STUDENT ENGAGEMENT

STUDENT ENGAGEMENT AT HISTORICALLY BLACK COLLEGES AND UNIVERSITIES

Table of Content

CHAPTER 01: INTRODUCTION1

CHAPTER 02: LITERATURE REVIEW2

Emerging of Student Development2

Student Developers3

Learning Agents3

Cost Effectiveness And Resource Management5

Student Engagement6

Gender Differences7

Academic Challenge8

Student-Faculty Interaction10

Student-Faculty Interaction: Comparisons11

Active Collaborative Learning12

Supportive Campus Environment15

Enriching Educational Experiences16

Activities and conditions:17

Participating in:17

Gender18

Race20

Classification21

Academic Enrollment22

Membership into Student Organization24

Student Athlete24

Chapter Summary28

References29

CHAPTER 01: INTRODUCTION

Student engagement occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives." It is increasingly seen as an indicator of successful classroom instruction, and as a valued outcome of school reform. The phrase was identified in 2006 as "the latest buzzword in education circles." Students are engaged when they are involved in their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work. Student engagement also refers to a(Pintrich 2000) "student's willingness, need, desire and compulsion to participate in, and be successful in, the learning process promoting higher level thinking for enduring understanding." Student engagement is also a usefully ambiguous term that can used to recognize the complexity of 'engagement' beyond the fragmented domains of cognition, behaviour, emotion or affect, and in doing so encompass the historically situated individual within their contextual variables (such as personal and familial circumstances) that at every moment influence how engaged an individual (or group) is in their learning.

CHAPTER 02: LITERATURE REVIEW

Emerging of Student Development

The changing characteristics of students attending community colleges and the decline in financial support for community colleges have redefined the role of counseling in the community college. In the 1950s and 1960s, counselors served an "in loco parentis" role, providing personal counseling, vocational guidance, and social support for the traditional community college student. In the 1970s and 2000s, ethnic minorities, older women, part-time students, and displaced workers began enrolling in community colleges. (Pintrich 2002)To meet the needs of these new students, community colleges are reinstating testing and placement, dismissal and probation policies, general education requirements, and select admissions programs.

The emerging role of counseling involves helping students to complete their academic objectives; the reduction of student attrition is a priority. Counselors must perform the roles of student developers and learning agents. As the student developers, counselors must communicate to students the importance of skill building and other academic requirements and help them understand the value of their academic endeavors. As learning agents, (Pintrich 2003)counselors must assist, manage, and encourage students to build a pattern of success. Crucial characteristics that community college counselors need to be successful include a strong sense of professional mission, rapport, and empathy. Community college counselors must serve as student advocates and promote strategies for increasing minority student retention. The increase in non-traditional students coupled with a decrease in resources forces counselors to take more cost effective approaches to their counseling.

Student Developers

As student developers, counselors should assume the responsibility of communicating to students the importance of academics in vivid and realistic ...