Engagement of Students at the United States Air Force Academy

Scott Blum

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Engineering Student Experiences
Tagged Division: Educational Research and Methods
Page Count: 34
Page Numbers: 24.486.1 - 24.486.34
DOI: 10.18260/1-2--20377
Permanent URL: https://peer.asee.org/20377
Download Count: 485

Paper Authors

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Scott Blum University of Colorado, Colorado Springs

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PhD Student at the University of Colorado, Colorado Springs and Air Force Academy Assistant Professor

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Abstract

Abstract: Engagement of Students at the United States Air Force Academy Existing theory developed since the 1970s, has provided insight to motivational factors ofengagement at institutions of higher learning, but whether those findings are applicable in thecontext of a military academy with a congressional requirement for graduates to have a B.S.degree has not been studied. Interviews, observations, and the National Survey of StudentEngagement (NSSE) were used as sources of feedback to measure students’ level of engagementrelative to their performance on desired institutional outcomes. Astin’s input-environment-outcome theoretical framework was applied to the Air Force Academy (AFA) setting indesigning the study, interpreting the mediators of engagement, and comparing the role of thosefactors to espoused outcomes. A new factor of context and training relevance was identified. Astin’s model was used as a framework due to the close alignment of definitions andobjectives. The original model as formulated linked three main components: student inputs,effects of the college environment, and purposeful student outcomes. The model furtherallowed for analysis of the interaction of these components. Using this conceptual underpinning, several research questions were analyzed. First, dothe traditional measures of engagement predict student success in the more technically andoccupationally focused Air Force Academy? Second, what factors influence students to increaseengagement? Third, why do student choose to become engaged or not engaged? Finally, whatpolicy options might encourage engagement? Methodologically, a sample of cadets from the AFA were selected who had sufficientexperience to provide informed feedback regarding engagement, as well as having taken theNSSE during their tenure so the data could be analyzed. From this sample, all instances of theNSSE were analyzed quantitatively and a subset of students were interviewed or observed in theacademic environment for qualitative analysis. A convergent-parallel mixed methods analysiswas performed which identified several traditional factors and one new factor as significant inpromoting student engagement: intrinsic factors, peer relationships, faculty influence,administrative policies, and relevance or context. The contextual relevance component represents a new finding not addressed in priorliterature. Incorporating these findings modified Astin’s original model as shown in the attachedmodel. Despite the sample being selected from the AFA, the results show promise in translatingto other institutions. The motivation that students identified for the importance of educationalrelevance was that they shared a common goal at graduation. This rationale makes it reasonablethat students who share a common vision of their academic goal—such as engineering ormedical students—would have a similar reaction. The implications of this research are the potential for administrative policy changes thatemphasize not only the traditional motivators of engagement, but also provide contextualrelevance to students. Further, it provides a motivation for further research that evaluateswhether the results found at the AFA actually do transfer to other institutions.

Citation
Format

Blum, S. (2014, June), Engagement of Students at the United States Air Force Academy Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20377

TY - CPAPER
AB - Abstract: Engagement of Students at the United States Air Force Academy Existing theory developed since the 1970s, has provided insight to motivational factors ofengagement at institutions of higher learning, but whether those findings are applicable in thecontext of a military academy with a congressional requirement for graduates to have a B.S.degree has not been studied. Interviews, observations, and the National Survey of StudentEngagement (NSSE) were used as sources of feedback to measure students’ level of engagementrelative to their performance on desired institutional outcomes. Astin’s input-environment-outcome theoretical framework was applied to the Air Force Academy (AFA) setting indesigning the study, interpreting the mediators of engagement, and comparing the role of thosefactors to espoused outcomes. A new factor of context and training relevance was identified. Astin’s model was used as a framework due to the close alignment of definitions andobjectives. The original model as formulated linked three main components: student inputs,effects of the college environment, and purposeful student outcomes. The model furtherallowed for analysis of the interaction of these components. Using this conceptual underpinning, several research questions were analyzed. First, dothe traditional measures of engagement predict student success in the more technically andoccupationally focused Air Force Academy? Second, what factors influence students to increaseengagement? Third, why do student choose to become engaged or not engaged? Finally, whatpolicy options might encourage engagement? Methodologically, a sample of cadets from the AFA were selected who had sufficientexperience to provide informed feedback regarding engagement, as well as having taken theNSSE during their tenure so the data could be analyzed. From this sample, all instances of theNSSE were analyzed quantitatively and a subset of students were interviewed or observed in theacademic environment for qualitative analysis. A convergent-parallel mixed methods analysiswas performed which identified several traditional factors and one new factor as significant inpromoting student engagement: intrinsic factors, peer relationships, faculty influence,administrative policies, and relevance or context. The contextual relevance component represents a new finding not addressed in priorliterature. Incorporating these findings modified Astin’s original model as shown in the attachedmodel. Despite the sample being selected from the AFA, the results show promise in translatingto other institutions. The motivation that students identified for the importance of educationalrelevance was that they shared a common goal at graduation. This rationale makes it reasonablethat students who share a common vision of their academic goal—such as engineering ormedical students—would have a similar reaction. The implications of this research are the potential for administrative policy changes thatemphasize not only the traditional motivators of engagement, but also provide contextualrelevance to students. Further, it provides a motivation for further research that evaluateswhether the results found at the AFA actually do transfer to other institutions.
AU - Scott Blum
CY - Indianapolis, Indiana
DA - 2014/06/15
PB - ASEE Conferences
TI - Engagement of Students at the United States Air Force Academy
UR - https://peer.asee.org/20377
DO - 10.18260/1-2--20377
ER -