Studies have found that Faculty–Student Interaction (FSI) has many positive benefits for students including academic support, professional development, mentoring, and career planning. Research-inte...

Breaking the tyranny of office hours: Overcoming professor avoidance

Digital technologies have become central to higher education teaching and learning practices. This paper presents the results of a qualitative study of students’ experiences within a resource-rich and digitally-driven pedagogical system in a second year engineering dynamics course. Course instructors created an Active, Blended, and Collaborative (ABC) learning environment providing students with multiple learning resources. The resources included a hybrid Lecturebook (a combination of textbook and workbook), an online discussion forum, a large repository of online videos, and a tutorial room staffed by teaching assistants. A thematic analysis of semi-structured interview transcripts characterized how students perceived the utility of the available resources, especially given the complex integration of pedagogies and resources available in person and across the technology platform. The findings revealed that students valued the blended structure because it provided them with both immediate and asynchronous access to the learning resources. Students used the resources to help them solve homework problems, study for exams, and improve their conceptual understanding in the course. The students reported engaging with their peers to receive feedback constantly throughout out the course. The results highlight how the learning resources were aligned with each other and in-class pedagogies, and they worked in tandem to support students’ academic success. The results from this paper contribute to the literature on student perceptions of technology-mediated learning environments in core engineering courses.

/pdf/student-perspectives-on-the-learning-resources-in-an-active-3dzeeivaop.pdf

Student Perspectives on the Learning Resources in an Active, Blended, and Collaborative (ABC) Pedagogical Environment

Organizational and team culture as antecedents of protection motivation among IT employees

Help-seeking behaviours (HSB) are central to the learning process and have a profound impact on academic success. We explore the HSB of students enrolled in a Mechanical Engineering programme at a ...

Resource usage and usefulness: academic help-seeking behaviours of undergraduate engineering students

Higher education scholarship is focused largely on professors who guide students in their learning and students who participate in the educational process. The contributions of professional staff (i.e., those supporting the work of faculty and students) have not been as well understood, particularly those who reside in academic departments. We explore the work and impact of three staff-led problem-solving teams within an academic unit at one U.S. public university. Professional staff led these three grassroots teams on co-operative education, mentorship, and intercultural competency; in each, staff represented the majority of team members. We report on our research on these teams between 2017–2019 which culminated in interviews with 20 team members. We applied cultural models’ theory to orient our data collection, analysis, and validation. In this theory, interviews help uncover the existence and extent of a sense of “sharedness” with the potential to reveal a consensus view of the culture, hence the name “cultural models.” Interview statements are validated against other data—two sets of drawings interviewees created during the interviews. Through interviewee discourse and drawings, we describe the internal dynamics and connections accessed by members of these three teams. By specifying how staff were able to work together and what the cultural models illustrated about organizational-culture change, we help fill the gap in the higher education literature about this university subculture.

Professional Staff Making a Difference: Cultural Change in Higher Education

Learning in cooperation and/or collaboration with others is embedded in many higher education settings. Research on learning communities of various types often focuses on academic performance and pedagogical and curriculum enhancements. Our intent was to explore the cultural aspects of peer-to-peer collaboration. We apply the analytic lens of ritual to understand how engineering majors manage this “betwixt and between” phase of their lives prior to graduation. Our ethnographic and survey data go beyond confirming the emergence of “communitas” (an egalitarian and collaborative community spirit) among these undergraduates, to examine its value, how it works, and why it is sustained. We argue that students learn and adopt various work strategies, many of which are collaborative efforts, in response to the engineering school's organizational culture. This research raises options for new collaborations to transform the organizational culture while enhancing student performance and the college experience.

Ritual as Work Strategy: A Window into Organizational Culture

In 1988, the California state legislature passed the California Street Terrorism Enforcement and Prevention Act (STEP), which allowed courts to “enhance” the sentences of offenders who have been proven to "promote, further, or assist in any criminal conduct by gang members." It bundled together criminality, policing, and incarceration in ways that drew upon the fears of the black/latino Others that were imminent in panics surrounding the “crack epidemic” and inner-city crime. Jumping to April 2016, the Salvadoran government has passed strikingly similar legislation, which centers on reclassifying gang-associated crimes as terroristic; in essence under their new laws gang affiliation is a terrorist. This, too, has been enacted in the midst of panic about gang violence and low-level warfare between gangs and the Salvadoran state. The adoption of US-style anti-gang approaches by the Salvadoran government is not new. In 2003, the right-wing government passed mano dura [“iron fist”] policies that sought to address increases in gang associate crime with zero-tolerance, tough-on-crime measures. Law enforcement received expanded leeway to target and arrest gang members, especially those from Mara Salvatrucha 13 (MS-13) and Barrio 18. Despite the lack of sustained reductions in violent crime, the mano dura policies have remained and will only be exacerbated by the new legislation.

pdf/sketches-toward-an-ontology-of-non-dwelling-mara-salvatrucha-21qo9kq8s3.pdf

Sketches Toward an Ontology of Non-Dwelling: Mara Salvatrucha 13, Radical Homelessness, and Postglobality

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Ritual as Work Strategy: A Window into Organizational Culture

Sketches Toward an Ontology of Non-Dwelling: Mara Salvatrucha 13, Radical Homelessness, and Postglobality