Advancing Student Success Through Integrated Sociocultural and Academic Intervention Strategies

Sudarshan Kurwadkar; Salvador Mayoral; Antoinette Linton; Doina Bein; Paulina Reina; Jidong Huang; Yu Bai; Ariana Vasquez; Kirk Vandersall

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: NSF Grantees Poster Session
Page Count: 7
DOI: 10.18260/1-2--41976
Permanent URL: https://peer.asee.org/41976
Download Count: 317

Paper Authors

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Sudarshan Kurwadkar California State University, Fullerton

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Dr. Sudarshan Kurwadkar is a Professor in the Civil and Environmental Engineering Department at California State University, Fullerton. He is a licensed Professional Engineer and a Board-Certified Environmental Engineer. Besides his regular teaching duties, he pursues collaborative research and publishes research articles. His primary research focus is understanding the fate and transport of organic and inorganic pollutants in the environment.

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Dr. Jidong Huang is a Professor of Electrical Engineering at California State University, Fullerton. Currently, his research interests are focused on robotics; the design of high-precision, integrated navigation system with high integrity; indoor navigation systems; and innovative approaches for STEM teaching and learning.

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Yu Bai

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Ariana Vasquez

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Kirk Vandersall

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Abstract

Promoting equitable undergraduate engineering education is an overarching concern at many minority-serving institutions (MSI). In addition, historical analysis of student performance in lower-division math and engineering courses at one of the largest MSI revealed an achievement gap in performance between the underrepresented minority students and other students. Furthermore, critical analysis of underlying factors overwhelmingly suggests that academic intervention coupled with sociocultural intervention may be a possible solution to help address this problem. Academic and sociocultural intervention strategies were designed and implemented in lower-division math courses through the National Science Foundation-funded project, “Building Capacity: Advancing Student Success in Undergraduate Engineering and Computer Science (ASSURE-US).” These strategies involved application-based math courses targeted explicitly at undergraduate engineering students. Results of academic intervention strategies in the lower-division math courses at one of the largest MSI demonstrate mixed effectiveness. The results of the academic intervention in lower-division Calculus I (N=150) show that 36% of students reported that the intervention was helpful and helped them learn math, while 38% were neutral. Overall, students reported having difficulty connecting the projects with the mathematics being taught. Similarly, only 10% of students expressed satisfaction with the redesigned intervention modules implemented in Integral Calculus II (N=90), while 52% were neutral. The sociocultural interventions include activities facilitated through the Student-Teacher Interaction Council. These activities include motivational speakers, exam preparation and stress-relief workshop, campus resources and college financial planning workshops, peer advising and learning communities, summer research, and faculty development and support. Results of the sociocultural intervention strategies show that 39% of students reported that the ASSURE-US project helped them identify role models in their discipline, while 34% reported that the project helped them identify and connect to a mentor. Students also reported higher awareness of campus resources, including mental health resources and academic support, with 89% and 90% of students reporting fully or partial understanding of these resources. The academic and sociocultural interventions of the ASSURE-US project were initially designed for in-person, hands-on, project-based, and student-faculty-involved activities; however, due to the COVID-19 pandemic, many of these activities were reimagined and redesigned for virtual instruction. The outcomes of this project so far were significantly impacted by the pandemic.

Citation
Format

Kurwadkar, S., & Mayoral, S., & Linton, A., & Bein, D., & Reina, P., & Huang, J., & Bai, Y., & Vasquez, A., & Vandersall, K. (2022, August), Advancing Student Success Through Integrated Sociocultural and Academic Intervention Strategies Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41976

TY  - CPAPER
AB  - Promoting equitable undergraduate engineering education is an overarching concern at many minority-serving institutions (MSI). In addition, historical analysis of student performance in lower-division math and engineering courses at one of the largest MSI revealed an achievement gap in performance between the underrepresented minority students and other students. Furthermore, critical analysis of underlying factors overwhelmingly suggests that academic intervention coupled with sociocultural intervention may be a possible solution to help address this problem. Academic and sociocultural intervention strategies were designed and implemented in lower-division math courses through the National Science Foundation-funded project, “Building Capacity: Advancing Student Success in Undergraduate Engineering and Computer Science (ASSURE-US).” These strategies involved application-based math courses targeted explicitly at undergraduate engineering students. Results of academic intervention strategies in the lower-division math courses at one of the largest MSI demonstrate mixed effectiveness. The results of the academic intervention in lower-division Calculus I (N=150) show that 36% of students reported that the intervention was helpful and helped them learn math, while 38% were neutral. Overall, students reported having difficulty connecting the projects with the mathematics being taught. Similarly, only 10% of students expressed satisfaction with the redesigned intervention modules implemented in Integral Calculus II (N=90), while 52% were neutral. The sociocultural interventions include activities facilitated through the Student-Teacher Interaction Council. These activities include motivational speakers, exam preparation and stress-relief workshop, campus resources and college financial planning workshops, peer advising and learning communities, summer research, and faculty development and support. Results of the sociocultural intervention strategies show that 39% of students reported that the ASSURE-US project helped them identify role models in their discipline, while 34% reported that the project helped them identify and connect to a mentor. Students also reported higher awareness of campus resources, including mental health resources and academic support, with 89%  and 90% of students reporting fully or partial understanding of these resources. The academic and sociocultural interventions of the ASSURE-US project were initially designed for in-person, hands-on, project-based, and student-faculty-involved activities; however, due to the COVID-19 pandemic, many of these activities were reimagined and redesigned for virtual instruction. The outcomes of this project so far were significantly impacted by the pandemic.
AU  - Sudarshan Kurwadkar
AU  - Salvador Mayoral
AU  - Antoinette Linton
AU  - Doina Bein
AU  - Paulina Reina
AU  - Jidong Huang
AU  - Yu Bai
AU  - Ariana Vasquez
AU  - Kirk Vandersall
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Advancing Student Success Through Integrated Sociocultural and Academic Intervention Strategies
UR  - https://peer.asee.org/41976
DO  - 10.18260/1-2--41976
ER  -