Josephine Ann Gasiewski|M. Kevin Eagan|Gina A. García|Sylvia Hurtado|Mitchell J. Chang
From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses
University of California, Los Angeles|University of California, Los Angeles|University of California, Los Angeles|University of California, Los Angeles|University of California, Los Angeles
lack academic engagement introductory science courses considered primary reason students switch science majors study employed sequential explanatory mixed methods approach provide richer understanding relationship student engagement introductory science instruction quantitative survey data drawn 2873 students within 73 introductory science technology engineering mathematics stem courses across 15 colleges universities qualitative data collected 41 student focus groups eight institutions findings indicate students tended engaged courses instructor consistently signaled openness student questions recognizes herhis role helping students succeed likewise students reported feeling comfortable asking questions class seeking tutoring attending supplemental instruction sessions collaborating students course also likely engaged instructional implications improving students levels academic engagement discussed