|
|
|
|
| LEADER |
11013nma a2203505 u 4500 |
| 001 |
EB002143160 |
| 003 |
EBX01000000000000001281286 |
| 005 |
00000000000000.0 |
| 007 |
cr||||||||||||||||||||| |
| 008 |
230202 ||| eng |
| 020 |
|
|
|a 9781928424086
|
| 020 |
|
|
|a 9781928424093
|
| 100 |
1 |
|
|a Kuh, George
|
| 245 |
0 |
0 |
|a Engaging Students
|h Elektronische Ressource
|b Using Evidence to Promote Student Success
|
| 260 |
|
|
|a Bloemfontein
|b UJ Press
|c 2017
|
| 300 |
|
|
|a 1 electronic resource (262 p.)
|
| 653 |
|
|
|a Experiential learning
|
| 653 |
|
|
|a engineering and technology
|
| 653 |
|
|
|a Extra-curricular (also see co-curricular)
|
| 653 |
|
|
|a Systemic perspective
|
| 653 |
|
|
|a Knowledge society
|
| 653 |
|
|
|a Education outcomes
|
| 653 |
|
|
|a Academic support
|
| 653 |
|
|
|a University leaders
|
| 653 |
|
|
|a Intersectionality
|
| 653 |
|
|
|a Pedagogical experiences
|
| 653 |
|
|
|a Student-staff interaction
|
| 653 |
|
|
|a Academic performance
|
| 653 |
|
|
|a Contextual challenges
|
| 653 |
|
|
|a Assessment
|
| 653 |
|
|
|a Institutional researchers
|
| 653 |
|
|
|a Unrealistic
|
| 653 |
|
|
|a Institution-wide approaches
|
| 653 |
|
|
|a Learning paradigm
|
| 653 |
|
|
|a Student retention
|
| 653 |
|
|
|a Online resources
|
| 653 |
|
|
|a Pedagogical relationship
|
| 653 |
|
|
|a Persistence
|
| 653 |
|
|
|a Student engagement
|
| 653 |
|
|
|a Academic staff (also see academics/Lecturers)
|
| 653 |
|
|
|a Community college
|
| 653 |
|
|
|a Interactions
|
| 653 |
|
|
|a Perceived preparedness
|
| 653 |
|
|
|a Cognitive
|
| 653 |
|
|
|a Time
|
| 653 |
|
|
|a Extended curricula
|
| 653 |
|
|
|a Effective educational practices
|
| 653 |
|
|
|a Indicators
|
| 653 |
|
|
|a Professionals
|
| 653 |
|
|
|a Underprepared
|
| 653 |
|
|
|a Mentoring
|
| 653 |
|
|
|a Social sciences
|
| 653 |
|
|
|a Lecturers (also see academics/academic staff)
|
| 653 |
|
|
|a Pedagogical practices
|
| 653 |
|
|
|a Responsiveness
|
| 653 |
|
|
|a Cognitive skills
|
| 653 |
|
|
|a Graduate attributes (Learning outcomes)
|
| 653 |
|
|
|a Discussions
|
| 653 |
|
|
|a University Capacity Development Grant (University Capacity Development Programme)
|
| 653 |
|
|
|a Supportive campus
|
| 653 |
|
|
|a Supportive environment
|
| 653 |
|
|
|a United States
|
| 653 |
|
|
|a Quality of interactions
|
| 653 |
|
|
|a Diagnostic
|
| 653 |
|
|
|a Pedagogies
|
| 653 |
|
|
|a Deep learning
|
| 653 |
|
|
|a economics and management
|
| 653 |
|
|
|a Mathematics
|
| 653 |
|
|
|a Teaching and learning
|
| 653 |
|
|
|a Pedagogical approaches
|
| 653 |
|
|
|a Experience with staff
|
| 653 |
|
|
|a Relationships
|
| 653 |
|
|
|a Transition
|
| 653 |
|
|
|a Australasian Survey of Student Engagement (AUSSE)
|
| 653 |
|
|
|a Campus environment
|
| 653 |
|
|
|a Attitude
|
| 653 |
|
|
|a Academic advising
|
| 653 |
|
|
|a Peer learning (also see Tutor)
|
| 653 |
|
|
|a Tutor
|
| 653 |
|
|
|a Frequency
|
| 653 |
|
|
|a Statistical
|
| 653 |
|
|
|a National Benchmark Tests (NBT)
|
| 653 |
|
|
|a Student bodies
|
| 653 |
|
|
|a Co-curricular (also see extra-curricular)
|
| 653 |
|
|
|a Research
|
| 653 |
|
|
|a National Development Plan
|
| 653 |
|
|
|a Empirical
|
| 653 |
|
|
|a Techniques
|
| 653 |
|
|
|a Disaggregating
|
| 653 |
|
|
|a Support services
|
| 653 |
|
|
|a Lecturer Survey of Student Engagement (LSSE)
|
| 653 |
|
|
|a Learning facilitator
|
| 653 |
|
|
|a Benchmarking
|
| 653 |
|
|
|a Socio-economic
|
| 653 |
|
|
|a Staff development (also academic development and lecturer development)
|
| 653 |
|
|
|a Analyse
|
| 653 |
|
|
|a Undergraduate research
|
| 653 |
|
|
|a Interventions
|
| 653 |
|
|
|a National Survey of Student Engagement (NSSE)
|
| 653 |
|
|
|a Data-informed
|
| 653 |
|
|
|a Synthesise
|
| 653 |
|
|
|a Transformative
|
| 653 |
|
|
|a Pedagogical contexts
|
| 653 |
|
|
|a Access
|
| 653 |
|
|
|a Academic achievement
|
| 653 |
|
|
|a Perceived academic preparation
|
| 653 |
|
|
|a Expected academic perseverance
|
| 653 |
|
|
|a Effective leadership
|
| 653 |
|
|
|a Librarians
|
| 653 |
|
|
|a Policies
|
| 653 |
|
|
|a Student organisations
|
| 653 |
|
|
|a Pedagogical responsiveness
|
| 653 |
|
|
|a Colleges
|
| 653 |
|
|
|a Teaching
|
| 653 |
|
|
|a Developmental outcomes
|
| 653 |
|
|
|a Contextual
|
| 653 |
|
|
|a Mentor
|
| 653 |
|
|
|a Law
|
| 653 |
|
|
|a Pedagogical innovation
|
| 653 |
|
|
|a Department of Higher Education and Training (DHET)
|
| 653 |
|
|
|a Holistic
|
| 653 |
|
|
|a Student voice
|
| 653 |
|
|
|a Student needs
|
| 653 |
|
|
|a Intersectional
|
| 653 |
|
|
|a Agency
|
| 653 |
|
|
|a Food
|
| 653 |
|
|
|a Support staff
|
| 653 |
|
|
|a Culture
|
| 653 |
|
|
|a Student affairs
|
| 653 |
|
|
|a Mentorship
|
| 653 |
|
|
|a Senior students
|
| 653 |
|
|
|a Subject (course/module)
|
| 653 |
|
|
|a Student life
|
| 653 |
|
|
|a Council on Higher Education (CHE)
|
| 653 |
|
|
|a Evidence-based
|
| 653 |
|
|
|a Professional development
|
| 653 |
|
|
|a Data
|
| 653 |
|
|
|a Learning with peers
|
| 653 |
|
|
|a Motivation
|
| 653 |
|
|
|a Decision-making
|
| 653 |
|
|
|a Strategies
|
| 653 |
|
|
|a Science
|
| 653 |
|
|
|a Equitable outcomes
|
| 653 |
|
|
|a Ask questions
|
| 653 |
|
|
|a First-year
|
| 653 |
|
|
|a Reflective and integrative learning
|
| 653 |
|
|
|a Academic advisors
|
| 653 |
|
|
|a Student learning
|
| 653 |
|
|
|a Transformation
|
| 653 |
|
|
|a Incentive
|
| 653 |
|
|
|a Institutional performance
|
| 653 |
|
|
|a Engineering
|
| 653 |
|
|
|a Off-campus
|
| 653 |
|
|
|a Reflection
|
| 653 |
|
|
|a Higher education outcomes
|
| 653 |
|
|
|a Leaders
|
| 653 |
|
|
|a Student behaviour
|
| 653 |
|
|
|a Heads of departments
|
| 653 |
|
|
|a Academic development
|
| 653 |
|
|
|a Learning strategies
|
| 653 |
|
|
|a Student success
|
| 653 |
|
|
|a Resources
|
| 653 |
|
|
|a Freshman myth
|
| 653 |
|
|
|a Equity
|
| 653 |
|
|
|a Success rates
|
| 653 |
|
|
|a Conditional formatting
|
| 653 |
|
|
|a Financial Stress Scale
|
| 653 |
|
|
|a Comprehensive universities
|
| 653 |
|
|
|a Institutional culture
|
| 653 |
|
|
|a Actionable
|
| 653 |
|
|
|a Policy
|
| 653 |
|
|
|a Humanities
|
| 653 |
|
|
|a Learning outcomes
|
| 653 |
|
|
|a Aggregated
|
| 653 |
|
|
|a Interpersonal relationships
|
| 653 |
|
|
|a Quadrant
|
| 653 |
|
|
|a Quality
|
| 653 |
|
|
|a Student views
|
| 653 |
|
|
|a Group work
|
| 653 |
|
|
|a South African Survey(s) of Student Engagement (SASSE)
|
| 653 |
|
|
|a Universities of Technology
|
| 653 |
|
|
|a Evidence
|
| 653 |
|
|
|a Capacity
|
| 653 |
|
|
|a Classroom activities
|
| 653 |
|
|
|a Systemic understanding
|
| 653 |
|
|
|a Self-reflection
|
| 653 |
|
|
|a Module (course/subject)
|
| 653 |
|
|
|a Development
|
| 653 |
|
|
|a Course (module/subject)
|
| 653 |
|
|
|a Memorisation
|
| 653 |
|
|
|a Challenges
|
| 653 |
|
|
|a Cognitive functions
|
| 653 |
|
|
|a Active learning
|
| 653 |
|
|
|a Traditional universities
|
| 653 |
|
|
|a Quantitative reasoning
|
| 653 |
|
|
|a Decolonisation
|
| 653 |
|
|
|a Next Generation of Academics Programme (nGAP)
|
| 653 |
|
|
|a Dropout
|
| 653 |
|
|
|a Quality assurance
|
| 653 |
|
|
|a National Benchmark Test Project (NBTP)
|
| 653 |
|
|
|a High-Impact practices
|
| 653 |
|
|
|a Pathways
|
| 653 |
|
|
|a Practical work
|
| 653 |
|
|
|a Critical thinking
|
| 653 |
|
|
|a Student performance
|
| 653 |
|
|
|a Interpersonal skills
|
| 653 |
|
|
|a Student development
|
| 653 |
|
|
|a Language
|
| 653 |
|
|
|a Student involvement
|
| 653 |
|
|
|a Curriculum
|
| 653 |
|
|
|a Innovative
|
| 653 |
|
|
|a Learning
|
| 653 |
|
|
|a Classroom Survey of Student Engagement (CLASSE)
|
| 653 |
|
|
|a Well-being
|
| 653 |
|
|
|a Service learning
|
| 653 |
|
|
|a Expected academic difficulty
|
| 653 |
|
|
|a Beginning University Survey of Student Engagement (BUSSE)
|
| 653 |
|
|
|a Preparing for class
|
| 653 |
|
|
|a Pedagogical environments
|
| 653 |
|
|
|a Academic challenge
|
| 653 |
|
|
|a Professional staff
|
| 653 |
|
|
|a Discussion with diverse others
|
| 653 |
|
|
|a Contextualised
|
| 653 |
|
|
|a Knowledge
|
| 653 |
|
|
|a Institutional research
|
| 653 |
|
|
|a Numeracy development
|
| 653 |
|
|
|a Business
|
| 653 |
|
|
|a Time management
|
| 653 |
|
|
|a Student outcomes
|
| 653 |
|
|
|a Collaborative learning
|
| 653 |
|
|
|a Bloom's taxonomy
|
| 653 |
|
|
|a Apply
|
| 653 |
|
|
|a Student data
|
| 653 |
|
|
|a Policy makers
|
| 653 |
|
|
|a Effective educational behaviours
|
| 653 |
|
|
|a On-campus
|
| 653 |
|
|
|a Student persistence
|
| 653 |
|
|
|a Practical significance
|
| 653 |
|
|
|a Stakeholder
|
| 653 |
|
|
|a Food insecurity
|
| 653 |
|
|
|a Student evaluation
|
| 653 |
|
|
|a Effective teaching practices
|
| 653 |
|
|
|a Student responses
|
| 653 |
|
|
|a Natural and Agricultural Sciences
|
| 653 |
|
|
|a Academic literacy
|
| 653 |
|
|
|a Engagement - also see Student Engagement
|
| 653 |
|
|
|a Student financial aid
|
| 653 |
|
|
|a Student perspective
|
| 653 |
|
|
|a Department chairs (heads of departments)
|
| 653 |
|
|
|a Learning environments
|
| 653 |
|
|
|a Evaluate
|
| 653 |
|
|
|a Cognitive development
|
| 653 |
|
|
|a Universities
|
| 653 |
|
|
|a Cognitive educational activities
|
| 653 |
|
|
|a Mission
|
| 653 |
|
|
|a Management (University leaders and Leadership)
|
| 653 |
|
|
|a Student participation
|
| 653 |
|
|
|a Leadership (management/university leadership)
|
| 653 |
|
|
|a Higher & further education, tertiary education / bicssc
|
| 653 |
|
|
|a Tutorials
|
| 653 |
|
|
|a Innovation
|
| 653 |
|
|
|a Extended degree
|
| 653 |
|
|
|a Student societies
|
| 653 |
|
|
|a Irish Survey of Student Engagement (ISSE)
|
| 653 |
|
|
|a Expectations
|
| 653 |
|
|
|a Gender
|
| 653 |
|
|
|a Higher-Order Learning
|
| 653 |
|
|
|a Career advisors
|
| 653 |
|
|
|a First-generation
|
| 653 |
|
|
|a Academics
|
| 653 |
|
|
|a Retention
|
| 653 |
|
|
|a Instructional paradigm
|
| 700 |
1 |
|
|a Strydom, Francois
|
| 700 |
1 |
|
|a Loots, Sonja
|
| 700 |
1 |
|
|a Kuh, George
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
|
| 989 |
|
|
|b DOAB
|a Directory of Open Access Books
|
| 500 |
|
|
|a Creative Commons (cc), https://creativecommons.org/licenses/by-nc/4.0/
|
| 028 |
5 |
0 |
|a 10.18820/9781928424093
|
| 856 |
4 |
0 |
|u https://library.oapen.org/bitstream/20.500.12657/60641/1/9781928424093.pdf
|7 0
|x Verlag
|3 Volltext
|
| 856 |
4 |
2 |
|u https://directory.doabooks.org/handle/20.500.12854/96059
|z DOAB: description of the publication
|
| 856 |
4 |
0 |
|u https://library.oapen.org/bitstream/20.500.12657/60641/6/9781928424093.pdf
|7 0
|x Verlag
|3 Volltext
|
| 082 |
0 |
|
|a 400
|
| 082 |
0 |
|
|a 333
|
| 082 |
0 |
|
|a 363
|
| 082 |
0 |
|
|a 370
|
| 082 |
0 |
|
|a 500
|
| 082 |
0 |
|
|a 330
|
| 082 |
0 |
|
|a 140
|
| 082 |
0 |
|
|a 700
|
| 082 |
0 |
|
|a 600
|
| 082 |
0 |
|
|a 620
|
| 082 |
0 |
|
|a 340
|
| 082 |
0 |
|
|a 300
|
| 520 |
|
|
|a The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University
|