Implementing a Challenge-Inspired Undergraduate Experience

Abstract

undergraduate education through developing problem-based laboratories to enhance experimental design skills; developing a preliminary design course focused on problem identification and market space (based on an industry partner's protocol); and mentoring and guiding student teams through the senior design capstone course and a translational course following senior design.

The role of undergraduate laboratories in the formation of engineering identities: A critical review of the literature

“…12,17 Studies found that involving first-year students in engineering communities was key to early identification with engineering. For example, 'vertical mentoring', a process whereby more senior students provided 'laboratory tours and technique training, and social events', 18 was found to be effective for early identification with engineering, whilst collaboration with more senior students on laboratory projects was associated with commitment to an engineering career. 26,31 Conversely, students' inability to relate to the engineering profession and take on an emerging professional identity over time was exacerbated when there was a lack of interaction between novice and senior students.…”

“…1 Early identification with their profession is crucial for persistence amongst engineering students 17 ; students who do not develop a sense of belonging, identify with an engineering field or perceive themselves as engineers are more likely to abandon their studies. 4,14,18 Identification, or how students identify with engineering and are identified by others as an engineer, is 'formed out of a double-sided process of positioning ourselves and being positioned by others'. 19 Imagining future jobs in an engineering field is a key part of students' identification with engineering.…”

“…Enabling students' access to particular laboratories had 'an influence on identity development by allowing the students to recognise their admission to a specific community'. 19 The positive contribution of active learning in laboratories to engaging students' interest in engineering subject matter and in identity formation was recognised in a number of studies, 7,18 but many studies also pointed to negative experiences in engineering laboratories. Women students and underrepresented groups described themselves as 'isolated', 14 'side-lined' 35 or 'not participating fully'.…”

“…43 Anchoring laboratory experiments in 'realistic challenges' was found to enable students to understand the practical applications of concepts and principles covered in different laboratory practicals. 18 Marshall and colleagues highlight 'the critical element of authenticity' 44 in engineering identity formation. Thus, laboratory projects that were aligned to appropriate industry projects were valuable in promoting a professional identity.…”

“…33 Studies noted an improvement in retention when undergraduates were provided with immersive research experiences 32 or 'challenge-inspired undergraduate experiences'. 18 In general, the more 'structured problem sets', typical of early laboratory practicals, became more 'openended problems' in advanced laboratory work. 19 Authenticity and a 'realistic local context' supported emerging engineering identities.…”