Faculty as a Critical Juncture in Student Retention and Performance in Engineering Programs

By C. Vogt. 2008

263 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9dfb9a97d13192fe459bf31eeff73eb212e390aa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

The Influence of Involvement with Faculty and Mentoring on the Self-Efficacy and Academic Achievement of African American and Latino College Students. (2012, background): “Vogt (2008) found that faculty-student interactions such as sharing with the students, advising students on research, and being accessible had a positive effect on student self-efficacy.”
Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender (2014, background): “Personal factors include perceptions of the engineering field and major desirability; environmental factors include perceptions of professors, comparisons with other students, and interactions with other students; and behavioral factors include student performance as measured by grade point average ”
Sources of Self-Efficacy Influencing Academic Performance of Engineering Students (2013, background): “So far, most of the studies examined only the relationship between self-efficacy sources and selfefficacy [5,10,13,17,21,32,33] or self-efficacy and academic achievements [1,3,14,15,16,19,20,22,24,28,35].”
Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive (2014, background): “STEM faculty members have been described by students as “cool,” “intimidating,” and “unapproachable” (Seymour and Hewitt, 1997; Vogt, 2008), which may be why most undergraduate students do not interact frequently with faculty (Cotten and Wilson, 2006; Cox and Orehovec, 2007).”
Engineering Competence? An Interpretive Investigation of Engineering Students' Professional Formation (2011, background): “implied in the notion of targeted instruction does not capture the full range of educational stimuli that emerge from authentic teacher-student interaction (Chen, Lattuca, & Hamilton, 2008; Paretti, 2008; Vogt, 2008).”
Connecting to the Professor: Impact of the Student–Faculty Relationship in a Highly Challenging Course (2012, background): “For instance, faculty who “bring themselves” to the classroom—perhaps sharing personal anecdotes, talking about their own professional histories, and talking with students about their own research interests and activity—help create a connection to students that promotes student success (Vogt 2008).”
Increasing Retention and Graduation Rates Through a STEM Learning Community (2016, background): “Many of the interventions in the EXCEL Program were designed to decrease the sense of distance between instructors and students because there is evidence that frequent student–faculty interactions can positively affect student self-efficacy which can then influence student effort and critical thinki”
An Analysis of Motivation Constructs with First‐Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans (2010, background): “In another study, Vogt (2008) documented a strong correlation between level of faculty interaction and self-efficacy, confidence, and performance in a multi-institution study of 713 engineering students across majors and year in school.”