Assessing the Culture of Engagement on a University Campus (original) (raw)
Related papers
The Scholarship of Engagement: A Taxonomy of Five Emerging Practices
A new form of scholarship, the scholarship of engage- ment, is emerging as a distinct set of practices within the general movement toward civic renewal in American higher education. This essay defines the core aspects of the scholarship of engagement and creates a taxonomy of five forms of engaged scholarship. Using a problem-driven, pluralistic approach, this essay concludes that the new forms of engaged scholarship each make important contributions to the civic renewal of American higher education and collectively constitute an exciting and growing movement.
Journal of Higher …, 2010
A new integrated model is offered for the preparation of future faculty that addresses the transformation of institutions of higher education into supportive environments for the next generation of engaged scholars. Drawing on the knowledge bases of the scholarship of engagement, institutional change, preparing future faculty, the role of disciplinary associations, and promising practice for institutional engagement, the model provides a framework for approaches that would prepare individuals (primarily doctoral students and early career faculty) as learners of engagement while instigating and catalyzing institutions as learning organizations.
Student Engagement: Bridging Research and Practice to Improve the Quality of Undergraduate Education
Higher Education: Handbook of Theory and Research, v. 28, 2013
This chapter traces the development of student engagement as a research-informed intervention to shift the discourse on quality in higher education to emphasize matters of teaching and learning while providing colleges and universities with diagnostic, actionable information that can inform improvement efforts. The conceptual lineage of student engagement blends a set of related theoretical propositions (quality of effort, involvement, and integration) with practice-focused prescriptions for good practice in undergraduate education. The development of survey-based approaches to measuring student engagement is reviewed, including a treatment of recent criticisms of these approaches. Next, we summarize important empirical findings, including validation research, typological research, and research on institutional improvement. Because student engagement emerged as an intervention to inform educational improvement, we also present examples of how engagement data are being used at colleges and universities. The chapter concludes with a discussion of challenges and opportunities going forward.
Student engagement at the Southern Institute of Technology: A case study
2010
Student engagement has largely remained unexplored at the Southern Institute of Technology.. In order to improve outcomes for students, teaching staff and the institution as a whole, research was undertaken to investigate various facets regarding student engagement. This case study was one of nine undertaken within tertiary institutions in New Zealand exploring student engagement with their learning. The project, entitled "Learning Environment and Student Engagement with Learning in Tertiary Settings", was funded by the Teaching and Learning Research Initiative (TLRI). All nine institutions used the same research tools for the study. The research question posed was, "How does institutional and non-institutional learning environments influence student engagement with learning in diverse tertiary settings?" Student engagement is a complex concept which required research input both from students and teaching staff. The data from the case study reported in this paper were both quantitative, in the form of student and staff surveys, and qualitative, in the form of student interviews and staff comments. A disappointing total of 54 responses where received from the student survey and 10 in-depth student interviews were also conducted. Nineteen teaching staff responded to the staff survey. In order to give greater depth to the findings, literature related to student engagement was interwoven with the data from the surveys and interviews in the final report. The case study focused on transactions within the institution. While analysing the data for this case study, it was decided to compare the results of the student and staff data as similar themes became apparent from the data analysis. Feedback to students was an important element that derived from the data analysis of both surveys. Two other important facets relating to improving student engagement were the accessibility of teaching staff to students and that student engagement is a shared responsibility between the student and teachers. The major recommendations include that teaching staff make it a priority to give prompt and constructive feedback, that teaching staff create an environment where students feel comfortable to seek advice and support, and that "good teaching" principles are reflected upon and practised. The findings from this study are limited as the numbers responding to the surveys were small. Also findings are specific to the institution, although the results reflect what has been written in the literature related to improving student engagement. The results and recommendations can act as a framework for the institution to consider how best to implement a successful student engagement policy. This research adds to the growing body of literature on student engagement in the New Zealand context.