The Role of Teaching Assistants and Faculty in Student Engagement

Wilson, Denise

doi:10.18260/1-2--35365

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…The dataset used to support analysis of RQ1 and RQ2 involved recruitment of student participants from over 29 courses that were offered between 2016 and 2021 in electrical and computer engineering and mechanical engineering at a large public institution in the United States. The initial pre‐COVID (traditional classroom) data were collected as part of an in‐depth study of the contribution that belonging makes to various forms of engagement in the engineering classroom (Wilson, 2020; D. M. Wilson, Summers, & Wright, 2020; Wilson, Wright, & Summers, 2020), but the survey scales also enabled investigation of the research questions in this study. During the COVID‐19 crisis, the initial study duration was extended, and ERT classrooms were integrated into the dataset in order to study RQ2.…”

Section: Methodsmentioning

confidence: 99%

How did the landscape of student belonging shift during COVID‐19?

Misra

Kardam

VanAntwerp

et al. 2023

J of Engineering Edu

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BackgroundBelonging is a fundamental human motivation associated with a wide range of positive psychological, educational, social, and job outcomes. Frequent and predominantly conflict‐free interactions within a stable, relational framework of caring are required to facilitate belonging.PurposeThe goal of this study was to understand if and how emergency remote teaching (ERT) used during the COVID‐19 pandemic changed the ways in which instructional support and interactions were linked to belonging among engineering students.Methodology/ApproachThis study used survey data from a cross‐sectional dataset at a single large institution comprised of sophomore to senior‐level students (n = 1485) enrolled in engineering courses between 2016 and 2021. Hierarchical linear modeling (HLM) was used to study relationships among instructional support, instructor interactions, and belonging.Findings/ConclusionsHLM models of ERT and traditional learning differed dramatically. In traditional classroom learning, race, interactions with faculty and teaching assistants (TAs), and instructional support were important factors in belonging. In ERT, certain motivations to study engineering (altruism, desire to build things) had nuanced associations with belonging, while race and interactions with faculty and TAs became largely irrelevant. Most concerning, faculty interactions in traditional learning were negatively associated with belonging.ImplicationsRather than returning to pre‐pandemic traditional learning, a hybrid model that offers a more level playing field for marginalized students to find belonging in the classroom is recommended. In developing such models, faculty must take special care to avoid having a potentially negative impact on student belonging.

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Section: Methodsmentioning

confidence: 99%

How did the landscape of student belonging shift during COVID‐19?

Misra

Kardam

VanAntwerp

et al. 2023

J of Engineering Edu

Self Cite

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“…We hypothesize that integrating proactive advising in the classroom will have a more direct impact on academic outcomes in that particular course. Furthermore, research shows that the relationship between faculty and students has an impact on student experience as well as academic performance [20], [21]. We hope that proactive advising by faculty will also have these secondary positive impacts on students that contribute to academic success.…”

Section: Proactive Identification and Advising Of Studentsmentioning

confidence: 98%

WIP: Approaches to pairing proactive advising and teaching students how to learn

Trahan,

Baldis,

Sadler

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Diego's IDEA Engineering Student Center. She holds a Masters degree in Engineering from the University of Washington and is currently pursuing a doctorate in Education at the University of Illinois, Urbana-Champaign. Jessica spent several years managing and directing software engineering and content development teams primarily in the military and law enforcement spaces before transitioning to higher education.

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