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What Have We Learned from a Systematic Review of Literature on Hispanic Transfer Students in Engineering?

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

8

Page Numbers

26.1722.1 - 26.1722.8

DOI

10.18260/p.25058

Permanent URL

https://peer.asee.org/25058

Download Count

49

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Paper Authors

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Jeffrey E. Froyd Texas A&M University Orcid 16x16 orcid.org/0000-0002-4426-2681

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Dr. Jeffrey E. Froyd is a TEES Research Professor in the Office of Engineering Academic and Student Affairs at Texas A&M University, College Station. He received the B.S. degree in mathematics from Rose-Hulman Institute of Technology and the M.S. and Ph.D. degrees in electrical engineering from the University of Minnesota, Minneapolis. He was an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as Project Director a National Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, curriculum redesign, and assessment. He has served as a program co-chair for three Frontiers in Education Conferences and the general chair for the 2009 conference. Prof. Froyd is a Fellow of the IEEE, a Fellow of the American Society for Engineering Education (ASEE), an ABET Program Evaluator, the Editor-in-Chief for the IEEE Transactions on Education, a Senior Associate Editor for the Journal of Engineering Education, and an Associate Editor for the International Journal of STEM Education.

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Julie P Martin Clemson University

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Julie P. Martin is an assistant professor of Engineering and Science Education at Clemson University. Her research interests focus on social factors affecting the recruitment, retention, and career development of underrepresented students in engineering. Dr. Martin is a 2009 NSF CAREER awardee for her research entitled, “Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.” She held an American Association for the Advancement of Science (AAAS) Science and Technology Policy Fellowship in 2013-2014, with a placement at the National Science Foundation.

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Maura J. Borrego University of Texas, Austin

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Maura Borrego is Associate Professor of Mechanical Engineering and Curriculum & Instruction at the University of Texas at Austin. She previously served as a Program Director at the National Science Foundation and an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. Dr. Borrego is an Associate Editor for Journal of Engineering Education and serves on the board of the American Society for Engineering Education as Vice President for Professional Interest Councils and Chair of Professional Interest Council IV. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.

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Hyung Sok Choe The University of Texas at Austin

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Hyung Sok Choe is a doctoral student in STEM education at UT Austin. His research focuses on the curriculum and assessment design of project based learning for online based engineering courses and the development of engineering identity. Hyung Sok holds a master's degree in electrical engineering from Illinois Tech.

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Margaret J. Foster Texas A&M University

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Margaret J. Foster is the Systematic Reviews Coordinator and Associate Professor at the Medical Sciences Library at Texas A&M University. With over 10 years experience in conducting and consulting on systematic reviews, she has contributed to hundreds of theses, dissertations, and publications across several disciplines.

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Xueshu Chen University of Texas at Austin

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Xueshu Chen is a doctoral student in information studies at UT Austin. Her research interests primarily include broadening participation of underrepresented groups in STEM fields and the adoption of Information and Communication Technology (ICT) in educational practice. Xueshu also holds a Master’s degree from the LBJ School of Public Affairs, focusing on post-secondary education policy development and program evaluation.

Address: 1616 Guadalupe St, School of Information, University of Texas at Austin, Austin, TX 78701 Phone: 512-810-1638 Email: xueshu_chen@utexas.edu

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Abstract

What have we learned from a systematic review of literature on Hispanic transfer studentsin engineering? The purpose of our study is to synthesize all of the relevant prior work regardingHispanic students matriculating through two-year to four-year institutions and completingengineering bachelor’s degrees. The approach we will use to identify and synthesize the articlesis systematic review methodology. Systematic review is a set of methodologies to identifyrelevant primary studies (e.g., journal articles, technical reports, conference papers) frommultiple sources and synthesize results from these studies. The inclusion criteria we have definedfor the articles we will synthesize are: (1) provides a clear definition of how student success wasdefined, e.g., transfer, retention, graduation, satisfaction, intent to complete degree; (2) presentsempirical evidence of at least one individual or contextual factor that contributes to success ofstudents at two-year institutions or who have transferred from a two-year to a four-yearinstitution in the United States; (3) presents results or comparison of Hispanic students,Hispanic-serving institutions, or STEM students; and (4) published as a report, article,conference paper, or dissertation in English since 1990. This study emphasizes Hispanic transfer students in engineering for a few reasons. First,representation of Hispanics in engineering careers is well below their significant and growingproportion of the U.S. population. Second, although substantial research has identified culturaland socioeconomic challenges that Hispanic students are facing, much less large scale orquantitative work focuses on Hispanic students in engineering disciplines. Last, few (if any)systematic studies of effective interventions for Hispanic transfer engineering students exist. While the purpose of our particular systematic review is to study Hispanic engineeringstudents who completed their four-year engineering degree after transferring from a two-yearinstitution, this methodology can used for multiple other intents. As a part of the process, we areactively seeking from readers nominations of prior studies and ongoing projects to be includingin the synthesis. Our paper describes the process of conducting a systematic review using thecontext of our study as a model that other engineering education researchers can adapt for theirown work.

Froyd, J. E., & Martin, J. P., & Borrego, M. J., & Choe, H. S., & Foster, M. J., & Chen, X. (2015, June), What Have We Learned from a Systematic Review of Literature on Hispanic Transfer Students in Engineering? Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25058

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