Create A Student Engagement Survey Using Everything You Have ✓ Solved

Create A Student Engagement Surveyusing Everything You Have

Create a Student Engagement Survey using everything you have learned in this module. Imagine that you have been tasked with designing a questionnaire. SMLR has decided to survey undergraduate and graduate students on their engagement with their respective programs. The findings of this survey will be used to eventually tweak or restructure the program academically and socially to increase the impact of the program on the academic and professional success of students who graduate from the HR program.

For this assignment, you will:

  1. Create a Graphical Model identifying Independent and Dependent Variables.
  2. Define your variables in words and operationally.
  3. Create your survey, beginning on a separate page.

Your survey should include demographic questions to determine differences based on sex, race, number of working hours, living conditions, domestic/international status, and other relevant variables. Additionally, include 15-20 items to measure engagement, ensuring clarity and avoiding double-barreled questions. Your document should not exceed 2 pages (which would fit on 1 sheet of paper, front and back).

Consider reviewing the Gallup 12 (G-12) for inspiration, but be mindful to translate their ideas into appropriate language for university students. Pre-test your survey with a friend or family member.

Paper For Above Instructions

Introduction

In the current educational landscape, measuring student engagement has become crucial for the improvement and evolution of academic programs. Understanding how engaged students feel within their respective courses can provide valuable insights for enhancing both academic and professional outcomes. This paper aims to design a comprehensive student engagement survey tailored for undergraduate and graduate students of the HR program. The survey will evaluate various aspects of engagement and gather demographic data to identify trends and differences among the student body.

Graphical Model of Variables

To comprehend the relationship between various factors, a graphical model will be employed. Independent variables may include demographic factors such as sex, race, working hours, living conditions, and international status. The dependent variable is student engagement, which can be operationally defined through specific, measurable outcomes related to students' academic involvement and commitment to their program.

Defining Engagement

Engagement can be defined both in simple terms and operationally. In simple terms, student engagement is the level of interest, enthusiasm, and commitment a student exhibits towards their academic program. Operationally, engagement can be measured through aspects such as attendance, participation in discussions, completion of assignments, involvement in extracurricular activities, and connection with faculty and peers. A survey measuring these facets will aid in attaining a comprehensive view of engagement levels among students.

Survey Design

The survey will commence with demographic questions to establish baseline characteristics of the participants. The demographic section will include the following questions:

  • What is your sex?
  • What is your race?
  • How many hours do you work per week?
  • What type of living arrangement do you have?
  • Are you a domestic or international student?

After gathering demographic data, the survey will consist of 20 items designed to assess student engagement. Below is a draft of potential engagement measurement questions:

  • I actively participate in class discussions.
  • I seek help from instructors when needed.
  • I feel that my academic program meets my expectations.
  • I engage with my peers outside of class.
  • I find the course materials relevant to my career goals.
  • I attend all scheduled class meetings.
  • I utilize campus resources (libraries, tutoring, etc.) to assist my studies.
  • I seek out additional learning opportunities related to my program.
  • I participate in relevant internships or work experiences.
  • I feel supported by my instructors in my academic journey.
  • I engage in group projects with enthusiasm.
  • I utilize online forums to discuss course materials.
  • I provide feedback to instructors regarding the course material.
  • I share my experiences with peers to enhance collective learning.
  • I take initiative in my personal and academic growth.
  • I believe that participation in extracurricular activities enhances my learning.
  • I look for opportunities to network within my field of study.
  • I feel a sense of belonging in my academic program.
  • I engage with academic advisors regarding my professional goals.
  • I am motivated to achieve high grades.
  • I reflect on my learning to improve future performance.

In creating the survey items, care must be taken to avoid double-barreled questions and ensure clarity in wording. This will enhance the quality of responses and provide more accurate data.

Pre-testing the Survey

Before finalizing the survey, it will be essential to conduct a pre-test to gather feedback on question clarity and survey structure. This pre-test can include friends or family members who can provide constructive criticism and help identify any ambiguities or challenges with particular questions. The pre-testing phase is critical to ensure the survey effectively captures the intended data.

Conclusion

Creating an effective student engagement survey for the HR program requires careful consideration of variables, operational definitions, and question clarity. By employing a structured approach to survey design and incorporating demographic questions along with engagement measures, significant insights can be obtained. These insights will ultimately assist in making informed decisions to enhance the academic and professional trajectories of students within the HR program.

References

  • Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development.
  • Gallup (2016). Gallup Student Poll. Retrieved from https://www.gallup.com
  • Kuh, G. D. (2009). What Student Affairs Professionals Need to Know About Student Engagement. Journal of College Student Development.
  • NSSE (National Survey of Student Engagement). (2021). Annual Results. Retrieved from https://nsse.indiana.edu
  • Newmann, F. M., & Wehlage, G. G. (1995). A Theory of Student Engagement. Educational Leadership.
  • Reason, R. D. (2009). An exploration of the relationship between student engagement and student persistence in higher education. Journal of College Student Development.
  • Sender, L., & Heller, P. (2018). Effective Student Engagement Ideas. College and University Journal.
  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology.
  • Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. University of Chicago Press.
  • Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school. Journal of Research on Adolescence.

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