Engaging Students
Using Evidence to Promote Student Success
dc.contributor.editor | Kuh, George | |
dc.contributor.editor | Strydom, Francois | |
dc.contributor.editor | Loots, Sonja | |
dc.date.accessioned | 2023-01-12T13:58:55Z | |
dc.date.available | 2023-01-12T13:58:55Z | |
dc.date.issued | 2017 | |
dc.identifier | ONIX_20230112_9781928424093_23 | |
dc.identifier.uri | https://library.oapen.org/handle/20.500.12657/60641 | |
dc.description.abstract | The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University | |
dc.language | English | |
dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education | en_US |
dc.subject.other | Academics | |
dc.subject.other | Academic achievement | |
dc.subject.other | Academic advising | |
dc.subject.other | Academic advisors | |
dc.subject.other | Academic challenge | |
dc.subject.other | Academic development | |
dc.subject.other | Academic literacy | |
dc.subject.other | Academic performance | |
dc.subject.other | Academic support | |
dc.subject.other | Access | |
dc.subject.other | Academic staff (also see academics/Lecturers) | |
dc.subject.other | Actionable | |
dc.subject.other | Active learning | |
dc.subject.other | Agency | |
dc.subject.other | Aggregated | |
dc.subject.other | Analyse | |
dc.subject.other | Apply | |
dc.subject.other | Ask questions | |
dc.subject.other | Assessment | |
dc.subject.other | Attitude | |
dc.subject.other | Australasian Survey of Student Engagement (AUSSE) | |
dc.subject.other | Beginning University Survey of Student Engagement (BUSSE) | |
dc.subject.other | Benchmarking | |
dc.subject.other | Bloom’s taxonomy | |
dc.subject.other | Business | |
dc.subject.other | economics and management | |
dc.subject.other | Campus environment | |
dc.subject.other | Capacity | |
dc.subject.other | Career advisors | |
dc.subject.other | Challenges | |
dc.subject.other | Classroom activities | |
dc.subject.other | Classroom Survey of Student Engagement (CLASSE) | |
dc.subject.other | Co-curricular (also see extra-curricular) | |
dc.subject.other | Cognitive | |
dc.subject.other | Cognitive development | |
dc.subject.other | Cognitive educational activities | |
dc.subject.other | Cognitive functions | |
dc.subject.other | Cognitive skills | |
dc.subject.other | Collaborative learning | |
dc.subject.other | Colleges | |
dc.subject.other | Community college | |
dc.subject.other | Comprehensive universities | |
dc.subject.other | Conditional formatting | |
dc.subject.other | Contextual | |
dc.subject.other | Contextual challenges | |
dc.subject.other | Contextualised | |
dc.subject.other | Council on Higher Education (CHE) | |
dc.subject.other | Course (module/subject) | |
dc.subject.other | Critical thinking | |
dc.subject.other | Culture | |
dc.subject.other | Curriculum | |
dc.subject.other | Data | |
dc.subject.other | Data-informed | |
dc.subject.other | Decision-making | |
dc.subject.other | Decolonisation | |
dc.subject.other | Deep learning | |
dc.subject.other | Department chairs (heads of departments) | |
dc.subject.other | Department of Higher Education and Training (DHET) | |
dc.subject.other | Development | |
dc.subject.other | Developmental outcomes | |
dc.subject.other | Diagnostic | |
dc.subject.other | Disaggregating | |
dc.subject.other | Discussions | |
dc.subject.other | Discussion with diverse others | |
dc.subject.other | Dropout | |
dc.subject.other | Education outcomes | |
dc.subject.other | Effective educational behaviours | |
dc.subject.other | Effective educational practices | |
dc.subject.other | Effective leadership | |
dc.subject.other | Effective teaching practices | |
dc.subject.other | Empirical | |
dc.subject.other | Engagement – also see Student Engagement | |
dc.subject.other | Engineering | |
dc.subject.other | Equity | |
dc.subject.other | Equitable outcomes | |
dc.subject.other | Evaluate | |
dc.subject.other | Evidence | |
dc.subject.other | Evidence-based | |
dc.subject.other | Expectations | |
dc.subject.other | Expected academic difficulty | |
dc.subject.other | Expected academic perseverance | |
dc.subject.other | Experiential learning | |
dc.subject.other | Experience with staff | |
dc.subject.other | Extended degree | |
dc.subject.other | Extended curricula | |
dc.subject.other | Extra-curricular (also see co-curricular) | |
dc.subject.other | Financial Stress Scale | |
dc.subject.other | First-generation | |
dc.subject.other | First-year | |
dc.subject.other | Food | |
dc.subject.other | Food insecurity | |
dc.subject.other | Frequency | |
dc.subject.other | Freshman myth | |
dc.subject.other | Gender | |
dc.subject.other | Graduate attributes (Learning outcomes) | |
dc.subject.other | Group work | |
dc.subject.other | Heads of departments | |
dc.subject.other | High-Impact practices | |
dc.subject.other | Higher education outcomes | |
dc.subject.other | Higher-Order Learning | |
dc.subject.other | Holistic | |
dc.subject.other | Humanities | |
dc.subject.other | Incentive | |
dc.subject.other | Indicators | |
dc.subject.other | Innovation | |
dc.subject.other | Innovative | |
dc.subject.other | Instructional paradigm | |
dc.subject.other | Interactions | |
dc.subject.other | Interventions | |
dc.subject.other | Institutional culture | |
dc.subject.other | Institutional performance | |
dc.subject.other | Institutional research | |
dc.subject.other | Institutional researchers | |
dc.subject.other | Institution-wide approaches | |
dc.subject.other | Interpersonal relationships | |
dc.subject.other | Interpersonal skills | |
dc.subject.other | Intersectional | |
dc.subject.other | Intersectionality | |
dc.subject.other | Irish Survey of Student Engagement (ISSE) | |
dc.subject.other | Knowledge | |
dc.subject.other | Knowledge society | |
dc.subject.other | Language | |
dc.subject.other | Law | |
dc.subject.other | Leaders | |
dc.subject.other | Leadership (management/university leadership) | |
dc.subject.other | Learning | |
dc.subject.other | Learning environments | |
dc.subject.other | Learning facilitator | |
dc.subject.other | Learning outcomes | |
dc.subject.other | Learning paradigm | |
dc.subject.other | Learning strategies | |
dc.subject.other | Learning with peers | |
dc.subject.other | Lecturer Survey of Student Engagement (LSSE) | |
dc.subject.other | Lecturers (also see academics/academic staff) | |
dc.subject.other | Librarians | |
dc.subject.other | Management (University leaders and Leadership) | |
dc.subject.other | Mathematics | |
dc.subject.other | Memorisation | |
dc.subject.other | Mentor | |
dc.subject.other | Mentoring | |
dc.subject.other | Mentorship | |
dc.subject.other | Mission | |
dc.subject.other | Module (course/subject) | |
dc.subject.other | Motivation | |
dc.subject.other | National Benchmark Tests (NBT) | |
dc.subject.other | National Benchmark Test Project (NBTP) | |
dc.subject.other | National Development Plan | |
dc.subject.other | National Survey of Student Engagement (NSSE) | |
dc.subject.other | Natural and Agricultural Sciences | |
dc.subject.other | Next Generation of Academics Programme (nGAP) | |
dc.subject.other | Numeracy development | |
dc.subject.other | Off-campus | |
dc.subject.other | On-campus | |
dc.subject.other | Online resources | |
dc.subject.other | Pathways | |
dc.subject.other | Peer learning (also see Tutor) | |
dc.subject.other | Pedagogical approaches | |
dc.subject.other | Pedagogical contexts | |
dc.subject.other | Pedagogical environments | |
dc.subject.other | Pedagogical experiences | |
dc.subject.other | Pedagogical innovation | |
dc.subject.other | Pedagogical practices | |
dc.subject.other | Pedagogical relationship | |
dc.subject.other | Pedagogical responsiveness | |
dc.subject.other | Pedagogies | |
dc.subject.other | Perceived academic preparation | |
dc.subject.other | Perceived preparedness | |
dc.subject.other | Persistence | |
dc.subject.other | Policies | |
dc.subject.other | Policy | |
dc.subject.other | Policy makers | |
dc.subject.other | Practical significance | |
dc.subject.other | Practical work | |
dc.subject.other | Preparing for class | |
dc.subject.other | Professional development | |
dc.subject.other | Professionals | |
dc.subject.other | Professional staff | |
dc.subject.other | Quadrant | |
dc.subject.other | Quality | |
dc.subject.other | Quality assurance | |
dc.subject.other | Quality of interactions | |
dc.subject.other | Quantitative reasoning | |
dc.subject.other | Reflection | |
dc.subject.other | Reflective and integrative learning | |
dc.subject.other | Relationships | |
dc.subject.other | Research | |
dc.subject.other | Responsiveness | |
dc.subject.other | Resources | |
dc.subject.other | Retention | |
dc.subject.other | Science | |
dc.subject.other | engineering and technology | |
dc.subject.other | Self-reflection | |
dc.subject.other | Senior students | |
dc.subject.other | Service learning | |
dc.subject.other | Social sciences | |
dc.subject.other | Socio-economic | |
dc.subject.other | South African Survey(s) of Student Engagement (SASSE) | |
dc.subject.other | Staff development (also academic development and lecturer development) | |
dc.subject.other | Stakeholder | |
dc.subject.other | Strategies | |
dc.subject.other | Statistical | |
dc.subject.other | Student affairs | |
dc.subject.other | Student behaviour | |
dc.subject.other | Student bodies | |
dc.subject.other | Student data | |
dc.subject.other | Student development | |
dc.subject.other | Student engagement | |
dc.subject.other | Student evaluation | |
dc.subject.other | Student financial aid | |
dc.subject.other | Student involvement | |
dc.subject.other | Student learning | |
dc.subject.other | Student life | |
dc.subject.other | Student needs | |
dc.subject.other | Student outcomes | |
dc.subject.other | Student organisations | |
dc.subject.other | Student perspective | |
dc.subject.other | Student participation | |
dc.subject.other | Student performance | |
dc.subject.other | Student persistence | |
dc.subject.other | Student retention | |
dc.subject.other | Student responses | |
dc.subject.other | Student societies | |
dc.subject.other | Student-staff interaction | |
dc.subject.other | Student success | |
dc.subject.other | Student views | |
dc.subject.other | Student voice | |
dc.subject.other | Success rates | |
dc.subject.other | Subject (course/module) | |
dc.subject.other | Support services | |
dc.subject.other | Support staff | |
dc.subject.other | Supportive campus | |
dc.subject.other | Supportive environment | |
dc.subject.other | Synthesise | |
dc.subject.other | Systemic perspective | |
dc.subject.other | Systemic understanding | |
dc.subject.other | Teaching | |
dc.subject.other | Teaching and learning | |
dc.subject.other | Techniques | |
dc.subject.other | Time | |
dc.subject.other | Time management | |
dc.subject.other | Traditional universities | |
dc.subject.other | Transformation | |
dc.subject.other | Transformative | |
dc.subject.other | Transition | |
dc.subject.other | Tutor | |
dc.subject.other | Tutorials | |
dc.subject.other | Undergraduate research | |
dc.subject.other | Underprepared | |
dc.subject.other | United States | |
dc.subject.other | University Capacity Development Grant (University Capacity Development Programme) | |
dc.subject.other | Universities | |
dc.subject.other | Universities of Technology | |
dc.subject.other | University leaders | |
dc.subject.other | Unrealistic | |
dc.subject.other | Well-being | |
dc.title | Engaging Students | |
dc.title.alternative | Using Evidence to Promote Student Success | |
dc.type | book | |
oapen.identifier.doi | 10.18820/9781928424093 | |
oapen.relation.isPublishedBy | b166ea55-2ec8-4e5c-98ed-c27d3909a50b | |
oapen.relation.isbn | 9781928424086 | |
oapen.imprint | UJ Press | |
oapen.pages | 262 | |
oapen.place.publication | Bloemfontein |