A Case Study of a Co-Instructed Multidisciplinary Senior Capstone Project in Sustainability

As societal challenges involving sustainable development increase, the need to effectively integrate this inherently multidisciplinary topic into existing curricula becomes more pressing. Multidisciplinary, team-taught, project-based instruction has shown effectiveness in teaching teamwork, communication, and life-long learning skills, and appreciation for other disciplines. Unfortunately, this instruction mode has not been widely adopted, largely due to its resource-intensiveness. Our proposed co-instruction model of multidisciplinary senior project administration was tested to see if it could effectively teach sustainability topics and duplicate the known benefits of team-taught instruction, while overcoming its resource-intensiveness. A case study of a co-instructed senior project was undertaken with students and faculty from electrical and mechanical engineering, business, political science, and industrial design. The participating students were compared to the control group, i.e. students who chose to complete a traditional disciplinary senior project instead. Extensive assessment was performed with pre/post quizzes, online surveys, focus groups, and course deliverables. The multidisciplinary projects outperformed traditional senior projects in 4 out of the 5 participating courses. However, the students in the multidisciplinary project rated their satisfaction with the experience lower on average than the control group. A strong, positive correlation between students’ project satisfaction and rating of other instruction aspects (0.50 \u3c r \u3c 0.7, p \u3c 0.01) was discovered, which has implications for all project-based instruction. Participating faculty generally found the process illuminating and engaged in scholarship and creative endeavors as a result

Preliminary Findings Using Growth Mindset and Belonging Interventions in a Freshman Engineering Class

Engineering is typically plagued with lower graduation rates and larger achievement gaps compared to other majors; the projected demand for its future graduates lends to the urgency in reversing these trends. Holding a growth mindset, or a belief that intelligence is mutable, and a feeling of belongingness are keys to persisting in and graduating from college. In prior research, improvements in retention and graduation rates have been found following minor interventions, particularly among some underrepresented populations of students. The current study explored whether similar interventions could be effective in increasing retention and graduation rates among underrepresented populations of engineering and technology majors. It was conducted in an engineering college in a large, comprehensive, Hispanic-Serving, public university with a sizeable Asian population (40%), and 10-20% gap in the graduation rates of underrepresented and non-underrepresented minorities. The engineering college has a low percentage of women undergraduates (15%) and graduations rates for women are 5-10% higher than those of men. The results of this study may be applicable to other engineering schools with similar characteristics. Following IRB approval, a control assignment or interventions designed to elicit a growth mindset and/or a belongingness mindset were administered in 25 sections of a required Introduction to Engineering course (441 students total), typically taken in the freshman year of all engineering-named and technology programs. Block randomization was used to distribute, as evenly as possible, the gender, ethnic background, and section instructor composition across conditions. Pre- and post-course surveys measured happiness, health, belonging, self-efficacy, and growth mindset, and student grades were collected at the end of the academic term. One year into a 6-year study in which students will be tracked through graduation, preliminary results suggest that the interventions can aid performance. Overall, students who received the belongingness intervention had higher average class grades than those in the control and growth mindset condition, controlling for instructor, HS GPA, and SAT math scores. Further analyses revealed that the interventions had different effects on different demographic groups. First, among women, the growth mindset intervention resulted in lower course performance compared to the control and belongingness groups. Second, among men, the belongingness intervention resulted in higher course performance than in the growth and control. Third, the interventions did not differentially affect course performance among under-represented minorities (URMs). Finally, among non-URMs, the belongingness intervention led to improved course performance compared to the growth mindset and control conditions. Interestingly, prior to the interventions, underrepresented minority students exhibited higher growth mindset scores (effect size = 0.32) than non-underrepresented minority students and women exhibited higher feelings of belonging (effect size = 0.21) than men