Taimoory, H., & Knight, D., & Lee, W. (2022, August), Exploring the Relationship Between and Undergraduate Students’ Level of Engagement and Perception of Support  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40851

\bibitem{asee_peer_40851}
  Taimoory, H., \& Knight, D., \& Lee, W. (2022, August), \emph{Exploring the Relationship Between and Undergraduate Students’ Level of Engagement and Perception of Support}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40851

Hamidreza Taimoory, David Knight, and Walter Lee.  "Exploring the Relationship Between and Undergraduate Students’ Level of Engagement and Perception of Support".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40851 Internet.  05 May, 2024

\bibitem{asee_peer_40851}
  Hamidreza Taimoory, David Knight, and Walter Lee.
  "Exploring the Relationship Between and Undergraduate Students’ Level of Engagement and Perception of Support".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40851 Internet.  05 May, 2024

@INPROCEEDINGS{asee_peer_40851
author = "Hamidreza Taimoory, David Knight, and Walter Lee"
title = "Exploring the Relationship Between and Undergraduate Students’ Level of Engagement and Perception of Support"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40851}
number = {10.18260/1-2--40851}
}

TY  - CPAPER
AB  - Providing support to undergraduate students pursuing STEM (science, technology, engineering, and mathematics) degrees is important for student retention. In recognition of this importance, academic institutions allocate substantial resources to provide such support inside and outside of class. Support can take on a range of different forms and, in thinking holistically about all support mechanisms, colleges are often faced with the challenge of identifying the efficacy of its investments in student support. This scenario led Lee and Matusovich [1] to develop the model of co-curricular support (MCCS), which is based on Tinto’s model of institutional departure, that identified institutional practices that offer support for undergraduate students in engineering. Additionally, this model can help explain the impact of students’ interaction with social, academic, and professional systems on students’ success. 
In this paper, we use survey data collected electronically in spring 2019 from about 900 undergraduate students at nine colleges and public universities to relate the extent to which students engage in specific activities with their perceptions of support along three of the MCCS-informed factors: STEM peer connections, academic peer support, out-of-class engagement. Using structural equation modeling, this analysis advances our understanding in a few key areas. First, it links behavioral variables (i.e., level of engagement) with the MCCS-informed perceptions of support, which had not been done previously. Investigating these relationships builds further evidence of validity of a newly developed instrument that operationalizes the MCCS. Second, the analysis points to specific support efforts that colleges may invest in or advise students to participate in that appear to strongly relate to students’ perceptions of support. 

AU  - Hamidreza Taimoory
AU  - David Knight
AU  - Walter Lee
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Exploring the Relationship Between and Undergraduate Students’ Level of Engagement and Perception of Support
UR  - https://peer.asee.org/40851
DO  - 10.18260/1-2--40851
ER  -