Literaturnachweis - Detailanzeige
| Autor/in | Hutchins, Monica Theresa |
|---|---|
| Titel | An Examination of Allied Health Student Engagement among Maryland Community Colleges |
| Quelle | (2017), (115 Seiten)
PDF als Volltext Ed.D. Dissertation, Morgan State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-3556-0129-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Allied Health Personnel; Allied Health Occupations Education; Learner Engagement; Community Colleges; Two Year College Students; Statistical Inference; Statistics; Teacher Student Ratio; Active Learning; Cooperative Learning; Teacher Student Relationship; Benchmarking; Scores; College Faculty; Student Surveys; Maryland |
| Abstract | The purpose of this research is to investigate whether there are differences in student engagement of Allied Health students that attend five participating Maryland community colleges. Student engagement is measured by five benchmark scores on the Community College Survey of Student Engagement (CCSSE). The research question was, Are there statistically significant differences in the levels of student engagement of allied health students across participating community colleges in Maryland? The dependent variables are the participating community colleges in Maryland. The benchmarks examined were: (1) Active and Collaborative Learning, (2) Student-Faculty Interaction, and (3) Support for Learners. Data from five Maryland public two-year institutions that participated in the 2010 administrations of the CCSSE were analyzed for this study. Inferential statistics were used to address the research question and test the hypotheses. An alpha level of 0.05 was set. A possible reason is the control of allied health program size by accrediting associations and student faculty-ratios dictated by these bodies. A total of 632 survey responses were collected from five Maryland community colleges. The participating community colleges were categorized as: two small and three medium sized, institutions using the formula applied by the Maryland Higher Education Commission. The CCSSE benchmarks driven by institutionalized student engagement are Active and Collaborative, Student-faculty Involvement, and the Support for Learners. The results of the study found both CCA and CCE received the highest mean scores for Active and Collaborative Learning. For Student-Faculty, CCA and CCE received higher benchmark scores. For Support for Learners, there was no significant differences found. A recommendation for community colleges will be to encourage sharing of engagement strategies and CCSSE college data reports. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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