Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance

Pascarella, Ernest T.; Terenzini, Patrick T.; Hibel, James

doi:10.2307/1980509

Cited by 47 publications

(34 citation statements)

References 7 publications

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“…5. The evidence on interaction with faculty members unequivocally suggests that more contacts with professors and others on campus is conducive to increasing graduation rates (National Center for Education Statistics, 1996;Von Destinon, 1988;Davis, 1991;Nettles et al, 1986;Nettles, 1991;Pascarella, Terenzini, and Hibel, 1978;Pascarella and Terenzini, 1980). If students receiving aid also receive other support in their institution, the observed positive effect of financial aid on persistence and graduation may capture the effects of other institutional support mechanisms, such as academic tutoring and interaction with faculty members.…”

Section: Endnotesmentioning

confidence: 99%

Model Mis-Specification In Assessing The Impact of Financial Aid on Academic Outcomes

Alon

2005

Res High Educ

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Section: Endnotesmentioning

confidence: 99%

Model Mis-Specification In Assessing The Impact of Financial Aid on Academic Outcomes

Alon

2005

Res High Educ

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“…Through the results collected from the exit surveys on both interventions, this study seems to align with past research 13 that found that the first informal interactions "to discuss intellectual or course related matters" make a significant contribution to freshman attitude towards academic work. The informal setting in which faculty, undergraduate students and freshman interacted has provided also a fun and memorable experience for students.…”

Section: Discussionsupporting

confidence: 80%

“…Pascarella, Terenzini, and Hibel 13 found that the first few informal interactions between students and faculty appeared to be the most important and that as the frequency of interaction increases, the residual achievement showed a diminishing tendency. They also found that interactions "to discuss intellectual or course related matters" and "to discuss matters related to future career" made the most significant contributions.…”

Section: Literature Reviewmentioning

confidence: 99%

Multi-Disciplinary Summer Orientation Sessions for First-Year Students in Engineering, Engineering Technology, Physics, and Computer Science

Novoa¹,

Ortiz²,

Talley³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This work in progress is motivated by a self-study conducted at Texas State University. The study revealed that the average second year science, technology, engineering and math (STEM) student retention rate is 56% vs. 67% for all majors, and that 16% of STEM majors are female while 57% of all undergraduate students are female. Using these statistics, the authors identified the need to offer motivating experiences to freshman in STEM while creating a sense of community among other STEM students. This paper reports on the impact of two interventions designed by the authors and aligned with this need. The interventions are: (1) a one-day multidisciplinary summer orientation (summer15) to give participants the opportunity to undertake projects that demonstrate the relevance of spatial and computational thinking skills and (2) a subsequent six-week spatial visualization skills training (fall 2015) for students in need to refine these skills. The interventions have spatial skills as a common topic and introduce participants to career applications through laboratory tours and talks. Swail et al.1 mentions that the three elements to address in order to best support students' persistence and achievement are cognitive, social, and institutional factors. The interventions address all elements to some extent and are part of an NSF IUSE grant (2015-2018 to improve STEM retention.The summer 2015 orientation was attended by 17 freshmen level students in Physics, Engineering, Engineering Technology, and Computer Science. The orientation was in addition to "Bobcat Preview", a separate mandatory one-week length freshman orientation that includes academic advising and educational and spirit sessions to acclimate students to the campus. The effectiveness of the orientation was assessed through exit surveys administered to participants. Current results are encouraging; 100% of the participants answered that the orientation created a space to learn about science and engineering, facilitated them to make friends and encouraged peer interaction. Eighty percent indicated that the orientation helped them to build confidence in their majors. Exit survey findings were positively linked to a former exit survey from an orientation given to a group of 18 talented and low-income students in 2013.The training on refining spatial visualization skills connects to the summer orientation by its goals. It offers freshman students in need to refine spatial skills a further way to increase motivation to STEM and create community among other students. It is also an effective approach to support students' persistence and achievement. Bairaktarova et al.2 mention that spatial skills ability is gradually becoming a standard assessment of an individual's likelihood to succeed as an engineer. Metz et al.3 report that well-developed spatial skills have been shown to lead to success in Engineering and Technology, Computer Science, Chemistry, Computer Aided Design and Mathematics. The effectiveness of the fall 2015 training was assessed through compar...

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“…Integration is viewed by Tinto and other researchers as a key component in student persistence (Tinto 1993;Pascarella, Terenzini and Hibel 1978;Van Stone, Nelson and Niemann 1994;Wolfe 1993;Murguia et al 1991;Mutter 1992;Girves and Wemmerus 1988;Ethington and Pisani 1993;Cook and Swanson 1978;Ott et al 1984;Attinasi 1989). Integration, whether social or academic, is seen to strengthen student commitments to their university /program, subsequently strengthening degree completion goals.…”

Section: Academic Integration and Persistencementioning

confidence: 99%

Departure and persistence : exploring student experiences at the master's level

Zoltanski¹

2000

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Faculty and administrators in colleges and universities face the challenge of designing educational programs that will attract and retain college-bound students.Understanding what accounts for departure (dropout) and persistence (degree completion) clarifies the issues surrounding student retention and provides a basis for implementing policy and curricular changes at institutional and departmental levels.This research explores the events and circumstances that lead to persistence and departure within the sociology master's program at Portland State University. It examines how individual and institutional characteristics interact and influence student decisions to dropout or continue in the master's program. It utilizes Vincent Tinto's (1993) theories of persistence and departure and his concepts of social and academic integration as they apply to sociology master's students. The purpose of the research was to describe how students became socially and academically 2 integrated and how integration influenced patterns of persistence of departure. The aim also was to determine whether background variables such as undergraduate GPA, cumulative master's GPA, enrollment status, and career and educational goals influenced student outcomes.Interviews with 14 master's students were conducted and analyzed using the qualitative methodological orientations of Elizabeth Witt (1991) and Christie and Dinham (1991). Student profile records were also examined to determine the influence of attribute variables on student outcomes.The results support the notion that persistence is a complex process that involves interplay between individual and institutional components. Degree completion was associated with academic integration with faculty, exemplified through the combined presence of graduate assistantship positions and mentoring relationships with faculty. Persistence in the form of continued enrollment was tied to social integration with peers. Delayed degree completion was tied to a perceived lack of academic integration with faculty members and with work, family, and financial responsibilities. Departure was associated with a perceived lack of academic integration with faculty members, financial strain, and work responsibilities.

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Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance

Cited by 47 publications

References 7 publications

Model Mis-Specification In Assessing The Impact of Financial Aid on Academic Outcomes

Model Mis-Specification In Assessing The Impact of Financial Aid on Academic Outcomes

Multi-Disciplinary Summer Orientation Sessions for First-Year Students in Engineering, Engineering Technology, Physics, and Computer Science

Departure and persistence : exploring student experiences at the master's level

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