Contrasting CS student and academic perspectives and experiences of student engagement
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The performance of Computer Science (CS) on a range of international student engagement benchmarks, including the North American National Survey of Student Engagement (NSSE) in the USA and Canada, Student Experience Survey (SES) in Australia, and the Student Engagement Survey (SES) in the UK, has generally been poor over a number of years and unfortunately shows little sign of improvement. In this ITiCSE Working Group we propose to carry out an in-depth analysis of student perspectives and experiences regarding student engagement in their CS courses and to contrast these with the perspectives and experiences of CS academics. We hope this will allow us to better understand the alignment between CS student and CS academic perspectives on student engagement and obtain insight into possible reasons for the reported poor engagement performance.Keywords:
Student Engagement
Public Engagement
Faculty and administrators should explore a general education curriculum as the platform for a commitment to civic engagement. The results of this assessment study support the claim that faculty produce changes in student attitudes toward engaged citizenship when they employ strategies and techniques dedicated to the promotion of student engagement.
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Abstract Prior research has identified a substantial positive relationship between college attendance and civic engagement. This article examines student experiences with university academics and ancillary programs to determine which of these, if any, motivate increased student engagement. Various student characteristics were evaluated to determine their impact on student engagement. Data was obtained from the National Survey of Student Engagement (NSSE) and the Current Population Survey (CPS). Results indicated that engagement is related positively to some student college experiences, unrelated to some experiences, and even negatively related to other experiences. Few individual characteristics relate to engagement, ACT scores and gender both impact engagement, and, surprisingly, engagement was higher among men than women.
Student Engagement
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There is a strong focus on the importance of student engagement in higher education, with increasing attention on how students can participate in their university's decision-making processes. Yet, although the concept appears to be almost universally accepted, it is rarely problematised. This has led some commentators to conclude that student engagement lacks theoretical clarity. Consequently, an increasing number of authors have sought to address this. This paper adds to those efforts by proposing a model for student engagement that recognises the importance of institutional action in facilitating different types of participation. These are aligned with expectations for student activity, but the key message is that the university shapes its students' engagement. This reinforces arguments that engagement needs to be cognisant of the power dynamics of higher education. In line with this, the paper borrows from debates around public participation to enhance understanding of student engagement in institutional governance.
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This paper shares findings from a project that examined how schools serving marginalised communities facilitated students' substantive engagement. Through interviews with students, parents, teachers and school leaders, we determined that substantive engagement was supported by formal and informal strategies that enabled access to rich learning opportunities, the provision of welcoming school and classroom climates, and the enactment of pedagogies of care and school-wide programmes focused on substantive engagement. There were four key areas of substantive engagement: engaging curriculum and pedagogy, engaging school climate, engaging with learners, and engaging with communities. Strategies to support engagement included the removal of barriers to learning, such as assistance with breakfast or public transport, nurturing a positive school climate, providing support for ethnic groups and the delivery of alternative or flexible programmes. Drawing on the findings from five case studies, we propose four principles for substantive student engagement in complex contexts, which will be useful for school leaders and teachers who work in schools that serve marginalised communities.
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ABSTRACT Faculty and administrators should explore a general education curriculum as the platform for a commitment to civic engagement. The results of this assessment study support the claim that faculty produce changes in student attitudes toward engaged citizenship when they employ strategies and techniques dedicated to the promotion of student engagement.
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Public Engagement
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Student Engagement
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Interest in public engagement with science activities has grown in recent decades, especially engagement through social media and among graduate students. Research on scientists' views of engagement, particularly two-way engagement and engagement through social media, is sparse, particularly research examining graduate students' views. We compare graduate students and faculty in biological and physical sciences at a land-grant, research-intensive university in their views on engagement. We find that both groups overwhelmingly believe that public input in decision-making around science issues is important, and hold largely pro-engagement attitudes. Graduate students, however, have somewhat more optimistic views of engagement through social media and on the appropriateness of discussing science controversy on social media. We discuss implications for graduate education and future engagement.
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There is a growing body of research highlighting the importance of engagement for students’ success in their tertiary studies. Innovations in both theoretical and practical understandings of student engagement are beginning to emerge, informing discussions across diverse contexts including research centres (such as ACER), conferences, and organisations (such as Engagement Australia). In this context, it is relevant to draw together diverse perspectives and arguments regarding what engagement is and could be, and to consider how a unified framework to understand and plan for engagement can impact practice in teacher education. This paper begins with an exploration of an Engagement Framework developed for use in the Faculty of Education at the University of Tasmania. This Framework offers a new way of framing engagement in teacher education, drawing attention to the connections between the intellectual environment of the university and the context of the profession. The Framework presents five dimensions of engagement (personal, academic, social, intellectual, and professional) that are distinct and yet interrelated. The second section of this paper focuses specifically on the academic engagement dimension of the Framework, and explores the ways in which this Framework has led to innovations in teacher education practice both within the curriculum (within specific units of study) and outside of the curriculum (such as Student Engagement Days). These innovations provide examples of the effectiveness of the Engagement Framework as a way of bridging theory and practice, operating as a unifying device within and beyond the curriculum.
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Бұл зерттеужұмысындaКaно моделітурaлы жәнеоғaн қaтыстытолықмәліметберілгенжәнеуниверситетстуденттерінебaғыттaлғaн қолдaнбaлы (кейстік)зерттеужүргізілген.АхметЯссaуи университетініңстуденттеріүшін Кaно моделіқолдaнылғaн, олaрдың жоғaры білімберусaпaсынa қоятынмaңыздытaлaптaры, яғнисaпaлық қaжеттіліктері,олaрдың мaңыздылығытурaлы жәнесaпaлық қaжеттіліктерінеқaтыстыөз университетінқaлaй бaғaлaйтындығытурaлы сұрaқтaр қойылғaн. Осы зерттеудіңмaқсaты АхметЯсaуи университетіндетуризмменеджментіжәнеқaржы бaкaлaвриaт бaғдaрлaмaлaрыныңсaпaсынa қaтыстыстуденттердіңқaжеттіліктерінaнықтaу, студенттердіңқaнaғaттaну, қaнaғaттaнбaу дәрежелерінбелгілеу,білімберусaпaсын aнықтaу мен жетілдіружолдaрын тaлдaу болыптaбылaды. Осы мaқсaтқaжетуүшін, ең aлдыменКaно сaуaлнaмaсы түзіліп,116 студенткеқолдaнылдыжәнебілімберугежәнеоның сaпaсынa қaтыстыстуденттердіңтaлaптaры мен қaжеттіліктерітоптықжұмыстaрaрқылыaнықтaлды. Екіншіден,бұл aнықтaлғaн тaлaптaр мен қaжеттіліктерКaно бaғaлaу кестесіменжіктелді.Осылaйшa, сaпa тaлaптaры төрт сaнaтқa бөлінді:болуытиіс, бір өлшемді,тaртымдыжәнебейтaрaп.Соңындa,қaнaғaттaну мен қaнaғaттaнбaудың мәндеріесептелдіжәнестуденттердіңқaнaғaттaну мен қaнaғaттaнбaу деңгейлерінжоғaрылaту мен төмендетудеосытaлaптaр мен қaжеттіліктердіңрөліaйқын aнықтaлды.Түйінсөздер:сaпa, сaпaлық қaжеттіліктер,білімберусaпaсы, Кaно моделі.
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