Reframing Rigor: A Modern Look at Challenge and Support in Higher Education

Campbell, Corbin M.; Dortch, Deniece; Burt, Brian A.

doi:10.1002/he.20267

Cited by 14 publications

(9 citation statements)

References 17 publications

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“…The "hidden" curriculum is there is a culture to align grades/GPA in engineering and mathematics and the pace at which you can achieve those grades to current and future success. Researchers have noted the consequences of engineering rigor, particularly negative impacts to students' physical and mental health (Campbell et al, 2018) and students leaving STEM majors (Geisinger & Raman, 2013). This HC was the most common for majority White or Asian, men, where they frequently made no major changes to their strategy or worked harder to overcome HC, aligning with the dominant values of meritocracy in engineering (Erickson, 2007).…”

Section: Discussionmentioning

confidence: 99%

From Message to Strategy: A Pathways Approach to Characterize the Hidden Curriculum in Engineering Education

Sellers,

Villanueva Alarcón

2023

Studies in Engineering Education

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Background: Hidden curriculum (HC) refers to the unwritten, unofficial, and often unintended assumptions, lessons, values, beliefs, attitudes, and perspectives not openly acknowledged in any given environment. Purpose:The study goal was to identify sources of hidden curriculum within engineering educational structures and uncover how hidden curriculum was communicated to individuals, the interactions that transpired, and what individuals did because of those messages. We also examined how these messages vary by individuals' intersectional identities. Method:The research team collected data using the UPHEME survey, a previously validated mixed-methods instrument with quantitative and qualitative items. There were 984 responses to the UPHEME survey administration at 58 colleges of engineering across higher education institutions in the US and Puerto Rico. We quantitized the qualitative responses of participants who described hidden curriculum sources, messages, and strategies undertaken.Results: Participants experienced HC messages, mainly that engineering is difficult and inflexible, people are underrepresented or undervalued in engineering and feel (un)supported in engineering. Women and non-binary participants with intersectional, marginalized racial and/or ethnic identities experienced HC institutionally, nonspecifically, and interpersonally. These participants changed their environments, negotiated themselves, and took no or minimal action in response to HC. Conclusions:We described sources of HC messages and how individuals responded to the messages. This characterization has implications for engineering administrators, faculty members, and students to identify and address HC messages. In the future, we plan to analyze other qualitative aspects of the UPHEME survey and address limitations with our approach.

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Section: Discussionmentioning

confidence: 99%

From Message to Strategy: A Pathways Approach to Characterize the Hidden Curriculum in Engineering Education

Sellers,

Villanueva Alarcón

2023

Studies in Engineering Education

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“…This would make the gratitude module problematic. In addition, participants in the trial of ENHANCE-II were enrolled at an engineering college, where people valorize a culture of rigor and overwork (Campbell et al, 2018;Stiwne & Jungert, 2010). They may have felt resentful if prompted to think about gratitude and appreciation, and these modules were therefore better suited for removal.…”

Section: Workbook Editingmentioning

confidence: 99%

ENHANCE-II: An Abridged Intervention to Promote Subjective Well-Being

Martin

2021

Int J Appl Posit Psychol

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The Enduring Happiness and Continued Self-Enhancement (ENHANCE) program, a 12-week intervention, effectively enhances subjective wellbeing and reduces negative symptoms. The current study tested an abbreviated 7-week version, ENHANCE-II, that may better fit the needs and schedules of some people. In a longitudinal study, participants (n = 51) took part in the self-study program and completed psychological assessments at baseline, posttest, and follow up (5 weeks). Multilevel models were used to analyze the data, with treatment group data from ENHANCE treated as the comparison. Analyses showed improvements in all four outcomes: life satisfaction (statistically significant), positive affect, negative affect, and depression. These effects were about half as strong as those in ENHANCE, but this effect reduction was partially attributable to low adherence. Effects were much stronger among participants who adhered to the program, especially for negative symptoms. Although there were no assessments at later intervals, the study suggests that ENHANCE-II intervention is likely beneficial for participants who need brief programs.

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“…Often, this acculturation process at the undergraduate level takes the form of weed-out courses that use outdated Eurocentric and malecentric pedagogical practices, with a curriculum that is not representative of the diverse tapestry of today's students (Gasiewski et al, 2012;Green & Glasson, 2009;Seymour & Hewitt, 1997). At the graduate level, these challenges may be exacerbated when compounded with the demands of similar classroom experiences, as well as grueling numbers of hours and racial and gendered microaggressions within the research laboratory, complicated interactions with one's advisor and peers, and their cumulative effects Campbell et al, 2018;McGee et al, 2019;Perez et al, 2019). Taken together, classroom, laboratory, advising, and peer interactions tend to serve as implicit gatekeepers to persistence and broadening participation in STEM.…”

Section: Theory and Literature On Motivation Stem And Black Studentsmentioning

confidence: 99%

Black Men in Engineering Graduate Programs: A Theoretical Model of the Motivation to Persist

Burt

Roberson

Johnson

et al. 2020

Teachers College Record: The Voice of Scholarship in Education

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Background A growing body of research highlights the experiences of Black men students who successfully navigate science, technology, engineering, and mathematics (STEM) educational pathways. Many Black men graduate students in engineering describe moments when their advisors, peers, and, at times, community members make them feel different because of their race and gender. Needed is a better understanding of what motivates Black men to persist in graduate school despite such challenges. Purpose This study advances a new theoretical model, “Black Men's Graduate Engineering Motivation” (BMGEM), to describe the overlaying factors and sources of motivation—and their interrelations—that influence Black men in engineering graduate programs to persist. Research Design To explore the motivational factors that influence Black men in graduate engineering programs at predominantly White institutions (PWIs) to persist, this study of 42 students used an eight-item demographic form, one-on-one semi-structured interviews, and follow-up focus groups. Data analysis was conducted using adapted grounded theory techniques. After the completion of data collection and multiple iterations of analyses (both inductive and deductive), existing conceptualizations of motivation were used to help make sense of data. The connection to existing literature, code development, their placement into categories, and placing categories into themes led to the creation of a substantive, practice-informing theory: Black Men's Graduate Engineering Motivation. Findings Data analysis resulted in the theory of Black Men's Graduate Engineering Motivation (BMGEM). The BMGEM explains the overlaying factors that influence individuals’ experiences and motivations to persist (i.e., sociocultural factors, personal factors, social identities, pre-graduate school experiences), and external and internal motivational sources that also influence students’ motivations to persist (i.e., desire to earn a graduate degree, desire to become an engineer, challenges during graduate school, peers, family members, [under]representation, self-coaching practices, career and professional goals). Conclusions and Recommendations The findings from this study inform future research, and practice-based strategies around broadening participation, that aid in Black men's progress through science and engineering pathways. With this new information, we charge engineering colleges to make true commitments to broadening participation, which means centering students—in this case, Black men—as contributors to STEM. In doing so, engineering colleges need to commit to helping Black men succeed. Assisting in their motivation to persist is a key to meeting this charge.

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Reframing Rigor: A Modern Look at Challenge and Support in Higher Education

Abstract: This chapter describes the limitations of the traditional notions of academic rigor in higher education, and brings forth a new form of rigor that has the potential to support student success and equity.

Cited by 14 publications

References 17 publications

From Message to Strategy: A Pathways Approach to Characterize the Hidden Curriculum in Engineering Education

From Message to Strategy: A Pathways Approach to Characterize the Hidden Curriculum in Engineering Education

ENHANCE-II: An Abridged Intervention to Promote Subjective Well-Being

Black Men in Engineering Graduate Programs: A Theoretical Model of the Motivation to Persist

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