Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 27, 2009) Includes bibliographical references.

abstract: The purpose of this study was to increase first year residential student engagement and participation in residence hall programs during the 2011 fall semester at the Downtown Phoenix Campus of Arizona State University. Six upperclassmen (Taylor Place Leaders) residing in a residence hall (Taylor Place) were matched by academic major with 17 first year students residing in Taylor Place. During the first eleven weeks of the fall semester 2011, first year students met regularly with their Taylor Place Leader to discuss residence hall program participation, living in Taylor Place, attending Arizona State University, and adjusting to their academic responsibilities. All 23 program participants completed a pre-survey inquiring about their satisfaction with their decision to attend Arizona State University, residence hall involvement, and knowledge of university services. The researcher met with Taylor Place Leaders throughout the study to learn about their experiences with mentoring the first year students. At the conclusion of the study, participants met with the researcher to complete a post-survey inquiring about the same information as the pre-survey and participated in individual interviews discussing their experience in the study. Two major findings were identified. First, participants reported that the Taylor Place Experience peer mentoring program assisted first year students in adjusting to college through identifying student support resources. Second, participants reported that living on campus during the freshman year, with mentoring support, could promote academic success, compared with living at home due to the close living proximity of their peers. Taylor Place also saw an increase in residence hall program participation during the 2011 fall semester in comparison to the 2010 fall semester. However, six of the seventeen freshman study participants decided to move out of Taylor Place and live at home by the end of the 2011 fall semester, for various reasons, such as family and employment obligations as well as being homesick. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012

This study analyzes the relationship between scores from a measure of student engagement and scores from a measure that screens students for being at risk for emotional and behavioral disorders (EBD) in sixth grade students. Screening instruments are used in schools to improve identification of students at risk for behavioral difficulties. Measures of engagement assess students' levels of psychological and cognitive engagement in school. Students in this study completed the Student Engagement Instrument (SEI), an instrument used for measuring student engagement. Teachers completed the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) for their students, which screens for risk of EBD. Results indicate there was not a significant relationship between SEI scores and SRSS-IE scores. However, there were significant correlations between the SEI scores of psychological and cognitive engagement (r = .709, p < .01). Additionally, the relationship between the internalizing and externalizing scores of the SRSS-IE were also significant (r = .291, p < .05). Implications, limitations, and ideas for further research are explored.

The purpose of this non-experimental, quantitative, comparative study was to compare academic outcomes (final GPA, retention, graduation rates) and student engagement measures of students who enroll in an honors program at a Tennessee community college versus those who were honors-eligible but did not participate in an honors program. Findings will help determine whether or not honors programs are associated with gains in various student outcome and engagement measures. Archival data at the participating institution were used to explore retention rates, GPA, and graduation rates. The sample for this study included 333 honors students at a community college in Tennessee from 2015 through 2019. To participate in honors, students must obtain a 3.5 or higher high school GPA or a 25 or higher composite ACT score. The sample also included 2,970 ACT and high school GPA matched peers who were eligible to participate in honors but who did not participate. Additionally, Community College Survey of Student Engagement (CCSSE) survey data were used to explore student engagement measures. Independent-samples t test or a two-way contingency table using crosstabs were utilized to evaluate each of the respective research questions. Findings from this study demonstrate there are significantly improved academic outcomes and engagement measures for students who participate in honors at the participating community college when compared to eligible nonparticipants.

BucWild is a student-led organization, by the students for the students. We are closing the gap between student life and athletics through social media. We believe that in order for students to have the best experience possible at ETSU, involvement is crucial. In May of 2021, we began our mission to launch this organization for the 2021-2022 school year. Here is an in-depth look at how we did this.

Student engagement is critical to student success, graduation rates, and retention in both face-to-face and online learning environments. In an online environment, the teacher is responsible for implementing engaging instructional activities. The problem examined in this qualitative case study was the inconsistent teacher implementation of engaging instructional strategies in online courses at a school serving U.S. military-connected students. The purpose of the study was to investigate the motivation of teachers to support student engagement opportunities. Self-determination theory (SDT), which has autonomy, competence, and relatedness as main constructs, was used as the conceptual framework and the basis for the research questions. The research questions focused on influence of teacher's motivation on implementation of engaging instructional activities. Seven online high school teachers were selected as participants. Data sources consisted of interviews with participants and assessments of the courses. Data was analyzed using open and axial coding based on SDT. Findings showed that motivation to implement the activities was positively influenced by autonomy, competence of content knowledge, and relationships. Motivation was negatively influenced by a lack of competence in technical skills in the online environment. As a result of the findings, a professional development workshop was developed to increase teacher's understanding of student engagement and provide the instructors with an opportunity to collaborate with colleagues to create a resource toolbox for future use. The findings promote positive social change by adding to the body of knowledge on online learning in secondary schools and providing online high school teachers with insight about online course development and student engagement strategies they can use to positively affect student learning.

abstract: In this study, the current literature regarding student engagement and student voice were reviewed to explore the connection between these two classroom elements. Currently, frequently incorporating student voice in order to increase student engagement most commonly takes place at the high school and university levels. Thus, utilizing Finn’s (1989) participation-identification theory, this study set out to implement a practical design intervention in an elementary classroom to increase student engagement through the incorporation of student voice. Using Design-Based Research, I implemented a collaborative reflection process which allowed students, teacher/researcher, and co-educators to provide feedback on classroom task and participant structures. The feedback was then considered for further iterations of the task and participant structures. This was a pilot study of the collaborative reflection process and was implemented in a fourth-grade math classroom with 26 participants. Along with participating in the collaborative reflection process, the student participants also took a 26 question Learner Empowerment Measure to survey their feelings of identity with the classroom before and after the design intervention. After analyzing audio data gathered during the classroom tasks, as well as student feedback, it was found that student participation did increase due to the design intervention. However, there was no measurable difference in students’ feelings of identity with the classroom due to the collaborative reflection process. Future studies should consider implementing the collaborative reflection process in multiple classrooms across diverse activities during the school year. / Dissertation/Thesis / Masters Thesis Learning, Literacies and Technologies 2019

Student intellectual stimulation, interest, and engagement within the college classroom is of great importance when attempting to heighten learning, both cognitively and affectively. Although scholars have examined predictors of student interest and engagement within the classroom setting, it has yet to be examined in correlation with an instructor’s use of humor. More specifically, student intellectual stimulation is rarely studied on its own, especially in relation to an instructor’s humor orientation. This study seeks to determine if an instructors humor orientation acts a predictor of student intellectual stimulation, engagement, and interest within the college classroom setting. This study obtained data from a sample of 337 full-time college students at two Northern California Universities. Data was collected through a self-administered paper and pencil questionnaire. Six sections of the questionnaire subsequently measured students’ perceptions of an instructor’s humor orientation, student intellectual stimulation, student interest, student engagement, demographic information on the participant, as well as the instructor that they were reporting on. The Humor Orientation scale was used to measure the dimensions of the instructor’s humor use within the classroom. The Student Intellectual Stimulation Scale (SISS) was used to examine the instructors use of intellectual stimulation within the classroom. Last, the student Interest and Engagement scales were utilized to measure the how interested and engaged students were within the reported course. This study found a statistically significant positive relationship amongst an instructors use of humor orientation and their ability to intellectually stimulate, engage, and interest students within the course. More specifically, an instructors use of humor within the classroom acted as a predictor to students being more intellectually stimulated, interested, and engaged within that given course. Furthermore, this study is of significance because it suggests that an instructor that uses humor within the classroom setting, will not only help intellectually stimulate their students, but they will also help enhance their interest, and engagement within the course, which can possibly lead to heightened cognitive and affective learning. Thus, instructors that are perceived to be funny within their respective course, are more likely to have students that are intellectually stimulated, interested, and engaged which enhances learning.

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