Table of Contents

Abstract

Introduction, Context, and OverviewDefinitions and Conceptual FrameworkMajor Theoretical Perspectives on Student Success in CollegeSociological PerspectivesOrganizational PerspectivesPsychological PerspectivesCultural PerspectivesEconomic PerspectivesSummaryThe Foundation for Student Success: Student Background Characteristics, Precollege Experiences, and Enrollment PatternsStudent DemographicsFamily and Peer SupportAcademic Preparation and Motivation to LearnEnrollment Choices and PatternsSummaryStudent Behaviors, Activities, and Experiences Associated with Student SuccessCollege ActivitiesA Closer Look at Engagement in Effective Educational PracticesStudent CharacteristicsSummaryNotesInstitutional Conditions Associated with Student SuccessStructural and Organizational CharacteristicsPrograms and PracticesSummaryPropositions and Recommendations for Student Success in Postsecondary EducationPropositions and RecommendationsNeeded ResearchA Final WordAppendix A: Note on Research MethodsAppendix B: Indicators of Student Success in Postsecondary EducationReferencesName IndexSubject IndexAbout the Authors

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

“…d 1 (difficult), 2 (somewhat easy), 3 (easy), and 4 (very easy). empirically linked to student engagement (process indicators) (Chickering & Gamson, 1987;Kuh et al, 2007) are deserving of considerable attention in curriculum design. This study supported previous literature, which found high levels of student engagement in active, TBL formatted courses (Lightner et al, 2007;Tucker, 2012).…”

“…Kuh et al (2007) purported student engagement lies at the intersection of institutional conditions and student behaviors. This study focused on the central area of Figure 1, paying attention to teaching and learning approaches (institutional conditions) and various student behaviors.…”

“…Institutional practices involve academic support, the general campus environment, and teaching and learning approaches provided by the institution. The coalescence of institutional conditions and student behaviors have the potential to contribute to student engagement, which is empirically linked to student satisfaction, learning gains, and other long term outcomes (i.e., graduation, employment, and lifelong learning) (Kuh et al, 2007).…”

“…Idealistically, these course revisions or professional development programs would contribute to a decrease in faculty reporting lecturing as the teaching modality in which they feel most efficacious (Wardlow & Johnson, 1999). Course activities planned with active learning strategies should promote student engagement (Estepp & Roberts, 2013), a known indicator of longterm outcomes (Kuh et al 2007). Perhaps meaningful, engaged, learning in all environments can become a reality across the discipline with the adoption of studentcentered teaching methods that emphasize the active application of content through structured problem solving and decision-making activities.…”

Understanding MOOC students: motivations and behaviours indicative of MOOC completion

“…To better understand why some students complete a MOOC while others do not, an understanding of student engagement, particularly in online courses, is helpful. Drawing from different studies, Trowler (2010) defines student engagement as a degree of participation in education-related activities that happen in and out of the classroom that is closely related to intended and measurable learning outcomes (Hu & Kuh, 2001;Krause & Coates, 2008;Kuh et al, 2007). According to Trowler, student engagement is an outcome of complex interactions, namely, 'the interaction between the time, effort and other relevant resources' (p. 2) that can be acquired through the investments of students and their educational institutions.…”