Connecting Creative Coursework Exposure and College Student Engagement across Academic Disciplines

Autor/in	Miller, Angie L.
Titel	Connecting Creative Coursework Exposure and College Student Engagement across Academic Disciplines
Quelle	In: Gifted and Talented International, 33 (2018) 1-2, S.26-40 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Angie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2019.1655681
Schlagwörter	Learner Engagement; Creativity; Instructional Effectiveness; College Seniors; Student Surveys; National Surveys; Reflection; Interdisciplinary Approach; Thinking Skills; Learning Strategies; Cooperative Learning; Teacher Student Relationship; Educational Environment; Correlation; Discussion; Student Characteristics; Institutional Characteristics; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Kreativität; Unterrichtserfolg; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Denkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Diskussion
Abstract	This study extends research on the effectiveness of creativity training and the importance of student engagement in higher education. Using data from the "Senior Transitions" topical module of the National Survey of Student Engagement (NSSE), responses from over 25,000 seniors at 266 different U.S colleges and universities demonstrate that exposure to creative coursework can predict student engagement in a variety of areas. Ordinary least squares regression models determined the effect of creative coursework exposure on NSSE's established measures of student engagement: reflective and integrative learning, higher-order learning, use of learning strategies, collaborative learning, diverse discussions, student-faculty interaction, effective teaching practices, quality of interactions, and supportive environment. Results suggest that exposure to creative coursework is a significant positive predictor of student engagement, even after controlling for sex, transfer status, enrollment status, first-generation status, age, SAT/ACT, race/ethnicity, major, grades, percentage of online courses, institutional control (private/public), and institution size. Potential reasons for these patterns of results are discussed. Implications include updating curriculum and programming for greater exposure to creative assignments and activities across all major fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01