Barriers to Broadening Participation in Engineering Competition Teams

Pan, Rui; Shehab, Randa L.; Trytten, Deborah A.; Foor, Cindy E.; Walden, Susan E.

doi:10.18260/p.26365

Cited by 2 publications

(2 citation statements)

References 12 publications

(27 reference statements)

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“…The findings regarding the importance of time commitments and the role of recruitment in participation are similar to those from a larger American study of participating students [16]. The small number of significant differences between groups is an encouraging finding, because it means that the barriers to broader participation in the teams are potentially small.…”

Section: Discussionsupporting

confidence: 71%

Ordinary students, extraordinary results: What factors affect student participation in experiential opportunities in Competitive Teams?

Hassan

Kowal²,

Jamieson³

2022

PCEEA

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McMaster University has recently made major investments in competitive engineering teams. Student participants in the teams benefit from technical skill development, career relevant experiences, and leadership opportunities. However, the number of students involved in these activities is currently limited, and we would like to serve more students with these programs. The objective of this work is to better understand the factors associated with participation or non-participation in the competitive teams. The research team studied both competitive team participators and non-participators through quantitative and qualitative methods (mixed-methods). The first (qualitative) stage of the study was an online 15-question survey. Students who fully completed the survey had the option to participate in focus groups. Overall, the students’ responses were more similar than they were different. The differences between the groups were: Hours per week on extracurricular, Do not currently have enough time, Existing extracurriculars of interest, Do not have time due to religious or cultural activities, Prefer to work alone, and Feel welcome in engineering. The small number of significant differences between groups is an encouraging finding, because it means that the barriers to broader participation in the teams may be small. If the students who currently participate are similar to the non-participants, similar excellent learning outcomes may be possible. The quantitative findings were examined for insights to establish best practices for encouraging broad participation.

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Section: Discussionsupporting

confidence: 71%

Ordinary students, extraordinary results: What factors affect student participation in experiential opportunities in Competitive Teams?

Hassan

Kowal²,

Jamieson³

2022

PCEEA

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“…The benefits and challenges associated with managing these teams from both administrative and student learning perspectives are described succinctly by Schuster et al, 2006 [1] which include themes that continue to resonate today at the predominantly undergraduate institution (PUI) described here: The Cooper Union for the Advancement of Science and Art. To address the particular challenges of institutional memory, maintaining a continuous stream of core students (with a focus on compositional diversity) [4], and time/project management, faculty give students the agency to leverage their extracurricular competition activities into courses throughout the curriculum, as well as in STEM outreach events and programs that occur throughout the year. One such example by Chambers et al [5] illustrates how an undergraduate project in an experimentation course was used for the school's FSAE team and then implemented in a summer high school program.…”

Section: Introductionmentioning

confidence: 99%

Board 113: Teaching Hands-On Racecar Design in a Summer Pre-College Program

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Rodas

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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George has also been an instructor in this program since 2006, mentoring students as they design, analyze, build, and test solutions to engineering problems they pose. He teaches undergraduate design, thermodynamics, and engineering experimentation and is the faculty adviser to both the Formula SAE Team (Cooper Motorsports) and Pi Tau Sigma Honor Society. Mr. Estuardo Rodas, Cooper Union Estuardo Rodas is Adjunct Professor of Mechanical Engineering at the Cooper Union for the Advancement of Science & Art where he is also Project Coordinator of the Mechanical Engineering Lab. He is adviser for Cooper's Formula SAE team and a Lead Instructor for the summer STEM program for high school students. Among his other projects, Prof. Rodas designed the Ike Heller Center for Integrated Manufacturing and Robotics at Brooklyn Tech, collaborated in construction and design of the Tokamak at Columbia University, and created a full-scale model of NASA's Mars Rover for Honeybee Robotics. He is especially interested in design elements and the mechanics of failure. Prof. Rodas is currently planning a workshop course in universal design for disability.

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Barriers to Broadening Participation in Engineering Competition Teams

Cited by 2 publications

References 12 publications

Ordinary students, extraordinary results: What factors affect student participation in experiential opportunities in Competitive Teams?

Ordinary students, extraordinary results: What factors affect student participation in experiential opportunities in Competitive Teams?

Board 113: Teaching Hands-On Racecar Design in a Summer Pre-College Program

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