A Qualitative Study of the Role of Engineering Peer Advising Leaders (EPALS) Program on Undergraduate Engineering Students' Learning Experience
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors
- Tagged Division
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First-Year Programs Division (FYP)
- Permanent URL
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https://peer.asee.org/46481
Paper Authors
Ibukun Samuel Osunbunmi
Penn State University
orcid.org/0000-0002-7821-9059
Ibukun Samuel Osunbunmi is an Assistant Research Professor, and Assessment and Instructional Specialist at Pennsylvania State University. He holds a Ph.D. degree in Engineering Education from Utah State University. Also, he has BSc and MSc degrees in mechanical engineering. His research interests include student engagement, design thinking, learning environment, evidence-based pedagogy, e-learning, broadening participation in STEM education, sustainable energy, and material characterization.
Maria Mosley
Maria has worked in the Engineering Advising Center at Penn State for four years. She has worked in student support services at the University since 2008. Prior to her time at Penn State, Maria worked at several different universities in various roles within the world of Student Affairs. She has worked professionally in the field for 19 years. Maria graduated from Springfield College in Massachusetts with an M.Ed. in Student Personnel Administration and has a Bachelors degree in Communication from Mansfield University in Pennsylvania.
Jennifer Saltsgiver
Jennifer Saltsgiver is the Assistant Director of the Engineering Advising Center at The Pennsylvania State University, University Park campus. She obtained her Masters degree in Education from Millersville University and her B.S. from DeSales University i
Jana Bontrager Auman Penn State University
Christine B. Masters Pennsylvania State University
Christine Masters is the Assistant Dean for Academic Support and Global Programs and a Teaching Professor in the Engineering Science and Mechanics Department at the Pennsylvania State University. In between raising 4 great kids with her husband of 35 years, she taught large enrollment statics and strength of materials courses for 12 years and has been leading the efforts focused on support, global engagement, and academic integrity as Assistant Dean since 2014.
Kellie Scofield
Stephanie Cutler Pennsylvania State University
Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Associate Research Professor and the Director of Assessment and Instructional Support in the Leonhard Center at Penn State.
Shawna Dory Pennsylvania State University
Shawna Dory is a PhD candidate in the Education Policy Studies Department at Pennsylvania State University. She has a bachelor of arts degree in Sociology from Geneva College, and earned a master’s of education degree in Counselor Education, Student Affairs from Clemson University. Along with her role as a PhD candidate, she is also a research assistant in the Leonhard Center for Enhancement of Engineering Education at Penn State. Her research interests include gender equity and women student persistence in engineering education, and first-generation student persistence in engineering education. Shawna has also done work related to sexual misconduct and Title IX implementation in higher education.
Abstract
This is a Complete Evaluation Paper for the First-Year Programs Division. The influence of peer programs on student development has been studied. Although several studies have investigated the impact of peer programs on international students and undergraduate programs in general, more work is needed in evaluating the impact on students who offer the support and on groups of students in a particular discipline.
In this study, we present the evaluation of the impact of the Engineering Peer Advising Leaders (EPAL) program in the College of Engineering at the Pennsylvania State University, a large research-one (R1) land grant university, using a qualitative methodological approach. In this study, we explored the experiences of the EPAL peers and students who utilized the EPAL program. Primarily, data collection was conducted using a focus group discussion. In total, seven EPAL students participated in the focus group discussion. In addition, reports of students who took advantage of the EPAL program were analyzed. Thematic analysis of the data collected was conducted.
The study's outcome showed that first-year engineering students perceive that the EPAL program provided them access to academic guidance on course load, expectation, and scheduling; peer advising for academic success; acquiring time management and study strategies skills; and increased awareness of campus resources. Furthermore, EPALs who provided the advising service reported that the EPAL program provided them with opportunities for professional skill development and improved their awareness of campus resources. Overall, EPALs and first-year engineering students have a positive outlook on the peer advising service. These findings underscore the need for more peer-led programs in the College of Engineering, which can play a crucial role in supporting students’ journey as they navigate their engineering pathway. We recommend the implementation of these programs to further enhance the learning experience of students.
Osunbunmi, I. S., & Mosley, M., & Saltsgiver, J., & Auman, J. B., & Masters, C. B., & Scofield, K., & Cutler, S., & Dory, S. (2024, June), A Qualitative Study of the Role of Engineering Peer Advising Leaders (EPALS) Program on Undergraduate Engineering Students' Learning Experience Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46481
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