Engaging Students: Using Evidence to Promote Student Success , livre ebook

257

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English

Ebooks

2017

Écrit par
Francois Strydom , George Kuh , Sonja Loots

Publié par
UJ Press

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257

pages

English

Ebook

2017

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Obtenez un accès à la bibliothèque pour le consulter en ligne En savoir plus

Publié par

UJ Press

Date de parution

01 novembre 2017

Nombre de lectures

EAN13

9781928424093

Langue

English

Poids de l'ouvrage

2 Mo

The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University

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Publié par

UJ Press

Date de parution

01 novembre 2017

Nombre de lectures

EAN13

9781928424093

Langue

English

Poids de l'ouvrage

2 Mo

ENGAGINGSTUDENTSUsing EVidenCe tO PROMOte StudentSuCCess

EDITorS FrANcoIS STryDom GEorGE KUh SoNjA LooTS

ENGAGINGSTUDENTS Using EVidenCe tO PROMOte Student SuCCess

EDITorS FrANcoIS STryDom GEorGE KUh SoNjA LooTS

Engaging Students: Using Evidence to Promote Student Success

Published by Sun Media Bloemfontein (Pty) Ltd.

Imprint: SunBonani Scholar

This publication was subjected to an independent double-blind peer evaluation by the publisher.

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Views reLected in this publication are not necessarily those of the publisher.

978-1-928424-08-6 (Print) 978-1-928424-09-3 (e-book) DOI: https://dx.doi.org/10.18820/9781928424093

Set in Futura Lt BT 10/13

Cover design, typesetting and production by Sun Media Bloemfontein Research, academic and reference works are published under this imprint in print and electronic format.

This printed copy can be ordered directly from: media@sunbonani.co.za The e-book is available at the following link: https://dx.doi.org/10.18820/9781928424093

 A c K N o w L E D G E m E N T S

Many have contributed to the development of student engagement over the years. We acknowledge and thank the students who have reported their experiences by responding to the surveys. We would also like to thank the academic staff and institutional representatives who support the administration of the surveys as well as the institutional leaders who support their efforts. The leadership of the University of the Free State, who created the space for this project, is also recognised and appreciated.

The development of the South African Surveys of Student Engagement (SASSE) would not have been possible without the generous, international collegial support of George Kuh, Alex McCormick, Vasti Torres, Jillian Kinzie and Robert Gonyea, as well as their colleagues at the NSSE Institute at Indiana University, Bloomington and Hamish Coates from the University of Melbourne, former director of the Australasian Survey of Student Engagement (AUSSE). The SASSE work gained a national footprint due to the foresight of Professor Cheryl de la Rey and her colleagues from the Council on Higher Education who saw the potential of this work and funded the first national studies. The project would not have reached its national prominence had it not been for the efforts of Bill Moses and Caroline Altman Smith, supported by the president of the Kresge Foundation, Rip Rapson, whose generous funding and sharing of leading student success work in the US context stimulated new ways of thinking within the project.

Throughout the past ten years there have been many colleagues and conference discussions that have contributed to improving our work. The comprehensive review of the first version of the SASSE instruments included inputs from André van Zyl, Brenda Leibowitz, Birgit Schreiber, Chrissie Boughey, Delysia Timm, Judy Backhouse, Matete Madiba and Wendy Kilfoil, which provided a more accurate perspective on engagement in the South African context. We are also grateful for the opportunity and inputs provided during various HELTASA and SAAIR conferences that helped us refine our work over the years.

We would like to thank all the members of the SASSE team for their commitment and hard work over many years. There have been many researchers and research assistants that played important roles in ensuring high quality work, but we would like to single out some of the permanent staff for their invaluable contributions, namely, Melody Mentz, Natasha Arendt (née Basson), Michael Henn and Lana Hen-Boisen (née Swart).

The depth and breadth of this compilation would not have been possible without the inputs of contributing authors. Finally, we would like to thank our families for their continued support during a project that often required our absence from home.

The EditoRs

Promoting pedagogical practices that matter ........................................................... 187 Jillian Kinzie, Francois Strydom & Sonja Loots

Student engagement in South African higher education: Taking stock and moving forward .............................................................................................. 219 Francois Strydom, George Kuh & Sonja Loots

ParT I

List of àcRonyms......................................................................................................... 242

Developing South African high-impact practices ...................................................... Sonja Loots, Jillian Kinzie & Annél Oosthuysen

The role of student affairs in student engagement and learning ................................. 146 Vasti Torres & Matete Madiba

Understanding and supporting students entering higher education ............................ Michael Henn, Lana Hen-Boisen & Hanlé Posthumus

 c o N T E N T S

Student engagement: A key to success .................................................................... Francois Strydom

PRefàce .......................................................................................................................

xiii

ContRiBUtinG àUthoRs ..................................................................................................

Developing a systemic understanding of the student experience ............................... Francois Strydom & Cheryl Foxcroft

ParT III

Using engagement data for change and empowerment at course level ...................... 205 Francois Strydom & Lana Hen-Boisen

Leveraging student engagement evidence for institutional change and improvement ... 123 Hamish Coates & Ali Radloff

ParT II

The role of institutional leadership in advancing student engagement ....................... 165 George Kuh & Paul Lingenfelter

List of fiGURes..............................................................................................................

List of tàBles................................................................................................................

Building academic capacity through student engagement ......................................... Francois Strydom, Lana Hen-Boisen & Nan Yeld

Index .......................................................................................................................... 236

 L I S T o F T A B L E S

TabLE 2.1

TabLE 3.1

TabLE 4.1

TabLE 4.2

TabLE 4.3

TabLE 4.4

TabLE 4.5

TabLE 4.6

TabLE 4.7

TabLE 9.1

TabLE 9.2

TabLE 10.1

TabLE 10.2

TabLE 10.3

Themes and engagement indicators in SASSE .................................... 29

Subscales comprising the BUSSE survey ............................................. 58

Proposed programmes for the SSAUF ................................................ 76

Comparison of lecturers’ age and highest qualification ....................... 79

Comparison of Bloom’s taxonomy categorisation for lecturers and students ................................................................................... 84

Item-level comparison of lecturer expectations and students’ experience of activities ............................................................................................. 86

In-depth analysis of teaching and learning practice ............................ 89

Teaching and learning practice – lecturers with less than four years’ experience ...................................................................................... 90

Teaching and learning practice – lecturers with more than five years’ experience ...................................................................................... 90

Correlations between 27 contextualised educational practices and academic achievement .................................................................... 195

Multiple regression analysis: total UFS sample ................................... 196

CLASSE subscales and number of items ............................................. 207

Aggregated quadrant analysis for 60 modules ................................... 211

Conditional formatting visualisation of item-quadrant frequency .......... 214

o F L I S T F I G U r E S

FIgurE 1.1

FIgurE 1.2

FIgurE 1.3

FIgurE 1.4

FIgurE 2.1

FIgurE 2.2

FIgurE 2.3

FIgurE 2.4

FIgurE 2.5

FIgurE 2.6

FIgurE 2.7

FIgurE 2.8

FIgurE 2.9

FIgurE 2.10

FIgurE 2.11

FIgurE 2.12

Mapping student engagement across the globe .................................

Contextualised student success framework .........................................

Conceptual elements of student engagement and selected manifestations .................................................................................

Contextualised student engagement surveys available in South Africa ... 11

Engagement indicator mean scores for first-year and senior students regarding Academic Challenge ........................................................ 30

Higher-Order Learning mean scores for students by first-generational status, gender and race ................................................................... 31

Reflective and Integrative Learning mean scores for first-year and senior students by first-generational status, gender and race ......................... 32

Learning Strategies mean scores for first-year and senior students by first-generational status, gender and race .......................................... 34

Quantitative Reasoning mean scores for first-year and senior students by first-generational status, gender and race ...................................... 35

Learning with Peers engagement indicator mean scores for first-year and senior students .......................................................................... 36

Collaborative Learning mean scores for first-year and senior students by first-generational status, gender and race ...................................... 37

Discussion with Diverse Others mean scores for first-year and senior students by first-generational status, gender and race ......................... 38

Reported mean scores for first-year and senior students concerning Experience with Staff ........................................................................ 39

Student-Staff Interaction mean scores for first-year and senior students by first-generational status, gender and race ...................................... 40

Effective Teaching Practices mean scores for first-year and senior students by first-generational status, gender and race ......................... 41

First-year and senior students’ engagement indicator mean scores regarding their Campus Environment ................................................ 42

FIgurE 2.13

FIgurE 2.14

FIgurE 3.1

FIgurE 3.2

FIgurE 3.3

FIgurE 3.4

FIgurE 3.5

FIgurE 3.6

FIgurE 3.7

FIgurE 3.8

FIgurE 3.9

FIgurE 4.1

FIgurE 4.2

FIgurE 4.3

FIgurE 4.4

FIgurE 4.5

FIgurE 4.6

FIgurE 5.1

FIgurE 5.2

Quality of Interactions mean scores for first-year and senior students by first-generational status, gender and race ...................................... 43

Supportive Environment mean scores for first-year and senior students by first-generational status, gender and race ...................................... 44

2015 BUSSE scale scores ................................................................. 59

Intersectional analysis of subscales .................................................... 60

Hours per week spent on activities: high school vs. expectations for first year ......................................................................................... 60

Student-staff interaction: generation status split .................................. 62

Perceived preparedness .................................................................... 62

Expected difficulties ......................................................................... 64

Intersectional analysis of first-year students worrying about paying for university ................................................................................... 66

First-year students who ran out of money and could not afford to buy more food ................................................................................ 67

Students who worry about fees, paying day-to-day expenses and who run out of food and consider dropping out ................................. 67

Hours per seven-day week spent on teaching-related activities ............. 80

Hours per seven-day week spent on teaching-related activities – split by teaching experience .............................................................. 81

Comparison of lecturer estimations and student reports of time expenditure ............................................................................. 83

Emphasis on Bloom’s taxonomy ........................................................ 85

Importance of cognitive educational activities .................................... 87

Important activities that undergraduates should do before graduating .. 87

Participation in practical work related to studies by race and generation status ............................................................................. 100

Participation of first-year students in first-year experience by generation status ............................................................................. 102

VII

FIgurE 5.3

FIgurE 5.4

FIgurE 5.5

FIgurE 5.6

FIgurE 5.7

FIgurE 5.8

FIgurE 5.9

FIgurE 5.10

FIgurE 5.11

FIgurE 5.12

FIgurE 7.1

FIgurE 7.2

FIgurE 7.3

FIgurE 7.4

FIgurE 8.1

FIgurE 8.2

FIgurE 9.1

FIgurE 10.1

VIII

Participation in academic literacy or language development course by race and generation status ................................................ 103

Participation in group work by generation status ................................. 104

Participation in academic advising by race and generation status ......... 105

Participation in peer learning support by race and generation status .... 106

Explaining work as a tutor by race and generation status .................... 107

Registered for mathematics/numeracy development by race and generation status .................................................................................. 108

Participation in service learning by generational status ........................ 109

Participation in student societies by race and generation status ............ 110

Work with lecturer by generation status ............................................. 111

First-year and senior students’ participation in high-impact practices .... 112

Quality of interactions with peer learning support and student support services ............................................................................... 156

Institutional emphasis on studying and academic work, and providing academic support ............................................................. 157

Institutional emphasis on providing support for overall well-being, and attending events that address important social, political or economic events ............................................................................. 158

Promoting intentional collaboration within a student engagement space .......................................................................... 161

Essential learning outcomes ............................................................ 166

Degree qualifications profile ............................................................ 167

Average marks compared to educational theme scores ....................... 197

Quadrant analysis ........................................................................... 209

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