THE DEVELOPMENT OF PROCESS INDICATORS TO ESTIMATE STUDENT GAINS ASSOCIATED WITH GOOD PRACTICES IN UNDERGRADUATE EDUCATION

The purpose of this paper is twofold. First, the development of psycho metrically sound process indicators of student performance is describe d. Second, the results are reported of a test of the utility of these indicators with six samples of men and women students (n = 911 in each group) from 19 baccalaureate, 27 master's, and 29 doctoral-granting i nstitutions. Process indicators represent behaviors associated with de sired outcomes of college and estimate the extent to which students ar e engaged in these activities. Selected items from the College Student Experiences Questionnaire were used to create measures of three good educational practices: faculty-student contact, cooperation among stud ents, and active learning. Active learning and cooperation among stude nts in that order were the best predictors of gains for both women and men at all three types of institutions. Student background characteri stics had only trivial influences on educational gains. Implications a re discussed for institutional policy and further research.