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Abstract Title: The Connection Between Classroom Cues, Student Engagement and Disciplinary Identity
Abstract: The increased use of Learning Assistants in active learning classrooms have shown to benefit students' conceptual understanding, overall course performance, retention and graduation rates.
However, the implementation of active learning and LAs across disciplines varies and sometimes does not lead to students' full engagement and buy-in. In this case study, we used Hazari's holistic engagement analytical lens to examine how LAs influence students' behavioral, affective and cognitive engagement in class. To gain a deep understanding of class structure, we followed the faculty-LA course team during a 5-week module and collected class documents, attended LA-faculty planning meetings, observed classes and conducted informal interviews with LAs and the faculty. Based on this understanding, we developed a student survey that looked at the effects of students' engagement on their disciplinary identity. In this poster, we will discuss the associations between student engagement and specific outcomes.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B47

Author/Organizer Information

Primary Contact: Hagit Kornreich-Leshem
STEM Transformation Institute, Florida International University
11200 SW 8th
Miami, FL 33199
Phone: 305-348-7682
and Co-Presenter(s)
Sat Gavassa-Becerra, Biological Sciences Department,Florida International University
Laird Kramer, STEM Transformation Institute, Physics Department, Florida International University