More Like this

1. Exploring Gender Differences in Students’ Sustainability Beliefs in Upper-level Engineering Courses

   Swift, M. ; Godwin, A. ; Shealy, T. ( June 2018 , ASEE Annual Conference proceedings)

   Despite increased calls for the need for more diverse engineers and significant efforts to “move the needle,” the composition of students, especially women, earning bachelor’s degrees in engineering has not significantly changed over the past three decades. Prior research by Klotz and colleagues (2014) showed that sustainability as a topic in engineering education is a potentially positive way to increase women’s interest in STEM at the transition from high school to college. Additionally, sustainability has increasingly become a more prevalent topic in engineering as the need for global solutions that address the environmental, social, and economic aspects of sustainability have become more pressing. However, few studies have examined students’ sustainability related career for upper-level engineering students. This time point is a critical one as students are transitioning from college to industry or other careers where they may be positioned to solve some of these pressing problems. In this work, we answer the question, “What differences exist between men and women’s attitudes about sustainability in upper-level engineering courses?” in order to better understand how sustainability topics may promote women’s interest in and desire to address these needs in their future careers. We used pilot data from the CLIMATE survey given tomore »228 junior and senior civil, environmental, and mechanical engineering students at a large East Coast research institution. This survey included questions about students’ career goals, college experiences, beliefs about engineering, and demographic information. The students surveyed included 62 third-year students, 96 fourth-year students, 29 fifth-year students, and one sixth-year student. In order to compare our results of upper-level students’ attitudes about sustainability, we asked the same questions as the previous study focused on first-year engineering students, “Which of these topics, if any, do you hope to directly address in your career?” The list of topics included energy (supply or demand), climate change, environmental degradation, water supply, terrorism and war, opportunities for future generations, food availability, disease, poverty and distribution of resources, and opportunities for women and/or minorities. As the answer to this question was binary, either “Yes,” or “No,” Pearson’s Chi-squared test with Yates’ continuity correction was performed on each topic for this question, comparing men and women’s answers. We found that women are significantly more likely to want to address water supply, food availability, and opportunities for woman and/or minorities in their careers than their male peers. Conversely, men were significantly more likely to want to address energy and terrorism and war in their careers than their female peers. Our results begin to help us understand the particular differences that men and women, even far along in their undergraduate engineering careers, may have in their desire to address certain sustainability outcomes in their careers. This work begins to let us understand certain topics and pathways that may support women in engineering as well as provides comparisons to prior work on early career undergraduate students. Our future work will include looking at particular student experiences in and out of the classroom to understand how these sustainability outcome expectations develop.« less
2. Lived Experiences of African American Engineering Students at a PWI Through the Lens of Navigational Capital

   Damas, S. ; Benson, L. ( February 2022 , 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity))

   There are significant disparities between the conferring of science, technology, engineering, and mathematics (STEM) bachelor’s degrees to minoritized groups and the number of STEM faculty that represent minoritized groups at four-year predominantly White institutions (PWIs). Studies show that as of 2019, African American faculty at PWIs have increased by only 2.3% in the last 20 years. This study explores the ways in which this imbalance affects minoritized students in engineering majors. Our research objective is to describe the ways in which African American students navigate their way to success in an engineering program at a PWI where the minoritized faculty representation is less than 10%. In this study, we define success as completion of an undergraduate degree and matriculation into a Ph.D. program. Research shows that African American students struggle with feeling like the “outsider within” in graduate programs and that the engineering culture can permeate from undergraduate to graduate programs. We address our research objective by conducting interviews using navigational capital as our theoretical framework, which can be defined as resilience, academic invulnerability, and skills. These three concepts come together to denote the journey of an individual as they achieve success in an environment not created with them inmore »mind. Navigational capital has been applied in education contexts to study minoritized groups, and specifically in engineering education to study the persistence of students of color. Research on navigational capital often focuses on how participants acquire resources from others. There is a limited focus on the experience of the student as the individual agent exercising their own navigational capital. Drawing from and adapting the framework of navigational capital, this study provides rich descriptions of the lived experiences of African American students in an engineering program at a PWI as they navigated their way to academic success in a system that was not designed with them in mind. This pilot study took place at a research-intensive, land grant PWI in the southeastern United States. We recruited two students who identify as African American and are in the first year of their Ph.D. program in an engineering major. Our interview protocol was adapted from a related study about student motivation, identity, and sense of belonging in engineering. After transcribing interviews with these participants, we began our qualitative analysis with a priori coding, drawing from the framework of navigational capital, to identify the experiences, connections, involvement, and resources the participants tapped into as they maneuvered their way to success in an undergraduate engineering program at a PWI. To identify other aspects of the participants’ experiences that were not reflected in that framework, we also used open coding. The results showed that the participants tapped into their navigational capital when they used experiences, connections, involvement, and resources to be resilient, academically invulnerable, and skillful. They learned from experiences (theirs or others’), capitalized on their connections, positioned themselves through involvement, and used their resources to achieve success in their engineering program. The participants identified their experiences, connections, and involvement. For example, one participant who came from a blended family (African American and White) drew from the experiences she had with her blended family. Her experiences helped her to understand the cultures of Black and White people. She was able to turn that into a skill to connect with others at her PWI. The point at which she took her familial experiences to use as a skill to maneuver her way to success at a PWI was an example of her navigational capital. Another participant capitalized on his connections to develop academic invulnerability. He was able to build his connections by making meaningful relationships with his classmates. He knew the importance of having reliable people to be there for him when he encountered a topic he did not understand. He cultivated an environment through relationships with classmates that set him up to achieve academic invulnerability in his classes. The participants spoke least about how they used their resources. The few mentions of resources were not distinct enough to make any substantial connection to the factors that denote navigational capital. The participants spoke explicitly about the PWI culture in their engineering department. From open coding, we identified the theme that participants did not expect to have role models in their major that looked like them and went into their undergraduate experience with the understanding that they will be the distinct minority in their classes. They did not make notable mention of how a lack of minority faculty affected their success. Upon acceptance, they took on the challenge of being a racial minority in exchange for a well-recognized degree they felt would have more value compared to engineering programs at other universities. They identified ways they maneuvered around their expectation that they would not have representative role models through their use of navigational capital. Integrating knowledge from the framework of navigational capital and its existing applications in engineering and education allows us the opportunity to learn from African American students that have succeeded in engineering programs with low minority faculty representation. The future directions of this work are to outline strategies that could enhance the path of minoritized engineering students towards success and to lay a foundation for understanding the use of navigational capital by minoritized students in engineering at PWIs. Students at PWIs can benefit from understanding their own navigational capital to help them identify ways to successfully navigate educational institutions. Students’ awareness of their capacity to maintain high levels of achievement, their connections to networks that facilitate navigation, and their ability to draw from experiences to enhance resilience provide them with the agency to unleash the invisible factors of their potential to be innovators in their collegiate and work environments.« less
3. Preparation of Female and Minority PhD and Post-Docs for Careers in Engineering Academia (Experience)

   Makki, Nidaa ; Cutright, Teresa J. ; Coats, Linda T. ; Willits, Rebecca K. ; Stone, Tonya W. ; Williams, Lakiesha N. ; Rodrigues, Debora F. ( July 2022 , ASEE annual conference)

   Improving undergraduate STEM teaching for diverse students is dependent to some extent on increasing the representation of Black, Indigenous and People of Color (BIPOC) and women in the ranks of faculty in engineering departments. However, new faculty members, whether they had postdoctoral training or not, report that they were not adequately prepared for academia. To address this need, a professional development program was developed for underrepresented doctoral and postdoctoral students, which focused on various strategies to be successful in teaching, research and service aspects of academic positions. The program included an intensive two-week summer session, with follow-up mentoring during the academic year, and was conducted from 2017 to 2020 with three cohorts of fellows recruited from across the country. To evaluate the impact of the program on the participants’ perceptions of their preparation for academic careers, a follow up survey was sent in May 2021 to the three former cohorts of participants (n=61), and responses were received from 37 of them. The survey asked participants to reflect on areas that they felt most prepared for in their academic positions, and areas that they felt least prepared for. The survey also asked participants to discuss additional supports they would have likedmore »to have been provided with to better prepare them given their current positions (academic, industry, etc.). Results from the survey indicated that 92% of participants found the professional development program prepared them for the responsibilities and expectations to succeed in academic positions. Over 90% agreed that the program prepared them for the application process for a tenure track search, and 89% agreed the program prepared them for the primary components of the startup package. In addition, participants reported that the program increased their preparation in developing teaching philosophy (100%), developing learning outcomes (97%), and using active learning strategies during teaching (91%). The majority agreed that the program helped prepare them to teach students with various cultural backgrounds, and to develop and use assessment strategies. Participants were also asked to discuss the impact of the Covid 19 pandemic on their career trajectory, and most of them reported being somewhat impacted (65%) to extremely impacted (29%). Participants reported few or no job openings, cancelations of interviews, delays in research which impacted the rate of completing degrees, and publications, which affected the participants’ application competitiveness. Furthermore, working from home and balancing family and academic responsibilities affected their productivity. Based on the survey results, funds were secured to provide an additional day of professional training to cover any items not addressed during summer training, as well as any issues, challenges, or concerns they might have encountered while fulfilling their academic position. Thirty-three ACADEME fellows have indicated that they will participate in the new professional development, held in May 2022. Results from this analysis, and preliminary topics and outcomes of the supplemental activities are discussed. The findings contribute to the literature by increasing knowledge of specific challenges that new faculty encounter and can inform future efforts to support minorities and women in engineering doctoral programs.« less
4. Preparation of Female and Minority PhD and Post-Docs for Careers in Engineering Academia (Experience)

   Makki, Nidaa ; Cutright, Teresa J. ; Coats, Linda T. ; Willits, Rebecca K. ; Stone, Tonya W. ; Williams, Lakiesha N. ; Rodrigues, Debora F. ( July 2022 , ASEE annual conference)

   Improving undergraduate STEM teaching for diverse students is dependent to some extent on increasing the representation of Black, Indigenous and People of Color (BIPOC) and women in the ranks of faculty in engineering departments. However, new faculty members, whether they had postdoctoral training or not, report that they were not adequately prepared for academia. To address this need, a professional development program was developed for underrepresented doctoral and postdoctoral students, which focused on various strategies to be successful in teaching, research and service aspects of academic positions. The program included an intensive two-week summer session, with follow-up mentoring during the academic year, and was conducted from 2017 to 2020 with three cohorts of fellows recruited from across the country. To evaluate the impact of the program on the participants’ perceptions of their preparation for academic careers, a follow up survey was sent in May 2021 to the three former cohorts of participants (n=61), and responses were received from 37 of them. The survey asked participants to reflect on areas that they felt most prepared for in their academic positions, and areas that they felt least prepared for. The survey also asked participants to discuss additional supports they would have likedmore »to have been provided with to better prepare them given their current positions (academic, industry, etc.). Results from the survey indicated that 92% of participants found the professional development program prepared them for the responsibilities and expectations to succeed in academic positions. Over 90% agreed that the program prepared them for the application process for a tenure track search, and 89% agreed the program prepared them for the primary components of the startup package. In addition, participants reported that the program increased their preparation in developing teaching philosophy (100%), developing learning outcomes (97%), and using active learning strategies during teaching (91%). The majority agreed that the program helped prepare them to teach students with various cultural backgrounds, and to develop and use assessment strategies. Participants were also asked to discuss the impact of the Covid 19 pandemic on their career trajectory, and most of them reported being somewhat impacted (65%) to extremely impacted (29%). Participants reported few or no job openings, cancelations of interviews, delays in research which impacted the rate of completing degrees, and publications, which affected the participants’ application competitiveness. Furthermore, working from home and balancing family and academic responsibilities affected their productivity. Based on the survey results, funds were secured to provide an additional day of professional training to cover any items not addressed during summer training, as well as any issues, challenges, or concerns they might have encountered while fulfilling their academic position. Thirty-three ACADEME fellows have indicated that they will participate in the new professional development, held in May 2022. Results from this analysis, and preliminary topics and outcomes of the supplemental activities are discussed. The findings contribute to the literature by increasing knowledge of specific challenges that new faculty encounter and can inform future efforts to support minorities and women in engineering doctoral programs.« less
5. Light Microscopy Outreach as an Introduction to Scientific Concepts for Students in Under-Resourced Schools Across the Globe

   Endow, Sharyn A. ; Paul, Umika S. ( January 2020 , Microscopy and microanalysis)

   Light microscopy provides a window into another world that is not visible to the unaided eye. Because of this and its importance in biological discoveries, the light microscope is an essential tool for scientific studies. It can also be used with a variety of easily obtained specimens to provide dramatic demonstrations of previously unknown features of common plants and animals. Thus, one way to interest young people in science is to start with an introduction to light microscopy. This is an especially effective strategy for individuals who attend less advantaged or under-resourced schools, as they may not have been previously exposed to scientific concepts in their classes. However, introducing light microscopy lessons in the classroom can be challenging because of the high cost of light microscopes, even those that are relatively basic, in addition to their usual large size. Efforts are underway by our laboratory in collaboration with the Biophysical Society (BPS) to introduce young people to light microscopy using small, easy-to-assemble wooden microscopes developed by Echo Laboratories. The microscopes are available online as low-cost kits ($10 each with shipping), each consisting of 19 parts printed onto an 81⁄2 x 11 inch sheet of light-weight wood (Fig. 1). After punchingmore »out the pieces, they can be assembled into a microscope with a moveable stage and a low-power lens, also provided in the kit (Fig. 2). Photos taken with a cell phone through the microscope lens can give magnifications of ~16-18x, or higher. At these magnifications, features of specimens that are not visible to the unaided eye can be easily observed, e.g., small hairs on the margins of leaves or lichens [1]. As a member of the BPS Education Committee, one of us (SAE) wrote a Lesson Plan on Light Microscopy specifically for use with the wooden microscopes. SAE was also able to obtain a gift of 500 wooden microscope kits for the BPS from Echo Laboratories and Chroma Technology Corp in 2016. The wooden microscope kits, together with the lesson plan, have provided the materials for our present outreach efforts. Rather than giving out the wooden microscope kits to individuals, the BPS asked the Education Committee to maximize the impact of the gift by distributing the microscopes with the Lesson Plan on Light Microscopy to teachers, e.g., through teachers’ workshops or outreach sessions. This strategy was devised to enable the Society to reach a larger number of young people than by giving the microscopes to individuals. The Education Committee first evaluated the microscopes as a tool to introduce students to scientific concepts by providing microscopes to a BPS member at the National University of Colombia who conducted a workshop on Sept 19-24, 2016 in Tumaco, Columbia. During the workshop, which involved 120 high school girls and 80 minority students, including Afro-Colombian and older students, the students built the wooden microscopes and examined specimens, and compared the microscopes to a conventional light microscope. Assembling the wooden microscopes was found to be a useful procedure that was similar to a scientific protocol, and encouraged young girls and older students to participate in science. This was especially promising in Colombia, where there are few women in science and little effort to increase women in STEM fields. Another area of outreach emerged recently when one of us, USP, an undergraduate student at Duke University, who was taught by SAE how to assemble the wooden microscopes and how to use the lesson plan, took three wooden microscopes on a visit to her family in Bangalore, India in summer 2018 [2]. There she organized and led three sessions in state run, under-resourced government schools, involving classes of ~25-40 students each. This was very successful – the students enjoyed learning about the microscopes and building them, and the science teachers were interested in expanding the sessions to other government schools. USP taught the teachers how to assemble and use the microscopes and gave the teachers the microscopes and lesson plan, which is also available to the public at the BPS web site. She also met with a founder of the organization, Whitefield Rising, which is working to improve teaching in government schools, and taught her and several volunteers how to assemble the microscopes and conduct the sessions. The Whitefield Rising members have been able to conduct nine further sessions in Bangalore over the past ~18 months (Fig. 3), using microscope kits provided to them by the BPS. USP has continued to work with members of the Whitefield Rising group during her summer and winter breaks on visits to Bangalore. Recently she has been working with another volunteer group that has expanded the outreach efforts to New Delhi. The light microscopy outreach that our laboratory is conducting in India in collaboration with the BPS is having a positive impact because we have been able to develop a partnership with volunteers in Bangalore and New Delhi. The overall goal is to enhance science education globally, especially in less advantaged schools, by providing a low-cost microscope that can be used to introduce students to scientific concepts.« less