Christina M. Vogt is a senior scholar in residence at the National Academy of Engineering in Washington, DC. She has a background in computer science and her doctorate in educational psychology. Currently, she works on an educational equity project to increase the number of females in K-12 pre-engineering and post-secondary engineering programs. Previously, she taught and worked on various educational research projects at the University of Southern California (USC).
Faculty as a Critical Juncture in Student Retention and Performance in Engineering Programs
Version of Record online: 2 JAN 2013
2008 American Society for Engineering Education
Journal of Engineering Education
Volume 97, Issue 1, pages 27–36, January 2008
How to Cite
Vogt, C. M. (2008), Faculty as a Critical Juncture in Student Retention and Performance in Engineering Programs. Journal of Engineering Education, 97: 27–36. doi: 10.1002/j.2168-9830.2008.tb00951.x
- Issue online: 2 JAN 2013
- Version of Record online: 2 JAN 2013
- academic integration;
- classroom climate;
Large numbers of students depart from engineering programs before graduation. For example, in fields such as engineering and computer science, students have commented on the inaccessible or unapproachable nature of faculty. To evaluate this problem, this study gathered data across four research universities. Using structural equation modeling, it measured environmental effects, i.e., academic integration or faculty distance on (a) self-efficacy, (b) academic confidence and (c) self-regulated learning behaviors effort, critical thinking, help-seeking and peer learning, and (d) GPA. Results showed that faculty distance lowered self-efficacy, academic confidence and GPA. Conversely, academic integration had a positive effect on self-efficacy, which in turn had strong positive effects on effort and critical thinking. Consequently, ongoing educational reform efforts must encourage engineering faculty to understand the significance of their student/professor relationships and seriously undertake measures to become personally available to students.