College of Education and Human Development Faculty Research

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12588/195

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Test Review: Tests of Dyslexia–Comprehensive (TOD-C)
(SAGE Publications, 2024-08-14) Peña, Laura M.; Villarreal, Victor
This article reviews the administrative and psychometric properties of the Tests of Dyslexia–Comprehensive (TOD-C). The TOD-C is part of the multi-battery Tests of Dyslexia (TOD), which also includes a screener and separate test for young children. The TOD-C measures reading, spelling, and linguistic characteristics of dyslexia. The TOD-C also includes tests of vocabulary and reasoning.
Learning from the pandemic: School counsellor experience during the pandemic in the United States
(SAGE Publications, 2024-08-13) Behl, Malvika; Green, Leigh; Garcia, Elizabeth; Laux, John
The COVID-19 pandemic affected the education sector worldwide; forcing a transition from face-to-face to a virtual environment and impacting the role of educators in schools. Like others, school counsellors transitioned to a virtual role, changing their approach to counselling. The purpose of this mixed methods study using a sample of 163 certified, licensed school counsellors in the United States and its territories, was to understand how the pandemic affected their roles and responsibilities. Data was collected using an online survey. Not surprisingly, results showed a marked increase in the number of direct counselling services (e.g. individual and group counselling, student academic planning and crisis response) delivered online. However, the findings indicated a lack of confidence and training amongst participants when delivering counselling online. Participants discussed feeling overwhelmed to effectively advocate for themselves to deliver school counselling services in a virtual setting. Qualitative data illustrated the different ethical concerns school counsellors faced. The school counsellor experience, both positive and negative, and recommended changes in policies and training requirements at the local, state and national levels and implications for curriculum for counsellor education programmes, are discussed.
Dealing with the social-emotional effects of the COVID-19 pandemic: School administrators’ leadership experiences in Texas, USA
(SAGE Publications, 2024-05-22) Okilwa, Nathern S. A.; Barnett, Bruce
The onset of COVID-19 in March 2020 presented unprecedented disruption to the education systems across the globe. Given that school leaders were at the forefront of guiding schools during the tumultuous times, the purpose of this article is to highlight the aftereffects of the COVID-19 pandemic on schools and examine how school leaders addressed these challenges, particularly the lingering social-emotional disruptions the students and teachers are experiencing. This qualitative study utilized an online survey to collect the perspectives of South Texas school leaders on the challenging circumstances of the COVID-19 pandemic. The findings are organized by: leadership experiences during the COVID-19 pandemic (lessons learned and critical practices), additional knowledge and skills (social-emotional well-being, resources to address social-emotional well-being, and parental engagement), and suggestions for preparation programs (students’ social-emotional learning (SEL) and teachers’ well-being). The scale of emerging pandemic-related challenges has left school leaders scrambling to seek innovative approaches to maintain a safe and orderly teaching and learning environment. Implementing SEL for students and educators seems to hold promise.
Perceptions of UDL Teaching Practices among University Students with Disabilities
(MDPI, 2024-05-07) Li, Yi-Fan; Zhang, Dalun; Liu, Chih-Tsen; Wang, Ke; Yan, Wei; Dong, Xin
The purpose of this study was to investigate how students’ disabilities impacted their learning at the university and to measure their perceptions of universal design for learning (UDL). An online survey was administered at a large public research university in the south-central United States; 160 students with disabilities completed the survey. These students with disabilities described how their disabilities influenced their learning in the following aspects: attention issues, slow processing, absence, accessibility issues, reading and writing challenges, mental health challenges, and social interaction challenges. The results also revealed that some UDL teaching practices were not being fully utilized by instructors based on the perceptions of students with disabilities. We discussed those UDL practices which were not being used by instructors and highlighted the impact of using the practices on students’ learning. These practices include effective teaching methods such as helping students organize and summarize learning content, using technology to increase accessibility, providing flexibility in assessments and assignments, providing meaningful feedback, and recruiting students’ attention and engagement.
Post-Secondary Education Outcomes for Individuals with Intellectual and Developmental Disabilities: Self-Determination, Independent Living, Employment, and the Impact of COVID-19
(MDPI, 2023-10-11) Zhang, Dalun; Roberts, Eric; Maddalozzo, Robert; Li, Yi-Fan; Orsag, Meagan; Glass, Tracy
Post-secondary education (PSE) plays an important role in preparing individuals with an intellectual and developmental disability (IDD) to gain employment and independent living. Despite the recent increase in PSE programs, however, there is a lack of research examining outcomes of individuals with IDD who have attended a PSE program. This study examined three years of data from students who participated in one PSE program that focuses on the acquisition of skills regarding self-determination, employment, and independent living. We analyzed the outcome data of program graduates regarding their acquisition of skills in employment and self-determination, as well as follow-up data on employment. It was found that participation in the program increased self-determination and post-secondary readiness. Our findings also indicated that the COVID-19 pandemic impacted the self-determination scores of participants and their employment outcomes.
Experiences in Delivering Online CS Teacher Professional Development
(Association for Computing Machinery, 2024-03-07) Wilde, Jina; Beltran, Emiliano; Zawatski, Michael J.; Fernandez, Amanda S.; Prasad, Priya V.; Yuen, Timothy T.
This paper describes our team's experience in designing and delivering the online teacher professional development (PD) program, Computer Science for San Antonio (CS4SA), aimed at empowering educators with computer science (CS) knowledge to increase Latinx participation in CS and STEM education within a large, urban predominantly Latinx school district in South Texas. This paper highlights the successes, challenges, and lessons learned while facilitating two cohorts of the CS PD through online platforms during the COVID-19 pandemic. As a result of this program, participants recognized the importance of integrating CS into their classroom and becoming advocates for the discipline at the high school level. Additionally, teachers, investigators, and other personnel learned important lessons for enhancing the program's impact through collaboration with district administrators and refinement of the online learning experience.
The Impact of COVID-19 and Remote Learning on Education: Perspectives From University Students With Disabilities
(SAGE Publications, 2023-07-01) Li, Yi-Fan; Zhang, Dalun; Dulas, Heather M.; Whirley, Mary L.
The purpose of this study was to examine the impact of COVID-19 and remote learning on education for college students with disabilities. A qualitative research method, interpretative phenomenological analysis (IPA), was used to investigate participants’ learning experiences during the pandemic. A total of 10 participants were divided into three focus groups for data collection. Data were analyzed using the standard IPA process, and four themes were identified. Discussion of and implications for online instruction and related policies are presented.
Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education
(SAGE Publications, 2023-06-12) Fallas-Escobar, Christian; Deroo, Matthew R.
In this article, we examine the ways 17 Latina/o bilingual teacher candidates (TCs) employed spatial rationales to make meaning of why they mostly leverage English within their bilingual teacher education classes at their Hispanic-Serving Institution. We asked: (1) How do TCs interpret the predominance of English on campus and the bilingual teacher education program? (2) What do TCs’ understandings reveal about the nature of the structures sustaining the hegemony of English? To answer these questions, we drew upon the raciolinguistic perspective and critical notions of space and place. Findings reveal that despite the University’s mission to serve Latina/o students, TCs still experience English as connected to the United States and the predominantly white community where campus is located, and Spanish as belonging in Mexico and the heavily Mexican and Mexican American neighborhoods south of the city. Our analysis suggests that this mapping of language and race ideologies onto particular spaces/places—or what we have termed raciolinguistic landscapes—reflects and reproduces boundaries that uphold institutionalized systems of exclusion. Findings have implications for bilingual teacher education, with regards to ways to help TCs critically engage raciolinguistic landscapes.
Applying Intersectionality to Address Racial and Spatial Postsecondary Disparities—Rural Latino Youth
(SAGE Publications, 2023-06-12) Sansone, Vanessa A.
Background/Context: There is a growing concern about the ways in which geography affects the educational opportunity for America’s rural youth. Most research on this population has assumed that rural America is primarily White and that rural college access is stratified by an individual’s ability to complete the application process. Such approaches ignore race and the interplay among geography, admissions practices, and individual behavior and decision-making. Purpose/Objective/Research Question/Focus of Study: This study examines the postsecondary experiences and opportunity structures for Latino youth living in rural Latino communities in South Texas. The purpose of this study is to understand quantitively and qualitatively how the geographic context of a predominantly rural Latino area shaped the college-going process and pathway decisions for the Latino youth living within these rural communities. To critically understand beyond the individual and learn about how systemic conditions in rural Latino communities can usher in (dis)advantages in their postsecondary experiences and sort students into pathways, this study employed Núñez’s (2014) multilevel model of intersectionality framework. As such, this study asked the following research questions: (1) What is the college access experience for Latino youth living in rural communities in South Texas? (2) In what ways, if any, do rural Latino youth describe how their rural geography structures (in) equalities in the college-going process? (3) How are rural Latino youths’ college access and opportunity structured, and does this differ from other geographic contexts? Research Design: Using a three-phase mixed-methods design (QUAL→quan), this study interviewed 101 Latino youth living in three different rural areas in South Texas toward the end of their senior year of high school. The quantitative component of the study used descriptive and spatial data to further expand on, complement, and confirm the intersectional findings in the qualitative data. In the last phase, data were integrated, and inferences were made about how college access opportunities are structured for Latino youth living in rural communities. Conclusions/Recommendations: Using an intersectionality framework, this study identified several ways in which the geography of rural Latino communities is structured that render and perpetuate inequities and disadvantages for Latino youth pursuing college. Rural Latino youth lived in communities that systemically experienced higher poverty, lower median incomes, and less access to resources and opportunities as compared with (sub)urban metro areas. Most students discussed how these geographic conditions played a role in the ways that bounded the opportunities they experienced during their college-going process and their decision to enroll at a college within close proximity to their rural region. This study has implications for how intersectionality frames can expand our understanding of the unique characteristics of rural regions that creates both opportunities and challenges for rural Latino youth pursuing postsecondary opportunities. This is significant given that most higher education researchers, policymakers, and practitioners conflate the racial/ethnic diversity of rural areas with whiteness and being White. In doing so, they overlook the presence of Latinos in rural areas and ignore their intersecting assets and challenges, hindering effective policy solutions that can better support historically marginalized students.
Measuring the Impact of Unique Entry-Level Instructional Course Modules Designed to Inspire Computer Science Interest
(American Society for Engineering Education, 2016-06-26) Martinez Ortiz, Araceli; Guirguis, Mina
Recent research regarding university student perceptions of “Computer Science” as a field of study and their motivation to pursue such studies as a career opportunity reveal student misconceptions and lack of motivation. Many students report that they regard the study of computer science as narrowly equivalent to “programming”. Moreover, many are not consistently provided the opportunity to realize the true impact of the field within their entry-level courses since these early courses tend to focus on programming and syntax skill development. It is not until they are in their upper-level courses that they gain a broader understanding and by then, many of them have already left the field. It is hypothesized that this lack of clarity of the field at an early point in students’ academic career, coupled with the perception that the curriculum is largely irrelevant to their lives, has impacted the retention rates of computer science majors in the first two years of their academic study programs. This paper will report on a preliminary stage of a comprehensive project effort that aims to improve retention rates for computer science students in their entry-level courses through the development of course modules intended for inclusion in their entry-level curriculum. The theoretical basis for these modules will be reviewed and the design framework for the development of these models is discussed. The aim of these models is to highlight the difference between Computer Science and Programming, to show the relevance of Computer Science in recent advances in various fields, and to inspire students to appreciate Computer Science and the role of algorithms in our daily lives. The modules will cover various topics about the role of CS in cyber warfare, understanding biology, electronic voting, etc. In subsequent work, these modules will be launched as part of a mixed methods study to determine their effectiveness as compared to a control group not learning through these models and the impact of those modules on the retention rates of Computer Science majors.
Fifth Grade Students’ Understanding of Ratio and Proportion in an Engineering Robotics Program
(American Society for Engineering Education, 2011-06-26) Martinez Ortiz, Araceli
The research described in this study explores the impact of utilizing a LEGO-robotics integrated engineering and mathematics program to support fifth grade students’ learning of ratios and proportion in an extracurricular program. One of the research questions guiding this research study was “how do students’ test results compare for students learning ratio and proportion concepts within the LEGO‐robotics integrated engineering and mathematics program versus when using a non-engineering textbook‐based mathematics program?” A mixed method repeated measures experiment with a control group was conducted. The subjects were 30 fifth grade students from a large urban school district who participated in one of two intervention programs, a LEGO‐robotics integrated engineering and mathematics program (experimental) versus a non-engineering textbook-based mathematics program (control). The understanding of ratio and proportion through numerical computation was measured using the Intra‐Mathematical Proportional Reasoning Test (Intra‐Prop). The understanding of ratio and proportion in general‐context mathematical word problems was measured using the Extra‐Mathematical Proportional Reasoning Test in a General Context (Extra-Prop) and the understanding of ratio and proportion in a LEGO engineering context was measured using a mathematical tool called Extra-Mathematical Proportional Reasoning Test in an Engineering Context (Engin-Prop). Students’ understanding of select basic engineering and mathematics definitions was measured using the Background and Definitions Test (Definitions Test). Data collected included classroom video, student interviews and written mathematical assessments of ratio and proportion problems in the four forms defined above, using repeated measures across three time periods-- prior to the beginning of the intervention programs, after the conclusion of the intervention program and ten weeks after the conclusion of the intervention program. The results of this study indicated that all students were able to make significant progress in learning new concepts of ratio and proportion as a result of participating in the intervention program learning experiences. Experimental students’ performance on the Intra-Prop was not significantly higher than that of the control students’ performance. However, experimental students’ performance on the Extra-Prop, Engin-Prop, and Definitions tests was significantly higher than that of the control students, indicating that students that learn about ratio and proportion in an engineering related context improve in their understanding significantly and retain their learning for a longer period of time when they encounter these situations in an extra-mathematical context versus in an intra-mathematical context. In addition, and of special note to practitioners, is the fact that students in the experimental group were able to learn at least as much and as well (if not more) the mathematics content of ratio and proportion as compared to the control group of students, and in addition, within the same amount of time, control group students learned and retained engineering and related ratio and proportion mathematics concepts.
Development And Implementation Of Challenge Based Instruction In Statics And Dynamics
(American Society for Engineering Education, 2010-06-20) Freeman, Robert; Vasquez, Horacio; Knecht, Martin; Martin, Taylor; Fuentes, Arturo; Walker, Joan; Martinez Ortiz, Araceli
This paper discusses challenge-based instructional (CBI) materials developed for courses in Statics and Dynamics. This effort is a component of a funded College Cost Reduction and Access Act (CCRAA) grant from the Department of Education, and focuses on student retention and development of adaptive expertise. Studies have shown that minority science, technology, engineering, and math (STEM) students leave STEM undergraduate fields in part due to lack of real world connections to their classroom learning experiences. Furthermore, in STEM fields the conventional approach is to teach for efficiency first and for innovation only in the latter years of the curriculum. This focus on efficiency first can actually stifle attempts at innovation in later courses. Our response to these issues is to change the way we teach. CBI, a form of inquiry based learning, can be simply thought of as teaching backwards. In this approach, a challenge is presented first, and the supporting theory (required to solve the challenge) second. Our implementation of CBI is built around the How People Learn (HPL) framework for effective learning environments and is realized and anchored by the STAR Legacy Cycle, as developed and fostered by the VaNTH NSF ERC for Bioengineering Educational Technologies. The developed materials are a result of collaboration between faculty members at the University of Texas-Pan American (UTPA) and South Texas College (STC), a two year Hispanic Serving Institution (HSI).
A Comprehensive Model for Motivating and Preparing Under-represented Students, Educators and Parents in Science, Engineering, and Technology
(American Society for Engineering Education, 2014-06-18) Martinez Ortiz, Araceli
A comprehensive informal learning STEM outreach program for kindergarten through grade 4 (K-4) students is described along with the program’s theory of change and findings based on the participation of more than 200 urban minority students and their parents over a four-year period. This NSF-funded informal learning program was grounded in parental engagement theory of planned behavior and integrated both active-learning pedagogies and in-situ professional development for teachers. A unique age-appropriate science, engineering and technology integrated curriculum was delivered as a series of Saturday workshops set in a community science museum. Each year, cohorts of K‐3 African American and Hispanic students and their parents participated in eight 3-hour workshops comprised of student/parent sessions of hands-on science and engineering activities as well as separate parent awareness and development sessions in STEM education and technology skill development. The aim of this program has been to increase the participation of underrepresented groups in the science, technology, engineering, and mathematics (STEM) fields by attending to students early in the educational process. To accomplish this, the program has been guided by the following goals: to increase the knowledge, skills, and interest of K–3 students from underrepresented population groups in STEM fields; to increase parents’ knowledge and skills in science and engineering and their capacity to support their children in pursuing education and careers in these fields; and to increase the effectiveness of teachers in engaging students and parents in the Saturday science-related learning activities. Mixed methods research methodology has been used to measure the program’s contribution to the advancement of the program goals. Learning, motivational, and efficacy outcomes have been measured with pre and post student, teacher and parent survey instruments. This program has incorporated major findings of more than 10-years of research that suggests that improving children’s academic outcomes are much more effective when the family is actively engaged. This program has offered opportunities for parents to work along side their children; provided strategies promoting positive parental/child engagement; and provided ongoing training and professional development for project teachers. Young minority children have been exposed to African American, Latino, and women scientists and engineers through personal contact at special events, and via a featured program website section. Preliminary evaluation findings based on pre and post surveys, interviews, and observational data will be presented that indicate this program is helping parents and students persist in the program for multiple years and is motivating positive changes in student content understanding and career motivation.
Implementing PBL in a Concrete Construction Course
(American Society for Engineering Education, 2014-06-18) Hu, Jiong; Martinez Ortiz, Araceli; Sriraman, Vedaraman
This paper presents an action-research case study detailing the evolutionary changes in the implementation of the problem-based learning (PBL) method in an undergraduate concrete construction course. The case study incorporates the perspective of the course instructor as action-researcher and the quantitative and qualitative student impact data. PBL was first implemented in this course in 2011 as a student centered active learning pedagogy. The first implementation adopted a minimalist approach owing to the issues typically associated with PBL adoption such as increased instructor effort and student resistance to a new learning paradigm. Through 2012 and 2013, the action researcher continued to adopt and increase the scope of PBL application. In 2013, the course moved from a summer offering to a spring offering. This change proved to be very positive for both instructor and students alike. Most significantly, the change in schedule permitted a longer time span in which the PBL activities could be more effectively implemented compared to the short, fast paced summer offering. The evolution in the adaptation of PBL pedagogy and key components for success in the implementation of PBL in the engineering and engineering technology classroom will be presented. In addition, a discussion of the assessment methods that also underwent an evolution in scope and detail will be presented. The paper concludes with recommendations for further research.
Engaging Students in Sustainability Education and Awareness of Green Engineering Design and Careers through a Pre-Engineering Program
(American Society for Engineering Education, 2015-06-17) Martinez Ortiz, Araceli; Asiabanpour, Bahram; Aslan, Semih; Jimenez, Jesus Alejandro; Kim, Yoo-Jae; Salamy, Hassan
A framework for an active learning summer program for middle school students is presented along with survey instruments and pre and post program data regarding student attitudes and awareness of sustainable design issues and career motivation in the field. This summer program was designed to attract students, especially from underrepresented groups, into early motivating experiences in the engineering fields and to increase their awareness of concepts and careers in renewable energy, and green engineering design principles and technologies. Twenty-four students from a low social economic school district were provided the opportunity to experience many state of the art engineering technologies at the university’s school of engineering and to learn from a diverse group of knowledgeable mentoring faculty. In the week-long program, students were involved in hands-on engineering and renewable energy activities appropriate to their age and knowledge. Topics covered included: the engineering design process, CAD solid modeling, 3D Printing and water jet cutting, hands-on assembly, renewable energy resources for homes, sustainable site selection, and water efficiency principles. Using project-based learning, student teams participated as designers of their own green home models by integrating their learning of renewable energy use, conservation practices, and appropriate design and material selection. Pre and post surveys revealed increases in student awareness of general engineering and renewable energy concepts as well as increased interest in pursuing engineering careers.
Considering the Effectiveness of Comprehensive Assessment and the Impact of PBL Implementation in a Concrete Industry Project Management Course
(American Society for Engineering Education, 2016-06-26) Torres, Anthony; Sriraman, Vedaraman; Martinez Ortiz, Araceli
The objectives of this study were two-fold: first, to assess the effectiveness of using Project Based Learning (PrBL) pedagogy and second, to determine the efficacy of a comprehensive set of assessment methods from the standpoint of assessing learning in a PrBL implementation. The project used in this study incorporates actual, in-the-field projects that represent real-life scenarios that the students will encounter once they graduate. Various direct assessment methods were implemented in this study. These assessment methods included a pre and post questionnaire of student beliefs and opinions, homework grades, in-class ‘clicker’ quiz grades, overall project grades, embedded test question grades, a video lecture project, and short answer case study questions on exams. The data sets collected with these assessment methods were compared to data taken from the past two offerings of the same course and with data from a similar course taught by the same professor in the same department. The analysis reshowed that the students favored both the actual concrete construction project and the milestone deliverable method. The particular assessment methods that provided the most feedback were the embedded test questions and the case study section of the exam. Since students had to work with an individual real-world case study on the exam, the individual student’s effort, understanding, and ability to solve technical problems from the milestone project were quantified through the exam. The overall grade assessment method revealed an average of 4.5 percentage point increase in grades from past offerings of the course and a similar course that does not include the PrBL pedagogy.
The Roots of Science, Mathematics and Engineering Self-confidence in College Students: Voices of Successful Undergraduate Women
(American Society for Engineering Education, 2015-06-14) Torres, Anthony; Talley, Kimberly Grau; Martinez Ortiz, Araceli
With the percentage of women in STEM majors at _____ University, a large Hispanic Serving Institution, significantly lower than the percentage of women attending the university in general, the authors sought to understand this gap by studying the perspectives of undergraduate women who have successfully persisted in a STEM field of study at the same university. Specifically, the goal of this study was to gain a deeper understanding of what experiences women credited for influencing their self-efficacy, the development of their career interest goals and their academic course outcomes as related to studying science, technology, engineering and mathematics (STEM). This study was also designed to identify experiences that appear to contribute to women’s identity development and self-confidence. Data was collected and analyzed to identify if similar patterns exist between subjects and if so, which are the greater influencers in their decision to select a STEM major and to persist beyond the critical first two years of undergraduate studies. The literature of socialization and identity development as related to women as STEM learners in diverse communities is reviewed. This study begins to create an understanding of how women think about their multiple social identities (field of study, gender, culture, etc.). Focus group strategies for obtaining in-depth feedback regarding young women’s attitudes, perceptions, motivations, and behaviors is discussed. Observations and recommendations regarding the 2015 ASEE Annual Conference & Exposition / Women in Engineering Division research methodologies for study design and data analysis are presented with particular attention to the rationale for cultural responsive practices in qualitative research. A mixed methods research approach including the use of surveys and focus groups was used to collect student perceptions from junior and senior status students in STEM fields of study. Preliminary results indicate that students identify early personal experiences as building their self-confidence and contributing to their identity development. Drawing on self-perception theory, women appear to develop a more robust sense of persistence and feel that they fit into STEM- even when faced with sexism from other students.
Early Internships for Engineering Technology Student Retention: A Pilot Study
(American Society for Engineering Education, 2016-06-26) Sriraman, Vedaraman; Spencer, Bobbi J.; Talley, Kimberly Grau; Martinez Ortiz, Araceli
Research in engineering technology major retention suggests that early internships present an outstanding opportunity for freshman and sophomore students to engage, socialize and learn in communities of practice and to “discover” the link between theory and practice early in their academic tenure, leading to a consequent improvement in retention rates. At xxxx State University, the traditional senior level capstone internship program was reengineered and converted into a sophomore level program with minimal prerequisites so as to enable sophomore level engineering technology students to participate early in the internships, explore their majors and undergo experiential learning in the world of practice in their chosen disciplines. The motivation for this project came from onsite internship industry interviews and our industrial advisory boards which strongly suggested that early, “immersion” type industrial experiences would prepare students to become better learners. This conversion coincided with the strategic imperatives that stemmed from a university wide second year STEM major retention effort. This latter effort culminated in a four year NSF funded project, of which the early internships are a module. This paper describes the internship program reengineering effort, the details of the early internship program implementation and aspects of how the program is facilitating the assessment of student learning outcomes for ABET and other accreditation processes. The paper concludes with preliminary results that were harvested from the pilot implementation in Summer 2015 and with directions for future work.
Integrating an Introduction to Engineering Experience into an University Seminar Course
(American Society for Engineering Education, 2016-06-26) Talley, Kimberly Grau; Martinez Ortiz, Araceli; Novoa, Clara; Sriraman, Vedaraman
Retention statistics show that the most drastic decline in retention rates for engineering and engineering technology majors at Texas State University occur after the first and second years. To address this issue, the LBJ Institute of STEM Education and Research at Texas State is employing a multi-faceted approach to implement proven strategies for increasing student retention as a part of an NSF IUSE (Improving Undergraduate STEM Education) grant, Texas State STEM Rising Stars. One of these strategies is to introduce a new first-year introduction to engineering/engineering technology course that was designed to support student retention. A new course could not simply be added to the existing curriculum of the university’s engineering and engineering technology degrees, however, as state law capped the hours required for an undergraduate degree. Instead, the researchers customized an introduction to the university freshman seminar course for engineering and engineering technology majors. This course design adapted elements from successful first-year introductory classes in Engineering and Engineering Technology at other universities. Besides fostering a learning community between Engineering and Engineering Technology students, the objectives of the new course include: (1) introduction of design and problem solving through project-based learning and (2) familiarization with the careers paths and practices of Engineering and Engineering Technology through tours and talks by industry representatives and faculty and (3) providing a common experience that introduces university resources to support the development of the students and prepares them for academic success. The pilot section of Introduction to Engineering in University Seminar was offered in Fall 2015. As these seminar courses are offered in the fall semesters, the researchers will be able to analyze changes in engineering design self-efficacy over the semester and conduct focus groups with students to refine the course content prior to an expanded second round of experimental sections that will be put in place for Fall 2016. This paper presents this work in progress, including preliminary results and lessons learned from this integration of Introduction to Engineering with University Seminar.
Multi-Disciplinary Summer Orientation Sessions for First-Year Students in Engineering, Engineering Technology, Physics, and Computer Science
(American Society for Engineering Education, 2016-06-26) Novoa, Clara; Martinez Ortiz, Araceli; Talley, Kimberly Grau
This work in progress is motivated by a self-study conducted at Texas State University. The study revealed that the average second year science, technology, engineering and math (STEM) student retention rate is 56% vs. 67% for all majors, and that 16% of STEM majors are female while 57% of all undergraduate students are female. Using these statistics, the authors identified the need to offer motivating experiences to freshman in STEM while creating a sense of community among other STEM students. This paper reports on the impact of two interventions designed by the authors and aligned with this need. The interventions are: (1) a one-day multi-disciplinary summer orientation (summer15) to give participants the opportunity to undertake projects that demonstrate the relevance of spatial and computational thinking skills and (2) a subsequent six-week spatial visualization skills training (fall 2015) for students in need to refine these skills. The interventions have spatial skills as a common topic and introduce participants to career applications through laboratory tours and talks. Swail et al.1 mentions that the three elements to address in order to best support students’ persistence and achievement are cognitive, social, and institutional factors. The interventions address all elements to some extent and are part of an NSF IUSE grant (2015-2018) to improve STEM retention. The summer 2015 orientation was attended by 17 freshmen level students in Physics, Engineering, Engineering Technology, and Computer Science. The orientation was in addition to “Bobcat Preview”, a separate mandatory one-week length freshman orientation that includes academic advising and educational and spirit sessions to acclimate students to the campus. The effectiveness of the orientation was assessed through exit surveys administered to participants. Current results are encouraging; 100% of the participants answered that the orientation created a space to learn about science and engineering, facilitated them to make friends and encouraged peer interaction. Eighty percent indicated that the orientation helped them to build confidence in their majors. Exit survey findings were positively linked to a former exit survey from an orientation given to a group of 18 talented and low-income students in 2013. The training on refining spatial visualization skills connects to the summer orientation by its goals. It offers freshman students in need to refine spatial skills a further way to increase motivation to STEM and create community among other students. It is also an effective approach to support students’ persistence and achievement. Bairaktarova et al.2 mention that spatial skills ability is gradually becoming a standard assessment of an individual’s likelihood to succeed as an engineer. Metz et al.3 report that well-developed spatial skills have been shown to lead to success in Engineering and Technology, Computer Science, Chemistry, Computer Aided Design and Mathematics. The effectiveness of the fall 2015 training was assessed through comparison between pre and post tests results and exit surveys administered to participants. All participants improved their pre-training scores and average improvement in students’ scores was 18.334%.

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