Publications and presentations
Permanent link for this collectionhttps://hdl.handle.net/2022/23548
The Center for Postsecondary Research's staff actively conducts and presents scholarly research on students, faculty, and institutional quality. Please visit the NSSE website or our blog, NSSE Sightings for our latest research.
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Item Assessing what really matters to student learning: Inside the National Survey of Student Engagement(Change: The Magazine of Higher Learning, 33, 3, 2001) Kuh, G. DThis article describes the National Survey of Student Engagement (NSSE), one of the scores of efforts underway to assess student learning and improve the quality of undergraduate education, after the release of the project's first national report NSSE 2000: National Benchmarks of Effective Educational Practice and while the second round of data collection was nearing an end.Item The National Survey of Student Engagement: Conceptual framework and overview of psychometric properties(Indiana University Center for Postsecondary Research, 2001) Kuh, G. DItem NSSE technical and norms report(Indiana University Center for Postsecondary Research and Planning, 2001) Kuh, G. D.; Hayek, J. C.; Carini, R. M.; Ouimet, J.A.; Gonyea, R. M.; Kennedy, J.Item The disengaged commuter student: Fact or fiction?(Commuter Perspectives, 2001) Kuh, G. D.; Gonyea, R. M.; Palmer, M.The majority of college students today commute to campus (Horn & Berktold, 1998), yet many misunderstandings about these students persist. The stereotypical view is that commuters are less committed to academic pursuits compared with their counterparts who go away to college and live on campus (Jacoby, 2000a; National Resource Center for The First-Year Experience and Students in Transition [NRC], 2001). They’re distracted by too many competing demands on their time because of work or family commitments. As a result they aren’t as involved as other students.Item Triumph or tragedy: Comparing student engagement levels of members of Greek-letter organizations and other students(Journal of College Student Development, 2002) Hayek, J. C.; Carini, R. M.; O'Day, P. T.; Kuh, G. D.This study compared the levels of student engagement between fraternity and sorority members and other undergraduate students. After controls, Greek members appeared to be equally and sometimes more engaged in academically challenging tasks, active learning, student-faculty interaction, community service, diversity, satisfaction, and on learning and personal development gains.Item Insights into effective educational practice(EDUCAUSE Quarterly, 2002) Hayek, J. C.; Kuh, G. D.The National Survey of Student Engagement (NSSE) provides data and information that colleges and universities can use to improve educational practices. The NSSE 2001 report, Improving the College Experience: National Benchmarks of Effective Educational Practice, summarizes the project’s first two years.Item Being (dis)engaged in educationally purposeful activities: The influence of student and institutional characteristics(Research in Higher Education, Volume 43, Issue 5, Pages 555-576, 2002) Hu, S.; Kuh, G. D.Item The relationship between institutional mission and students' involvement and educational outcomes(Research in Higher Education, 2003) Pike, G. R.; Kuh, G. D.; Gonyea, R. M.Although institutional characteristics are assumed to influence student learning and intellectual development, this link has not been confirmed empirically. This study examined whether institutional mission, as represented by Carnegie classification, is related to student learning and development. After controlling for student background characteristics, no meaningful differences were found in students' perceptions of the college environment, levels of academic and social involvement, integration of information, or educational outcomes by Carnegie classification.Item Student experiences with diversity at liberal arts colleges: Another claim for distinctiveness(Association for Institutional Research Annual Forum, 2003) Umbach, P. D.; Kuh, G. D.Item Tomorrow's teachers: Do they engage in the "right things" during college?(Phi Delta Kappan, 2003) Carini, R. M.; Kuh, G. D.Item What we're learning about student engagement from NSSE(Change: The Magazine of Higher Learning, 2003) Kuh, G. DFor years, judgments about the quality of the undergraduate experience have turned on evidence about an institution's reputation and resources: students' SAT scores, faculty credentials, library holdings, and so on. But students can be surrounded by impressive resources and not routinely encounter classes or take part in activities that engage them in authentic learning. A more meaningful approach to evaluating an institution is to determine how well it fosters student learning. The National Survey of Student Engagement (NSSE) was launched upon the premise that to assess the quality of the undergraduate education at an institution, we need good information about student engagement. This article outlines NSSE's evolution, summarizes some of what has been learned so far about engagement patterns of different groups of students, and discusses some of the questions and challenges the NSSE results raise.Item The role of the academic library in promoting student engagement in learning(College and Research Libraries, 2003) Kuh, G. D.; Gonyea, R. MThis study examines the nature and value of undergraduate students’ experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the College Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such experiences were related to important educationally valuable activities. Because the emphasis a campus places on information literacy is a strong predictor of students becoming information literate, librarians should redouble their collaborative efforts to promote the value of information literacy and help create opportunities for students to evaluate the quality of the information they obtain.Item College student responses to web and paper surveys: Does mode matter?(Research in Higher Education, Volume 44, Issue 1, Pages 1-19, 2003) Carini, R. M.; Hayek, J. H.; Kuh, G. D.; Kennedy, J. M.; Ouimet, J. A.Item Digging deep to discover what matters to student success(American College Personnel Association Annual Convention, 2003-03) Whitt, E.; Kinzie, J.; Mulholland, S.; Schroeder, C.; Schuh, J.Item How are we doing at engaging students? Charles Schroeder talks to George Kuh(About Campus, 2003-03-01) Schroeder, C. C.; Kuh, G. D.DURING THE PAST TWO DECADES, more than twenty national study groups have issued clarion calls for reform of undergraduate education by urging colleges and universities to “put student learning first.” These calls have not gone unnoticed by state legislatures, who demand more accountability; by parents, who want more value in return for escalating costs; and by accrediting boards, who require more hard evidence that student learning outcomes are indeed being achieved. Even publications such as U.S. News & World Report are starting to question traditional approaches to ranking colleges. Everyone, it seems, is looking for more evidence of the quality of undergraduate education.Item Learning from NSSE: An approach to assessing and improving the first year experience(Summer Institute on First-Year Assessment, 2003-07) Kinzie, J.Item Using NSSE to improve learning and institutional effectiveness(American Association for Higher Education Summer Academy, 2003-07) Kinzie, J.Item Using focus groups to establish the validity and reliability of a college student survey(Research in Higher Education, 2004) Ouimet, J. A.; Bunnage, J. B.; Carini, R. M.; Kuh, G. D.; Kennedy, J.This study focused on how the design of a national student survey instrument was informed and improved through the combined use of student focus groups, cognitive interviews, and expert survey design advice. We were specifically interested in determining (a) how students interpret the items and response options, (b) the frequency of behaviors or activities associated with the response options, (c) if the items are clearly worded and specific enough to produce reliable and valid results, and (d) if the items and response categories accurately represent students' behaviors and perceptions. We collected focus group data from 8 colleges and universities as part of a nationally funded research project on student engagement. The findings provide additional insight into the importance of using focus groups and cognitive interviews to learn how students interpret various items and what different responses really mean.Item What does institutional selectivity tell us about educational quality?(Change: The Magazine of Higher Learning, 2004) Kuh, G. D.; Pascarella, E. TItem "Surfin" with a purpose: Examining how spending time online is related to student engagement(Students Affairs Online 5(3), 2004) Nelson Laird, T. F.Considerable efforts have been made to get students to use information technology for educational purposes. This study uses data from the 2003 administration of the National Survey of Student Engagement (NSSE) to investigate the relationships between the proportion of time students spend online for academic purposes and several forms of student engagement. The results suggest that students who devote most of their online time to academics are more likely to engage in other effective education practices.