Search results

Administrators of the National Survey of Student Engagement (NSSE) argue that the results from the five benchmarks, constructed from the survey's items, “produce a set of national benchmarks of good educational practice that participating schools are using to estimate the efficacy of their improvement efforts”. The objective of this paper is to show that any assessment of educational quality cannot be separated from students' expectations and goals.

Data are drawn from two sources: five years of NSSE data and Adelphi data. A quantitative approach was used to analyze the data.

While NSSE items are important indicators of experiences that certain types of students might be seeking and expect from their college, the benchmarks are supposed to provide an overall picture of colleges' educational practices.

This is an original work which was previously presented at the 2005 Northeast Association of Institutional Research annual conference.

Michelle, a first-generation college student from a predominantly Black urban area, was a senior health and recreation major at Midwest University. Although successful in her health and recreation coursework and an engaged campus student leader, Michelle “often talked about her time on campus as ‘painful’” (Winkle-Wagner, 2009, p. 99):You might get the one person who's like, “Well I don't like Black people,” but, then you have a bunch of other people ganging up on him saying, “That is so old, nobody does that anymore.” And I feel like I am more accepted by White people than I am [by] the Black people. Because they're like, well she doesn't dress a certain way, or … “Why are you listening to that type of music?” (Winkle-Wagner, p. 99)

This paper aims to develop a model of measuring student engagement in a blended-massive open online course (MOOC) context. MOOCs are those that are delivered, usually by leading universities, with a promise to provide free high-quality education to an unlimited number of learners. They offer an opportunity for “blended” course design, where instructors can integrate MOOC content within face-to-face educational activities and components.

Three internationally recognized existing frameworks, the National Survey of Student Engagement (NSSE), UK Engagement Survey (UKES) and Student Engagement Questionnaire (SEQ), were combined into a single model. The model was confirmed by a panel of 35 expert practitioners. A trial evaluation using the model was carried out on 13 students who had participated in a course that had adopted a blended-MOOC format.

The confirmed model has nine indicators which provide information about distinct aspects of student engagement.

It is considered to be the first model designed to measure student engagement within the blended-MOOC context.

This chapter explores how the intersections of race, gender, and class combine to affect Black undergraduate women and their engagement with high impact practices (HIPs). Specifically, this chapter describes the extent to which Black undergraduate women engaged in HIPs of service-learning, research with faculty, and internships; describes factors that contributed to their engagement (or non-engagement) in the HIPs, while attending a PWI; and explores the role race, gender, and class had on engagement (or non-engagement) with these HIPs. This study used a two-phase sequential explanatory mixed methods approach, which consisted of an electronic survey (n = 190) and semi-structured interviews (n = 10). Survey items were taken from the National Survey of Student Engagement, The College Student Report. The study was conceptually grounded by intersectionality, which allowed an exploration of how social inequalities and power relations intersect to potentially influence the college experience of Black women. Findings indicate that Black women are engaging with HIPs. Factors contributing to engagement included positive faculty interactions, desire to make connections on campus and the need to acquire real world work experience. Factors contributing to non-engagement included lack of knowledge regarding HIPs and the impact of the campus climate on students' sense of belonging and occurrences of stereotype threat.

The purpose of this paper is to provide a general review of “student engagement” with a focus on the measurement of student engagement in UK higher education. A wide variation in how the construct is measured has made it difficult for institutional researchers to compare findings across studies. This study seeks to understand more about the measurement of student engagement by examining the reliability and validity of three national student surveys: National Survey of Student Engagement, National Student Survey and UK Engagement Survey.

Using a narrative review of literature, each survey method is examined to identify the strands of student engagement they can be applied, to determine to what extent survey results can be benchmarked across institutions, and to explore their potential use in institutional led research. Kahu’s (2013) four perspectives of engagement are adopted as a framework for analysis as they represent student engagement as a fluid, multifaceted and, at times, abstract construct.

Findings support the notion that a single instrument cannot examine all facets of this complex construct and that student surveys currently collect information on limited and discrete perspectives of engagement. The use of these three surveys provides a depth and breadth of information about student engagement; however, institutions need to maintain an open dialogue about the construct to ensure its validity, and how to measure and understand it.

Student engagement as a construct continues to evolve and change. This paper adds to the call for institutional researchers to continue to engage in debate about the validity of the construct. The need to maintain essential knowledge of the construct and its many facets is necessary, as is the need to incorporate such knowledge into ongoing work to provide accurate, actionable data to guide improvement and enhancement research.

Entrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an established measure of engagement can be used to identify relevant teaching methods that could be used to engage any group of entrepreneurship students.

The Australasian Survey of Student Engagement (AUSSE) instrument was used to provide 47 well established engagement criteria. The results from 393 students (33 per cent response rate), and the identification by immersed experts of the criteria that were present in each of six teaching methods, made it possible to calculate a weighted score of engagement contribution for each teaching method.

This method described in this paper identified, for undergraduate entrepreneurship students, the most engaging teaching methods as well as the least engaging. This approach found that from amongst the particular range of teaching methods in the courses in this case study, poster reports was the most engaging, followed by a team‐based learning method. This approach also identified one teaching method that was not engaging, suggesting it could be discontinued.

These results give entrepreneurship educators with access to engagement data collected by the National Study of Student Engagement (NSSE), or the equivalent AUSSE study, a practical method for assessing and identifying teaching methods for student engagement for their particular profile of students, and in their particular teaching situation.

The application of established measures of engagement is novel and provides insights into specific teaching methods for enhancing the engagement of particular groups of students at the course level. It is a method that could be applied in fields other than entrepreneurship education where NSSE or AUSSE data is available.

There is a wide consensus among higher education constituents that inclusive learning is essential for all students (Landorf, Doscher, & Jaffus, 2017). Despite this consensus, few theory-to-practice models exist demonstrating how to achieve this goal. Faculty and administrators from a public, land-grant university located in the Midwestern United States are addressing the challenges associated with implementing equity and inclusion at their institution through the development of a model that includes intentional use of theory for designing inclusive learning environments. A primary component of this model was to develop a campus-wide policy across all departments and disciplines. This policy was collectively created with stakeholders across divisions, departments, and disciplines to integrate universal inclusive learning throughout the institution to achieve the aim of inclusive excellence. The outcomes of this policy are in the preliminary stages, but the goal is that far-reaching educational gains will occur in helping students acquire the broad knowledge, higher-order thinking skills, and real-world experiences they need to thrive in a diverse global society. The purpose of this chapter is to provide a helpful way of examining how intentional application of theory might work in higher education institutions to achieve high quality, high-impact inclusive learning for all students.

The purpose of this study is to examine the impact that athletics participation in both revenue and non‐revenue intercollegiate sport had on the engagement of students as measured by the National Survey of Student Engagement. In addition, the study reported results to the institution's athletics department for application as a tool for program review.

The study employed a factorial design using self‐reported data from a cooperating institution. The independent variables examined were participation in intercollegiate athletics (athletes vs non‐athletes) and the sport type (revenue sports vs non‐revenue sports). Measures of student engagement were the dependent variables in the study.

Descriptive analysis revealed that athletes were as engaged as their non‐athlete peers and suggested that revenue sport participants were not as engaged as their non‐revenue sport counterparts. Univariate ANCOVA analyses uncovered significant differences between both categories of independent variable – athletes/non‐athletes and revenue/non‐revenue sport participation.

The study was limited by the degree to which all participants answered the questions in the National Survey of Student Engagement honestly and accurately. Since athletics participation is determined by self‐selection, inherent differences among athletes and non‐athletes may exist and were not explored in the study.

Through examination of institutional data, athletics practitioners may gain information to guide policy and practice.

The study illustrates how institutions may capitalize on institutional research data to evaluate, review, and improve specific programs.

Successful National Security Special Events (NSSE) have several critical components that will ensure success; one key component is collaboration among various and distinctive organizations. During the 2002 Winter Olympics in Salt Lake City, Utah, 11,000 public safety officers came together from federal, state, and local agencies and successfully protected the games. In subsequent years following the 9/11 terror attacks and the Olympic Games, however, law enforcement and public safety agencies at every level have, at times, struggled to successfully implement collaborations on a continuing and consistent basis.

Creating collaborations that endure throughout a national security event is an important issue for public safety organizations. What are the key factors that foster an environment in which collaborations can be sustained? Based on research and numerous interviews with law enforcement and public safety leaders involved in the 2002 Winter Olympics, several factors were identified that impact the effectiveness and endurance of collaborations. The enablers for effective collaborations before, during, and after the 2002 Winter Olympics included leadership, trust, social capital, and felt need.

College support and career development are two significant challenges international students encountered during the pandemic, and these two factors have an enormous impact on the internationalization of higher education. The data for this study came from the 2020 to 2021 administrations of the National Survey of Student Engagement (NSSE) that includes over 500 international students enrolled at over 120 four-year colleges and universities in the United States. These students specifically responded to an open-ended item asking them what they think institutions should do better to assist their academic achievement and career goals. This study takes an in-depth look at international students’ qualitative responses about ways that institutions could better support their preparation for future careers. Using theories of cultural wealth and ecological systems to understand the unique experiences of international students during the pandemic offers an opportunity to help students not just in times of crisis but more holistically as they continue to pursue their higher education experiences in the United States. Ultimately, the authors provide recommendations for higher education professionals working with international students to better support their students’ career development and overall college experience.