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Kuh, George D.; Pace, C. Robert; Vesper, Nick

doi:10.1023/a:1024962526492

Cited by 167 publications

(41 citation statements)

References 19 publications

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“…The basis for this increased interest is ultimately driven by a mission of higher education to improve student learning (Reschly & Christenson, 2012). Additionally, it has been argued that student engagement is the most important factor impacting student learning and development (Hu & Kuh, 2002), and has been identified as an effective indicator of student outcomes (Kuh, Pace, & Vesper, 1997). Student engagement can be a useful tool to understand or improve various student outcomes as well (Finn & Zimmer, 2012).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

“…The value was strengthened because they could be utilized in determining how committed institutions were in improving the undergraduate educational experience. Kuh, et al (1997) echoed the importance of utilizing these types of process indicators for examining student outcomes. The publication and support of these principles has spawned a surfeit of educational research interested in examining the interaction of the seven principles on student outcomes (Bangert, 2004).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

McCubbins¹,

Paulsen²,

Anderson³

2018

Journal of Research in Technical Careers

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Section: Introduction and Literature Reviewmentioning

confidence: 99%

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

McCubbins¹,

Paulsen²,

Anderson³

2018

Journal of Research in Technical Careers

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“…For instance, active learning and cooperation among students led to academic gains in their general education and intellectual skills (Kuh, Pace, & Vesper, 1997). Research further shows a positive relation between academic effort and perceived educational gains (Ethington, 2000).…”

Section: Defining the Seven Principles Of Good Practicementioning

confidence: 88%

A Holistic Approach to Estimating the Influence of Good Practices on Student Outcomes at Liberal Arts and non-Liberal Arts Institutions

Parker

Trolian

et al. 2016

JSPTE

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Many higher education administrators and researchers have considered certain "good practices" of institutions as an instrumental way to improve student outcomes. Chickering and Gamson's (1987) seven principles of good practice has been particularly salient in defining these practices. Often, prior studies only select some of the seven principles for their analysis. Even studies that consider several principles of good practice on student outcomes typically examine the net effect of each principle instead of assessing how these principles holistically influence student outcomes. Using structural equation modeling, we test a basic conceptual framework where we investigate the contribution of the seven principles on a global measure of good practices (GP), as well as the influence of GP on a multitude of student outcomes. We further test whether liberal arts colleges promote an institutional ethos of good practices as compared to non-liberal arts colleges. Overall, the majority (but not all) of the principles affect GP. Moreover, we find partial evidence that liberal arts colleges foster an institutional ethos of good practices. Although a commitment to foster good practices may create a supportive environment that influences student outcomes, this commitment may lead to unintended consequences for those with little exposure to these good practices.

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“…Globally, a large body of literature supports the hypothesis that high levels of student engagement yield positive outcomes for the characteristics that promote student success (Astin, 1984(Astin, , 1993Chickering & Gamson, 1987;Pascarella & Terenzini, 1991Goodsell, Maher & Tinto, 1992;Berger & Milem, 1999;Kuh, 1995;Kuh & Vesper, 1997;Kuh, Kinzie, Schuh & Whitt, 2005;Kuh, 2013;Lodge, 2012). These characteristics include: student development, academic achievement as well as social engagement.…”

Section: Student Engagement Student Success and Tutoringmentioning

confidence: 99%

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

Duran

2017

JSAA

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Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term 'student engagement' has been felt throughout the higher education landscape. This is especially true for South African higher education where student success has been poor. South African universities have been tasked to improve the student learning experience as a component of improving success. Some of the innovative teaching and learning practices often highlighted by research which are thought to improve student engagement include: having students adopt teaching roles such as peer assessment, tutoring and mentoring. These practices are thought to promote student engagement, leading to greater student academic success. Tutoring can therefore be seen as one of the key strategies to facilitate student engagement in order to achieve academic success. The following paper considers the role of tutoring in student engagement while reflecting on strategies used at a South African university to address the challenges associated with student success.

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Untitled

Cited by 167 publications

References 19 publications

Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

A Holistic Approach to Estimating the Influence of Good Practices on Student Outcomes at Liberal Arts and non-Liberal Arts Institutions

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

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