Is Modeling of Freshman Engineering Success Different from Modeling of Non‐Engineering Success?

The engineering community has recognized the need for a higher retention rate in freshman engineering. If we are to increase the freshman retention rate, we need to better understand the characteristics of academic success for engineering students. One approach is to compare academic performance of engineering students to that of non‐engineering students. This study explores the differences in predicting academic success (defined as the first year GPA) for freshman engineering students compared to three non‐engineering student sectors (Pre‐Med, STEM, and non‐STEM disciplines) within a university. Academic success is predicted with pre‐college variables from the UCLA/CIRP survey using factor analysis and regression analysis. Except for the factor related to the high school GPA and rank, the predictors for each student sector were discipline specific. Predictors unique to the engineering sector included the factors related to quantitative skills (ACT Math and Science test scores and placement test scores) and confidence in quantitative skills.     

Motivating Students with Disabilities to Prepare for SEM Careers

The National Science Foundation funded the project Enabling SUCCESS (Enabling Students to Undertake the Challenge of Careers in Engineering and Science) at Louisiana Tech University beginning in 1996. The goals of this three‐year project were to: stimulate student interest in science, engineering, and mathematics (SEM); heighten the awareness among middle school students, their families, and their science teachers of the opportunities for persons with disabilities in these fields; and provide them with an understanding of the importance of career exploration and taking appropriate college preparatory courses in high school. The project at Louisiana Tech University built upon twenty years of experience in applying assistive technology to the needs of people with disabilities and a ten‐year history of national educational reform initiatives. The project staff included engineering and science professors, teacher educators, college students, practicing engineers and scientists with disabilities, and rehabilitation technology professionals. A unique feature of this project was its focus on middle school students (grades six through nine) with disabilities, their parents, and their teachers. Through on‐campus workshops and showcases, home science activities, and college student mentoring, the project sought to inform and motivate. This paper summarizes the major activities of the model project and the results of the three‐year effort.     

Digital inequality in online reciprocity between generations: A preliminary exploration of ability to use communication technology as a mediator

The current study provides preliminary insights into the disparity between older and younger adults in reciprocity in online social interaction. It also offers a synthesized conceptualization of different levels of online reciprocity that have been varyingly adopted in past research (e.g., presence of communicative response, matching of message length and quality). ANOVA and regression analyses of survey and behavioral data from 502 participants (304 college students and 198 older adults) revealed that, compared to the college student sample, the older adult sample self-reported their online reciprocity as lower and was less likely to reciprocate a stimulus email. Ability to use communication technology predicted all types and measures of online reciprocity and mediated the relationship between age group and online reciprocity. Implications of the findings are discussed in connection to the phenomenon of digital inequality.     

A Study of the Impact of Minority Engineering Programs at the FAMU‐FSU College of Engineering

The Engineering Concepts Institute, and the rest of the comprehensive minority student development program that followed it, has served students of Florida A&M University matriculating to the Florida A&M University—Florida State University (FAMU‐FSU) College of Engineering. A significant relationship between participation in the programs under study and graduation/retention was identified with the Pearson Chi‐squared test, Cochran‐Mantel‐Haenszel statistics, as well as the Mantel‐Haenszel estimate. Students who participated in the program were estimated to have significantly higher odds of five‐year graduation and six‐year graduation than students who did not participate in the program. A comparison of high school GPAs identified a selection bias, and high school GPA was then used to control for this selection bias in a multiple logistic regression model. While multiple individual cohorts remain statistically significant, the aggregate of all cohorts lacks significance due to the small number of participants and the possible overly stringent penalty imposed by the addition of high school GPA. Nevertheless, the results continue to show the positive trend observed earlier—that Minority Engineering Program participants are 25 percent more likely to be retained and graduate in engineering than students who had similar high school GPA but did not participate in the program—it is expected that continuing longitudinal study will bear out this trend as statistically significant. Although the programs described in this paper have been discontinued as a result of personnel changes, the study of the program is still useful as a contribution to the body of evidence supporting the effectiveness of such programs.     

Beliefs and Expectations about Engineering Preparation Exhibited by High School STEM Teachers

Background If we are to effect change in teacher practices and decision making regarding instruction, college preparation, and career success in engineering, then knowledge of teachers' beliefs and expectations about engineering needs to be understood. Purpose (Hypothesis ) The primary purpose was to develop a statistically reliable survey instrument to document teachers' beliefs and expectations about pre‐college engineering instruction, college preparation, and career success in engineering, called the Engineering Education Beliefs and Expectations Instrument (EEBEI), and to compare teachers' views. Design /Method Using two samples of teachers, EEBEI was established as a statistically reliable survey and was used to examine the beliefs and expectations of Project Lead the Way (PLTW) and non‐PLTW teachers. The results were used to further examine teachers' decisions in advising fictional students (described in vignettes) with varying academic and socioeconomic profiles. Results High school STEM teachers report their instruction was influenced by students' interests, family background, and prior academic achievement. Comparisons between PLTW and non‐PLTW teachers revealed that non‐PLTW teachers agreed more strongly that an engineer must demonstrate high scholastic achievement in math and science whereas PLTW teachers were more likely to report that science and math content was integrated into engineering activities. Although teachers report that students' socioeconomic status was not influential when asked explicitly, it did influence situated decision‐making tasks using fictional student vignettes. Conclusions Findings address challenges of STEM integration and reveal conflicting purposes of K‐12 engineering education as being for a select few or to promote technological literacy for all students, which affects recruitment, instruction, and assessment practices.     

Factors Associated With Persistence in Science and Engineering Majors: An Exploratory Study Using Classification Trees and Random Forests

Many students who start college intending to major in science or engineering do not graduate, or decide to switch to a non‐science major. We used the recently developed statistical method of random forests to obtain a new perspective of variables that are associated with persistence to a science or engineering degree. We describe classification trees and random forests and contrast the results from these methods with results from the more commonly used method of logistic regression. Among the variables available in Arizona State University data, high school and freshman year GPAs have highest importance for predicting persistence; other variables such as number of science and engineering courses taken freshman year are important for subgroups of the student population. The method used in this study could be employed in other settings to identify faculty practices, teaching methods, and other factors that are associated with high persistence to a degree.     

Fragility versus excessive crash involvement as determinants of high death rates per vehicle-mile of travel among older drivers

Using multiple national data systems, the roles of fragility (susceptibility to injury) versus excessive crash involvement in the increased fatality risk of older drivers per vehicle-mile of travel (VMT) were estimated. For each age and gender group, deaths per driver involved in a crash (a marker of fragility) and drivers involved in crashes per VMT (a marker of excessive crash involvement) were computed. Compared with drivers ages 30-59, those younger than 20 and those 75 or older both had much higher driver death rates per VMT. The highest death rates per mile driven, 13-fold increases, were observed among drivers age 80 or older, who also had the highest death rates per crash. Fragility began to increase at ages 60-64 and increased steadily with advancing age, accounting for about 60-95% of the excess death rates per VMT in older drivers, depending on age group and gender. Among older drivers, marked excesses in crash involvement did not begin until age 75, but explained no more than about 30-45% of the elevated risk in this group of drivers; excessive crashes explained less of the risk among drivers ages 60-74. In contrast, crash over-involvement was the major factor contributing to the high risk of death among drivers younger than 20, accounting for more than 95% of their elevated death rates per VMT. Although both fragility and crash over-involvement contributed to the excess death rates among older drivers per VMT, fragility appeared to be of over-riding importance. These findings suggest that measures to improve the protection of older vehicle occupants in crashes should be vigorously pursued.     

Pre‐college Electrical Engineering Instruction: The Impact of Abstract vs. Contextualized Representation and Practice on Learning

Background While engineering instructional materials and practice problems for pre‐college students are often presented in the context of real‐life situations, college‐level texts are typically written in abstract form. Purpose (Hypothesis ) The goal of this study was to jointly examine the impact of contextualizing engineering instruction and varying the number of practice opportunities on pre‐college students' learning and learning perceptions. Design/ Method Using a 3 × 2 factorial design, students were randomly assigned to learn about electrical circuit analysis with an instructional program that represented problems in abstract, contextualized, or both forms, either with two practice problems or four practice problems. The abstract problems were devoid of any real‐life context and represented with standard abstract electrical circuit diagrams. The contextualized problems were anchored around real‐life scenarios and represented with life‐like images. The combined contextualized‐abstract condition added abstract circuit diagrams to the contextualized representation. To measure learning, students were given a problem‐solving near‐transfer post‐test. Learning perceptions were measured using a program‐rating survey where students had to rate the instructional program's diagrams, helpfulness, and difficulty. Results Students in the combined contextualized‐abstract condition scored higher on the post‐test, produced better problem representations, and rated the program's diagrams and helpfulness higher than their counterparts. Students who were given two practice problems gave higher program diagram and helpfulness ratings than those given four practice problems. Conclusions These findings suggest that pre‐college engineering instruction should consider anchoring learning in real‐life contexts and providing students with abstract problem representations that can be transferred to a variety of problems.     

The effects of mandatory seat belt legislation on self-reported seat belt use among male and female college students

The effect of seat belt legislation on self-reported seat belt use among male and female college students was investigated. Questionnaires inquiring about seat belt use were administered to college students on three separate occasions: (i) two months prior to the time a mandatory seat belt law went into effect, (ii) two months after the law went into effect, and (iii) 16 months after the law went into effect. Reported seat belt use increased significantly for male and female college students two months after the law took effect. At 16 months postlaw, reported seat belt use remained high for female students but declined almost to the prelaw level for males. Possible reasons offered for these findings are that male college students may be more resistant to having their behavior regulated and, therefore, less likely to internalize changes forced on them, and college-age males may be more inclined to engage in risk-taking behavior than college-age females. The importance of considering males and females separately with respect to seat belt use and interventions designed to increase seat belt use is discussed.     

Socially‐Relevant Design: The TOYtech Project at Smith College

As issues of professional and ethical responsibility are receiving greater emphasis in engineering programs, the view of engineering as a profession in service to humanity is becoming more widespread. One approach to fostering this perspective among engineering students is the inclusion of socially relevant design projects throughout the curriculum. In this paper we present an example of one such project used in the introduction to engineering course at Smith College (the largest women's college in the U.S.) in which students are challenged to design toys that introduce children to the principles that underlie technology (TOYtech, or Teaching Our Youth Technology). Based on student surveys, we found that the majority of the course learning objectives were achieved through the implementation of the project, with students emphasizing that the project taught them about the importance of working well in teams and of considering the societal impact of engineering practice. In addition, we present our findings regarding the psychological type distribution of our inaugural class of first‐year engineering students and compare these to national values for female engineering students as a whole. These preliminary Myers‐Briggs Type Indicator (MBTI) data suggest that our students are particularly responsive to the ethic of social responsibility in engineering, and that they are strong communicators in addition to possessing a well‐organized, practical approach to problem solving.     

Comparing the Undergraduate Experience of Engineers to All Other Majors: Significant Differences are Programmatic

Background The authors partnered with the National Survey of Student Engagement (NSSE) to examine how persistence within the engineering major and engagement of undergraduate students in engineering compare to other majors. Purpose (Hypothesis ) We explored three research questions: How do engineering students rate their college engagement compared to students in other majors? How do engineering persisters, non‐persisters, and migrators compare in terms of collegiate engagement, time on task, and enriching educational experiences? What college engagement factors predict persistence in engineering? Design /Method Data are from nearly 12,000 students who completed the NSSE survey in their first and senior years as undergraduates. Surveys were analyzed using ANOVA and Chi‐square calculations to determine whether differences emerged in three dimensions of student engagement based on students' self‐reported major. Due to the large sample, effect size was used to determine statistical significance. Binary logistic regression was used to identify factors that predict persistence among first year students and seniors in engineering. Results Results show that engineering majors are similar to non‐engineering majors on most variables. However, engineering majors reported significantly higher gains in practical competence and higher order thinking, but the lowest means on reflective learning and gains in general education. Engineering majors reported significantly more time preparing for class and less time participating in educationally enriching experiences. Conclusions We conclude that different educational outcomes between majors are the result of programmatic differences. The packed engineering curriculum requires students to make trade‐offs between gaining practical/marketable skills and participating in educationally enriching activities. We question this trade‐off and suggest alternative approaches.     

Predicting STEM Degree Outcomes Based on Eighth Grade Data and Standard Test Scores

Background Early identification of students who are potential candidates for achieving a degree in a Science, Technology, Engineering, or Mathematics (STEM) major would enable educators to offer programs designed to better enhance student interests and capabilities in those areas. Purpose (Hypothesis ) This study uses an integrated model leveraging the strengths of multiple statistical techniques to analyze the educational process from pre‐high school through college and predict which students will achieve a STEM education. Design /Method The probability of earning a STEM degree is modeled using variables available as of the eighth grade as well as standardized test scores from high school. These include demographic, attitudinal, experiential, and academic performance measures derived from the National Education Longitudinal Study of 1988 (NELS:88) dataset. The integrated model combines logistic regression, survival analysis, and receiver operating characteristics (ROC) curve analysis to predict whether an individual is likely to obtain a STEM degree. Results Predicted results of the integrated model were compared to actual outcomes and those of a separate logistic regression model. The modeling process identified a set of significant predictive variables and achieved very good predictive accuracy. The integrated model and logistic regression model performed with comparable precision. Conclusions The modeling process was adept at identifying STEM students and a large pool of other degree students that might have been capable of pursuing a STEM degree. The results suggest that it is quite feasible to identify good STEM candidates for a pro‐STEM intervention to engage their interest in STEM and support stronger quantitative skill development.     

Supporting Mechanical Reasoning with a Representationally‐Rich Learning Environment

A learning environment to support mechanical reasoning and understanding of simple machines for middle school and high school students is presented, along with results of an evaluation of its effectiveness in student learning. Based on recommendations from literature on instructional frameworks and cognitive aspects of mechanical reasoning, SIMALE (the Simple Machines Learning Environment) was designed to support reflection, collaboration, and presentation of concepts from multiple perspectives. SIMALE was implemented with a diverse population of middle and high school students with three treatment variations: (1) environment with focus on Lego exercises to engage in hands‐on physical activities, (2) environment with focus on a Web‐based computer module, and (3) environment with both the computer module and Lego exercises. Analyses of results show significant increases in post‐test performance for all treatment variations within SIMALE. The results also revealed unexpected dramatic results in equalizing post‐test scores along ethnic and gender dimensions, in spite of large population differences in pre‐test scores.     

Perception of traffic risks for older and younger adults

The study examined differences in the perception of traffic risks for older and younger adults. Thirty-four younger participants (mean age 24.7 years) and 30 older participants (mean age 70 years) estimated the number of younger and older people (out of 100,000 people) that were injured in car and pedestrian crashes in a recent year. Both age groups viewed older adults’ risks in pedestrian crashes as higher than those of younger adults, and saw older adults’ risks in car crashes as identical to the risks for younger adults. Both age groups assessed the risks for their own group quite accurately, but erred in their assessment of the risk for the other group. Older participants tended to overestimate the risk for younger adults, and younger participants tended to underestimate the risk for older adults. These results point to the need to enhance awareness of the age-related increase in traffic risk, which could potentially promote more considerate driving behavior.     

From the Earth to the Moon: A Freshman Seminar

The seminar course for first‐year undergraduate students, From the Earth to the Moon, deals with both technical and non‐technical aspects of space flight, with particular reference to lunar voyages. The goals of the course are to establish a framework for understanding technology and its applications, to present fundamental principles of science and program management, and to motivate students to learn more about the many facets of engineering. As such, the course introduces numerous issues of systems engineering in a broad context, presenting not only science, technology, and mathematics but also the reasons that these subjects are important. Typically, all of the students in the course have studied physics and/or calculus in high school, though half plan to major in the humanities. Thus, the course has dual roles in exposing liberal arts students to details of technology and engineering students to societal impacts of technology.     

A Method for Identifying Variables for Predicting STEM Enrollment

This research examines demographic, academic, attitudinal, and experiential data from the Cooperative Institutional Research Program (CIRP) for over 12,000 students at two universities to test a methodology for identifying variables showing significant differences between students intending to major in science, technology, engineering, or mathematics (STEM) versus non‐STEM subjects. The methodology utilizes basic statistical techniques to identify significant differences between STEM and non‐STEM students within seven population subgroups based upon school attended, race/ethnicity, and gender. The value of individual variables is assessed by how consistently significant differences are found across the subgroups. The variables found to be most valuable in identifying STEM students reflect both quantitative and qualitative measures. Quantitative measures of academic ability such as SAT mathematics score, high school grade point average, and to a lesser extent SAT verbal score are all indicators. Qualitative measures including self‐ratings of mathematical ability, computer skills, and academic ability are also good indicators.     

Rasch analysis of inattentive, hyperactive and impulsive behaviour in young children and the link with academic achievement

The Attention Deficit Hyperactivity Disorder (ADHD) criteria from the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders were used to assess a large sample of children at the end of their first year at school in England. These data were explored using Rasch measurement and the measures for the items together with their frequencies are reported. The data were further analysed in three ways: a) The results were compared with a previous similar analysis of college students. b) A principal components analysis of the item residuals from the Rasch analysis was conducted. c) The measures were linked to reading and mathematics attainment assessed at three different time points. The exploration supported previous work and theoretical positions, and in doing so raised issues about the appropriateness of the use of the criteria across all ages. It also suggested that one of the currently recognised ADHD sub-types could be further sub-divided into verbal and physical hyperactivity. The links to academic achievement raised questions about the integrity of the currently recognised ADHD sub-types and the paper calls for further investigations.     

Possible causes of socioeconomic and ethnic differences in seat belt use among high school students.

This study has assessed seat belt use and factors which may influence seat belt use among high school students from three types of schools. The inner city schools had high proportions of African American and Hispanic American students from low income families, whereas the middle class school and private schools had high proportions of non-Hispanic white students from middle class families with college educated parents. Students from the inner city schools reported less seat belt use than students from the middle class school or private schools. Our analyses evaluated several hypotheses concerning possible reasons why inner city youth had lower rates of seat belt use. In accord with the social influences hypothesis, inner city youth reported lower rates of parental seat belt use and less often being told by parents to use their seat belts, and our regression results indicate that less parental modeling and encouragement of seat belt use was an important cause of inner city youth's lower rates of seat belt use. Our other hypotheses received weaker support, but we did find evidence for two hypothesized differences in attitudes which influence seat belt use. Specifically, inner city youth were more likely to agree with the statement, 'there is no point in wearing seat belts since you have no control over your fate or destiny', and inner city youth attributed less importance to safety concerns as a motivation for seat belt use. These attitudes appeared to contribute to lower rates of seat belt use by inner city youth.     

K‐12 Outreach: Identifying the Broader Impacts of Four Outreach Projects

Over the last four years, a series of outreach programs have been offered through the Colorado School of Mines to middle school teachers from eleven school districts in the State of Colorado in the United States. Each of these programs is designed to illustrate through hands‐on activities the application of mathematics to science and engineering. Each also has an academic year follow‐up such that a faculty member, an expert teacher, or a graduate student assists the teachers in the classroom. An expected outcome of this effort is the improvement of instruction in mathematics and science in the participating middle schools; an unexpected outcome has been the impact of these projects on the culture of the participating schools, both middle schools and university. Based on our assessment efforts, this article describes the qualitative and quantitative outcomes of this sequence of projects on middle school students, teachers, graduate students, professors, and college curriculum.