Browsing by Author "Jones-White, Daniel R."

Now showing 1 - 14 of 14
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    Community-Engaged Learning and Academic Gains in College
    (2011-11) Furco, Andrew; Huesman, Ronald L. Jr.; Jones-White, Daniel R.; Soria, Krista M.
    Presented at the International Association for Research on Service-learning and Community Engagement (IARSLCE) 2011 Annual Conference in Chicago from November 2-4, 2011
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    Correlations Between Average Faculty Salaries and Institutional Rankings for Top-ranked Institutions
    (2007-10) Goldfine, Leonard S.; Huesman, Ronald L. Jr.; Jones-White, Daniel R.
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    Counting Out Time: Utilizing Zero Modified Count Regression to Model Time-to-Degree Attainment
    (2009-06) Jones-White, Daniel R.; Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
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    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.
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    Find Your Friends on Facebook: The Estimated Impact of Online Social Networks on Student Success
    (2013-10) Jones-White, Daniel R.; Galliger, Andrea; Locher, Holley
    Utilizing a random sample of 836 first-time, full-time freshmen at the University of Minnesota we track the inclusion of students in the University's Facebook network at the end of the fall 2007 term and explore its potential relationship with a student's first-year retention decision. While simply joining the University of Minnesota's Facebook network does not appear to impact a student's retention decision, we find that the number of friends a student identifies within the University's social network is positively related to student retention. Additionally, we find that in addition to size, the structure of student's social network is also related to a student's retention decision.
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    Hitting a Moving Target: Navigating the Landscape of Ever-Changing College Rankings
    (2008-05) Goldfine, Leonard S.; Jones-White, Daniel R.; Huesman, Ronald L. Jr.; Lee, Giljae
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    Identifying Factors Related to Student Success: Utilizing Multinomial Logit Regression to Study Graduation in Higher Education
    (2007-10) Huesman, Ronald L. Jr.; Radcliffe, Peter M.; Jones-White, Daniel R.; Kellogg, John P.; Lee, Giljae
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    Plug and Play: Developing a Flexible Program Assessment Model
    (2010-10) Huesman, Ronald L. Jr.; Radcliffe, Peter M.; Jones-White, Daniel R.
    The presentation will outline a program assessment design for improving the educational and personal experiences of University of Minnesota students. A recent assessment of a scholarship program for at-risk students will be used to illustrate the approach. Donors, alumni relations and academic affairs units are often involved in the development of scholarship programs aimed at improving the success of at-risk students. Often these programs have a financial, programmatic and/or advisory component aimed at improving student success. Collaborations across these units with institutional research and assessment professionals can provide meaningful exchanges of ideas/perspectives and open up unique opportunities for assessing the impact of participation in these programs. Student success is often measured in terms of academic performance, retention and graduation rates. Plugging a general program participation variable into comprehensive regression model of student success provides a baseline for assessing the effectiveness of a program while controlling for the effects of other factors. Used in conjunction with qualitative approaches [i.e., focus groups, surveys] we can broaden our outcomes of interest as needed. Along with developing a standard reporting template, this approach provides a flexible framework for assessing similar programs in a timely, consistent, and responsible manner that serves multiple needs.
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    Priced Out? Does Financial Aid Affect Student Success?
    (2011-06) Jones-White, Daniel R.
    While the literature on postsecondary student success identifies important academic and social factors associated with student outcomes, one question that persists concerns the influence of financial aid. We use the Nation Student Clearinghouse's StudentTracker service to develop a more complete model of graduation, transfer success, or dropout.
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    Priced Out? Does Financial Aid Affect Student Success?
    (2010-06) Jones-White, Daniel R.; Radcliffe, Peter M.; Lorenz, Linda
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    Priced Out? Does Financial Aid Affect Student Success?
    (2009-10) Jones-White, Daniel R.; Radcliffe, Peter M.; Lorenz, Linda
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    Redefining Student Success: Assessing Different Multinomial Regression Techniques for the Study of Student Retention and Graduation Across Institutions of Higher Education
    (2009-06) Jones-White, Daniel R.; Radcliffe, Peter M.; Huesman, Ronald L. Jr.; Kellogg, John P.
    2008 AIR Best Paper presented at the 2009 Annual Association of Institutional Research Forum.
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    Serving to Learn: Does Community Based Learning Participation Contribute to More Desirable Student Outcomes?
    (2010-10) Jones-White, Daniel R.; Soria, Krista M.; Huesman, Ronald L. Jr.
    Given the increasing emphasis on public engagement on many college campuses, it is important to assess the extent to which engagement opportunities provide meaningful and valuable experiences for college students. While there is growing evidence to support the notion that public engagement opportunities (e.g. service-learning, volunteerism) contributes to student academic success, Eyler, Giles, and Gray (1999) caution that there is no consensus on the impact of engagement experiences and academic achievement indicators, such as grade point average. Given the apparent lack of agreement in the research, this study attempts to identify if there is a relationship between participation in community based learning activities and first-year achievement in college. To assess if there is an independent relationship between participating in different communitybased activities and first-year student grade point average, this study utilizes a sample of first-time, full-time freshmen students enrolled at the University of Minnesota-Twin Cities in Fall 2009 who participated in a unique survey of student engagement (the SERU survey) administered during Spring 2010.