Short- and Long-Term Impacts of Engagement Experiences with Faculty and Peers at Community Colleges

Date
2019
Authors
Schudde, Lauren
Journal Title
Journal ISSN
Volume Title
Publisher
Association for the Study of Higher Education
Project Muse
Abstract

This study uses nationally representative longitudinal data and propensity score modeling to evaluate the effects of first-year engagement experiences at community college—including social and academic contact with faculty and participation in study groups and clubs—on achievement, persistence, degree attainment, and vertical transfer. Speaking with faculty about academic matters improved short- and long-term outcomes, while engaging in study groups and clubs improved early outcomes, with less sizeable long-term impacts. The findings highlight the need for continued inquiry into community college engagement using longitudinal data with detailed engagement and outcome measures to determine best practices for student success.

Description
Citation
Schudde, L. (2019). Short- and long-term impacts of engagement experiences with faculty and peers at community colleges. The Review of Higher Education, 42(2).