June 14, 2015
June 14, 2015
June 17, 2015
Diversity and NSF Grantees Poster Session
26.879.1 - 26.879.10
Identity and Design Process in Adult, Non-traditional, Engineering Students: Phase I: Training for Extending Prior StudiesAdult students comprise a significant percentage of undergraduate learners, 10% withinengineering programs. Whereas gender and ethnic diversity are commonly studied aspects,studies involving student age comprise a much smaller set of the available literature within theengineering education field. To increase the diversity and number of engineers in the workforce,it is critical that adult students be supported through degree completion.Our work aims to create new pathways for non-traditional engineering students by examining therole of prior work experiences, identity, and expertise. The work supported by NSF REESEcollects and analyzes qualitative and quantitative data from non-traditional engineeringundergraduate students at three diverse institutes of higher education: a large public university ( -------- ), a small private university ( -------- ), and a community college ( -------- ). We foresee thedata providing critical insights to enable engineering educators to be more effective, and makingsubstantial contributions to our understanding of engineering identities and students’ thinkingprocesses. By filling gaps in current understanding of the identities, level of expertise, andexperiences of these students, the study aims to improve persistence outcomes for engineeringstudents and increase the number of qualified engineering graduates.In an effort to leverage existing data, we have set out to replicate the work carried out byAtman/Cardella (2007) and Matusovich et al (2011) with a new study population comprised ofundergraduate students aged 25 and over. The paper/poster will detail our efforts to train ourresearch team of engineering and social science students in carrying out these experiments with ahigh degree of fidelity to the original studies. This work is being carried out at universities thatdo not have students focused on engineering education research; we describe the process bywhich we trained students to collect the data and actively participate in the research. Features ofour training include: human subjects research training with a focus on the Belmont Report and itsapplications, training in semi-structured interviewing, analysis of the publications from the priorrelated work, practice data collection sessions, role-playing, training on thematic coding, andfinally deployment in real data collection.
Carnasciali, M., & Ciston, S., & Foy, C. A., & Kim, P. S. H., & Okada, E. O., & Rodriguez, A. V. (2015, June), Identity and Design Process in Adult, Non-traditional, Engineering Students: Phase I: Training for Extending Prior Studies Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24216
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