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

\bibitem{asee_peer_36557}
  Minichiello, A., \& Asghar, M., \& Ewumi, E., \& Claiborn, C. S., \& Adesope, O. (2021, July), \emph{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

Angela Minichiello P.E., Muhammad Asghar P.E., Ebenezer Ewumi, Candis S. Claiborn, and Olusola Adesope.  "A Characterization of Engineering and Computer Science Undergraduate Participation in High-impact Educational Practices at Two Western Land-grant Institutions".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36557 Internet.  13 Apr, 2025

\bibitem{asee_peer_36557}
  Angela Minichiello P.E., Muhammad Asghar P.E., Ebenezer Ewumi, Candis S. Claiborn, and Olusola Adesope.
  "A Characterization of Engineering and Computer Science Undergraduate Participation in High-impact Educational Practices at Two Western Land-grant Institutions".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36557 Internet.  13 Apr, 2025

@INPROCEEDINGS{asee_peer_36557
author = "Angela Minichiello P.E., Muhammad Asghar P.E., Ebenezer Ewumi, Candis S. Claiborn, and Olusola Adesope"
title = "A Characterization of Engineering and Computer Science Undergraduate Participation in High-impact Educational Practices at Two Western Land-grant Institutions"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36557}
number = {10.18260/1-2--36557}
}

TY  - CPAPER
AB  - 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 

AU  - Angela Minichiello P.E.
AU  - Muhammad Asghar P.E.
AU  - Ebenezer Ewumi
AU  - Candis S. Claiborn
AU  - Olusola Adesope
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - A Characterization of Engineering and Computer Science Undergraduate Participation in High-impact Educational Practices at Two Western Land-grant Institutions
UR  - https://peer.asee.org/36557
DO  - 10.18260/1-2--36557
ER  -