Investigating Student Perceptions of an Engineering Department’s Climate: The Role of Peer Relations

Davis, Susannah C.; Cheon, Naeun; Moise, Elba; Nolen, Susan Bobbitt

doi:10.18260/1-2--30723

Cited by 10 publications

(16 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Specifically, minoritized students can be subjected to unwelcoming campus climates that tend to foster isolation, and having to navigate negative stereotypes can undermine their confidence and inflict mental strain (Cabrera et al , 1999; Ferguson, 2019; McGee, 2016). Also, within these difficult environments, collaboration is a must, but finding a community with which to do so can be a hurdle for students (Davis et al , 2018; Mervis, 2011). In particular, at predominantly white institutions (PWIs), minoritized students are often unwelcome in study groups and must instead rely on community-based organizations, fraternities and mentoring groups (Burt et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates

Tuladhar

Queener

Mondisa

et al. 2021

IJMCE

View full text Add to dashboard Cite

PurposeIn this article, we examine the experiences of African American engineering undergraduate students who participated in two student–faculty mentoring programs. This work provides critical insights about important factors that enhance students' experiences in higher education (e.g. the need for informal community spaces, mentoring and representation).Design/methodology/approachUsing a sequential explanatory mixed-methods approach, participants were surveyed and interviewed about their experiences in the mentoring programs. Data were analyzed using basic statistical methods and thematic analysis.FindingsFindings indicate that students prosper in informal community spaces, where representation allows them to build mentoring relationships that are fostered naturally through common identities in a shared space.Research limitations/implicationsGiven the intimate size of the program, the sample population was limited.Practical implicationsTo benefit student development, mentoring program practices should consider dedicating funding and space for students and faculty of shared racial backgrounds and lived experiences to meet informally.Originality/valueThis work identifies explicit mentoring program factors that support the development of minoritized students in engineering.

show abstract

Section: Introductionmentioning

confidence: 99%

Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates

Tuladhar

Queener

Mondisa

et al. 2021

IJMCE

View full text Add to dashboard Cite

show abstract

“…We have developed a survey instrument to assess student perceptions of climate (Davis et al, 2018), and delivered the survey for the third year. The plan is to have the survey be a continued program level assessment measure of School climate.…”

Section: Climate Surveymentioning

confidence: 99%

Revolution in CBEE: Sustainability and Barriers

Koretsky¹,

Nolen²,

Bothwell³

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

Self Cite

View full text Add to dashboard Cite

He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive and social skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals

show abstract

“…Engineering climate has commonly been defined as chilly (meaning that the field is unwelcoming and contributes to a lack of sense of belonging) for women, URM, and other underrepresented groups [11], [12]. This is concerning because many positive outcomes such as student engagement, success, and persistence have been associated with a sense of belonging [13]. Chilly climates inhibit a sense of belonging because climate influences how students experience and perceive the values and norms of the program and impacts the quality of student to student and instructor to student communication and interactions [14], [15].…”

Section: Review Of Factors That Affect Student Successmentioning

confidence: 99%

Board 136: Resources for Faculty Development: Implicit Bias, Deficit Thinking, and Active Learning

Martin¹,

Lang²,

Liu³

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as Project Director a National Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, curriculum redesign, and assessment. He has served as a program co-chair for three Frontiers in Education Conferences and the general chair for the 2009 conference. Prof.

show abstract

Investigating Student Perceptions of an Engineering Department’s Climate: The Role of Peer Relations

Cited by 10 publications

References 32 publications

Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates

Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates

Revolution in CBEE: Sustainability and Barriers

Board 136: Resources for Faculty Development: Implicit Bias, Deficit Thinking, and Active Learning

Contact Info

Product

Resources

About