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

doi:10.1002/tl.327

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 journal › Article › peer-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 language	English (US)
Pages (from-to)	85-99
Number of pages	15
Journal	New Directions for Teaching and Learning
Issue number	115
DOIs	https://doi.org/10.1002/tl.327
State	Published - 2008
Externally published	Yes

ASJC Scopus subject areas

Education

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10.1002/tl.327

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

Abstract

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