Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Lyn Benning, Virginia Tech; William C. Oakes, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

Paper ID #30651Evaluating the impacts of community service on student learning outcomesDr. Jennifer Lyn Benning, Virginia Tech Dr. Jennifer Benning is an Instructor in the Department of Engineering Education at Virginia Tech. She was formerly an Associate Professor in the Civil and Environmental Engineering Department at the South Dakota School of Mines and Technology, where she was also the creator and Program Coordinator of a Sustainable Engineering Minor Degree Program. She also co-developed and lead the EPICS program there. Her main research expertise is in contaminant transport, with foci on transport processes in

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington; Ahmer Arif, University of Washington; Gina Tesoriero, University of Washington; Yuxin Xu, University of Washington

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Educational Research and Methods

to structuring student reflectionin order to support naturally occurring reflection. This work suggests that tensions can beassociated with supporting student reflection in school versus in life. Further, Boswell’s accountsuggests the value of thinking critically about student engagements with, and possibly resistanceto reflection. We extend this work by offering additional stories of engagements.Student resistance, as a form of student reaction, and educator response is a subject of interest inengineering education scholarship. For example, Tharayil et al. recently published work on howeducators address student resistance to high impact pedagogical strategies [9]. Tharayil et al.highlight “...understanding student resistance as a barrier

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rongrong Liu; Jiabin Zhu, Shanghai Jiao Tong University

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Educational Research and Methods

suggested that engaging in PBL is associated with engineering students’ epistemologicaldevelopment toward advanced level of thinking [5]. Hmelo et al (1997) also suggested that throughthe teachers’ meaningful guidance in the process of students’ problem-solving, students can betterdevelop higher order thinking skills. Nevertheless, it remains unclear how students’ personalepistemology was impacted via PBL [6].In this research, we set out to understand the impact of PBL on engineering students’ personalepistemology in the context of Perry's theory, which depicts students’ epistemologicaldevelopment from dualistic thinking to a contextual, constructive manner of thinking in four stages,that is, Dualism, Multiplicity, Relativism and Commitment (within

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan

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Diversity

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Educational Research and Methods

, and associate professor of electrical engineering at Kettering University. Dr. Finelli’s current research interests include student resistance to active learning, faculty adoption of evidence-based teaching practices, the use of technology and innovative pedagogies on student learning and success, and the impact of a flexible classroom space on faculty teaching and student learning. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students. c American Society for Engineering Education, 2018 Impact of Prior Experiences on Future Participation in Active Learning

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Daria Kotys-Schwartz, University of Colorado-Boulder; Lawrence Carlson, University of Colorado-Boulder; Derek Reamon, University of Colorado

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Educational Research and Methods

Multimedia Software: The Impact of Interactivity on Learning. Page 11.605.15 Stanford, CA: Stanford University.16 Di Vesta, F. & Smith, D. (1979). The Pausing Principle: Increasing the Efficiency of Memory for Ongoing Events. Contemporary Educational Psychology. Vol. 4, 288-296.17 Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria VA: Merrill.18 Hake, R. (1998). Interactive-Engagement vs. Traditional Methods: A Six-Thousand Student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal of Physics, Vol. 66, 64-74.19 Redish, E., Saul, J. & Steinberg, R. (1997). On the

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Pervej Jahan, Miami University; Shahnaz J. Aly, Western Kentucky University

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Educational Research and Methods

undergraduate students in field-specific hands-on research by utilizing small internalgrants designed for undergraduate research. This study also aims to focus on how engaging inhands-on research impacted the students’ learning experiences, their professional developmentand even their academic results and achievements. In teaching focused universities, theopportunities for undergraduate students to get involved in externally funded research arelimited. However, a small grant from the universities can support involvement of bothundergraduate and faculty in research activities. In the last five years, the authors havesupervised more than 10 undergraduate students in the areas of architecture and manufacturing.It has been observed that engaging students

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University; Eunsil Lee, Florida International University

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Diversity

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Educational Research and Methods

Paper ID #33888Examining the Impact of Interpersonal Interactions on Course-levelPersistence Intentions Among Online Undergraduate Engineering StudentsJaveed Kittur, Arizona State University Javeed Kittur is currently a doctoral student (Engineering Education Systems and Design) at Arizona State University, USA. He received a Bachelor’s degree in Electrical and Electronics Engineering and a Master’s degree in Power Systems from India in 2011 and 2014 respectively. He has worked with Tata Consultancy Services as Assistant Systems Engineer from 2011-2012, India. He has worked as an Assistant Professor (2014 to 2018) in the

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katharine Mary Eichelman; Renee M Clark, University of Pittsburgh; Cheryl A Bodnar, University of Pittsburgh

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Educational Research and Methods

in undergraduate classes (problem based learning, games and simulations, etc.) as well as integration of innovation and entrepreneurship into the Chemical and Petroleum Engineering as well as broader engineering curriculum. In addition, she is actively engaged in the development of a variety of informal science education approaches with the goal of exciting and teaching K-12 students about regenerative medicine and its potential. Page 26.250.1 c American Society for Engineering Education, 2015 Assessing the Impact of Game-Based Pedagogy on the Development

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Monica Cardella, Purdue University; Heidi Diefes-Dux, Purdue University; Amber Oliver, Purdue University; Matthew Verleger, Purdue University

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Educational Research and Methods

pursuing her Masters of Science in Human Resource Management in the Krannert School of Management at Purdue University. She received her B.S. in Organizational Communication with a concentration in Human Factors Engineering from Purdue University.Matthew Verleger, Purdue University Matthew Verleger is a doctoral candidate in the School of Engineering Education at Purdue University. He received his B.S. in Computer Engineering and his M.S. in Agricultural and Biological Engineering, both from Purdue University. His research interests are on how students develop mathematical modeling skills through the use of model-eliciting activities and in peer review as a pedagogical tool

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Md Nizamul Hoque Mojumder, Florida International University; Arif Mohaimin Sadri, Florida International University

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Educational Research and Methods

being connected but also making their career progress through it and the networks ofrelevant people are powerful [9]. Recent studies show that social media plays a vital role ineffective information dissemination even in extreme situations for a particular group of people[10]. The degree of influence of a particular student group and other people connected with thesestudent’s activities were monitored and found a positive impact of connectivity of the groupthemselves and with the practicing professionals too. The engagement of STEM learningstudents can greatly increase the number of STEM enrollment. The development of society andprogression greatly depends on STEM knowledge and empowerment. One of the greatestchallenges of the University has

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Tamara Floyd-Smith, Tuskegee University; Denise Wilson, University of Washington; Ryan Campbell, University of Washington; Rebecca Bates, Minnesota State University, Mankato; Diane Jones, University of Washington; Donald Peter, Seattle Pacific University; Melani Plett, Seattle Pacific Univ; Elaine Scott, Seattle Pacific University; Nanette Veilleux, Simmons College

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Educational Research and Methods

aptitude (cognitive factors). Historically, engineering educationresearch has emphasized making improvements in how students learn primarily from a content-oriented or cognitive perspective. More recently, attention has been given to improvinginstructional modes to make them more student-centered, but little has been done beyond the K-12 level to understand how connections-to-community (CTC) contribute to student engagement Page 15.59.2in higher education, particularly in STEM fields.The literature on belonging, gathered from higher education, K-12, and organizationalpsychology clearly supports the importance of community in influencing engagement

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Barbara Masi, MIT

Tagged Divisions

Educational Research and Methods

development of teamwork, as well as written and oral communication abilities.Measuring impact on student abilities after completing the widely varying types of pilotPBL subjects was another problem to solve. With the primary goal of energizing thefreshman year’s lecture based experience, and strengthening students’ confidence in theirabilities, a survey of ability self efficacy was developed.A choice of a survey design that employed a self efficacy scale of confidence in ability toperform a task was based on Bandura’s theory of self efficacy. Bandura’s key contentionabout the role of self efficacy in individual development was that a person’s confidencein his or her abilities would directly impact his or her course of action. Students engage intasks

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign

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Educational Research and Methods

the PBL handbook [13] outlines the need to scaffoldproblem-based learning. In effect, scaffolds transfer responsibility from the teacher to the studentby fostering autonomy. The chapter discusses two overarching purposes of scaffolds: to guidestudents through the task such that they are able to effectively engage with the problem, and toassist students in identifying and focusing on the most important aspects [14]. Such prompting issignificant for fostering agency and deeper engagement in students, who need to prepare forsimilar situations in their future careers. However, the actual effect of adding scaffoldingprompts in ill-structured engineering tasks is not clear; additionally, the impact of scaffoldingprompts on collaborative

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

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Educational Research and Methods

AC 2011-599: APPROACHES TO ENGAGING STUDENTS IN ENGINEER-ING DESIGN AND PROBLEM SOLVINGAnn F. McKenna, Arizona State University, Polytechnic campus Ann McKenna is an Associate Professor in the Department of Engineering in the College of Technology and Innovation at Arizona State University (ASU). Prior to joining ASU she served as a program officer at the National Science Foundation in the Division of Undergraduate Education and was on the faculty of the Segal Design Institute and Department of Mechanical Engineering at Northwestern University. Dr. McKenna’s research focuses on understanding the cognitive and social processes of design and innova- tion, design teaching and learning, the role of adaptive expertise in

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jae-Eun Russell, University of Iowa; Mark S. Andersland, University of Iowa

Tagged Divisions

Educational Research and Methods

Associate Professor of Electrical and Computer Engineering at the University of Iowa. He earned his B.S., M.S., and Ph.D. degrees in electrical engineering from the University of Michigan, Ann Arbor, in 1983, 1984, and 1989. He holds two patents, has received numerous teaching awards, and was a Hewlett Packard Faculty Development Fellow. His research interests include network communication, decentralized control, and engineering education. c American Society for Engineering Education, 2019 Impact of Active Learning Classrooms on Feedback Supported Student LearningIntroductionAs student-centered active learning has gained popularity among educators, and evidence

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching; Jennifer A. Turns, University of Washington; Cynthia J. Atman, University of Washington

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Diversity

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Educational Research and Methods

, advancing work inthe community. Similarly, Percy Pierre described how, as director of the Sloan EngineeringProgram, he supported pre-college engineering education efforts for minority students. Althoughthese pioneers helped fund different kinds of engineering education work (research, teaching,and learning), they all described their influence more in terms of legitimacy for engineeringeducation than in monetary terms.Kemnitzer’s account focused on supporting early-career faculty through an NSF program thatwas the precursor to the current CAREER program. She recalled how the first award of this kindto a faculty member engaged in engineering education work was a significant step toward thefield gaining legitimacy at the national scale. She described

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Derek Wright P.Eng., University of Waterloo; Andrew J. B. Milne, University of Waterloo, Mechanical and Mechatronics Engineering; Eugene Li, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

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Educational Research and Methods

development of the days forother disciplines. The high-level objectives of Engineering Design Days are:  Providing students with an opportunity to engage with open-ended problems that demonstrate the breadth of Engineering, and the breadth of their chosen program  Providing students with an opportunity to develop hands-on skills, with industrial-grade equipment where possible  Providing students with an authentic environment to practice their professional skills, particularly teamwork and communication  Providing an opportunity for students to develop a “class community”. Since these students will spend the next five years interacting, supporting each other, and working together, it is essential that

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte

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Educational Research and Methods

relatively unchanged between 2005 and20092. It is now estimated that only about one half of the college students who matriculatedinto an engineering program will actually earn an engineering degree 3. For many years, researchers have highlighted the critical role of social engagement incollege student retention and academic success. Astin 4 emphasized that the single mostinfluential factor in college student development was the peer group, a factor that links a sense ofcommunity with overall satisfaction in college. To increase student retention, Tinto 5 suggestedthat freshman students should be integrated into social and academic communities early in theirfreshman year. Several subsequent studies provided empirical evidence that social

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohsen M. Dorodchi, University of North Carolina at Charlotte; Nasrin Dehbozorgi, University of North Carolina at Charlotte; Aileen Benedict, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Alexandria Benedict, University of North Carolina at Charlotte

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Educational Research and Methods

possible points accordingly.4 Multidimensional Scaffolding in ActionIn our systematic practice of active learning since 2016, we have experienced many challengeswith designing the course model and activities to promote the best possible learning experiencesfor students. During this time, we were able to see how students were impacted differently basedon each of the various active learning techniques we experimented with. This process ofcontinuous development has led us to the course model for introductory programming which waslater expanded to undergraduate software engineering courses [12, 31].Sustained student engagement was one major challenge in the active learning course design. Aswe explained in our course model [12], we found that we

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Ray Waller, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Louis Tay, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

Paper ID #33406The Impact of Department Diversity on Student Persistence and Success inEngineeringMr. David Ray Waller, Purdue University, West Lafayette David Waller is a PhD student in the School of Engineering Education at Purdue University. His research focuses on understanding engineering student experiences from a complexity paradigm. He is interested in how network-based methods can be used to study complex educational systems and how these methods can inform data-driven decision making. Prior to starting his PhD, David completed his Bachelor of Engineering in Aerospace Engineering and his Master of Applied Science

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariafé Taeví Panizo, James Madison University; John Hollander, James Madison University; Jesse Pappas, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

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Educational Research and Methods

Paper ID #9695Faculty Perceptions of Student Engagement: A Qualitative InquiryMariaf´e Taev´ı Panizo, James Madison University Mariaf´e Panizo is a second year graduate student in JMU’s Graduate Psychology program. She has been working on engineering education research projects for one and a half years, focusing on non-cognitive factors that impact engineering student success. She is currently working on her M.A. thesis on Beliefs on Depression.Mr. John Hollander, James Madison UniversityDr. Jesse Pappas, James Madison UniversityDr. Olga Pierrakos, James Madison University OLGA PIERRAKOS is an associate professor and

Conference Session

Student Diversity: attracting and retaining a diverse population of students

Collection

2007 Annual Conference & Exposition

Authors

Deborah Kilgore, University of Washington; Debbie Chachra, Franklin W. Olin College of Engineering; Heidi Loshbaugh, Colorado School of Mines; Janice McCain, Howard University; Marcus Jones, Howard University; Ken Yasuhara, University of Washington

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Educational Research and Methods

), students become better engineering problem-solverswith better communication skills and improved abilities to work with diverse people.2 Well-designed project-based learning (PBL) that provides students the opportunity to apply abstractconcepts to hands-on activities in context not only leads to knowledge acquisition, but also hasbeen shown to increase engineering-student retention rates.3 Additionally, other behaviorsindicate that students are operating contextually while in college. The National Survey ofStudent Engagement (NSSE) annually surveys college students “to assess the extent to whichthey engage in educational practices associated with high levels of learning and development.”6Distinguishing between what Boyer7 once termed “competence

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tajmilur Rahman, Gannon University; Stephen T. Frezza, Gannon University

Tagged Divisions

Educational Research and Methods

), Requirements and Project Management (RPM) and MobileApp Development (MAD). The goal of the project setup is to engage students in the coursecontent, and course projects in the context of professional software development practices [2].Our goal also includes observing how effective the study setup is in learning software engineeringmethods, practices, tools and techniques. An empirical study will be performed to quantify theinstructional goals according to the bloom’s taxonomy on the participants.IntroductionThe gap between software engineering students and professionals has significant impact onstudents [3] [4] [5]. When shifting to professional practice, computer science (CS) graduatesoften face difficulties adjusting to new environment unless they

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Blum, University of Colorado, Colorado Springs

Tagged Divisions

Educational Research and Methods

its relationship to the research question of interest. However, thereis significant overlap between the foundational theories of engagement.12 Two overarchingfamilies of theories and frameworks have guided research on college impacts over the past thirtyyears: developmental, which have focused on intra-individual changes relating to the nature,structure, and processes of individual growth; and college impact models, which have placedemphasis on environmental and inter-individual origins of student change.34 Astin1 first expounded a theory of student involvement in the educational process in hisseminal paper on the methodology of college impact, developing the IEO model. In this model,he considered the direct effects of student inputs

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Educational Research and Methods

that educational productivity is dependent on the psychosocialenvironment of the classroom [7], [8], [9]. However, a healthy psychosocial environment isconstantly affected in higher education due to the level of intimidation instructors exert on studentsgiven their notable academic status. Such discomfort, in numerous instances, precludes studentengagement during lectures, regardless on the recurring emphasis of fostering participation. Theauthors in this study have identified that establishing a consistent communication, or rapport, withthe students can alleviate discomfort, eradicate intimidation barriers, and create a classroomclimate that impacts learning, engagement, and success.The communication strategy is proposed to eliminate the

Conference Session

The Critical First Year in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Jamie Medoff, University of Maryland-Baltimore County; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

Educational Research and Methods

communication.” “Simply by merit of the time commitment to TEPP, I had less time for goofing off, and so my time management and study habits became more efficient. I don’t, however, feel this had a significant impact on my grades or understanding of course material.” In further examination of the impact that TEPP had on the fellow’s grades, a blind study was conducted were student’s grades before and during their experience were examined (See Table 4). Several grades were unable to be obtained. Table 4: TEPP fellows Cumulative Grade point average Pre and During fellowship Student Cumulative Years 1st year 2nd 3rd 4th GPA Pre- Participated year year year TEPP

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Kyu Yon Lim, Pennsylvania State University; Roxanne Toto, Pennsylvania State University, University Park; Hien Nguyen, Pennsylvania State University; Sarah Zappe, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Mark Wharton, Pennsylvania State University; John Cimbala, Pennsylvania State University

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Educational Research and Methods

. John can be contacted at jmc6@psu.edu. Page 13.690.2© American Society for Engineering Education, 2008 Impact of Instructors’ Use of the Tablet PC on Student Learning and Classroom AttendanceAbstractThis paper reports on a study examining the effects of posting annotated instructor notesgenerated with Tablet PCs in two 300-level engineering classrooms at a large land-grantuniversity in the United States. The purpose of this study is to explore the impact of sharinginstructor notes on students’ attendance, note-taking behaviors, and learning. In Course A, theinstructor posted detailed pre-notes

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lora Oehlberg, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Educational Research and Methods

AC 2011-2310: UNDERGRADUATE CONCEPTIONS OF THE ENGINEER-ING DESIGN PROCESS: ASSESSING THE IMPACT OF A HUMAN-CENTEREDDESIGN COURSELora Oehlberg, University of California, Berkeley Lora Oehlberg is a doctoral student in the Department of Mechanical Engineering at the University of Cal- ifornia at Berkeley, and a member of the Berkeley Institute of Design. She received a M.S. in Mechanical Engineering from the University of California at Berkeley (2008) and a B.S. in Mechanical Engineer- ing from Stanford University (2006). Her doctoral research is on how designers use personal design information tools during collaborative new product development projects. Her background includes both corporate product design and

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner, Campbell University; Michele Miller, Campbell University

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Diversity

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Educational Research and Methods

Paper ID #34325Exploring the Effects of a Targeted Program on Student Social CapitalDr. Anastasia Marie Rynearson, Campbell University Anastasia Rynearson is an Assistant Professor at Campbell University. She received a PhD from Purdue University in Engineering Education and a B.S. and M.Eng. in Mechanical Engineering at the Rochester Institute of Technology. Her teaching experience includes outreach activities at various age levels as well as a position as Assistant Professor in the Mechanical Engineering Department at Kanazawa Technical College and Future Faculty Fellow teaching First-Year Engineering at Purdue

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

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Diversity

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Educational Research and Methods

. c American Society for Engineering Education, 2020 Work in Progress: Impacting Students from Economically Disadvantaged Groups in an Engineering Career PathwayAbstractThis work in progress describes the overall initiative in the program for engineering access,retention, and low-income-student success. It discusses the program structure, implementationof activities, outcomes for the first of five years of project, and reflections on our initial findings.IntroductionThe Program for Engineering Access, Retention, and LIATS Success (PEARLS) was establishedwith the objective of increasing success statistics of low-income, academically talented students(LIATS) in the College of Engineering (CoE) of the University of Puerto