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1. Multi-Disciplinary Orientation Sessions for Fist-Year Students in Engineering, Engineering Technology, Physics, and Computer Science

   Novoa, C. ; Martinez, Ortiz A. ; Talley, K.G. ( January 2016 , ASEE Annual Conference proceedings)

   This work in progress is motivated by a self-study conducted at Texas State University. The study revealed that the average second year science, technology, engineering and math (STEM) student retention rate is 56% vs. 67% for all majors, and that 16% of STEM majors are female while 57% of all undergraduate students are female. Using these statistics, the authors identified the need to offer motivating experiences to freshman in STEM while creating a sense of community among other STEM students. This paper reports on the impact of two interventions designed by the authors and aligned with this need. The interventionsmore »are: (1) a one-day multi- disciplinary summer orientation (summer15) to give participants the opportunity to undertake projects that demonstrate the relevance of spatial and computational thinking skills and (2) a subsequent six-week spatial visualization skills training (fall 2015) for students in need to refine these skills. The interventions have spatial skills as a common topic and introduce participants to career applications through laboratory tours and talks. Swail et al.[1] mentions that the three elements to address in order to best support students’ persistence and achievement are cognitive, social, and institutional factors. The interventions address all elements to some extent and are part of an NSF IUSE grant (2015-2018) to improve STEM retention. The summer 2015 orientation was attended by 17 freshmen level students in Physics, Engineering, Engineering Technology, and Computer Science. The orientation was in addition to “Bobcat Preview”, a separate mandatory one-week length freshman orientation that includes academic advising and educational and spirit sessions to acclimate students to the campus. The effectiveness of the orientation was assessed through exit surveys administered to participants. Current results are encouraging; 100% of the participants answered that the orientation created a space to learn about science and engineering, facilitated them to make friends and encouraged peer interaction. Eighty percent indicated that the orientation helped them to build confidence in their majors. Exit survey findings were positively linked to a former exit survey from an orientation given to a group of 18 talented and low-income students in 2013. The training on refining spatial visualization skills connects to the summer orientation by its goals. It offers freshman students in need to refine spatial skills a further way to increase motivation to STEM and create community among other students. It is also an effective approach to support students’ persistence and achievement. Bairaktarova et al.[2] mention that spatial skills ability is gradually becoming a standard assessment of an individual’s likelihood to succeed as an engineer. Metz et al.[3] report that well-developed spatial skills have been shown to lead to success in Engineering and Technology, Computer Science, Chemistry, Computer Aided Design and Mathematics. The effectiveness of the fall 2015 training was assessed through comparison between pre and post tests results and exit surveys administered to participants. All participants improved their pre-training scores and average improvement in students’ scores was 18.334%.« less
2. Spatial Visualization Skills Training at Texas State University to Enhance STEM Students' Academic Success

   Novoa, C. ; Spencer, B. ; Hazlewood, L. ; Martinez, Ortiz A. ( June 2020 , 2020 ASEE Virtual Annual Conference)

   A diagnostic of thirty questions administered to incoming STEM students in Fall 2013 and Fall 2015 - Fall 2018 reflects that their spatial visualization skills (SVS) need to be improved. Previous studies in the SVS subject [1], [2], [3] report that well-developed SVS skills lead to students’ success in Engineering and Technology, Computer Science, Chemistry, Computer Aided Design and Mathematics. Authors [4], [5] mention that aptitude in spatial skills is gradually becoming a standard assessment of an individual’s likelihood to succeed as an engineer. This research reports the qualitative and quantitative results of a project designed to improve SVS’s formore »STEM students managed under two strategies. The first strategy utilized was a series of face-to-face (FtF), two-hour training sessions taught over six weeks to all majors in STEM. This strategy was offered in Spring 2014 and every semester from Fall 2015 - Spring 2018. The second strategy was an embedded training (ET) implemented by one faculty from Fall 2017- Fall 2018. The faculty embedded the training in the US 1100 freshman seminar and was highly motivated to increase awareness of students on the importance and applicability of SVS in their fields of study. As reported by Swail et al. [6], cognitive, social, and institutional factors are key elements to best support students’ persistence and achievement. Both interventions used in this project encompassed all these factors and were supported by an NSF IUSE grant (2015-2019) to improve STEM retention. The FtF training was taken by 34 students majoring in diverse STEM fields. Its effectiveness was statistically assessed through a t-test to compare the results in the Purdue Spatial Visualization Skills Test - Rotations before and after the training and through analysis of surveys. Results were very positive; 85.29% of the participants improved their scores. The average change in scores was 5.29 (from 16.85 to 22.15; 17.65% improvement) and it was statistically significant (p-value 3.9E-8). On the surveys, 90% of students answered that they were satisfied with the training. Several students reported that they appreciated a connection between SVS, Calculus II and Engineering Graphics classes while others based the satisfaction on perceiving the critical role SVS will play in their careers. Results from the ET strategy were also encouraging. Teaching methods, curriculum and results are discussed in this paper. Adjustments to the teaching methods were done over 3 semesters. In the last semester, the faculty found that covering the modules at a slower pace than in the FtF training, asking the students to complete the pre-and post-diagnostic in class, and introducing the Spatial VisTM app to provide students with additional practice were key elements to assure students success and satisfaction. In conclusion, both strategies were demonstrated to be powerful interventions to increase students’ success because they not only offer students, particularly freshman, a way to refine SVS but also increase motivation in STEM while creating a community among students and faculty. The ET is effective and apt to be institutionalized. Lastly, this experimental research strengthens the literature on SVS.« less
3. Impacts Resulting from a Large-Scale First-Year Engineering and Computer Science Program on Students’ Successful Persistence Toward Degree Completion

   Ragusa, Gisele ; Allen, Emily L. ; Menezes, Gustavo B. ( June 2020 , ASEE Annual Conference Proceedings 2020)

   There is a critical need for more students with engineering and computer science majors to enter into, persist in, and graduate from four-year postsecondary institutions. Increasing the diversity of the workforce by inclusive practices in engineering and science is also a profound identified need. According to national statistics, the largest groups of underrepresented minority students in engineering and science attend U.S. public higher education institutions. Most often, a large proportion of these students come to colleges and universities with unique challenges and needs, and are more likely to be first in their family to attend college. In response to thesemore »needs, engineering education researchers and practitioners have developed, implemented and assessed interventions to provide support and help students succeed in college, particularly in their first year. These interventions typically target relatively small cohorts of students and can be managed by a small number of faculty and staff. In this paper, we report on “work in progress” research in a large-scale, first-year engineering and computer science intervention program at a public, comprehensive university using multivariate comparative statistical approaches. Large-scale intervention programs are especially relevant to minority serving institutions that prepare growing numbers of students who are first in their family to attend college and who are also under-resourced, financially. These students most often encounter academic difficulties and come to higher education with challenging experiences and backgrounds. Our studied first-year intervention program, first piloted in 2015, is now in its 5th year of implementation. Its intervention components include: (a) first-year block schedules, (b) project-based introductory engineering and computer science courses, (c) an introduction to mechanics course, which provides students with the foundation needed to succeed in a traditional physics sequence, and (d) peer-led supplemental instruction workshops for calculus, physics and chemistry courses. This intervention study responds to three research questions: (1) What role does the first-year intervention’s components play in students’ persistence in engineering and computer science majors across undergraduate program years? (2) What role do particular pedagogical and cocurricular support structures play in students’ successes? And (3) What role do various student socio-demographic and experiential factors play in the effectiveness of first-year interventions? To address these research questions and therefore determine the formative impact of the firstyear engineering and computer science program on which we are conducting research, we have collected diverse student data including grade point averages, concept inventory scores, and data from a multi-dimensional questionnaire that measures students’ use of support practices across their four to five years in their degree program, and diverse background information necessary to determine the impact of such factors on students’ persistence to degree. Background data includes students’ experiences prior to enrolling in college, their socio-demographic characteristics, and their college social capital throughout their higher education experience. For this research, we compared students who were enrolled in the first-year intervention program to those who were not enrolled in the first-year intervention. We have engaged in cross-sectional 2 data collection from students’ freshman through senior years and employed multivariate statistical analytical techniques on the collected student data. Results of these analyses were interesting and diverse. Generally, in terms of backgrounds, our research indicates that students’ parental education is positively related to their success in engineering and computer science across program years. Likewise, longitudinally (across program years), students’ college social capital predicted their academic success and persistence to degree. With regard to the study’s comparative research of the first-year intervention, our results indicate that students who were enrolled in the first-year intervention program as freshmen continued to use more support practices to assist them in academic success across their degree matriculation compared to students who were not in the first-year program. This suggests that the students continued to recognize the value of such supports as a consequence of having supports required as first-year students. In terms of students’ understanding of scientific or engineering-focused concepts, we found significant impact resulting from student support practices that were academically focused. We also found that enrolling in the first-year intervention was a significant predictor of the time that students spent preparing for classes and ultimately their grade point average, especially in STEM subjects across students’ years in college. In summary, we found that the studied first-year intervention program has longitudinal, positive impacts on students’ success as they navigate through their undergraduate experiences toward engineering and computer science degrees.« less
4. Professional Preparation of Underrepresented Minority PhD's and Post-Docs for a Career in Engineering Academia

   Cutright Teresa J, Willits Rebecca ( January 2018 , CoNECD ASEE)

   In engineering, women, racial and ethnic minorities, and persons with disabilities are classified as underrepresented minorities. Although strides have been made at the undergraduate level, diversity in faculty and academic administration positions still lags. This paper will present our approach and preliminary results of a National Science Foundation (NSF) sponsored collaborative project to broaden the participation of underrepresented engineering minorities in engineering academia by providing participants with an improved skill set for entry into a faculty position. This project, comprised of a two-week intensive summer professional preparation training in conjunction with year-long activities, built upon the findings of a previousmore »NSF 1.5-day workshop. The specific goals of the project include: 1. increase the awareness of what is "needed" to be an assistant professor; 2. quantify the specific areas PhD students and post-docs identified they need the most assistance with; 3. increase participant knowledge on effective STEM undergraduate learning;
4. advance the awareness and skills pertaining to curriculum development, delivery and assessment;
5. enhance the establishment of a research career; and 6. increase participant networking opportunities. Achievement of these goals will yield a more diverse and better prepared set of engineering educators, leading to better-equipped engineers entering the workforce. The first summer intensive professional preparation had 12 participants from the host institution, universities in the same geographical regions as the host, and from the collaborating institutions. Seventy-five percent of the ACADEME (Advancing Career in Academics with Diversity and Mentorship in Engineering) Fellows strongly agreed that the summer training content was useful for his/her professional development and 100% agreed that they would recommend the program to their peers. In addition to providing the assessment results from the first summer professional training, this paper includes recommendations from ACADEME Fellows for enhancing future summer sessions, results of a survey of a non-cohort group, lessons learned from recruiting, and the most effective activities during the academic year.« less
5. Elementary Teachers’ Verbal Support of Engineering Integration in an Interdisciplinary Project

   Lilly, S. C. ; McAlister, A. M. ; Chiu, J. L. ( July 2021 , 2021 ASEE Annual Conference proceedings)

   This study investigates how teachers verbally support students to engage in integrated engineering, science, and computer science activities across the implementation of an engineering project. This is important as recent research has focused on understanding how precollege students’ engagement in engineering practices is supported by teachers (Watkins et al., 2018) and the benefits of integrating engineering in precollege classes, including improved achievement in science, ability to engage in science and engineering practices inherent to engineering (i.e., engineering design), and increased awareness of engineering (National Academy of Engineering and the National Research Council; Katehi et al., 2009). Further, there is amore »national emphasis on integrating engineering, science, and computer science practices and concepts in science classrooms (NGSS Lead States, 2013). Yet little research has considered how teachers implement these disciplines together within one classroom, particularly elementary teachers who often have little prior experience in teaching engineering and may need support to integrate engineering design into elementary science classroom settings. In particular, this study explores how elementary teachers verbally support science and computer science concepts and practices to be implicitly and explicitly integrated into an engineering project by implementing support intended by curricular materials and/or adding their own verbal support. Implicit use of integration included students engaging in integrated practices without support to know that they were doing so; explicit use of integration included teachers providing support for students to know how and why they were integrating disciplines. Our research questions include: (1) To what extent did teachers provide implicit and explicit verbal support of integration in implementation versus how it was intended in curricular materials? (2) Does this look different between two differently-tracked class sections? Participants include two fifth-grade teachers who co-led two fifth-grade classes through a four-week engineering project. The project focused on redesigning school surfaces to mitigate water runoff. Teachers integrated disciplines by supporting students to create computational models of underlying scientific concepts to develop engineering solutions. One class had a larger proportion of students who were tracked into accelerated mathematics; the other class had a larger proportion of students with individualized educational plans (IEPs). Transcripts of whole class discussion were analyzed for instances that addressed the integration of disciplines or supported students to engage in integrated activities. Results show that all instances of integration were implicit for the class with students in advanced mathematics while most were explicit for the class with students with IEPs. Additionally, support was mainly added by the teachers rather than suggested by curricular materials. Most commonly, teachers added integration between computer science and engineering. Implications of this study are an important consideration for the support that teachers need to engage in the important, but challenging, work of integrating science and computer science practices through engineering lessons within elementary science classrooms. Particularly, we consider how to assist teachers with their verbal supports of integrated curricula through engineering lessons in elementary classrooms. This study then has the potential to significantly impact the state of knowledge in interdisciplinary learning through engineering for elementary students.« less