Foster Engineering Identity through Collaborative Learning in Math and Basic (CLIMB) Engineering

Haiying Huang; Paul Davidson; Adam Castillo; Elizabeth Fleener

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Conference: 2025 ASEE -GSW Annual Conference
Location: Arlington, TX, Texas
Publication Date: March 9, 2025
Start Date: March 9, 2025
End Date: March 11, 2025
Page Count: 4
DOI: 10.18260/1-2--55054
Permanent URL: https://peer.asee.org/55054
Download Count: 17

Paper Authors

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Haiying Huang The University of Texas at Arlington

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Prof. Haiying Huang is a professor of Mechanical and Aerospace Engineering and the Director of Engineering Education at the College of Engineering at the University of Texas Arlington. Her research interests include design thinking pedagogy, collaborative learning, and faculty development.

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Abstract

This work-in-process paper will present the research activities and preliminary results of a recently funded NSF project. With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2 project aims to improving the retention and graduation of mechanical and aerospace engineering students by developing their engineering identity in their freshman/sophomore years. Past studies on engineering identity primarily focus on a single course with design components. This project will study implementing collaborative learning and design thinking in three freshman and sophomore courses to foster engineering identity. It is expected that the project will generate new knowledge on how to produce a more diverse and innovative engineering workforce, which are critical for maintaining the US position as a global leader in science, technology, mathematics, and engineering (STEM).

The CLIMB project includes three aims: 1) bridge math gap, 2) build communities of practice, and 3) instill design thinking. These three aims directly contribute to the three constructs of engineering identity, i.e., performance/competence, recognition, and interests. To achieve these three aims, the first strategy is to leverage collaborative learning by implementing in-class peer led team learning (iPLTL) in two freshman courses and collaborative learning in a sophomore gatekeeper course. The second strategy is to introduce “design thinking” as a creative, iterative, human-centric process that guides decision-making and problem solving. Students will learn and practice how to apply design thinking to solve complex math, engineering, and life problems. The principal investigators (PIs) will collaborate with students participating in a summer fellows program to create course contents, including YouTube videos. The student summer fellows will also participate in undergraduate research, accelerating their transition from engineering students to engineering practitioners. Leveraging student-faculty collaborations, this project will promote teaching/learning effectiveness, culture awareness, and community supports for both students and faculty.

This paper will present research activities carried out and preliminary research results obtained in the past half year since the start of the project in July 2024, including survey development, iPLTL course module development, and peer leader recruitment.

Citation
Format

Huang, H., & Davidson, P., & Castillo, A., & Fleener, E. (2025, March), Foster Engineering Identity through Collaborative Learning in Math and Basic (CLIMB) Engineering Paper presented at 2025 ASEE -GSW Annual Conference, Arlington, TX, Texas. 10.18260/1-2--55054

TY - CPAPER
AB - This work-in-process paper will present the research activities and preliminary results of a recently funded NSF project. With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2 project aims to improving the retention and graduation of mechanical and aerospace engineering students by developing their engineering identity in their freshman/sophomore years. Past studies on engineering identity primarily focus on a single course with design components. This project will study implementing collaborative learning and design thinking in three freshman and sophomore courses to foster engineering identity. It is expected that the project will generate new knowledge on how to produce a more diverse and innovative engineering workforce, which are critical for maintaining the US position as a global leader in science, technology, mathematics, and engineering (STEM).

The CLIMB project includes three aims: 1) bridge math gap, 2) build communities of practice, and 3) instill design thinking. These three aims directly contribute to the three constructs of engineering identity, i.e., performance/competence, recognition, and interests. To achieve these three aims, the first strategy is to leverage collaborative learning by implementing in-class peer led team learning (iPLTL) in two freshman courses and collaborative learning in a sophomore gatekeeper course. The second strategy is to introduce “design thinking” as a creative, iterative, human-centric process that guides decision-making and problem solving. Students will learn and practice how to apply design thinking to solve complex math, engineering, and life problems. The principal investigators (PIs) will collaborate with students participating in a summer fellows program to create course contents, including YouTube videos. The student summer fellows will also participate in undergraduate research, accelerating their transition from engineering students to engineering practitioners. Leveraging student-faculty collaborations, this project will promote teaching/learning effectiveness, culture awareness, and community supports for both students and faculty.

This paper will present research activities carried out and preliminary research results obtained in the past half year since the start of the project in July 2024, including survey development, iPLTL course module development, and peer leader recruitment.

AU - Haiying Huang
AU - Paul Davidson
AU - Adam Castillo
AU - Elizabeth Fleener
CY - Arlington, TX, Texas
DA - 2025/03/09
PB - ASEE Conferences
TI - Foster Engineering Identity through Collaborative Learning in Math and Basic (CLIMB) Engineering
UR - https://peer.asee.org/55054
DO - 10.18260/1-2--55054
ER -