An Equity-minded Assessment of Belonging among Computing Students at Cal Poly

Creating a Computer Science and Software Engineering Department that supports students with diverse identities and backgrounds is essential to creating a computing workforce that reflects the world at large. Inspired by the work of Metcalf et al.\u27s survey conducted at the University of Illinois, we use the same methods to examine the state of our computing department with respect to issues of inclusive climate and student sense of belonging, which have been shown to be important for retention in STEM fields. We use the four areas that contribute to belonging based on the work of Rainey et al. along with a fifth category of learning environment in order to assess our students\u27 sense of belonging. This paper\u27s main focus is based on results from two surveys of Cal Poly Students conducted exactly one year apart (2019: n=154, 2020: n=122). Both surveys were sent to all computing majors in Spring quarter, the last quarter of the regular academic year. We found that 58-68\% of students felt they were not typical computer scientists, which mirrors the results of the survey conducted at the University of Illinois, indicating that the lack of belonging is perhaps a ubiquitous problem within the field of computing. Other salient results include identifying the presence of statistically significant differences for some groups based on gender and race & ethnicity. These differences were found when looking at students\u27 senses of their science identity and learning environment. We also found that women had a significantly greater chance of having strong interpersonal relationships within computing. The survey results are augmented by a survey of first-quarter freshmen in Fall 2019 (n=44) and student interviews conducted in Spring 2021 (n=15). We hope that the addition of these results explain and expand upon our main results and add insight as to how the student experience can evolve from a student\u27s first quarter onward. These differences shine an important light on some positive trends as well as several concerning differences to be examined in our quest to create a diverse and equitable department

Spartan Daily, October 12, 1978

Volume 71, Issue 28https://scholarworks.sjsu.edu/spartandaily/6387/thumbnail.jp

Understanding Opportunities and Barriers to Engineering Student Success and Persistence

The objective of this work was to determine what opportunities and barriers exist for University of Saskatchewan engineering students that may affect persistence and/or academic success. A systematic literature review analyzing factors impacting student retention and attrition provided a framework to guide this study. As the factors identified by the systematic review include both cognitive and non-cognitive factors, a convergent mixed methodology study was chosen. Data was collected from a pilot survey, engineering student demographic databases, a final (full) survey, interviews, and a focus group to assess each factor in the framework. A pragmatic epistemological approach was employed, allowing the researcher to utilize constructivist and post-positivist stances as appropriate, based on the type of data collected/analysis conducted, with corresponding quality criteria indicated explicitly. Upon completion of the convergent analysis of these data sources, the framework was corroborated, suggesting that the factors that impact student attrition/retention include: institutional climate, curriculum, mentorship, peer influence/sense of belonging, faculty engagement, student access to professional role models, a student’s academic achievement history, learning style, intrinsic motivation and attitude, self-efficacy, and demographics (gender, Indigenous ancestry, rural/urban, etc.). Those factors most pronounced in this study’s context were peer influence and sense of belonging, faculty engagement, and student workload/curriculum, and it is recommended that these issues are further investigated by the College of Engineering in order to identify what actions may be taken to optimise student experience with regard to these three factors

Mustang Daily, November 5, 2001

Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/6798/thumbnail.jp

The Crescent Student Newspaper, April 23, 2014

Student newspaper of George Fox University.https://digitalcommons.georgefox.edu/the_crescent/2372/thumbnail.jp

Engineering Education towards sustainability: approaches for institutionalization and teaching implementation : Second International Conference on Engineering Education for the 21st Century – ICEE21C 2019

199 p.The Second International Conference On Engineering Education For The Twenty-First Century (Bilbao-Spain, 4 and 5 July 2019) has been co-organized by the University of the Basque Country (UPV-EHU) and the Universitat Jaume I in Castelló (UJI), and has continued the debate started two years ago in Castelló de la Plana, where the central theme of the conference was "New Competences in the Area of Sustainability and University Social Responsibility". The central theme of this second international conference has been "Engineering Education towards Sustainability: Approaches for Institutionalization and Teaching Implementation". In a world deluged by social realities, change is an absolute necessity. Such change has found its way to European Higher Education Area, affected teaching objectives, pedagogies, and knowledge transmission. With the mission to help learners to create their capability profiles, this change visualizes graduates who can be absorbed easily by ever-evolving industries. To this aim, new active learning methodologies and Information and Communication Technologies (ICT) have been introduced and applied. These changes started to appear in classrooms in the era that also fosters social values such as Sustainable Development Goals and Conscious Social Responsibilities more than ever, striving to build an equitable world

The PEEC Experiment: Native Hawaiian and Native American Engineering Education

PART I: Context 1. Engineering for Native nations: Origins and goals of the Pre-Engineering Education Collaboratives (PEECs)PART II: Culture matters 2. Recognizing history: Indigeneity matters 3. Moving beyond cultural sensitivity: Developing culturally responsive programs for and with Native engineers 4. Invoking cultural relevance at tribal colleges: Grandmother’s way is important5. Discovering what works: STEM pedagogy and curriculum development for Native Americans6. Exploring indigenous science and engineering: Projects with indigenous rootsPART III: Providing support for Natives in Engineering7. Finding an Engineering identity: A Native American PEEC leader’s experience8. Outreaching to K-12 and tribal schools in PEEC9. Establishing who leads: Hawaiian-serving community colleges or tribal colleges as leaders10. Discovering how and how well Native-Hawaiian community colleges work with a mainstream university in Hawai‘i11. Assembling interconnected networks for advancement in engineering: Champions and community12. Increasing enrollment and graduation through teaching and learning strategies: Experiential learningPART IV: Transforming institutional politics13. Transforming through institutionalization and replicability of PEEC14. Obtaining permission to work on reservations: About IRB/RRB regulations15. Involving STEM teachers with tribal faculty in PEEC: Joining forces to serve undergraduatesPART V: Learning from experience16. Joining forces with unexpected PEEC-enhancing projects along the way: Unforeseen alliances in South Dakota 17. Promoting Native women: An underutilized resource 18. Succeeding with students: PEEC student stories19. Measuring outcomes20. Implementing through low-cost solutions21. Useful references22. Contributors23. Epiloguehttps://openprairie.sdstate.edu/cvlee_book/1000/thumbnail.jp

Mustang Daily, March 6, 1991

Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/5272/thumbnail.jp

Fairfield University Magazine - Summer 2014

In this Issue: Letter from the President, pg. 4 University News, pg. 5 Change...and Tradition, by Virginia Weir, pg. 12 Tally-Ho, by John Torsiello, pg. 14 Action!, by Nina M. Riccio, pg. 16 Bound for Glory, by Nina M. Riccio, pg. 18 Finding their Way, by Meredith Guinness, pg. 22 Fairfield 2020: Building a More Sustainable Future, by Alistair Highet, pg. 26 Grants, pg. 33 Donor Profile: Diane Oakley ’75, pg. 34 Alumni Notes, pg. 35-40 Michael Oles ’64: “Off The Streets” and In Our Hearts, pg. 37 Katherine Loh ’12: En pointe with CelloPointe, pg. 39 Calendar of Events, pg.41https://digitalcommons.fairfield.edu/fairfield-magazine/1018/thumbnail.jp

Ingenuity, volume 24, number 2

Groundbreaking concludes year -- Female engineers --Saving the lan