Comparing First- and Fourth-Year Undergraduate Engineering Experiences of First-Generation Students Using Narrative Analysis

Emily Nicole Fitzpatrick; Nosakhare Iyobosa Idiaghe; Chloe Faith Mann; Jessica R Deters

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Student Division Technical Session 7: Teaching and Learning Practices
Tagged Division: Student Division (STDT)
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--48482
Permanent URL: https://peer.asee.org/48482
Download Count: 189

Paper Authors

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Emily Nicole Fitzpatrick University of Nebraska, Lincoln

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Emily is an undergraduate student researcher focused on engineering education in the Mechanical & Materials Engineering department at the University of Nebraska-Lincoln.

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Nosakhare Iyobosa Idiaghe University of Nebraska, Lincoln orcid.org/0000-0003-4152-0267

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Idiaghe Nosakhare is a PhD Student of Engineering Education Research at University of Nebraska, Lincoln. He holds a Masters degree in Industrial Engineering and a Bachelors degree in Petroleum Engineering.

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Chloe Faith Mann University of Nebraska, Lincoln

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Chloe is an undergraduate student researcher on engineering education in the Civil Engineering department at the University of Nebraska-Lincoln

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Jessica R Deters University of Nebraska, Lincoln orcid.org/0000-0001-8766-9548

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Dr. Jessica Deters is an Assistant Professor of Mechanical and Materials Engineering and Discipline Based Education Researcher at the University of Nebraska - Lincoln. She holds her Ph.D. in Engineering Education and M.S. in Systems Engineering from Virginia Tech.

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Abstract

In an academic world undergoing continuous transformation, understanding faculty viewpoints is essential for fostering resilient and adaptable education systems that cater to the ever-changing needs of students. Faculty members are central to shaping students’ learning experiences, making their perspectives a foundational element in supporting the dynamics between students and educators. Faculty not only guide pedagogical strategies but also significantly influence students’ preparedness to tackle future challenges. Developing faculty members as adaptable and attentive instructors is important because they directly impact student success and the quality of education delivered. This study is an exploratory qualitative study that utilizes thematic analysis to identify commonalities within the semi-structured interviews of six faculty members who teach first- and second-year engineering courses at a large, public, land-grand university in the Midwest. This study initially aimed to examine faculty members' perceptions of their students before and after the pandemic; however, a more in-depth analysis of the data unexpectedly unveiled insights hinting at the potential role of faculty experience levels in shaping these perceptions. Accordingly, this paper addresses the following research question: How are faculty perceptions of their undergraduate students before, during, and after the COVID-19 pandemic impacted by their experience level? This paper highlights the pivotal role of experience in shaping faculty perceptions, subsequently impacting the strategies employed to prepare students for the dynamic landscape of education. As a contribution to the ongoing discussion on adapting engineering education in the wake of disruptions like the pandemic, this paper provides valuable insights for faculty development amidst evolving educational contexts. It also advocates for a deeper exploration of how faculty experience influences these perceptions, ultimately promoting a dynamic approach to teaching within the educational environment. Lastly, this study lays the groundwork for future research investigating the intersection between faculty adaptability and the ever-changing needs of students over time.

Citation
Format

Fitzpatrick, E. N., & Idiaghe, N. I., & Mann, C. F., & Deters, J. R. (2024, June), Comparing First- and Fourth-Year Undergraduate Engineering Experiences of First-Generation Students Using Narrative Analysis Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48482

TY  - CPAPER
AB  - In an academic world undergoing continuous transformation, understanding faculty viewpoints is essential for fostering resilient and adaptable education systems that cater to the ever-changing needs of students. Faculty members are central to shaping students’ learning experiences, making their perspectives a foundational element in supporting the dynamics between students and educators. Faculty not only guide pedagogical strategies but also significantly influence students’ preparedness to tackle future challenges. Developing faculty members as adaptable and attentive instructors is important because they directly impact student success and the quality of education delivered. This study is an exploratory qualitative study that utilizes thematic analysis to identify commonalities within the semi-structured interviews of six faculty members who teach first- and second-year engineering courses at a large, public, land-grand university in the Midwest. This study initially aimed to examine faculty members&#39; perceptions of their students before and after the pandemic; however, a more in-depth analysis of the data unexpectedly unveiled insights hinting at the potential role of faculty experience levels in shaping these perceptions. Accordingly, this paper addresses the following research question: How are faculty perceptions of their undergraduate students before, during, and after the COVID-19 pandemic impacted by their experience level? This paper highlights the pivotal role of experience in shaping faculty perceptions, subsequently impacting the strategies employed to prepare students for the dynamic landscape of education. As a contribution to the ongoing discussion on adapting engineering education in the wake of disruptions like the pandemic, this paper provides valuable insights for faculty development amidst evolving educational contexts. It also advocates for a deeper exploration of how faculty experience influences these perceptions, ultimately promoting a dynamic approach to teaching within the educational environment. Lastly, this study lays the groundwork for future research investigating the intersection between faculty adaptability and the ever-changing needs of students over time.
AU  - Emily Nicole Fitzpatrick
AU  - Nosakhare Iyobosa Idiaghe
AU  - Chloe Faith Mann
AU  - Jessica R Deters
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Comparing First- and Fourth-Year Undergraduate Engineering Experiences of First-Generation Students Using Narrative Analysis
UR  - https://peer.asee.org/48482
DO  - 10.18260/1-2--48482
ER  -