A New Future for College Engineering Students by Integrating Computational Modeling in Science Pedagogy

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 1
  In Roundtable Session: Roundtable Session 9: Student Learning and Development in College and Beyond

Abstract

The research evaluates a pilot co-curricular research program combining computational modeling and simulation (CMS) with culturally relevant pedagogy affects undergraduate engineering students' STEM identity and motivation. The program focused on helping students overcome prerequisite chemistry course challenges that block their path to engineering persistence. The study used a qualitative approach to analyze survey responses and open-ended answers from participants about their science identity and motivation changes. The participants developed better self-assessment of their abilities while their professional STEM identity increased from the use of simulation tools. The research demonstrates how asset-based technology-integrated instruction can help underrepresented students succeed in STEM fields to guide future large-scale initiatives to enhance STEM retention and equity in higher education.

Authors

• Theresa A. Meyerott, California State University - Los Angeles

• Jiwon Hwang, California State University - Los Angeles

• Sungwook Hong, California State University - Bakersfield

• Jeffrey Santner, California State University Los Angeles

• Isha Patil, California State University Los Angeles