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Engaging in the Margins: Exploring Differences in Biracial Students' Engagement by Racial Heritage
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Harris, Jessica C.; BrckaLorenz, Allison; Nelson Laird, Thomas F. – Journal of Student Affairs Research and Practice, 2018
The research presented in this article utilizes data from four years of the National Survey of Student Engagement to shed light on the biracial student population and their engagement practices in postsecondary contexts. Specifically, this study explored the ways in which biracial students with different racial heritages engage differently from…
Descriptors: Multiracial Persons, Racial Identification, College Freshmen, College Seniors
College Seniors' Plans for Graduate School: Do Deep Approaches Learning and Holland Academic Environments Matter?
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Rocconi, Louis M.; Ribera, Amy K.; Nelson Laird, Thomas F. – Research in Higher Education, 2015
This study examines the extent to which college seniors' plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors attending…
Descriptors: College Seniors, Graduate Study, Student Educational Objectives, Academic Aspiration
How Clear and Organized Classroom Instruction and Deep Approaches to Learning Affect Growth in Critical Thinking and Need for Cognition
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Wang, Jui-Sheng; Pascarella, Ernest T.; Nelson Laird, Thomas F.; Ribera, Amy K. – Studies in Higher Education, 2015
In this study the authors analyze longitudinal student survey data from the 17-institution Wabash National Study of Liberal Arts Education (WNS) to determine the extent that the influence of overall exposure to clear and organized instruction on four-year growth in two measures of cognitive development is mediated by student use of deep approaches…
Descriptors: Critical Thinking, Classroom Techniques, Instructional Effectiveness, Longitudinal Studies
How Gender and Race Moderate the Effect of Interactions across Difference on Student Perceptions of the Campus Environment
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Nelson Laird, Thomas F.; Niskode-Dossett, Amanda Suniti – Review of Higher Education, 2010
Relying on data from 37,122 first-year students and 42,285 seniors who participated in the 2006 administration of the National Survey of Student Engagement, this study illustrates how student interactions across difference positively affect student perceptions of the campus environment. The magnitude of the effect of these interactions varies…
Descriptors: Race, Student Attitudes, Gender Differences, College Freshmen
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes
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Nelson Laird, Thomas F.; Shoup, Rick; Kuh, George D.; Schwarz, Michael J. – Research in Higher Education, 2008
"Deep learning" represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection. Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members emphasize deep approaches to learning and to assess how much students employ these approaches.…
Descriptors: Discipline, Educational Objectives, Outcomes of Education, Academic Achievement
Individual and Environmental Effects of Part-Time Enrollment Status on Student-Faculty Interaction and Self-Reported Gains
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Nelson Laird, Thomas F.; Cruce, Ty M. – Journal of Higher Education, 2009
The purpose of this study is twofold: (1) to contribute to one's understanding of the college experiences of part-time students; and (2) to determine the environmental impact of the presence of part-time students and their experiences on full-time students. The authors choose to focus on a single effective educational practice, student-faculty…
Descriptors: College Students, General Education, Educational Practices, Interaction
African American and Hispanic Student Engagement at Minority Serving and Predominantly White Institutions
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Nelson Laird, Thomas F.; Bridges, Brian K.; Morelon-Quainoo, Carla L.; Williams, Julie M.; Holmes, Michelle Salinas – Journal of College Student Development, 2007
Although scholars have examined historically Black colleges and universities (HBCUs) in terms of their educational effectiveness for African American students compared to predominantly white institutions (PWIs), there is a lack of similar research on Hispanic students at Hispanic-serving institutions (HSIs) and PWIs. This study uses data from the…
Descriptors: Black Colleges, African American Students, Hispanic American Students, Minority Groups