Session: 09-01-05: Curriculum Innovations, Pedagogy and Learning Methodologies, Globalization of Engineering and Engineering Accreditation

Paper Number: 144302

144302 - National Science Foundation-Sponsored S-Stem to Support Retention, Academic Success, and Career Pathways in Mechanical Engineering 

This project is currently achieving successful completion of its fourth year and has made notable progress toward its goals. Its overarching objective is to increase mechanical engineering degree completion by low-income, high-achieving undergraduates who demonstrate financial need. Program objectives include the support of scholars in their ultimate entry into the engineering workforce or graduate school; the provision of extracurricular experiences that promote thriving; and the generation of valuable knowledge for dissemination beyond the program location. This S-STEM enterprise has been successful in recruiting, selecting and retaining women and underrepresented minorities. The program supports about 20 undergraduate scholars in the achievement of their educational and professional aspirations through the employment of evidence-based strategies and related endeavors. Extracurricular activities include industry presentations and professional interactions; social events; peer learning collaborations; student-faculty interaction; and in-depth one-on-one meetings with faculty advisors. Scholars have received assistance in obtaining summer internship and REU experiences, and in expanding their networks with national and international contacts. Regular career guidance and success coaching sessions have supported academic performance and preparation of students for future mechanical engineering endeavors.  Lively kick-off sessions precede each school term and include presentations by the S-STEM scholars and others. S-STEM has reportedly been helpful to participants in improving grades and study habits; enabling greater focus and persistence; stimulating greater interest in industry; and fomenting personal growth and maturity. Program activities run parallel to an IRB-approved longitudinal supplemental study that entails the collection, analysis and dissemination of data on student progress compared to that of their mechanical engineering peers. Data currently under analysis for early dissemination include retention comparison, student performance on assignments and capstone projects, and rubric ratings by advisors and coaches. Rubrics encompass academic performance and engineering identity ratings. This paper showcases these data in addition to more detailed depictions of extracurricular activities to demonstrate the added value of the S-STEM Scholar experience.

All survey data is collected through Qualtrics and analyzed with Minitab. The interview and focus group portions are designed to elicit thick description of the phenomena under study, or a way to get at their meaning for program participants. Even though all data is currently under analysis, it is already evident that the activities described above have positively and significantly impacted academic and career milestones, such as: performance in classes, persistence in program, personal development, comfort in approaching professors, internships, peer networking, job interviewing, and career success.

This investigation utilizes a mixed-methods approach. Two main approaches for data analysis are planned for purposes of triangulation of data. This approach refers to the use of multiple methods to investigate the same phenomena in order to achieve greater certainty of the validity of relationships found in the data. To explore the relationships in the quantitative data, some of which could be mediated, and to potentially include derived qualitative factors, multiple regression analysis will be employed. The second approach involves the use of grounded theory to analyze the qualitative data (interview data and open-ended survey questions). Grounded theory is considered an exploratory method that enables inductive derivation of new categories and models. Quantitative and qualitative data, charts and models will be included in the final version of this paper.

KEYWORDS: S-STEM, National Science Foundation Grant, mechanical engineering, professional preparation

 

Presenting Author: Subha Kumpaty Concordia University Wisconsin

Presenting Author Biography: Subha is a professor and chair of engineering. He has led as PI of the S-STEM grant and works with the other co-PIs of the grant, Jan Fertig and Mohammad Mahinfalah to make a difference in the lives of many undergraduate students who are S-STEM Scholars.

Authors:

Jan Fertig Milwaukee School of Engineering
Subha Kumpaty Concordia University Wisconsin
Mohammad Mahinfalah Milwaukee School of Engineering