<p>based on a survey of 260,000 randomly selected college students</p>
<p>Findings from a national survey released today show that while student
engagement helps all learners, those who come to college less well prepared
academically or are from historically underrepresented racial and ethnic backgrounds
tend to benefit even more. Being involved in educationally purposeful activities such as
interacting with faculty members and working with peers on projects inside and outside
of class has positive effects on grades and increases the odds that students will return
to college for a second year.</p>
<p>Other key findings from the 2006 report are:
�� Both first-year and senior students spend on average only about 13-14 hours a
week preparing for class, far below what faculty members say is necessary to
do well in their classes.
�� New students studied fewer hours during their first year than they expected to
when they started college.
�� Student engagement is positively related to grades and to persistence between
the first and second year of college.
�� Compared with campus-based students, distance education learners reported
higher levels of academic challenge and engaged more often in deep learning
activities.
�� First-year students at research universities are more likely to participate in a
learning community than their peers at other types of institutions.
�� First-year students at liberal arts colleges more often participate in class
discussions and view their faculty more positively than students at other
institutions.
�� Seniors at masters level colleges and universities more frequently make class
presentations and work with their peers on problems in class than students at
other institutions.</p>
<p>link to full report:</p>