Engineering self-efficacy, interactions with faculty, and other forms of capital for underrepresented engineering students

Dika, Sandra L.; Pando, Miguel A.; Tempest, Brett; Foxx, Krystal A.; Allen, Monica

doi:10.1109/fie.2015.7344119

Cited by 17 publications

(24 citation statements)

References 34 publications

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“…Specifically, there is a growing recognition of the need for STEM workers who provide diverse perspectives enabling companies to keep up with the demands of the 21 st -century workforce. Not surprisingly, creating a diverse workforce requires improving access to STEM education for historically underrepresented students, including low-income students and first-generation students (Dika, Pando, Tempest, Foxx, & Allen, 2015;MacPhee, Farro, & Canetto, 2013). Science and engineering employment statistics are dismal for historically underrepresented individuals.…”

Section: Problem Identificationmentioning

confidence: 99%

“…Research suggests there are a number of barriers preventing recruitment, retention, persistence, and completion in STEM (Johri & Olds, 2014), which is multiplied when considering challenges commonly experienced by historically underrepresented students in STEM (Dika et al, 2015;MacPhee et al, 2013). Student identity and beliefs have a more significant impact on predicting student choice to enroll in STEM programs than student performance and competence level (Godwin, Potvin, Hazari, & Lock, 2016).…”

Section: Barriers and Challengesmentioning

confidence: 99%

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The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students

Chelberg

Bosman

2019

IJHE

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There is a growing recognition of the need for science, technology, engineering, and mathematics (STEM) workers who provide diverse perspectives enabling companies to keep up with the demands of the 21st-century workforce. Creating a diverse workforce requires improving access to STEM education for historically underrepresented students, including low-income students and first-generation students. However, significant challenges and barriers exist. The purpose of this paper is to showcase an innovative approach to mentoring historically underrepresented STEM students which integrates photovoice and photo-elicitation. This new approach in mentoring takes student participation one step further by asking students to document and share their lived experiences through photographs (e.g., photovoice). Then, photo-elicitation is used to further engage students in discussing what led to their subsequent empowerment in leveraging successes or overcoming barriers. The study was conducted with 19 participants who were primarily American Indian students attending a small college in Wisconsin, USA. The findings suggest students benefited from the mentoring program and perceived it as an enriching learning experience which aided in goal development, accountability, and an opportunity to learn more about strategies for student success. The implementation of this new approach and the results gathered from this study are important as they may inform educational leaders and postsecondary institutions serving historically underrepresented STEM students on supports and strategies that could be carried out on their campuses.

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Section: Problem Identificationmentioning

confidence: 99%

Section: Barriers and Challengesmentioning

confidence: 99%

The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students

Chelberg

Bosman

2019

IJHE

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“…Realizing the pervasiveness of whiteness in service-learning, Mitchell et al (2012) called for increasing faculty's capacity and confidence to interrupt the patterns and privileges of whiteness too often normalized in service-learning. For underrepresented minority students, enhancing their engineering self-efficacy and sense of belonging might be one of the potent strategies that might increase the number of underrepresented groups in the engineering field (Dika et al, 2015).…”

Section: Gender and Ethnicity Issuesmentioning

confidence: 99%

Community engagement in engineering education: A systematic literature review

Natarajarathinam

Qiu

Zoghi

2021

J of Engineering Edu

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Background: Community engagement has recently become a focus in engineering education. However, systematic reviews that catalog best practices and identify research patterns and gaps remain scarce. Purpose: The purpose of this systematic review is to generate insights and findings by reviewing studies focused on community engagement programs in engineering education from 1980 to 2019. This review offers new findings for practitioners and researchers with a menu of proven ideas and provides directions for community engagement practice and future research. Method: Articles were obtained via keyword searches for "Engineering" AND "service-learning," "community engagement" OR "civic engagement" using available databases. Search constraints included the year of publication, peerreviewed articles, and articles written in English. The content analysis method was used to categorize, summarize, and evaluate selected articles. A total of 120 articles have been reviewed.Results: This systematic review identified recent trends in engineering community engagement programs. Undergraduate students were the main program participants. The vast majority of projects took place in the United States.Overall, community engagement projects increasingly recruited multidisciplinary students. Factors such as logistics constraints, cultural barriers, and disconnect issues were reported as major challenges to the success of engineering community engagement programs. Qualitative research dominated community engagement studies. The community partner remains a less-studied subject. Research focusing on engineering graduate students in community engagement was rare. Conclusions: To obtain a holistic understanding of community engagement in engineering education, additional research should focus on community partners' perspectives, graduate students in engineering, diversity, and holistic assessments.

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“…• Providing and promoting shared physical and virtual spaces for students to interact with faculty, build professional relationships, and more effectively seek help and/or access information [57], [58]. • Expanding the criteria and metrics for admission into engineering programs that go beyond standardized test scores (e.g., semi-structured interviews to better understand prospective students' strengths and characteristics [53]), coupled with rigorous cohort-based curricular and co-curricular activities during the first year in the program [53], [54], [55].…”

Section: Asset-based Strategies At Program-levelmentioning

confidence: 99%

Asset-based Approaches to Engineering Design Education: A Scoping Review of Theory and Practice

Budinoff¹,

Subbian²

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Engineering self-efficacy, interactions with faculty, and other forms of capital for underrepresented engineering students

Cited by 17 publications

References 34 publications

The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students

The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students

Community engagement in engineering education: A systematic literature review

Asset-based Approaches to Engineering Design Education: A Scoping Review of Theory and Practice

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