Doctor of Education (Educational Leadership), Youngstown State University, 2020, Department of Teacher Education and Leadership Studies

The purpose of this study was to examine the relationship between student engagement and institutional strategies at Youngstown State University using National Survey for Student Engagement (NSSE) data collected by the Office of Assessment for the years of 2010, 2013, 2016 and 2018. A longitudinal analysis was conducted to determine if there was a statistically significant difference in the level of student engagement between 2010 and 2013 (pre-Student Experience) and 2016 and 2018 (with-Student Experience). The study also examined differences within student types (nontraditional, LGBTQI, students of color, international, commuter and residential students) and engagement outcomes. Thirty-six questions, from the NSSE survey, were identified which correlated to motivation, engagement, participation, academic participation, demographics, and strategy. Results revealed no change in engagement, motivation, and participation based on the institutional strategies for 2010, 2013, 2016, and 2018. However, when comparing results from 2010 and 2013 (pre-Student Experience) and 2016 and 2018 (with-Student Experience) there was a significant increase in pre-graduation engagement for with-Student Experience based on the NSSE data. Additional results showed that when grouping NSSE questions by categories different student types responded to engagement strategies differently.

Committee: Karen Larwin PhD (Committee Chair); Joseph Mosca PhD (Committee Member); Patrick Spearman PhD (Committee Member); Jake Protivnak PhD (Committee Member) Subjects: Higher Education; School Administration