Theoretical modeling has been a widely used tool in the student persistence literature for many years; however, only recently has it been applied to the Historical Black College or University (HBCU) context in an intentional way. We investigated a theory of student persistence in commuter institutions at 2 commuter HBCUs (N = 147 students).…

This study examined the effects of on-campus residence, in comparison with commuter status, on academic performance, vocational commitment, self-efficacy, and perceptions of the college environment among female and male Iranian students at Shiraz University, Iran. The study sought to extend previous work investigating the effects of college…

The authors begin this chapter by revisiting Astin, Panos, and Creager (1967), who developed a conceptual scheme to guide the selection of various types of measurements organized by three dimensions: (1) type of outcome; (2) type of data; and (3) time. In assessing basic skills, general education, and attainment of the major, the focus is on…

Analyzes responses to the College Student Experiences Questionnaire from 51,155 undergraduates at 128 institutions to develop a student typology based upon their patterns of engagement in educationally purposeful activities and the progress they reported making toward important outcomes of college. The typology reported yields new insights into…

Using the College Student Experiences Questionnaire (CSEQ), surveys 736 university students at the beginning of first, and at the end of third, year to identify the impact of the type of experiences measured in the CSEQ on skill levels. Results indicate that university experiences have a minimal impact on skills development. (Contains 14…

The purpose of this study was to investigate the extent to which student involvement experiences impacted educational outcomes for African Americans in college. Overall, the results of the study indicated that in-class and out-of-class experiences positively impacted student development for a nationally representative sample of African American…

A symposium discussion of the use of the College Student Experiences Questionnaire (CSEQ) is presented. Intended for undergraduates at four-year colleges and universities, the CSEQ is a brief instrument that produces reliable and valid information for evaluation and assessment purposes. It asks students to indicate how often during the current…

Pace (1979b) delineates a model for the study of student development and college impress. That model was the basis for his development of the College Student Experiences Questionnaire (CSEQ) and the Community College Student Experiences Questionnaire (CCSEQ). His perspective is similar to Astin (1970, 1984) and Tinto (1975, 1986) in that each…

This study sought to measure what factors contribute to the learning and personal development of traditional and new majority students at six metropolitan institutions: University of Alabama, Birmingham; University of Louisville (Kentucky); Wichita State University (Kansas); University of Lowell (Massachusetts); Cleveland State University (Ohio);…

This report is a comprehensive account of the accumulated research on the measurement of quality of effort and its significance in understanding the achievement of college students with regard to the College Student Experiences questionnaire (Pace, 1979). Results are based on the responses of 12,000 undergraduate students from 40 different…

This study examined the critical thinking skills of resident and commuter students during the freshmen year, controlled for precollege background and ability. Differences in commuter and resident students' experience, particularly aspects of academic and social integration were also considered. The study sample was a subset taken from a national…

Involvement in various college activities and educational gains of black students (n=1,200) attending a historically white institution were compared. Involvement in academic activities had a greater impact on gains of students at the black institution, and social engagement was more important for black students at the white institution. (Author)

This study compared college seniors' self-evaluation of skills considered important for lifelong learning from the mid-1980s to the mid-1990s. The study used data from the College Student Experiences Questionnaire (CSEQ), a national database begun in 1983 which includes over 200,000 student records from over 600 colleges and universities. An index…

This study examined how three dimensions of college students' experiences affect critical thinking skills: (1) curricular exposure, (2) formal classroom and instructional experiences, and (3) out-of-class experiences. The study used a 1-year, longitudinal, panel study design using data collected as part of a pilot study for a national,…

This research study reports the results of an attempt to build a model of individual differences in undergraduate student development based on factor analysis of a wide range of students' beliefs and behaviors. An 127-item inventory named the Dakota Inventory of Student Orientations was administered to 738 male and female undergraduate students in…