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Board 128: Improving Student Experiences to Increase Student Engagement (ISE-2)

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

7

Permanent URL

https://peer.asee.org/29913

Download Count

61

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Paper Authors

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Sin-Ning Cindy Liu Texas A&M University

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Sin-Ning Cindy Liu received her B.A. in Psychology from Baylor University in 2014 and her M.A. in Educational Psychology from Baylor University in 2016. She is currently a graduate student in Industrial/Organizational Psychology at Texas A&M University.

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Cynthia K. Lang Texas A&M University

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Cynthia Lang is a second-year graduate student in the School Psychology PhD program at Texas A&M University. She earned her B.A. in Psychology from The University of Texas at Austin in May 2016.

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Carolyn L. Sandoval Texas A&M University

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Dr. Sandoval is the Associate Director of the Teaching + Learning Commons at the University of California, San Diego. She earned a PhD in Adult Education-Human Resource Development. Her research interests include adult learning and development, narrative methods of inquiry, and social justice education.

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Mindy Bergman Texas A&M University

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Dr. Bergman is a Professor in the Department of Psychology and Executive Director of Interdisciplinary Critical Studies at Texas A&M University. She earned her PhD in industrial-organizational psychology at the University of Illinois at Urbana-Champaign. Her research interests include workplace safety, occupational health, and fairness and mistreatment in the workplace and in STEM classrooms and programs.

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Jeffrey E. Froyd Ohio State University Orcid 16x16 orcid.org/0000-0002-4426-2681

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Dr. Jeffrey E. Froyd is a Professor in the Department of Engineering Education in the College of Engineering at Ohio State University, College Station. He received the B.S. degree in mathematics from Rose-Hulman Institute of Technology and the M.S. and Ph.D. degrees in electrical engineering from the University of Minnesota, Minneapolis. He was an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology and a Research Professor at Texas A&M University. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as Project Director a National Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, curriculum redesign, and assessment. He has served as a program co-chair for three Frontiers in Education Conferences and the general chair for the 2009 conference. Prof. Froyd is a Fellow of the IEEE, a Fellow of the American Society for Engineering Education (ASEE), an ABET Program Evaluator, the Editor-in-Chief for the IEEE Transactions on Education, a Senior Associate Editor for the Journal of Engineering Education, and an Associate Editor for the International Journal of STEM Education.

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Abstract

Improving Student Experiences to Increase Student Engagement (ISE-2) was awarded by NSF through the EEC –Engineering Diversity Activities unit. ISE-2 created a faculty development program that focuses on implicit biases and active learning, with the expectation that it can increase student engagement, success, and retention. Further, we expect these positive effects will be stronger for underrepresented minority (URM) students, women students, and first generation student than for other students. This poster will summarize the first year of the project, emphasizing the structure of the faculty development program and the research methods. Ten engineering faculty joined the program for Summer 2017. The program had two major components: three workshops (2-3 hours) and six informal “coffee conversations”. Attendance was required at all three workshops, but faculty could choose which coffee hours to attend. Overview of workshop content. The first workshop (early May) began with an overview of the program and a framework for teaching in a diverse classroom. Most of the session focused on social cognitive biases and the behaviors that arise from them, including topics like implicit and explicit bias and microaggressions. The second workshop (mid-May) covered the basics of how students learn in the classroom, which demonstrated the need for active learning strategies; these strategies were the primary focus of the workshop. The third workshop (early August) refocused on the framework for teaching in a diverse classroom and preparation for applying the program material to establish student-centered instruction. Between the second and third workshops, near-weekly coffee hours were held to encourage continued engagement with the program and the material. These six coffee hours fostered conversation among the program members regarding the ISE-2 topics. The majority of faculty members attended at least one session. Session topics included: teamwork; informal assessment; implicit bias in exam questions; microaggressions; study skills; and, preparing for course redevelopment. Overview of evaluation plan. The evaluation has several components. First is focus groups with the ISE-2 faculty, which will be held in late October 2017, to obtain feedback about the sessions and learn about faculty experiences implementing and applying the ISE-2 tactics and information. Second is a comparison of student engagement and classroom climate, based on student surveys, from students in ISE-2 professors’ classes and in comparison classes. Finally, we will examine student retention and success in the College of Engineering, evaluating student grades and student retention in the 2nd and 3rd years in the program and whether participating in ISE-2 faculty-led classes influences those. Future of ISE-2. The study will run through Summer 2019, with another cohort of faculty participating in the faculty development program in Summer 2018. Each summer will consist of workshops and coffee conversations with the intervention group, with follow-up focus groups in the fall semester.

Liu, S. C., & Lang, C. K., & Sandoval, C. L., & Bergman, M., & Froyd, J. E. (2018, June), Board 128: Improving Student Experiences to Increase Student Engagement (ISE-2) Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29913

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