Faculty do Matter: The Role of College Faculty in Student Learning and Engagement

Umbach, Paul D.; Wawrzynski, Matthew R.

doi:10.1007/s11162-004-1598-1

Cited by 698 publications

(483 citation statements)

References 18 publications

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“…The same was found by Johnson et al (1998). In a study by Umbach and Wawrzynski (2005) it similarly was concluded that at institutions where faculty members use active and collaborative learning techniques, levels of engagement and student learning were higher.…”

Section: The Learning Environmentsupporting

confidence: 55%

“…Secondly, the role of the learning environment was investigated as well. From previous research it is known that, in general, learning environments that can be characterized as activating and (or) cooperative, help students integrate (Braxton et al 2000;Johnson et al 1998;Prince 2004), help them feel they belong (Umbach and Wawrzynski 2005) and achieve good study results (Yorke and Thomas 2003;Zepke et al 2006). From this earlier research, we developed the theoretical model as presented in Fig.…”

Section: Discussionmentioning

confidence: 99%

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Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

2010

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The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students' interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model. The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship with teachers and fellow students. Ethnic minority students' sense of belonging to the institution nevertheless did not contribute to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led to a sense of belonging. In these students, the sense of belonging did further academic progress.

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Section: The Learning Environmentsupporting

confidence: 55%

Section: Discussionmentioning

confidence: 99%

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

2010

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“…Phrases like 'passive, taught, learned, delivered' are used when citing subjects but disciplines are referred to as 'engaging, transforming, informing'. (2002: 374) Parker's (2002) research articulates students' often reported disillusionment with undergraduate courses, whilst the engagement literature (Umbach and Wawrzynski, 2005) reports that students talk about higher levels of academic challenge where the staff indicate that they challenge their students. When coupled with Longden's (2006) findings relating to 'academic boredom' caused by low contact hours and an inability to make good academic use of free time (Aldridge and DeLucia, 1989), Parker's (2002) assertions take on added significance and demand an institutional response to create engaging, student-focused, high-contact transition programmes.…”

Section: Relationship With Self and Learningmentioning

confidence: 99%

“…Laing et al (2005) highlight recent pedagogical discourse suggesting that institutions should enhance current induction and transition processes, creating greater cultural understanding of higher education. Umbach and Wawrzynski (2005) report that the behaviour and attitude of the institution and its members affect students profoundly and suggest that this may be the single most important role in student learning. Cook and Leckey (1999: 159) even suggest that 'no mission is more vital to the success of higher education than ensuring rapid transition of these new students to a university culture'.…”

Section: Relationship With Self and Learningmentioning

confidence: 99%

Investigating the relationship between student engagement and transition

Vinson

Nixon

Walsh

et al. 2010

Active Learning in Higher Education

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Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students' engagement with educationally effective practices through examining student relations with others, learning and the discipline. For the study 104 undergraduates on a Sport Development course at a British university undertook a five-week transition programme. Data were collected via weekly questionnaires and focus groups at the end of weeks 1, 3 and 5. The investigation revealed that transition programmes require a highintensity, novel and varied timetable supported by a student-centred staff team. Effective transition programmes can enhance students' engagement with educationally effective practices. Future research should investigate the longer-term impact of such programmes.

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“…College impact research on students' academic sub-environments suggest that distinctive academic sub-environments (e.g., majors, departments, or academic disciplines) within institutions play a more critical role than institution-level environments in contributing to student outcomes (Feldman and Newcomb 1969;Feldman et al 2008;Jessor 1981;Laird et al 2008;Pascarella and Terenzini 2005;Umbach and Wawrzynski 2005). Informed by previous higher education literature (e.g., Braxton and Hargens 1996;Feldman and Newcomb 1969;Parsons and Platt 1973;Vreeland and Bidwell 1966) and their own empirical studies using Holland's (1966Holland's ( , 1973Holland's ( , 1985Holland's ( , 1997) theory of careers, Smart et al (2000) argue that understanding different academic disciplines and their environments is essential to explaining college students' experiences and their development in college.…”

mentioning

confidence: 99%

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling

Kim

Sax

2011

Res High Educ

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Using multilevel models, this study examined whether and why the strength of association between student-faculty interaction and student cognitive skills development varies across academic majors. The study utilized data from the 2008 University of California Undergraduate Experience Survey (UCUES) and a sample of 43,014 students from 119 academic majors across nine campuses. The results indicate that the impact of interaction with faculty on students' cognitive skills development significantly varies by academic major. Findings also suggest that some aspects of departmental climate can potentially magnify the effects produced by student-faculty interaction.

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Faculty do Matter: The Role of College Faculty in Student Learning and Engagement

Cited by 698 publications

References 18 publications

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

Investigating the relationship between student engagement and transition

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling

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