Tasha Zephirin

Development of non-cognitive skills in minority engineering outreach programs

A broad array of efforts have focused on multiplying student pathways to engineering, particularly for groups that have been historically under-represented such as ethnic minorities in the United States. Among such efforts, summer programs have been a widely used mechanism to stimulate and nurture engineering identity and agency in students from a relatively young age. At a large Midwestern University in the US, summer engineering workshops (SEWs) are executed for grades 6-12 to create awareness, increase student interest in engineering careers, enhance student preparation, and improve student access to resources required to pursue an engineering career. This paper presents an overview of the efforts of the aforementioned university to embed non-cognitive skills into the targeted learning outcomes of SEWs for secondary school students. These workshops range in duration from one to five weeks and the majority of instructors and staff are undergraduate and graduate students. Specifically, the paper outlines targeted non-cognitive learning outcomes and the elements designed to address them in 1) instructor/staff training and 2) workshop curriculum. Initial efforts will include the integration of active engagement strategies with the use of formative assessments and effective feedback tools as well as exposure to self-theories such as growth and fixed mindsets.

Motivations for Pursuing an Engineering PhD and Perceptions of its Added Value: A U.S.-based Study

Engineering doctor of philosophy (PhD) holders possess expertise that is vital to addressing society’s grand challenges, but the dismal number of U.S. citizens pursuing the degree suggests many are not convinced of its value. There are few studies that have explored what motivates people in other disciplines to pursue a PhD, and not many of these were in the context of engineering. In this study, forty engineering PhD holders working in academia and industry in the U.S. described their motivations for earning an engineering PhD and the perceived added value of possessing the degree. The results of this study indicate that the motivations for pursuing an engineering PhD relate to career aspirations, prior success in graduate school, the influence of others, and intrinsic factors. Participants’ discussions about the added value of an engineering PhD manifests itself in the form of career outcomes, attributes and skills, and positive responses from others. Few participants described the “added value” of a PhD as neutral or having limitations. Both motivational and added value factors vary by employment sector. The findings of this study have implications for engaging more students in pursuing doctoral engineering studies — both in U.S. institutions and doctoral engineering programs around the world.

Work in progress: A case study of the types and frequencies of conflict in engineering design dyads

Conflict is a common subject of research on engineering teams. While some conflict may improve team creativity and productivity, it can also detract from team member satisfaction, perceived team efficacy, and overall team performance. In this paper, we present a preliminary framework for identifying conflict within engineering design dyads using a case study approach. Using this framework, we identified instances of conflict in one male-male and one female-male engineering dyad performing a brief engineering design task. We identified more instances of conflict in the male-male dyad than the female-male dyad; however, this conflict appeared to be productive. An implication of this research for educators is to encourage argumentation within the teamwork occurring in their classroom. Students should understand that conflict can be constructive and improve their teams ability to move iteratively through the design process.