1. Insights from Outside the Classroom ASEE 2015 June 14, 2015 A Multi-Institutional Effort University of Washington – Denise Wilson, Cheryl Allendoerfer, Diane Jones Minnesota State University, Mankato – Becky Bates Seattle Pacific University – Melani Plett, Caitlin Wasilewski Simmons College – Nanette Veilleux Tuskegee University – Tamara Floyd-Smith Belonging and Engagement in STEM Education

2. Insights from Outside the Classroom Intro ( ½ hour ) Our classroom observations and discussion of classroom setting ( 1 hour) Insights from outside the classroom ( 1 hour) Wrap up ( ½ hour)

3. Insights from Outside the Classroom 1.Brief overview of this segment of the study 2.Findings: Part 1 3.Break-out discussions: Part 1 4.Findings: Part 2 5.Break-out discussions: Part 2 6.Wrap-up

4. Insights from Outside the Classroom Research Questions 1.What types of communities do students participate in outside of the classroom? Academic Non-Academic 2. How does this participation benefit students?

5. Insights from Outside the Classroom InstitutionPhase 1 Focus Group/Interview Participants Phase 2 Interview Participants Total Research691685 Teaching241741 Private14519 Women’s111425 HBCU45550 Total16357220 Methodology Interviews/Focus Groups

6. Insights from Outside the Classroom Methodology Qualitative Analysis Initial coding scheme based on the study’s research questions Preliminary coding by multiple researchers, comparison, revision of coding scheme Full coding and analysis by one researcher

7. Insights from Outside the Classroom Academic Communities

8. Insights from Outside the Classroom Most Helpful Types of Academic Communities InstitutionMost Helpful Academic Communities (Ranked) ResearchStudy Groups – Informal Lab Groups TA Sessions Study Space (for certain majors) Campus Study Centers TeachingStudy Groups – Informal Professional Societies PrivateStudy Groups – Informal Lab Groups Women’sStudy Alone Professor-Led Study Sessions Study Groups - Informal HBCUStudy Groups – Informal & Formal Professional Societies Lab Groups

9. Insights from Outside the Classroom Most Helpful Types of Academic Communities “Being in my study group helps because with the combined brain power we’re more likely to figure out the problems, get the correct answers, get better test scores and better grades.” Research “I think there an unspoken grades competition between us. I’m an accountability partner for one of my friends.” Private “Study groups [help] because we all get to bounce off ideas. If somebody figures [out] a different way of doing it, it kind of gives you a way to challenge what you think, and helps.” HBCU “I’m involved in SWE [Society of Women Engineers]. I think that helps me a lot, for example when I went to the conference I felt motivated.” Teaching

10. Insights from Outside the Classroom How do these communities influence academic engagement? Collective motivation Ability to achieve Competitiveness When participating in an academic group, students felt that their understanding of material and capability to perform improved. The power of teamwork was the driving motivator.

11. Insights from Outside the Classroom Summary Informal study groups appear to be important for students across institutions, with lab groups and professional societies also playing important roles in certain settings. Because of institutional differences, it’s important not only to understand which communities students participate in, but which communities are making the most difference for students at your institution/major/program.

12. Insights from Outside the Classroom What Can Faculty Do? Be aware of the informal working teams that students organize for themselves – group dynamics, who is included/excluded Assign group work, but be deliberate about group formation Provide dedicated space for group work Encourage groups to value diverse perspectives and working styles

13. Insights from Outside the Classroom Let’s Discuss: Part 1 Form groups of 3 to 6 people. Designate a note taker. Spend 5 minutes discussing and documenting your thoughts on the first set of questions. Spend 5 minutes discussing and documenting your thoughts on the second set of questions. Designate someone to give a 1-minute report from your group. Come back together and report from groups.

14. Insights from Outside the Classroom Discussion Questions: Set 1 Academic Communities What types of academic communities do your students participate in outside the classroom? Are some groups more positive than others? Why or why not? What do you see as the pluses/minuses of this participation? – For the students’ overall well-being? – For the students’ academic career? – For the larger community?

15. Insights from Outside the Classroom Discussion Questions: Set 2 Academic Communities What can you do to facilitate your students’ participation in helpful communities? Is there a role for faculty in these extracurricular academic groups? – If not, why not? – If so, what types of things can faculty do to promote group participation? Groupings of students? Group dynamics? Work load sharing and accountability? – Is there a limit to how much faculty should/can get involved? How could you tell if your efforts were having an impact?

16. Insights from Outside the Classroom Non-Academic Communities

17. Insights from Outside the Classroom Most Helpful Types of Non-Academic Communities Family Friends Religious Organizations Clubs

18. Insights from Outside the Classroom Most Helpful Types of Non-Academic Communities Family: “I really enjoy my family community because there is always something going on…. I can always cry laugh, and depend on them.” (HBCU) Friends: “If you just have a fun day with your roommate or something. You did something and you feel motivated and you want to get your homework done, finish everything, and you want to do more.” (Teaching) Religious Organizations: “[Church] can help remind you there is a bigger picture and that you’ll get through it.” (Private)

19. Insights from Outside the Classroom How do these communities influence academic engagement? Connections to these non-academic communities fulfilled important needs for students, which in turn enabled them to engage or re-engage in their academic work. – Belonging needs – Safety needs – Esteem needs

20. Insights from Outside the Classroom Summary Participation in activities and communities outside of academics helps students engage in their education while also fulfilling important needs

21. Insights from Outside the Classroom Let’s Discuss: Part 2 Form groups of 3 to 6 people. Designate a note taker. Spend 5 minutes discussing and documenting your thoughts on the first set of questions. Spend 5 minutes discussing and documenting your thoughts on the second set of questions. Designate someone to give a 1-minute report from your group. Come back together and report from groups.

22. Insights from Outside the Classroom Let’s Discuss: Part 2 Non-Academic Communities What types of non-academic communities do your students participate in? What do you see as the pluses/minuses of this participation? –For the students’ overall well-being? –For the students’ academic career? –For the community?

23. Insights from Outside the Classroom Let’s Discuss: Part 2 Non-Academic Communities What could you do to facilitate your students’ participation in helpful communities? What would be your motivation? How could you tell if your efforts were having an impact?

24. Insights from Outside the Classroom Wrap Up What came to mind about your own setting/students? What strategies did you learn from others here? What might you try in your own setting? What questions remain?

25. Insights from Outside the Classroom Thank You! Intro ( ½ hour ) Our classroom observations and discussion of classroom setting ( 1 hour) Insights from outside the classroom ( 1 hour) Wrap up ( ½ hour)