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Student Success – Oriented Needs Analysis Framework: A Pilot Study

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Student Attitudes and Perceptions

Tagged Division

Educational Research and Methods

Page Count

12

Page Numbers

15.1122.1 - 15.1122.12

Permanent URL

https://peer.asee.org/16553

Download Count

16

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Paper Authors

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Tracee Gilbert Virginia Tech

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Tracee Walker Gilbert is a Ph.D. candidate in Industrial and Systems Engineering at Virginia Tech. Her research focuses on designing and applying ISE methods and tools to improve engineering education, with particular emphasis on new approaches that will have lasting effects for the success of women and minority students in K-12 and higher education. Prior to pursuing graduate studies full-time, she worked as a Senior Systems Engineer in private industry where she lead projects to develop Geospatial Intelligence Systems from concept through implementation.

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Janis Terpenny Virginia Tech

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Janis Terpenny is a Professor in Mechanical Engineering and Engineering Education, and an affiliate faculty of Industrial & Systems Engineering at Virginia Tech. She is Director of the NSF Center for e-Design, a multi-university I/UCRC center. Her research focuses on process, methods, and tools for early design and on engineering design education. She is a member of ASEE, ASME, IIE, and Alpha Pi Mu and is the Design Economics area editor for The Engineering Economist and the Associate Editor for Design Education for the ASME Journal of Mechanical Design.

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Sharnnia Artis The Ohio State University

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Sharnnia Artis is a Postdoctoral Researcher in the College of Engineering at The Ohio State University (OSU) where she conducts research in engineering education with a focus on engaging women and under-represented populations. Prior to joining OSU, Dr. Artis worked as a Human Factors Engineering Consultant in the private sector. She received a B.S., M.S., and Ph.D. in Industrial and Systems Engineering from Virginia Tech.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Student Success-Oriented Needs Analysis Framework: A Pilot Study

Abstract

Student success research in higher education has provided an immense understanding of those factors that explain why students decide to leave, and to some extent, why students persist on to graduation. However, few studies have leveraged student success research to identify an inventory of needs that should be met in order for students to succeed in college. This paper leverages a collection of influential student success theoretical perspectives to develop a needs analysis framework to elicit and identify engineering student success needs. The framework provides a structured participatory method to translate vague student needs into actionable statements that holistically capture the needs of engineering students. The results of a pilot study are presented to demonstrate the applicability of this framework.

I. Motivation For over 70 years, researchers have been attempting to unravel the complexities associated with enhancing student success in higher education1. Student success research has resulted in a better understanding of why some students decide to leave, and to some extent, why students decide to persist on to graduation. In spite of all the research that has been conducted, little work has been devoted to translating the various theoretical findings into specific strategies that will guide institutions in improving student success outcomes2, 3. This paper is a part of a larger research effort to develop a Student Success-Oriented System Design (S2OSD pronounced “SAWS-D”) methodology, which will integrate student success research with a growing body of knowledge on customer-oriented systems approaches in order to address the following pressing need: How can institutional leaders in higher education translate the needs of their students into actionable solutions that will foster student success? In order to provide a concrete course of action for institutional leaders to design practices that meaningfully facilitate student success, institutional leaders must first have an understanding of the needs of their students. Therefore, this paper presents a framework that describes the development and the results of a pilot study to test the Student Success-Oriented Needs Analysis (S2ONA pronounced “SAWNA”) framework. Specifically, this paper will provide: ≠ a framework that is guided by student success theoretical perspectives; ≠ a participatory method to elicit, identify, and document student success needs; ≠ a mapping process to develop precise need statements that holistically capture a comprehensive set of engineering student needs of students; and a ≠ questionnaire to evaluate the S2ONA framework

II. Student Success Theoretical Perspectives The S2ONA framework (within the S2OSD methodology) is motivated by a collection of student success theoretical perspectives. A cursory review of the most comprehensive and influential theoretical perspectives is presented in Table 1 to provide an understanding of those factors associated with student success.

Gilbert, T., & Terpenny, J., & Artis, S. (2010, June), Student Success – Oriented Needs Analysis Framework: A Pilot Study Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16553

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