Faculty support and student engagement in undergraduate engineering

Wilson, Denise; Summers, Lauren; Wright, Joanna

doi:10.1108/jrit-02-2020-0011

Cited by 26 publications

(26 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our study is the first to our knowledge to report variance component estimates describing students' educational experience in remote courses within a single university department. However, our results were consistent with Wilson, Summers, and Wright (2020) in which multi-level modeling showed significant faculty impacts on student educational experience in seven in-person courses within a single university department. In line with past research on in-person instruction, our findings showed that instructors significantly impact student perceptions of the classroom cognitive presence, social presence, and teaching presence, which has implications for student educational experience and satisfaction outcomes (Burgess, 2018;Umbach & Wawrzynski, 2005).…”

Section: Student Educational Experiencesupporting

confidence: 90%

Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

Erickson

Wattiaux

2021

Natural Sciences Education

View full text Add to dashboard Cite

The swift transition to remote learning in response to the COVID-19 pandemic presented substantial challenges for both students and instructors in post-secondary natural sciences education. To examine teaching practices and student engagement during the emergency remote learning in the Spring 2020 semester, we surveyed 10 instructors and 261 students in an animal and dairy sciences department at a large midwestern university. Instructors reported using a diversity of teaching practices. On average, students perceived high teaching presence and cognitive presence and moderate social presence during emergency remote learning. Student-reported educational experience differed substantially between courses and explained a significant amount of variance in student engagement and satisfaction outcomes (p < .001). Open-ended responses revealed beliefs and attributions about remote learning that shaped students' interpretations of educational experiences. Results support the validity of the Community of Inquiry (CoI) framework for assessing emergency remote learning and suggest future research on modulators of social presence.

show abstract

Section: Student Educational Experiencesupporting

confidence: 90%

Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

Erickson

Wattiaux

2021

Natural Sciences Education

View full text Add to dashboard Cite

show abstract

“…Moreover, undergraduate and graduate STEMM education typically stress the importance of STEMM faculty engagement with students [19][20][21][22][23]. This reduction in student and faculty interactions does not imply that STEMM classes have been grievously affected by the COVID-19 pandemic.…”

Section: Stemm Education In the Time Of Covid-19mentioning

confidence: 99%

Useful Teaching Strategies in STEMM (Science, Technology, Engineering, Mathematics, and Medicine) Education during the COVID-19 Pandemic

et al. 2021

View full text Add to dashboard Cite

The impacts of the COVID-19 pandemic throughout the world continue. These impacts influence many aspects of life, work, healthcare, and education in the U.S., which are drastically affected by the COVID-19 pandemic. Thus, a considerable challenge to tertiary-level education has been how to adapt our teaching styles and modalities to keep all stakeholders (students, faculty, teaching assistants, and staff) safe in lectures and labs. This viewpoint presents 15 teaching lessons and tips for undergraduate and graduate STEMM (Science, Technology, Engineering, Mathematics, and Medicine) education for face-to-face, hybrid, and distance learning. The goal was to describe teaching strategies that could be adaptable to most STEMM courses, independent of the classroom size, which is valuable for those educational settings capable of migrating from a classroom to either a hybrid or strictly online teaching environment. Although some of these teaching tips were straightforward, we believe collectively that they (1) provide safety and stability to the students and the instructors; (2) help to improve communications between faculty and students that the pandemic had strained; (3) strengthen student attention; (4) facilitate the transition from the classroom to online teaching; (5) enable the use of new technologies; and (6) offer teaching practices we imagined for educational scenarios post-SARS-CoV-2. Finally, we hope these teaching strategies offer valuable insight as we continue to navigate STEMM education during the ongoing COVID-19 pandemic.

show abstract

“…Wilson et al. (2020) find that faculty support is consistently, significantly and positively linked to behavioral and emotional forms of student engagement.…”

Section: Learning Experience and Student Reflectionsmentioning

confidence: 75%

“…During the interview process, employers sought information from the faculty mentor supervising their participation in the research and business plan competitions as evidence of the valued multidimensional quant and soft skills that were acquired. Wilson et al (2020) find that faculty support is consistently, significantly and positively linked to behavioral and emotional forms of student engagement. Gender, race/ethnicity, international student status and transfer status significantly predict at least one form of engagement and STEAM education supports the development of interdisciplinary skills, including critical thinking and problem-solving, collaboration and communication, and creativity and innovation.…”

Section: Challenges and Opportunities For Nontraditional Studentsmentioning

confidence: 75%

Spurring inclusive entrepreneurship and student development post-C19: synergies between research and business plan competitions

Gonzalez

2021

JRIT

View full text Add to dashboard Cite

PurposeAcademic innovation strives to benefit from an ample talent pool, and entrepreneurship and research competitions constitute an integral part of the effort. This prompts discussions about how to optimize the impact of interdisciplinary learning, especially for less-traditional participants. The main purpose of this article is to describe how synergies between research and business plan competitions can facilitate inclusive engagement and enhanced development of transferable skills.Design/methodology/approachA case illustration addresses the following questions: (1) what skills can be enhanced through a single project toward parallel participation in research and business plan competitions? (2) How can synergies between research and business plan competitions support more inclusive student development? The case illustration outlines the process and outcomes of an initiative with three first-gen business students, two female and two international.FindingsThe case illustration describes how synergies and alignments of deadliness between research and business plan competitions enhanced the learning process by facilitating more opportunities to showcase learning and receive feedback. In addition, the parallel preparation facilitated student inclusion by providing purposeful authentic practice in a project envisioned by the students. As a result of the 2019 learning experience, students and their employers continue to value in 2021 the effective development of transferable skills.Originality/valuePrevious studies examine independently entrepreneurship initiatives, science technology engineering arts and mathematics (STEAM) initiatives, transferable skills and pedagogy that support inclusive education. This manuscript describes the option of synergies between research and entrepreneurship competitions to support more inclusive student development. In addition, it provides recommendations for impact when scaling-up synergies.

show abstract

Faculty support and student engagement in undergraduate engineering

Cited by 26 publications

References 41 publications

Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

Useful Teaching Strategies in STEMM (Science, Technology, Engineering, Mathematics, and Medicine) Education during the COVID-19 Pandemic

Spurring inclusive entrepreneurship and student development post-C19: synergies between research and business plan competitions

Contact Info

Product

Resources

About