Assessing Student Impacts from an Interdisciplinary Summer Research Program Modeled on Problem-Based Learning
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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17
- DOI
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10.18260/1-2--41734
- Permanent URL
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https://peer.asee.org/41734
- Download Count
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267
Paper Authors
Mohammed K Faris University of Mosul / Iraq
Dr. Mohammed K. Faris is a Lecture in the Department of Civil Engineering at the University of Mosul / Iraq, finished his PhD at the University of South Carolina in 2020. He is also a Member of The American Society of Civil Engineers (ASCE) since 2021. His current interest is to use active learning strategies to teach Civil Engineering classes, and to make the students more aware about the problem-solving techniques.
Charles Pierce University of South Carolina
Dr. Charles E. Pierce is an Associate Professor and Director for Diversity and Inclusion in the Department of Civil and Environmental Engineering at the University of South Carolina. He is also the ASEE Campus Representative and a Senior Faculty Associate in the Center for Integrative and Experiential Learning (CIEL). His current educational interests include designing and implementing problem-based learning strategies for within-the-classroom and beyond-the-classroom experiences, creating and evaluating inclusive learning environments, and facilitating critical student reflection in engineering education.
Gurcan Comert
Gurcan Comert received the B.Sc. and M.Sc. degree in Industrial Engineering from Fatih University, Istanbul, Turkey, and the Ph.D. degree in Civil Engineering from the University of South Carolina, Columbia, SC, in 2003, 2005, and 2008 respectively. He is currently with Computer Science, Physics, and Engineering Department, Benedict College, Columbia, SC. He is interested in exploring different approaches for engineering education and research to reach students more efficiently. He has collaborated with researchers and students in NSF HBCU UP targeted infusion, broadening participation and excellence in research projects.
Abstract
Learning environments that foster engagement and collaboration with undergraduate students from other disciplines have a positive influence on student knowledge, skills, and attitudes. Involving students who are underrepresented in STEM disciplines can further enhance the beneficial impacts of interdisciplinary learning environments on their academic success and professional trajectories. Summer research experiences for undergraduates (REUs) are one popular mechanism for creating spaces for students from multiple disciplines to work together. Experiences like these are more common at institutions with robust graduate programs than at predominantly undergraduate institutions (PUIs). Few programs exist at PUIs that are also recognized as HBCUs where there are large populations of underrepresented students in STEM.
This paper describes student impacts from an interdisciplinary summer REU program at Benedict College that was held over a five-year span from 2017-2021. A diverse group of 32 students in engineering, computing, math, and sciences worked in interdisciplinary pairs or trios on a research problem involving autonomous vehicles. Students were immersed in a collaborative experience using an adaptation of a problem-based learning (PBL) framework. The PBL approach was designed to facilitate research activities that require work outside of their discipline-specific boundaries in a shared effort to develop and integrate knowledge that contributes to a solution. The paper focuses on student perceptions of that experience on their learning and its influence on personal and professional goals.
Student impacts were measured and evaluated using data collected from post-experience surveys. A multipart survey instrument was created to combine original questions on essential features of interdisciplinary learning with published questions derived from the Undergraduate Research Student Self-Assessment (URSSA) and Survey of Undergraduate Research Experiences (SURE) instruments. Cohort response rates ranged from 50-100% and the overall response rate was 66%. Results show an overwhelming positive reaction to the experience independent of student major. Two of the highest rated characteristics were comfort in collaborating with others and a holistic understanding of solving real-world problems. The most significant finding is the impact on students pursuing graduate studies. All respondents who completed their undergraduate degree at Benedict College are enrolled in a graduate program in STEM. 70% of respondents that are still in the undergraduate program have plans to attend graduate school.
Faris, M. K., & Pierce, C., & Comert, G. (2022, August), Assessing Student Impacts from an Interdisciplinary Summer Research Program Modeled on Problem-Based Learning Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41734
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