Undergraduate Student Engagement Research Articles

The role of trait emotional intelligence in predicting academic stress, burnout, and engagement in Japanese second language learners

The current study examined the relationship between trait emotional intelligence (TEI), academic stress, burnout, and engagement in Japanese undergraduate students learning English as a second language. One hundred eighty-four participants (females = 87, mean age = 19.7 years) completed two questionnaires, one administered at the beginning of the academic semester (i.e., baseline), and one administered at the end of the academic semester (i.e., follow-up). Structural equation modeling revealed that TEI factors predicted engagement and negatively predicted academic stress, while stress strongly predicted burnout. Cluster analysis and ANOVA revealed that participants with high TEI reported significantly lower scores for stress and burnout and higher scores for academic engagement (i.e., emotional and agentic) compared to participants with low TEI. In addition, exhaustion significantly increased between baseline and follow-up for participants with low TEI but not for participants with high TEI. For participants with high TEI, inadequacy significantly decreased whereas emotional engagement significantly increased between baseline and follow-up. Results suggest that increasing TEI may reduce academic stress and burnout while increasing engagement among second language learners in a Japanese context.

Creating opportunities to engage with prospective historically marginalized trainees with clinical simulation

BackgroundRecruiting a diverse group of medical students, house officers, and faculty in medicine is challenging—particularly for predominantly white, midwest institutions that may not be racially or ethnically diverse. PurposeTo evaluate a novel clinical simulation program, SiMfest, for recruiting house officers from historically marginalized populations to our institution to demonstrate our leadership's commitment to high-quality education and recruitment of these students to enhance diversity in academic medicine. MethodsThe Office for Health Equity and Inclusion, institutional leadership, and clinical department chairs developed a novel and engaging series of clinical simulations, SiMfest, to engage the pipeline of historically marginalized trainees and demonstrate our leadership's commitment to high-quality education. SiMfest is a two-hour simulation session presented annually (2017–2019) by our institution at the Student National Medical Association Annual Medical Education Conference. ResultsOver 800 students participated in SiMfest sessions over three years. Of the 461 participants who completed a survey after participation, 301 identified as female, and 382 indicated a racial category considered as historically marginalized in medicine—91% of whom identified as African American or Black. Thirty percent (n = 125) of respondents identified as pre-medical (e.g., undergraduate, post-baccalaureate) students and 69% (n = 289) identified as current medical students. Over 80% of students would recommend SiMfest to others. Additionally, 73% (n = 87) of pre-medical and 54% (n = 143) of medical students reported exposure to a previously unknown specialty. Thirty-three department representatives reported their SiMfest experience revealed new information about historically marginalized applicants that they may not have engaged with through the traditional application process but would be more likely to engage with in future diversity, equity, and inclusion initiatives. ConclusionSiMfest harnessed our institution's high-quality training, personnel resources, and diversity, equity, and inclusion values to bring historically marginalized students in medicine and department leadership together to learn about one another and offer experiential learning. SiMfest may serve as a model for other institutions to draw on their strengths to develop innovative recruitment programs that promote the education and engagement of undergraduate and medical students from historically marginalized populations while simultaneously promoting diversity, equity, and inclusion culture change.

Grit, academic engagement in math and science, and well-being outcomes in children during the COVID-19 pandemic: A study in Hong Kong and Macau.

There is evidence showing that the triarchic model of grit and its dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) predict engagement and well-being outcomes in high school and undergraduate students during the COVID-19 pandemic outbreak. However, there has been limited research on how this model of grit relates to engagement and optimal psychological outcomes in primary school students. This research investigates the association of grit's dimensions with academic engagement in math and science as well as well-being outcomes (i.e., positive emotions, negative emotions, and flourishing) in primary school students. Participants were primary school students (Mage = 10.42; SDage = 1.26) from Hong Kong (n = 279) and Macau (n = 124). Results showed that perseverance of effort positively predicted cognitive and behavioral engagement in math as well as positive emotions even after controlling for demographic covariates (i.e., age, gender, setting, and year level), conscientiousness, and achievement goal orientations. Adaptability to situations positively predicted cognitive and social engagement in math and flourishing. Consistency of interests negatively predicted both cognitive engagement in science and negative emotions. Indeed, this study indicates that perseverance and adaptability may facilitate children's positive academic and psychological functioning during the COVID-19 pandemic outbreak.

Examining bedtime procrastination, study engagement, and studyholism in undergraduate students, and their association with insomnia.

Compulsive overstudying, known as studyholism, is an emerging behavioral addiction. In this study, we examine the prevalence of, and the relationships between, insomnia, study engagement, studyholism, bedtime procrastination among undergraduate students. The Studyholism (SI-10), Athens Insomnia (AIS), and bedtime procrastination scales were administered to a convenience sample of 495 university students. Our findings indicate that the prevalence of insomnia was 75.31%, high studyholism was found in 15.31% of the sample, and increased study engagement was detected in 16.94%. Gender differences analysis revealed that females reported higher studyholism and bedtime procrastination than males. Fifth-year students had higher levels of studyholism than internship (p < 0.001), first-year (p < 0.01), and sixth-year students (p < 0.05). Insomnia was positively related to studyholism and bedtime procrastination. Furthermore, insomnia can be positively predicted by studyholism and bedtime procrastination. Participants with a medium level of studyholism were twice as likely to experience insomnia as those with a low level. Studyholics were six times more susceptible to insomnia than students with low studyholism levels. Compared to individuals with low bedtime procrastination levels, those with medium and high bedtime procrastination were twice as likely to report insomnia. Our study highlights the interplay between insomnia, studyholism, and bedtime procrastination. Further, the findings indicate the need to increase awareness of insomnia.

Elective Courses in Global Surgery for Undergraduate Medical Students: A Narrative Review and a Proposal for European Universities

Global surgery (GS) is the discipline of improving health by expanding universal access to surgical care. GS is an essential part of the global health (GH) concept, but it is almost invariably neglected in academic settings. This review assesses the engagement of undergraduate medical students in the field of GS. PubMed, Embase, and Web of Science were searched with focus on electives organized by universities and only eight results were found. The scientific literature on this topic is scarce and uneven, and the number of students involved in these experiences is considerably low. Although few, the existing electives prove that building sustainable and useful GS projects is possible and that both students from high-income countries (HICs) and low-income and middle-income countries (LMICs) can extensively benefit from these experiences. Given the currently low involvement of European universities and medical schools, of which the authors are part, this review aims at encouraging European universities to organize GS electives for their students. In addition, this review suggests key activities to undertake in such electives including theoretical sections, research projects, and bilateral international rotations between HICs and LMICs.

National Academies Report and Biophysics Education

National Academies Report and Biophysics Education

Student Engagement Amongst Regional Australian Undergraduate Students

Abstract: Student learning approaches and level of engagement with the learning resources presented can have a significant impact on their overall understanding of the topic contents and their success in assessment items. This study used the student course engagement questionnaire (SCEQ) to assess the level of engagement of first-year undergraduate students at a regional Australian university who were studying three different introductory units: chemistry, biology and nursing. No significant differences in engagement were found between the units that students were studying, and gender also had minimal impact on engagement levels. One of the most notable factors influencing engagement was student age, with students under 20 years of age scoring significantly less than mature age students across nearly all measures of engagement. Tertiary educators could use several complementary approaches to improve engagement in this group of students, including the use of interactive multimedia and social media to connect with students, making the unit content relatable and relevant to students’ lives, providing authentic assessment items, and pursuing interactive approaches to lectures and tutorials.

Student remote and distance research in neuroanatomy: MappingDscaml1 expression with a LacZ gene trap in mouse brain.

Undergraduate student engagement in research increases retention and degree completion, especially for students who are underrepresented in science. Several approaches have been adopted to increase research opportunities including curriculum based undergraduate research opportunities (CUREs), in which research is embedded into course content. Here we report on efforts to tackle a different challenge: providing research opportunities to students engaged in remote learning or who are learning at satellite campuses or community colleges with limited research infrastructure. In our project we engaged students learning remotely or at regional centers to map gene expression in the mouse brain. In this project we mapped expression of the Down syndrome cell adhesion molecule like 1 (Dscaml1) gene in mouse brain using a LacZ expression reporter line. Identifying where Dscaml1 is expressed in the brain is an important next step in determining if its roles in development and function in the retina are conserved in the rest of the brain. Students working remotely reconstruct brain montages and annotated Dscaml1 expression in the brain of mice carrying one or two copies of the gene trap. We built on these findings by further characterizing Dscaml1 expression in inhibitory neurons of the visual pathway. These results build on and extend previous findings and demonstrate the utility of including distance learners in an active research group for both the student learners and the research team. We conclude with best practices we have developed based on this and other distance learner focused projects.

“Karenism” and the Problem of White Women: Reflections on Quotidian Forms of White Vigilantism in the Classroom

Following emerging sociological critiques of hegemonic femininities and calls for embodied research that troubles long standing assumptions about academia as a “safe haven,” this essay provides critical reflections on quotidian forms of gendered racism and vigilantism in the classroom. Specifically, I draw on undergraduate student engagement with “Cat Person,” a short story about a “bad date” that was published in the New Yorker in 2017 and is now considered essential reading for the #MeToo era. By bringing pop culture artifacts and autoethnographic reflections into conversation with what philosopher Barbara Applebaum refers to as the “pedagogical practice of comforting discomfort,” I examine forms of Karenism that emerge in higher education classrooms, particularly for women of color faculty. I argue that in an institutional context where class-privileged white women most readily access narratives about violability and fragility, they are better positioned to summon pedagogical forms of comforting and care.

School Engagement of Undergraduate History students: Effect of REBT intervention

School Engagement of Undergraduate History students: Effect of REBT intervention

The Role of Friends and Romantic Partners in College-Attending Emerging Adults’ Engagement and GPA

The current study examines the impact of perceived academic support from closest same-sex friends and romantic partners on two indicators of academic success: GPA (reported by the registrar’s office) and student engagement. Utilizing a longitudinal, daily-diary design, we investigate whether perceived academic support from closest same-sex friends and perceived academic support from romantic partners are unique constructs. Longitudinal path models also test the associations between academic support, student engagement, and GPA. Participants were emerging adults attending college ( N = 246) at a large, Midwestern U.S. university, who were in a committed romantic relationship for at least 4 months. Results suggest academic support from friends and academic support from romantic partners are unique constructs. Academic support from friends, but not romantic partners, is positively associated with student engagement, which subsequently predicts GPA. These findings build upon work demonstrating the importance of close relationships in undergraduate student engagement and achievement.

Mapping and Making Meaning from Undergraduate Student Engagement in High-Impact Educational Practices

Institutions of higher education often have multiple entry points for first-time and transfer college students to engage in high-impact educational practices (HIPs), well documented to advance student learning outcomes. Some students may seek out repeated opportunities while others engage very little or not at all in activities such as student-faculty research, study abroad, internships, first-year cohort programs, service-learning, and the like. When institutions maintain decentralized data and records on students’ participation, obtaining a true understanding of the "who, what, when, and where" of HIPs can be difficult. In this paper, we present an institutional strategy for longitudinal collection of data for nearly 5,000 entering students across six years and nine different categories of HIPs, and we discuss the opportunities and implications of performing such a study. Additionally, we provide examples of how disaggregation of student data is crucial for using the results to improve curriculum and resource alignment for institutional research and institutional change purposes, supporting the goal of inclusive and equitable college engagement portfolios for all students.

Relationships Between Undergraduate Student Performance, Engagement, and Attendance in an Online Environment

Monitoring student attendance and engagement is common practice during undergraduate courses at university. Attendance data typically show a strong positive relationship with student performance and regular monitoring is an important tool to identify students who may require additional academic provisions, wellbeing support and pastoral care, for example. However, most of the previous studies and our framework for monitoring attendance and engagement is based on traditional on-campus, in-person delivery. Accelerated by the COVID-19 pandemic, our transition to online teaching delivery requires us to re-evaluate what constitutes attendance and engagement in a purely online setting and what are the most accurate ways of monitoring. Here, I show how statistics derived from student interaction with a virtual learning environment, Canvas, can be used as a monitoring tool. I show how basic statistics such as the number and frequency of page views are not adequate and do not correlate with student performance. A more in-depth analysis of video viewing duration, rather than simple page clicks/views is required, and weakly correlates with student performance. Lastly, I provide a discussion of the potential pitfalls and advantages of collecting such data and provide a perspective on some of the associated challenges.

Unraveling Student Engagement: Exploring its Relational and Longitudinal Character

Though higher education scholars have long known that undergraduate student engagement is associated with student persistence, they have yet to fully unravel its character and how it evolves over time. We argue that this is in part due to the individualistic, static ways engagement is measured even though scholars recognize it as a fundamentally relational concept. In our theoretical exploration, we draw on existing thinking about engagement in higher education and fit it to a social network paradigm that is well suited to conceptualizing and measuring relational, multidimensional, and dynamic phenomena such as student engagement. We conclude with suggestions for research and practice to further explore the longitudinal character of student engagement and how network analysis may be employed to explore the roles of engagement in persistence.

The engaged lives of encouraged students: Academic encouragement, grit and academic engagement in Chinese first year undergraduate students

The engaged lives of encouraged students: Academic encouragement, grit and academic engagement in Chinese first year undergraduate students

Online Learning Engagement Among Music Education Students: A Case Study of Zhengzhou Normal University, China

Due to the outbreak of the COVID-19, online teaching and learning with the integration of "Internet + Smart" technology has emerged as significant ways for higher education at home and abroad. In the context of the epidemic, online teaching has become one of “the new normal”. The essay is aimed at exploring the factors in music education undergraduates’ online learning engagement in blended learning and consequently improving their online learning engagement. A survey of the learning engagement of undergraduate music education students who conducted online learning in 2020 at Zhengzhou Normal University in Henan Province, China. It is found that college students, during the epidemic, had a moderate to high level of learning engagement, a high level of behavioral engagement, and a low level of cognitive engagement. The level of learning engagement varies with gender, grade, place of residence or equipment. Among those factors, student individual factors are more remarkable, compared with external ones. Motivation has enormous explanatory power, so triggering and maintaining motivation is a crucial way to improve students' engagement in online learning. Based on the findings of the study, the author provides suggestions as to how to improve the online learning engagement of music education undergraduates.

An Undergraduate Agroecology Research Fellows Program Engages Co-learning Through Participatory Action Research

This paper addresses the role of an Undergraduate Agroecology Research Fellows Program (UARFP) toward a more critical and equity-oriented agroecology pedagogy. As a model rooted in action, Undergraduate Agroecology Research Fellows (UARF) become members of the Agroecology and Livelihoods Collaborative (ALC) Community of Practice (CoP), at the University of Vermont; a transdisciplinary research and education group that engages in community-based participatory action research (PAR). Through this model, UARFs support undergraduate student engagement in an advanced agroecology course, through which a PAR process centered on soil health takes place with regional farms. This triangulated learning format involves in-class and on-farm lab work, alongside the embedded UARF enrichment program, through which agroecological principles are examined via inter- and transdisciplinary educational lenses. Within this context, the objectives of the pedagogical research presented in this paper were: 1) To analyze the ALC-UARFP perceptions of transdisciplinary co-learning through PAR, and 2) extract key lessons learned for critical pedagogy, through this model in action. Our methodological results illustrate the strength of participatory inquiry to capture stakeholder perspectives, iteratively informing the program's direction, and providing key lessons learned. Parallel to this evaluative strength, the qualitative results suggest that authentic undergraduate engagement in PAR offers great potential for the development of increasingly transformative educational programs. Further, our UARFP model, grounded in reciprocal and transdisciplinary co-learning within an agroecological community of practice, pushes the praxis needle toward a more comprehensive and critical agroecology pedagogy.

Expanding the Scope of Citizen Science: Learning and Engagement of Undergraduate Students in a Citizen Science Chemistry Lab

The COVID-19 pandemic has placed public health and wellbeing at the forefront of public concerns and interests, transforming the ways people interact and engage with science. One way to support and expand such engagement is through citizen science, which has seen huge growth over the past decade. Since many scientific fields are still largely underrepresented within citizen science, this paper explores the expansion of citizen science into new fields and settings. The study examines the learning processes and outcomes of students participating in a lab-based chemistry citizen science initiative, <em>Breaking Good</em>, and explores the “why,” “how,” and “what” of laboratory learning. Our findings reveal a dynamic learning environment characterised by the hands-on, authentic, and novel science experience within these labs. The broader context afforded by a citizen science approach was found to enhance student knowledge of course content and knowledge of both the process and nature of science alongside increased motivation. As universities are ideally placed to incorporate citizen science into higher education teaching, this paper calls for research institutions to take a leading role in this process, promoting student learning and the development of scientific fields by expanding the scope of citizen science.

Creating Study-Specific Tools to Increase Community and Student Engagement

The Boulder Apple Tree Project (BATP) at the University of Colorado agglomerates ecological, historical, and genetic information regarding apple trees in Boulder County, Colorado with the assistance of community members, undergraduates, and researchers. Our goal is to map and measure historic apple trees in Boulder to find the varieties that were planted as part of Boulder’s unique apple industry in the early 1900s. These trees are of interest to historians, horticulturalists, cider makers, and ecologists wishing to preserve heritage varieties and to better understand the ecology of urban apples. Combining the efforts of the campus community with the contributions of community members has allowed us to locate and measure more than 700 individual trees in the past four years, which are displayed in the interactive map showing locations and morphological measures of each tree. Harnessing this interest in local apple trees has allowed the project to provide educational opportunities to the community and undergraduates regarding the services that urban trees provide. Undergraduate computer science students built the interactive map to display tree locations and a mobile phone app designed for collecting and visualizing data in real time. These digital products will allow the broader population to engage in locally relevant research. This paper is a case study that focuses on curricular and extracurricular engagement of undergraduate students, application design, and the contributions of these efforts to the scientific community.

Art and Argument: Indigitization of a Kiowa Historical Map for Teaching and Research

How might we teach undergraduate students about Indigenous geographies using historical maps? This paper describes processes associated with the bridging of a historical Kiowa map with computerized geographic information systems (GIS) and undergraduate geography curriculum. The authors applied an indigital framework as an approach for melding Indigenous and Western knowledge systems into a third kind of construct for teaching undergraduate students about historical/contemporary spatial issues. Indigital is the blending of Indigenous knowledge systems, such as storytelling, language, calendar keeping, dance, and songs, with computerized systems. We present an origin story about the indigitization of a historical Kiowa pictorial map, known as the Chál-ko-gái map, at the University of Missouri, USA. Undergraduate student engagement with the map resulted in new questions about Indigenous geographies, particularly map projections, place names, and the meaning of Kiowa symbols.