Browsing by Author "Gorny, Laury"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Defining First-Generation Students by Degrees: Implications for Research, Policy, and Practice
    (2012-06-05) Soria, Krista M.; Gorny, Laury
    Presented at the Association for Institutional Research annual forum, this presentation presents information about the use of parental education variables among college students. Many scholars, federal agencies, and institutions define first-generation students using different criteria; furthermore, most researchers collapse students into dichotomous categories of first-generation/non-first-generation. Both strategies of defining first-generation students may mask important insights about first-generation students--insights that can be highlighted by using a differentiated definition of first-generation status based on varying degrees of parents' educational attainment. Using the multi-institutional Student Experience in the Research University (SERU) survey, this paper presents evidence that suggests a more nuanced understanding of parents’ educational achievement can highlight the unique experiences of students from different parental educational backgrounds and potentially benefit research, policy, and practice.
  • Thumbnail Image
    Item
    Developing a Model of the Inuence of Service-Learning on Academic and Social Gains with the SERU Survey
    (2012-05-04) Furco, Andrew; Jones-White, Daniel R.; Huesman, Ronald L. Jr.; Gorny, Laury
    Presented at the 6th annual SERU/UCUES Research Symposium. In this research paper, we utilize data from the Community and Civic Engagement Module of the multi-institutional Student Experience in the Research University (SERU) survey in order to estimate potential direct andindirect effects of community engagement experiences on undergraduate students' academic and social gains. A latent variable structural equation model of student achievement was developed to explore the potential relationship between participation in community-based learning activities (including enrollment in a course with a service-learning component and involvement in community based research) and students' perceptions of academic and cultural development. Specifcally, our empirical investigation addresses two questions: Does participation in community-based learning opportunities contribute, either directly or indirectly, to participating students' improved academic learning and skills; and does participation in community-based learning opportunities contribute, either directly or indirectly, to participating students' prosocial skills development? We also refect on key issues to consider when using SERU data that are related to community-based learning, and the Community and Civic Engagement Module.