March 20, 2019
March 20, 2019
March 22, 2019
In this work describe a project that simultaneously attempts to meet ABET outcome 3 (an ability to communicate effectively with a range of audiences), improve retention of at-risk students, and understand how students in an undergraduate materials curriculum develop their professional identity. This project is inspired by prior research showing that self-identification with one's major is the strongest predictor of degree completion, especially among women and minority students in STEM. We collaborate with The Story Collider, a national science storytelling nonprofit, to provide story development instruction and feedback to juniors taking Thermodynamics of Materials. We test a single storytelling intervention: An assignment in which students develop "True, personal stories about a time thermodynamics happened", and measure student attitudes with a Likert scale survey before and after the intervention. Preliminary results across two cohorts indicate increases in self-identification as materials scientists. We also discuss plans for measuring long-term success and retention as well as the impacts of hosting a public Story Collider wherein a selection of stories are performed live.
Jankowski, E., & Hagenah, S. (2019, March), Storytelling in Thermodynamics: ABET, retention, and self-identification Paper presented at 2019 ASEE PNW Section Conference, Corvallis, Oregon. https://peer.asee.org/31893
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