| Summary |
The purpose of this study was to examine the level of student engagement for undergraduate students with and without psychological disabilities. George Kuh (2009) examined the benefits and impact of student engagement in supporting retention, student success and enhancing the overall collegiate experience. The study provides an analysis of the level of engagement according to the four engagement indicators as identified and assessed by the National Survey for Student Engagement (NSSE). These themes are academic challenge, learning with peers, experiences with faculty, campus environment to also include high-impact practices. This study compares an analysis of the level of engagement for students with psychological disabilities as compared with their non-identified peers overall and by institution. Students with disabilities continue to enroll in institutions of higher education and are considered an underrepresented population. Many students, especially those with psychological disabilities often encounter unwelcoming environments upon entering many institutions and may not feel connected to the campus community. In order to create engaging, inclusive and supportive environments for all students, institutions should be committed to minimizing barriers and ensuring accessibility in every aspect of the student experience. Determining the level of engagement or the lack thereof is one intentional way to understand this particular diverse group of students in order to inform institutions on ways to create and implement intentional ways to support meaningful engagement and success for all students. |
| General note | Presented to the faculty of the Department of Educational Leadership. |
| General note | Advisor: Crystal Chambers. |
| General note | Title from PDF t.p. (viewed August 3, 2017). |
| Dissertation note | Ed. D. East Carolina University 2017 |
| Bibliography note | Includes bibliographical references. |
| Technical details | System requirements: Adobe Reader. |
| Technical details | Mode of access: World Wide Web. |
