Allied Health Student Engagement In Maryland Community Colleges: An Analysis Using Kuh's Student Engagement Theory
| dc.contributor.advisor | Parsons, Michael H. | |
| dc.contributor.author | Hutchins, Monica Theresa | |
| dc.contributor.department | Community College Leadership Program | en_US |
| dc.contributor.program | Doctor of Education | en_US |
| dc.date.accessioned | 2018-04-27T15:12:04Z | |
| dc.date.available | 2018-04-27T15:12:04Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | The purpose of this research is to investigate whether there are differences in student engagement of Allied Health students that attend five participating Maryland community colleges. Student engagement is measured by five benchmark scores on the Community College Survey of Student Engagement (CCSSE). The research question was, Are there statistically significant differences in the levels of student engagement of allied health students across participating community colleges in Maryland? The dependent variables are the participating community colleges in Maryland. The benchmarks examined were: (1) Active and Collaborative Learning, (2) Student-Faculty Interaction, and (3) Support for Learners. Data from five Maryland public two-year institutions that participated in the 2010 administrations of the CCSSE were analyzed for this study. Inferential statistics were used to address the research question and test the hypotheses. An alpha level of .05 was set. A possible reason is the control of allied health program size by accrediting associations and student faculty–ratios dictated by these bodies. A total of 632 survey responses were collected from five Maryland community colleges. The participating community colleges were categorized as: two small and three medium sized, institutions using the formula applied by the Maryland Higher Education Commission. The CCSSE benchmarks driven by institutionalized student engagement are Active and Collaborative, Student-faculty Involvement, and the Support for Learners. The results of the study found both CCA and CCE received the highest mean scores for Active and Collaborative Learning. For Student-Faculty, CCA and CCE received higher benchmark scores. For Support for Learners, there was no significant differences found. A recommendation for community colleges will be to encourage sharing of engagement strategies and CCSSE college data reports. | |
| dc.genre | dissertations | |
| dc.identifier | doi:10.13016/M2FN10V6Q | |
| dc.identifier.uri | http://hdl.handle.net/11603/10004 | |
| dc.language.iso | en | |
| dc.relation.isAvailableAt | Morgan State University | |
| dc.rights | This item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner. | |
| dc.subject | Community colleges | en_US |
| dc.subject | School management and organization | en_US |
| dc.subject | Medical sciences | en_US |
| dc.title | Allied Health Student Engagement In Maryland Community Colleges: An Analysis Using Kuh's Student Engagement Theory | |
| dc.type | Text |