NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ822776
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: ERIC
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0194-3081
Developing a Theory-Driven Model of Community College Student Engagement
Schuetz, Pam
New Directions for Community Colleges, n144 p17-28 Win 2008
This article presents a study that uses iterative searches of literature, guided by data from campus observations, interviews, and surveys, to locate and test a theory that can be used to strengthen institutional leverage over student engagement and outcomes. A review of literature was conducted to frame a preliminary theoretical framework for this study. The framework draws from Bean and Metzner's (1985) student-institution fit model of attrition and several underdeveloped or underused models of environmental impact including Murray's (1938) theory of environmental press, Moos's (1979) social-ecological model, and Strange and Banning's (2001) campus ecology. The large best practices community college (LBPCC) selected for this study reported student retention and success figures that are better than the state average. The LBPCC is located in a suburban area approximately thirty miles from a large urban area and enrolled more than fifteen thousand students during fall 2003. The results of this study suggest that LBPCC could strengthen student engagement by fostering campus structures, processes, and relationships that help students feel an initial sense of belonging, buying time to develop stronger senses of autonomy, which, in turn, support competence and achievement. Taken to its logical extreme, the methodology described in this article can help community college practitioners, planners, and policy makers to identify a theoretical framework that can be used to guide the design and implementation of effective environmental interventions in support of student engagement and success. (Contains 1 figure and 1 table.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Two Year Colleges
Audience: Administrators; Practitioners; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A