Why We Are Still Talking About Leaving

Seymour, Elaine; Hunter, Anne‐Barrie; Weston, Timothy J.

doi:10.1007/978-3-030-25304-2_1

Cited by 134 publications

(191 citation statements)

References 67 publications

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“…There have been various calls for the reform of education in science, technology, engineering, and mathematics (STEM), including increasing the number and diversity of students receiving these degrees (AAAS, ; NAS, NAE, & IOM, ). These calls for reform have drawn forth many innovations in the types of instruction used in the classroom, several of which are research based (Jamieson & Lohmann, ; Kuh, ; Seymour & Hewitt, ). Many of these research‐based types of instruction fall under the broad definition of active learning, or requiring students to participate in class activities beyond watching an instructor lecture (Felder & Brent, ); prior research has shown active learning can be especially effective for educating a diverse student body (Prince, ; Seymour & Hewitt, ) and for increasing the retention rate of students in STEM programs (Angelo & Cross, ; Prince & Felder, ).…”

Section: Introductionmentioning

confidence: 99%

Creating an Instrument to Measure Student Response to Instructional Practices

DeMonbrun

Finelli

Prince

et al. 2017

J of Engineering Edu

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Background Calls for the reform of education in science, technology, engineering, and mathematics (STEM) have inspired many instructional innovations, some research based. Yet adoption of such instruction has been slow. Research has suggested that students' response may significantly affect an instructor's willingness to adopt different types of instruction.Purpose We created the Student Response to Instructional Practices (StRIP) instrument to measure the effects of several variables on student response to instructional practices. We discuss the step-by-step process for creating this instrument.Design/Method The development process had six steps: item generation and construct development, validity testing, implementation, exploratory factor analysis, confirmatory factor analysis, and instrument modification and replication. We discuss pilot testing of the initial instrument, construct development, and validation using exploratory and confirmatory factor analyses.Results This process produced 47 items measuring three parts of our framework. Types of instruction separated into four factors (interactive, constructive, active, and passive); strategies for using in-class activities into two factors (explanation and facilitation); and student responses to instruction into five factors (value, positivity, participation, distraction, and evaluation). ConclusionsWe describe the design process and final results for our instrument, a useful tool for understanding the relationship between type of instruction and students' response.

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Section: Introductionmentioning

confidence: 99%

Creating an Instrument to Measure Student Response to Instructional Practices

DeMonbrun

Finelli

Prince

et al. 2017

J of Engineering Edu

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“…Comparing high school GPA of Switchers vs Non-Switchers, Switchers had a statistically lower GPA (3.70 ± 0.3, p=0.009) compared to Non-Switchers (3.80 ± 0.2). After findings that women that left STEM at one institution, had higher average grades than both men that switched or persisted [12], we compared the average high school GPA of female students who switched vs men who switched (Figure 4). Females in general had significantly higher GPAs than males.…”

Section: Factors Related To Academic Preparednessmentioning

confidence: 99%

How Does Enrollment Management Affect Student Population Diversity in Biomedical Engineering?

Childers

Acar

2020 ASEE Virtual Annual Conference Content Access Proceedings

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“…Some of the critical factors that affect success in STEM fields are self-confidence or efficacy, academic isolation, time management, peer support, family education and support, academic preparation, motivation, financial pressures, and institutional involvement. Many minority students may not realize that preparation for a degree in a STEM field must begin well before the freshman year in college 3 . These students may not be prepared based upon high school preparation, lack of mentoring and guidance, and false perceptions concerning engineering.…”

Section: Related Literaturementioning

confidence: 99%

“…found isolation at majority institutions and may believe that faculty are unapproachable 3 . Many of these students also perceive that faculty and peers believe that they are of less academic ability.…”

Section: Related Literaturementioning

confidence: 99%

“…Women and minority also lose interest in engineering classrooms at a higher rate than majority students when they perceive that the theory may not have applicability to society or social significance [3][4] . Seymour et al 3 states that some minority students eventually switch majors based upon: This paper will focus primarily on the final bullet point, while asking the question, what can engineering faculty do to help affect change in the retention and production of minority engineers? The Seymour book also suggests that underrepresented minorities may have different learning styles 3 .…”

Section: Related Literaturementioning

confidence: 99%

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A Survey Of Teaching Styles And Classroom Techniques To Engage African American Students In The Engineering Classroom

Berry¹,

Brown²,

Omer³

et al.

2007 Annual Conference &Amp; Exposition Proceedings

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A survey of teaching styles and classroom techniques to engage African American students in the engineering classroom The purpose of this study will be to present the first phase of a long term study in the evaluation of preferred teaching styles and classroom techniques for African American engineering students. It is hypothesized that the identification and implementation of these preferences may lead to an increase in the retention of African American students in engineering by better engaging them in the classroom and learning process. While the topic of retention of underrepresented populations in science, math, and engineering has received a fair amount of coverage, there is not much on learning styles and classroom techniques. Much of the literature addresses methods to improve the retention and graduation numbers (i.e. university commitment, academic support, minority engineering scholarships, societies, and programs), but little exists on methods that can be implemented in the classroom. This paper will present a survey and analysis of data collected from graduate and undergraduate students via the National Society of Black Engineers (NSBE) online membership portal. The NSBE membership includes approximately 10,000 collegiate students, 3,500 pre-college students and 4,500 technical professionals. The large number and diverse set of students who access NSBE Online (NOL) provides an opportunity to gain insight into the preferences of the African American engineering student. The survey contained ten (10) questions concerning the students' learning preferences and classroom techniques such as team projects, pop quizzes, individual questioning, and active learning activities. The data collected from this body of students will be compared to the published literature on the retention of minority engineering students to identify any commonalities, contradictions and opportunities for improvement. The data will also be analyzed using demographic information (university type, classification, age, race, gender, and major) in order to determine whether there is any statistically significant difference or correlation in preferences based upon these factors. Recommendations will be made to the engineering community for teaching the graduate and undergraduate minority engineer, as well as to direct future research in this area.

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Why We Are Still Talking About Leaving

Cited by 134 publications

References 67 publications

Creating an Instrument to Measure Student Response to Instructional Practices

Creating an Instrument to Measure Student Response to Instructional Practices

How Does Enrollment Management Affect Student Population Diversity in Biomedical Engineering?

A Survey Of Teaching Styles And Classroom Techniques To Engage African American Students In The Engineering Classroom

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