"They shall be known by what they do": An activities-based typology of college students
By George D. Kuh, Shouping Hu, Nick Vesper. 2000
209 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/adca56dec9145e170dd5f0785b16fe1af48bf322
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Paul R. Trowler
- H. Coates
- P. Bahr
- Shouping Hu
- Vicki Trowler
- Stephen R. Porter
- Lisa R. Halverson
- Kerri-Lee D. Krause
Citations in the corpus
- The Bird’s Eye View of Community Colleges: A Behavioral Typology of First-Time Students Based on Cluster Analytic Classification (2010, methodology): “Third, I test the efficacy of the cluster solution with respect to predicting students’ longterm academic outcomes (credential completion and upward transfer), which is a vital, but often neglected, aspect of typological work on college students (Kuh et al. 2000).”
- Student engagement evidence summary (2010, background): “1 Prior characteristics do not determine whether students will engage Studies have been unable to produce consistent relationships between characteristics that students bring with them to their studies – such as gender, ethnicity or ability levels on entering HE – and the extent to which they engage”
- Being (Dis)Engaged in Educationally Purposeful Activities: The Influences of Student and Institutional Characteristics (2002, methodology): “In addition, the student groupings used in this study to create the engagement groups have been empirically tested and are strongly related to student selfreported gains (Kuh et al., 2000).”
- A model of online and general campus‐based student engagement (2007, background): “A number of notable typologies have been developed over the years (Coleman, 1966; Keniston, 1966; Clark & Trow, 1966; Bolton & Kammeyer, 1967; Newcomb et al., 1967; Little, 1975; Tabor & Hackman, 1976; Biggs & Collis, 1982; Katchadourian & Boli, 1985; Horowitz, 1987; Astin, 1993; Kuh et al., 2000).”
- The Effects of Student-Faculty Interaction In the 1990s (2001, methodology): “…interaction was positively related to both EFFORTSUM and gains, some students who interacted less frequently with faculty apparently also devoted considerable effort to other educational activities and therefore realized above average gains, a finding consistent with those in Kuh et al. (2000).”