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Scalable and Practical Interventions Faculty Can Deploy to Increase Student Success

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Outreach and Beyond in the Chemical Engineering Classroom

Tagged Division

Chemical Engineering

Tagged Topic

Diversity

Page Count

32

DOI

10.18260/1-2--33252

Permanent URL

https://strategy.asee.org/33252

Download Count

209

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Paper Authors

biography

Byron Hempel University of Arizona Orcid 16x16 orcid.org/0000-0002-1410-1633

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Byron Hempel is a PhD Candidate at the University of Arizona, having received his B.S. in Chemistry at the University of Kentucky and Masters in the Chemical and Environmental Engineering Department at the University of Arizona. Working under Dr. Paul Blowers, Byron is focusing on improving the classroom environment in higher education by working in the flipped classroom. He is a University Fellow, a Mindful Ambassador, and Chair of the Graduate Student Working Group for the ASEE Chapter at the University of Arizona. In his "free time" he enjoys rock climbing.

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biography

Paul Blowers University of Arizona

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Dr. Paul Blowers received his BS in Chem. Eng. from Michigan State University in 1994 before going on to receive an MS and PhD from UIUC in 1997 and 1999 in Chem. Eng. He is currently University Distinguished Professor at the University of Arizona and is a full professor.

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biography

Kasi M. Kiehlbaugh University of Arizona

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Dr. Kasi Kiehlbaugh is primarily interested in incorporating research-based pedagogical techniques into the undergraduate engineering classroom, and she focuses on employing active learning techniques and utilizing collaborative learning space classrooms. More specifically, her work examines how co-teaching, classroom technologies, active learning in the classroom, and various classroom-based affective interventions targeted at fostering self-efficacy, belongingness, metacognitive learning strategies, and growth mindset affect outcomes such as student retention and success, particularly during the freshman and sophomore year. Her field of research is undergraduate engineering education. Dr. Kiehlbaugh completed her BS and MS at the University of Arizona and her PhD at UC Berkeley. She is now a Research Assistant Professor in the College of Engineering at her undergraduate alma mater.

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Abstract

Student retention in college is often expected to be handled by advisers, staff, and administrators. Faculty, however, are the only members in academia that students are required to interact with regularly. For most courses offered in higher education, the contact time between faculty and students is normally three hours per week, allowing faculty to have a large impact on student outcomes. This paper discusses how to deploy low-cost, scalable interventions that span the affective domains of growth mindset, self-efficacy, metacognition, and belongingness. These interventions helped increase student retention by 40% in an entry-level core engineering course at our institution. The techniques described in this work can be deployed either simultaneously or in discrete sets to help students remain involved with their education and successfully graduate. Because teaching is a universal practice, the interventions can be deployed in nearly every discipline, at every academic level, and are independent of which instructional modes are being used, i.e., implementing active learning, teaching in large or small lecture halls, or incorporating in an online class. The implementation of the interventions may look different in each of those venues or have different levels of effectiveness because every classroom environment differs and faculty deployment of instructional practices varies. The strongest recommendation of the authors is to deploy a reflective process throughout implementation of some of the different teaching practices. This will allow for personal and professional growth in deploying the techniques while improving their use in their local teaching context over time.

Hempel, B., & Blowers, P., & Kiehlbaugh, K. M. (2019, June), Scalable and Practical Interventions Faculty Can Deploy to Increase Student Success Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33252

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: © 2019 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