A structural model of perceived academic, personal, and vocational gains related to college student responsibility

Davis, Todd M.; Murrell, Patricia H.

doi:10.1007/bf00991846

Cited by 54 publications

(29 citation statements)

References 5 publications

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“…Chickering (1974) and Tinto (1987Tinto ( , 1993 argued that college students' learning and development is a function of both involvement in educationally purposeful college experiences and integration of these experiences. Several empirical studies in higher education also support their argument, highlighting the importance of integration in the relationship with college experience and outcomes (Davis and Murrell 1993, Pike 1995, 1999, 2000Pike and Killian 2001;Pike et al 2003). Likewise, our findings indicate that students' experience of assisting faculty with research produces greater effects on their cognitive skills development when their academic majors encourage critical thinking and reasoning in their courses.…”

Section: Implications For Research and Practicementioning

confidence: 90%

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling

Kim

Sax

2011

Res High Educ

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Using multilevel models, this study examined whether and why the strength of association between student-faculty interaction and student cognitive skills development varies across academic majors. The study utilized data from the 2008 University of California Undergraduate Experience Survey (UCUES) and a sample of 43,014 students from 119 academic majors across nine campuses. The results indicate that the impact of interaction with faculty on students' cognitive skills development significantly varies by academic major. Findings also suggest that some aspects of departmental climate can potentially magnify the effects produced by student-faculty interaction.

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Section: Implications For Research and Practicementioning

confidence: 90%

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling

Kim

Sax

2011

Res High Educ

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“…Data were collected using a study-specific survey instrument that was administered to 300 students at six different community colleges. The survey instrument was based loosely on the Cooperative Institutional Research Program (CIRP) (Astin, Parrott, Korn, & Sax, 1997), The Chronicle of Higher Education's annual survey of college freshmen (Chronicle of Higher Education, 2002), Murrell's work at the University of Memphis with the College Student Experience Questionnaire (Davis & Murrell, 1993;Murrell & Glover, 1996), and Cohen and Brawer's (1996) descriptions of community college students. The instrument was pilot-tested at a comprehensive urban community college.…”

Section: Methodsmentioning

confidence: 99%

Dealing With the Chellenges and Stressors Faced by Community College Students: The Old College Try

Miller

Pope

Steinmann

2004

Community College Journal of Research and Practice

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Community college students are different from their four-year college counterparts in many ways. In fact, the entire nature of expectation among students is different in psychological, social, economic, and academic terms. Despite an array of reports about community college students, few attempts have been made to generate baseline data about who these students are and how they perform in college. The current study was designed to examine both the characteristics of community college students and to identify the challenges they face to academic success. As an extension, this study also was designed to examine the response strategies these students use. Findings from this type of research can be valuable to faculty members, student-affairs professionals, and other academic leaders and policy makers who seek to optimize the experience of students enrolled in community colleges.Community college student enrollment comprises nearly half of all undergraduate student enrollment in higher education in the United States today. Students choose community colleges for a variety of reasons, including proximity to home, cost, availability of programs, and access to remedial programming. Community colleges have generally been so successful at responding to community needs that they

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“…Another line of inquiry demonstrates that the more energy students invest in their academic lives, the more engaged they become in their studies and the campus, the greater the likelihood of having a positive college experience overall (Astin 1984;Davis and Murrell 1993;Kuh 1995). Student engagement has been linked to robust educational gains (Kuh et al 1991) and outcomes such as critical thinking (Cruce et al 2006); intellectual development (Anaya 1996;Baxter-Magolda 1992;Kuh 1995;Pike 2000); diversity competence reported significantly higher levels of good practice experiences than their counterparts at regional and research institutions, despite controls for confounding factors.…”

Section: Student Engagementmentioning

confidence: 99%

African American Males’ Student Engagement: A Comparison of Good Practices by Institutional Type

Strayhorn

DeVita

2009

J Afr Am St

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Previous college impact studies attempt to estimate the impact of college on African American collegians as a whole. That is, most researchers study Black students as if they represent a monolithic group with similar inputs, experiences, and outcomes. Yet, a growing body of research provides compelling evidence that there are significant within group differences. Using three principles of good practices in undergraduate education defined by Chickering and Gamson (AAHE Bulletin 39:3-7, 1987), this study examined differences in African American males' (N=149) engagement by institutional type. A single significant predictor was found; Black men attending master's institutions have a significant advantage over their counterparts at liberal arts colleges with respect to cooperation among students, controlling for an array of confounding factors. This study provides empirical support for the use of good practices in undergraduate education, particularly among African American men, and has important implications for future practice, policy, and research.Keywords Good practices . African American . Male . Engagement Startling national statistics indicate the scope and direction of the Black male crisis. For instance, less than 50% of Black men graduate from high school and even fewer

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A structural model of perceived academic, personal, and vocational gains related to college student responsibility

Cited by 54 publications

References 5 publications

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling

Dealing With the Chellenges and Stressors Faced by Community College Students: The Old College Try

African American Males’ Student Engagement: A Comparison of Good Practices by Institutional Type

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