It is of great significance to an institution of higher education to meet its goals and to establish its institutional effectiveness and that it has a framework for discussing its institutional performance results, accordingly this study aims to investigate a) the conditions for student success at the University with respect to the five benchmarks of effective educational practices (Kuh, 2009); b) significant differences in conditions for student success across important student populations (gender, GPA, number of credits completed, and academic year); and c) how do these conditions contribute to outcomes valued by the institution (students’ growth, satisfaction, and recommendation of the University). Responses of 1853 students’ on the College Outcomes Survey (COS) for years 2007-2010 were used to answer the various research questions of the study. COS Items were selected that measured students’ time allocations and engagement in various activities reflecting effective educational practices, in addition to valued outcomes. Data analysis involved first testing the measurement model and estimating overall fit of the data using confirmatory factor analysis (CFA). Descriptive statistics, and correlations were reported for the benchmarks of effective educational practices, and differences in benchmark experiences by subgroup were investigated. Finally, a structural model tested the influence of benchmarks of academic practice on valued outcomes and a regression was conducted to investigate relationship between student activities and the benchmarks. Results revealed good fit of the data for the model, identified University’s performance on benchmarks of effective educational practices and their relationship to outcomes valued by the University. Implications for practice were discussed.
| First name | Last name | Gender | Rank | Affiliated Institution | Country |
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| Karma | Hassan | Female | Associate Professor | American University of Beirut | Lebanon |
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Bio: Associate Professor of Educational Psychology Measurement and Evaluation at the American University of Beirut, Lebanon, and Director of the Office of Institutional Research & Assessment (OIRA) at the University. Has extensive experience in teaching, undergraduate and graduate courses, training, and research in area of expertise. Has conducted and supervised research in test development/adaptation, validation, and use. As Director of OIRA, engaged in institutional assessment, development of annual assessment plans, and preparations for accreditation, program, and peer review in higher education. Participated and presented in local, regional, and international conferences on modern assessment, assessment in higher education, criterion of quality, conditions for student success, quality of student life, and language policies. Has published in international and regional journals and books in areas of expertise. A member of local, regional, and international organizations involved with educational research, assessment, and quality, as well as the Basic Education Strategic Planning Committee, the National Task Force for Governance in Higher Education in Lebanon. and the R4R Research Project. As UNESCO Consultant since 2007, has prepared several country and regional reports and conducted assessment studies. |
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Scientific field
Education
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Start Year2013
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End Year 2014
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