Table 4.
Table of measures
| Variable | Coding |
|---|---|
| Dependent variable | |
| Academic engagement | Factor composed of eight items: frequency with which students asked questions in class, discussed course grades or assignments with the instructor, attended professor’s office hours, participated in class discussions, tutored other students in their introductory STEM course, reviewed class material before it was covered, attended review or help sessions to enhance understanding of course content, and studied with students from this course |
| Course-level variables | |
| Faculty course goal: Use technology to effectively engage students | 1 = strongly disagree to 4 = strongly agree |
| Faculty agreement: In my classroom, there is no such thing as a question that is too elementary | 1 = strongly disagree to 4 = strongly agree |
| Faculty agreement: I feel it is primarily up to students whether they succeed in this course | 1 = strongly disagree to 4 = strongly agree |
| Faculty agreement: There is not enough time available to give every student individualized attention | 1 = strongly disagree to 4 = strongly agree |
| Tenure status: Tenured (reference group: not on tenure track) | 0 = no, 1 = yes |
| Tenure status: Not tenured, on tenure track (reference group: not on tenure track) | 0 = no, 1 = yes |
| Student-level variables | |
| Sex: Female | 0 = no, 1 = yes |
| Race: White (reference group: non-White) | 0 = no, 1 = yes |
| SAT composite score | Continuous, range 400–1,600 |
| HS biology grade | 0 = F to 4 = A |
| HS chemistry grade | 0 = F to 4 = A |
| Earned college math credits in high school | 0 = no, 1 = yes |
| Freshman (reference group: non freshman) | 0 = no, 1 = yes |
| Degree aspiration: Medical doctorate (reference group: all other aspirations) | 0 = no, 1 = yes |
| Frequency: Asked a teacher for advice or help outside of class in HS | 1 = never to 3 = frequently |
| Self-rating: Communication skills | 1 = lowest 10% to 5 = highest 10% |
| Self-rating: Initiative-taking | 1 = lowest 10% to 5 = highest 10% |
| Self-rating: Ability to know when and whom to ask for help | 1 = lowest 10% to 5 = highest 10% |
| Self-rating: Competitiveness | 1 = lowest 10% to 5 = highest 10% |
| Agreement: Faculty gave students written feedback on their performance or progress in the course | 1 = strongly disagree to 4 = strongly agree |
| Frequency: Sought tutoring from a campus office or program | 1 = never to 5 = very often |
| Frequency: Sought a professional (off-campus) tutor | 1 = never to 5 = very often |
| Frequency: Attended supplemental instruction sessions | 1 = never to 5 = very often |
| Frequency: Felt excited about learning new concepts | 1 = never to 5 = very often |
| Frequency: Felt collaboration among other students in this course | 1 = never to 5 = very often |
| Proportion of class time devoted to lecture | 1 = 0% to 7 = 100% |
| Proportion of class time devoted to class discussion | 1 = 0% to 7 = 100% |
| Proportion of class time devoted to group work | 1 = 0% to 7 = 100% |
| Agreement: Felt my hard work was reflected in my grades | 1 = strongly disagree to 4 = strongly agree |
| Agreement: Felt comfortable asking questions in class | 1 = strongly disagree to 4 = strongly agree |
| Agreement: I was motivated to try hard on course assignments and exams | 1 = strongly disagree to 4 = strongly agree |
| Agreement: I received feedback that helped me learn and improve | 1 = strongly disagree to 4 = strongly agree |