Institutional Structures and Student Engagement

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

“…Part time faculty are a growing presence in higher education, accounting for almost half of faculty in higher education overall and more than two thirds at community colleges (J. S. Levin & Hernandez, 2014), providing nearly half of all instruction at community colleges (D. Jacoby, 2006). High proportions of part-time faculty are associated with lower levels of student engagement (Porter, 2006), as part-time faculty report interacting with students at lower frequencies than tenured and tenure-track faculty (Nakajima et al, 2012;Umbach, 2007).…”

Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research

“…Structures, resources, and characteristics of institutions exert considerable influences on student outcomes (Pascarella and Terenzini 2005;Porter 2006;Titus 2006). In examining how selectivity, size, and research orientation might have an impact on student engagement, Porter (2006) found that institutional selectivity positively contributed to student engagement, whereas size and research orientation negatively contributed.…”

“…In examining how selectivity, size, and research orientation might have an impact on student engagement, Porter (2006) found that institutional selectivity positively contributed to student engagement, whereas size and research orientation negatively contributed. The significance of selectivity gives merit to research on peer effects (Antonio 2004;Pascarella and Terenzini 2005).…”

The Impact of Transdisciplinary Threshold Concepts on Student Engagement in Problem-Based Learning: A Conceptual Synthesis

“…There have been studies on student engagement ranging from those focusing on institutional achievement to those that focus on learning (for example, Porter, 2006;Hockings, Cooke, Yamashita, McGinty, & Bowl, 2008). Many current definitions of student engagement promote an institutional focus centered predominantly on outcomes such as retention and success rates (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007).…”