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…

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…

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 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…

This paper seeks evidence of a culture gulf, first voiced by C.P. Snow in 1959, between science and humanities as reflected in the understanding which undergraduate science and humanities majors have of the other field. The 1995 study evaluated responses of students at the University of California Los Angeles (UCLA) and California's Humboldt State…