Sociotechnical curricular approaches for a culture of engagement in engineering: students navigating power and equity

BackgroundProject‐based learning has shown promise in improving learning outcomes for diverse students. However, studies on its impacts have largely focused on the perceptions of students and instructors or students' immediate performance. This study reports the impact of taking a project‐based introductory engineering course on students' subsequent academic success.Purpose/HypothesisThis quantitative study examines characteristics related to enrollment in the project‐based introductory engineering course and subsequent academic performance. We hypothesized that participation in the course would be associated with higher academic performance in subsequent engineering courses. In addition, we examined heterogeneity effects for students traditionally underrepresented in engineering education.Design/MethodThis study utilized data on students' demographics, academic preparation, course enrollment, and course performance from 1,318 engineering students from a large public university in Southern California. Logistic regression analysis with robust standard errors examined enrollment patterns. We applied propensity scores as inverse‐probability weights in multiple linear models to calculate the average treatment effect on the treated for participants from the project‐based introductory engineering course in five subsequent engineering courses. This analysis was conducted for all students and for selected student subgroups.ResultsEnrollment in the project‐based introductory engineering course was positively associated with students' performance in some subsequent engineering courses and did not adversely affect students traditionally underrepresented in engineering.ConclusionsThis study provides an example of a project‐based introductory engineering course that can support students' academic success in engineering. The benefits detected for some student populations (e.g., female) are encouraging for broadening engineering pathways.

This study is conducted to investigate the degree of enhancement of motivation obtained by the first year engineering students after going through an introductory engineering course. This is done at various engineering departments to help students undergo a smooth transition from school to university. In this paper, the learning environment criterion using How People Learn (HPL) framework in different introductory engineering courses is observed. The four lenses in the HPL (knowledge-, learner-, assessment-, community-centered) introduced by Bransford are used as the basis to evaluate the effectiveness of the course to enhance student motivation. A pre- and post-test questionnaires using Motivated Strategies for Learning Questionnaire (MSLQ) are administered to the engineering freshmen in four selected engineering departments, quoted as Departments A, B, C and D, in a technology-based university in Malaysia. This instrument is used to measure individual rate using the 7 point Likert-scale items. The main constructs for this instrument consist of intrinsic goal orientation, extrinsic goal orientation, task value, self-efficacy for learning and performance and control of learning beliefs. The descriptive analysis provides the mean, standard deviation and mean-difference to see the significance of the pre- and post-test results. The paired sample t-test is used to determine the significant differences of motivation levels at the beginning and end of the course. The results show that students of Department A (which implements all four lenses of HPL framework) have improved their motivation after completing the introductory engineering course and this would help them to retain the program, as well as to improve their enthusiasm to learn.

This paper researches the impact of the team-based learning (TBL) pedagogy and video lecture viewing strategies on an introductory engineering course. Teaching an introductory engineering course is a complex task because the students vary greatly in ability and experience. As the demand for engineers grows, emphases are placed on introductory engineering courses to effectively and efficiently educate the student in order to prepare them for their future engineering coursework and career. TBL, especially with the use of video lectures, has shown promise as an educational tool for a broad variety of students, but more research is needed. This paper describes three studies that provide more insight into whether the TBL pedagogy with video lectures is sufficient to provide the flexibility, performance, and preferential environment needed for introductory engineering classes. The first study compares two semesters of the TBL pedagogy to two semesters of the traditional pedagogy in a first-year Industrial Engineering course. This comparison demonstrated that students perform slightly better in the TBL pedagogy, students have a strong preference for the TBL classroom, and TBL provides a more engaging and interactive environment. The second study surveyed both first-year engineering students and the general university student population to understand the lecture video viewing habits of students. The study showed that approximately 45% of the students sampled accelerate video lectures to 1.25X or 1.5X normal speed and another 45% of students watch them at normal speed. Less than 10% of the students accelerate videos faster than 1.5X normal speed. The third study investigated the trade-off between video acceleration and video comprehension and how practice watching accelerated videos impacts that trade-off. The results show that video acceleration up to 2X normal speed may be warranted

Research in engineering education has identified several factors relevant to the development of students’ identity as engineers. Here we examine the engineering identity of undergraduate engineering students after an introductory engineering course. The specific research question explored here is: "How do engineering students in an introductory engineering course interpret competence, performance, and recognition in relation to their identities as engineers?” We used a modified engineering identity framework to explore the development of engineering identity within the undergraduate engineering context through a multiple case study approach. Six students majoring in engineering participated in the study. The students had divergent perspectives on what it meant to be competent as an engineer. In all cases, students connected both competence and performance as an engineer with persistence. At this introductory stage, self-recognition as an engineering person took center stage for each student. All were able to identify themselves strongly as an engineering person. The findings add to the current understandings about the development of engineering identity, and suggest that engineering identity may be critically important in conversations about the steps faculty may take in working with students to promote increased retention of undergraduate students in engineering.

Teamwork is cited by educators, employers and professionals as a critical skill for engineering students. Despite increasing usage of teams in engineering courses, rarely is time devoted to formal instruction and assessment of teamwork. Research has shown that to foster development of teamwork skills, activities should be carefully structured with ample opportunities for practice, constructive feedback, monitoring and reflection. This paper describes course activities designed for instruction and assessment of teamwork skills implemented in a first-semester introductory engineering course: a teamwork lecture, team building activities, projects, and informal in-class collaborative activities. To assess student performance, CATME self- and peer-evaluation scores were analyzed. A survey was also provided to students to give insight into perceptions of course activities and learning outcomes. Student performance scores suggest high participation and engagement. Survey results showed student impressions of team activities were positive. 94% felt their teamwork skills had improved as a result of course activities. Open-ended survey questions provided more details into which activities students found most effective and team practices that students felt helped or hindered their success. Results will enhance our understanding of first-year engineering students' perceptions of teamwork and provide guidance in structuring course activities that help students develop teamwork skills.

Many believe that spatial reasoning and visualization contribute to success in engineering. To investigate this view, we a) studied how students in engineering and engineers in professional practice solved spatial reasoning problems, b) designed and implemented spatial strategy instruction, and c) characterized the impact of spatial instruction on engineering course performance. In the span of 4 years, over 500 students have used our spatial strategy instruction that includes hands‐on activities, innovative computer courseware, and problem‐solving assessments. We studied 153 students in an introductory engineering course. Overall, students made significant progress in spatial reasoning. In addition, gender differences in the ability to generate orthographic projections on the pre‐test disappeared on the post‐test. Spatial reasoning ability was a significant predictor of overall course grade, and strong spatial skills were necessary for success on the course exams. Spatial strategy instruction helps students build a repertoire of approaches for engineering problem solving and contributes to confidence in engineering, especially for women. We recommend starting instruction on spatial strategies used by practicing engineers in introductory engineering courses and building on these skills throughout the curriculum.

This research category paper examines the impact of computational thinking within first-year engineering courses on student pathways into engineering. Computational thinking and programming appear in many introductory engineering courses. Prior work found that early computational thinking development is critical to the formation of engineers. This qualitative research paper extends the research by documenting how pre-university privileges impact first-year student trajectories into engineering through a qualitative examination of student interviews from three institutions with different processes for matriculation into engineering majors. We identify the underlying assumptions of meritocracy that are concealing the role of educational privilege in selecting which engineering students will be allowed to join the field. We provide a suggestion for how institutions can include computational thinking in introductory engineering courses with less risk of furthering the marginalization of students with few academic privileges.

There is an increasing demand from employers and stakeholders for chemical engineering graduates to have a range of professional skills in addition to their chemical engineering knowledge. For chemical engineering to continuously flourish as a discipline, our graduates will need to demonstrate professional skills at a higher level. Chemical engineering graduates are expected to be good in communicating in various forms, able to work in teams, able to solve problems, able to manage time well and continue to learn (life-long learning). These professional skills are more likely to be developed within the students if the skills are embedded into the curriculum, rather than taught in separate classes. It is essential for engineering courses to implement teaching and learning approaches that can help students to not only learn the content and at the same time develop crucial professional skills. The Introduction to Engineering course is designed to stimulate students' passion and strengthen their motivation for further engineering studies as well as enhancing their technical knowledge and relevant professional skills. This 3-hour credit course is required for all first-year chemical engineering students in Universiti Teknologi Malaysia. First year experience in the introductory engineering course was enhanced by competitive challenges, student-centred learning activities, problem solving and seminars that strengthen the development of students' technical knowledge and professional skills. The objective of this study is to determine the effect of an integrated teaching and learning approach on the professional skills development among first year chemical engineering students for three consecutive years. To study the impact of the course, the students were asked to write reflective journals on what they have learnt. The three years' data, Semester 2012/2013, Semester 2013/2014 and Semester 2014/2015 were collected from reflective journals written by students of different batch. Using thematic analysis, four main professional skills were identified from the reflective journals, namely team working, communication, problem solving and time management skills. The results consistently indicate that the introductory course allows students to engage in engineering practice and provide an early start to ensure engineering graduates are equipped with a broader set of professional skills and greater experience of addressing 'real' engineering problems. It was concluded that the integrated teaching and learning approach in Introduction to Engineering course is effective in promoting positive professional skills development among engineering students.

ECE 100, Introduction to Engineering Design, is required of all students in the College of Engineering and Applied Sciences (CEAS) students at Arizona State University (ASU), USA. Due to space and staffing constraints, approximately half of the students entering in the fall take the course during their first semester and the other half does so during their second semester in the Spring. Most of the students who take ECE 100 in the Spring do not take any engineering course in their first semester. Studies done when the introductory course was in a different format suggested that if engineering students took the introductory engineering course during their first semester, their rate of retention was higher than for those who took the course in the Spring. In a recent study, it was shown that the retention rate of the fall 95 first-time, full-time freshmen (FFF) in ECE 100 their first semester had a higher retention rate one year later than the average FFF in the CEAS. ECE 100 students were surveyed in the Fall 95 and Spring 96 semesters. Surprisingly, for all groups-men, women and minority students-retention was higher after two years for those students who took ECE 100 in the Spring. This difference was significant for the male students. Among FFF students, while men did better taking ECE 100 in the Spring, women and minority students showed a trend of higher retention by taking ECE 100 in the Fall. This trend would suggest that special programs for FFF women and minority students, not in ECE 100 in the Fall, might help increase retention.

In the rapidly evolving landscape of engineering education, there is a growing need to effectively integrate emerging technical concepts into curricula. Fostering a deeper understanding of these contemporary ideas prepares students to meet the challenges of the ever-changing technological field and ensures their skills and knowledge align with current industry demands. This study uses tutorial-laboratories (tutorial-labs) to incorporate emerging technical concepts into introductory engineering courses. The proposed tutorial-labs combine tutorial sessions with practical laboratory work, engaging students in hands-on experiences that mirror real-world applications. Tutorial-labs allow students to draw connections between theoretical concepts and their tangible applications, reinforcing their comprehension and retention of the theory at different stages of the program. Our findings suggest that tutorial-labs can significantly enhance students’ grasp of emerging technical concepts in introductory engineering courses. While our study primarily focuses on electrical engineering, the approach and strategies can also be applied to a wider range of science and engineering disciplines, thereby potentially influencing the broader pedagogical landscape in other disciplines.

Applied Academics is both a trend within pioneering educational institutions as well as a demand from the current generations of students at all levels. The first semesters of an engineering curricula focus on developing a solid theoretical basis in Mathematics, Physics and Programming before becoming immersed in practical projects. Therefore, first-year engineering students usually struggle to visualize the practical applications of their studies. Advancing towards an educational model based on competencies, the following workshop was an effort to increase engineering students’ engagement and to launch their development at a first stage. This interactive workshop was designed and implemented in an introductory engineering course where students were able to understand how a Star Wars BB8 commercial prototype droid is built and how it works. This droid worked as a great example of a well-known robot that integrates the different disciplines of the engineering programs involved in the workshop: Mechanical, Industrial, Automotive, Electrical, and Mechatronics. More than 600 freshmen took this workshop, which resulted in satisfactory outcomes. Results suggest that this kind of activity will prevent the abandonment of engineering studies. Students were really engaged in the workshop and showed curiosity and interest in understanding what was inside the famous robot and how it worked, given its innovative design. The students enjoyed the experience and realized the main differences between the engineering disciplines involved according to their application in this practical example. This workshop also helped them to reaffirm their decision on an Engineering Major and to motivate them to become skilled to be able to create this kind of technology.

The performance assessment was a major component of the overall National Science Foundation-funded research project, Engagement in Engineering Pathways. The study examined underrepresented and female students’ abilities to translate cognitive knowledge into demonstrable performance-based proficiencies through engagement in Peer-Led Team Learning (PLTL) labs in post-secondary, undergraduate introductory engineering courses. Evidence from the study comes from 518 students enrolled in four engineering courses and PLTL labs. The research protocols, implementation process, and assessment of academic achievement of project participants are discussed. Data are analyzed across student demographics to identify performance indicators within PLTL activities that influenced students’ commitment and retention in engineering pathways. This study found evidence to suggest the incorporation of PLTL in introductory engineering courses had a positive effect on the academic achievement, persistence, and commitment to engineering of students historically underrepresented in engineering. Implementation and support for PLTL that incorporates active learning can promote high academic performance, increased participation in class as well as persistence and retention in engineering pathways.

This quantitative study examined student participation in an introductory project-based engineering course offered in fully face-to-face and hybrid course modes (N = 160). This course attempted to counteract trends of decreased student motivation and high attrition rates among engineering majors. Mixed-design analysis of variance examined differences in motivational constructs including student self-efficacy, effort regulation, and interest in engineering, as well as engineering skills throughout the course and across instructional modes. None of the motivational constructs were associated with significant decreases throughout the course nor with differences across instructional modes. However, students’ engineering skills increased throughout the course with no significant differences across course modalities. Furthermore, interest in engineering and effort regulation were positively associated with course performance. The instructional modality was not significantly associated with course performance. Overall, this study provides an example of a project-based introductory engineering course which may help maintain student motivation and foster student success in engineering.

Computational thinking is understood as the development of skills and knowledge in how to apply computers and technology to systematically solve problems. Computational thinking has been acknowledged as one key aspect in the taxonomy of engineering education and implied in multiple ABET student outcomes. Moreover, many introductory engineering courses worldwide have a component of programming or computational thinking. A preliminary study of enculturation to the engineering profession found that computational thinking was deemed a critical area of development at the early stages of instruction (Mendoza Diaz et al., 2018, 2019; Richard et al., 2016; Wickliff et al., 2018). No existing computational thinking framework was found to fully meet the needs of engineers, based on the expertise of researchers at three different institutions and the aid of a comprehensive literature review. As a result, a revised version of a computational thinking diagnostic was developed and renamed the engineering computational thinking diagnostic (ECTD). The five computational thinking factors of the ECTD are (1) Abstraction, (2) Algorithmic Thinking and Programming, (3) Data Representation, Organization, and Analysis, (4) Decomposition, and (5) Impact of Computing. This paper describes the development and revisions made to the ECTD using data collected from first-year engineering students at a Southwestern public university. The goal of the development of the ECTD is to capture the entry and exit skill levels of engineering students in an engineering program.

The RePicture App (RePicture.com) is a new way to introduce students and the public to engineering and interdisciplinary engineering teams. It uses the stories of engineering and engineers to change perceptions of engineering. The App’s goal is to increase interest and diversity in engineering and can be used in introductory engineering courses to increase students’ persistence. Research shows that high school teachers and students generally do not understand what engineers do and the public does not know that engineers play a vital role in saving lives. Even engineering students often mistakenly think that most engineers sit alone at desks doing math. They may not fully understand the breadth of engineer’s work or its benefits to society. This lack of understanding impacts engineering students’ persistence in engineering. Stories about actual engineers show that engineering is creative, collaborative, and makes a real difference in people’s lives. The RePicture App uses engineering projects all around us to tell the stories of how engineering projects are benefiting communities and the teams that make projects come to life. The App also tells the stories of individual engineers, including what they do daily on the job and why they like their job. These stories show how the work done by engineers is shaping our future and introduces students to the many different types of engineering jobs. The App also highlights that all types of people (e.g., women and other underrepresented groups) are successful engineers. There is no cost to use the RePicture App and it is freely available for any course where students will benefit from learning more about engineering projects or engineers. The App was developed based on a review of research regarding how to increase students’, including female students’, interest in engineering as a career. This paper discusses the potential benefits of using the App in introductory engineering courses. Because most of the data currently contained in the App regards civil engineering, we expect civil engineering courses initially will be most interested in its use. During the coming months, more stories will be added for other engineering disciplines. This is a work in progress and our goal is to present research results at a future ASEE conference.