PIPELINES: Fostering University-Community College Partnerships and STEM Professional Success for Underrepresented Populations

Napoli, Maria; Sciaky, Elizabeth; Arya, Diana J.; Balos, Noreen

doi:10.18260/1-2--28745

Cited by 1 publication

(1 citation statement)

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“…FYE programs, for example, help students make informed choices about their majors, resulting in improvements in graduation rates (Orr et al, ). An ecosystem perspective helps institutions demonstrate the need for and capture the effect of specialized programs for historically underserved groups such as military veteran students in engineering (Brawner, Main, Mobley, Lord, & Camacho, ; Ford & Ford, ; Mobley, Camacho, Lord, Brawner, & Main, ; Napoli, Sciaky, Arya, & Balos, ). The emergence of innovative degree programs that allow engineering students some flexibility, embed interdisciplinary perspectives, and explicitly combine the social with the technical suggest that changes are underway.…”

Section: Discussionmentioning

confidence: 99%

Beyond pipeline and pathways: Ecosystem metrics

Lord

Ohland

Layton

et al. 2019

J of Engineering Edu

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Background: Pipeline and pathways models influence persistence metrics used to study how students navigate engineering education. Purpose: This study presents pipeline, pathways, and ecosystem models and their associated metrics, compares and contrasts these models using an intersectional approach to explore persistence, and advocates for use of an ecosystem model. Design/Method: This study presents a quantitative perspective of engineering student outcomes disaggregated by discipline, race/ethnicity, and sex. It includes 111,925 engineering students from 11 U.S. universities, including first-time-incollege and transfer students who ever majored in the most common engineering disciplines: chemical, civil, electrical, industrial, and mechanical engineering. Contemporary data visualization methods are used to display quantitative data and clarify their complexity. Results: This work captures the intersectionality of race/ethnicity, sex, and discipline with metrics that are new or little used, such as stickiness (retention by a discipline), migrator graduation rate, and migration yield (attraction of a discipline). Using these metrics, we uncover information about the success of students who migrate between and among the top five engineering disciplines. Conclusions: Stickiness, migrator graduation rates, and migration yield metrics coupled with contemporary data visualization methods provide insights into the student experience not afforded by the conventional pipeline and pathways models.Considering engineering education as an ecosystem tells stories of complexity and nuance, opening possibilities for new research. K E Y W O R D S ecosystem, engineering pathways, engineering pipeline, retention, underrepresentation

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Section: Discussionmentioning

confidence: 99%