June 26, 2011
June 26, 2011
June 29, 2011
Educational Research and Methods
22.693.1 - 22.693.22
Extending Information on Time Effective Student Interactions to Engineering Faculty The College of Engineering at X is one of ten initial institutions currently collaboratingin an NSF funded Extension Services project entitled ENGAGE(Engaging Students inEngineering) (www.EngageEngineering.org). The main thrusts of the ENGAGE Project are toencourage the implementation of research-proven techniques that have been shown to improveretention of undergraduates in engineering programs. One of the three main thrusts is tointroduce faculty to time effective student interactions. ENGAGE has released a four-pagepublication entitled “Taking Action: Time Effective Student Interactions for EngineeringFaculty” and describes six suggested approaches. This paper reports on a study of the efficacy ofa novel approach introducing faculty to this material. As an alternative to conventionalapproaches such as an email distribution or seminars, the materials were introduced to faculty bycurrent students. Students for the project were thirty four students enrolled in a course entitledCollege Teaching in Engineering. The first step of the project was accomplished by studentsinterviewing faculty and students writing a summary of their interview as a class assignment.Students distributed the publication to the faculty member prior to the interview. Studentsprepared for the interview in-class by discussion and role play exercises. They were given asuggested interview format and question set. Their interview reports were summarized andresults shared with the students without any attribution to individual students, faculty ordepartments. Using a more convention approach, a second set of 30 faculty received thepublication via email and were encouraged to read the publication and implement itsrecommendations. After five months, a brief follow up survey of both sets of faculty was used tocompare results of the two distribution methods. This paper reports results of the studentinterviews, the follow up survey, and the comparison results. Of the thirty-four students doing interviews, thirty-two submitted a summary report.Consistent with IRB protocol, one faculty member asked that a report not be done and onestudent chose not to report. Student observations of the faculty and their discussion include: twenty percent had not read the publication prior to the interview ninety percent agreed with the premise of the publication faculty reported examples of all six of the suggested faculty student interaction techniques some faculty expressed concern about one or more of the suggestions; in particular, the holding of office hours in public places. When asked to reflect on what they learned from the exercise, students uniformlyreported they enjoyed the exercise and had good discussion with the faculty member. In manycases the discussion went well beyond the particular focus of the publication. Results of the follow-up and the comparison are currently being processed for inclusionin the full paper.
Abrams, L. M., & Gustafson, R. J., & Artis, S. (2011, June), Extending Information on Time Effective Student Interactions to Engineering Faculty Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17974
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015