TY - JOUR
T1 - Learning in clusters
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
AU - Chen, John
AU - Landy, Jenna Michelle
AU - Scheidt, Matthew
AU - Major, Justin Charles
AU - Ge, Julianna
AU - Chambers, Camaryn Elizabeth
AU - Grigorian, Christina
AU - Kerfs, Michelle
AU - Berger, Edward J.
AU - Godwin, Allison
AU - Self, Brian P.
AU - Widmann, James M.
N1 - Funding Information:
This amterialsibsed upon wa ork supported by the aNtional cSience oFution undenr Gdranta Nos. DUE-1626287, DUE-1626185, and DUE-1626148.). Any opinions, findings,and conclusions or recommendationsxespsed in trhiesamterialraheteoof thesuahorts and do not necessarily reflect ht evews iohfaNeti otlncSienaecoFution. Wne dowdauik olltehn atllkht ea students hworticipa tepd in tahis tus Wdithoutyh.tiriem etpsnt enih otful usrpgeeo,hh snttis work would notbepossible.
Funding Information:
Justin C. Major is a fourth-year Ph.D Candidate and National Science Foundation Graduate Research Fellow in the Purdue University Engineering Education Program. As an undergraduate student at the University of Nevada, Reno (UNR), Justin completed Bachelor’s degrees in both Mechanical Engineering and Secondary Mathematics Education with an informal emphasis in engineering education. Through his involvement in the UNR PRiDE Research Lab and engagement with the UNR and Northern Nevada STEM Education communities, he studied student motivation, active learning, and diversity; developed K-12 engineering education curriculum; and advocated for socioeconomically just access to STEM education. As a Ph.D. Candidate with the STRiDE Research Lab at Purdue University, Justin’s dissertation research focuses on the study of Intersectionality Theory and the intersectionality of socioeconomic inequality in engineering education, use of critical quantitative methodology and narrative inquiry to understand the complex stories of engineering students from traditionally minoritized backgrounds, and the pursuit of a socioeconomically just engineering education.
Publisher Copyright:
© American Society for Engineering Education 2020.
PY - 2020/6/22
Y1 - 2020/6/22
N2 - This research paper explores the role of non-cognitive and affective (NCA) factors in influencing student achievement and thriving. We have developed and deployed a survey with evidence of validity and reliability to measure 28 NCA factors from n=2339 undergraduates at 17 U.S. institutions. The factors examined include personality, grit, meaning and purpose, engineering identity, mindset, motivation, test anxiety, test and study environment, perceptions of faculty caring, self-control, stress, gratitude, mindfulness, and sense of belonging. The results from a previous cluster analysis identified four distinct clusters of students' NCA profiles, accounting for 69.0% of the sample. A second analysis indicated that membership within any of the four clusters was only weakly, if at all, associated with academic performance, as measured by self-reported, overall grade-point-average. In this study we explore this association in more detailed and nuanced ways to assess whether cluster membership is truly unassociated with academic performance.
AB - This research paper explores the role of non-cognitive and affective (NCA) factors in influencing student achievement and thriving. We have developed and deployed a survey with evidence of validity and reliability to measure 28 NCA factors from n=2339 undergraduates at 17 U.S. institutions. The factors examined include personality, grit, meaning and purpose, engineering identity, mindset, motivation, test anxiety, test and study environment, perceptions of faculty caring, self-control, stress, gratitude, mindfulness, and sense of belonging. The results from a previous cluster analysis identified four distinct clusters of students' NCA profiles, accounting for 69.0% of the sample. A second analysis indicated that membership within any of the four clusters was only weakly, if at all, associated with academic performance, as measured by self-reported, overall grade-point-average. In this study we explore this association in more detailed and nuanced ways to assess whether cluster membership is truly unassociated with academic performance.
UR - http://www.scopus.com/inward/record.url?scp=85095748166&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85095748166&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85095748166
SN - 2153-5965
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
M1 - 945
Y2 - 22 June 2020 through 26 June 2020
ER -