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Articles 1 - 5 of 5
Full-Text Articles in Engineering Education
Inquiry-Guided Learning (Igl) In Graphical Communications Course, Lulu Sun, Christopher Grant
Inquiry-Guided Learning (Igl) In Graphical Communications Course, Lulu Sun, Christopher Grant
Publications
Inquiry-Guided Learning (IGL) is an active learning technique which promotes students critical thinking through guided independent investigation of complex problems without a single solution, which has been studied and implemented by many researchers in science and engineering fields [1-8]. It is believed that IGL can provide an opportunity to the students to explore their desires and consequently enhance students’ learning experience in the classroom. Graphical Communications, as a common course taught at first-year undergraduate level at Embry-Riddle Aeronautical University is designed to familiarize the student with the basic principles of drafting and engineering drawing, to improve three dimensional visualization skills, …
Academic And Social Barriers To Black And Latino Male Collegians' Success In Engineering And Related Stem Fields, Terrell Lamont Strayhorn, Leroy L. Long Iii, Joseph Allen Kitchen, Michael Steven Williams, Meg E. Stenz
Academic And Social Barriers To Black And Latino Male Collegians' Success In Engineering And Related Stem Fields, Terrell Lamont Strayhorn, Leroy L. Long Iii, Joseph Allen Kitchen, Michael Steven Williams, Meg E. Stenz
Publications
Historically underrepresented racial/ethnic minorities (i.e. African Americans, Latinos, and Native Americans) have experienced barriers to their success in engineering and related STEM fields. These student populations have had lower degree attainment rates, switch to non-STEM majors more frequently, and experience unique social challenges when compared to White and Asian Pacific Islander counterparts. To examine these findings, nearly 50 interviews were conducted and analyzed in the present study to better understand the academic and social experiences of African American and Latino American men in these fields. Interviews revealed that these students tend to (1) feel alone and invisible, (2) lack same …
Examining Student Success: The Transition From H.S. To College Of First-Year Engineering Students, Leroy L. Long Iii
Examining Student Success: The Transition From H.S. To College Of First-Year Engineering Students, Leroy L. Long Iii
Publications
To improve retention and graduation rates, institutions of higher education have become increasingly interested in the experiences of first-year students. This is of even greater importance in STEM (science, technology, engineering and mathematics) fields such as engineering which are crucial for U.S. global competitiveness and homeland security. Interviews were conducted with six (6) first-year engineering students at a large, predominantly White land-grant institution located in the Midwestern region of the country to study their decisions and experiences during the transition from high school to college. More specifically, the investigation focused on under-represented students within undergraduate engineering. Interviews focused on three …
How Relationships With Faculty And Peers Affect Value Development In Undergraduate Engineering Education: A National Survey Analysis, Leroy L. Long Iii, Michael Steven Williams, Terrell Lamont Strayhorn
How Relationships With Faculty And Peers Affect Value Development In Undergraduate Engineering Education: A National Survey Analysis, Leroy L. Long Iii, Michael Steven Williams, Terrell Lamont Strayhorn
Publications
To prepare students for the serious ethical dilemmas encountered in STEM (science, technology, engineering, and mathematics), higher education educators strive to influence students’ value development. Despite this goal, little is known about value development in undergraduate engineering education. Survey data from the 2008-2009 national administration of the revised College Student Experiences in STEM Questionnaire (CSESQ) was analyzed to examine the relationship between students’ engagement with faculty and peers and their perceived value development. Findings from the present study offer insight into (a) engineering students’ value development in college, and (b) the influence of relationships with peers and faculty members on …
First-Year Engineering Program: Student Instructional Leadership Team - Expanded And Restructured, Leroy L. Long Iii, Alison Snyder, Russell Stech, Ben Jelen, Cody Allison, John Merrill
First-Year Engineering Program: Student Instructional Leadership Team - Expanded And Restructured, Leroy L. Long Iii, Alison Snyder, Russell Stech, Ben Jelen, Cody Allison, John Merrill
Publications
Since its initial creation, the Student Instructional Leadership Team (SILT) within the First-Year Engineering Program (FEP) at The Ohio State University (OSU) has been responsible for training and supporting students and instructional staff. In recent years, SILT has been expanded and restructured to meet the needs of a growing student body and ever-changing program. SILT currently has 13 members working across all 4 tracks of FEP. This team helps manage over 2,000 students and 200 teaching assistants (TAs). SILT assists with various FEP resources such as its computer lab and laboratories. SILT also provides professional development opportunities for student employees. …