Sunday, October 30, 2011
Saturday, October 29, 2011
Peer Instruction: Ten years of experience and results - MIT web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf
[PDF]
Mazur, Peer Instruction
Peer Instruction: Ten years of experience and results - MIT
web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf
Saturday, October 15, 2011
Twenty-first Century Literacy and Technology in K-8 Classrooms
http://www.innovateonline.info/pdf/vol1_issue3/Twenty-first_Century_Literacy_and_Technology_in_K-8_Classrooms.pdf
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Twenty-first Century Literacy and Technology in K-8 Classrooms
by June Brown, Jan Bryan, and Ted Brown
Using technology to enhance literacy has been viewed in different ways by educators. Some teachers believe
that new developments will fundamentally change literacy instruction; others think that technology is simply a
new tool to use with old teaching methods. The latter group views technology as merely another example of
the education pendulum swinging back and forth—but rarely creating new tracks. Likewise, some
researchers claim that technology essentially redefines literacy while others believe that it acts as a vehicle to
restore established concepts of literacy (Bryan, Merchant, and Cramer 1999).
The question of how new technologies impact literacy instruction in K-8 classrooms is particularly significant
today. Historically, definitions of literacy were grounded in ancient Greek tradition, in which like-minded
teachers and scholars gathered as communities of literates to share oral and written discourse and explore
topics for further study (Heath 1991). For example, Aristotle taught by asking questions and having learners
share their knowledge orally in the absence of technology tools. Similarly, in America early educators in
one-room schools challenged learners to read, write, and recite memorized passages orally.
Feed: Texting, Twitter, and the Student 2.0 - TECHStyle
Twitter backchannel in the classroom
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Feed: Texting, Twitter, and the Student 2.0 - TECHStyle
Twitter backchannel in the classroom
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Supporting explorative learning by providing collaborative online problem solving (COPS) environments.
SUPPORTING EXPLORATIVE LEARNING BY PROVIDING
COLLABORATIVE ONLINE PROBLEM SOLVING (COPS)
ENVIRONMENTS
Sylvia Lauretta Edwards, Jason Watson
Faculty of Information Technology
Robyn Nash
Faculty of Health
Ann Farrell
Faculty of Education
Queensland University of Technology, AUSTRALIA
s.edwards@qut.edu.a, ja.watson@qut.edu.au ,r.nash@qut.edu.au, a.farrell@qut.edu.au
Edwards, S. L., Watson, J., Nash, R., & Farrell, A. (2005). Supporting explorative learning by providing collaborative online problem solving (COPS) environments. Proceedings of the OLT-2005 Conference: Beyond delivery (pp. 81-89). Brisbane, Australia, Retrieved January 15, 2010, from http://eprints.qut.edu.au/archive/00002146/
Limitations of current instructional strategies
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Assessing Faculty’s Technology Needs (EDUCAUSE Quarterly) | EDUCAUSE
Assessing Faculty’s Technology Needs (EDUCAUSE Quarterly) | EDUCAUSE: "Assessing Faculty’s Technology Needs
By Tena B. Crews, Jessica L. Miller, and Christine M. Brown"
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By Tena B. Crews, Jessica L. Miller, and Christine M. Brown"
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Twenty-first Century Literacy and Technology in K-8 Classrooms by June Brown, Jan Bryan, and Ted Brown
Twenty-first Century Literacy and Technology in K-8 Classrooms
by June Brown, Jan Bryan, and Ted Brown
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Wednesday, October 12, 2011
YouTube Lets Schools Opt for Educational Videos | MindShift
YouTube Lets Schools Opt for Educational Videos | MindShift: "including videos from the Museum of Modern Art, BBC Earth, the Smithsonian, Big Think, and many more. Until now, most of the content on /edu has revolved around higher education, with lectures from MIT, UCLA, U.C. Berkeley and other universities (with the very notable exception of the Khan Academy videos, which are aimed at K-12). "
Solving the access issue, adding more educational content, and launching the YouTube Teachers site a few weeks ago are all part of the world’s largest video site’s foray into the education space.
Solving the access issue, adding more educational content, and launching the YouTube Teachers site a few weeks ago are all part of the world’s largest video site’s foray into the education space.
US Dept of Ed Meta-Analysis Online Learning, Video, Synchronous, etc.
Evaluation of Evidence-Based Practices in
Online Learning
A Meta-Analysis and Review of Online Learning Studies
Active Learning: Creating Excitement in the Classroom
Active Learning: Creating Excitement in the Classroom:
Bonwell
Bonwell
Bonwell
to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.
several studies have shown that students prefer strategies promoting active learning to traditional lectures. Other research studies evaluating students' achievement have demonstrated that many strategies promoting active learning are comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing. Further, some cognitive research has shown that a significant numbe of individuals have learning styles best served by pedagogical techniques other than lecturing.
WHAT IS ACTIVE LEARNING AND WHY IS IT IMPORTANT?
Surprisingly, educators' use of the term "active learning" has relied more on intuitive understanding than a common definition. Consequently, many faculty assert that all learning is inherently active and that students are therefore actively involved while listening to formal presentations in the classroom. Analysis of the research literature (Chickering and Gamson 1987), however, suggests that students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.
Use of these techniques in the classroom is vital because of their powerful impact upon students' learning. For example, several studies have shown that students prefer strategies promoting active learning to traditional lectures. Other research studies evaluating students' achievement have demonstrated that many strategies promoting active learning are comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing. Further, some cognitive research has shown that a significant numbe of individuals have learning styles best served by pedagogical techniques other than lecturing. Therefore, a thoughtful and scholarly approach to skillful teaching requires that faculty become knowledgeable about the many ways strategies promoting active learning have been successfully used across the disciplines. Further, each faculty member should engage in self-reflection, exploring his or her personal willingness to experiment with alternative approaches to instruction.
'via Blog this'A Classroom Investigation: Can Video Improve Intermediate-Level French Language Students’ Ability to Learn about a Foreign Culture? - Herron - 2002 - The Modern Language Journal - Wiley Online Library
A Classroom Investigation: Can Video Improve Intermediate-Level French Language Students’ Ability to Learn about a Foreign Culture? - Herron - 2002 - The Modern Language Journal - Wiley Online Library: "This study examines the effects of video on cultural knowledge at the intermediate level. Fifty-one intermediate-level French students viewed 8 videos. A pretest/posttest design assessed long-term gains in cultural knowledge and in the learning of cultural practices and cultural products from exposure to a curriculum with a video component. Eight postvideo tests measured the students’ ability to retain information and to make inferences. A questionnaire assessed perceptions of cultural learning. Results indicated a significant gain in cultural knowledge with posttest scores significantly higher than pretest scores. On the short-answer and free-recall portions of the 8 postvideo tests, the students’ ability to make inferences or retain information did not improve significantly in either an advance organizer (AO) or a non-AO condition. For free recall, scores were significantly higher for mentions of cultural practices than for products. The students believed that they learned more cultural practices than products. The results support using video to enhance cultural knowledge."
A Classroom Investigation: Can Video Improve Intermediate-Level French Language Students’ Ability to Learn about a Foreign Culture?
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Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld: "Herron (2000) found that video also helped their first-year college French learners develop significantly better understanding of the target culture. "
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Herron, C., Cole, S. P., Corrie, C., & Dubreil, S. (1999). The effectiveness of a video-based curriculum in teaching culture. The Modern Language Journal, 83 (4), 518-533.
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld: "Al-Seghayer (2001) compared ESL students’ vocabulary learning in different annotation conditions and found that
a video clip in combination with a text definition is more effective in teaching unknown vocabulary than a picture in combination with a text definition … . The variety of modality cues can reinforce each other and are linked together in meaningful ways to provide an in-depth experience (p < .001 ) (p. 225)."
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a video clip in combination with a text definition is more effective in teaching unknown vocabulary than a picture in combination with a text definition … . The variety of modality cues can reinforce each other and are linked together in meaningful ways to provide an in-depth experience (p < .001 ) (p. 225)."
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Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis « henshu2dworld: " Weyers (1999) studied the effectiveness of authentic video on college Spanish students. He had one class of students watch a Mexican television show as part of a second semester Spanish class that met 60 minutes daily for a total of 8 weeks, while the other class followed the regular curriculum without the video. He found that the video group’s performance on both listening comprehension and oral production to be significantly better than the regular group (p < .01). The video group also outperformed their counterparts on other measures of communicative"
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Digital literacy
This creative
work provides students with a strong foundation in what many educators (Brown, Bryan, &
Brown, 2005; Jakes, 2006; Partnership for 21st
Century Skills, 2004) have begun calling 21st
Century Literacy, Digital Age Literacies, or 21st
Century Skills. Regardless of the specific term
being used, these skills are being described as
the combination of:
Digital literacy—the ability to communicate
with an ever-expanding community to discuss
issues, gather information, and seek help;
Global literacy—the capacity to read, interpret,
respond, and contextualize messages from a
global perspective
Technology literacy—the ability to use computers and other technology to improve learning, productivity, and performance;
Visual literacy—the ability to understand, produce, and communicate through visual images;
Information literacy—the ability to find, evaluate, and synthesize information.
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teacher familiarity with technology
Puckett, and Cabuk (2004) sum up the situation
this way:
Teacher familiarity, confidence, and skill in
choosing software and integrating technology
into the curriculum are dependent on teacher
training and time for self-directed exploration
and learning. Due to the relative newness of
computer technology, many teachers have not
received adequate training to select appropriate
technologies and lack support to use them.
(pp. 386–387)
user generated content and web 2.0
What makes these tools so compelling is
the nature of what has come to be known as
user contributed content, social media, and Web
2.0. Roush (2006) wrote that these technologies
are part of a transformation from “one-to-many
communication on the Web” to “many-to-many
communication, and that traffic and conversation
naturally cluster around content, such as videos,
photos, blog posts, and bookmarks” (p. 1). Borland (2007) explained this technological evolution in the following way:
Web 1.0 refers to the first generation of the
commercial Internet, dominated by content that
was only marginally interactive. Web 2.0, characterized by features such as tagging, social
networks, and user-created taxonomies of content called folksonomies, added a new layer of
interactivity, represented by sites such as Flickr,
Del.icio.us, and Wikipedia. (p. 1)
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correct use of technology, support
In an article (“ED study slams software efficacy,”
2007, May) in eSchool News, several well-known
technology advocates responded to the report to
Congress. Keith Krueger, chief executive offi-
cer of the Consortium for School Networking,
stated, “This study failed to address several key
pieces that other research and educators strongly
agree are critical to the success of any efforts
to transform teaching and learning” (p. 26).
Mary Ann Wolf, executive director of the State
Educational Technology Directors Association,
added, “Strong leadership is needed to encourage
the correct use of technology, provide support
throughout, and systemically integrate the use of
technology for instruction. Integrating technology is much, much more than putting a piece of
software into a classroom” (p. 26). A
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Robin - Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroo
Digital Storytelling: A Powerful
Technology Tool for the
21st Century Classroom
Digital storytelling emphasizes
social learning, emotional intelligence, and dialogic understanding (Robin, 2008)
Robin, B. (2008). The effective uses of digital storytelling as a teaching and learning tool. Hand-book
of research on teaching literacy through the communicative and visual arts (Vol. 2). New York:
Lawrence Erlbaum Associates.
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Digital Storytelling and English
DEVELOPING LITERATE IDENTITIES WITH ENGLISH LANGUAGE LEARNERS
THROUGH DIGITAL STORYTELLING
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Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II: A Project of the International Reading Association (Paperback) - Routledge
Digital storytelling and learning
Robin, B. (2008) The Effective Uses of Digital Storytelling as a Teaching and Learning Tool.
Instructional video in e-learning
Instructional video in e-learning: Assessing the impact of
interactive video on learning effectiveness
Dongsong Zhang
a,
*, Lina Zhou
a
, Robert O. Briggs
b,c,d
, Jay F. Nunamaker Jr.
c
a
Department of Information Systems, University of Maryland, Baltimore County, 1000 Hilltop Circle, Baltimore, MD 21250, USA
b
GroupSystems Corporation, Tucson, AZ 85719, USA
c
Center for the Management of Information, the University of Arizona, Tucson, AZ 85719, USA
d
Delft University of Technology, The Netherlands
Received 1 September 2003; received in revised form 1 August 2004; accepted 1 January 2005
Available online 28 March 2005
Results of the experiment showed that the value of video for learning
effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive
video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings
Learning with technology: A constructivist perspective | Mendeley
Learning with technology: A constructivist perspective | Mendeley: " Video is an additional technological tool the authors advocate to support constructivist learning. Under the traditional paradigm, film and videos are merely shown to students in a passive manner. Constructivist learning employs video as an active tool that requires learners to produce information, as opposed to consume information. Learners must be active, constructive, intentional, and cooperative to produce video. Newsrooms, talk shows, documentaries, theatre, and video conferencing are all examples of how students can use video to construct knowledge and communities of learning. "
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ScienceDirect - Nurse Education Today : Evaluating the use of streaming video to support student learning in a first-year life sciences course for student nurses
ScienceDirect - Nurse Education Today : Evaluating the use of streaming video to support student learning in a first-year life sciences course for student nurses: "Their feedback showed that 32% found access easy, 59% enjoyed using the resources, and 25% were very confident that they learned from them."
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Tuesday, October 11, 2011
Monday, October 10, 2011
Thinking Culture: Giddens, The Consequences of Modernity (Aloy)
Thinking Culture: Giddens, The Consequences of Modernity (Aloy): "Giddens, The Consequences of Modernity (Aloy)
Book Report
Aloy Canete "
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Book Report
Aloy Canete "
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Sunday, October 9, 2011
Social Media: Anderson Analytics Reveals Users' Habits | Digital - Advertising Age
Social Media: Anderson Analytics Reveals Users' Habits | Digital - Advertising Age: "What Your Favorite Social Network Says About You
Anderson Analytics Survey Reveals Consumers' Likely Interests, Buying Habits, Media Consumption
By: Beth Snyder Bulik Published: July 08, 2009"
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Anderson Analytics Survey Reveals Consumers' Likely Interests, Buying Habits, Media Consumption
By: Beth Snyder Bulik Published: July 08, 2009"
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What Your Favorite Social Network Says About You
Anderson Analytics Survey Reveals Consumers' Likely Interests, Buying Habits, Media Consumption
Saturday, October 8, 2011
The impact of working on undergraduate students’ interactions with faculty
http://www4.ncsu.edu/~pdumbach/work_faculty.pdf
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The impact of working on undergraduate students’ interactions with faculty
Paul D. Umbach
North Carolina State University
Ryan D. Padgett
The University of Iowa
Ernest T. Pascarella
The University of Iowa
The impact of working on undergraduate students’ interactions with faculty
Three decades of research on college students indicates that faculty members play a
central role in the development of undergraduate students (Astin, 1993; Pascarella & Terenzini,
1991, 2005; Kuh & Hu, 2001; Umbach & Wawyrzinski, 2005). Studies suggest that out-ofclassroom interactions with faculty are positively associated with gains in academic and
cognitive development (Terenzini, Pascarella, & Blimling, 1996), personal and intellectual
growth (Astin, 1993; Endo & Harpel, 1982; Pascarella & Terenzini, 2005), and student
satisfaction (Kuh & Hu, 2001; Endo & Harpel, 1982). These interactions are frequently the best
predictors of student persistence (Braxton, Sullivan, & Johnson, 1997; Pascarella & Terenzini,
1991; Stage &Hossler, 2000). Likewise, instructional approaches, such as cooperative learning,
teacher organization and clarity, and high expectations for students, positively influence
cognitive growth (Pascarella & Terenzini, 1991, 2005; Pascarella Edison, Nora, Hagedorn, &
Braxton, 1996).
STUDENT ENGAGEMENT AND STUDENT LEARNING: Testing the Linkages*
STUDENT ENGAGEMENT AND STUDENT
LEARNING: Testing the Linkages*
STUDENT ENGAGEMENT AND STUDENT
LEARNING: Testing the Linkages*
Robert M. Carini,**
,
‡ George D. Kuh,*** and Stephen P. Klein†
................................................................................................
................................................................................................
This study examines (1) the extent to which student engagement is associated with
experimental and traditional measures of academic performance, (2) whether the
relationships between engagement and academic performance are conditional,
and (3) whether institutions differ in terms of their ability to convert student
engagement into academic performance. The sample consisted of 1058 students
at 14 four-year colleges and universities that completed several instruments during
2002. Many measures of student engagement were linked positively with such
desirable learning outcomes as critical thinking and grades, although most of the
relationships were weak in strength. The results suggest that the lowest-ability
students benefit more from engagement than classmates, first-year students and
seniors convert different forms of engagement into academic achievement, and
certain institutions more effectively convert student engagement into higher
performance on critical thinking tests.
................................................................................................
................................................................................................
KEY WORDS: student engagement; critical thinking; value added; NSSE; student
learning.
Publications - Center for Research on Undergraduate Education - College of Education - The University of Iowa
Publications - Center for Research on Undergraduate Education - College of Education - The University of Iowa: "Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates"
interactions and engagement research -- nice list!
interactions and engagement research -- nice list!
FFERENT PATTERNS OF STUDENT-FACULTY INTERACTION IN RESEARCH UNIVERSITIES: An Analysis by Student Gender, Race, SES, and First-Generation Status
http://cshe.berkeley.edu/publications/docs/ROPS[1].Kim.Sax.7.31.07.pdf
Research & Occasional Paper Series: CSHE.10.07
UNIVERSITY OF CALIFORNIA, BERKELEY
http://cshe.berkeley.edu/
A Student Experience in the Research University (SERU)
Project Research Paper
**
DIFFERENT PATTERNS OF STUDENT-FACULTY
INTERACTION IN RESEARCH UNIVERSITIES:
An Analysis by Student Gender, Race, SES, and First-Generation Status
August, 2007
Young K. Kim
Cerritos College
Linda J. Sax
University of California, Los Angeles
Copyright 2007 Young K. Kim and Linda J. Sax, all rights reserved.
ABSTRACT
This study examined the conditional effects of student-faculty interaction in a large
research university system, based on various student characteristics including gender,
race, and socio-economic and first-generation status. The study utilized data from the
2006 University of California Undergraduate Experience Survey (UCUES), a longitudinal
survey of UC undergraduate students based at the Center for
Research & Occasional Paper Series: CSHE.10.07
UNIVERSITY OF CALIFORNIA, BERKELEY
http://cshe.berkeley.edu/
A Student Experience in the Research University (SERU)
Project Research Paper
**
DIFFERENT PATTERNS OF STUDENT-FACULTY
INTERACTION IN RESEARCH UNIVERSITIES:
An Analysis by Student Gender, Race, SES, and First-Generation Status
August, 2007
Young K. Kim
Cerritos College
Linda J. Sax
University of California, Los Angeles
Copyright 2007 Young K. Kim and Linda J. Sax, all rights reserved.
ABSTRACT
This study examined the conditional effects of student-faculty interaction in a large
research university system, based on various student characteristics including gender,
race, and socio-economic and first-generation status. The study utilized data from the
2006 University of California Undergraduate Experience Survey (UCUES), a longitudinal
survey of UC undergraduate students based at the Center for
Jossey-Bass::Student Success in College: Creating Conditions That Matter, (Includes New Preface and Epilogue)
Jossey-Bass::Student Success in College: Creating Conditions That Matter, (Includes New Preface and Epilogue):
Student Success in College: Creating Conditions That Matter, (Includes New Preface and Epilogue)
George D. Kuh, Jillian Kinzie, John H. Schuh, Elizabeth J. Whitt
ISBN: 978-0-470-59909-9
Paperback
416 pages
June 2010
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George D. Kuh, Jillian Kinzie, John H. Schuh, Elizabeth J. Whitt
ISBN: 978-0-470-59909-9
Paperback
416 pages
June 2010
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NSSE Papers and Presentations
NSSE Papers and Presentations:
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NSSE publications and presnetations
. (2010, July). In Their Own Words: Understanding the Undergraduate Student Experience at the University of Toronto. Report prepared by Office of the Vice Provost, Students of the University of Toronto.
Ahlfeldt, S., Mehta, S., & Sellnow, T. (2005, February). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research and Development, 24 (1), 5-20.
Ambler, G. (2007). Who Flourishes in College? Using Positive Psychology and Student Involvement Theory to Explore Mental Health Among Traditionally Aged Undergraduates. Unpublished doctoral dissertation, The College of William and Mary, Williamsburg, VA.
American Council of Learned Societies. (2007, April). Student Learning and Faculty Research: Connecting Teaching and Scholarship. (A Teagle Foundation White Paper). Washington, DC: Author
Belcheir, M. J. (2000). The National Survey of Student Engagement: Results from Boise State freshmen and seniors. Report No. BSU-RR-2000-04). Boise, ID: Office of Institutional Advancement (ERIC Document Reproduction Service No. ED480914).
Belcheir, M. J. (2001). What predicts perceived gains in learning and in satisfaction? Report No. BSU-RR-2001-02). Boise, ID: Office of Institutional Advancement (ERIC Document Reproduction Service No. ED480921).
Belcheir, M. J. (2003). Active learning in and out of the classroom: Results from the National Survey of Student Engagement. (Report No. BSU-RR-2003-02). Boise, ID: Office of Institutional Advancement (ERIC Document Reproduction No. ED480933).
Belcheir, M. J. (2003). Student academic and personal growth while at Boise State: A summary of 2002 National Survey of Student Engagement findings. (Report No. BSU-RR-2003-03). Boise, ID: Office of Institutional Advancement (ERIC Document Reproduction Service No. Number ED480934).
Belcheir, M. J. (2003). The campus environment as viewed through the lens of the National Survey of Student Engagement. (Report No. BSU-RR-203-01). Boise, ID: Office of Institutional Advancement. (ERIC Document Reproduction Service No.ED480932).
Bridges, B. K., Cambridge, B., Kuh, G. D., & Leegwater, L. H. (2005). Student engagement at minority serving institutions: Emerging lessons from the BEAMS project. In G. H. Gaither (Ed.), What works: Achieving success in minority retention. New Directions for Institutional Research. San Francisco: Jossey-Bass.
Bridges, B. K., Kuh, G. D., & O'Day, P. (2001, August 22). The National Survey of Student Engagement. NetResults. Retrieved May 22, 2007, from http://www.naspa.org/membership/mem/login/login.cfm?uri=/membership/mem/nr/index.cfm&m=3
Carini, R. M., Hayek, J. H., Kuh, G. D., Kennedy, J. M., & Ouimet, J. A. (2003). College student responses to web and paper surveys: Does mode matter? Research in Higher Education, 44 (1), 1-19.
Carini, R. M., & Kuh, G. D. (2003). Tomorrow's teachers: Do they engage in the 'Right Things' during college? Phi Delta Kappan, 84 (5), 391-398.
Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47 (1), 1-32.
Chamber, T. (2010). What I hear you saying is... : Analysis of student comments from the NSSE. College Student Journal, 44 (1), 3-24.
Chen, P. D., Kuh, G. D., & Gonyea, R. M. (2008). Learning at a distance: Engaged or not? Innovate Journal of Online Education, 4 (3).
Cole, J. S., & Gonyea, R. M. (2010, June). Accuracy of Self-reported SAT and ACT Test Scores: Implications for Research. Research in Higher Education, 51 (4), 305-319.
Cole, J. S., Kennedy, M., & Ben-Avie, M. (2009). The role of pre-college data in assessing and understanding student engagement in college. G.D. Kuh & R.M. Gonyea (Eds.), Using NSSE in Institutional Research. 55-70. San Francisco, CA: Jossey-Bass.
Filkins, J. W., & Doyle, S. K. (2002, June). First generation and low income students: Using the NSSE data to study effective educational practices and students. Self-reported gains. Paper presented at the annual forum of the Association for Institutional Research, Toronto.
Gansemer-Topf, A., Saunders, K., Schuh, J., & Shelley, M. (2004, December). A study of resource expenditures and allocation at DEEP colleges and universities: Is spending related to student engagement? Retrieved September 2005 from http://nsse.iub.edu/html/research.htm
Gonyea, R. M., & Kuh, G. D. (2006). Independent colleges and student engagement: Do religious affiliation and institutional type matter?: A special report for the Council of Independent Colleges. Bloomington, IN. Indiana University, Center for Postsecondary Research.
Gonyea, R.M. & Kuh, G.D. (Eds.). (2009). Using NSSE in institutional research [Special issue]. New Directions for Institutional Research, 141.
Harper, S. R., Carini, R. M., Bridges, B. K., & Hayek, J. (2004). Gender differences in student engagement among African American undergraduates at historically Black colleges and universities. Journal of College Student Development, 45 (3), 271-84.
Hayek, J. C., Carini, R. M., O’Day, P. T., & Kuh, G. D. (2002). Triumph or tragedy: Comparing student engagement levels of members of greek-letter organizations and other students. Journal of College Student Development, 43 (5), 643-663.
Hayek, J. C., & Kuh, G. D. (2002). Insights into effective educational practice. EDUCAUSE Quarterly, 25 (1), 60-61.
Hayek, J. C., & Kuh, G. D. (2004). Principles for assessing student engagement in the first year of college. Assessment Update, 16 (2), 11-13.
Higher Education Academy. (2007, February). Comparative review of British, American and Australian national surveys of undergraduate students. National Survey Comparative Review. 1-23.
Hu, S., & Kuh, G. D. (2002). Being (dis)engaged in educationally purposeful activities: The influence of student and institutional characteristics. Research in Higher Education, 43 (5), 555-576.
Kinzie, J. (2006). Increasing student participation in NSSE: Two success stories. Assessment Update, 18 (2), 4-6.
Kinzie, J. (2006). Make the most of your NSSE data. Leadership Exchange, 5 (2), 31-35.
Kinzie, J. (2008, March). Collecting survey data for assessment: A practice brief based on BEAMS project outcomes. Institute for Higher Education Policy (IHEP).
Kinzie, J., & Kuh, G. D. (2004). Going DEEP: Learning from campuses that share responsibility for student success. About Campus, 9 (5), 2-8.
Kinzie, J., Magolda, P., Kezar, A., Kuh, G. D., Hinkle, S., & Whitt, E. (2007, September). Methodological challenges in multi-investigator multiinstitutional research in higher education. Higher Education, 54 (3), 469-482.
Kinzie, J., Thomas, A. D., Palmer, M. M., Umbach, P. D., & Kuh, G. D. (2007). Women students at co-educational and women's colleges: How do their experiences compare? Journal of College Student Development, 48 (2), 145-165.
Klein, S. P., Kuh, G. D., Chun, M., Shavelson, R., & Benjamin, R. (2005). An approach to measuring cognitive outcomes across higher-education institutions. Research in Higher Education, 46 (3), 251-276.
Kuh, G.D. (2001). Assessing What Really Matters to Student Learning: Inside the National Survey of Student Engagement. Change, 33 (3), 10-17, 66.
Kuh, G. D. (2001). The National Survey of Student Engagement: Conceptual framework and overview of psychometric properties.Bloomington, IN: Indiana University, Center for Postsecondary Research
Kuh, G. D. (2001). Tools for assessing the first-year student experience. In R. Swing (Ed.). Strategies for assessing the first college year.Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition.
Kuh, G. D. (2003). The campus visit. Kaplan Newsweek: How to get into American universities. New York: Kaplan.
Kuh, G. D. (2003). What we’re learning about student engagement from NSSE. Change, 35 (2), 24-32.
Kuh, G. D. (2004). The contributions of the research university to assessment and innovation in undergraduate education. In W. E. Becker and M. L. Andrews (Eds.). The scholarship of teaching and learning in higher education: The contributions of research universities.Bloomington, IN: Indiana University Press.
Kuh, G. D. (2005). 7 steps for taking student learning seriously. Trusteeship, 13 (3), 20-24.
Kuh, G. D. (2005). Imagine asking the client: Using student and alumni surveys in accountability in higher education. In J.Burke (Ed.), Achieving accountability in higher education: Balancing public, academic, and market demands. San Francisco: Jossey-Bass.
Kuh, G. D. (2005). Putting student engagement results to use: Lessons from the field. Assessment Update, 17 (1), 12-13.
Kuh, G. D. (2005). Seven steps for taking student learning seriously. Trusteeship, May/June , 20-24.
Kuh, G. D. (2006). Making students matter. In J.C. Burke (Ed.), Fixing the fragmented university: Decentralization with Direction. (pp. 235-264). Bolton, MA: Jossey-Bass.
Kuh, G. D. (2007). Built to engage: Liberal arts colleges and effective educational practice. In Liberal Arts Colleges in American Higher Education (ACLS Occasional Paper) edited by F. Oakely, 122-150. New York: American Council of Learned Societies.
Kuh, G. D. (2007). Risky Business. Change, September/October , 31-35.
Kuh, G. D. (2007). Student engagement in the first year of college. In Upcraft, M. Lee, Gardner, John N. and Barefoot, Betsy O. (Eds.),Challenging and Supporting the First-Year Student : A Handbook for Improving the First Year of College. pp. 86-107. San Francisco: Jossey-Bass.
Kuh, G. D. (2007). What student engagement data tell us about college readiness. Peer Review, 9 (1), 4-8.
Kuh, G. D., Boruff-Jones, P. D., & Mark, A. E. (2007). Engaging students in the first college year: Why librarians matter. In L. Hardesty (Ed.),.The role of the library in the first college year (Monograph No. 45). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.
Kuh, G. D., Chen, D., & Nelson Laird, T. (2007). Why teacher-scholars matter: Some insights from FSSE and NSSE. Liberal Education, 93 (4), 40-45.
Kuh, G.D., Cruce, T.M, Shoup, R., Kinzie, J., & Gonyea, R.M. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. Journal of Higher Education, 79 (5), 540-563.
Kuh, G. D., Cruce, T., Shoup, R., Kinzie, J., & Gonyea, R. M. (2007). Unmasking the Effects of Student Engagement on College Grades and Persistence. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Kuh, G. D., & Gonyea, R. M. (2003). The role of the academic library in promoting student engagement in learning. College and Research Libraries, 64 , 256-282.
Kuh, G. D., & Gonyea, R. M. (2005). Exploring the relationships between spirituality, liberal learning, and college student engagement. A special report prepared for the Teagle Foundation. Bloomington, IN: Indiana University, Center for Postsecondary Research.
Kuh, G. D., & Gonyea, R. M. (2006). Spirituality, liberal learning, and college student engagement. Liberal Education, Winter , 40-47.
Kuh, G. D., Gonyea, R. M., & Palmer, M. (2001). The disengaged commuter student: Fact or fiction? Commuter Perspectives, 27 (1), 2-5.
Kuh, G. D., & Hayek, J. C. (2004). Quality time: An in-depth look at the National Survey of Student Engagement. CURRENTS, 30 (9), 11-12.
Kuh, G. D., Hayek, J. C., Carini, R. M., Ouimet, J.A., Gonyea, R. M., & Kennedy, J. (2001). NSSE technical and norms report. Bloomington, IN: Indiana University, Center for Postsecondary Research and Planning.
Kuh, G. D., Kinzie, J., Buckley, J.A., Bridges, B. K., & Hayek, J. C. (2006, June). What matters to student success: A review of the literature.National Postsecondary Education Cooperative (NPEC) Commissioned Paper.
Kuh, G. D., Kinzie, J., Cruce, T., Shoup, R., & Gonyea, R. M. (2006, July). Connecting the dots: Multi-faceted analyses of the relationships between student engagement results from the NSSE, and the institutional practices and conditions that foster student success: Final report prepared for Lumina Foundation for Education. Bloomington, IN: Indiana University, Center for Postsecondary Research.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Assessing conditions to enhance educational effectiveness: The inventory for student engagement and success. San Francisco: Jossey-Bass.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). “Never let it rest”: Lessons about student success from high performing colleges and universities. Change, 37 (4), 42-53.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2006). Student success in college: Why it matters and what institutions can do about it.Message posted to the First-Year Assessment Listserv, archived at http://www.sc.edu/fye/resources/assessment/essays/Kuh-1.19.06.html
Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.
Kuh, G. D., & Natalicio, D. S. (2004). Forging a new direction: How UTEP Created its own bran of excellence. About Campus, 9 (5), 9-15.
Kuh, G. D., Nelson Laird T. F., & Umbach, P. D. (2004). Aligning faculty and student behavior: Realizing the promise of greater expectations. Liberal Education, 90 (4), 24-31.
Kuh, G. D., & Pascarella, E. T. (2004). What does institutional selectivity tell us about educational quality? Change, 36 (5), 52-58.
Kuh, G. D., & Umbach, P. (2004). College and character: Insights from the National Survey of Student Engagement. In J. Dalton and T. Russell (Eds.). New directions in institutional research: Assessing character outcomes in college. San Francisco: Jossey-Bass.
Kuh, G. D., & Umbach, P. D. (2005). Experiencing diversity: What can we learn from liberal arts colleges? Liberal Education, 91 (1), 14-21.
Kuh, G. D. (2001, March). Undergraduate education at the turn of the century: Lessons from NSSE 2000. College of William & Mary Higher Education Lecture. Williamsburg, VA
Kuh, G. D. (2002, January). Student engagement, NSSE, and California Lutheran University. California Lutheran University. Thousand Oaks, CA
Kuh, G. D. (2002, January). Student engagement, NSSE, and Susquehanna University. Susquehanna University. Selinsgrove, PA
Kuh, G. D. (2002, February). Academic advising and student success: Lessons form NSSE. Indiana University Advisors. Bloomington, IN
Kuh, G. D. (2002, February). Enhancing student-centered learning: Why we can?t leave serendipity to chance. Wabash College Colloquium Address. Wabash College. Crawfordsville, IN
Kuh, G. D. (2002, February). The power of peer influence: Lessons from the research. The Diversity Education & Exchange Program. Bloomington, IN
Law School Survey of Student Engagement. (2004). Student Engagement in Law Schools: A First Look. Bloomington, IN: Indiana University, Center for Postsecondary Research.
Law School Survey of Student Engagement. (2005). The Law School Years: Probing Questions, Actionable Data. Bloomington, IN: Indiana University, Center for Postsecondary Research.
Law School Survey of Student Engagement. (2005, January). Student Engagement in Law Schools: A First Look. Bloomington, IN: Indiana University, Center for Postsecondary Research.
Law School Survey of Student Engagement. (2006). Engaging Legal Education: Moving Beyond the Status Quo. Bloomington, IN: Indiana University, Center for Postsecondary Research.
Lichtenstein, G., McCormick, A. C., Sheppard, S. D., & Puma, J. (2010). Comparing the undergraduate experience of engineers to all other majors: Significant differences are programmatic. Journal of Engineering Education, 99 (4), 305-317.
McCarthy, M. M., & Kuh, G. D. (2005, September 9). Student engagement: A missing link in improving high schools. Teachers College Record.Retrieved July 17, 2007 from http://www.tcrecord.org ID Number 12162
McCarthy, M. M., & Kuh, G. D. (2006). Are students ready for college? What student engagement data say. Phi Delta Kappan, 87 , 664-669.
McCormick, A. C. (2009). Toward reflective accountability: Using NSSE for accountability and transparency. In R. M Gonyea & G. D. Kuh (Eds.),Using NSSE in Institutional Research. New Directions for Higher Education, 141 , 97-106.
McCormick, A. C. (2010). Assessment for advancement. CASE Currents, 36 (3), 11-12.
McCormick, A. C. (2010). Here's looking at you: Transparency, institutional self-presentation, and the public interest. Change, 42 (6), 35-43.
McCormick, A. C., Moore, J. V. III, & Kuh, G. D. (2010). Work during college: Its relationship to student engagement and education outcomes. In L. W. Perna (Ed.), Understanding the working college student: New research and its implications for policy and practice. Sterling, VA: Stylus.
McCormick, A. C., Pike, G. R., Kuh, G. D., & Chen, P. D. (2009). Comparing the utility of the 2000 and 2005 Carnegie Classification systems in research on students’ college experiences and outcomes. Research in Higher Education, 50 (2), 144-167.
McInnis, E. D. (2006). Nonresponse Bias in Student Assessment Surveys: A Comparison of Respondents and Non-Respondents of the National Survey of Student Engagement at an Independent Comprehensive Catholic University. Unpublished doctoral dissertation, Marywood University.
Miller, T., Kuh, G. D., Paine, D., & Associates. (2006). Taking student expectations seriously: A guide for campus applications. Washington, DC: National Association of Student Personnel Administrators.
Moore III, J. V. (2008). Predicting collegiate philanthropy: Student engagement as a correlate of young alumni giving. Journal of the Indiana University Student Personnel Association, 2008 Edition. 39-55.
National Center for Higher Education Management Systems [NCHEMS]. (2004). Do DEEP institutions spend more or differently than their peers? Boulder, CO.
National Survey of Student Engagement. (2000). National Benchmarks of Effective Educational Practice. Bloomington, IN: Indiana University, Center for Postsecondary Research.
National Survey of Student Engagement. (2001). Improving the college experience: National benchmarks for effective educational practice. Bloomington, IN: Indiana University, Center for Postsecondary Research.
National Survey of Student Engagement. (2002). From Promise to Progress: How Colleges and Universities Are Using Student Engagement Results to Improve Collegiate Quality. Bloomington, IN: Indiana University, Center for Postsecondary Research.
National Survey of Student Engagement. (2003). Converting data into action: Expanding the boundaries of institutional improvement.Bloomington, IN: Indiana University, Center for Postsecondary Research.
National Survey of Student Engagement. (2004). Student Engagement: Pathways to Collegiate Success. Bloomington, IN: Indiana University, Center for Postsecondary Research.
National Survey of Student Engagement. (2005). Exploring Different Dimensions of Student Engagement. Bloomington, IN: Indiana University, Center for Postsecondary Research.
National Survey of Student Engagement. (2006). Engaged Learning: Fostering Success for All Students. Bloomington, IN: Indiana University, Center for Postsecondary Research.
National Survey of Student Engagement. (2007). Experiences That Matter: Enhancing Student Learning and Success. Bloomington, IN: Indiana University, Center for Postsecondary Research.
National Survey of Student Engagement. (2008). Promoting Engagement for All Students: The Imperative to Look Within. Bloomington, IN: Indiana University, Center for Postsecondary Research.
Nelson Laird, T. F. (2004). "Surfin" with a purpose: Examining how spending time online is related to student engagement. Students Affairs Online, 5 (3).
Nelson Laird, T. F., Bridges, B. K., Salinas Holmes, M., Morelon, C. L., & Williams, J. M. (2004, November). African American and Hispanic student engagement at minority serving and predominantly white institutions. Paper presented at the annual meeting of the Association for the Study of Higher Education, Kansas City, MO.
Nelson Laird, T. F., Garver, A. K., & Niskodé, A. S. (2007). Gender gaps: Understanding teaching style differences between men and women. Paper presented at the annual forum of the Association for Institutional Research, Kansas City, MO.
Nelson Laird, T. F., & Kuh, G. D. (2005). Student experiences with information technology and their relationship to other aspects of student engagement. Research in Higher Education, 46 (2), 211-233.
Nelson Laird, T. N., Niskodé, A. S., & Kuh, G. D. (2006). General Education Courses and the Promotion of Essential Learning Outcomes.Paper presented at the annual meeting of the Association for the Study of Higher Education, Anaheim, CA.
O'Day, P. A., & Kuh, G. D. (2006). Assessing what matters in law school: The Law School Survey of Student Engagement. Indiana Law Journal, 81 (1), 401-409.
Ouimet, J. A., Bunnage, J. B., Carini, R. M., Kuh, G. D., & Kennedy, J. (2004). Using focus groups to establish the validity and reliability of a college student survey. Research in Higher Education, 45 , 233-50.
Pascarella, E. T., Cruce, T., Wolniak, G. C., Kuh, G. D., Umbach, P. D., Hayek, J. C., Carini, R. M., Gonyea, R. M., & Zhao, C. M. (2005).Institutional selectivity and good practices in undergraduate education: How strong is the link? The Journal of Higher Education, 77(2), 251-285.
Pascarella, E.T., Seifert, T.A., & Blaich, C. (2010, January). How effective are the NSSE benchmarks in predicting Important educational outcomes? Change, 42 (1), 16-22.
Pike, G. R. (2003, May). Measuring quality: A comparison of U.S. News rankings and NSSE benchmarks. Paper presented at the annual meeting of the Association for Institutional Research, Tampa, FL.
Pike, G. R.,. (2006). The convergent and discriminant validity of NSSE scalelet scores. Journal of College Student Development, 47 (5), 551-564.
Pike, G. R., & Kuh, G. D. A typology of student engagement for American colleges and universities. Research in Higher Education, 46 (2), 185-209.
Pike, G. R., & Kuh, G. D. (2005). First- and second-generation college students: A comparison of their engagement and intellectual development. Journal of Higher Education, 76 , 276-300.
Pike, G. R., & Kuh, G. D. (2006). Relationship among structural diversity, informal peer interactions and the perceptions of the campus environment. The Review of Higher Education, 29 (4), 425-450.
Pike, G. R., Kuh, G. D., & Gonyea, R. M. (2003). The relationship between institutional mission and students’ involvement and educational outcomes. Research in Higher Education, 44 (2), 241-261.
Pike, G. R., Kuh, G. D., & Gonyea, R. M. (2007). Evaluating the rationale for affirmative action in college admissions: Direct and indirect relationships between campus diversity and gains in understanding diverse groups. Journal of College Student Development, 48 (2), 1-17.
Schroeder, C. C., & Kuh, G. D. (2003). How are we doing at engaging students? Charles Schroeder talks to George Kuh. About Campus, 8(2), 9-16.
Schuh, J. H., Kuh, G. D., Kinzie, J., & Manning, K. (2006). DEEP lessons: Enhanced roles for SSAO’s. Leadership Exchange, 4 (1), 5-9.
Stoering, J. M., & Lu, L. (2002, June). Combining the National Survey of Student Engagement with student portfolio assessment. Paper presented at the annual forum of the Association of Institutional Research. Kansas City, MO.
Umbach, P. D., & Kuh, G. D. (2003, May). Student experiences with diversity at liberal arts colleges: Another claim for distinctiveness.Paper presented at the annual meeting of the Association for Institutional Research, Tampa, FL.
Umbach, P. D., & Kuh, G. D. (2004, March). Disengaged jocks: Myth or reality? LiberalArtsOnline, 4 (4). Retrieved June 13, 2007 from http://liberalarts.wabash.edu/cila/home.cfm?news_id=1593
Umbach, P. D., Palmer, M. M., Kuh, G. D., & Hannah, S. J. (2004, June). Intercollegiate athletes and effective educational practices: Winning combination or losing effort? Paper presented at the Forum of the Association for Institutional Research, Boston, MA.
Umbach, P. D., Palmer, M. M., Kuh, G. D., & Hannah, S. J. (2006). Intercollegiate athletes and effective educational practices: Winning combinations or losing effort? Research in Higher Education, 47 , 709-733.
Umbach, P. D., & Wawrzynski, M. R. (2004, June). Faculty do matter: The role of college faculty in student learning and engagement. Paper presented at the annual forum of the Association for Institutional Research, Boston, MA.
Whitfield, C. E. (2001). A report on the National Survey of Student Engagement. Research brief. Frankfort, KY: Kentucky Council on Postsecondary Education. (ERIC Document Reproduction Service No. ED469485).
Zhao, C-M., Carini, R. M., & Kuh, G. D. (2005). Searching for the peach blossom shangri-la: Student engagement of men and women SMET majors. Review of Higher Education, 28 , 503-525.
Zhao, C. & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45 , 115-138.
Zhao, C. M., Kuh, G. D., & Carini, R. M. (2005). A Comparison of international student and American student engagement in effective educational practices. The Journal of Higher Education, 76 (2), 209-231.
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