Csr From Students And Their First College Year

Student engagement or the extents to which they participate in activities are key factors to the successful integration into college (Chickering & Gamson, 1987). In the publication, Seven principles of good practice for undergraduate education, Chickering and Gamson (1987) underscored seven categories of effective educational practises, which are student-faculty contact, cooperation among students, active learning, prompt feedback, time on task, high expectations, and respect for diverse talents and ways of learning. The overall scores of studies over decades indicates that student engagement in activities benefit all types of students in different degree fields. The positive interaction with activities creates the needed outcome including grades, satisfaction, and persistence. These give the student the devotion to other educational purposeful activities.. As noted by Chickering and Reisser (1993): “living on campus has long been associated with persistence and student success”. Forest (1985) also performed a study about student academic ability and found that institutions that provided the most extensive orientation, activities and advising programs had higher graduation rates. Pascarella and Terenzini (2005) reported that students in residences with strong academic orientation towards academics generally

My passion towards working with students every day has led me to the decision of pursuing a doctoral degree in Student Affairs in Higher Education at Miami University. I have chosen this program to prepare myself for a future role as a professor or a senior level college administrator. This program will allow me to become more proficient within the students’ educational experience and therefore better engage students in active learning.

The instrumentation that is to be used is called the Your First College Year (YFCY) survey. This instrument is geared toward freshman college students, and it is a survey that concentrates on student experiences while in college with different areas in their college life. The questionnaire also recaps items from the freshman survey so that any changes can be studied. This particular survey is known to be beneficial for retention studies. This instrument contains 41 questions, and the survey will be administered on the computer instead of using the paper form. The rating scales that are used consists of, but not limited to, questions with ‘yes/no’ answers, ratings such with choices from ‘strongly disagree’ to ‘strongly agree’, and questions that will have rating choices that range from ‘can’t rate/no experience’ to very satisfied’. It will

This survey spans across the mid-level and high-level schools of United States, which are believed to represent a cross-section of the national population. About 66 – 80% of the American schools participate in the survey on an average, and the students’ participation rate stands at an average of 79 – 83%.

Findings of these research data results were stated as producing interesting patterns, yet concerns with the validity due to a small subject population size with not all students completing the surveys. The first survey produced a small outcome of only 56% of student completion rate, and the

While the volume of participants was lower than that of an electronic survey the content was much greater. The only criteria the participants had to meet was that they were alumni or within their last semester of graduation. The questioner was created by our team, approved by our contact, and looked over by the UIC research lab.

Twenty-four students (20 females, 4 males, M age = 21.24, SD age = 2.858) from a research course at Fullerton College participated in the Clinton Interrater Reliability Study (CIRS). A cluster sample was used to divide the 24 students into groups of 3 by having participants to randomly choose a piece of paper from a black container: a total of eight groups.

Beginning with a convenience sampling approach aided us to get a reasonable number of participants over a short period of time. We hoped that starting with convenience sampling would lead to a somewhat snowball-sampling effect. All surveys in, this yielded 156 participants, 131 of who were females, 26 who were males, and 2 participants who selected both genders. One participant stated their gender as “other”, and filled in the space left to specify as “Apache Helicopter”. This participant’s answers were discarded. Approximately 60% of the participants described themselves as post-secondary students, and they ranged over several fields of study. Students everywhere from business to musical theatre programs participated, leading to a wide range of results. We found this helpful as it gave different perspectives from different majors, and we were able to analyze how certain faculties view each

Survey topic as a factor influencing participation rates has become important and research states that respondents with a high topic interest are most likely to participate in

The purpose of this experiment is to determine the effect of grade classification and school of college grade classification and the amount of hours that Undergraduate Students at UT are currently enrolled in. The explanatory variables consisted of the grade classification and the amount of hours taken for this semester (Fall 2017). The response variable was the number of hours spent studying per week. Upperclassmen were thought to have studied more per week than Lowerclassmen since upper division courses tend to be more difficult that introduction classes. Additionally, students in the College of Natural Science were predicted to study the most per week, followed by the Business students, and then the Others.

In addition to professors, students also lack enthusiasm while attending college. Although the overall atmosphere is friendly, quite often students are unable to fully engage while on campus. Often I hear how Cleveland State feels too much like a community college, partially because over half of the student body are commuters and are unable to stay for long periods of time. This circumstance does not always help improve relations between student’s faculty, and administration. For example, issues such as time management, communication, and stress are some of the main complaints from all three sides. As a result, student motivation to finish college at Cleveland State can drop drastically, which reflects the thirty-three percentage of alumni.

The main focus of this article is to summarize a growing problem in schools. That problem is that there is a significant gap between what is required or expected of high school seniors in terms of course work and study time and what is required or expected of them in the first year of college. This article approaches this problem by first giving statistics of how many high school seniors anticipate going to college, what they are required to do in high school courses and then comparing that data to what first year college students are required to do. This article uses High School Survey of Student Engagement (HSSE), the National Survey of Student Engagement (NSSE) and the Community College Survey of Student Engagement (CCSSE) as sources for

Boynton (2004) has stated, the decision of how to distribute a questionnaire is often picked on suitability or cost. Whatever the method of distribution, i.e. e-mail or in-person questionnaires, the mode of data collection typically requires students to complete the questionnaire and return it (Visser et al. 2000). The questionnaires will be distributed to the

In my field experience sadly, I have not seen a lot of student engagement. The students do not actively participate in class and most of the time they appear to be disinterested in what their teacher is saying. In this classroom I see many of the students staring off into to space and not paying attention. When the students do this instead of trying to engage and involve her students my cooperating teacher gets on to them. I understand students should be respectful and pay attention to their teacher but as a history major a fully aware history can appear to be boring if the information is not presented properly. When all a teacher does is read directly from the book with little class discussion and interaction it makes it hard for the students to become engaged. When students are not fully engaged in the class it makes it difficult for them to absorb all the information the teacher is presenting to them. The more students are engaged the more they are able to learn.

As for higher education survey, the questionnaire method is the best method as the respondents are well educated. Recently, the majority of the higher education surveys have been adopted this method and achieved the goals of research. The advantages of using this method in higher education are: (1) it is easy to control and design questionnaires as each surveyed system has single users (2) it is well applied as the respondents are well educated (3) the questionnaire method is time-saving, low cost (4) it is good to have anonymous questionnaires (5) the information from the questionnaires is easy to analysis (6) it can avoid subjective biases and human errors.