June 15, 2019
June 15, 2019
June 19, 2019
Design in Engineering Education
This RESEARCH PAPER, motivated by the need to produce more engineers to meet the needs of the nation, describes an engineering (ENG) Academic-Success-and-Professional-Development (ASAP) project-based scholarship-mentoring program (NSF funded since 2001) [Anderson-Rowland-et.al.-ASEE, 2012; FIE-2013].. This paper specifically describes key professional-development-instruments, practices, and efficacy – providing data for 3 recent scholar cohorts at the lead-institution [Anderson-Rowland-WEPAN-2011;Anderson-Rowland-FIE-2011]. Theoretical Framework, Constructs, Instruments, and Practices. The program involves a lead-institution and 9-partnering community-colleges (CCs) [FIE, 2018]. While the program focuses on upper-division (lower-division) CC transfer-students at lead (partnering) institutions, it also addresses the needs of traditional (and some continuing-program-graduate) students at the lead institution. Scholars and the over 100 mentoring faculty, and many more industry/peer-mentors, are united by a growing community-of-practice (COP) – involving a common ENG ASAP domain, common background (academic-success, financial-need), common-resources, and collective-interactive-learning that provides substantive-support and leads to new collective-communal-knowledge. At the heart of the program is becoming Aware, taking Control and pursuing Excellence (ACE), becoming a critical-thinker/questioner (continuously-refining-one’s-thinking; Paul-Elder-2012), active-project-based-learning, setting SMART (specific-measurable-achievable-relevant-timely) goals, and using required career-steering/shaping projects as a mechanism for preparing for the many opportunities that lay ahead (e.g. paid projects, internships/jobs, graduate school). A Motivated-Engineering-Transfer-Student (METS) Center provides a home-away-from-home for scholars to work/network. An Intelligent-and-Autonomous-Embedded-Systems-Laboratory supports project work. All scholars at the lead institution are required to take a 2-Credit ASAP-class while on scholarship. The class exploits key time-tested professional-development-instruments (projects,interest-paper,career-planning,career-fair-plea,statement-of-purpose,engineering-portfolio). Main Results: Data-for-3-Cohorts (Fall2017-Spring2018-Fall2019). Demographics for these cohorts of 90-74-76 scholars follows [FIE-2018]: females:44-40.5-43%, female/minority:57-59.5-61%, new-scholars:71-8-36%, transfers:77-77-81%, new-transfers:20-21.6-17%, in-state:95-93-96%, 9-partnering-CCs:43-42-44%, juniors:62-67.56-20%, seniors:31-28.38-75%, 4+1MS:38-31-32%, graduate:7-4-5%, ME:26-25.6-14.5%, CS:19-19.9-21%, CSE:3-4.1-5.3%, EE:16-13.5-21%, Biomed:10-10.8-9.2%, ChemE:10-9.45-6.6%, Aero:5-2.7-5.3%, Civil:4-4-5.3%, Materials:4-5.4-3.9%, OtherMajors:4-4.65-5.2%, GPA:3.46-3.40-3.3.49/4.0 (3.75-3.69-3.78/4.33), average-age:24-24-24, working-10-hours-or-more/week:51-54-47%, married:21-18.9-21, have-children:16.7-14.86-16.7%, parents-with-no-college-education:37-39.18-38%, family-income<$50K:60-59.4-60%, no-prior-internship-project-experience:19.4-18.9-19.59%. The paper will show how each of the above groups have been impacted by our professional-development-instruments/practices. Data will be presented on career-planning, participating-in-the-ongoing-technological-revolution, choosing-a-technical-area, what-impacted-the-technical-area-choice, associated-difficulties-in-choosing-the-technical-area, preparing-for-a-career-fair, career-fair-pitch, statement-of-purpose, self-assessment-of-assignments, and how our interest-paper and mentoring helps with each of the proceeding. Comparisons with prior papers will also be made [Anderson-Rowland-WEPAN-2011; Anderson-Rowland-FIE-2011;Anderson-Rowland-et.al.-ASEE, 2012;FIE-2013]. The paper will show how Satty’s-Analytic-Hierarchical-Process (AHP-1982-1994-2009) is used to assist students in selecting technical-areas and prospective companies. 86% of scholars generally find our interest-paper very-useful-for-career-planning-career-fair-preparation-project-initiation. While our framework has helped all scholars (~75% really-well), some 25% struggle a bit (e.g. focusing-more-on-short-term-rather-than-long-term-issues, formulating-a-clear-project-problem, knowing-how-to-start, setting-SMART-goals, and confidence). The latter are typically new-transfers, new-scholars, at-risk groups (women-and-underrepresented-minority-students, students-working-more-than-15-hours, students-with-low-GPAs, students-with-low-parental-income/education-backgrounds). These professional-development-struggles are usually highly-correlated with academic-success-issues in 1-2 classes (41%) , not-knowing-how-to-choose-a-technical-area for-a-project and getting-started/defining-a-problem (52%). The percentage of scholars seeking mentoring-for-professional-development have been roughly ~91-86-88%. The paper will describe how many mentors scholars have, how mentoring has impacted them professionally, how each-of-the-above-subgroups (within-and-across-cohorts) have been impacted and associated reasons. It should be noted that two other team ASEE-2019-submissions by-the-authors focus on overall-program analysis and detailed analysis of academic-success instruments/practices, respectively. Lessons Learned and Future Directions. The paper will summarize specific lessons learned and provide future directions; e.g. how to best help students to get-started on projects - taking their next step, setting SMART-goals and exploiting-our-community-of-mentors.
Rodriguez, A. A., & Das, N., & Wallace, B., & McBride, P. B., & Vangilder, C., & Frank, T. S., & Griffith, J. W., & Cox, R., & Ong, E. W., & Villicana, E. M., & Jenkins, C. (2019, June), Proven Professional Development Strategies: Data from an ENG ASAP Transfer Student Program Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33212
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