Zobel, Emily J2016-05-252017-04-142016-05-252017-04-142016-05https://hdl.handle.net/11299/187503Capstone Project Presented in Partial Fulfillment of the Requirements for The Master of Education Degree in the College of Education and Human Service Professions by Emily J. Zobel, University of Minnesota Duluth, May 2016. This item has been modified from the original to redact the signatures present.This study sought to contribute additional research to the field of education that directly connects student engagement with student outcomes, as the literature calls for further validation in this area of postsecondary educational research. The study utilized National Survey of Student Engagement (NSSE) results from first-year college students at a mid-sized, public university in the Midwest. Quantitative analysis was used to explore the relationship between student engagement and student outcomes, specifically first to second year freshman retention and cumulative grade point average (GPA). Logistic regression revealed an association between NSSE student engagement indicators, gender, and freshman retention. Hierarchical multiple regression showed little predictive power for cumulative GPA using NSSE student engagement indicators.enHigher educationStudent engagementRetentionCollege of Education and Human Service ProfessionsDepartment of EducationMaster of EducationPlan Cs (coursework-based master's degrees)University of Minnesota DuluthScholarly Text or Essay