. Student engagement survey is an important tool to know the whole learning experiences of the students as well the effectiveness of instructional techniques employed by the teachers.

A comparison of curricula: Examining the efficacy of a school-based musical theater intervention.

Students qualifying for services under the Individuals with Disabilities Education Act may experience challenges meeting the socioemotional demands of the school environment, creating a need for targeted interventions that can be delivered within school settings. The current study used a mixed-methods approach to examine the efficacy of a 4-week school-based musical theater intervention delivered to 121 elementary students with intellectual and developmental disabilities. Quantitative analyses of teacher-reported changes in student engagement pre- and post-intervention were conducted to compare student gains made across two intervention curricula, followed by qualitative content analyses of teachers' responses to open-ended survey questions. Results indicated an overall benefit of the musical theater intervention, with increases found in composite scores on the teacher-report Student Engagement Survey measure after completion of both intervention curricula; however, gains in individual survey item scores differed by curricula. Additionally, qualitative analyses provided positive insight into several aspects of the intervention.

Faculty Survey of Student Engagement: What Do Faculty Say About Rubrics?

Assessment UpdateVolume 31, Issue 6 p. 1-16 Articles Faculty Survey of Student Engagement: What Do Faculty Say About Rubrics? John Zilvinskis, John ZilvinskisSearch for more papers by this authorThomas F. Nelson Laird, Thomas F. Nelson LairdSearch for more papers by this authorPolly Graham, Polly GrahamSearch for more papers by this author John Zilvinskis, John ZilvinskisSearch for more papers by this authorThomas F. Nelson Laird, Thomas F. Nelson LairdSearch for more papers by this authorPolly Graham, Polly GrahamSearch for more papers by this author First published: 17 December 2019 https://doi.org/10.1002/au.30189Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume31, Issue6November/December 2019Pages 1-16 RelatedInformation

First-Year College Students’ Behaviors and Characteristics of Those Who Stay and Those Who Go

This study examined the differences between first-year students who continued to Year 2 and first-year students who did not return to the second year at a mid-size, public, research university in the mid-south. The study utilized the National Survey of Student Engagement to compare the level of student–faculty interaction, experiences with the campus environment, and engagement in collaborative learning. Differences in the student engagement behaviors were examined by gender, race/ethnicity, and if the student was a first-generation college student. The participants included 1,402 first-year college students. Analysis revealed that those students who continued to Year 2 had significantly higher engagement in collaborative learning scores during their first year. However, female returners reported less faculty interaction than female nonreturners. Caucasian students who continued rated experiences with the campus environment and engagement in collaborative learning higher than those who did not continue to Year 2.

High-Impact Practices and the Adult Online Learner

Institutions of higher education are challenged to get students engaged, especially adult or non-traditional online learners. In this study, the National Survey of Student Engagement (NSSE) 2017 & 2018 data on High-Impact Practices (HIPs) are examined to understand the extent to which adult online learners are engaged in HIPs. This analysis finds that engagement levels for adult learners are lower than those of traditional learners (under the age of 24) for all HIPs surveyed by the NSSE. Moreover, the levels of engagement of the subset of adult learners who took only online courses was even lower than the levels of the broader adult population, and part-time adult online learners had the lowest engagement of all student populations examined. Based on these findings, suggestions for improving the engagement of adult and online learners in HIPs are discussed. Institutions should focus on incorporating opportunities that allow more learners to experience HIPs, as research findings suggest that HIPS increase engagement and could result in significant improvements in student success measures, such as program completion and graduate school attendance (Stoloff, Good, Smith, & Brewster, 2015).

An Observational Review and Analysis of Qualitative Data to Explore the Benefits of Equine Assisted Learning in Improving the Engagement of Adolescents with Complex Learning Needs, within the Educational Setting

The study determined whether Equine Assisted Learning (EAL) acted as a positive influence to improve the engagement of adolescents with complex learning needs, within their educational setting. The past two years has seen a continuous increase in the number of pupils with complex learning needs in the UK, from 1,244,255 in January 2017 to 1,276,215 in January 2018, an increase from 14.4% to 14.6%. These increasing figures provide a clear rationale for the requirement for a greater utilisation of various learning intervention tools, to begin to meet the dynamic needs of these learners. Seven participants engaged in six EAL sessions over six weeks and were involved in an array of unmounted EAL activities. Questionnaires were formulated with reference to the “Student Engagement (SE) Survey” and were presented to both staff and parents at three points throughout the study, along with Carpenters approved engagement scale for staff to complete weekly, within the lesson following the EAL session. Furthermore, observational research was conducted by the researcher to generate a supportive discussion for the obtained results. Through the quantitative data formulated no significant difference was shown, however a moderate positive correlation between the before and after results of staff and parent questionnaires was presented (Staff Questionnaire p =.119366. Parent Questionnaire p = .145547). Further trends also began to emerge, with correlations forming between improved engagement and specific EAL activities, providing a direction for future research.

Examining High School Student Engagement and Critical Factors in Dropout Prevention

There is a well-known positive relation between student engagement and a host of school outcomes. The following article describes a study that explores a commonly used tool for measuring engagement in high schools. Specifically, this study examined internal validity, factor structure, and the relation between factors of engagement (e.g., social, emotional, and academic) and outcomes of school attendance and suspension rates. Data were collected for 7,718 students in ninth through 12th grade. Engagement was measured using the High School Survey of Student Engagement (HSSSE). Analyses raise concern over the degree to which the structure of HSSSE fits with established constructs of engagement. Implications and directions for future research are discussed.