Learning from Pell-Eligible Engineering Students’ Class Standpoint

Abstract

He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 30 years. He has been involved in instructional development for 18 years, and currently does both research and instructional development in engineering education. Jim has taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive awareness. He has published and presented on engineering design, engineering pedagogies, and instructional development topics.

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

“…Administrative and instructional faculty involved in engineering design programs may intentionally build connections with students' community networks [19]. They may also consider projects with emphasis on design for affordability…”

Identity Capital and Persistence among Latinx Engineering/CS Undergraduates at an HSI on the U.S.-Mexico Border

“…In drawing on critical race theory, and specifically LatCrit theory, Yosso's framework highlights the "layers of racialized subordination" experienced by Latinx, where "racism, sexism, and classism are experienced amidst other layers of subordination based on immigration status, sexuality, culture, language, phenotype, accent, and surname" (p. 72). In engineering education, scholars have utilized CCW to understand the experiences of underrepresented groups in STEM, such as the use of navigational capital by low-income students to persist at a Predominantly White Institution [6] and the different forms of capital if possessed by eight engineers of unidentified backgrounds [7]. A thorough meta-analysis of the literature in this area highlighted 33 studies explicitly focused on the community cultural wealth of "nondominant" groups in STEM [8].…”

Redshirt in Engineering: A Model for Improving Equity and Inclusion

“…Four-year engineering and computer science curricula are designed for students who are calculus-ready, but many students who are eager to become engineers or computer scientists need additional time and support to succeed. Providing this type of support is an excellent societal investment because these fields benefit from diverse perspectives, including those of people from low-income backgrounds (Carrigan et al 2015, Strutz et al 2012. Further, because a technical degree in engineering or computer science can transform the socioeconomic status of a low-income family in just one generation, providing low-income students support can improve many people's lives.…”