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1. Broadening Participation of First-Generation College Students in Engineering – Backgrounds, Experiences and Strategies for Success

   Smith, Jessica M. ; Verdin, Dina ; Lucena, Juan ( January 2019 , Review & directory - American Society for Engineering Education)

   First-generation college students have entered the spotlight of educational research and reform. This shift in perspective has been covered in popular media, for example, in The Chronicle of Higher Education’s series entitled “Engine of Inequality,” which analyzes the challenges facing first-generation college students. However, engineering programs have been slower in responding to this new emphasis on first-generation college students, perhaps assuming that the lack of success of underrepresented groups is a result of deficiencies in the students’ background and preparation. Our research challenges this assumption by explicitly investigating the connections between first-generation engineering students’ success and their experiences within higher education, using a large-scale quantitative survey. Whereas the deficiency perspective focuses on what these students lack and how they need to change themselves in order to adapt to engineering undergraduate curricula, this study seeks to understand how first-generation college student’s funds of knowledge (i.e., family and cultural knowledge developed by growing up in poor and/or working households) can be leveraged in their engineering work and the factors that contribute to their success in engineering. Using ethnographic data of first-generation college students in engineering, from prior work, seven themes were created to capture aspects of students’ funds of knowledge. The themes were classified as follows: community networks, lived experiences, tinkering knowledge from home, tinkering knowledge from work, perspective taking, reading people, and translation among people. To date, the funds of knowledge themes have been validated, at the first level, using exploratory factor analysis with a broad range of engineering students from first-years to fourth-year of higher at two institutions, one in the Midwest and one in the mountain region. Convenience sampling was used to test and validate the funds of knowledge survey constructs. We are currently in our second data collection process. The large-scale survey will be administered to upperclassman and alumni at five participating institutions across the United States, i.e., in a large public polytechnic, small selective private polytechnic, large land grant, large sub-urban public, and large public universities. 

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2. Fostering Structural Earthquake Engineering on Early Years College Students through Field Damage Observations and Fiber-Based Simulations

   Montejo, L. ( June 2022 , 12th National Conference in Earthquake Engineering)

   Because of the already crowded civil engineering curriculum and the amount of previous knowledge required, earthquake engineering topics are barely taught at the undergraduate level and is mostly reserved as an advance course in graduate school. In this article we show how we engaged fiber-based simulations along with field damage observations from the 2020 southwest Puerto Rico earthquake sequence to introduce early year college students from different academic backgrounds into structural earthquake engineering. It was found that fiber-based modeling provides a natural way of modeling civil structures and offer results that can be easily related with the expected/observed damages, making it an efficient tool to introduce key aspects of the structural seismic response and motivate early year college students to pursue further studies in this field. 

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3. StEER: A Community-Centered Approach to Assessing the Performance of the Built Environment After Natural Hazard Events

   https://doi.org/10.3389/fbuil.2021.636197  

   Kijewski-Correa, T.L. ( May 2021 , Frontiers in built environment)

   Since its founding in 2018, the Structural Extreme Events Reconnaissance (StEER) Network has worked to deepen the capacity of the Natural Hazards Engineering (NHE) community for coordinated and standardized assessments of the performance of the built environment following natural hazard events. This paper positions StEER within the field of engineering reconnaissance and the Natural Hazards Engineering Research Infrastructure (NHERI), outlining its organizational model for coordinated community-led responses to wind, seismic, and coastal hazard events. The paper’s examination of StEER’s event response workflow, engaging a range of hardware and delivering a suite of products, demonstrates StEER’s contributions in the areas of: workflow and data standardization, data reliability to enable field-observation-driven research & development, efficiency in data collection and dissemination to speed knowledge sharing, near-real- time open data access for enhanced coordination and transparency, and flexibility in collaboration modes to reduce the “overhead” associated with reconnaissance and foster broad NHE community engagement in event responses as part of field and virtual assessment structural teams (FAST/VAST). StEER’s creation of efficient systems to deliver well-documented, reliable data suitable for diverse re-uses as well as rapidly disseminated synopses of the impact of natural hazard events on the built environment provide a distinctive complement to existing post-event reconnaissance initiatives. The implementation of these policies, protocols and workflows is then demonstrated with case studies from five events illustrating StEER’s different field response strategies: the Nashville, Tennessee Tornadoes (2020) – a Hazard Gradient Survey; the Palu Earthquake and Tsunami in Indonesia (2018) – a Representative Performance Study; the Puerto Rico Earthquakes (2019/2020) – using Targeted Case Studies; Hurricane Laura (2020) – leveraging Rapid Surveys to enable virtual assessments; and Hurricane Dorian (2019) in the Bahamas – a Phased Multi-Hazard Investigation. The use of these strategies has enabled StEER to respond to 36 natural hazard events, involving over 150 different individuals to produce 45 published reports/briefings, over 5000 publicly available app-based structural assessments, and over 1600 km (1000 mi) of street-level panoramic imagery in its first 2years of operation. 

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4. Illuminating inequality in access: Variation in enrollment in undergraduate engineering programs across Virginia's high schools

   https://doi.org/10.1002/jee.20352  

   Knight, David B. ; Grohs, Jacob R. ; Bradburn, Isabel S. ; Kinoshita, Timothy J. ; Vaziri, Stacey ; M. Matusovich, Holly ; Carrico, Cheryl ( October 2020 , Journal of Engineering Education)

   Determining the root causes of persistent underrepresentation of different subpopulations in engineering remains a continued challenge. Because place‐based variation of resource distribution is not random and because school and community contexts influence high school outcomes, considering variation across those contexts should be paramount in broadening participation research.

   This study takes a macroscopic systems view of engineering enrollments to understand variation across one state's public high school rates of engineering matriculation.

   This study uses a dataset from the Virginia Longitudinal Data System that includes all students who completed high school from a Virginia public school from 2007 to 2014 (N= 685,429). We explore geographic variation in four‐year undergraduate engineering enrollment as a function of gender, race/ethnicity, and economically disadvantaged status. Additionally, we investigate the relationship between characteristics of the high school and community contexts and undergraduate engineering enrollment across Virginia's high schools using regression analysis.

   Our findings illuminate inequality in enrollment in engineering programs at four‐year institutions across high schools by gender, race, and socioeconomic status (and the intersections among those demographics). Different high schools have different engineering enrollment rates among students who attend four‐year postsecondary institutions. We show strong associations between high schools' engineering enrollment rates and four‐year institution enrollment rates as well as moderate associations for high schools' community socioeconomic status.

   Strong systemic forces need to be overcome to broaden participation in engineering. We demonstrate the insights that state longitudinal data systems can illuminate in engineering education research.

    

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5. A Pilot Study of the Development of Empathy within a Service-learning Trip from a Qualitative Perspective

   Wang, Linjue ; Carroll, Turhan Kendall ; Delaine, David A. ( January 2018 , ASEE Annual Conference proceedings)

   Qualitative outcomes of a pilot study which seeks to investigate the ways and extent to which service-learning impacts the development of empathy in undergraduate engineering students are presented. Service-learning is an experiential education pedagogy in which students engage in activities designed to tackle community needs within structured opportunities to promote learning and development. Community service, teamwork, problem-solving, and reflection are common elements within service-learning activities. This educational approach can provide students with real-world scenarios that connect classroom theory and knowledge to community needs. A brief literature review on service-learning within engineering education, is presented alongside brief background on the meaning of empathy. This is followed by initial qualitative findings around a service-learning trip within an undergraduate engineering course involving 13 student participants. The findings indicate service-learning in a foreign community can serve as a platform for the development of empathy in engineering undergraduates. The development of empathy can be fostered within three main findings: group dynamics, interactions with the community, and individual interpretation of the service-learning experience through self-reflection. This paper concludes with a discussion on how these three findings collectively influence the development of empathy in students. This paper provides a qualitative approach to contextualizing the development of empathy as a learning outcome for engineering educators interested in service-learning. 

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