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    Senior Native And Community College Transfer Student Engagement At Maryland Public Four-Year Institutions

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    SimmonsGraves_morgan_0755D_10489.pdf (711.8Kb)
    Permanent Link
    http://hdl.handle.net/11603/10561
    Collections
    • MSU Student Collection
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    Author/Creator
    Simmons Graves, Denise Michelle
    Date
    2015
    Type of Work
    Text
    dissertations
    Department
    Community College Leadership Program
    Program
    Doctor of Education
    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.
    Subjects
    Universities and colleges
    Education
    National Survey of Student Engagement (U.S.)
    Abstract
    The purpose of this study was to compare and examine the perceived levels of engagement of senior native and community college transfer students at Maryland public four-year institutions. Specifically, the researcher sought to determine if there was a difference in the perceived levels of engagement using the National Survey of Student Engagement (NSSE) as a tool and the survey's five benchmarks of effective educational practice as the guide. The independent variable had two levels: native and community college transfer students. The dependent variables were the five benchmarks of effective educational practice. They are: (1) Level of Academic Challenge, (2) Active and Collaborative Learning, (3) Student-Faculty Interaction, (4) Enriching Educational Experiences, and (5) Supportive Campus Environment. Kuh's (2003) theory of student engagement provided the theoretical framework for examining these variables. Data from the seven Maryland public four-year institutions that participated in the 2010 and 2011 administrations of the NSSE were analyzed for this study. Inferential statistics were used to address the research questions and test the hypotheses. An alpha level of .05 was set. Descriptive statistics were used to better understand the independent variables. The results of this study, analyzed using independent sample t-tests, revealed there is significant difference in engagement between senior native and community college transfer students. This study contributes to the limited body of literature that compares and examines the engagement of senior native and community college transfer students at public institutions. Recommendations for professional practice and further research are provided.


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    Growing the Future, Leading the World!


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.