How Effective are the NSSE Benchmarks in Predicting Important Educational Outcomes?

Pascarella, Ernest T.; Seifert, Tricia A.; Blaich, Charles

doi:10.1080/00091380903449060

Cited by 194 publications

(133 citation statements)

References 6 publications

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“…Pascarella et al (2010) opine that beyond student related statistics, a growing segment of the population has become interested in knowing what students actually learn in college. According to Altbach et al (2010), post secondary education has to prepare graduates with new skills, a broad knowledge base, and a range of competencies to enter a more complex and interdependent world.…”

Section: Introductionmentioning

confidence: 99%

A 'continuous improvement'-based approach for the assessment of student learning

Vanteddu

Somarajan

2012

IJIOME

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Student learning is primarily a function of teacher centric and institution centric processes. For sustained gains in student learning, it is important to have a feedback mechanism between 'teaching' and 'assessment', which we have addressed through the adoption of continuous improvement (CI) philosophy. In this paper, through assessment of student performance, we demonstrate the effectiveness of the application of CI theory for teacher centric processes particularly in attaining student learning related goals by the adoption of plan, do, check and act (PDCA) cycle to one of the quantitative methods courses that we teach. The demonstration of the application of CI theory for teacher centric processes could be easily extended to other facets of student learning not explicitly considered in this research paper for the holistic treatment of the issue of student learning.

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Section: Introductionmentioning

confidence: 99%

A 'continuous improvement'-based approach for the assessment of student learning

Vanteddu

Somarajan

2012

IJIOME

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“…While student engagement is increasingly recognised nationally and internationally as key to learning gain and student achievement in higher education (Pascarella, Seifert, and Blaich, 2010) close examination of the evidence suggests mixed results. Questions remain over what constitutes research informed high impact pedagogies (Kuh, 2008) within specific disciplines and in relation to specific dimensions of student engagement.…”

Section: Resultsmentioning

confidence: 99%

Critiques of Student Engagement

Macfarlane

Tomlinson

2017

High Educ Policy

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“…Also, this study's findings confirm results of a study investigating effectiveness of NSSE benchmarks. Pascarella, Seifert and Blaich (2010) concluded that across all liberal arts outcomes, the most influential NSSE benchmarks appeared to be enriching educational experiences, followed by supportive campus environment and academic challenge. Only student faculty interaction benchmark failed to have a significant partial correlation with any of the seven liberal arts outcomes investigated, which has also been confirmed in this study.…”

Section: Discussionmentioning

confidence: 99%

Investigating Conditions for Student Success at an American University in the Middle East

Hassan

2014

HES

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It is of great significance to an institution of higher education to meet its goals and to establish its institutional effectiveness and that it has a framework for discussing its institutional performance results, accordingly this study aims to investigate a) the conditions for student success at the University with respect to the five benchmarks of effective educational practices (Kuh, 2009); b) significant differences in conditions for student success across important student populations (gender, GPA, number of credits completed, and academic year); and c) how do these conditions contribute to outcomes valued by the institution (students' growth, satisfaction, and recommendation of the University). Responses of 1853 students' on the College Outcomes Survey (COS) for years 2007-2010 were used to answer the various research questions of the study. COS Items were selected that measured students' time allocations and engagement in various activities reflecting effective educational practices, in addition to valued outcomes. Data analysis involved first testing the measurement model and estimating overall fit of the data using confirmatory factor analysis (CFA). Descriptive statistics, and correlations were reported for the benchmarks of effective educational practices, and differences in benchmark experiences by subgroup were investigated. Finally, a structural model tested the influence of benchmarks of academic practice on valued outcomes and a regression was conducted to investigate relationship between student activities and the benchmarks. Results revealed good fit of the data for the model, identified University's performance on benchmarks of effective educational practices and their relationship to outcomes valued by the University. Implications for practice were discussed.

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How Effective are the NSSE Benchmarks in Predicting Important Educational Outcomes?

Cited by 194 publications

References 6 publications

A 'continuous improvement'-based approach for the assessment of student learning

A 'continuous improvement'-based approach for the assessment of student learning

Critiques of Student Engagement

Investigating Conditions for Student Success at an American University in the Middle East

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