Faculty-signaled classroom climate relates to engagement: courses where instructors treat no question as too elementary and own responsibility for student success show more engaged students¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At the course level, faculty agreement that there is no such thing as a question too elementary positively predicted engagement, while agreement that success is primarily up to students and that there is not enough time for individualized attention negatively predicted it (all p < 0.05); tenured faculty's students reported more engagement than those of non-tenure-track faculty. → Gasiewski 2012

Evidence¶

Gasiewski 2012¶

Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses. Research in Higher Education, 53, 229–261. https://doi.org/10.1007/s11162-011-9247-y

q3 · i? · associational · r2

Course-level variables block of the HLM results (Table 3), coefficients from the faculty survey of instructors of the 73 courses (90.1% faculty response rate). The time-for-individualized-attention item was negative (-0.03, SE 0.01) and tenured status positive (0.09, SE 0.04), both p < 0.05.

"Faculty agreement: In my classroom, there is no such thing as a question that is too elementary 0.05 0.02 * Faculty agreement: I feel it is primarily up to students whether they succeed in this course -0.04 0.02 *"

Discussion¶

Related Claims¶

• Feeling comfortable asking questions in class is the strongest classroom-climate predictor of students' behavioral academic engagement in introductory STEM courses — related
• Students show a large epistemological split between classroom and research contexts on thinking up their own questions — related
• Perceived collaboration among peers positively predicts academic engagement, but competitive climates can undercut collaboration — related
• Predominantly lecture-based courses are associated with less engagement, while class discussion and group work time are associated with more — related