Classroom practices at institutions with higher-than-expected persistence rates: What student engagement data tell us

Thomas F.Nelson Laird, Daniel Chen, George D. Kuh

Research output: Contribution to journalArticlepeer-review

Abstract

This chapter discusses the finding that student retention benefits when the instruction increases the level of academic challenge and the amount of support provided to students.

Original languageEnglish (US)
Pages (from-to)85-99
Number of pages15
JournalNew Directions for Teaching and Learning
Issue number115
DOIs
StatePublished - Dec 11 2008

ASJC Scopus subject areas

  • Education

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