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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
Short- and Long-Term Impacts of Engagement Experiences with Faculty and Peers at Community Colleges
1Department of Educational Administration, 1912 Speedway D5400, Austin, TX.
Abstract:
This study uses nationally representative longitudinal data and propensity score modeling to evaluate the effects of first-year engagement experiences at community college-including social and academic contact with faculty and participation in study groups and clubs-on achievement, persistence, degree attainment, and vertical transfer. Speaking with faculty about academic matters improved short- and long-term outcomes, while engaging in study groups and clubs improved early outcomes, with less sizeable long-term impacts. The findings highlight the need for continued inquiry into community college engagement using longitudinal data with detailed engagement and outcome measures to determine best practices.
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