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A Characterization of Engineering and Computer Science Undergraduate Participation in High-impact Educational Practices at Two Western Land-grant Institutions

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Tagged Division

Educational Research and Methods

Tagged Topic

Diversity

Page Count

23

DOI

10.18260/1-2--36557

Permanent URL

https://peer.asee.org/36557

Download Count

36

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Paper Authors

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Angela Minichiello P.E. Utah State University Orcid 16x16 orcid.org/0000-0002-4545-9355

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Angela Minichiello is an assistant professor in the Department of Engineering Education at Utah State University (USU) and a registered professional mechanical engineer. Her research examines issues of access, diversity, and inclusivity in engineering education. In particular, she is interested in engineering professional formation, problem-solving, and the intersections of online learning and alternative pathways for adult, nontraditional, and veteran undergraduates in engineering.

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Muhammad Asghar P.E. Utah State University

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Muhammad Asghar is a graduate research assistant and a PHD student at Engineering Education Department, Utah State University. He has a master's in clinical psychology, a master's in educational psychology and a bachelor's in computer information systems engineering. His research interests consist of using different technical and non-technical methods to enhance learning processes of engineering students.

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Ebenezer Ewumi Washington State University

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Ebenezer Ewumi is a Computer Engineering master's student at Washington State University. His research is in engineering education and software engineering techniques. His recent research focuses on the effect of high-impact practices on engineering and computer science undergraduate student outcomes around academic success and persistence.

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Candis S. Claiborn Washington State University

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Professor Emeritus Candis Claiborn has been at Washington State University since 1991. In 2016, she returned to faculty after serving for 10 years as Dean of the Voiland College of Engineering and Architecture at WSU. Prior to that, she served as interim dean and as associate dean for research and graduate programs. Dr. Claiborn received her PhD in chemical engineering from North Carolina State University in 1991. Her research interests are in engineering education, atmospheric aerosols, air pollution, and atmosphere-biosphere interactions.

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Olusola Adesope Washington State University

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Dr. Olusola O. Adesope is a Professor of Educational Psychology and a Boeing Distinguished Professor of STEM Education at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia resources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional principles and assessments in STEM. He is currently a Senior Associate Editor of the Journal of Engineering Education.

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Abstract

Currently, substantial efforts are underway to improve the engagement and retention of engineering and computer science (E/CS) students in their academic programs. Student participation in specific activities known as High Impact Educational Practices (HIP) has been shown to improve student outcomes across a variety of degree fields. Thus, we suggest that understanding how and why E/CS students, especially those from historically underrepresented groups, participate in HIP is vital for supporting efforts aimed at improving E/CS student engagement and retention. The aim of the current study is to examine the participation of E/CS undergraduates enrolled at two western land-grant institutions (both institutions are predominantly white; one is an emerging Hispanic-serving institution) across five HIEP (i.e., global learning and study aboard internships, learning communities, service and community-based learning, and undergraduate research) that are offered outside of required E/CS curricula and are widely documented in the research literature. As part of a larger study, researchers developed an online questionnaire to explore student HIP participation and then surveyed E/CS students (n = 576) across both land-grant institutions. Subsequently, researchers will use survey results to inform the development of focus groups interview protocols. Focus group interviews will be conducted with purposefully selected E/CS students who participated in the survey. Combined survey and focus group data will then be analyzed to more deeply understand why and how E/CS students participate in the HIP at their university. This research paper reports on the frequency distribution analysis of the survey data generated with E/CS undergraduates enrolled at one of the two land grant institutions. The combined sample included E/CS undergraduates from the following demographic groups: female (34 %), Asian (10 %), Black or African American (2%), Hispanic or Latinx (6%), Native American or Alaskan Native (1%), Native Hawaiian or Other Pacific Islander (1%), White (81 %), and multiracial (4 %). Results show that most (38%) E/CS students reported participating in internships, while study abroad programs garnered the smallest level of E/CS student participation (5%) across all five HIP. Internships were found most likely to engage diverse students: Female (42%), Hispanic or Latinx (24%), Multiracial (44%), Asian (31%), First-generation (29%), and nontraditional students—other than those categorized as highly nontraditional—all reported participating in internships more than any other HIP. Notable differences in participation across E/CS and demographic groups were found for other HIPs. Results further revealed that 43% of respondents did not participate in any extracurricular HIP and only 19% participated in two or more HIP. Insights derived from the survey and used to inform ongoing quantitative and qualitative analyses are discussed. Keywords: community-based learning, high impact educational practices, HIP, internships learning communities, service learning, study aboard, undergraduate research

Minichiello, A., & Asghar, M., & Ewumi, E., & Claiborn, C. S., & Adesope, O. (2021, July), A Characterization of Engineering and Computer Science Undergraduate Participation in High-impact Educational Practices at Two Western Land-grant Institutions Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36557

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015