Board 281: Fidelity and Transferability of an Ecological Intervention to Transform Engineering Representation at Scale DOI Open Access
Linda DeAngelo, Allison Godwin, Charlie Díaz

et al.

Published: Aug. 3, 2024

Abstract We report on an ongoing effort to contextualize and test ecological belonging intervention in first- second-year engineering courses. As a part of NSF IUSE: EDU Program, Institutional, Community Transformation track grant, this targets women, Black, Latinx, Indigenous students support self-efficacy, belongingness, growth mindset, identity as avenues address academic equity gaps that persist despite increasing enrollment within among these groups. frame because they exist not from any deficit the themselves but rather systemic issues marginalization make feel if do belong. The focuses common course-specific student experiences struggle is delivered by instructors early term. Through shared narratives self-reflection learn courses normal surmountable. Our prior work indicates message may serve protective mechanism for students' and, subsequently, individual grades their we continue develop study intervention, share our processes additional findings proposed paper. First, initial efforts assess fidelity implementation course impact instructors. Second, continued research efficacy outcomes. hypothesize most effective when follow protocol, stories authentically, effectively facilitate small group discussions. created observation protocol help classroom settings. Graduate team members observed seven classes which conducted intervention. consisted 15 quantitative items such "facilitator shares personal story" observers rated 3-point scale: "did observe," "needs improvement," "accomplished well." Qualitative questions (n = 13) assessed aspects notes instructor-facilitator's body language. interviews with have also provided insight into faculty perspectives fidelity. With data, investigate how onboarding impacts instructor beliefs, beliefs shape implementation, facilitating instructors' mindsets, attitudes, practices. Further, using information improve facilitator training (e.g., ensuring implementers perform essential tasks) check captures all (clarifying what "adequate engagement" means). outcomes continues across two lines. In first, seek identify short-term (i.e., work, final grade) Initial analyses found limited direct grades, more assignment enrollment. second line seeks relationships between theoretically important psychosocial constructs fascination, preparation future longitudinal assessments change following

Language: Английский

Changing Classroom Ecology to Support Continued Engineering Enrollment DOI Creative Commons
Matthew Bahnson, Eric McChesney, Linda DeAngelo

et al.

Trends in Higher Education, Journal Year: 2024, Volume and Issue: 3(2), P. 423 - 436

Published: June 14, 2024

Engineering requires more bachelor’s degree graduates to meet the growing demand for engineering skills globally. One way address this is increasing student completion, which lower than higher education in general. In particular, Black, Latino/a/x, and Indigenous (BLI) students are less likely complete an their peers. BLI experience a host of unwelcoming behaviors environments that contribute departure without intended degree. Improving support belonging may offer one solution. Through ecological intervention, we seek improve continued enrollment increase belonging. Quasi-experimental methods were used second-semester programming course. Surveys collected before after intervention combined with institutional data test moderation effects on during semester following intervention. who enrolled treatment sections be fall. The increased such control section participants continue engineering. While research assess efficacy mechanisms ongoing, offers promising results attrition, particularly students.

Language: Английский

Citations

0
A comparative study on undergraduate engineering student socialisation before and during the COVID-19 pandemic DOI
David Reeping, Cynthia Finelli, J. Mirecki Millunchick

et al.

European Journal of Engineering Education, Journal Year: 2024, Volume and Issue: 49(5), P. 992 - 1013

Published: July 9, 2024

Language: Английский

Citations

0
Board 281: Fidelity and Transferability of an Ecological Intervention to Transform Engineering Representation at Scale DOI Open Access
Linda DeAngelo, Allison Godwin, Charlie Díaz

et al.

Published: Aug. 3, 2024

Abstract We report on an ongoing effort to contextualize and test ecological belonging intervention in first- second-year engineering courses. As a part of NSF IUSE: EDU Program, Institutional, Community Transformation track grant, this targets women, Black, Latinx, Indigenous students support self-efficacy, belongingness, growth mindset, identity as avenues address academic equity gaps that persist despite increasing enrollment within among these groups. frame because they exist not from any deficit the themselves but rather systemic issues marginalization make feel if do belong. The focuses common course-specific student experiences struggle is delivered by instructors early term. Through shared narratives self-reflection learn courses normal surmountable. Our prior work indicates message may serve protective mechanism for students' and, subsequently, individual grades their we continue develop study intervention, share our processes additional findings proposed paper. First, initial efforts assess fidelity implementation course impact instructors. Second, continued research efficacy outcomes. hypothesize most effective when follow protocol, stories authentically, effectively facilitate small group discussions. created observation protocol help classroom settings. Graduate team members observed seven classes which conducted intervention. consisted 15 quantitative items such "facilitator shares personal story" observers rated 3-point scale: "did observe," "needs improvement," "accomplished well." Qualitative questions (n = 13) assessed aspects notes instructor-facilitator's body language. interviews with have also provided insight into faculty perspectives fidelity. With data, investigate how onboarding impacts instructor beliefs, beliefs shape implementation, facilitating instructors' mindsets, attitudes, practices. Further, using information improve facilitator training (e.g., ensuring implementers perform essential tasks) check captures all (clarifying what "adequate engagement" means). outcomes continues across two lines. In first, seek identify short-term (i.e., work, final grade) Initial analyses found limited direct grades, more assignment enrollment. second line seeks relationships between theoretically important psychosocial constructs fascination, preparation future longitudinal assessments change following

Language: Английский

Citations

0