Ortega, P. E., & Shryock, K. J. (2019, June), Work in Progress: Discovering Pathways of Engineering Undergraduate Students Related to Engineering Identity  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33607

\bibitem{asee_peer_33607}
  Ortega, P. E., \& Shryock, K. J. (2019, June), \emph{Work in Progress: Discovering Pathways of Engineering Undergraduate Students Related to Engineering Identity}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33607

Pearl Elizabeth Ortega and Kristi J. Shryock.  "Work in Progress: Discovering Pathways of Engineering Undergraduate Students Related to Engineering Identity".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/33607 Internet.  15 Dec, 2024

\bibitem{asee_peer_33607}
  Pearl Elizabeth Ortega and Kristi J. Shryock.
  "Work in Progress: Discovering Pathways of Engineering Undergraduate Students Related to Engineering Identity".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/33607 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_33607
author = "Pearl Elizabeth Ortega and Kristi J. Shryock"
title = "Work in Progress: Discovering Pathways of Engineering Undergraduate Students Related to Engineering Identity"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33607}
number = {10.18260/1-2--33607}
}

TY  - CPAPER
AB  - Studies show that while efforts of increasing retention are being made in schools of engineering, many students are changing majors or leaving the university after their first two years in an engineering program. These early years are crucial as students are introduced to many of their departmental courses during this time and are affirming or shaping their identities as engineers. A deeper look into both the classrooms of U.S. schools and the general workforce is needed to understand why this is occurring and what pedagogies can be added, removed, or enhanced to slow the rapid decline of underrepresented students in engineering. The object of this research is to discover pathways of engineering undergraduate students in their first two years in order to better understand their engineering identity and the relationship to graduation. Assessment of the engineering identity and mindset during the sophomore year will be done to both understand the growing diverse student body and to suggest changes in student and faculty engagement and instructional activities. In this project, the authors will: (1) identify biases formed by students when they choose their major, (2) describe the design and pedagogies used within an engineering course and, (3) evaluate the effect of these practices on underrepresented engineering students. To address the objectives, the authors created a prototype of a competency-based learning module and distributed to a sophomore-level aerospace engineering classroom. By creating a minimum viable product for this classroom, the authors could tailor the module throughout the semester according to the feedback received from students and instructors. Early results showed that, while students benefit from the module academically, the prototype did not address the general student concern of curriculum diversity and perceived career applications. To benefit future semesters in the aerospace program for sophomore classes, the authors are currently developing the competency-based learning module and building a framework for overall degree satisfaction based on prototype results.
AU  - Pearl Elizabeth Ortega
AU  - Kristi J. Shryock
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Work in Progress: Discovering Pathways of Engineering Undergraduate Students Related to Engineering Identity
UR  - https://peer.asee.org/33607
DO  - 10.18260/1-2--33607
ER  -