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Porter, Stephen R. – Research in Higher Education, 2013
Recent studies have asserted that self-reported learning gains (SRLG) are valid measures of learning, because gains in specific content areas vary across academic disciplines as theoretically predicted. In contrast, other studies find no relationship between actual and self-reported gains in learning, calling into question the validity of SRLG. I…
Descriptors: College Students, Student Surveys, Achievement Gains, Theories
Porter, Stephen R.; Umbach, Paul D. – Research in Higher Education, 2006
While many studies have examined nonresponse in student surveys, little research investigates why some schools achieve higher student survey response rates than other schools. Using hierarchical linear modeling, we analyze survey data from 321 institutions that participated in the 2003 National Survey of Student Engagement to understand how…
Descriptors: Student Surveys, Student Attitudes, Institutional Research, Institutional Characteristics
Porter, Stephen R. – Research in Higher Education, 2006
A common finding in the literature is that institutional structures have little to no impact on student engagement and development. I argue that theory suggests peer ability (as measured by selectivity), institutional density, the differentiation of the curriculum, and the research orientation of the institution should all affect student…
Descriptors: Student Participation, Institutional Characteristics, Educational Environment, Influences
Porter, Stephen R.; Whitcomb, Michael E. – Research in Higher Education, 2005
What causes a student to participate in a survey? This paper looks at participation across multiple surveys to understand survey non-response; by using multiple surveys we minimize the impact of survey salience. Students at a selective liberal arts college were administered four different surveys throughout the 2002-2003 academic year, and we use…
Descriptors: Student Surveys, Student Attitudes, Student Participation, Student Characteristics