Reported Gains in Student Learning: Do Academic Disciplines Make a Difference?

By Gary R. Pike, T. Killian. 2001

102 citations recorded by the source corpus.

Subfields: Demography, Education

View Paper: https://www.semanticscholar.org/paper/82790ac87721b4150d0b2ab6bc0267bf2c0d05de

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Demography

1. George D. Kuh
2. Robert M. Gonyea
3. Jillian Kinzie
4. Gary R. Pike
5. Terry T. Ishitani

In Education

1. George D. Kuh
2. Young K. Kim
3. Gary R. Pike
4. Robert M. Gonyea
5. Jillian Kinzie
6. Linda J. Sax
7. Sean A. Mckitrick
8. Lisa E. Wolf-Wendel

Citations in the corpus

• The Relationship Between Institutional Mission and Students' Involvement and Educational Outcomes (2003, methodology): “Recent research by Pike and Killian (2001) has also shown that integration is not directly related to perceptions of the college environment.”
• After Transfer: The Engagement of Community College Students at a Four-Year Collegiate Institution (2010, background): “Pike and Killian (2001) suggested that the student’s positive perceptions of the college environment were associated with higher gains in learning and intellectual development.”
• First- and Second-Generation College Students: A Comparison of Their Engagement and Intellectual Development (2005, methodology): “Chickering’s claim has been supported by the results of two studies using this model (Pike & Killian, 2001; Pike, Kuh, & Gonyea, 2003).”
• A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success (2009, background): “As a result, Chickering’s (1974) conception of integration has been used to link involvement and engagement to learning gains and to support the causal ordering of engagement, integration, and intellectual development (Pike & Killian, 2001; Pike & Kuh, 2005).”
• Measuring Quality: A Comparison of U.S. News Rankings and NSSE Benchmarks (2004, result): “Consistent with recent findings by Pike et al. (2003), this study found that white males tend to be less involved than other groups.”
• The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “Higher education researchers have established the potential association between disparate academic sub-environments and students’ learning and development (e.g., Pascarella & Terenzini 2005; Pike & Killian 2001; Pike et al. 2012; Smart & Umbach 2007; Umbach 2006; Umbach & Milem 2004).”