What structures, resources and people do we need in place to ensure the success of all students w... more What structures, resources and people do we need in place to ensure the success of all students we serve in our sector? How do we ensure we are attentive to not only the transactional and professional crafting of our students, but that we are equally engaged in the transformational work demanded of us as we engage with, and are engaged by, our students
Robert M. Gonyea is Associate Director, Center for Postsecondary Research, Indiana University Blo... more Robert M. Gonyea is Associate Director, Center for Postsecondary Research, Indiana University Bloomington, where he coordinates research and reporting for the National Survey of Student Engagement and related projects. Alexander C. McCormick is Associate Professor of Educational Leadership and Policy Studies and Director of the National Survey of Student Engagement, Indiana University Bloomington.
Knowing what happens at the program or department level in student learning outcomes assessment f... more Knowing what happens at the program or department level in student learning outcomes assessment from the faculty and sta working in these programs and departments is essential for an accurate, informed portrayal of the state of the art of student learning outcomes assessment.
This paper examines the engagement patterns of male and female undergraduates in different types ... more This paper examines the engagement patterns of male and female undergraduates in different types of baccalaureate-granting institutions. Descriptive statistics and hierarchical linear modeling show that on balance, undergraduate women participate more frequently than their male counterparts in educationally purposeful activities. Male first-year and senior students devote less time and effort to academic challenge tasks, such as working hard to meet expectations and spending time studying; senior males also participated less often in active and collaborative learning activities. Institutional type is unrelated to gender differences in engagement. The results point to areas where institutions could focus efforts to enhance the quality of the undergraduate experience for all students.
• Faculty developers are increasingly committed to connecting their work to larger institutional ... more • Faculty developers are increasingly committed to connecting their work to larger institutional goals and agendas, including assessment, while assessment professionals are moving toward approaches...
e 're back at Macalester College for our second site visit. This meeting is with the provost to g... more e 're back at Macalester College for our second site visit. This meeting is with the provost to get feedback about ihe interim report we sent a few weeks ago. We 're ready to record what he says we missed about what the coUege docs to enhance student success. Instead, he pulls out a pen and legal pad and says. "This was a fine report. Now lell us how we can do things better here at Mac." There's a lot of buzz these days about student success and educational effectiveness. College costs are rising and enrollments are at an all-time high, yet the proportion of students earning degrees has stayed more or less constant for decades. This leads some to conclude that colleges aren't holding up their end of the educational bargain. The question. Do they graduate? is receiving the most scrutiny by state legislatures and by those drafting the reauthorization legislation for the Higher Education Act. But policymakers, parents, and students are also asking tough questions about what they can reasonably expect from colleges and universities while students are enrolled. Are schools allocating
... View full textDownload full text Full access. DOI: 10.1080/00091383.2011.585311 George D. Kuh... more ... View full textDownload full text Full access. DOI: 10.1080/00091383.2011.585311 George D. Kuh a , Jillian Kinzie, John H. Schuh b & Elizabeth J ... view held by a few faculty that challenging pathways to and through a major were good, in the words of the provost, because only ...
What structures, resources and people do we need in place to ensure the success of all students w... more What structures, resources and people do we need in place to ensure the success of all students we serve in our sector? How do we ensure we are attentive to not only the transactional and professional crafting of our students, but that we are equally engaged in the transformational work demanded of us as we engage with, and are engaged by, our students
Robert M. Gonyea is Associate Director, Center for Postsecondary Research, Indiana University Blo... more Robert M. Gonyea is Associate Director, Center for Postsecondary Research, Indiana University Bloomington, where he coordinates research and reporting for the National Survey of Student Engagement and related projects. Alexander C. McCormick is Associate Professor of Educational Leadership and Policy Studies and Director of the National Survey of Student Engagement, Indiana University Bloomington.
Knowing what happens at the program or department level in student learning outcomes assessment f... more Knowing what happens at the program or department level in student learning outcomes assessment from the faculty and sta working in these programs and departments is essential for an accurate, informed portrayal of the state of the art of student learning outcomes assessment.
This paper examines the engagement patterns of male and female undergraduates in different types ... more This paper examines the engagement patterns of male and female undergraduates in different types of baccalaureate-granting institutions. Descriptive statistics and hierarchical linear modeling show that on balance, undergraduate women participate more frequently than their male counterparts in educationally purposeful activities. Male first-year and senior students devote less time and effort to academic challenge tasks, such as working hard to meet expectations and spending time studying; senior males also participated less often in active and collaborative learning activities. Institutional type is unrelated to gender differences in engagement. The results point to areas where institutions could focus efforts to enhance the quality of the undergraduate experience for all students.
• Faculty developers are increasingly committed to connecting their work to larger institutional ... more • Faculty developers are increasingly committed to connecting their work to larger institutional goals and agendas, including assessment, while assessment professionals are moving toward approaches...
e 're back at Macalester College for our second site visit. This meeting is with the provost to g... more e 're back at Macalester College for our second site visit. This meeting is with the provost to get feedback about ihe interim report we sent a few weeks ago. We 're ready to record what he says we missed about what the coUege docs to enhance student success. Instead, he pulls out a pen and legal pad and says. "This was a fine report. Now lell us how we can do things better here at Mac." There's a lot of buzz these days about student success and educational effectiveness. College costs are rising and enrollments are at an all-time high, yet the proportion of students earning degrees has stayed more or less constant for decades. This leads some to conclude that colleges aren't holding up their end of the educational bargain. The question. Do they graduate? is receiving the most scrutiny by state legislatures and by those drafting the reauthorization legislation for the Higher Education Act. But policymakers, parents, and students are also asking tough questions about what they can reasonably expect from colleges and universities while students are enrolled. Are schools allocating
... View full textDownload full text Full access. DOI: 10.1080/00091383.2011.585311 George D. Kuh... more ... View full textDownload full text Full access. DOI: 10.1080/00091383.2011.585311 George D. Kuh a , Jillian Kinzie, John H. Schuh b & Elizabeth J ... view held by a few faculty that challenging pathways to and through a major were good, in the words of the provost, because only ...
Assessing quality in postsecondary education: International perspectives, 2018
Performance-indicator systems in higher education involve a conception of accountability--that is... more Performance-indicator systems in higher education involve a conception of accountability--that is, of being answerable for performance through measures specified a priori that are thought to accurately gauge performance. Two approaches dominate, which we call "soft" and "hard" accountability. Soft accountability relies on transparency-public reporting--to render performance visible to the public. The logic is that institutions will be motivated to perform well to sustain public support, successfully recruit students and staff, and so on. Hard accountability, by contrast, ties rewards and sanctions--almost always in the form of funding--to the selected performance metrics. The ideas that we propose in this chapter apply equally to soft and hard approaches. The use of performance indicators to achieve accountability in higher education is challenging for at least three reasons. First, institutions of higher education perform a range of functions typically comprising undergraduate and graduate education, research and knowledge production, and providing diffuse benefits to the surrounding community (variously defined). Despite rhetoric to the contrary, these functions are not necessarily complementary--attention and resources devoted to one may come at the expense of the others--so whether and how they are combined in an accountability system matters. ...
Higher Education: Handbook of Theory and Research, v. 28, 2013
This chapter traces the development of student engagement as a research-informed intervention to ... more 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.
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Papers by Jillian Kinzie