Nationally, student attrition is more likely to occur in a student's first-year of college (Pascarella & Terenzini, 2005). Retention literature often points to the importance of academic and social engagement of students in their persistence and completion (Kuh, 2009); therefore, this study examines the academic and social engagement of first-year students at the University of Minnesota-Twin Cities. Academic engagement factors, such as preparedness for class, time spent reading and studying for class, and contributions to classes will be explored. Additionally, social engagement factors, such as participation in clubs or organizations, time spent socializing with friends or partying, and sense of social belonging will also be examined. The data is drawn from the 2010 Student Experience in the Research University survey, which was completed by approximately 2,000 first-year students in spring 2010.
In addition to developing a picture around first-year students academic and social engagement, this study further explores the relationship between academic and social engagement and students' cumulative grade point averages; for example, preliminary findings indicate that academic disengagement behaviors, such as turning in assignments late and skipping class, have a negative relationship with grade point average, while positive engagement behaviors, such as revising papers before submission and contributing to class discussions, have a positive relationship with grade point average. This presentation will provide participants with an enhanced understanding of the academic and social engagement of first-year students at the University of Minnesota.
Presented at the Focusing on the First Year conference, Minneapolis, MN, February 16, 2011 .
Soria, Krista M.; Stebleton, Michael J.; Huesman, Ronald L. Jr..
Mapping the Academic and Social Engagement of First-Year Students @ UMNTC.
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