Date Oct 6, 2011
Time 17.00 - 18.30
Venue: Rm 422, Runme Shaw Bldg, HKU
Key points
- keep notes on all my amendments on CCSSE questionnaire
- chronicle the whole process, making justifications for every step (part of the research process)
- Data analysis: ensure the handbooks by the side e.g. handbook of survey, pilot study, methodology
- set deadline for key steps
- translation the questions into Chinese; back translation (for ensuring the accuracy)
Content of the Portfolio assignment:
1. Background
2. Why pilot study?
3. Process (explain how I do it and the whole process)
4. Reporting data
a) did respondents understand the concept(s) as I would have them understand?
b) intended outcome vs. actual outcome
5. Self-evaluation
a) too long or too short
b) clear or unclear
c) implications for the real run
Actions:
1. Borrow handbook of research replication, and other handbooks
2. Contact Wincy, Christy/Leo, and Lawrence
3. Send the final questionnaire and ethical clearance form for Gerry's approval!
Sunday, October 9, 2011
Thursday, August 4, 2011
6th + 7th Meetings with Supervisor (Confirmation Seminar)
6th Meeting with Supervisor
Date Aug 1, 2011
Time 16.00 - 17.30
Reviewed and revised the structure of presentation for the confirmation seminar
Abstract:
Since the turn of the century, the emergence of sub-degree sectors has made higher education in Hong Kong more accessible. However, that achievement does not translate well to student engagement.
Although researchers (mainly in the United States) have reported various findings on student engagement at community colleges, there is a dearth of studies in the Hong Kong context, particularly in studies that would allow for student engagement benchmarking on the sub-degree level.
In the literature on community colleges and student engagement, scholars lean on different benchmarks to prove the effectiveness of student engagement for undergraduate students, mainly in the US. What needs further investigation is how student engagement affects the development of effective learning in community colleges in the local context, i.e. Hong Kong.
In recommendation #21 of the "Aspirations for the Higher Education System in Hong Kong" report, the UGC senses the urgency of spearheading surveys or assessments to measure the overall college experience of students. In addition to revealing language proficiency, the assessment results may be adopted for improving educational quality, especially pertinent to student learning, thus enhancing accountability and transparency of the institutions (HKUGC, 2010).
As a community college instructor, I have a keen interest in probing the forces driving student engagement in the sub-degree sector in the territory. This study aims to identify, examine and anaylze the factors that contribute to or obstruct student engagement in the learning environment of a Hong Kong community college.
A mixed method research approach will be adopted throughout the process. The data will be collected through surveys, document analysis, semi-structured interviews, and class
observations.
Because the local associate degree sector was established only a decade ago, my contribution is a pioneering study. I believe that this research area contributes to the understanding of learning styles of sub-degree students, and bears useful information for practitioners at community colleges and higher education policy makers in Hong Kong. This study, I believe,
will assist Hong Kong in positioning student engagement, as an effective tool for measuring the quality of associate degree education, thus shaping the purposes and visions of all our local
community colleges in the years ahead.
==========================
7th Meeting with Supervisor (Confirmation seminar)
Date Aug 4, 2011
Time 15.00 - 16.30
Venue: Rm 202, Runme Shaw Bldg, HKU
Key points
- Proposal got confirmed
- asked to chronicle all the questions raised during the seminar:
1. What's your definition of student egmt?
2. Is it descriptive case study, or exploratatory case study? Why only CCLU?
3. Why select only 3 benchmarks of CCSSE for your study?
4. What conclusion do you want to draw from data?
5. What if only 15, or 400 respondents to your HKCCSSE? Why lock the
sample size at 200?
6. Rationale behind 15 students as interviewees?
7. Gerry: how to "indigenize" the tool in order to reflect the uniqueness
of the study?
8. Research questions have to be refined:
a) instead of "level of SE", am I talking about "overall pattern"?
b) instead of "factors", should I say "possible factors"?
9. Is Astin's definition different from the other 3 definitions of SE?
10. How am I going to address both research questions?
11. Will CCLU have enough school activities?
12. Why use GPA as a benchmark if I'm refering students to activities
being engaged inside and outside of class?
13. How are you going to support the framework of your questionnaire, which will be
adapted from the CCSSE, to be culturally relevant to the situation of Hong Kong?
14. How will you establish the construct validity and the reliability of the
questionnaire you developed?
15. Whether you study will be limited to the descriptive analyses to answer the question of 'what' only. What will be the dependant variable of the study, such as 'GPA'?
Date Aug 1, 2011
Time 16.00 - 17.30
Reviewed and revised the structure of presentation for the confirmation seminar
Abstract:
Since the turn of the century, the emergence of sub-degree sectors has made higher education in Hong Kong more accessible. However, that achievement does not translate well to student engagement.
Although researchers (mainly in the United States) have reported various findings on student engagement at community colleges, there is a dearth of studies in the Hong Kong context, particularly in studies that would allow for student engagement benchmarking on the sub-degree level.
In the literature on community colleges and student engagement, scholars lean on different benchmarks to prove the effectiveness of student engagement for undergraduate students, mainly in the US. What needs further investigation is how student engagement affects the development of effective learning in community colleges in the local context, i.e. Hong Kong.
In recommendation #21 of the "Aspirations for the Higher Education System in Hong Kong" report, the UGC senses the urgency of spearheading surveys or assessments to measure the overall college experience of students. In addition to revealing language proficiency, the assessment results may be adopted for improving educational quality, especially pertinent to student learning, thus enhancing accountability and transparency of the institutions (HKUGC, 2010).
As a community college instructor, I have a keen interest in probing the forces driving student engagement in the sub-degree sector in the territory. This study aims to identify, examine and anaylze the factors that contribute to or obstruct student engagement in the learning environment of a Hong Kong community college.
A mixed method research approach will be adopted throughout the process. The data will be collected through surveys, document analysis, semi-structured interviews, and class
observations.
Because the local associate degree sector was established only a decade ago, my contribution is a pioneering study. I believe that this research area contributes to the understanding of learning styles of sub-degree students, and bears useful information for practitioners at community colleges and higher education policy makers in Hong Kong. This study, I believe,
will assist Hong Kong in positioning student engagement, as an effective tool for measuring the quality of associate degree education, thus shaping the purposes and visions of all our local
community colleges in the years ahead.
==========================
7th Meeting with Supervisor (Confirmation seminar)
Date Aug 4, 2011
Time 15.00 - 16.30
Venue: Rm 202, Runme Shaw Bldg, HKU
Key points
- Proposal got confirmed
- asked to chronicle all the questions raised during the seminar:
1. What's your definition of student egmt?
2. Is it descriptive case study, or exploratatory case study? Why only CCLU?
3. Why select only 3 benchmarks of CCSSE for your study?
4. What conclusion do you want to draw from data?
5. What if only 15, or 400 respondents to your HKCCSSE? Why lock the
sample size at 200?
6. Rationale behind 15 students as interviewees?
7. Gerry: how to "indigenize" the tool in order to reflect the uniqueness
of the study?
8. Research questions have to be refined:
a) instead of "level of SE", am I talking about "overall pattern"?
b) instead of "factors", should I say "possible factors"?
9. Is Astin's definition different from the other 3 definitions of SE?
10. How am I going to address both research questions?
11. Will CCLU have enough school activities?
12. Why use GPA as a benchmark if I'm refering students to activities
being engaged inside and outside of class?
13. How are you going to support the framework of your questionnaire, which will be
adapted from the CCSSE, to be culturally relevant to the situation of Hong Kong?
14. How will you establish the construct validity and the reliability of the
questionnaire you developed?
15. Whether you study will be limited to the descriptive analyses to answer the question of 'what' only. What will be the dependant variable of the study, such as 'GPA'?
Saturday, June 18, 2011
Meeting with Jae & Lisa
Date Jun 17, 2011
Time 18.30 - 22.00
Venue: Rm 108, Runme Shaw Bldg, HKU
Key points
- Research questions are refined as:
1. How does student engagement associate with learning outcomes?
2. What are the factors influencing student engagement at CC?
- Define both "student egmt" and "learning outcomes" (e.g. GPA)
- Hypotheses refer to what I foresee the outcome of the whole research project [Hunch about the project outcome]. Make it simple - no need to be included in the ppt
- Takes only 2-3 slides for Lit review
- Methodology:
Phase 1 - Preparation (pilot studies - asking info from students in order to fine tune my survey/ adapted version of CCSSE);
Phase 2 - data collection
Phase 3 - data analysis
- Sampling method/ What's the sample? -> Dr Mary Wong?
- Familiar with basic statistics - how do I manage data?
- Learning outcomes - may dwell on previous HKU PhD papers on LO
- What's the aim/purpose of conducting interview?
- Justifications for any methods, illustrated with sample questions
- Structure of the survey?
- Delving into Astin's methodology for those postulates
- Theoretical gap -> what's the significance of my study? Uniquely HK? cultural/social difference?
- Must be familiar with CCSSE!!
- Define "factors" - am I going to cover all the factors? or just cultural factors? e.g. students with single parents tend to shy away from class participation.
Next step: revised ppt and Q&A document for J & L review, prior to seek supervisor's comments.
Time 18.30 - 22.00
Venue: Rm 108, Runme Shaw Bldg, HKU
Key points
- Research questions are refined as:
1. How does student engagement associate with learning outcomes?
2. What are the factors influencing student engagement at CC?
- Define both "student egmt" and "learning outcomes" (e.g. GPA)
- Hypotheses refer to what I foresee the outcome of the whole research project [Hunch about the project outcome]. Make it simple - no need to be included in the ppt
- Takes only 2-3 slides for Lit review
- Methodology:
Phase 1 - Preparation (pilot studies - asking info from students in order to fine tune my survey/ adapted version of CCSSE);
Phase 2 - data collection
Phase 3 - data analysis
- Sampling method/ What's the sample? -> Dr Mary Wong?
- Familiar with basic statistics - how do I manage data?
- Learning outcomes - may dwell on previous HKU PhD papers on LO
- What's the aim/purpose of conducting interview?
- Justifications for any methods, illustrated with sample questions
- Structure of the survey?
- Delving into Astin's methodology for those postulates
- Theoretical gap -> what's the significance of my study? Uniquely HK? cultural/social difference?
- Must be familiar with CCSSE!!
- Define "factors" - am I going to cover all the factors? or just cultural factors? e.g. students with single parents tend to shy away from class participation.
Next step: revised ppt and Q&A document for J & L review, prior to seek supervisor's comments.
Thursday, May 26, 2011
5th Meeting with Supervisor (Pre-Confirm Seminar)
Date May 26, 2011
Time 15.30 - 16.50
Venue: Rm 202, Runme Shaw Bldg, HKU
Key points
- Attributes of an EdD candidate
1. poised to be "Mr Student Engagement", i.e. be conversant about the topic with sophisticated, logical thinking;
2. manageability of data/ able to handle complexity during the course of studies; and
3. being well prepared at the confirmation seminar (and beyond),i.e. anticipate what sorts of questions raised and articulate confidently.
- feedback on Proposal
a) make it focused/ narrow it down!!
b) what do I mean by "student engagement";
c) convince readers why the CCSSE has to be replicated; or the survey design should start from scratch;
d) will pilot studies be conducted;
e) show actual constructs and sub-constructs of the questionnaire
f) SE: behaviorial or affective? Thinking, working, or discussion?
g) Active or passive engagement?
h) has to produce evidence of engagement and learning, e.g. what students learnt from watching a Youtube video in class;
i)SE has to be measurable - e.g. fixed consultation hrs for facilitating student-teacher relationship?
- Options ahead
a) action research, e.g. setting things up to prove something?
b) interview success models, i.e. graduates being articulated to undergraduate studies;
c) trace the stories behind the CCSSEE/NSSE - how did that come out/ what I can learn from the sausage-making process;
d) Find out any other related studies/research based on CCSSEE (Can I replicate/ learn from it?)
Actions
1. write up a summary of the key points at the pre-confirm seminar.
2. revise slides for Gerry's review by 14 Jun.
3. read Dr Ki's feedback again carefully.
4. come up with questions anticipated to be raised in the 14 June seminar.
Possible questions:
1. What do you mean by student engagement?
2. Can it be measured and how?
3. Which aspect(s) are you going to measure?
4. How are you going to answer each research question?
5. How do you evaluate CCSSE?
6. Are you going to conduct a pilot study? Why or why not?
7. What are your interview questions? Any examples?
8. What will your survey look like?
9. How are you going to analyse (manage) data?
10. Why classroom observation? Rationale?
11. Which section of CCSSEE will be your main focus?
[Gerry, additional questions are welcome, thanks!]
Stay in touch,
P.
Time 15.30 - 16.50
Venue: Rm 202, Runme Shaw Bldg, HKU
Key points
- Attributes of an EdD candidate
1. poised to be "Mr Student Engagement", i.e. be conversant about the topic with sophisticated, logical thinking;
2. manageability of data/ able to handle complexity during the course of studies; and
3. being well prepared at the confirmation seminar (and beyond),i.e. anticipate what sorts of questions raised and articulate confidently.
- feedback on Proposal
a) make it focused/ narrow it down!!
b) what do I mean by "student engagement";
c) convince readers why the CCSSE has to be replicated; or the survey design should start from scratch;
d) will pilot studies be conducted;
e) show actual constructs and sub-constructs of the questionnaire
f) SE: behaviorial or affective? Thinking, working, or discussion?
g) Active or passive engagement?
h) has to produce evidence of engagement and learning, e.g. what students learnt from watching a Youtube video in class;
i)SE has to be measurable - e.g. fixed consultation hrs for facilitating student-teacher relationship?
- Options ahead
a) action research, e.g. setting things up to prove something?
b) interview success models, i.e. graduates being articulated to undergraduate studies;
c) trace the stories behind the CCSSEE/NSSE - how did that come out/ what I can learn from the sausage-making process;
d) Find out any other related studies/research based on CCSSEE (Can I replicate/ learn from it?)
Actions
1. write up a summary of the key points at the pre-confirm seminar.
2. revise slides for Gerry's review by 14 Jun.
3. read Dr Ki's feedback again carefully.
4. come up with questions anticipated to be raised in the 14 June seminar.
Possible questions:
1. What do you mean by student engagement?
2. Can it be measured and how?
3. Which aspect(s) are you going to measure?
4. How are you going to answer each research question?
5. How do you evaluate CCSSE?
6. Are you going to conduct a pilot study? Why or why not?
7. What are your interview questions? Any examples?
8. What will your survey look like?
9. How are you going to analyse (manage) data?
10. Why classroom observation? Rationale?
11. Which section of CCSSEE will be your main focus?
[Gerry, additional questions are welcome, thanks!]
Stay in touch,
P.
Wednesday, May 18, 2011
Meeting with Kokila Katyal
Date: 18 May 11 (Wed)
Venue: HKIEd
- Theoretical framework may guide the data collection and analysis/interpretations. It consists of:
a) understanding of literature;
b) various models successfully and unsuccessfully applied;
c) identify research gap
- Revised RQs:
a) What factors contribute to student engagement in learning at CC?
b) What is the relationship between student engagement and learning at CC?
c) How can student engagement be enhanced?
- Engagement in the literature has several manifestations - which is the conceptual definition that you want to use? This needs to be made clearer.
What do I mean by 'egmt' [affective + behavorial]? e.g. attendance
Am I referring to "actual learning", e.g. motivation?
Jeremy Finn
CCSSE (plus cultural context)
- You need to show a critical engagement with the research literature in the area in order to identify the gap (engagement in community colleges in HK) in a more intellectually focussed manner.
So what does it mean to me?
Next step:
- read more articles on SE
- ccsse.org
Venue: HKIEd
- Theoretical framework may guide the data collection and analysis/interpretations. It consists of:
a) understanding of literature;
b) various models successfully and unsuccessfully applied;
c) identify research gap
- Revised RQs:
a) What factors contribute to student engagement in learning at CC?
b) What is the relationship between student engagement and learning at CC?
c) How can student engagement be enhanced?
- Engagement in the literature has several manifestations - which is the conceptual definition that you want to use? This needs to be made clearer.
What do I mean by 'egmt' [affective + behavorial]? e.g. attendance
Am I referring to "actual learning", e.g. motivation?
Jeremy Finn
CCSSE (plus cultural context)
- You need to show a critical engagement with the research literature in the area in order to identify the gap (engagement in community colleges in HK) in a more intellectually focussed manner.
So what does it mean to me?
Next step:
- read more articles on SE
- ccsse.org
Tuesday, April 5, 2011
4th Meeting with Supervisor
Date April 4, 2011
Time 18.00 - 19.05
Key points
- feedback on Lit Review
a) no need to dwell on unimportant stuff, e.g. CC;
b) go in-depth on Student egmt;
c) while it's good to clarify different definitions, I have to commit myself to one, or if necessary, adapt/modify that to my research aim;
d) is learning outcome really necessary in my research? Otherwise, it should be taken out;
e) SE has to be measurable - what do I mean by SE, e.g. coming to class early, fixed consultation hrs for facilitating student-teacher relationship, active learning, organizing student activities by themselves.
- feedback on Methodology
a) okay to deal with only CCLU (sort all the ethics issues out in advance; no need to disclose the name of institute for the moment);
b) figures required to prove my concepts;
c) tying complex concepts with my case, i.e. CCLU;
d) Always think about what makes students more engaged at CCLU?
e) Any obstacles to SE?
f) influence/ impact of SE on what, e.g. does counselling service make students more engaged?
Actions
1. draft the research proposal and submit to GP by 1 May 2011 for review.
2. After reading the "Teacher leadership and its impact on student engagement in schools : case studies in Hong Kong" dissertation, I might initiate a discussion with Dr Katyal at krkatyal@ied.edu.hk.
3. Get peers to review my draft and get more feedback.
Time 18.00 - 19.05
Key points
- feedback on Lit Review
a) no need to dwell on unimportant stuff, e.g. CC;
b) go in-depth on Student egmt;
c) while it's good to clarify different definitions, I have to commit myself to one, or if necessary, adapt/modify that to my research aim;
d) is learning outcome really necessary in my research? Otherwise, it should be taken out;
e) SE has to be measurable - what do I mean by SE, e.g. coming to class early, fixed consultation hrs for facilitating student-teacher relationship, active learning, organizing student activities by themselves.
- feedback on Methodology
a) okay to deal with only CCLU (sort all the ethics issues out in advance; no need to disclose the name of institute for the moment);
b) figures required to prove my concepts;
c) tying complex concepts with my case, i.e. CCLU;
d) Always think about what makes students more engaged at CCLU?
e) Any obstacles to SE?
f) influence/ impact of SE on what, e.g. does counselling service make students more engaged?
Actions
1. draft the research proposal and submit to GP by 1 May 2011 for review.
2. After reading the "Teacher leadership and its impact on student engagement in schools : case studies in Hong Kong" dissertation, I might initiate a discussion with Dr Katyal at krkatyal@ied.edu.hk.
3. Get peers to review my draft and get more feedback.
Friday, March 11, 2011
Student Engagement (books + search alert)
1. Greater Expectations - Paperback (Apr. 20, 2008) by Robin Turner
2. The Learning Paradigm College (JB - Anker) by John Tagg and Peter T. Ewell (Apr 4, 2003)
3. How College Affects Students: A Third Decade of Research (Jossey-Bass Higher & Adult Education) by Ernest T. Pascarella and Patrick T. Terenzini (Feb 7, 2005)
4. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter by George D. Kuh and Carol Geary Schneider (Oct 31, 2008)
5. How The Mighty Fall: And Why Some Companies Never Give In by Jim Collins (May 19, 2009)
6. The Big Short: Inside the Doomsday Machine by Michael Lewis (Feb 1, 2011)
7. Student Success in College, (Includes New Preface and Epilogue): Creating Conditions That Matter by George D. Kuh, Jillian Kinzie, John H. Schuh and Elizabeth J. Whitt (Jun 8, 2010)
--------------------
EBSCOhost keyword search:
(learning process indicator* or measurement*) and (outcome* or learning outcome*) and (higher education quality assessment) and (student engagement*) and (community college*)
2. The Learning Paradigm College (JB - Anker) by John Tagg and Peter T. Ewell (Apr 4, 2003)
3. How College Affects Students: A Third Decade of Research (Jossey-Bass Higher & Adult Education) by Ernest T. Pascarella and Patrick T. Terenzini (Feb 7, 2005)
4. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter by George D. Kuh and Carol Geary Schneider (Oct 31, 2008)
5. How The Mighty Fall: And Why Some Companies Never Give In by Jim Collins (May 19, 2009)
6. The Big Short: Inside the Doomsday Machine by Michael Lewis (Feb 1, 2011)
7. Student Success in College, (Includes New Preface and Epilogue): Creating Conditions That Matter by George D. Kuh, Jillian Kinzie, John H. Schuh and Elizabeth J. Whitt (Jun 8, 2010)
--------------------
EBSCOhost keyword search:
(learning process indicator* or measurement*) and (outcome* or learning outcome*) and (higher education quality assessment) and (student engagement*) and (community college*)
Sunday, January 23, 2011
Student Egmt + CC + Outcomes
1. http://www.learningoutcomeassessment.org/surveys.htm
2. http://www.socc.edu/ie/pgs/student-learning/index.shtml
3. http://www.utm.edu/tncc/files/service-learning-course-design.ppt
4. http://www2.acs.ncsu.edu/UPA/assmt/resource.htm
5. http://asq.org/edu/2010/01/career-development/community-colleges-student-engagement-and-workforce-development.pdf
6. http://www.sdcity.edu/Portals/0/CollegeServices/StudentServices/LearningCommunities/References/LCResearchPaper.pdf
7. http://www.inpathways.net/ExploringOutcomesEngagementCommunityCollege.pdf
8. http://www.aacu.org/peerreview/pr-wi07/pr-wi07_analysis1.cfm
9. http://www.google.com/books?hl=zh-TW&lr=&id=Gllks0gHhlYC&oi=fnd&pg=PP1&dq=student+engagement+%2B+community+college+%2B+learning+outcome&ots=rfIc0vKk0P&sig=Y1Xy4zbyvhkcolN_Got-vn5Fu7E#v=onepage&q&f=false
10. https://folio.iupui.edu/bitstream/handle/10244/268/PathstoPersistence.pdf?sequence=6
11. http://eric.ed.gov/PDFS/ED500004.pdf
12. http://www.teagle.org/learning/pdf/20050711_kuh_gonyea.pdf
13. http://www.jstor.org/pss/3838736
14. http://www.rcc.edu/administration/academicAffairs/effectiveness/assess/files/Friedlander_Serban.pdf
15. http://lutherancolleges.org/files/pdfs/george_kuh_lecna_2010.ppt
16. http://www.mhec.maryland.gov/highered/about/meetings/EdPolicyMeetings/2007/09-12-07/2007sloarfinal.pdf
17. http://www.ehow.com/about_6629474_learning_centered-college_.html
18. http://www.lc.iastate.edu/Learning%20Communities%20and%20Student%20Engagement_FINAL.pdf
19. http://www.purdue.edu/vpsa/plan_assess/files/Student%20Services%20Assessment%20Presentation%20for%20AWG%20Meeting.ppt
20. http://education.newsweek.com/2010/10/05/are-community-colleges-the-key-to-american-education.html
[Methodology: http://www.washingtonmonthly.com/college_guide/feature/a_note_on_methodology_communit.php]
21. PurdueU methodology: http://www.purdue.edu/dp/are/tools.html
Journal articles:
> Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes
> Assessment of student learning outcomes at the institutional level
> Promoting Student Success in Community College and Beyond
> The national survey of student engagement: Conceptual and empirical foundations
> What Does the Community College Survey of Student Engagement (CCSSE) Have to Do with Learning?
2. http://www.socc.edu/ie/pgs/student-learning/index.shtml
3. http://www.utm.edu/tncc/files/service-learning-course-design.ppt
4. http://www2.acs.ncsu.edu/UPA/assmt/resource.htm
5. http://asq.org/edu/2010/01/career-development/community-colleges-student-engagement-and-workforce-development.pdf
6. http://www.sdcity.edu/Portals/0/CollegeServices/StudentServices/LearningCommunities/References/LCResearchPaper.pdf
7. http://www.inpathways.net/ExploringOutcomesEngagementCommunityCollege.pdf
8. http://www.aacu.org/peerreview/pr-wi07/pr-wi07_analysis1.cfm
9. http://www.google.com/books?hl=zh-TW&lr=&id=Gllks0gHhlYC&oi=fnd&pg=PP1&dq=student+engagement+%2B+community+college+%2B+learning+outcome&ots=rfIc0vKk0P&sig=Y1Xy4zbyvhkcolN_Got-vn5Fu7E#v=onepage&q&f=false
10. https://folio.iupui.edu/bitstream/handle/10244/268/PathstoPersistence.pdf?sequence=6
11. http://eric.ed.gov/PDFS/ED500004.pdf
12. http://www.teagle.org/learning/pdf/20050711_kuh_gonyea.pdf
13. http://www.jstor.org/pss/3838736
14. http://www.rcc.edu/administration/academicAffairs/effectiveness/assess/files/Friedlander_Serban.pdf
15. http://lutherancolleges.org/files/pdfs/george_kuh_lecna_2010.ppt
16. http://www.mhec.maryland.gov/highered/about/meetings/EdPolicyMeetings/2007/09-12-07/2007sloarfinal.pdf
17. http://www.ehow.com/about_6629474_learning_centered-college_.html
18. http://www.lc.iastate.edu/Learning%20Communities%20and%20Student%20Engagement_FINAL.pdf
19. http://www.purdue.edu/vpsa/plan_assess/files/Student%20Services%20Assessment%20Presentation%20for%20AWG%20Meeting.ppt
20. http://education.newsweek.com/2010/10/05/are-community-colleges-the-key-to-american-education.html
[Methodology: http://www.washingtonmonthly.com/college_guide/feature/a_note_on_methodology_communit.php]
21. PurdueU methodology: http://www.purdue.edu/dp/are/tools.html
Journal articles:
> Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes
> Assessment of student learning outcomes at the institutional level
> Promoting Student Success in Community College and Beyond
> The national survey of student engagement: Conceptual and empirical foundations
> What Does the Community College Survey of Student Engagement (CCSSE) Have to Do with Learning?
Qualitative Researcher
1. http://www.nova.edu/ssss/QR/
2. http://www.qualitative-research.net/index.php/fqs/index
3. http://www.listserv.uga.edu/
4. http://www.qsrinternational.com/#tab_you
5. http://www.sagepub.com/lichtman2estudy/
6. http://www.danbutin.org/
2. http://www.qualitative-research.net/index.php/fqs/index
3. http://www.listserv.uga.edu/
4. http://www.qsrinternational.com/#tab_you
5. http://www.sagepub.com/lichtman2estudy/
6. http://www.danbutin.org/
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