Undergraduate Engineering Majors Research Articles

A Case Study Comparison of Undergraduate Education and Engineering Majors’ Understanding of Community Engineering

ABSTRACT As we prepare teachers to provide students with opportunities within STEM education, authentic experiences should guide the instruction. Unfortunately, due to the novel integration of engineering into national reform documents, there is a dearth of documentation on elementary preservice teachers’ engineering ideas as they align with student goals (e.g. enrolling in an engineering program). As teachers must provide authentic science experiences to help frame the work of scientists for students, creating authentic engineering experiences should frame the work of engineers. Thus, it is important to foundationally investigate how elementary preservice teachers’ ideas about engineering reflect those of novice engineers. This research uses multiple case study to investigate and compare teaching and engineering majors’ understanding of engineering within their communities. Additionally, while there were some similarities across groups, engineering majors were more likely to speak to the science behind the artifacts represented in the photo novellas they authored, and the preservice teachers found a larger variety and diversity of engineering elements. Findings indicate that these groups have fundamentally different perspectives on engineering and how it is manifested within the communities. This has implications for upper tiers of education as elementary teachers lay broad engineering foundations, while middle, high school, and community colleges must methodically highlight engineering disciplines to provide more authentic experiences, highlighting the connections between engineering, science, and math.

LGBTQ+ faculty, queering health sciences classrooms: student perspectives.

Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) students in undergraduate science, technology, engineering, and math (STEM) majors are more likely to drop out than their cisgender, heterosexual peers despite having equivalent grades and research exposure. It has been demonstrated that a sense of belonging, a very strong predictor of student retention, is low in LGBTQ+-identified STEM undergraduates. It has further been posited that faculty openness and authenticity can enhance a sense of belonging for LGBTQ+ students through the creation of an inclusive classroom culture. The authors of this article, three LGBTQ+-identified faculty in the health sciences department at Boston University, surveyed students enrolled in their courses to elicit student thoughts, feelings, and behaviors regarding the effect of faculty 1) sharing their identity openly in the classroom, and 2) actively working to create open, inclusive dialogue and space in their classrooms. Of 86 student participants across multiple classes, the large majority of students, both LGBTQ+-identified and non-LGBTQ+-identified, described feeling safe, included, and welcomed in the classroom. They described engaging more in peer-to-peer education and felt that instructor authenticity created a safe and inclusive classroom. A minority of LGBTQ+-identified students and non-LGBTQ+-identified students reported feeling unsure of voicing their opinions, for the former related to insecurity about being LGBTQ+ and the latter feeling a liberal bias existed in the classroom. Altogether, these results suggest a positive effect on student sense of belonging when faculty authenticity and intentionality create inclusive classroom environments in the health sciences.NEW & NOTEWORTHY Openness and authenticity of lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+)-identified faculty in the health sciences positively affect students by helping them feel seen, welcomed, and included for both students who identify as LGBTQ+ and those who do not. Moreover, faculty openness fostered student action by encouraging them to have peer-to-peer discussions about inclusive language and engage more openly in classroom discussions. Creating academic job security for LGBTQ+-identified faculty to be open can enhance classroom culture, student engagement, and learning.

Investigating the Future of ‘Engineer of 2020’ Attributes: Moving from Access to Engagement & Sense of Belonging

Using data from the National Survey of Student Engagement (NSSE), this study seeks to explore the presence and relevance of NAE’s ‘Engineer of 2020’ competencies and key student learning outcomes (SLOs) among samples of undergraduate engineering majors (UEMs). Data were analysed using a battery of statistical tests assessing UEMs achievement of NAE SLOs, the extent to which SLO achievement in NAE domains influence UEMs’ key outcomes (e.g., grades, satisfaction) and sense of belonging. Follow-up tests explored meaningful differences among groups by race, gender, disability status, to name a few. Implications for future engineering education policy, practice, pedagogy and research are highlighted.

A structural model of student experiences in a career‐forward chemistry laboratory curriculum

AbstractPersistence is a major issue facing students, particularly those who are both female and from underrepresented ethnic minorities (URM). A closer look at the variables affecting their commitment and capacity for continuing the pursuit of their goal allows us to better design support systems that bolster persistence. This study tests a structural equation model (SEM) for students using a career‐forward laboratory chemistry curriculum based upon the Mediation Model of Research Experience (MMRE) that explains the relationships among self‐efficacy, identity as an engineer, and commitment to an engineering career. Data were collected from 426 undergraduate engineering majors at the end of the semester using a previously constructed survey for three semesters of general chemistry laboratory for engineering majors. The research question was addressed using bivariate correlations and a series of SEMs where multigroup analyses were conducted separately for non‐URM and URM participants. Bivariate correlations show significant positive associations between all four variables for the entire group of students. However, when disaggregated, the only significant association for URM participants (n = 109) was between identity as an engineer and commitment to an engineering career. Notably, teamwork self‐efficacy was a negative predictor of commitment to an engineering career for URM participants. Beta‐coefficients from the SEM show that identity and engineering self‐efficacy are the variables most predictive of commitment, with identity being nearly twice as predictive for URM students. This study adds support for professional identity as a key predictive variable for career commitment for URM participants and indicates that a laboratory curriculum that emphasizes applied professional practice can support persistence. Considering the degree to which teamwork is emphasized generally, additional studies are needed to better understand the implications for URM students. Particularly in applications that emphasize long‐term outcomes.

Investigating students' motivational goals and self‐efficacy and task beliefs in relationship to course attendance and prior knowledge in an undergraduate statics course

AbstractBackgroundStudent persistence in undergraduate engineering majors often depends on how they perform in foundational engineering courses. Although mastery of prerequisite knowledge affects how students perform in these courses, research suggests that achievement goal orientations and task‐value and self‐efficacy beliefs play prominent roles in predicting students' achievement.Purpose/HypothesisDrawing on achievement goal, expectancy‐value, and self‐efficacy theories, this study explores the relationships and relative predictive significance of students' achievement goal orientations and task‐value and self‐efficacy beliefs on academic achievement when prior knowledge and class attendance in a foundational engineering course were accounted for.Design/MethodParticipants were students enrolled in engineering statics at a primarily White institution. A multiple regression analysis was conducted using achievement goals, self‐efficacy for learning performance, task value, absence, and prior knowledge as predictor variables, and participants' achievement scores as the outcome variable.ResultsPositive relationships were observed between the different achievement goal constructs. The final regression model explained 50% of the variance in participants' achievement scores. Self‐efficacy and task‐value belief effects remained significant predictors of achievement, even after prior knowledge and regular class attendance were considered. Further, the combined effect of self‐efficacy and task‐value beliefs on achievement was larger than that of prior knowledge alone.ConclusionsPedagogical approaches that seek to improve engineering students' task‐value and self‐efficacy beliefs may be more efficacious at promoting achievement than those that focus on fostering achievement goal orientations. Instructors should consider such approaches along with those that effectively address differences in prior knowledge in foundational engineering courses.

Construction of Evaluation Index for Chinese Engineering Undergraduates Based on CIPP Model

This study aims to explore the construction of an evaluation index system for undergraduate engineering majors based on the Context, Input, Process, Product (CIPP) model under the Outcome-based Education (OBE) approach employing the Delphi method and Analytic Hierarchy Process. The trial of the evaluation index system involved 986 entrepreneurs, engineering technicians and teachers majoring in the field of electronic-information, who were recruited and selected for participation on the Internet. Data were collected from the consultation questionnaire developed in accordance with the indicators at all levels. Subsequently, Principal Component Analysis was used to verify the rationality of the indicator design, and the corresponding weights were adjusted. The results found that the index system includes 4 first-level, 11 second-level, and 42 third-level indicators, and different weights are assigned according to the extent of influence each of these indicators has on the quality of undergraduate training. Furthermore, the evaluation system can reflect the actual relationship among the indicators to some extent, which provides reference for the quality evaluation of engineering education.

대학의 계열별 글쓰기 수업에서의 과학 글쓰기 및 토론 활성화 방안

As the role of science in society becomes increasingly prominent, there is a rising recognition of the importance of scientific writing. However, in-class tools to teach scientific writing and effective communication to undergraduate science and engineering majors are still in need. It is not easy to clearly and effectively convey one’s argument on scientific issues based on technical knowledge through writing. It is even more difficult when you are teaching in an undergraduate scientific writing class setting where students of different science and engineering majors come together. To teach effective communication, we need to devise more specific methods to address various difficulties that students may encounter. In this study, we developed the “essay introduction letter” to facilitate scientific wrting and in-class discussions. Modelled on cover letters for academic journals, the essay introduction letter incorporates essential elements for effective science communication. In our study, students were required to write an essay introduction letter to present their argumentative essay assignment and read others’ essays before inclass discussions on each writing. We then analyzed the effects of using the letter by observation of in-class discussions and student surveys. Our findings suggest that students can more readily prepare their presentations and participate in meaningful discussions through writing and reading essay introduction letters. We hope that this study will contribute to devising specific methods to teach scientific writing and effective communication to undergraduate science and engineering majors.

Effective educational practices, assessment, and applications in acoustics and vibration at the University of Hartford.

The University of Hartford is home to two unique undergraduate engineering majors in acoustics, both sharing a core course layout of acoustics, vibrations, and projects. The Bachelor of Science in Mechanical Engineering with an Acoustics Concentration and the Bachelor of Science in Engineering in Acoustical Engineering and Music programs allow for two complementary tracks within the acoustics field, providing cohesive plans of study on many facets of listening and design. All Mechanical Engineering majors (regardless of concentration) are required to take Vibrations I and a course in Engineering and Environmental Acoustics. The department philosophy for this inclusion is that acoustics and vibration design considerations are an essential component for the development of the complete mechanical engineer. This paper outlines program educational goals and outcomes, along with pedagogical adjustments made based on continuous assessment and evaluation of select courses, including recent changes to adapt to measured deficiencies. The paper also details the historical development of the acoustics program, components of the Vibrations I and Engineering & Environmental Acoustics courses, and example research and design projects based on work in these courses. Among the included projects are modal analysis, community room acoustics assessment, and an open access computational room acoustics simulator for use and collaboration with colleagues in acoustics education.

The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success.

This study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting. The aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety. The study comprised 45 undergraduate engineering majors in the United States. Survey data concerning students' expectancy for success and saliva samples were taken before, during and after the practice midterm examination prior to their actual in-class examination. Students' expectancy for success declined during the examination while cortisol levels declined from the beginning to middle of the examination and began to increase again as a function of time. Although students' initial levels of expectancy for success and cortisol were not correlated, there was a negative relation between change in cortisol and change in expectancy for success. Our study demonstrates a relation between salivary cortisol, a physiological component of test anxiety and students' expectancy for success in an authentic testing context. Most students saw a decrease in cortisol during the examination, suggesting anticipatory anxiety prior to the test and a return to homeostasis as the examination progressed. Some students, however, did not see a declination in cortisol, suggesting they may not have recovered from pre-examination anxiety. The negative relation between change in cortisol and expectancy for success suggests that students who had the greatest decrease in expectancy for success saw the smallest recovery in cortisol.

Evolution of Tools in Undergraduate Electrochemistry Education - The Power of the Spreadsheet

Understanding of at least the rudiments of electrochemistry is a critical component in undergraduate education in chemistry and engineering. Yet, the curriculum often impresses that the most critical component is to differential the anode from the cathode, the oxidation from the reduction.Even in upper level undergraduate and introductory graduate level classes, the students are not provided tools that allow them to pose and to think about electrochemistry questions. Typical electrochemistry curriculum relies on strong algebra skills and being able to remember OIL RIG and Red Cat. This does not capitalize on the contemporary student’s most common skills: facile web searching and spreadsheet manipulation.To provide students with perhaps more effective tools to apprehend electrochemical concepts, spreadsheets and Wolfram widgets replaced the traditional algebraically intense curriculum. Analytical Chemistry I is a lecture course on equilibrium and electrochemistry taught to 50 to 70 upper level undergraduate chemistry and engineering majors at the University of Iowa. Heavy reliance on spreadsheet tools first displaced the intensely algebraic curriculum in Fall 2020.Students undertook development of eight spreadsheets: fractional concentration plots and titrations for acid/bases and redox, potential axes, activity calculations, and voltammetry under Nernstian conditions by steady state rotating disk, potential step to an arbitrary potential, linear sweep, cyclic voltammetry. Systematic treatment of equilibria and explicit finite difference equations underlay the spreadsheets. Students developed each first new spreadsheet directed with written instruction and video. Students then used the spreadsheets to complete homework assignments and two exams. There was no final, but there was a final project where the students used the spreadsheet tools to evaluate a question of their own choosing. The final written report included implementation of their spreadsheets. Projects typically included equilibria and redox species. Final projects covered a range of subjects. I learned the difference in milk and dark chocolate, how catfish find lunch, why ramen noodles cook quickly, how novocaine works, the nuances of polydentate ligands on metals in CO2 reduction, and how hemoglobin carries O2 and CO2. Some wrote murder mysteries or next year’s final. The spreadsheet materials gave the students new skills and tools in understanding electrochemistry.In this presentation, several of the spreadsheets will illustrate how students developed and used the spreadsheet tools to tackle modeling complex electrochemical systems. A cyclic voltammetry spreadsheet is shown for Nernstian kinetics. Figure 1

Acoustics and vibrations as an integral part of the engineering curriculum at the University of Hartford

The University of Hartford is home to two unique undergraduate engineering majors in acoustics, both sharing a core course layout of acoustics, vibrations, and projects. These include Vibrations 1/2, Fundamentals of Architectural and Musical Acoustics, Acoustics by Design (Project), Advanced Acoustical Topics, and Acoustic Capstone Design Project. The B.S.M.E. with Acoustics Concentration and the B.S.E. in Acoustical Engineering and Music programs allow for two different tracks within the acoustics field, providing cohesive plans of study on many facets of listening and design. Additionally, all Mechanical Engineering majors are required to take Vibrations 1, and a course in Engineering and Environmental Acoustics. The department philosophy for this inclusion is that acoustics and vibration considerations are an essential component for the development of the complete mechanical engineer. Examples of the wide range of career paths that program graduates pursue will be addressed. This presentation will discuss the details and history of the acoustics program, components of the Vibrations I and Engineering and Environmental Acoustics courses, example research and design projects based on work in these courses, and a review of educational goals and outcomes, along with pedagogical development of a unique Vibrations Concept Inventory for assessment.

Bridging Education and Engineering Students through a Wind Energy-Focused Community Engagement Project

Regional growth in offshore wind energy development, changes to the state’s K-12 science standards, and a desire to deepen undergraduate student learning coalesced to inspire an interdisciplinary community engagement project bridging university courses in engineering and education. The project consists of three main activities: a professional development event for local fourth grade teachers, five classroom lessons designed and taught by undergraduate engineering and education majors, and a final celebration event, all focused around the topics of wind energy and engineering design. This spring, the project was carried out for the third consecutive year, though each year’s implementation has been unique due to the timing of the onset of COVID-19. Analysis of responses from the Teaching Engineering Self-Efficacy Scale and an end-of-semester course survey demonstrate growth in student learning and transferrable skills from participating in the semester-long project. Additionally, exploration of students’ narrative work provides a richness to further understanding their growth and challenges they confronted. This interdisciplinary community engagement project will continue into future years, with improvements informed by the findings of this work, most notably with the hope of returning to a fully in-person delivery of lessons to fourth-graders.

STEM Identities: A Communication Theory of Identity Approach

Education and psychology research has established STEM (science, technology, engineering, and mathematics) identities as an important factor in explaining student persistence in STEM fields. Few studies in social psychology of language or communication have investigated STEM identities, despite the fundamentally communicative nature of identity. Identity talk produced in semi-structured interviews with undergraduate engineering majors ( N = 16) at three U.S. universities was analyzed qualitatively using the Communication Theory of Identity (CTI) as a sensitizing framework. The analysis showed that these students’ STEM identities emphasized personal attributes such as work ethic and a desire to make a positive difference in the world as well as relationships with peers in engineering. A number of potential identity gaps which might present barriers to forming a STEM identity were also evident in the data. These results underscore the importance of a communicative (interactive and relational) perspective in understanding students’ development and expression of STEM identities.

Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity

Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role as engineers. This study suggests that design thinking is a fruitful area to explore to create more inclusive engineering environments. This study’s findings will assist educational stakeholders in understanding the design thinking pedagogy and engineering identity experiences of CES undergraduate engineering majors. Findings may encourage institutions to view the engineering curriculum in terms of identity development and understand how intersectional identities influence the ways students, particularly those from marginalized backgrounds, experience the environment.

Understanding first-generation undergraduate engineering students\u2019 entry and persistence through social capital theory

BackgroundThe higher education literature is replete with deficit-based studies of first-generation college students. By thinking of students’ social relationships as embedded assets, our research adds to an anti-deficit, or asset-based, framing of first-generation students majoring in engineering. Our multi-institution study qualitatively characterizes how the various people (alters) in students’ social networks provide expressive and instrumental social capital that helps students decide to enter and then to persist in undergraduate engineering majors. Our work compares and contrasts social capital assets described by first-generation college students and those described by continuing-generation college students.ResultsBoth first-generation college students and continuing-generation college students described how they leveraged the social capital inherent in their social relationships. In our comparison of the two groups, we found far more similarities than differences in the way participants described their social capital. For example, the network compositions (the specific alters providing resources) were similar for both groups. Both groups reported how parents, family members, peers, middle and high school teachers, individuals associated with science, technology, engineering, and mathematics programs, university professors, academic advisors and other personnel, employers and coworkers, professional organization contacts, and graduate students provided social capital related to major choice and persistence. One difference between the two groups relates to the type of social capital provided by parents and intergenerational family members. First-generation college students described their familial relationships as assets that provided robust emotional support (expressive social capital) while the students decided upon a college major and vigorous encouragement to persist once the students enrolled in undergraduate studies. Continuing-generation college students described their families as providing engineering-specific instrumental actions and information during their selection of a college major, and then familial support changing to that of an expressive nature while the students were enrolled in engineering studies.ConclusionsOur findings illustrate that engineering undergraduates’ social relationships and networks are critical to their success in engineering. The relational assets first-generation college students possess support an anti-deficit framing of this group. Our work helps us understand specifically how students gain support from a variety of alters, and it provides implications for how to better support all students’ engineering educational pathways.

Factors affecting the decision of female students to enrol in undergraduate science, technology, engineering and mathematics majors in Kazakhstan

ABSTRACT Using the qualitative interview-based research design approach, this study analyses the experiences of female students currently enrolled in science, technology, engineering and mathematics (STEM) disciplines in the universities in Kazakhstan. More specifically, this study aimed to explore the experiences of the students in the process of transition to postsecondary education and the factors related to their decision to enrol into STEM majors. The results of the study are useful for understanding the barriers, which affect the transition of women through the STEM pipeline in non-Western traditional societies and have some important implications for research on gender issues in STEM education in the post-Soviet and larger international contexts.

Engineering political fluency: Identifying tensions in the political identity development of engineering majors

AbstractBackgroundEngineering can play a significant role in the public good. Changing political dynamics and a surge in activism among the broader science community have only heightened this reality. Yet little published research exists about how engineering students develop both their technical and political identities to affect the broader society.PurposeThis study sought to extend and complicate notions of engineering education that grapple with the political preparation of undergraduate students. The research question was the following: In what ways do students majoring in engineering navigate the process of acquiring an attitude of political fluency?DesignCase study methodology informed the research design with undergraduate engineering majors serving as the primary unit of analysis. Focus groups involving a total of 20 students and a review of electronic documents were conducted across three institutions in the Northeastern U.S. to produce data for this qualitative study.ResultsEngineering students described experiencing the following tensions that shaped their political involvement: (a) limited exposure to politically motivating events, (b) privileging private gains while noting aspirational contributions to the public good, and (c) politics positioned at the periphery of engineering.ConclusionsConsistent with increased attention to social justice and civic engagement outcomes, political engagement is a critical educational outcome for engineering educators to cultivate. However, if engineering programs are to contribute to the political identity formation of their students, structural changes in the preparation of engineering students will be necessary.

Pursuing an engineering major: social capital of women and underrepresented minorities

ABSTRACTAs part of a longitudinal research effort that examines the influence of social capital on differential persistence and retention among undergraduate engineering majors, this study examines how engineering degree-related social capital differs for first-year engineering students by gender and ethno-racial groups. Social capital is operationalized as a person’s network of relationships with individuals who hold influential positions (e.g. parent, teacher, advisers) and access to resources that support persistence in engineering programs. Our data comprise survey responses from 2186 first-year engineering students, from eleven diverse colleges and universities, who provided information about their participation in engineering-related courses, activities, and programs while in high school as well as the individuals who influenced their decision to pursue an engineering major. We found few differences in social capital between men and women, but found many differences among ethno-racial groups, which suggests that different levels of social capital could influence students’ persistence and retention.

STEM Identity Development for Latinas: The Role of Self- and Outside Recognition

This qualitative, phenomenological research study explored how 17 Latina undergraduate science, technology, engineering and mathematics (STEM) majors developed their STEM identities. The study focu...

The Gathering Storm still looms

A decade on, the situation portrayed in the influential report of a deteriorating US science and technology ecosystem has, if anything, worsened.