Leveraging Students' Funds of Knowledge in Chemical Engineering Design Challenges Supports Persistence Intentions

• In Event: Improving Minority Students' STEM Learning Through Funds of Knowledge and Culturally Responsive Practices

Abstract

Lower division chemical engineering courses commonly emphasize efficient acquisition of core content. However, students typically perceive these courses as fragmented. This has a more severe impact on students from groups historically excluded from STEM fields. We sought to better understand diverse students’ chemical engineering funds of knowledge—their everyday and cultural experiences. We found women expressed STEM interest and past success more than men. Students from minoritized racial and ethnic groups and/or who spoke a language other than English at home expressed more community funds of knowledge. We developed design challenges for core chemical engineering courses to build on these funds of knowledge. We share implications to support student success.

Authors

• Yan Chen, University of Nevada - Las Vegas

• S. Pil Kang, University of New Mexico

• Jordan O. James, University of New Mexico

• Eva Chi

• Jamie Gomez, University of New Mexico

• Sang M Han

• Abhaya Datye

• Vanessa Svihla, University of New Mexico