These influences go back to the 1930s, and span the fields of psychology, sociology, cognitive development, and learning theory, as well as a long tradition of college impact research. Central to the conceptualization of student engagement is its focus on activities and experiences that have been empirically linked to desired college outcomes. It includes both the extent to which students participate in educationally effective activities as well as their perceptions of facets of the institutional environment that support their learning and development (Kuh, 2001 2009). Student engagement, as reflected by NSSE, is not a unitary construct but rather an umbrella term for a family of ideas rooted in research on college students and how their college experiences affect their learning and development. The Conceptual Lineage of Student Engagement Portions of this conceptual framework have been adapted from earlier related pieces (McCormick, Gonyea, & Kinzie, 2013 McCormick, Kinzie, & Gonyea, 2013). Appendices cover more detailed ground relating to the NSSE 2.0 development process and, more specifically, the creation of the ten Engagement Indicators. To mark that event, the following updated conceptual framework revisits the instrument’s conceptual and theoretical roots, explains why and how the survey was updated, and briefly reviews the literature for arguably the most vital features of the update, the Engagement Indicators and High-Impact Practices. In 2013, colleges and universities across the US and Canada began administering a substantially revised version of the National Survey of Student Engagement (NSSE), otherwise known as NSSE 2.0. Effective Educational Practice Documented.
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