Author(s):
Preparing Early Engineers through Context, Connections, and Community
Introduction:
The PEEC3 (Preparing Early Engineers through Context, Community and Connections) project is in the second year of a five-year grant from the NSF IUSE: Innovation in Two-Year College STEM Education (ITYC) Program. Our first cohort has named the program, Engineering in Context, for the multitude of opportunities they have had to see engineering in the context of English, history, and mathematics.
Need:
Students from historically marginalized backgrounds – especially those who are low-income, students of color, and first generation in college – disproportionately place below college level math and are not as often prepared for direct entrance to an engineering baccalaureate degree program. Recognizing that many of our students are entering engineering programs at or below precalculus math placement, we have an opportunity to addresses this need by improving the first-year experience with an accessible, engaging, and interdisciplinary cohort model that not only welcomes students into engineering but also builds a robust mathematical foundation, sense of belonging, and identity as engineering students.
Guiding Questions:
The main goal of the project is to develop, pilot and assess a two-quarter long team-taught learning community for engineering students at Whatcom Community College (WCC) who start at the intermediate algebra or precalculus math level. The learning community, titled “Engineering in Context” spans two academic quarters and includes six different courses which integrate place-based learning. The project seeks to explore how the use of a multiple high-impact educational practices promotes deep conceptual learning, motivates foundational skill development, explores social relevance and connection to strengthen our students’ engineering identity, sense of belonging, and general academic preparation for success in an engineering major.
Outcomes:
In its first year, the PEEC 3 project developed and piloted a two-quarter learning community for precalculus level engineering students, achieving promising yet statistically insignificant outcomes. The first cohort consisted of 19 students, with detailed demographics indicating a diverse group. Preliminary feedback highlighted the value of interdisciplinary learning, community engagement, and the relevance of curriculum to local engineered environments. Students expressed a sense of belonging and began to identify themselves as engineering students. Academically, retention and progression in mathematics courses were notably high, suggesting the program’s effectiveness in supporting foundational skill development. Example projects and activities demonstrated the successful integration of content across disciplines, enhancing conceptual understanding and practical skills.
Broader Impacts:
The broader impacts could contribute to the development of a more diverse engineering student body thus making engineering education more accessible and appealing to a broader range of students. The project’s emphasis on community-engaged learning and addressing local engineered environmental issues not only enriches students’ educational experiences but also fosters a sense of social responsibility and community connection. Demonstrating the effectiveness of a cross-disciplinary, project-based learning community approach, the project provides a model that could be adapted and implemented in other contexts, potentially transforming engineering education to be more inclusive, engaging, and relevant to our social needs.
Coauthors
Eric Davishahl; Patrick Burnett; Anna Booker; Anna Wolff; Seth Greendale; Tyler Honeycutt; Whatcom Community College, Bellingham Washington
