George D KuhShow email address
George Kuh is a senior scholar at the National Institute for Learning Outcomes Assessment (NILOA) and Chancellor's Professor of Higher Education Emeritus at Indiana University ...
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George D Kuh:Expert Impact
Concepts for whichGeorge D Kuhhas direct influence:Student engagement,Student experiences,Higher education,Student learning,Deep approaches,Effective educational practices,Undergraduate education,Academic library.
George D Kuh:KOL impact
Concepts related to the work of other authors for whichfor which George D Kuh has influence:Student engagement,Higher education,Academic performance,Social media,Online learning,Community colleges.
KOL Resume for George D Kuh
George Kuh is a senior scholar at the National Institute for Learning Outcomes Assessment (NILOA) and Chancellor's Professor of Higher Education Emeritus at Indiana University (IU). He is the founding director of the National Survey of Student Engagement (NSSE), NILOA, and the IU Center for Postsecondary Research.
George Kuh is a senior scholar at the National Institute for Learning Outcomes Assessment and Chancellor's Professor of Higher Education Emeritus at Indiana University.
National Survey of Student Engagement
Indiana University and directs the National Institute for Learning Outcomes Assessment (NILOA).
Center for Postsecondary Research, Indiana University Bloomington, 1900 East Tenth Street Eigenmann Hall Suite 419, 47406-7512, Bloomington, IN, USA
Adjunct professor, University of Illinois
Chancellor's professor emeritus of higher education, Indiana University‐Bloomington
Indiana University Bloomington
Indiana University Bloomington, Bloomington, IN, USA
George D. Kuh is Chancellor’s Professor of Higher Education at Indiana University, Bloomington, and directs the Center for Postsecondary Research. He has written about student engagement, assessment, institutional improvement, and college and university cultures and consulted with more than two hundred colleges and universities in the United States and abroad.
Center for Postsecondary Research at Indiana University–Bloomington
Center for Postsecondary Research, Indiana University Bloomington, Bloomington, IN, USA
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Department of Educational Leadership and Policy Studies, College of Education, Florida State University, 113 Stone Building, 32306-4452, Tallahassee, FL, USA
Center for Postsecondary Research at Indiana University Bloomington
Indiana University Center for Postsecondary Research, Bloomington, IN, USA
Office of Institutional Research, Mississippi State University, MS
Center for Postsecondary Research, Indiana University Bloomington, 1900 East Tenth Street, Eigenmann Hall, Suite 419, 47406-7512, Bloomington, IN
George D. Kuh and Robert M. Gonyea are affiliated with the College Student Experiences Questionnaire Research Program, Center for Postsecondary Research, Policy, and Planning, School of Education, at Indiana University Bloomington;
Higher Education and director of the Center for Postsecondary Research and Planning at Indiana University Bloomington
Indiana University, USA
Indiana University Bloomington, U.S.A.
Indiana University, Bloomington, The Pew Charitable Trusts.
Indiana University Bloomington, College Student Experiences Questionnaire Research Program, Indiana University, 201 N. Rose Ave., Bloomington, IN 47405
Wendell W. Wright Education Building, School of Education, Indiana University, 201 North Rose Avenue, Bloomington, IN 47405-1006, phone: (812) 856-8370; fax: (812) 856-8494.
Indiana University Bloomington.
Higher Education Program, School of Education, Indiana University, #4228, 47405-1006, Bloomington, IN
Indiana University, Bloomington.
Center for Postsecondary Research and Planning, Department of Educational Leadership and Policy Studies, School of Education, Indiana University-Bloomington, 47405, Bloomington, IN
George D. Kuh is professor of higher education at Indiana University, Bloomington
The Center for Postsecondary Research and Planning School of Education at Indiana University, Bloomington
Indiana University , Bloomington,
Professor of higher education in the School of Education at Indiana University, Bloomington
School of Education, Indiana University, Bloomington.
School of Education, Dept. of Educational Leadership and Policy Studies, Indiana University, 47405, Bloomington, IN
School of Education, Indiana University, Bloomington
Department of Educational Leadership and Policy Studies, Indiana University, USA
George D. Kuh is associate professor and chairperson of the department of educational leadership and policy studies in the School of Education at Indiana University–Bloomington. His primary teaching assignments are in the higher education and student affairs preparation programs
School of Education, Indiana University, and National Inservice Network project evaluator, Bloomington, Indiana
Department of College Student Personnel Administration, School of Education, Indiana University, Bloomington
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Prominent publications by George D Kuh
[ PUBLICATION ]
Abstract“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection. Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as ...
|Known for Deep Approaches | Student Learning | Faculty Members | Educational Outcomes | Strength Relationships|
If and When Money Matters: The Relationships Among Educational Expenditures, Student Engagement and Students’ Learning Outcomes
[ PUBLICATION ]
Calls for accountability in higher education are prompted in part by questions concerning whether colleges and universities use their resources effectively to promote student learning. Unfortunately, too little is known about whether money matters to desired outcomes of college. Using students’ responses to the 2004 administration of the National Survey of Student Engagement (NSSE) in concert with institutional data from the Integrated Postsecondary Education Data System (IPEDS) and the ...
|Known for Student Engagement | Learning Outcomes | Educational Expenditures | Higher Education | National Survey|
This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many ...
|Known for Student Engagement | Academic Performance | Critical Thinking | Desirable Learning Outcomes | Grades Relationships|
Student Experiences With Information Technology And Their Relationship To Other Aspects Of Student Engagement
[ PUBLICATION ]
Colleges and universities have made considerable effort to get students to use information technology productively. This study uses data from the 2003 administration of the National Survey of Student Engagement (NSSE) to investigate the relationships between student uses of information technology and other forms of student engagement. There appears to be a strong positive relationship between using information technology for educational purposes and involvement in effective educational ...
|Known for Student Engagement | Involvement Technology | National Survey | Educational Purposes | Collaborative Learning|
The few studies focusing on the relationships between higher education expenditures and student outcomes have produced contradictory results. This study hypothesized that the lack of consistent relationships is a function of the fact that the effects of expenditures on outcomes are mediated by student engagement. Furthermore, it is expected that the relationships between expenditures and outcomes are contingent on the characteristics of the students and institutions being studied. The ...
|Known for Student Engagement | Educational Expenditures | Higher Education | Institutional Characteristics | Colleges Universities|
[ PUBLICATION ]
This study examines the relationships between student engagement, college GPA, and persistence for 6,000 students attending 18 baccalaureate-granting institutions. Data sources included student-level information from the National Survey of Student Engagement, academic transcripts, merit aid, and ACT/SAT score reports. Engagement had positive, statistically significant effects on grades and persistence between the first and second year of study for students from different racial and ...
|Known for Student Engagement | Year College | National Survey | Study Relationships | Higher Grades|
[ PUBLICATION ]
This study compared the experiences of women attending women's colleges with those of women attending coeducational institutions. Analyses of data from the National Survey of Student Engagement (NSSE) from random samples of female first-year and senior students from 26 women's colleges and 264 other four-year institutions were conducted. Women at single-sex institutions were more engaged in effective educational practices and reported higher levels of feelings of support and greater ...
|Known for Womens Colleges | Students Women | Coeducational Institutions | Student Engagement | National Survey|
The Development of Process Indicators to Estimate Student Gains Associated with Good Practices in Undergraduate Education
[ PUBLICATION ]
The purpose of this paper is twofold. First, the development of psychometrically sound process indicators of student performance is described. Second, the results are reported of a test of the utility of these indicators with six samples of men and women students (n = 911 in each group) from 19 baccalaureate, 27 master's, and 29 doctoral-granting institutions. Process indicators represent behaviors associated with desired outcomes of college and estimate the extent to which students are ...
|Known for Undergraduate Education | Student Gains | Active Learning | Background Characteristics | Experiences Questionnaire|
First-Year Students' Employment, Engagement, and Academic Achievement: Untangling the Relationship between Work and Grades
[ PUBLICATION ]
This study examined the relationships among first-year students’ employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students’ characteristics and levels of engagement. An examination of the indirect relationships between work and grades revealed that working 20 hours or less on campus ...
|Known for Academic Achievement | Student Engagement | Relationship Work | Hours Week | National Survey|
An Investigation of the Contingent Relationships Between Learning Community Participation and Student Engagement
[ PUBLICATION ]
This study examined the contingent relationships between learning community participation and student engagement in educational activities inside and outside the classroom using data from the 2004 administration of the National Survey of Student Engagement (NSSE). Results indicated that learning community participation was positively and significantly related to student engagement, both for first-year students and seniors. For some types of engagement, relationships were significantly ...
|Known for Student Engagement | Learning Community | National Survey | Institutional Characteristics | Inside Classroom|
Evaluating the Rationale for Affirmative Action in College Admissions: Direct and Indirect Relationships between Campus Diversity and Gains in Understanding Diverse Groups
[ PUBLICATION ]
Affirmative action in college admissions is based on the premise that a diverse student body contributes to interactions among students from different backgrounds, which are in turn positively related to desirable outcomes of college. This study evaluates the merits of this rationale for affirmative action by examining the direct and indirect relationships between student-body diversity and students' gains in understanding people of other racial/ethnic backgrounds. Data from a nationally ...
|Known for Affirmative Action | Student Body | National Survey | Indirect Relationships | Interpersonal Relations|
Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job?
[ PUBLICATION ]
Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The ...
|Known for Undergraduate Students | Higher Education | Faculty Members | Ways Involve|
We examined the responses of 58,288 college students to 8 scales involving 53 items from the National Survey of Student Engagement (NSSE) to gauge whether individuals respond differently to surveys administered via the Web and paper. Multivariate regression analyses indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably than paper on all 8 scales. These patterns generally held for both women and men, and younger and ...
|Known for Paper Surveys | College Student | National Survey | Responses Web | Engagement Nsse|
[ PUBLICATION ]
Although institutional characteristics are assumed to influence student learning and intellectual development, this link has not been confirmed empirically. This study examined whether institutional mission, as represented by Carnegie classification, is related to student learning and development. After controlling for student background characteristics, no meaningful differences were found in students' perceptions of the college environment, levels of academic and social involvement, ...
|Known for Institutional Mission | Educational Outcomes | Student Learning | Carnegie Classification | Intellectual Development|