Investigating The Extent  That An Integrative Learning Module Broadens The Perception Of First-Year Students About The Engineering Profession

Foutz, T. L.; Singer, Kerri Patrick; Navarro, Maria; Thompson, Shelby

doi:10.19030/ajee.v6i2.9505

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…During our two years of teaching the doctoral seminar, we studied our EdD students' development as researchers and writers as well as our instructional methods. First, we examined the development of their identity as researchers as measured by the pre-post administration of the draw-a-researcher test (Caskey et al, 2020), which we based on the classic draw-a-scientist test (Finson, 2002(Finson, , 2009Foutz et al, 2015). We learned that our embedded writing support model contributed to the development of a researcher identity.…”

Section: Resultsmentioning

confidence: 99%

Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation

Stevens

Caskey

2022

Innov High Educ

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Doctoral students’ program non-completion continues to be a worldwide phenomenon. Given the challenges across the globe following the 2020-22 pandemic, we need scholarly and skilled PhD and education (EdD) doctoral program graduates. A place to look for retention improvement is by studying what students learn and how they are taught in their university doctoral programs. One purpose of this case study was to describe how 12 EdD students in a program seminar responded to instruction in research and writing strategies during their first year of a four-year program. The second purpose was to examine student responses to formative assessments and describe and explain ongoing instructional adjustments using a Scholarship of Teaching and Learning (SoTL) framework within our own faculty community of practice. Analysis of surveys and student work indicated that writing and research strategies were instructive, engaging, and useful in building research and writing foundations. Analysis of multiple formative assessments helped us refine our instructional strategies during the year. Because all students completed the first high stakes program milestone (comprehensive paper) in year two, our findings suggested that the seminar’s instructional strategies established a foundation for student success and timely program progress. Using multiple formative assessments over time was critical in strengthening our teaching practice as well. We recommended instructional practices associated with student research and writing skill development as well as student progress and retention.

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Section: Resultsmentioning

confidence: 99%

Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation

Stevens

Caskey

2022

Innov High Educ

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“…As a competency, Integrative Learning involves making connections between concepts learned in one class/discipline and other, perhaps seemingly unrelated areas of study while linking these ideas to student's personal experience outside of the classroom. A useful discussion of Integrative Learning can be found in Miller's 2005 article as well as many other sources (Miller, 2005) including an example related to engineering students presented by Singer and colleagues (Singer, Foutz, Navarro, & Thompson, 2015). The laboratory module presented in this paper meets the criteria for this competency because it connects fundamental biological concepts to environmental issues of direct relevance to students' own communities and the world at large and is is inherently interdisciplinary.…”

Section: Incorporation Of Other Effective Pedagogical Practicesmentioning

confidence: 99%

Water Pollution and Leukemia: A Model for Interdisciplinary Research in the Classroom Experiences Incorporating Effective Pedagogical Approaches for Community College General Biology I Lab Students

Porter-Morgan

Doran

et al. 2016

IJHE

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STEM (Science, Technology, Engineering, and Mathematics) education in the United States faces a host of problems including low recruitment and retention in STEM disciplines, under-representation of multiple segments of the US population, and a host of other issues. These problems are well recognized and a variety of solutions are being implemented by interested parties at multiple points along the STEM education pipeline. Incorporating research into STEM classes is an effective way of enhancing student success in STEM education at the undergraduate level. This paper describes the development and implementation of a research-based laboratory module for community college General Biology I lab students that addresses potential relationships between water pollution and cancer while simultaneously implementing established High Impact Practices. This work is part of a larger effort to recruit and retain the next generation of Earth and Environmental Systems engineering students at the undergraduate level. Our inherently interdisciplinary model, which integrates multiple pedagogical elements, can be adapted for implementation in a wide variety of undergraduate STEM courses. This laboratory module allows students to benefit from authentic research, while gaining skills in gathering scientific data, making connections with global and personal issues, and illustrating relevant discipline concepts.

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“…Typically, humanities modules are embedded into STEM coursework (Cohen, Rossmann & Bernhardt, 2014). This approach has given STEM students a better understanding of how science and engineering carry social impacts more so than traditional courses (Singer et al 2015). These impacts are seen in the design process (Mikic & Grasso, 2002;Stengel, 2001) and other contexts (DiBiasio et al, 2017;Dubreta, 2014;Fisher & Mahajan, 2010;Shankar et al, 2017).…”

Section: Stem and The Humanitiesmentioning

confidence: 99%

Developing Empathetic Dispositions in Engineering Undergraduates Using Humanities Driven STEM: A Discourse Analysis

Cruz,

Nuñez,

Carrell

2024

Studies in Engineering Education

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Background: Recently, scholars have called for increasing so-called "soft-skills" held by engineering students, particularly their ability to empathize. In response, educational researchers at Texas Tech University developed a series of "humanities-driven STEM" (HDSTEM) courses, undergraduate courses co-taught by humanities and sciences professors. These courses expose students to an academic topic from both a humanities and STEM-based approach. This study examines the coursework of engineering students enrolled in "History and Engineering in the Second World War."Purpose: We examine the ways that engineering students expressed and developed empathetic positions in their coursework over the trajectory of the HDSTEM course. Design: Students completed four "design, measure, analyze, improve, control" (DMAIC) assignments in this course, wherein they examined a feat of engineering developed during World War 2. During the second and third assignment, they added an "empathize" step (EDMAIC). We use content and discourse analyses to compare their four assignments, especially the ways in which they empathize. We also rated their first and last assignments on an empathy rubric, using Pearson's correlations of interrater reliability to determine empathetic growth.Results: Controlling for the additional empathy step, students regularly had more to say when asked to empathize. Discourse analysis revealed students attempting various rhetorical moves and constructions of an empathetic identity within their coursework, even the final assignment that did not ask them to empathize. Pearson's correlations show, on average, a 1-point of empathetic growth for each student on a 4-point scale (r = .72; p < .01).Conclusions: If we are to teach empathetic and other humanitarian skills to engineering students, we must develop a space where this kind of thinking, and these reflections, are normalized. Doing so does not necessarily require an HDSTEM framework, but requires intentional course design to discuss and foster these attitudes.

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Investigating The Extent That An Integrative Learning Module Broadens The Perception Of First-Year Students About The Engineering Profession

Abstract: ABSTRACT

Cited by 7 publications

References 18 publications

Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation

Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation

Water Pollution and Leukemia: A Model for Interdisciplinary Research in the Classroom Experiences Incorporating Effective Pedagogical Approaches for Community College General Biology I Lab Students

Developing Empathetic Dispositions in Engineering Undergraduates Using Humanities Driven STEM: A Discourse Analysis

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