Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Joseph D. Straubhaar. Vita. Includes bibliographical references.

The purpose of this study was to explore the engagement levels among entering and returning Hispanic community college students. This study provides needed data focused specifically on Hispanic student engagement. Limited data exist on the persistence of community college students in general, and Hispanic students in particular. The data were collected using the Survey of Entering Student Engagement (SENSE). SENSE was administered as a pilot test to students at volunteer community colleges during the fourth and fifth weeks of the fall 2007 semester. These 22 colleges are located in eight states. This study consisted of two research questions: Are there significant differences in the engagement levels of entering and returning Hispanic community college students? Are there significant differences in engagement levels of entering Hispanic students when analyzed in terms of the following breakout variables: enrollment status (full-time and part-time); age (traditional and nontraditional; 18-19 years old and 20 years old and older); first-generation and non-first-generation status; developmental education status (enrollment in developmental writing course; developmental reading course; developmental math course); sex (male and female); academic goal aspiration (degree seeking and non-degree seeking). The results show that when there are significant differences in levels of engagement between entering and returning Hispanic students, returning students are consistently more engaged. This study also identifies the importance of collaborative learning in Hispanic student engagement. Full-time students reported higher engagement levels than part-time students. Nontraditional age students reported higher engagement levels than traditional age students. Students 20 years and older reported higher engagement levels than students 18-19 years old. First-generation students reported higher engagement levels than non-first-generation. Students enrolled in developmental reading reported higher engagement levels than students not enrolled in developmental reading. Students enrolled in developmental writing reported higher engagement levels than students not enrolled in developmental writing. Students enrolled in developmental math reported higher engagement levels than students not enrolled in developmental math in regards to use of skill labs. Females were more likely to report that they would prepare at least one draft of an assignment before turning it in. Degree-seeking students reported higher engagement levels than non-degree seeking students. / text

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Thesis (M.A.)--Georgia State University, 2008. / Title from file title page. Elisabeth O. Burgess, committee chair; Gabriel Kuperminc, Denise Donnelly, committee members. Electronic text (91 p. : col. ill.) : digital, PDF file. Description based on contents viewed Sept. 25, 2008. Includes bibliographical references (p. 85-89).

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 227-241).

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 127-132).

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Ramona Matthews, committee chair; Barbara Meyers, Joel Meyers, Julie Rainer-Dangel , committee members. Electronic text (301 p. : ill.) : digital, PDF file. Description based on contents viewed Aug. 15, 2008. Includes bibliographical references (p. 237-252).