Insights from Outside the Classroom

ASEE 2015June 14, 2015

A Multi-Institutional Effort University of Washington – Denise Wilson, Cheryl Allendoerfer, Diane Jones

Minnesota State University, Mankato – Becky BatesSeattle Pacific University – Melani Plett, Caitlin Wasilewski

Simmons College – Nanette VeilleuxTuskegee University – Tamara Floyd-Smith

Belonging and Engagement inSTEM Education

Insights from Outside the Classroom

Intro ( ½ hour )

Our classroom observations and discussion of classroom setting ( 1 hour)

Insights from outside the classroom ( 1 hour)

Wrap up ( ½ hour)

Insights from Outside the Classroom

1. Brief overview of this segment of the study

2. Findings: Part 1

3. Break-out discussions: Part 1

4. Findings: Part 2

5. Break-out discussions: Part 2

6. Wrap-up

Insights from Outside the Classroom

Research Questions

1. What types of communities do students participate in outside of the

classroom?• Academic• Non-Academic

2. How does this participation benefit students?

Insights from Outside the Classroom

Institution Phase 1 Focus Group/Interview

Participants

Phase 2 Interview Participants

Total

Research 69 16 85

Teaching 24 17 41

Private 14 5 19

Women’s 11 14 25

HBCU 45 5 50

Total 163 57 220

Methodology

Interviews/Focus Groups

Insights from Outside the Classroom

Methodology

Qualitative Analysis

• Initial coding scheme based on the study’s research questions• Preliminary coding by multiple researchers, comparison, revision of

coding scheme• Full coding and analysis by one researcher

Insights from Outside the Classroom

Academic Communities

Insights from Outside the Classroom

Most Helpful Types of Academic Communities

Institution Most Helpful Academic Communities (Ranked)

Research Study Groups – InformalLab GroupsTA SessionsStudy Space (for certain majors)Campus Study Centers

Teaching Study Groups – InformalProfessional Societies

Private Study Groups – InformalLab Groups

Women’s Study AloneProfessor-Led Study SessionsStudy Groups - Informal

HBCU Study Groups – Informal & FormalProfessional SocietiesLab Groups

Insights from Outside the Classroom

Most Helpful Types of Academic Communities

• “Being in my study group helps because with the combined brain power we’re more likely to figure out the problems, get the correct answers, get better test scores and better grades.” Research

• “I think there an unspoken grades competition between us. I’m an accountability partner for one of my friends.” Private

• “Study groups [help] because we all get to bounce off ideas. If somebody figures [out] a different way of doing it, it kind of gives you a way to challenge what you think, and helps.” HBCU

• “I’m involved in SWE [Society of Women Engineers]. I think that helps me a lot, for example when I went to the conference I felt motivated.” Teaching

Insights from Outside the Classroom

How do these communities influence

academic engagement?

• Collective motivation• Ability to achieve• Competitiveness

When participating in an academic group, students felt that their understanding of material and capability to perform improved.

The power of teamwork was the driving motivator.

Insights from Outside the Classroom

Summary

• Informal study groups appear to be important for students across

institutions, with lab groups and professional societies also playing

important roles in certain settings.

• Because of institutional differences, it’s important not only to

understand which communities students participate in, but which

communities are making the most difference for students at your

institution/major/program.

Insights from Outside the Classroom

What Can Faculty Do?

• Be aware of the informal working teams that students organize for

themselves – group dynamics, who is included/excluded

• Assign group work, but be deliberate about group formation

• Provide dedicated space for group work

• Encourage groups to value diverse perspectives and working

styles

Insights from Outside the Classroom

Let’s Discuss: Part 1

• Form groups of 3 to 6 people.

• Designate a note taker.

• Spend 5 minutes discussing and documenting your thoughts on the

first set of questions.

• Spend 5 minutes discussing and documenting your thoughts on the

second set of questions.

• Designate someone to give a 1-minute report from your group.

• Come back together and report from groups.

Insights from Outside the Classroom

Discussion Questions: Set 1Academic Communities

• What types of academic communities do your students participate in outside the classroom?

• Are some groups more positive than others? Why or why not?

• What do you see as the pluses/minuses of this participation? – For the students’ overall well-being?– For the students’ academic career?– For the larger community?

Insights from Outside the Classroom

Discussion Questions: Set 2Academic Communities

• What can you do to facilitate your students’ participation in helpful communities?

• Is there a role for faculty in these extracurricular academic groups?– If not, why not?– If so, what types of things can faculty do to promote group participation?

Groupings of students? Group dynamics? Work load sharing and accountability?

– Is there a limit to how much faculty should/can get involved?

• How could you tell if your efforts were having an impact?

Insights from Outside the Classroom

Non-Academic Communities

Insights from Outside the Classroom

Most Helpful Types of Non-Academic Communities

• Family• Friends• Religious Organizations• Clubs

Insights from Outside the Classroom

Most Helpful Types of Non-Academic Communities

• Family: “I really enjoy my family community because there is always something going on…. I can always cry laugh, and depend on them.” (HBCU)

• Friends: “If you just have a fun day with your roommate or something. You did something and you feel motivated and you want to get your homework done, finish everything, and you want to do more.” (Teaching)

• Religious Organizations: “[Church] can help remind you there is a bigger picture and that you’ll get through it.” (Private)

Insights from Outside the Classroom

How do these communities influence

academic engagement?

Connections to these non-academic communities fulfilled important needs for students, which in turn enabled them to engage or re-engage in their academic work.

– Belonging needs– Safety needs– Esteem needs

Insights from Outside the Classroom

Summary

• Participation in activities and communities outside of academics helps students engage in their education while also fulfilling important needs

Insights from Outside the Classroom

Let’s Discuss: Part 2

• Form groups of 3 to 6 people.

• Designate a note taker.

• Spend 5 minutes discussing and documenting your thoughts on the

first set of questions.

• Spend 5 minutes discussing and documenting your thoughts on the

second set of questions.

• Designate someone to give a 1-minute report from your group.

• Come back together and report from groups.

Insights from Outside the Classroom

Let’s Discuss: Part 2Non-Academic Communities

• What types of non-academic communities do your students participate in?

• What do you see as the pluses/minuses of this participation? – For the students’ overall well-being?– For the students’ academic career?– For the community?

Insights from Outside the Classroom

Let’s Discuss: Part 2Non-Academic Communities

• What could you do to facilitate your students’ participation in helpful communities?

• What would be your motivation?

• How could you tell if your efforts were having an impact?

Insights from Outside the Classroom

Wrap Up

• What came to mind about your own setting/students?

• What strategies did you learn from others here?

• What might you try in your own setting?

• What questions remain?

Insights from Outside the Classroom

Thank You!

Intro ( ½ hour )

Our classroom observations and discussion of classroom setting ( 1 hour)

Insights from outside the classroom ( 1 hour)

Wrap up ( ½ hour)