Prabhu, N., & Perry, M., & Azevedo, R. F. L., & Angrave, L., & Bhat, S. (2021, July), Study Partners Matter: Impacts on Inclusion and Outcomes  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37777

\bibitem{asee_peer_37777}
  Prabhu, N., \& Perry, M., \& Azevedo, R. F. L., \& Angrave, L., \& Bhat, S. (2021, July), \emph{Study Partners Matter: Impacts on Inclusion and Outcomes}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37777

Neha Prabhu, Michelle Perry, Renato F. L.  Azevedo, Lawrence Angrave, and Suma Bhat.  "Study Partners Matter: Impacts on Inclusion and Outcomes".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37777 Internet.  20 Dec, 2024

\bibitem{asee_peer_37777}
  Neha Prabhu, Michelle Perry, Renato F. L.  Azevedo, Lawrence Angrave, and Suma Bhat.
  "Study Partners Matter: Impacts on Inclusion and Outcomes".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37777 Internet.  20 Dec, 2024

@INPROCEEDINGS{asee_peer_37777
author = "Neha Prabhu, Michelle Perry, Renato F. L.  Azevedo, Lawrence Angrave, and Suma Bhat"
title = "Study Partners Matter: Impacts on Inclusion and Outcomes"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37777}
number = {10.18260/1-2--37777}
}

TY  - CPAPER
AB  - Socio-cultural theory shows that significant learning takes place during social interactions and lack of opportunity to interact with others can have detrimental impact on learning outcomes. Moreover, not having others whom students deem to be ``like me'' can lead to feelings of not belonging in the field. Unfortunately, many students feel isolated and this isolation affects persistence and success in college-level Engineering courses.
 
Given these oftentimes detrimental conditions, this investigation represents an exploration to understand the ways in which women, a group notoriously underrepresented in Engineering, feel connected to others in their Engineering classes, how this is related to their feelings of belonging, and how feelings of belonging are related to their academic outcomes. 

Specifically, we examined the ways in which students understand, find, and utilize study partners as supports for feelings of belonging and for learning engineering content. 
Survey results from students in three large undergraduate Engineering courses (N=157) suggest that obstacles to finding study partners may adversely affect sense of belonging, participation, and learning outcomes.

This investigation provides insights into these equity challenges and the results suggest new strategies for equitable interventions to support all students---and particularly underrepresented groups in engineering. 
AU  - Neha Prabhu
AU  - Michelle Perry
AU  - Renato F. L.  Azevedo
AU  - Lawrence Angrave
AU  - Suma Bhat
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Study Partners Matter: Impacts on Inclusion and Outcomes
UR  - https://peer.asee.org/37777
DO  - 10.18260/1-2--37777
ER  -