TSLC Scholars – Research Questions

We propose a set of questions that examine important outcomes (academic development and performance, academic and social self-efficacy, career and major commitments, resiliency, mattering, and sense of belonging) that have been significantly related to student persistence, retention, and academic success.

Questions 1-7 will be addressed using qualitative and descriptive statistics.

  1. How do the key program components shared across the three campuses facilitate engagement, the development of academic self-efficacy, mattering/ sense of belonging, and the other outcomes?
  2. How do differences in the programs across the three campuses facilitate engagement, shape the development of academic self-efficacy, mattering/ sense of belonging, and the other outcomes?
  3. How do differences by location – as rural, urban, commuter and more traditional suburban campus – shape students’ program experience and outcomes?
  4. How does the TSLC experience affect particular subgroups including minority students and students with different levels of academic preparation?
  5. How do TSLC scholars experience the transition out of the program and how might this experience affect their continued educational success (retention and graduation), academic self efficacy, and mattering/sense of belonging?
  6. How do faculty and classroom experiences shape students’ program engagement and outcomes?
  7. How do different students engage with the TSLC program and how does this engagement appear to shape their experience and outcomes?

Questions 8-12 will be answered using summative assessment focusing on the outcomes highlighted above.

Please note: TSLC students have access to the learning community plus have a Buffett grant, COS students ONLY have access to the Buffett grant, and Control students do not have access to either the TSLC learning community or Buffett grant.

  1. Are there differences in the psychosocial and traditional academic outcomes between the students who experienced the TSLC compared to those who did not (i.e., College Opportunity Scholarship (COS) and non-recipients/control)?
  2. Are there differences in the psychosocial and traditional academic outcomes between the students who experienced the TSLC compared to those who did not (i.e., College Opportunity Scholarship (COS) and non-recipients/control) by type of TSLC (LC-Kearney, LC-Omaha, and LC-Lincoln)?
  3. Are there differences in the psychosocial and traditional academic outcomes between students who received financial support (i.e., Buffet Scholarship (BS) or COS) and those who did not?
    • a. Are there differences in the psychosocial levels (i.e., measures of academic self-efficacy or measures of sense of belonging) between students who participated in the program (i.e., TSLC) and those who did not (i.e., College Opportunity Scholarship (COS) and control)?
    • b. Is there an association between engagement levels (mediator) between students who participated in the program (i.e., TSLC) and those who did not (i.e., College Opportunity Scholarship (COS) and control)?
    • c. Are there differences in the psychosocial variables between students who participated in the program (i.e., TSLC) and those who did not (i.e., College Opportunity Scholarship (COS) and control) after controlling for engagement levels?
  4. Are there differences in the psychosocial and traditional academic outcomes between the students who experienced the TSLC compared to those who did not (i.e., College Opportunity Scholarship (COS) and non-recipients/control) by selected student characteristics (i.e., minority students)?