June 15, 2014
June 15, 2014
June 18, 2014
New Engineering Educators
24.977.1 - 24.977.14
People Matter: The Role of Peers and Faculty in Students’ Academic EngagementNew engineering educators are often told to implement evidence-based teaching practices. Thispaper presents findings from an engineering education study that suggests best practices that canimprove the teaching and learning experience in engineering classrooms.Over the past four years we have been exploring the role of a student’s connection to communityin his/her engagement of academics, both in terms of behaviors and emotions. At five verydifferent universities, we have conducted faculty and student interviews, student focus groups,classroom observations and student surveys using multi-phased exploratory sequential andexplanatory sequential mixed methods approaches. Analysis of this rich data set has resulted inthe following findings which are relevant for engineering faculty regarding teaching courses. a) A student’s sense of belonging in classes and major are important for academic engagement and other positive outcomes. b) Faculty and peer support are related to a student’s sense of belonging at multiple levels. c) Faculty behaviors can have an influence on student academic engagement, using even interventions (actions) that have a low impact on faculty. d) Although lecture still predominates in the engineering classroom, a modified lecture style is common that enables greater student academic engagement and faculty interaction. e) Informal academic communities, especially lab groups, study groups, and faculty-led groups, are valuable to student engagement (for most students). Providing space and opportunity to form productive groups is key to successful community building for engineering students. f) Non-academic communities (e.g. extracurricular activities) can also support student engagement through self-efficacy. The role of these communities differs for high self- efficacy students than for low self-efficacy students. This paper and presentation will explore these findings in more detail. Both the paper and presentation will also include practical interventions (actions) that faculty can readily implement with the goal of increasing student academic engagement.
Plett, M., & Wilson, D., & Bates, R. A., & Allendoerfer, C., & Jones, D. C., & Floyd-Smith, T., & Veilleux, N. M., & Wasilewski, C. H. (2014, June), People Matter: The Role of Peers and Faculty in Students' Academic Engagement Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/22910
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: © 2014 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