163 results on '"Lee, Walter C."'
Search Results
2. Regularization of the inverse Laplace transform by Mollification
- Author
-
Maréchal, Pierre, Triki, Faouzi, and Lee, Walter C. Simo Tao
- Subjects
Mathematics - Analysis of PDEs ,35R30, 65N21 ,G.1.0 ,G.1.9 - Abstract
In this paper we study the inverse Laplace transform. We first derive a new global logarithmic stability estimate that shows that the inversion is severely ill-posed. Then we propose a regularization method to compute the inverse Laplace transform using the concept of mollification. Taking into account the exponential instability we derive a criterion for selection of the regularization parameter. We show that by taking the optimal value of this parameter we improve significantly the convergence of the method. Finally, making use of the holomorphic extension of the Laplace transform, we suggest a new PDEs based numerical method for the computation of the solution. The effectiveness of the proposed regularization method is demonstrated through several numerical examples., Comment: 22 pages, 10 figures
- Published
- 2023
3. A variational technique of mollification applied to backward heat conduction problems
- Author
-
Lee, Walter C. Simo Tao
- Subjects
Mathematics - Numerical Analysis ,Mathematics - Analysis of PDEs ,47A52, 35K05 - Abstract
This paper addresses a backward heat conduction problem with fractional Laplacian and time-dependent coefficient in an unbounded domain. The problem models generalized diffusion processes and is well-known to be severely ill-posed. We investigate a simple and powerful variational regularization technique based on mollification. Under classical Sobolev smoothness conditions, we derive order-optimal convergence rates between the exact solution and regularized approximation in the practical case where both the data and the operator are noisy. Moreover, we propose an order-optimal a-posteriori parameter choice rule based on the Morozov principle. Finally, we illustrate the robustness and efficiency of the regularization technique by some numerical examples including image deblurring.
- Published
- 2022
4. Outreach at Scale: Developing a Logic Model to Explore the Organizational Components of the Summer Engineering Experience for Kids Program
- Author
-
Edwards, Cherie D., Lee, Walter C., Knight, David B., Fletcher, Trina, Reid, Karl, and Lewis, Racheida
- Abstract
Striving to remain a global leader in innovation, the United States continues prioritizing broadening participation in engineering and other STEM fields. For this reason, STEM outreach programs are increasingly popular and vital. However, few programs offer such outreach experiences at a large, national scale and intentionally situate those experiences in locations that enable access for African American youth. In this paper, we present a logic model that showcases the resources and components that can expand the reach of an effective program, outlining the programmatic components involved in executing the National Society of Black Engineers' Summer Engineering Experience for Kids (SEEK) program, which has effectively scaled to cities across the United States. Using SEEK as an instrumental case, we highlight what goes into offering a large-scale community-based STEM outreach program, emphasizing aspects that are most important to preserve during expansion into underserved communities. Key findings illustrate that maximizing the potential of recruiting and engaging youth from underserved populations may hinge on the ability of established programs to scale up their initiatives while establishing appropriate assessment plans to measure effectiveness. Additionally, embracing the ideals of collective impact provides an opportunity for such programs to progress their initiatives by replicating program designs in more communities.
- Published
- 2021
5. (Un)equal Demands and Opportunities: Conceptualizing Student Navigation in Undergraduate Engineering Programs
- Author
-
Lee, Walter C., Hall, Janice L., Josiam, Malini, and Pee, Crystal M.
- Abstract
Background: It is well known that earning a bachelor's degree in engineering is a demanding task, but ripe with opportunity. For students from historically excluded demographic groups, this task is exacerbated by oppressive circumstances. Although considerable research has documented how student outcomes differ across demographic groups, much less is known about the dynamic processes that marginalize some students. Purpose: The purpose of this article is to propose a conceptual model of student navigation in the context of undergraduate engineering programs. Our goal is to illustrate how localized, structural features unjustly shape the demands and opportunities encountered by students and influence how they respond. Scope/Method: We developed our model using an iterative, four-stage process. This process included (1) "clarifying" the purpose of the development process; (2) "identifying" concepts and insights from prior research; (3) "synthesizing" the concepts and insights into propositions; and (4) "visualizing" the suspected relationships between the salient constructs in the propositions. Results: Our model focuses on the dynamic interactions between the characteristics of students, the embedded contexts in which they are situated, and the support infrastructure of their learning environment. Conclusion: The resulting model illustrates the influence of structural features on how students a) respond to demands and opportunities and b) navigate obstacles present in the learning environment. Although its focus is on marginalized students in undergraduate engineering programs, the model may be applicable to STEM higher education more broadly.
- Published
- 2023
- Full Text
- View/download PDF
6. In Pursuit of Impact: Toward a Contextualized Theory of Professional Agency of Engineering Education Scholars
- Author
-
Coso Strong, Alexandra, Faber, Courtney J., Lee, Walter C., Bodnar, Cheryl A., Smith-Orr, Courtney, and McCave, Erin
- Abstract
Background: Engineering education scholars (EES) seek to advance innovation, excellence, and access within education systems and the engineering profession. To advance such efforts, the intentional and strategic actions taken by scholars must be better understood. Purpose/Hypothesis: This study aimed to advance the field's understanding of agency toward impact by (1) closely examining the experiences of early career EES pursuing impact in engineering education and (2) co-constructing a contextualized theory of agency. We define agency as taking strategic actions or perspectives toward professional goals that matter to oneself and goals that relate to impacting engineering education. Design/Method: Building on previous work about faculty agency, we leveraged approaches from grounded theory and integrated multiple qualitative approaches to analyze our experiences as six early career EES over the course of a 4-year longitudinal study. Results: Seven key insights about the professional agency toward impact in engineering education of early career EES emerged from the analysis. The contextualized theory and resulting visual representation illustrate this agency as a cyclical process with three components: (1) the factors influencing one's agency, (2) the agentic process itself, and (3) the output of the agentic process. Conclusions: Our co-constructed contextualized theory extends previous work by incorporating the temporal nature of agency, the generation and assessment of available moves, and the importance of feedback on future agentic practices. Our results have implications on how the engineering education community supports graduate students, early career scholars, and new members in their efforts to impact change.
- Published
- 2023
- Full Text
- View/download PDF
7. Delineating Anti-Blackness in Engineering Education Research Methodology
- Author
-
Holly, James, primary, Cross, Kelly J., additional, and Lee, Walter C., additional
- Published
- 2023
- Full Text
- View/download PDF
8. Operationalizing and Monitoring Student Support in Undergraduate Engineering Education
- Author
-
Lee, Walter C., Hall, Janice L., Godwin, Allison, Knight, David B., and Verdín, Dina
- Abstract
Background: Supporting undergraduate students in science, technology, engineering, and mathematics (STEM) has been a persistent need. However, assessing the impact of support efforts can prove challenging as it is difficult to operationalize student support and subsequently monitor the combined impacts of the various supports to which students have access simultaneously. Purpose/Hypothesis: This paper describes the development of the STEM student perspectives of support instrument (STEM-SPSI) and explores how perceptions of student support constructs vary across engineering students. Design/Method: Following best practices for instrument development, forming the STEM-SPSI consisted of an iterative cycle of feedback from various STEM stakeholders and two rounds of pilot testing with students at multiple institutions. We employed factor analysis to identify student-support constructs and conduct validation procedures on the instrument. Results: Results suggest that student support can be conceptualized as a combination of 12 constructs. The STEM-SPSI can help engineering educators evaluate their student-support mechanisms at an academic-unit level. Conclusions: The practical contribution of the STEM-SPSI is to assist colleges in monitoring the extent to which their portfolio of support mechanisms is perceived as helpful by undergraduate students. This work makes a theoretical contribution to the model of cocurricular support that undergirds the instrument by producing empirical evidence for its constructs.
- Published
- 2022
- Full Text
- View/download PDF
9. Engineering Community College Transfer Pathways through Pre-Transfer Programs
- Author
-
Grote, Dustin M., Richardson, Amy J., Glisson, Hannah E., Knight, David B., Lee, Walter C., and Watford, Bevlee A.
- Abstract
Community college scholars and practitioners consistently seek ways to support vertical transfer from community colleges to four-year institutions. An emerging practice to streamline coursework transfer is the use of tailored, intrusive pre-transfer advising to increase information access for students still enrolled at the community college. In this article, we explore how one pre-transfer program--the Virginia Tech Network for Engineering Transfer Students (VT-NETS)--improved the transfer pathway in engineering through early integration programming and advising structures that help to streamline vertical transfer. Using a quasi-experimental design, we compare the experience of transfer students who participated in VT-NETS with transfer students that did not participate in the pre-transfer program. Based on our findings, we make practical recommendations that may be useful to community colleges and university partners seeking to establish, improve, or scale up early-integration programs for prospective transfer students.
- Published
- 2022
- Full Text
- View/download PDF
10. The Assessment Cycle: Insights from a Systematic Literature Review on Broadening Participation in Engineering and Computer Science
- Author
-
Holloman, Teirra K., Lee, Walter C., London, Jeremi S., Hawkins Ash, Chaneé D., and Watford, Bevlee A.
- Abstract
Background: In the field of engineering education, assessment and evaluation have been given insufficient attention as they relate to broadening participation. We posit that this lack of attention negatively impacts our ability to develop and implement sustainable solutions at scale. Purpose: The purpose of this article is to explore the presence of an assessment cycle in the literature related to broadening participation in engineering. The assessment cycle refers to the process by which assessment/evaluation is planned, enacted, and used to improve educational processes. Scope/Method: The scope of this study was influenced by it being situated in a larger study focused on broadening participation of Black Americans in engineering and computer science. We completed a literature map that illuminated a subset of literature broadly related to assessment/evaluation, and subsequently conducted a systematic literature review of 33 publications reporting on assessment/evaluation efforts. Our analysis of these efforts was grounded in a six-stage assessment cycle. Results: The results of this study highlight common publishing practices related to the assessment cycle in the context of broadening participation. We find that assessment/evaluation is generally published at the program level, focused on student development or academic success as a proxy for program effectiveness, and concentrated on positive claims. Conclusion: There is room to significantly improve how assessment/evaluation information is published. By highlighting productive and unproductive publishing practices related to assessment/evaluation, this research has important implications for the use and publishing of assessment/evaluation, particularly as it relates to broadening participation in engineering.
- Published
- 2021
- Full Text
- View/download PDF
11. Potential Engineers: A Systematic Literature Review Exploring Black Children's Access to and Experiences with STEM
- Author
-
London, Jeremi S., Lee, Walter C., and Hawkins Ash, Chaneé D.
- Abstract
Background: As engineering remains central to the US economy, it is imperative that the innovators of this field reflect the world in which we live. Despite decades of concerted effort to broaden participation in engineering, representation continues to lack. Purpose: The purpose of this paper is to provide education researchers and practitioners with a clear understanding of barriers to the participation of Black American children in science, technology, engineering, and mathematics (STEM). Our interest is driven by the role that precollege STEM experiences play in children's likelihood of becoming potential engineering students. Scope/Method: We conducted a systematic literature review of 41 articles focused on Black children in precollege STEM contexts. Each article underwent individual review to gain deeper insight into key contextual factors that enable and constrain these potential engineers. Results: We situate our research findings in Perna's college choice model to highlight the key factors that may influence one's career and college decisions. The contextual factors are associated with the (1) social, economic, and policy context (e.g., racism, sexism, and classism); (2) STEM educational and community context (i.e., social perceptions and access); and (3) the local support context (i.e., teachers and family). Conclusions: Our results represent the early workings of a "glass ceiling" above the heads of potential engineering students. The underrepresentation of Black Americans who thrive in engineering is a byproduct of the lack of accessibility to quality and advanced learning experiences that too often plague K-12 schools and communities that serve high populations of Black Americans. Such findings have implications for research and practice.
- Published
- 2021
- Full Text
- View/download PDF
12. Promoting Equity by Scaling Up Summer Engineering Experiences: A Retrospective Reflection on Tensions and Tradeoffs
- Author
-
Lee, Walter C., Knight, David B., and Cardella, Monica E.
- Abstract
A central challenge in engineering education is providing experiences that are appropriate for and accessible to underserved communities. However, to provide such experiences, we must better understand the process of offering a geographically distributed asset-based out-of-school program. This paper focuses on a collaborative research project that examined the broad implementation of the Summer Engineering Experiences for Kids (SEEK) program organized by the National Society of Black Engineers (NSBE). SEEK is a three-week summer program that engages participants in hands-on, team-based engineering design projects. NSBE's goal is to make SEEK culturally sustaining, community-connected, and scalable. The purpose of this paper is to provide a retrospective reflection on various aspects of our collaborative project and highlight a series of tradeoffs that must be carefully considered to offer and examine the effectiveness of an intervention designed both to affirm cultural background as well as to broaden access. Guided by Yosso's community cultural wealth (CCW) framework, we engaged in individual reflection and group discussions about the evolution of our three-year project. We considered the six types of capital outlined in CCW to examine various program design elements and tradeoffs. By illuminating the tradeoffs that are required, we hope this paper can help other program designers and researchers to intentionally, preemptively, and proactively consider such tradeoffs.
- Published
- 2021
- Full Text
- View/download PDF
13. Navigating the Curricular Maze: Examining the Complexities of Articulated Pathways for Transfer Students in Engineering
- Author
-
Grote, Dustin Michael, Knight, David B., Lee, Walter C., and Watford, Bevlee A.
- Abstract
States and institutions employ articulation agreements to streamline curricular pathways. We investigate the efficacy of that streamlining by considering how course sequences, enacted through pre- and co-requisites, relate to graduation rates for transfer students at different time intervals. Applying a curricular complexity framework that quantifies the complexities of curriculum pathways, we compared the curricular complexities of transfer and first-time-in-college (FTIC) pathways in engineering and correlate those complexity scores with graduation rates at different time intervals. The institutions examined in this study include a mid-Atlantic research university and four of its largest feeder community colleges geographically distributed across the state. We found that, in aggregate, transfer student pathways are less complex than FTIC pathways, although complexity metrics vary across engineering disciplines and sending institutions. Although curricular complexity correlates with graduation rates for FTIC students at different time intervals, the same relationship does not hold for transfer students. The curricular complexity metric is useful for understanding the complexity FTIC students encounter in engineering and correlates with their graduation rates at different time intervals. However, the tool falls short of capturing some nuances of curricular complexity for transfer students. We suggest ways to enhance the metric to depict complexities in curriculum for transfer students.
- Published
- 2021
- Full Text
- View/download PDF
14. Exploring Influences of Policy Collisions on Transfer Student Access: Perspectives from Street-Level Bureaucrats
- Author
-
Grote, Dustin M., Knight, David B., Lee, Walter C., and Watford, Bevlee A.
- Abstract
States and institutions increasingly rely on articulation agreements to streamline vertical transfer, although the effectiveness of those policies on transfer student outcomes remains unclear. To better understand this effectiveness, we explored a partnership between the College of Engineering at a mid-Atlantic research university and two community colleges located within the same state. We interviewed engineering faculty and academic advisors (i.e., the street-level bureaucrats who implement policy) to explore how an articulation agreement influences processes and policies related to coursework transfer. Our results revealed complexities in the implementation of the articulation policy as it collides with an enrollment management university policy that differs in purpose. Their collision has challenging implications for transfer students and for the faculty and advisors responsible for interfacing with those students.
- Published
- 2020
- Full Text
- View/download PDF
15. Catalyzing Organizational Change for Equity in Graduate Education: A Case Study of Adopting Collective Impact in a College of Engineering
- Author
-
Lee, Walter C., Holloman, Teirra K., Knight, David B., Huggins, Natali, Matusovich, Holly M., Brisbane, Julia, Lee, Walter C., Holloman, Teirra K., Knight, David B., Huggins, Natali, Matusovich, Holly M., and Brisbane, Julia
- Abstract
Graduate education in engineering is an extremely challenging, complex entity that is difficult to change. The purpose of this exploratory research paper was to investigate the applicability of the Collective Impact framework, which has been used within community organizing contexts, to organize the change efforts of a center focused on advancing equitable graduate education within engineering. We sought to understand how the conditions of Collective Impact (i.e., common agenda, backbone organization, mutually reinforcing activities, shared measurement system, and continuous communication) could facilitate the organization of equity-focused change efforts across a college of engineering at a single institution. To achieve this, we took an action research approach. We found the Collective Impact framework to be a useful tool for organizing cross-sectional partnerships to facilitate equity-focused change in graduate education; we also found the five conditions of Collective Impact to be applicable to the higher education context, with some intentional considerations and modifications. Through coordinated efforts, the Collective Impact framework can support the goal of reorienting existing decentralized structures, resource flows, and decision processes to foster bottom-up and top-down change processes to advance equitable support for graduate students.
- Published
- 2024
16. Broadening Participation in Engineering as a Sociopolitical Phenomenon: A Systems Perspective
- Author
-
Lee, Walter C., primary, London, Jeremi, additional, Hawkins Ash, Chanee D., additional, Pee, Crystal M., additional, and Josiam, Malini, additional
- Published
- 2024
- Full Text
- View/download PDF
17. INTERPERSONAL RELATIONSHIPS FORMED BY BLACK MEN IN UNDERGRADUATE ENGINEERING PROGRAMS: AN EXAMINATION OF ENVIRONMENTAL INFLUENCES
- Author
-
Boyd-Sinkler, Karis, primary, Cotton, Maso H., additional, and Lee, Walter C., additional
- Published
- 2024
- Full Text
- View/download PDF
18. Development of the Engineering Student Integration Instrument: Rethinking Measures of Integration
- Author
-
Lee, Walter C., Godwin, Allison, and Nave, Amy L. Hermundstad
- Abstract
Background: There is a need for engineering-specific theories and constructs to advance our understanding of student development. Student integration, widely used in educational research, is a suitable construct; however, it has also received some criticism. These critiques can be addressed by rethinking student integration and its use in the context of engineering education. Purpose/Hypothesis: This article re-conceptualizes student integration and describes the development of the Engineering Student Integration Instrument (ESII), which measures integration, as well as provides evidence of its validity. Design/Method: Preliminary items for the ESII were developed using open-ended survey responses from undergraduate engineering students about the impact of co-curricular support. These items were reviewed by multiple researchers to assess question phrasing, formatting, and face validity. The resulting instrument was administered electronically to students in the College of Engineering at a large East Coast public university. Data from 586 students were used to develop evidence of validity by conducting an exploratory factor analysis on half of the data and a confirmatory factor analysis on the other half. Results: Evidence of validity indicates the appropriateness of the ESII for measuring integration and operationalizes integration constructs from the model of co-curricular support (MCCS) for undergraduate engineering students, including academic, social, professional, and university integration. Conclusions: Grounded in the MCCS, the ESII begins to address several critiques of student integration as originally defined by Tinto's model of institutional departure, those related particularly to the measurement of the integration constructs.
- Published
- 2018
- Full Text
- View/download PDF
19. Work in Progress: Navigating Undergraduate Engineering as a Woman of Color
- Author
-
Josiam, Malini, primary, Johnson, Taylor, additional, Ausman, Michelle, additional, and Lee, Walter C., additional
- Published
- 2023
- Full Text
- View/download PDF
20. Exploring the Significance of Internship Experiences for the Career Development of Racially Minoritized Undergraduate Engineering Students
- Author
-
Vicente, Sophia, primary, Johnson, Taylor Y., additional, Lightner, Taylor C., additional, Lee, Walter C., additional, and Verdín, Dina, additional
- Published
- 2023
- Full Text
- View/download PDF
21. Work in Progress: Development of a Situational Judgment Inventory for Marginalized Student Support
- Author
-
Josiam, Malini, primary, Turner, Artre, additional, and Lee, Walter C., additional
- Published
- 2023
- Full Text
- View/download PDF
22. Lost in Translation: Information Asymmetry as a Barrier to Accrual of Transfer Student Capital
- Author
-
Grote, Dustin M., primary, Richardson, Amy J., additional, Lee, Walter C., additional, Knight, David B., additional, Hill, Kaylynn, additional, Glisson, Hannah, additional, and Watford, Bevlee A., additional
- Published
- 2023
- Full Text
- View/download PDF
23. JEE SELECTS RESEARCH IN PRACTICE : KEYS TO STUDENT SUCCESS: SUPPORT AND INTEGRATION
- Author
-
Lee, Walter C., Godwin, Allison, and Nave, Amy L. Hermundstad
- Published
- 2018
24. A variational technique of mollification applied to backward heat conduction problems
- Author
-
Simo Tao Lee, Walter C., primary
- Published
- 2023
- Full Text
- View/download PDF
25. What if engineering students had a bill of rights? A thought experiment.
- Author
-
Lee, Walter C.
- Subjects
- *
ENGINEERING students , *THOUGHT experiments ,CIVIL Rights Act of 1964 - Abstract
This article explores the concept of creating a Bill of Rights for engineering students to address issues of diversity, equity, and inclusion in engineering education. The author, a Black engineering professor, shares their personal experiences and highlights the need for better support for marginalized students. They propose that a Bill of Rights could establish minimum expectations for undergraduate and graduate education and provide a framework for accountability. The author suggests using Young's Five Faces of Oppression as a conceptual framework to outline rights that address exploitation, marginalization, powerlessness, cultural imperialism, and violence. The article emphasizes the importance of implementing a Bill of Rights to address oppressive circumstances and hold individuals accountable, and suggests specific rights and accountability practices to mitigate oppression. The author encourages discussion and engagement within the engineering education community to bring about necessary changes. [Extracted from the article]
- Published
- 2024
- Full Text
- View/download PDF
26. Lost in Translation: Information Asymmetry as a Barrier to Accrual of Transfer Student Capital.
- Author
-
Grote, Dustin M., Richardson, Amy J., Lee, Walter C., Knight, David B., Hill, Kaylynn, Glisson, Hannah, and Watford, Bevlee A.
- Subjects
TRANSFER students ,TRANSFER of students ,INFORMATION superhighway ,COMMUNITY college students ,INFORMATION resources ,INFORMATION asymmetry - Abstract
Objective: Transfer student capital (TSC) helps community college students realize the potential for the transfer pathway to serve as a lower-cost option to a bachelor's degree. However, students' accrual of TSC depends on the quality and quantity of information networks and infrastructure; information asymmetry in these networks can impede students' transfer progress. Methods: Using interview data from stakeholders who support engineering transfer students at one research university and two community college partners, we apply a methodology that combines qualitative coding techniques (i.e., descriptive, process, and evaluative coding) with network and pathway analyses to explore an information network for coursework transfer in engineering. Results: Our findings illustrate the disjointed and complex web of information sources that transfer students may use to accrue TSC. We highlight pathways fraught with information asymmetry as well as information sources and processes that give promise to students' ability to accrue TSC and successfully navigate transfer of coursework vertically. Conclusions: An abundance of information sources and paths does not equate to a better transfer system. Utilizing network analysis to visualize and evaluate information sources and processes provides an additional method for evaluating information systems for transfer. Consolidating information sources or improving processes linking information sources could improve inefficiencies in transfer students' transitions. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
27. A Model of Co-Curricular Support for Undergraduate Engineering Students
- Author
-
Lee, Walter C. and Matusovich, Holly M.
- Abstract
Background: Engineering student support centers (ESSCs) are common providers of assistance for undergraduate students, especially those from underrepresented groups. However, ESSCs are relatively recent, and there are gaps in our knowledge about how they are intentionally designed to function alongside engineering curricula. Purpose/Hypothesis: The purpose of this article is to develop a conceptual model that graphically represents the practices of and intentions behind ESSCs. Design/Method: A multi-case study design was used to examine the efforts of six ESSCs housed at four institutions. Using qualitative methods, we collected data from student-support practitioners (those who provide support) and students (those who receive support). The data were analyzed through the development of a logic model. Results: The primary result of this study is an empirically based conceptual model, the model of co-curricular support (MCCS), for constructing and evaluating support systems and individual student interventions. The MCCS builds on Tinto's model of institutional departure and demonstrates the breadth of assistance required to comprehensively support undergraduate students at the college level. Conclusions: The MCCS indicates how a student's interactions with the academic, social, and professional systems in a college and the larger university system can influence a student's success in an undergraduate degree program. The model combines student-retention theory with student-support practice in a way that can facilitate future collaborations between educational researchers and student-support practitioners.
- Published
- 2016
- Full Text
- View/download PDF
28. Person-centered analyses in quantitative studies about broadening participation for Black engineering and computer science students
- Author
-
Reeping, David, Lee, Walter C., London, Jeremi S., Reeping, David, Lee, Walter C., and London, Jeremi S.
- Abstract
Background: There have been calls to shift how engineering education researchers investigate the experiences of engineering students from racially minoritized groups. These conversations have primarily involved qualitative researchers, but an echo of equal magnitude from quantitative inquiry has been largely absent. Purpose: This paper examines the data analysis practices used in quantitative engineering education research related to broadening participation. We highlight practical issues and promising practices focused on "racial difference" during analysis. Scope/Method: We conducted a systematic literature review of methods employed by quantitative studies related to Black students participating in engineering and computer science at the undergraduate level. Person-centered analyses and variable-centered analyses, coined by Jack Block, were used as our categorization framework, backdropped with the principles of QuantCrit. Results: Forty-nine studies qualified for review. Although each article involved some variable-centered analysis, we found strategies authors used that aligned and did not align with person-centered analyses, including forming groups based on participant attitudes and using race as a variable, respectively. We highlight person-centered approaches as a tangible step for authors to engage meaningfully with QuantCrit in their data analysis decision-making. Conclusions: Our findings highlight four areas of consideration for advancing quantitative data analysis in engineering education: operationalizing race and racism, sample sizes and data binning, claims with race as a variable, and promoting descriptive studies. We contend that engaging in deeper thought with these four areas in quantitative inquiry can help researchers engage with the difficult choices inherent to quantitative analyses.
- Published
- 2023
29. The fallacy of “there are no candidates”: Institutional pathways of Black/African American and Hispanic/Latino doctorate earners
- Author
-
Fleming, Gabriella Coloyan, Patrick, Anita D., Grote, Dustin, Denton, Maya, Knight, David B., Lee, Walter C., Borrego, Maura, Murzi, Homero, Fleming, Gabriella Coloyan, Patrick, Anita D., Grote, Dustin, Denton, Maya, Knight, David B., Lee, Walter C., Borrego, Maura, and Murzi, Homero
- Abstract
Background: Despite many initiatives to improve graduate student and faculty diversity in engineering, there has been little or no change in the percentage of people from racially minoritized backgrounds in either of these groups. Purpose/Hypothesis: The purpose of this paper is to counter the scarcity fallacy, in which institutions blame the “shortage” of qualified people from traditionally marginalized backgrounds for their own lack of representation, related to prospective PhD students and prospective faculty from traditionally marginalized groups. This study identifies the BS-to-PhD and PhD-to-tenure-track-faculty institutional pathways of Black/African American and Hispanic/Latino engineering doctorate recipients. Design/Method: Using the US Survey of Earned Doctorates, we tracked the BS-to-PhD institutional pathways of 3952 Black/African American and 5732 Hispanic/Latino engineering PhD graduates. We also used the Survey of Doctorate Recipients to track the PhD-to-tenure-track faculty pathways of 104 Black/African American and 211 Hispanic/Latino faculty. Results: The majority of Black/African American and Hispanic/Latino PhD graduates in this study did not earn their BS degrees from Top 25 institutions, but rather from Not Top 25, non-US, and minority-serving institutions. The results also show the relatively small proportion of PhD earners and faculty members who move into highly ranked institutions after earning a bachelor's degree from outside this set of institutions. Conclusions: The findings of this study have important implications for graduate student and faculty recruitment by illustrating that recruitment from a narrow range of institutions (i.e., Top 25 institutions) is unlikely to result in increased diversity among racially minoritized PhDs and faculty in engineering.
- Published
- 2023
30. Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers
- Author
-
Lee, Walter C.
- Abstract
In response to the student retention and diversity issues that have been persistent in undergraduate engineering education, many colleges have developed Engineering Student Support Centers (ESSCs) such as Minority Engineering Programs (MEPs) and Women in Engineering Programs (WEPs). ESSCs provide underrepresented students with co-curricular support using student interventions in the form of programs, activities, and services. However, ESSCs have a relatively short history and there are gaps in our knowledge about these support systems. While the practice of providing students with co-curricular support has been evaluated, theories of co-curricular support have not been as thoroughly investigated; we know very little about how co-curricular support functions alongside engineering curricula. In an effort to help close the gaps in current literature, the purpose of my study was to explore how the student interventions offered alongside engineering curricula influence the undergraduate experience. To address this purpose, I used a multi-case study design to explore the particulars of six ESSCs housed at four institutions. I focused on the ESSC administrators (those who provide support) and undergraduate students (those who receive support) using multiple qualitative data collection methods. The primary result of this study was the Model of Co-curricular Support (MCCS), which is a version of Tinto's Model of Institutional Departure that I repurposed to demonstrate the breadth of co-curricular assistance required to comprehensively support undergraduate engineering students. The MCCS illustrates how a student's interaction with the academic, social, and professional systems within a college--as well as the university system surrounding the college--could influence the success he or she has in an undergraduate engineering program. More specifically, the MCCS is a conceptual model for constructing and evaluating support systems and individual student interventions that prioritize undergraduate engineering students. Within my study, I also identified several classifications of ESSCs and highlighted some pros and cons associated with various classifications and configurations. Ultimately, this research combines student-retention theory with student-support practice in a way that could facilitate future collaborations among educational researchers and student-support practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2015
31. (Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs.
- Author
-
Lee, Walter C., Hall, Janice L., Josiam, Malini, and Pee, Crystal M.
- Subjects
- *
UNDERGRADUATE programs , *UNDERGRADUATES , *BACHELOR'S degree , *CLASSROOM environment , *STEM education , *MOBILE robots - Abstract
Background: It is well known that earning a bachelor's degree in engineering is a demanding task, but ripe with opportunity. For students from historically excluded demographic groups, this task is exacerbated by oppressive circumstances. Although considerable research has documented how student outcomes differ across demographic groups, much less is known about the dynamic processes that marginalize some students. Purpose: The purpose of this article is to propose a conceptual model of student navigation in the context of undergraduate engineering programs. Our goal is to illustrate how localized, structural features unjustly shape the demands and opportunities encountered by students and influence how they respond. Scope/Method: We developed our model using an iterative, four‐stage process. This process included (1) clarifying the purpose of the development process; (2) identifying concepts and insights from prior research; (3) synthesizing the concepts and insights into propositions; and (4) visualizing the suspected relationships between the salient constructs in the propositions. Results: Our model focuses on the dynamic interactions between the characteristics of students, the embedded contexts in which they are situated, and the support infrastructure of their learning environment. Conclusion: The resulting model illustrates the influence of structural features on how students a) respond to demands and opportunities and b) navigate obstacles present in the learning environment. Although its focus is on marginalized students in undergraduate engineering programs, the model may be applicable to STEM higher education more broadly. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
32. Black Men Committed to Making Engineering More Humane: A Collaborative Autoethnography of Two Engineering Education Scholars
- Author
-
Holly Jr, James, primary and Lee, Walter C., additional
- Published
- 2023
- Full Text
- View/download PDF
33. In pursuit of impact: Toward a contextualized theory of professional agency of engineering education scholars
- Author
-
Coso Strong, Alexandra, primary, Faber, Courtney J., additional, Lee, Walter C., additional, Bodnar, Cheryl A., additional, Smith‐Orr, Courtney, additional, and McCave, Erin, additional
- Published
- 2023
- Full Text
- View/download PDF
34. Responsive Support Structures for Marginalized Students in Engineering: Insights from Years 1-3.
- Author
-
Lee, Walter C., Josiam, Malini, Johnson, Taylor Y., Hall, Janice Leshay, and Turner, Artre Reginald
- Published
- 2023
35. Using Learning Analytics and Student Perceptions to Explore Student Interactions in an Online Construction Management Course
- Author
-
West, Paige, Paige, Frederick, Lee, Walter C., Watts, Natasha, Scales, Glenda R., West, Paige, Paige, Frederick, Lee, Walter C., Watts, Natasha, and Scales, Glenda R.
- Abstract
The expansion of online learning in higher education has both contributed to researchers exploring innovative ways to develop learning environments and created challenges in identifying student interactions with course material. Learning analytics is an emerging field that can identify student interactions and help make data-informed course design decisions. In this case study, learning analytics were collected from 113 students in three course sections of an online construction management course in the Canvas learning management system (LMS). Surveys were used to collect students’ perceptions of the course design and materials to correlate with the students’ interactions with the course materials. The survey findings showed the students found watching the lecture videos and reading the lecture slides to be the most helpful aspects of the course materials in their learning. Findings from the learning analytics showed that students’ interactions with the course decreased after the midterm exam. Based on the results, online course instructors can leverage their learning analytics to understand student interactions and make data-informed course design changes to improve their online learning environments.
- Published
- 2022
36. Engineering community college transfer pathways through pre‐transfer programs
- Author
-
Grote, Dustin M., primary, Richardson, Amy J., additional, Glisson, Hannah E., additional, Knight, David B., additional, Lee, Walter C., additional, and Watford, Bevlee A., additional
- Published
- 2022
- Full Text
- View/download PDF
37. CLIMBING UPHILL: TOWARD A COMMON AGENDA FOR THE ADVANCEMENT OF BLACK AMERICANS IN ENGINEERING
- Author
-
London, Jeremi S., primary, Lee, Walter C., additional, Watford, Bevlee A., additional, Ash, C. D. Hawkins, additional, Holloman, Teirra, additional, Pee, C. M., additional, and Hampton, C., additional
- Published
- 2022
- Full Text
- View/download PDF
38. Operationalizing and monitoring student support in undergraduate engineering education
- Author
-
Lee, Walter C., Hall, Janice L., Godwin, Allison, Knight, David B., and Verdin, Dina
- Subjects
evaluation ,instrument development ,assessment ,survey research ,ComputingMilieux_COMPUTERSANDEDUCATION ,student support - Abstract
Background Supporting undergraduate students in science, technology, engineering, and mathematics (STEM) has been a persistent need. However, assessing the impact of support efforts can prove challenging as it is difficult to operationalize student support and subsequently monitor the combined impacts of the various supports to which students have access simultaneously. Purpose/Hypothesis This paper describes the development of the STEM student perspectives of support instrument (STEM-SPSI) and explores how perceptions of student support constructs vary across engineering students. Design/Method Following best practices for instrument development, forming the STEM-SPSI consisted of an iterative cycle of feedback from various STEM stakeholders and two rounds of pilot testing with students at multiple institutions. We employed factor analysis to identify student-support constructs and conduct validation procedures on the instrument. Results Results suggest that student support can be conceptualized as a combination of 12 constructs. The STEM-SPSI can help engineering educators evaluate their student-support mechanisms at an academic-unit level. Conclusions The practical contribution of the STEM-SPSI is to assist colleges in monitoring the extent to which their portfolio of support mechanisms is perceived as helpful by undergraduate students. This work makes a theoretical contribution to the model of cocurricular support that undergirds the instrument by producing empirical evidence for its constructs. U.S. National Science FoundationNational Science Foundation (NSF) [1704350] Published version U.S. National Science Foundation, Grant/Award Number: 1704350
- Published
- 2021
39. Journal of Engineering Education
- Author
-
London, Jeremi S., Lee, Walter C., and Hawkins Ash, Chanee D.
- Subjects
Technology ,Social Sciences ,Engineering, Multidisciplinary ,STUDENTS ,09 Engineering ,Education ,socioeconomic status ,Engineering ,ACHIEVEMENT ,systematic review ,pre-engineering ,ATTITUDES ,Education, Scientific Disciplines ,race ,TYPOLOGY ,Science & Technology ,MATH ,SCIENCE ,Education & Educational Research ,ABILITY ,underrepresentation ,SCHOOL ,ethnicity ,IDENTITY ,GENDER ,13 Education ,discrimination - Abstract
Background: As engineering remains central to the US economy, it is imperative that the innovators of this field reflect the world in which we live. Despite decades of concerted effort to broaden participation in engineering, representation continues to lack. Purpose: The purpose of this paper is to provide education researchers and practitioners with a clear understanding of barriers to the participation of Black American children in science, technology, engineering, and mathematics (STEM). Our interest is driven by the role that precollege STEM experiences play in children's likelihood of becoming potential engineering students. Scope/Method: We conducted a systematic literature review of 41 articles focused on Black children in precollege STEM contexts. Each article underwent individual review to gain deeper insight into key contextual factors that enable and constrain these potential engineers. Results: We situate our research findings in Perna's college choice model to highlight the key factors that may influence one's career and college decisions. The contextual factors are associated with the (1) social, economic, and policy context (e.g., racism, sexism, and classism); (2) STEM educational and community context (i.e., social perceptions and access); and (3) the local support context (i.e., teachers and family). Conclusions: Our results represent the early workings of a “glass ceiling” above the heads of potential engineering students. The underrepresentation of Black Americans who thrive in engineering is a byproduct of the lack of accessibility to quality and advanced learning experiences that too often plague K–12 schools and communities that serve high populations of Black Americans. Such findings have implications for research and practice. Published version
- Published
- 2021
40. Journal of Engineering Education
- Author
-
Holloman, Teirra K., Lee, Walter C., London, Jeremi S., Hawkins Ash, Chanee D., and Watford, Bevlee A.
- Subjects
Technology ,Science & Technology ,assessment ,DIVERSITY ,Social Sciences ,Engineering, Multidisciplinary ,program evaluation ,EDUCATION ,STUDENTS ,Education & Educational Research ,MINORITY RETENTION ,09 Engineering ,Engineering ,accountability ,PROGRAMS ,COLLEGE ,Education, Scientific Disciplines ,13 Education - Abstract
Background: In the field of engineering education, assessment and evaluation have been given insufficient attention as they relate to broadening participation. We posit that this lack of attention negatively impacts our ability to develop and implement sustainable solutions at scale. Purpose: The purpose of this article is to explore the presence of an assessment cycle in the literature related to broadening participation in engineering. The assessment cycle refers to the process by which assessment/evaluation is planned, enacted, and used to improve educational processes. Scope/Method: The scope of this study was influenced by it being situated in a larger study focused on broadening participation of Black Americans in engineering and computer science. We completed a literature map that illuminated a subset of literature broadly related to assessment/evaluation, and subsequently conducted a systematic literature review of 33 publications reporting on assessment/evaluation efforts. Our analysis of these efforts was grounded in a six-stage assessment cycle. Results: The results of this study highlight common publishing practices related to the assessment cycle in the context of broadening participation. We find that assessment/evaluation is generally published at the program level, focused on student development or academic success as a proxy for program effectiveness, and concentrated on positive claims. Conclusion: There is room to significantly improve how assessment/evaluation information is published. By highlighting productive and unproductive publishing practices related to assessment/evaluation, this research has important implications for the use and publishing of assessment/evaluation, particularly as it relates to broadening participation in engineering. Published version
- Published
- 2021
41. Operationalizing and monitoring student support in undergraduate engineering education
- Author
-
Lee, Walter C., primary, Hall, Janice L., additional, Godwin, Allison, additional, Knight, David B., additional, and Verdín, Dina, additional
- Published
- 2021
- Full Text
- View/download PDF
42. Potential engineers: A systematic literature review exploring Black children's access to and experiences withSTEM
- Author
-
London, Jeremi S., primary, Lee, Walter C., additional, and Hawkins Ash, Chaneé D., additional
- Published
- 2021
- Full Text
- View/download PDF
43. The assessment cycle: Insights from a systematic literature review on broadening participation in engineering and computer science
- Author
-
Holloman, Teirra K., primary, Lee, Walter C., additional, London, Jeremi S., additional, Hawkins Ash, Chaneé D., additional, and Watford, Bevlee A., additional
- Published
- 2021
- Full Text
- View/download PDF
44. Promoting Equity by Scaling Up Summer Engineering Experiences: A Retrospective Reflection on Tensions and Tradeoffs
- Author
-
Lee, Walter C., primary, Knight, David B, additional, and Cardella, Monica E., additional
- Published
- 2021
- Full Text
- View/download PDF
45. Promoting Equity by Scaling Up Summer Engineering Experiences: A Retrospective Reflection on Tensions and Tradeoffs
- Author
-
Lee, Walter C., Knight, David B, Cardella, Monica E., Lee, Walter C., Knight, David B, and Cardella, Monica E.
- Abstract
A central challenge in engineering education is providing experiences that are appropriate for and accessible to underserved communities. However, to provide such experiences, we must better understand the process of offering a geographically distributed asset-based out-of-school program. This paper focuses on a collaborative research project that examined the broad implementation of the Summer Engineering Experiences for Kids (SEEK) program organized by the National Society of Black Engineers (NSBE). SEEK is a three-week summer program that engages participants in hands-on, team-based engineering design projects. NSBE’s goal is to make SEEK culturally sustaining, community-connected, and scalable. The purpose of this paper is to provide a retrospective reflection on various aspects of our collaborative project and highlight a series of tradeoffs that must be carefully considered to offer and examine the effectiveness of an intervention designed both to affirm cultural background as well as to broaden access. Guided by Yosso’s community cultural wealth (CCW) framework, we engaged in individual reflection and group discussions about the evolution of our three-year project. We considered the six types of capital outlined in CCW to examine various program design elements and tradeoffs. By illuminating the tradeoffs that are required, we hope this paper can help other program designers and researchers to intentionally, preemptively, and proactively consider such tradeoffs.
- Published
- 2021
46. Potential engineers: A systematic literature review exploring Black children's access to and experiences with STEM
- Author
-
London, Jeremi S., Lee, Walter C., Hawkins Ash, Chanee D., London, Jeremi S., Lee, Walter C., and Hawkins Ash, Chanee D.
- Abstract
Background: As engineering remains central to the US economy, it is imperative that the innovators of this field reflect the world in which we live. Despite decades of concerted effort to broaden participation in engineering, representation continues to lack. Purpose: The purpose of this paper is to provide education researchers and practitioners with a clear understanding of barriers to the participation of Black American children in science, technology, engineering, and mathematics (STEM). Our interest is driven by the role that precollege STEM experiences play in children's likelihood of becoming potential engineering students. Scope/Method: We conducted a systematic literature review of 41 articles focused on Black children in precollege STEM contexts. Each article underwent individual review to gain deeper insight into key contextual factors that enable and constrain these potential engineers. Results: We situate our research findings in Perna's college choice model to highlight the key factors that may influence one's career and college decisions. The contextual factors are associated with the (1) social, economic, and policy context (e.g., racism, sexism, and classism); (2) STEM educational and community context (i.e., social perceptions and access); and (3) the local support context (i.e., teachers and family). Conclusions: Our results represent the early workings of a “glass ceiling” above the heads of potential engineering students. The underrepresentation of Black Americans who thrive in engineering is a byproduct of the lack of accessibility to quality and advanced learning experiences that too often plague K–12 schools and communities that serve high populations of Black Americans. Such findings have implications for research and practice.
- Published
- 2021
47. The assessment cycle: Insights from a systematic literature review on broadening participation in engineering and computer science
- Author
-
Holloman, Teirra K., Lee, Walter C., London, Jeremi S., Hawkins Ash, Chanee D., Watford, Bevlee A., Holloman, Teirra K., Lee, Walter C., London, Jeremi S., Hawkins Ash, Chanee D., and Watford, Bevlee A.
- Abstract
Background: In the field of engineering education, assessment and evaluation have been given insufficient attention as they relate to broadening participation. We posit that this lack of attention negatively impacts our ability to develop and implement sustainable solutions at scale. Purpose: The purpose of this article is to explore the presence of an assessment cycle in the literature related to broadening participation in engineering. The assessment cycle refers to the process by which assessment/evaluation is planned, enacted, and used to improve educational processes. Scope/Method: The scope of this study was influenced by it being situated in a larger study focused on broadening participation of Black Americans in engineering and computer science. We completed a literature map that illuminated a subset of literature broadly related to assessment/evaluation, and subsequently conducted a systematic literature review of 33 publications reporting on assessment/evaluation efforts. Our analysis of these efforts was grounded in a six-stage assessment cycle. Results: The results of this study highlight common publishing practices related to the assessment cycle in the context of broadening participation. We find that assessment/evaluation is generally published at the program level, focused on student development or academic success as a proxy for program effectiveness, and concentrated on positive claims. Conclusion: There is room to significantly improve how assessment/evaluation information is published. By highlighting productive and unproductive publishing practices related to assessment/evaluation, this research has important implications for the use and publishing of assessment/evaluation, particularly as it relates to broadening participation in engineering.
- Published
- 2021
48. Exploring the Relationship Between and Undergraduate Students' Level of Engagement and Perception of Support.
- Author
-
Taimoory, Hamidreza, Knight, David B., and Lee, Walter C.
- Subjects
UNDERGRADUATES ,STEM education ,SCHOOL dropout prevention ,PEER review of students ,STRUCTURAL equation modeling - Abstract
Providing support to undergraduate students pursuing STEM (science, technology, engineering, and mathematics) degrees is important for student retention. In recognition of this importance, academic institutions allocate substantial resources to provide such support inside and outside of class. Support can take on a range of different forms and, in thinking holistically about all support mechanisms, colleges are often faced with the challenge of identifying the efficacy of its investments in student support. This scenario led Lee and Matusovich [1] to develop the model of co-curricular support (MCCS), which is based on Tinto's model of institutional departure, that identified institutional practices that offer support for undergraduate students in engineering. Additionally, this model can help explain the impact of students' interaction with social, academic, and professional systems on students' success. In this paper, we use survey data collected electronically in spring 2019 from about 900 undergraduate students at nine colleges and public universities to relate the extent to which students engage in specific activities with their perceptions of support along three of the MCCSinformed factors: STEM peer connections, academic peer support, out-of-class engagement. Using structural equation modeling, this analysis advances our understanding in a few key areas. First, it links behavioral variables (i.e., level of engagement) with the MCCS-informed perceptions of support, which had not been done previously. Investigating these relationships builds further evidence of validity of a newly developed instrument that operationalizes the MCCS. Second, the analysis points to specific support efforts that colleges may invest in or advise students to participate in that appear to strongly relate to students' perceptions of support. [ABSTRACT FROM AUTHOR]
- Published
- 2022
49. Beyond Selecting a Methodology: Discussing Research Quality, Ethical, and Equity Considerations in Qualitative Engineering Education Research.
- Author
-
Josiam, Malini, Johnson, Taylor, Hall, Janice Leshay, Lee, Walter C., and Pee, Crystal
- Subjects
ENGINEERING students ,ENGINEERING education ,STUDENT engagement ,EDUCATION research ,EDUCATION ethics - Abstract
The purpose of this paper is to divulge the complexities embedded within our research team's process of designing a qualitative study focused on understanding marginalized students' experiences in engineering. In this paper, we establish a foundation for fruitful qualitative research, grounded in research quality, ethics, and equity. We discuss how the criteria from these foundational considerations can drive decision making for the various components of a research design. In particular, we focus on decision making around purpose, theory, sampling, and instrumentation. In doing so, we shed light on how each element might be intentionally constructed to a) generate insights on how to disrupt the oppressive environment of engineering education, b) protect vulnerable populations, and c) center participants' voices. In writing this paper, our goal is to provide a transparent account of decisions that can go into designing a qualitative study and implementing a research grant proposal, keeping in mind how our power and privilege influence every decision in the research process. [ABSTRACT FROM AUTHOR]
- Published
- 2022
50. Using High Impact Practices to Broaden Undergraduate Participation in Computer Systems Research.
- Author
-
Ellis, Margaret, Back, Godmar, Pee, Crystal M., Lee, Walter C., and Cameron, Kirk W.
- Subjects
COMPUTER science education ,COMPUTER systems ,UNDERGRADUATES ,CLOUD computing ,KNOWLEDGE acquisition (Expert systems) - Abstract
The field of computer systems is intimidating to some students, even more so when researching this area. While previous researchers may have looked at pedagogy in other areas of CS, the specific challenges related to computer systems research have not been addressed much. Yet the problem is real and acute - single-digit participation from women, negligible numbers from other underrepresented groups. Thus, focusing on techniques that work well for those traditionally put-off by systems is imperative since systems are ubiquitous in every important aspect of CS today (artificial intelligence, cloud computing, security, etc.). This report describes a large diverse undergraduate research group in computer systems and the results of a study utilizing a conceptual framework, High Impact Practices, to understand how the design of the research group is perceived by students. The research group has expanded access to systems research to a broader group of students, many of whom have continued in the field. The assessment revealed that students are benefitting from the knowledge acquired and exchanged within the research group. This report is designed to share approaches we have implemented thus far, outcomes, and a reflection on areas for future improvement. [ABSTRACT FROM AUTHOR]
- Published
- 2022
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.