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Browsing Education by Subject "Academic engagement"
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Item Open Access Institutional Strategies and Factors that Contribute to the Engagement of Recent Immigrant Adult Students in Ontario Post-Secondary Education(2014-07-09) Grabke, Sheldon Vaughn Richard; Axelrod, Paul D.; Theory of participationThe purpose of this study is to provide a unique investigation that yields vital data on barriers experienced by recent immigrant adult students (RIAS), the policies, practices and supports in PSE and their impact on RIAS engagement, and factors that contribute to the engagement of RIAS in Ontario PSE. This examination contributes to and furthers the student engagement in PSE literature by providing an original view into RIAS engagement in PSE. This dissertation involves qualitative and quantitative research methods including 18 key informant interviews, six focus groups, one interview and 434 survey responses as well as historical data, policies, procedures and artifacts at colleges and universities in Ontario. These different methodological attributes bring triangulation of sources and methods into the study. All of the data is analyzed using the student engagement conceptual framework. This study finds that PSE in Ontario seems to know little of the number, type, experiences and engagement of RIAS on campus. This research argues how and why the traditional model of engagement does not apply well to RIAS. Key findings include that RIAS are performing well academically in PSE despite the numerous barriers that they face and their lack of engagement. RIAS strong motivation to complete PSE and their inherent optimism is such that many persist to completion. One fundamental factor contributing to the lack of engagement for RIAS is their minimal social involvement in PSE. Using the findings, this dissertation provides numerous recommendations for changes to institutional policies and procedures to further RIAS engagement. Both academic and social engagement of RIAS in PSE significantly predict the hallmarks of a liberal education. This is a noteworthy reason for PSE to make an investment in the engagement of RIAS in Ontario PSE. This study therefore has implications for theory and practice in PSE in Ontario. Through developing creative ways to remove barriers and augment supports for RIAS in PSE, RIAS may begin to be more engaged in PSE. This noble endeavour can help RIAS more fully develop into engaged citizens and truly assist them in their settlement experience in Ontario.Item Open Access Questioning a Myth: Comparing Commuter and Resident Students in Terms of Engagement and Satisfaction at a Large, Urban Institution(2016-09-20) Angel, Katrina; Barkaoui, KhaledUniversity commuter and resident students were compared in terms of level of academic engagement, social engagement, and satisfaction. The participants were 311 undergraduates at a large university in Ontario. The findings revealed that levels of academic engagement did not differ significantly between commuters and residents, but the two groups differed significantly in terms of social engagement and satisfaction, with residents exhibiting higher levels of both than commuters. The findings indicated that the family home environment is not an impediment to academic engagement, and that there is not one model of preference for students regarding housing. Investigating the characteristics of commuter and resident students is warranted, including expectations regarding academic and social activities. Having a better understanding of why students are making their choice regarding housing, combined with research on how the residence environment impacts these and other student outcomes, would empower the PSE sector to better serve both populations.