Browsing by Subject "Student-faculty interaction"
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Item Experiences and engagement levels of entering community college students and returning students(2008-12) De los Reyes, Maria Oralia; Roueche, John E.In order to explore the differences in engagement levels between entering and returning community college students, the researcher analyzed 13,300 surveys from the 2007 Survey of Entering Student Engagement (SENSE) pilot data set utilizing a quantitative methodology. This study focused on analyzing engagement levels of entering and returning students in six constructs: Active and Collaborative Learning, First Day, Student Effort, Student-faculty Interaction, Support for Learners, and Motivation. After the comparison between the two groups was performed, data were disaggregated by eleven groups to further explore differences. Differences in engagement levels were explored in terms of students’ characteristics such as remedial background, age, gender, full-time status, ethnicity, degree seeking, first generation, and traditional status. The results of this study revealed that returning community college students in general, are more engaged in educational practices associated with persistence than entering students. In addition, findings suggest that with the exception of one variable (overall high school grade average), students commonly categorized as “at risk” or “disadvantaged” (developmental, non-traditional, part-time, first generation, minorities) overwhelmingly held higher levels of engagement in all positive engagement variables of the six analyzed constructs. Furthermore, in an analysis of disaggregated data by eleven groups of students, the following was found: o Students who placed in three developmental courses were by far the most highly engaged group in all positive engagement variables of the six constructs. o Students with the highest level of engagement in the two negative variables of the Student Effort construct (skipped class or came to class without completing readings or assignments) were traditional, 18-19 year olds, not-first generation, and non-developmental students. o Students who reported that success courses had helped them to get the knowledge necessary to succeed in college were overwhelmingly disadvantaged students (developmental, non-traditional, females and minorities). o Developmental students showed higher levels of engagement with regard to college services. o Financial aid advising and skill labs (math, reading, and writing) were the two services with the highest number of statistically significant differences throughout the eleven groups. This study was concluded with recommendations for further research and strategies that community college stakeholders could implement to increase student retention.Item Online social networking : exploring the relationship between use of web-based social technologies and community college student engagement(2010-05) Mix, Kerry Keith; Roueche, John E.; Bumphus, Walter G.; Northcutt, Norvell W.; McClenney, Kay M.; Resta, Paul E.Over the last decade, community college researchers and practitioners increasingly have focused on student engagement as a cornerstone of a successful student success agenda. This study investigated community college student engagement using an ex post facto quantitative methodology. This study reports the results of the five special-focus survey items from 2009 CCSSE national administration and data collected from institutional Facebook pages. This study measured student engagement levels based on five constructs from the Community College Survey of Student Engagement (Active and Collaborative Learning, Student-Faculty Interaction, Academic Challenge, Student Effort, and Support for Learners), including more than 170,000 survey respondents. Differences in engagement levels were explored in terms of student characteristics including gender, race/ethnicity, developmental status, weekly preparation, commute time, age (traditional/nontraditional), and enrollment status (full-time/part-time). The results of this study revealed the following: •An institutional Facebook page can provide both academic and non-academic information. An institutional Facebook page is a central location that students, parents, fans, and others can go to ask questions about the college, either general or specific. •Students are using social networking tools for academic purposes. •Students who took honors course(s) and students who commuted six hours or more per week were more likely to use social networking tools to communicate about coursework. •Students’ use of social networking tools for academic purposes is associated with an increase in student-level benchmark scores. A proportional relationship exists between use of SNT and engagement scores. In general, students who frequently used SNT for academic purposes achieved higher engagement scores. •However, a corollary is also true: Student Effort scores tend to be lower among students who use SNT for any purpose multiple times per day.