1 center for the advancement of engineering education lorraine n. fleming, ph.d. co- principal...
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CENTER CENTER for thefor the
ADVANCEMENT ADVANCEMENT ofof ENGINEERING ENGINEERING EDUCATIONEDUCATION
Lorraine N. Fleming, Ph.D.Co- Principal Investigator
Howard University
Kimarie Engerman, Ph.D.Senior Research Associate (former)
Howard University
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This presentation focuses on…
• Who we are• What we did (or are doing)• What we learned• Insights for your study
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CAEE Overview
• Funded by National Science Foundation
Two Directorates: Engineering; Education and Human Resources
• Five year grant January 2003 – December 2007
• National study of 4 universities (extending to 16 more soon)
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Academic Pathways Study (APS)
• Multi-year longitudinal study of undergraduate engineering students
• First three years (really 4) of engineering study
• Descriptive study…not intervention…a “what is” study
• From students’ perspective…Key!!
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Implications for your Retention Study
• Pathways • Engineering curriculum to graduate
school• Graduate school to the professorate
• Beyond the numbers to the reasons
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APS Team
4 Diverse Institutions
Colorado School of Mines
Howard UniversityStanford UniversityUniversity of Washington
Differences• Private, public, MSI,
research• Size, demographics,
cultures• Admission processes &
criteria
Discipline Diversity
engineers*social scientistsphysical
scientistsbiological
scientistshumanists
Different… …Ways of communicating; … Approaches to research; …Perspectives.
*Advantage/disadvantage of having researchers embedded in the community
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APS Vision
Better understanding of …•How engineering students navigate their education and become engineers
•How learning and experiences vary across
gender ethnicity race institution
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APS Goal
Transform our findings and insights into actionable practice and policy items.
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APS Participants N=160 (40 per school)
Caucasian
AsianAmerican
AfricanAmerican
Latino
Native American
Other/Unknown
by race & ethnicity
by citizenship
U.S.
non-U.S.
men
women
by gender
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RESEARCH QUESTIONS
SKILLSHow do students’ skills and knowledge develop and change over time?
IDENTITYHow do students come to identify themselves as engineers?
EDUCATIONWhat elements of a student’s education contribute to changes observed in S & I development?
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Mixed Method Approach
• Allows for triangulation of results
• Combines both quantitative and qualitative methods (surveys, interviews, observations, records)
• Richer data set
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APS Methods
Structured Interviews• Annually; 1 hour
• Tied to questions in the surveys
• Fixed script that is read by interviewer
• Transcribed, coded, cleaned, analyzed
Unstructured Interviews• Annually; 2 hours
• No set script; spontaneous conversation
• Rich, in-depth data that describes the culture of engineering education through the eyes of students
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APS Methods
SURVEYS• Twice per year
• Based on other engineering surveys
• National survey to be extended to 16 other institutions
PERFORMANCE TASKS• Annually
• How students perform on an “Engineering Thinking & Doing” task
• E.g., Flood control,
playground, traffic light
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APS Methods (cont’d)
Ethnographic Observations
• Observed in class & out-of-class activities
• 30 hours/academic year
• Field notes
Other Data
• Academic transcript analysis
• Exit Interview provides rich data on those who left
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Assessment of Research Questions by Methodology
Surveys
Structured Interviews
Ethnograph
y
Engineering Thinking &
Doing
Skills
Identity
Education
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Lesson Learned
Mixed Methods—Advantages/
Disadvantages
•Participant/Sample selection•Timelines•Skill sets (stats, interview, etc.)
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Lesson Learned (cont’d)
Multiple Campus Issues• IRB • Roles & responsibilities• Consistency in Methodology• Recruitment Challenges• Data management & access
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Considerations for your Retention Study
You have•Pressing need for
data/information•Limited resources•Limited time
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Retention Study DesignSkeleton
• Research Questions“What factors (academic, social,
cultural) lead to the successful completion of a STEM PhD? …to pursuing an academic career?”
“Is there a difference among institutions, genders, citizenships, majors, cultural groups, etc?”
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Retention Study DesignSkeleton (cont’d)
• ParticipantsCohort mix of URMs and non-URMs Verge of graduationVariety of Institutions
• MethodologySurveysInterviews Academic Record Review
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Retention Study DesignSkeleton (cont’d)
Interview/Survey Questions (sample)
• What were the most challenging aspects of your graduate education?
• What aspects would you change? Why? How?
• What is your level of enjoyment of the experience?
• What support services (e.g. AGEP programs) did you partake in? How were they helpful?
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WE WELCOME YOUR COMMENTS & QUESTIONS
ACKNOWLEGDEMENTThis research is based on work supported by the National Science Foundation under
Grant No. ESI-0227558, which funds the Center for the Advancement of Engineering Education (CAEE).