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Taking Action in the Classroom:

Taking Action in the Classroom:. Time-Effective Tips to Improve Faculty-Student Interactions. Faculty-Student Interactions Make a Big Difference in Student Engagement and Success.

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Taking Action in the Classroom:

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  1. Taking Action in the Classroom: Time-Effective Tips to Improve Faculty-Student Interactions

  2. Faculty-Student Interactions Make a Big Difference in Student Engagement and Success

  3. Two of the most significant factors affecting engineering student engagement, retention, and academic performance are the quality and extent of students' interactions with engineering faculty. Positive student learning outcomes are correlated with faculty discussion with students about the nature of engineering work and affirmation of students' ability to successfully perform such work. Dr. Norman FortenberryExecutive Director, American Society for Engineering Education

  4. Research Findings:Faculty-Student InteractionsInfluence Progress and Persistence • American Society for Engineering Education. (2009). Creating a Culture for Scholarly and Systematic Innovation in Engineering. • MentorNet. (2008). Students’ Perceptions of the Value and Need for Mentors as They Progress Through Academic Studies in Engineering and Science. A report to the National Science Foundation. • Pfund, C., Pribbenow, C.M., Branchaw, J., Lauffer, S.M., Handelsman, J. (2006) The Merits of Training Mentors. Science. (311), 473‐474.

  5. Major Barrier: Time Constraints Not as much high-quality interaction Lack of time, larger classes

  6. Even Small, Casual Interactions Make a Difference! Amelink, C. and Creamer, E. (2010). Gender Differences in Elements of the Undergraduate Experience that Influence Satisfaction with the Engineering Major and the Intent to Pursue Engineering as a Career. Journal of Engineering Education. (99)1: 81‐92. “I was just about to change my major. I was getting overwhelmed. My professor talked to me and reminded me of the opportunities available to me in the field. I stuck with it, and I’m glad I did.”

  7. Faculty benefit too! • Students perceive greater accessibility • Better learning outcomes from students • Saves faculty time in office hours • Stronger course evaluations! Gall, K., Knight, D. W., Carlson, L. E., & Sullivan, J. F. (2003, Oct). Making the grade with students: The case for accessibility. Journal of Engineering Education, 92, 337-343. Dee, K. C. (2007, Jan). Student Perceptions of High Course Workloads are Not Associated with Poor Student Evaluations of Instructor Performance. Journal of Engineering Education, 96, 69-78.

  8. Research Finding 1: Faculty Approachability Matters Lundberg, C. A., & Schreiner, L. A. (2004). Quality and frequency of faculty-student interaction as predictors of learning: An analysis by student race/ethnicity. Journal of College Student Development, 45(5), 549-565. Kim, Y. K., & Sax, L. J. (2009). Student–faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status. Research in Higher Education, 50(5), 437-459.

  9. Tip for Approachability: Use Students’ Names • Print a Sheet with Student Photos and Names • Use a Seat Assignment • Table Tents with Names • Example • Before: “Remember last time we talked about building a bridge.” • After: “Remember last time when Jennifer described the bridge she built...”

  10. Tip to Improve Approachability: Use Small Group Office Hours Organize students into small groups Rotate small groups through Office Hours

  11. Research Finding 2: Giving Effective Feedback Improves Student Work - Pappas, E. C., & Hendricks, R. W. (2000). Holistic grading in science and engineering. Journal of Engineering Education, 89(2), 403-408. - Rae, A. M., Cochrane, D. K. (2008). Listening to students: How to make written assessment feedback useful. Active Learning in Higher Education, 9(3), 217-230. - Roselli, R. J., & Brophy, S. P. (2006, October). Experiences with formative assessment in engineering classrooms. Journal of Engineering Education, 95, 325-333.

  12. Tip: Use a Grading Rubric • Why? • Reduce questions; improve perception of fairness; save time! • Grading is more specific, transparent and consistent • Students learn more effectively

  13. Sample Rubric Grade: 12/20 Component A: Computation 2errors (- 6) Component B: Evidence missing/complete Component C: Examples 3 of 4 included (- 2) Watch those computation errors. I am confident you can do higher quality work next time.

  14. Another idea: Invite Questions in Writing • Idea: Students Submit Questions at End of Class • Start of class: “Please write down a few questions you have right now. As I go through my lecture, I hope some of these questions will get crossed off.” • End of class: “Please add any questions that came to mind, and cross off those that got answered. Please turn them in, with no names.”

  15. Research Finding 3: Faculty Expectations Influence Student Performance • Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Giving critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), 1302-1318. • - Dweck, C. (2006). Mindset: The new psychology of success. Random House: New York. Encouraging students to succeed • Students feel more capable and motivated to try • Gives students hope

  16. Sample email “I noticed from grading the assignments that many people skipped one critical step. I’m posting a link to a website that might be helpful, so take a look before Wednesday. This is a step that trips up a lot people. Don’t give up.”

  17. Research Finding 4: Linking Academics to Future Careers Motivates Students • Lotkowski, V.A., Robbins, S.B., and Noeth, R.J. (2004). The Role of Academic and Non‐Academic Factors in Improving College Retention. ACT, Inc. • - MentorNet. (2008). Students’ Perceptions of the Value and Need for Mentors as They Progress Through Academic Studies in Engineering and Science. A report to the National Science Foundation.

  18. Tip for Academic-Career Link:Start Class With a 1 Minute Message • Reach more students • Students feel encouraged, invited, informed

  19. Examples • “Volunteering just a couple of hours a week on research can be a great thing to do. Professor Brown is looking for help, so stop by office hours to learn more.” • “Jessica, one of my former students who now works for the EPA, says that she uses what she learned in this class on a regular basis in her work.” • “I recently learned [at a conference/in the paper/ in my research] that…”

  20. Summary: Time-effective Tips • Using photos , seating chart, or roster to use names • Rotating students through small group office hours • Using grading rubrics to give effective feedback • Inviting questions in writing at end of class • Encouraging students to persist • Giving a 1 minute message that highlights links between academic learning and careers

  21. References Amelink, C. and Creamer, E. (2010). Gender Differences in Elements of the Undergraduate Experience that Influence Satisfaction with the Engineering Major and the Intent to Pursue Engineering as a Career. Journal of Engineering Education. (99)1: 81‐92. American Society for Engineering Education. (2009). Creating a Culture for Scholarly and Systematic Innovation in Engineering. Lotkowski, V.A., Robbins, S.B., and Noeth, R.J.(2004). The Role of Academic and Non‐Academic Factors in Improving College Retention. ACT, Inc. www.act.org/research/policymakers/pdf/college_retention.pdf MentorNet. (2008). Students’ Perceptions of the Value and Need for Mentors as They Progress Through Academic Studies in Engineering and Science. A report to the National Science Foundation. www.mentornet.net/documents/about/results/evaluation/.../index.aspx Pfund, C., Pribbenow, C.M., Branchaw, J., Lauffer, S.M., Handelsman, J. (2006) The Merits of Training Mentors. Science. (311), 473‐474. Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Giving critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), 1302-1318.

  22. References Dweck, C. (2006). Mindset: The new psychology of success. Random House: New York. Kim, Y. K., & Sax, L. J. (2009). Student–faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status. Research in Higher Education, 50(5), 437-459. Lundberg, C. A., & Schreiner, L. A. (2004). Quality and frequency of faculty-student interaction as predictors of learning: An analysis by student race/ethnicity. Journal of College Student Development, 45(5), 549-565. Pappas, E. C., & Hendricks, R. W. (2000). Holistic grading in science and engineering. Journal of Engineering Education, 89, 403-408. Rae, A. M., Cochrane, D. K. (2008). Listening to students: How to make written assessment feedback useful. Active Learning in Higher Education, 9(3), 217-230. Roselli, R. J., & Brophy, S. P. (2006, October). Experiences with formative assessment in engineering classrooms. Journal of Engineering Education, 95, 325-333.

  23. Further Reading Amelink, C. (2009). Overview: Mentoring and Women in Engineering. SWE‐AWE Applying Research to Practice Series, CASEE Overviews. Chen, H., Lattuca, L. & Hamilton, E. (2008). Conceptualizing Engagement: Contributions of Faculty to Student Engagement in Engineering. Journal of Engineering Education. (97)3. Chesler, N. & Chesler, M. (2002). Gender‐Informed Mentoring Strategies for Women Engineering Scholars: On Establishing a Caring Community. Journal of Engineering Education. (91)1. Goodman, I.F. & Cunningham, M.L. (2002). Final Report of the Women’s Experiences In College Engineering (WECE) Project. Metz, S.S., Brainard, S.G., and Litzler, E. (2010). Extending Research Into Practice: Results From The Project To Assess Climate In Engineering (PACE). Proceedings of the American Society for Engineering Education 2010 Annual Conference, Session AC 2010‐ 723. Micomonaco, J. and Stricklen, J. (2010). Toward a Better Understanding of Academic and Social Integration: A Qualitative Study of Factors Related to Persistence in Engineering. Proceedings of the American Society for Engineering Education 2010 Annual Conference, Session AC 2010‐1467.

  24. Further Reading • National Academy of Engineering. (2009). New Directions in Engineering Excellence: Keeping Students Engaged • Vogt, C.M. (2008). Faculty as a critical juncture in student retention and performance in engineering programs. Journal of Engineering Education. (97)1: 27‐36. • Winters, K. Matusovich, H. and Streveler, R. (2010). How Student‐Faculty Interactions Influence Student Motivations: A Longitudinal Study Using Self‐Determination Theory. Proceedings of the American Society for Engineering Education 2010 Annual Conference, Session AC 2010‐1107 • Ohland, M. W., Sheppard, S., Lichtenstein, G., Eris, O., Chachra, D., & Layton, R. A. (2008). Persistence, engagement and migration in engineering programs. Journal of Engineering Education, 97(3), 259-278. • Packard, B. W. (2004-2005). Mentoring and retention in college science: Reflections on the sophomore year. Journal of College Student Retention: Research, Theory, & Practice, 6, 289-300. • Packard, B. W., & Hudgings, J. H. (2002). Expanding college women’s perceptions of physicists’ lives and work through interactions with a physics careers web site. Journal of College Science Teaching, 32(3), 164-170.

  25. Further Reading • Rugutt, J., & Chemosit, C. C. (2009). What motivates students to learn? Contribution of student-to-student relations, student-faculty interaction, and critical thinking skills. Educational Research Quarterly, 32(3), 16-28.

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