Patterns of Retention and Persistence Rates in a Student-Centered Engineering Design Graphics Course

Erik Schettig; Aaron C. Clark; Jeremy V. Ernst

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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: Engineering Design Graphics Division (EDGD) Technical Session 1
Tagged Division: Engineering Design Graphics Division (EDGD)
Page Count: 16
DOI: 10.18260/1-2--47833
Permanent URL: https://peer.asee.org/47833
Download Count: 63

Paper Authors

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Erik Schettig North Carolina State University

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Erik is a lecturer in the Technology, Engineering, and Design Education department and a Ph.D. student in the Learning and Teaching in STEM program at NC State University.

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Aaron C. Clark North Carolina State University

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Dr. Aaron C. Clark, DTE is a Co-Director for Engineering Education and a Professor of Science, Technology, Engineering, and Mathematics Education within the College of Education at North Carolina State University. He is a member of the Technology, Engineering and Design Education faculty. His research areas include graphics education, visual assessment, 3D modeling and animation, and professional development for technology and engineering education. He has also served in various leadership roles in engineering education and career and technical education disciplines. Dr. Clark is recognized as a Distinguished Technology Educator for service by the International Technology Engineering Education Association and the American Society of Engineering Education; Engineering Design Graphics Division.

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Jeremy V. Ernst Embry-Riddle Aeronautical University

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Dr. Jeremy Ernst is Professor of Technology and Vice President for Research for Research and Doctoral Programs at Embry-Riddle Aeronautical University. He has had prior academic and administrative appointments at Virginia Tech as well as North Carolina State University. His research focuses on technology and engineering education students with indicators of non-matriculation.

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Abstract

Engineering design graphics educational environments incorporating elements of active learning and associated supplementary resources promote students' engagement in applying course content and potentially student retention and persistence in STEM degree programs. An NSF Improving Undergraduate STEM Education (IUSE) study conducted at a large land grant institution in the southeast United States within an engaging student-centered introductory engineering design graphics course identifies that using active learning components with supplemental material supports increases in student self-efficacy in three-dimensional modeling along with academic success, including mental rotation ability. Additionally, the course structure presents learners with the opportunity to practice elements of self-regulated learning within engineering design graphics, which is a critical component in students' success in engineering and engineering technology programs.

While the IUSE study presents findings from six semesters of an introductory engineering graphics course, there remains an opportunity to conduct a longitudinal study analyzing the three years' worth of data for patterns of retention and persistence of students in STEM degree programs, including engineering and engineering technology degree programs. Results from this quasi-experimental study will act as a stepping stone for comparing retention and persistence rates at other institutions. Furthermore, results presented from this study can serve as support for engineering design graphics programs to utilize student-centered learning environments that incorporate elements of active learning and expose students to supplemental resources that can deepen their engagement with course content. This in-depth engagement with applying course content prepares students with experiences that can transfer to function within a STEM environment.

The STEM workforce continues to expand and requires a diverse population with proficient technological and engineering literacies to fulfill those developing needs, such as communicating through engineering design graphics. Engineering and engineering technology degree programs incorporating evidence-based student-centered strategies to promote retention and persistence can increase interest and identity within their programs. Such an increase can lead to meeting the growing needs of an expanding STEM workforce.

Citation
Format

Schettig, E., & Clark, A. C., & Ernst, J. V. (2024, June), Patterns of Retention and Persistence Rates in a Student-Centered Engineering Design Graphics Course Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47833

TY  - CPAPER
AB  - Engineering design graphics educational environments incorporating elements of active learning and associated supplementary resources promote students&#39; engagement in applying course content and potentially student retention and persistence in STEM degree programs. An NSF Improving Undergraduate STEM Education (IUSE) study conducted at a large land grant institution in the southeast United States within an engaging student-centered introductory engineering design graphics course identifies that using active learning components with supplemental material supports increases in student self-efficacy in three-dimensional modeling along with academic success, including mental rotation ability. Additionally, the course structure presents learners with the opportunity to practice elements of self-regulated learning within engineering design graphics, which is a critical component in students&#39; success in engineering and engineering technology programs.

	While the IUSE study presents findings from six semesters of an introductory engineering graphics course, there remains an opportunity to conduct a longitudinal study analyzing the three years&#39; worth of data for patterns of retention and persistence of students in STEM degree programs, including engineering and engineering technology degree programs. Results from this quasi-experimental study will act as a stepping stone for comparing retention and persistence rates at other institutions. Furthermore, results presented from this study can serve as support for engineering design graphics programs to utilize student-centered learning environments that incorporate elements of active learning and expose students to supplemental resources that can deepen their engagement with course content. This in-depth engagement with applying course content prepares students with experiences that can transfer to function within a STEM environment. 

The STEM workforce continues to expand and requires a diverse population with proficient technological and engineering literacies to fulfill those developing needs, such as communicating through engineering design graphics. Engineering and engineering technology degree programs incorporating evidence-based student-centered strategies to promote retention and persistence can increase interest and identity within their programs. Such an increase can lead to meeting the growing needs of an expanding STEM workforce.
AU  - Erik Schettig
AU  - Aaron C. Clark
AU  - Jeremy V. Ernst
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Patterns of Retention and Persistence Rates in a Student-Centered Engineering Design Graphics Course
UR  - https://peer.asee.org/47833
DO  - 10.18260/1-2--47833
ER  -