Faculty Student Engagement Research Articles

Political Context and Faculty Attitudes Towards High Maintenance Students in Kurdistan, Iraq

This research explores the resilience and stress levels of university students in Kurdistan, Iraq. Focusing on the educational impact within this context, the study examines the relationship between student stress and faculty engagement. Employing both Pearson correlation analysis and two-way ANOVA, the investigation provides insights into how faculty availability correlates with student stress in a politically tense environment. Key findings indicate concerns for what is known as the Pygmalion effect and underscore the need for support services that address the unique socio-political challenges. Thus, an impetus for an examination of student engagement practices, emphasizing the importance of faculty interaction in crisis-affected zones. The exegesis underscores the role of institutional support, urging educational authorities to enhance faculty management tailored to the multicultural and politically sensitive context of international education. From which, it advocates for empathy and a broader understanding of how postcolonial and post-dictatorial dynamics affect higher education. Conclusively, this article calls for ongoing research into the dynamic between political tension, student well-being, and academic success, suggesting that addressing these interconnected facets is essential for fostering an effective learning environment. It posits that understanding and improving the faculty-student engagement within can significantly enhance academic outcomes.

The Role of Faculty In Faculty–Student Engagement: Disaggregated Analyses by Ethnicity for Southeast Asian American College Students

The Role of Faculty In Faculty–Student Engagement:Disaggregated Analyses by Ethnicity for Southeast Asian American College Students Soua Xiong (bio) Higher education institutions have struggled to support the degree completion of Southeast Asian American (SEAA) college students (Keo & Noguera, 2018), a population that has been historically understudied and underserved (Museus, 2014). Thus, increased attention to the success of this group of students is important. Research has indicated that faculty–student engagement is a contributing factor to degree completion (Price & Tovar, 2014). Given the importance of faculty–student engagement on degree completion, understanding its predictors can be important to begin addressing degree completion rates for SEAA college students. Some research on SEAA college students has suggested that faculty–student engagement is a function of the conditions created by faculty (Vang, 2018; Xiong & Wood, 2020). For example, students' perceptions of the number of faculty who validate them were found to be a significant predictor of faculty–student engagement for SEAA students (Xiong & Wood, 2020). However, these studies have been limited in scope, focusing primarily on faculty validation and faculty belonging practices as predictors of faculty–student engagement. In addition to these practices, the current study included student perceptions of faculty relationship and welcoming engagement inside and outside of the classroom as predictor variables of faculty–student engagement. Research on faculty–student engagement that has included Asian American participants has infrequently disaggregated analyses by specific Asian ethnic groups (e.g., Chang, 2005; Cole, 2010). Analyses based on an aggregation of ethnic Asian populations may mask important ethnic differences. Therefore, disaggregated analyses for specific Asian ethnic groups are warranted since research has suggested the experiences of SEAA college students vary by ethnicity (Xiong, 2021). The current study analyzed faculty–student engagement data that could be disaggregated by Southeast Asian ethnic groups (e.g., Cambodian, Hmong, Laotian, Vietnamese) to examine ethnic differences. As such, the purpose of the current study was to examine how student perceptions of faculty practices predicted engagement with faculty and whether significant predictors of faculty–student engagement varied by ethnicity among SEAA college students. This study is the first to systematically examine these relationships for SEAA students. The current investigation is also the first empirical study to conduct disaggregated analyses on faculty–student [End Page 461] engagement among SEAA students. In addition to advancing the knowledge base on SEAA college students and the broader literature on faculty–student engagement, findings from this study can contribute to building the capacity of higher education institutions in advancing success outcomes for SEAA students. METHODS Data for the current study come from the Community College Success Measure (CCSM), an institutional needs assessment tool designed to examine factors impacting the success of historically underserved students in community colleges. The CCSM was selected for the current investigation because it allowed for the analysis of student perceptions of faculty practices and student engagement with faculty that can be disaggregated by specific Southeast Asian ethnic groups. While more than 13,000 students from 12 community colleges across four states completed the CCSM between 2015 and 2018, the analytic sample for this study included a total of 605 participants who identified as Southeast Asian: Cambodian (n = 72, 11.9%), Hmong (n = 262, 43.3%), Laotian (n = 39, 6.4%), Vietnamese (n = 129, 21.3%), and Other Southeast Asian (n = 103, 17.0%). Predictor variables consisted of composite variables that assessed student perceptions of faculty practices and included the following five measures of faculty practices: (a) faculty belonging, reflecting students' perceptions that faculty members make them feel they belong in class; (b) faculty relationship, indicating students' perceptions that faculty members know important information about them; (c) faculty validation, assessing students' perceptions of the number of faculty members who communicate validating messages to them; (d) faculty welcoming engagement (inside the classroom), reflecting students' perceptions that their engagement in class is both welcome and encouraged by faculty members; and (e) faculty welcoming engagement (outside the classroom), reflecting students' perceptions that their engagement outside of class is both welcome and encouraged by faculty members. The faculty belonging, relationship, and welcoming engagement items are measured on a 6-point Likert scale that ranges from 1 = strongly disagree to 6 = strongly agree. The faculty validation...

Community service as an application of the independent learning – independent campus program to improve the competence of chemical engineering students through collaborative and student project-based learning

The community service program is one of the Tri Dharma or three obligations of Higher Education conducted by the academic community in Indonesia. A brand-new initiative in education was unveiled by the Ministry of Education, Culture, Research, and Technology, specifically Independent Learning – Independent Campus. Numerous Chemical Engineering – Institut Teknologi Indonesia faculty members and students collaborated with partners to manufacture and diversify cocozone oil as an outcome of downstream research and community service. As part of the 'Independent Learning - Independent Campus' program, community service is examined to determine its effect on student competence development and faculty-student engagement. Furthermore, students are unaware of its cost because it is subsidized by the government, though it highlights the importance of voluntary community work. Similarly, faculty members followed the same trend, though their ratings were higher than the pupils. Student socialization is an important part of their education and learning process. Additionally, community service activities are beneficial to the partner since they cushion them against the economic effect of the COVID-19 pandemic.

Determinants of Faculty-Student Engagement for Southeast Asian Men in Community College: An Exploratory Analysis

The purpose of this study was to examine determinants of faculty-student engagement for Southeast Asian men in community colleges. Using data derived from the Community College Survey of Men (CCSM), this study investigated faculty-student engagement for 140 Southeast Asian men attending community colleges in the United States. Five groupings of predictor variables were examined: background/defining, campus ethos, environmental, academic, and non-cognitive factors. Backwards multiple linear regression was employed to identify variables with significant contributions to the model. The final model converged on the eighth iteration and significantly predicted the outcome, accounting for 38% of the variance in faculty-student engagement. Findings indicated that faculty validation, stressful life events, action control, and use of academic advising and career counseling services were significant predictors of faculty-student engagement. Implications for community college practice and research are discussed.

Faculty-Student Engagement Best Practices

RENAUD STAUBER, Dept of Mathematics, Physics and Computer Science, Davis and Elkins College, WV 26241. Faculty-Student Engagement Best Practices.A network improvement community associated with the First2 Network is looking at ways to improve faculty-student engagement, particularly as it relates to improving STEM persistence in rural first-generation college students. In particular, we are evaluating two of the change ideas that have been proposed with the “plan-do-study-act” (PDSA) methodology. One idea has to do with broadening participation through engagement in the college’s Maker Space. The other investigates one way to apply Saundra McGuire’s learning skills interventions as outlined in her book “Teach Students How to Learn.” The results of the first were not encouraging, with fewer than six students participating in weekly workshop sessions. The second yielded 15% exam grade improvements when compared with the prior year when the interventions were not performed. In both cases the sample size was too small to be considered statistically meaningful, but the PDSAs provide some anecdotal evidence to be considered by other community members in their own classrooms and as a basis for further iterations of the change ideas.

Yes…and! Actor Improvisation Enhances Psychiatric-Mental Health Nursing Education.

Based on a comparative dearth of simulation products to support the attainment of key skills in psychiatric-mental health nursing, the authors developed scripted scenarios to provide students with exposure to low-incidence/high-risk simulated clinical scenarios in the classroom setting. Acting students from the university's theater school were provided with character sketches and information on psychopathology-psychopharmacology to add a sense of authenticity to the performances. In turn, students questioned the actor-patients in character. The actor-patients employed the improvisational technique of "yes…and" to further develop their characters and provide deeper opportunities for faculty-student engagement and psychiatric-mental health nursing skills development.

Reflection, Realization, and Reaffirmation: Voices of Black and White Faculty Members Engaged in Cross-Racial Mentoring

This article focuses on the experiences of four faculty members engaged in cross-racial mentoring at predominantly White institutions in the United States. Using scholarly personal narratives, the study addresses psychosocial and cultural struggles that both White and Black faculty members experience as they mentor individuals of differing ethnicities. The participants were a Black woman, a White woman, a Black man, and a White man, all of whom were faculty members. Their narratives shed light on difficulties precipitated through cross-racial interactions regardless of social station, racial identity, or racial awareness. The study provides a unique, emic perspective that addresses ideas of ambivalence, White privilege, Black social reticence, and White obliviousness as well as summarily advancing the discussion on faculty-student engagement in cross-racial mentoring. Ultimately the authors challenge themselves and faculty colleagues to be uncomfortable as they learn more about social stigmas, racialized stereotypes, cultural misconceptions, personal gaps in social knowledge, internal frustration, and social inequality.

Acceptability of Social Media Use in Out-of-Class Faculty-Student Engagement

In this exploratory study, higher education faculty perceptions regarding acceptability of social media use for out-of-class student engagement are identified. Hypotheses are developed and tested using a survey to address the impact of factors such as awareness, faculty/student relationship status, gender, academic discipline, and rank on faculty attitudes toward out-of-class social media use for student engagement. Findings indicate that faculty members are aware of social media, but use varies. Overall, they do not view social media as an important part of out-of-class engagement, but it is viewed as more acceptable for engagement with former students. In addition, faculty from Marketing and Communications disciplines and Associate/Full Professors perceive social media use to be more acceptable for student engagement when compared with their colleagues from other disciplines and lower ranks. Implications and conclusions are discussed for development of university social media usage policies and directions for future research.

Predictors of Faculty–Student Engagement for Black Men in Urban Community Colleges: An Investigation of the Community College Survey of Men

This research focuses on factors predicting faculty–student engagement for Black male collegians. In this study, the authors investigated whether students’ perceptions of racial/gender stereotypes had a moderating effect on the determinants of engagement with faculty. The sample population was derived from 16 urban community colleges located across four states. A total of 340 Black men participated in the Community College Survey of Men. Degree utility and intrinsic interest were both found to be positive determinants of faculty–student engagement. The variable with the most significant contribution to the model was faculty validation.

The work of faculty-in-residence: An introduction and literature review.

The unique work of faculty-in-residence (FIRs) is premised on a substantial amount of research, which demonstrates that faculty-student engagement benefits students positively. Still, there is a dearth of literature that focuses on FIR work. In particular, there is no published research on the historical context for FIRs and no published research that provides an overarching analysis of literature germane to FIR work. The objective of this article is to fill these gaps in the research literature by producing a historical study of FIR work and a review of research about FIR work. Qualitative methods were used for this study; namely, the authors employed both historical research methods and a literature review. This study is the first of its kind to trace the history of FIR work and to provide an overarching analysis of the limited literature on this topic. By filling in the gaps in the research literature and describing the current state of FIR work, this study contributes to a research base for future, iterative studies of FIR work. This study also offers a discussion of future directions for both the research and practice of FIR work on college campuses.

Faculty-Mentor-in-Rez: The development of a new faculty-in-residence model

Faculty-in-residence programs have long been touted as a successful way to provide for both intentional and casual out-of-the-classroom interactions between students and faculty. Despite research on the benefits to students and to faculty of such programs, academic commitments and lack of clarity around the role of live-in faculty has made recruiting of faculty a challenge. This case study provides an account of how McGill University, a publicly-funded, research-intensive university in Montreal, Canada, undertook the development and implementation of a new faculty-in-residence model that honored the long history of faculty living in McGill's residences, provided structured opportunities for faculty-student engagement, and reflected McGill's unique residence culture.

Faculty-student engagement in teaching observation and assessment: a Hong Kong initiative

There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member’s teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education.

Twitter, Millennials, and Nursing Education Research

This article reports the use of Twitter as an intervention delivery method in a multisite experimental nursing research study. A form of social networking, Twitter is considered a useful means of communication, particularly with millennials. This method was chosen based on current literature exploring the characteristics of millennial students. Ahern's Model of Adolescent Resilience served as the theoretical framework. Participants were 70 junior-level baccalaureate nursing students, ages 19-23, at two state-supported universities. Twitter was found to be a convenient, cost-effective, and enjoyable means of intervention delivery for the researcher. Participants in the experimental and control groups expressed positive feelings about the use of Twitter. The findings contribute to future efforts to use social media in nursing research and education to increase faculty-student engagement, promote critical reflection, provide social support, reinforce course content, and increase the sense of community.

Black Men’s Perceptions of Sense of Belonging with Faculty Members in Community Colleges

IntroductionIn 1954, the landmark decision of Brown v. Board of Education ended de jure racial segregation in the United States. After years of tumultuous integration efforts during the 1960s through 1980s, Black enrollment in postsecondary education has steadily increased. For example in 1976, there were 1.033.000 Black students enrolled in postsecondary institutions. The data indicates that there are now 2.962.000 Black students enrolled, a 187% increase (Digest of Education Statistics, 2013). However, access is not always synonymous with success. Unfavorable outcomes have been evident for Black students in the post-Brown era (Dancy & Brown, 2008). Contemporarily, student success outcomes for Black men have been concerning, as indicated by dismal persistence and graduation rates in comparison to their majority male and same-race female counterparts (Newman, Mmeje, & Allen, 2012). Some critics of the Brown ruling have argued that integration led to the demise of many predominantly Black institutions that were successful in serving Black students. In particular, scholars have highlighted that while Black students attended segregated schools prior to Brown and historically Black colleges and universities (HBCUs) post-Brown, faculty-student interactions at these institutions were more affirming, thereby bolstering student success (e.g., Allen, 1985, 1992; Davis, 1994; Palmer & Gasman, 2008; Palmer & Wood, 2012). In contrast, Black students entering predominantly White campuses post-Brown experienced psychosocial challenges from negative campus climates (i.e., racism and isolation) instigated by their White peers and faculty members (e.g., D'Augelli & Hershberger, 1993; Feagin, Vera, & Imani, 1996). Clearly, Black students interactions with faculty members have played and will continue to play an important role in academic outcomes.Sixty years after the Brown ruling, community colleges serve in roles similar to some HBCUs as an open access venue for those who may have received poor academic preparation in their secondary schooling. Therefore, community colleges serve as apt sites for analysis, given these institutions serve as the primary pathway for Black students with 46.6% attending two-year institutions as compared to 42.9% attending four-year institutions (Staklis, 2010). Specifically, for Black men attending public postsecondary institutions, 54.9% of these collegians will begin their academic experience in community colleges (U. S. Department of Education, 2004/2009). Therefore, it is necessary to better understand how Black men who enter these institutions experience and perceive community college environments. In particular, attention should be given to their interactions with faculty members who, according to prior research, play a critical role in the persistence of Black men in community colleges (Wood & Williams, 2013). Bearing the aforementioned in mind, the purpose of this study was to examine factors contributing to Black male students' sense of belonging with faculty members. This study used hierarchical linear regression to examine the following research questions:1. When controlling for relevant extraneous variables, is there a significant relationship between students' perceptions of and interactions with faculty (e.g., perceptions of racial-gender stereotypes, faculty validation, faculty-student engagement) and Black male community college students' perceptions of belonging with faculty members?2. Is the relationship between students' perceptions of and interactions with faculty and Black male community college students' perceptions of belonging with faculty members mediated by their masculine and racial/ethnic identities?This study is an important contribution to the existing literature. Cole and Griffin (2013) reviewed a comprehensive body of scholarship on faculty-student interactions and a vast majority of the published research is conducted at four-year colleges and universities. …

Supporting Black Male Community College Success: Determinants of Faculty–Student Engagement

The purpose of this study was to examine determinants of Black male students’ engagement with faculty in the community college. Data from this study were derived from the 2011 three-year cohort of the Community College Survey of Student Engagement (CCSSE). Using data from 11,384 Black male respondents within 260 community colleges, this study investigated faculty–student engagement using hierarchical, multilevel modeling. Among other findings, this study illustrated the importance of reading remediation, participation in learning communities, study skills courses, and college orientation in positively contributing to faculty–student interactions. Implications for college practice are discussed.

Strategies for Faculty-Student Engagement: How Community College Faculty Engage Latino Students

Student-faculty engagement has been identified as the best predictor of Latino student persistence (Hurtado & Carter, 1997). This study explores the strategies that community college faculty employ to engage Latino students. Findings indicate that knowledge, appreciation, and sensitivity to Hispanic cultures and an understanding of the preferred learning styles of Latino students are important considerations to establishing classroom environments that engage Latino students and, thus, facilitate their retention and academic success.