Asset-based Approaches to Engineering Design Education: A Scoping Review of Theory and Practice

Budinoff, Hannah D.; Subbian, Vignesh

doi:10.18260/1-2--36727

Cited by 9 publications

(10 citation statements)

References 46 publications

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“…Engineering faculty and administrators should reflect on what their HSI status means and whether their institutional mission is truly one of servingness, born out in their strategic plans and actions (Garcia & Okhidoi, 2015). Administration should also think beyond the recruitment and enrollment of Latinx/Hispanic students and consider how the changing social identities of those in engineering can inform retention and student success practices (Abrica et al, 2020; Budinoff & Subbian, 2021). Individual academic units should promote social and academic support programs (e.g., ethnic‐ or race‐affirming student organizations) that help bolster positive racial/ethnic and gender identities for marginalized groups (Garcia et al, 2018; Garriott et al, 2019; Litzler & Samuelson, 2013; Maestas et al, 2007; Tate & Linn, 2005).…”

Section: Implications and Future Workmentioning

confidence: 99%

Sense of belonging in engineering and identity centrality among undergraduate students at Hispanic‐Serving Institutions

Patrick

Andrews

Riegle‐Crumb

et al. 2023

J of Engineering Edu

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Background: Retaining women and racially minoritized individuals in engineering programs has been a subject of widespread discussion and investigation. While the sense of belonging and its link to retention have been studied based on student characteristics, there is an absence of studies investigating the importance of students' social identities to their sense of belonging in engineering.Purpose/Hypothesis: This study examines differences in race/ethnic identity centrality, gender identity centrality, and sense of belonging in engineering by subgroups of undergraduate engineering students at Hispanic-Serving Institutions (HSIs). Subsequently, it examines the extent to which these identity centralities predict a sense of belonging in engineering for each subgroup. Design/Method: Survey data was collected from 903 Latinx and 452 White undergraduate engineering students from seven HSIs across the continental United States. Multivariate analysis of variance and sequential multivariate linear regression were used to evaluate the research questions. Results: Latinx students had higher identity centralities but a similar sense of belonging in the engineering community as White students. Latinos and Latinas had an equivalent sense of belonging in engineering, whereas White women were higher than White men. In the full models, race/ethnic identity centrality significantly, and positively predicted a sense of belonging in engineering for Latinos and White women. Gender identity centrality was not a significant predictor of a sense of belonging in engineering for either Latinx or White students. Conclusions: Race/ethnic and gender identity centrality are differentially important to the sense of belonging in engineering for students at Hispanic-Serving Institutions based on their group membership at the intersection of race and gender.

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Section: Implications and Future Workmentioning

confidence: 99%

Sense of belonging in engineering and identity centrality among undergraduate students at Hispanic‐Serving Institutions

Patrick

Andrews

Riegle‐Crumb

et al. 2023

J of Engineering Edu

Self Cite

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“…Next, the role of self-determination theory and its relation to ABP was introduced. The final 20 minutes of the session were focused on actionable suggestions that faculty could implement in their classes, many drawn from a literature review of ABP in engineering [7].…”

Section: Structure Of Our Professional Developmentmentioning

confidence: 99%

“…To assess the impact of ABP in a range of engineering course contexts, it is necessary to collaborate with a range of engineering instructors to customize implementation based on teaching style and course content. With funding from NSF's Improving Undergraduate STEM Education: Directorate for STEM Education (IUSE:EDU; formerly Education and Human Resources program) program, we are starting a three-year project at the University of Arizona to grow the limited body of knowledge of how to best implement ABP in post-secondary engineering contexts [7], [8]. To this end, we are developing professional development to promote evidence-based inclusive instructional practices guided by ABP.…”

Section: Introductionmentioning

confidence: 99%

Board 319: Inclusive, Asset-Based Instructional Strategies in Engineering Design: Empowering Faculty with Professional Development

Budinoff,

Subbian,

Shivers-McNair

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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“…This approach can unlock student potential through focusing on conducting strengths-based research focusing on student talents and assets. Inclusion of an assets-based approach in being increasingly included in engineering education [6]. Given that the research in this project focuses on students from a variety of diverse backgrounds and experiences, setting intention on honoring the strengths and assets of the students, communities, and two-year colleges through an assets-based approach has been first and leading priority.…”

Section: Regional Assets Factors and Strategies Supporting Engineerin...mentioning

confidence: 99%

Board 368: Regional Assets, Factors, and Strategies Supporting Engineering Pre-Transfer Pathways

Frady,

Sims

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Asset-based Approaches to Engineering Design Education: A Scoping Review of Theory and Practice

Cited by 9 publications

References 46 publications

Sense of belonging in engineering and identity centrality among undergraduate students at Hispanic‐Serving Institutions

Sense of belonging in engineering and identity centrality among undergraduate students at Hispanic‐Serving Institutions

Board 319: Inclusive, Asset-Based Instructional Strategies in Engineering Design: Empowering Faculty with Professional Development

Board 368: Regional Assets, Factors, and Strategies Supporting Engineering Pre-Transfer Pathways

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