VTechWorks Repository :: Browsing by Author "Grohs, Jacob R."

Browsing by Author "Grohs, Jacob R."

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Analysis and Modeling of the Mechanical Durability of Proton Exchange Membranes Using Pressure-Loaded Blister Tests
Grohs, Jacob R. (Virginia Tech, 2009-04-10)
Environmental fluctuations in operating fuel cells impose significant biaxial stresses in the constrained proton exchange membranes (PEM). The PEM's ability to withstand cyclic environment-induced stresses plays an important role in membrane integrity and consequently, fuel cell durability. In this thesis, pressure loaded blister tests are used to study the mechanical durability of Gore-Select® series 57 over a range of times, temperatures, and loading histories. Ramped pressure tests are used with a linear viscoelastic analog to Hencky's classical solution for a pressurized circular membrane to estimate biaxial burst strength values. Biaxial strength master curves are constructed using traditional time-temperature superposition principle techniques and the associated temperature shift factors show good agreement when compared with shifts obtained from other modes of testing on the material. Investigating a more rigorous blister stress analysis becomes nontrivial due to the substantial deflections and thinning of the membrane. To further improve the analysis, the digital image correlation (DIC) technique is used to measure full-field displacements under ramped and constant pressure loading. The measured displacements are then used to validate the constitutive model and methods of the finite element analysis (FEA). With confidence in the FEA, stress histories of constant pressure tests are used to develop linear damage accumulation and residual strength based lifetime prediction models. Robust models, validated by successfully predicting fatigue failures, suggest the ability to predict failures under any given stress history whether mechanically or environmentally induced - a critical step in the effort to predict fuel cell failures caused by membrane mechanical failure.
Application of Systems Engineering Analysis Methods to Examine Engineering Transfer Student Persistence
Smith, Natasha Leigh (Virginia Tech, 2020-01-20)
The demand for engineering graduates in the United States continues to grow, yet the number of students entering post-secondary education is declining, and graduation rates have seen little to no change over the last several decades. Engineering transfer students are a growing population and can help meet the nation's needs, however, there is little research on the persistence of this population after they transfer to the receiving institution. Student persistence is dependent on a complex set of interactions over time. Management systems engineering provides a framework for working with complex systems through system analysis and design, with a focus on the interactions of the system components. This research includes multiple management systems engineering analysis methods used to define and develop a systems view of engineering transfer student persistence. This work includes a comprehensive literature review to identify factors affecting engineering transfer student persistence, an empirical analysis of an institutional dataset, and development of a simulation model to demonstrate the throughput of engineering transfer student. Findings include 34 factors identified in the literature as affecting engineering student persistence. A review of the literature also highlighted two important gaps in the literature, including a focus on post-transfer success almost exclusively in the first post-transfer year and a significant interest in vertical transfer students, with little consideration given to lateral transfer students. The empirical analysis addressed the gaps found in the literature. Vertical and lateral engineering transfer students were found to experience different levels of transfer shock which also impacts their 4-year graduation rates. The analysis also found transfer shock was not unique to the first post-transfer term, it was also present in the second and third post-transfer terms, and reframed as transfer adjustment. The simulation model uncovers leaving patterns of engineering transfer students which include the students leaving engineering in the second year, as well as those graduating with an engineering degree in the third year. Overall this research identifies explicit factors that affect engineering transfer student persistence and suggests a new systems engineering approach for understanding student persistence and how institutions can affect change.
Assessing systems thinking: A tool to measure complex reasoning through ill-structured problems
Grohs, Jacob R.; Kirk, Gary R.; Soledad, Michelle M.; Knight, David B. (2018-06)
An increasingly important aim of higher education is to develop graduates capable of addressing complex, interdependent problems. Systems thinking is a critical interdisciplinary skill that describes the cognitive flexibility needed to collaboratively work on problems facing society. Although institutions of higher education are asked to develop systems thinkers and many programs strive towards such an aim, mechanisms to assess this competency are lacking. This paper (1) presents a framework for operationalizing systems thinking competency, and (2) shares a novel scenario-based assessment tool based on the framework. The paper describes the iterative development of the community-level problem scenario and associated scoring rubric based on a set of 93 student responses. Appendices contain the full tool consisting of the problem scenario, scoring rubric, and other guiding documents to enable others to adopt the tool for research purposes or to assess student outcomes from university programs.
Community-engaged heat resilience planning: Lessons from a youth smart city STEM program
Lim, Theodore C.; Wilson, Bev; Grohs, Jacob R.; Pingel, Thomas (Elsevier, 2022-10-01)
While recognition of the dangers of extreme heat in cities continues to grow, heat resilience remains a relatively new area of urban planning. One barrier to the creation and successful implementation of neighborhood-scale heat resilience plans has been a lack of reliable strategies for resident engagement. In this research, the authors designed a two-week summer STEM module for youth ages 12 to 14 in Roanoke, Virginia in the Southeastern United States. Participants collected and analyzed temperature and thermal comfort data of varying types, including from infrared thermal cameras and point sensors, handheld weather sensors, drones, and satellites, vehicle traverses, and student peer interviews. Based on primary data gathered during the program, we offer insights that may assist planners seeking to engage residents in neighborhood-scale heat resilience planning efforts. These lessons include recognizing: (1) the problem of heat in neighborhoods and the social justice aspects of heat distribution may not be immediately apparent to residents; (2) a need to shift perceived responsibility of heat exposure from the personal and home-based to include the social and landscape-based; (3) the inextricability of solutions for thermal comfort from general issues of safety and comfort in neighborhoods; and (4) that smart city technologies and high resolution data are helpful “hooks” to engagement, but may be insufficient for shifting perception of heat as something that can be mitigated through decisions about the built environment.
Comparing Self-Report Assessments and Scenario-Based Assessments of Systems Thinking Competence
Davis, Kirsten A.; Grote, Dustin; Mahmoudi, Hesam; Perry, Logan; Ghaffarzadegan, Navid; Grohs, Jacob R.; Hosseinichimeh, Niyousha; Knight, David B.; Triantis, Konstantinos (Springer, 2023-03)
Self-report assessments are used frequently in higher education to assess a variety of constructs, including attitudes, opinions, knowledge, and competence. Systems thinking is an example of one competence often measured using self-report assessments where individuals answer several questions about their perceptions of their own skills, habits, or daily decisions. In this study, we define systems thinking as the ability to see the world as a complex interconnected system where different parts can influence each other, and the interrelationships determine system outcomes. An alternative, less-common, assessment approach is to measure skills directly by providing a scenario about an unstructured problem and evaluating respondents' judgment or analysis of the scenario (scenario-based assessment). This study explored the relationships between engineering students' performance on self-report assessments and scenario-based assessments of systems thinking, finding that there were no significant relationships between the two assessment techniques. These results suggest that there may be limitations to using self-report assessments as a method to assess systems thinking and other competencies in educational research and evaluation, which could be addressed by incorporating alternative formats for assessing competence. Future work should explore these findings further and support the development of alternative assessment approaches.
Comparison of transfer shock and graduation rates across engineering transfer student populations
Smith, Natasha L.; Grohs, Jacob R.; Van Aken, Eileen M. (2021-10-20)
Background Increasing the persistence of engineering transfer students can help meet the US national priority of increasing the number of engineering graduates. Many transfer students experience a decrease in their grade point average (GPA) at their receiving institution, known as transfer shock, which can lead to them leaving the institution. This GPA decrease is found to be more prevalent in engineering transfer students. Purpose/Hypothesis The purpose of this study is to analyze a single institutional dataset to determine when transfer shock occurs, how it differs among engineering transfer student subgroups, and if transfer shock is a predictor of graduation within 4 years in engineering. Design/Method A 10-year dataset with 789 engineering transfer students was used in this study, and the engineering transfer students were split into four subgroups. Multiple statistical analyses were conducted, including Welch's F-test, chi-square, and logistic regression, to understand differences in transfer shock during the first three terms of enrollment as well as 4-year graduation rates among each subgroup. Results Transfer shock extends through the first three post-transfer terms, resulting in transfer norming. The engineering transfer student subgroups experience different levels of transfer norming; however, the subgroups were not predictors of graduation. The predictors were the transfer GPA and the transfer norming in the first three post-transfer terms of enrollment. Conclusions Engineering transfer students are not a homogeneous population; there are key differences between lateral and vertical transfer students. More strategic, longitudinal programming and decision-making should be considered by institutions.
Comparisons of Design Thinking for Engineering Education
Coleman, Emma Elizabeth (Virginia Tech, 2018-11-16)
Design thinking ability is vital for engineers who are tasked with solving society's toughest sustainable development challenges. Prior research identified that the percentage of design thinkers among freshmen engineering students is greater than the percentage among the general population. However, engineering education's lack of attention to fostering creative ability may cause the design thinking ability of senior engineering students to suffer. The research addressed in this thesis compares the design thinking ability of engineering students across age groups, and compares design thinking ability between the design disciplines of engineering and architecture. To draw design thinking comparisons between these groups, a survey with a nine item design thinking instrument was distributed nationally to freshmen engineering students (n= 2,158), senior engineering students (n= 1,893), and senior architecture students (n= 336). The survey instrument was validated by conducting confirmatory factor analysis on the senior engineering and senior architecture samples' data. The Analysis of Variance (ANOVA) test was utilized to statistically compare scores across sample groups. Both the freshmen engineering students (2.80) and senior architecture students (3.30) scored significantly higher on the design thinking scale than senior engineering students (2.59). These results have important implications for engineering educators as engineering education may contribute to a decrease in design thinking among senior engineering students. A lower design thinking score among seniors was consistent across all engineering sub-disciplines and should be of concern to engineering educators, since design thinking skills are critical for the development of engineering solutions to grand societal challenges.
Computing Trajectories: Pathways into Computer Science and Programming Experience in the First Year
Maczka, Darren Kurtis (Virginia Tech, 2019-07-30)
Many universities across the United States have been experiencing an increased demand for computer science majors. Adjusting curriculum to meet increased demand runs the risk of damaging ongoing efforts to broaden participation in computer science. To manage growth, and increase the representation of women and underrepresented minorities in the field, we must first understand current patterns for participation, and factors that may impact access and persistence. Universities with common first-year engineering programs present an opportunity for addressing some of the barriers that have traditionally limited access to computer science to certain groups. In particular, common first-year programs could provide early positive experiences with computer programming which encourage more students to consider computer science as a viable major. To better understand how a common first-year engineering program may impact matriculation and persistence in computer science, I conducted studies to identify high-level patterns of participation in computer science, as well as how students experience programming instruction in an introductory engineering course. All studies share the same context: a large public research institution with a common first-year engineering program. Results indicate that women are leaving computer science at all points of the curriculum, contributing to a reduced representation of women earning CS degrees. In contrast, URM and first-generation students have higher representation at graduation than when declaring major interest before the start of their first year.
Developing a Measure of Systems Thinking Competency
Grohs, Jacob R. (Virginia Tech, 2015-05-04)
Institutions of higher education often promise to graduate individuals capable not only of excelling in their area of expertise but also qualified as exceptional leaders and citizens. Yet, what are the competencies needed from leaders in order to address the most challenging issues facing society? How would higher education cultivate the next generation of leaders for a world of problems we currently cannot solve, and how would it be determined if some graduates were 'more prepared' than others to face these challenges? This dissertation seeks to answer these questions through the work of two distinct manuscripts. The first argues that human processes for meaning-making play critical formative roles in the setting and solving of our most complex problems. In essence, that problem-solving can be considered as embodied acts of meaning-making. This link is made through analysis of Bruner's concept of narrative and highlights the importance played by naming and framing through one's unique perspective while attempting to interpret an ill-structured problem. The second manuscript develops a tool to measure 'systems thinking,' a competency that describes the sort of cognitive flexibility that might be beneficial for graduates to be emerging leaders capable of addressing critical societal issues. A framework for considering systems thinking competency is presented and used as the foundation of a scenario-based assessment tool. Results from a qualitative pilot study are shown as part of introducing the tool with primary findings: (a) the tool elicited meaningful data on each of the constructs for which it was designed; (b) emergent within each construct were possible means of characterizing the data that will allow for future study of variation across respondents.
Examining Faculty and Student Perceptions of Generative AI in University Courses
Kim, Junghwan; Klopfer, Michelle; Grohs, Jacob R.; Eldardiry, Hoda; Weichert, James; Cox, Larry A., II; Pike, Dale (Springer, 2025-01-24)
As generative artificial intelligence (GenAI) tools such as ChatGPT become more capable and accessible, their use in educational settings is likely to grow. However, the academic community lacks a comprehensive understanding of the perceptions and attitudes of students and instructors toward these new tools. In the Fall 2023 semester, we surveyed 982 students and 76 faculty at a large public university in the United States, focusing on topics such as perceived ease of use, ethical concerns, the impact of GenAI on learning, and differences in responses by role, gender, and discipline. We found that students and faculty did not differ significantly in their attitudes toward GenAI in higher education, except regarding ease of use, hedonic motivation, habit, and interest in exploring new technologies. Students and instructors also used GenAI for coursework or teaching at similar rates, although regular use of these tools was still low across both groups. Among students, we found significant differences in attitudes between males in STEM majors and females in non-STEM majors. These findings underscore the importance of considering demographic and disciplinary diversity when developing policies and practices for integrating GenAI in educational contexts, as GenAI may influence learning outcomes differently across various groups of students. This study contributes to the broader understanding of how GenAI can be leveraged in higher education while highlighting potential areas of inequality that need to be addressed as these tools become more widely used.
An Exploration of the Enrollment and Outcomes of the Virginia Governor's STEM Academies
Kinoshita, Timothy Jon (Virginia Tech, 2020-09-03)
Although originally conceived as an educational intervention for at-risk students, modern career academies have expanded their scope to programs designed to promote critical thinking, problem solving, and analytical skills to be successful in an advanced career path. Through the integration of career and technical education courses and a rigorous, college preparatory academic curriculum, career academies serve as a key piece of a larger strategy for developing a well- prepared STEM workforce. This study focuses on the Virginia Governor's STEM Academies, a state-wide initiative containing programs designed to expand options for the general student population to acquire STEM literacy and other critical skills, knowledge and credentials that will prepare them for high-demand, high-wage, and high-skill careers. Currently, 22 Academies exist serving students across 36 Virginia School Divisions. Using educational administrative data housed within the Virginia Longitudinal Data System, I examined the Virginia Governor's STEM Academies regarding characteristics of student participation and the relationship between Academy participation and high school and postsecondary outcomes. Using multi-level regression modeling, I found that male students, Asian and Hispanic students, and non-economically disadvantage students have a higher rate of Academy participation. After matching students with propensity score matching on demographic and early academic characteristics, I find that Academy participants are more likely to take Algebra II at an earlier grade, enroll in more Career and Technical Education and dual enrollment courses, and declare a STEM major after enrolling at a postsecondary institution. This research provides a valuable new contribution to the study of career academies after such educational programs have undergone a paradigm shift to preparing students for high-demand, high-wage, and high-skill careers. By incorporating propensity score matching and multi-level regression model, I employ a statistically rigorous approach that can serve as important benchmarking of the enrollment and academic outcomes of the Virginia Governor's STEM Academies.
Identifying Asymmetries in Web-based Transfer Student Information that is Believed to be Correct using Fully Integrated Mixed Methods
Reeping, David Patrick (Virginia Tech, 2019-12-04)
Transfer between community colleges and four-year institutions has become more common as student mobility increases. Accordingly, the higher education system has coped with the fluidity by establishing articulation agreements that facilitate pathways from one institution to another. The forward-facing policies and guides to inform students on those pathways are known to be complicated, leading to the development of web-based tools like Transferology to help students navigate the system. Still, credit loss is common, whether through misunderstandings, lack of awareness, or changing degree plans. A proliferation of literature examines the experiences of transfer students and other agents in the process like community college advisors, but few pieces interrogate the underlying website structures that facilitate those experiences as the unit of analysis. Information related to facilitating transfer from one institution to another is often fragmented across multiple webpages or policies and uses language not optimal for communicating with students – creating what are called "information asymmetries" between the students and institutions. The premise of an exchange having information asymmetries is that one or more parties in the exchange have more or better information than the others, leading to an imbalance in power. In the case of higher education, transfer students – and their advisors by extension – can be subjected to manipulation by the invisible hands of the four-year institutions through language gaps and scattered sources of information. Accordingly, this dissertation explored four-year university websites, a major point of contact students have with information on transfer, to address the following main research question: "How are information asymmetries in curricular policies/procedures apparent for engineering students on institutional webpages in terms of language and fragmentation?" The subsequent research question synthesized the results of the first question: "Looking across information asymmetry measures, what are the different narratives of information asymmetry that integrate themes of language and fragmentation across institutions?" A fully integrated mixed methods design using all existing data was employed to address the two research questions. A stratified random sample was taken with respect to institution size based on their Carnegie classifications (n = 38). The collection of relevant public webpages based on a set of keywords from the sampled institutions was transformed into three network measures - hierarchy, centrality, and nonlinear – that were used in cluster analyses to group the institutions based on their information structures. Sequential mixed methods sampling was used to choose institutions purposefully from each cluster based on notable features recorded during the first stage of data collection. Two-cycle coding followed the cluster analysis by elaborating on the networks formed during data collection. I used joint displays to organize the networks and In-Vivo codes in the same picture and develop themes related to fragmentation and language simultaneously. K-means and K-medoids cluster methods both produced the same four cluster solution illustrating one aspect of information asymmetries through fragmentation. The clustering solution highlighted four major network patterns, plus one cluster mixing two of the patterns: 1) linear browsing, 2) centralized expansive browsing, 3) branched browsing, and 4) mixed browsing. Further qualitative analysis of the sampled institutions revealed several types of missteps where information is obscured through language or dispersed in the network. I explored a subset of 16 institutions and identified four themes related to fragmentation (unlinked divergence, progressive disclosure, lack of uniformity, and neighborhood linking) and six themes related to language (hedging transferability and applicability, legalese handwaving, building rapport, exclusivity, deviance from common practice, and defining terms). The missteps were contextualized further using six narratives with institutional examples. This work characterized the information design for transfer students as a messy web of loosely connected structures with language that complicates understanding. Integrated narratives illustrate a landscape of loosely coupled information structures that become more expansive as state initiatives interact with already existing local agreements. Moreover, institutional websites describing transfer processes use communication strategies similar to private companies writing online privacy policies. In light of the themes of information asymmetries, opportunities for supporting transfer were highlighted. For example, institutions are encouraged to create visual representations of the transfer credit process, ensure terms are defined upfront while minimizing jargon, and avoid linking to information that is easily summarizable on the current page. This research would be of interest to institutions looking to improve the presentation of their transfer information by critically examining their designs for the missteps described here. In addition, engineering education practitioners and researchers studying transfer student pathways and experiences will find the results of interest – especially in considering how to support the students despite the large information gaps. Finally, those looking to implement a fully integrated mixed methods design or use existing/archival data in their own context will find the use of mixing strategies of interest.
Illuminating inequality in access: Variation in enrollment in undergraduate engineering programs across Virginia's high schools
Knight, David B.; Grohs, Jacob R.; Bradburn, Isabel S.; Kinoshita, Timothy J.; Vaziri, Stacey; Matusovich, Holly M.; Carrico, Cheryl (2020-10-06)
Background Determining the root causes of persistent underrepresentation of different subpopulations in engineering remains a continued challenge. Because place-based variation of resource distribution is not random and because school and community contexts influence high school outcomes, considering variation across those contexts should be paramount in broadening participation research. Purpose/Hypothesis This study takes a macroscopic systems view of engineering enrollments to understand variation across one state's public high school rates of engineering matriculation. Design/Method This study uses a dataset from the Virginia Longitudinal Data System that includes all students who completed high school from a Virginia public school from 2007 to 2014 (N= 685,429). We explore geographic variation in four-year undergraduate engineering enrollment as a function of gender, race/ethnicity, and economically disadvantaged status. Additionally, we investigate the relationship between characteristics of the high school and community contexts and undergraduate engineering enrollment across Virginia's high schools using regression analysis. Results Our findings illuminate inequality in enrollment in engineering programs at four-year institutions across high schools by gender, race, and socioeconomic status (and the intersections among those demographics). Different high schools have different engineering enrollment rates among students who attend four-year postsecondary institutions. We show strong associations between high schools' engineering enrollment rates and four-year institution enrollment rates as well as moderate associations for high schools' community socioeconomic status. Conclusions Strong systemic forces need to be overcome to broaden participation in engineering. We demonstrate the insights that state longitudinal data systems can illuminate in engineering education research.
Investigating student approaches to scenario-based assessments of systems thinking
Norris, Matthew B.; Grohs, Jacob R.; Knight, David B. (Frontiers, 2022-12)
The development of systems thinking is considered a critical skill set for addressing interdisciplinary problems. This skill set is particularly important in the field of engineering, where engineers are often tasked with solving socio-technical problems that often require knowledge beyond their original discipline and practice in unfamiliar contexts. However, existing assessments often fail to accurately measure teachable knowledge or skills that constitute systems thinking. To investigate this issue, we compared students' performance on two previously and independently peer-reviewed scenario-based assessments for systems thinking: The Village of Abeesee and the Lake Urmia Vignette. Twenty undergraduate engineering students participated in a multi-phase case study utilizing think aloud protocols and semi-structured interview methods to elicit the approaches students took thinking across the two instruments and past experiences that they felt prepared them to solve these ill-structured problems. We found that the way a scenario is presented to students impacts their subsequent problem-solving approach, which complicates assessment of systems thinking. Additionally, students identified only limited opportunities for the development of ill-structured problem-solving skills necessary for systems thinking. Our findings inform future work on improving systems thinking assessments and emphasize the importance of more intentionally supplying opportunities for students to practice solving ill-structured problems throughout the curriculum.
A Multiple Case Study of an Interorganizational Collaboration: Exploring the First Year of a Public-Private Partnership Focused on Secondary STEM Education
Gillen, Andrew L. (Virginia Tech, 2019-04-04)
National calls for improving the prospects of STEM workforce development and broadening participation in STEM place the focus of change within the education system. Despite many efforts towards integrating STEM, and specifically engineering, into pre-college settings, mechanisms for change in schools towards these goals remain underdeveloped. While collaborative solutions involving multiple organizations across sectors towards addressing this complex problem appear promising, more work is needed to develop a critical understanding of the processes involved when such different organizations come together to collaborate towards a social goal. Based in an effort to bring more theoretical literature into the discourse around school-university-industry partnership, the purpose of this research is to contribute to a better understanding of how K-12 STEM interorganizational relationships develop in their initial stages by focusing on the collaborative processes and structures and to develop implications for future success of such collaborations. To accomplish this, I used a multiple case study design to investigate the collaborative processes that emerged in the first year of the partnership within VT PEERS (Virginia Tech Partnering with Educators and Engineers in Rural Schools). I centered my analysis on select adult stakeholders in the collaborative problem who were also programmatic participants including teachers, administrators, industry partners, and university affiliates. Using pre-year and post-year semi-structured interviews with these stakeholders, I characterized the collaborative processes in the first year of the program. Interpretation of results comparing across cases indicated considerations for education and organizational theory literature as well as implications for collaborative practice. Findings confirmed the emergent and negotiated nature of interorganizational collaboration and highlighted the importance of managing communication and reflection in partnership. Organizational culture may impact capacity building when organizations come together towards a complex social goal, particularly when industry is involved, and autonomy and operational issues within the school system and teaching can make collaborating with schools particularly challenging. When organizations come together towards a social goal centered around one of the collaborative partners, equality in exchange may not be a good measure of success. With the caveat that communication needs to be well managed to build credibility among partners, an unequal but equitable exchange of resources may be appropriate in collaborations towards a social goal. While it is tempting to continue to measure quality in interorganizational collaborations narrowly by the outcomes produced, a macro-level look at the collaborative processes involved enables collaborative stakeholders to be intentional about designing for future success.
A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education
Gillen, Andrew L.; Grohs, Jacob R.; Matusovich, Holly M.; Kirk, Gary R. (2021-06-23)
Background Calls to improve learning in science, technology, engineering, and mathematics (STEM), and particularly engineering, present significant challenges for school systems. Partnerships among engineering industry, universities, and school systems to support learning appear promising, but current work is limited in its conclusions because it lacks a strong connection to theoretical work in interorganizational collaboration. Purpose/Hypothesis This study aims to reflect more critically on the process of how organizations build relationships to address the following research question: In a public-private partnership to integrate engineering into middle school science curriculum, how do stakeholder characterizations of the collaborative process align with existing frameworks of interorganizational collaboration? Design/Method This qualitative, embedded multiple case study considered in-depth pre- and post-year interviews with teachers, administrators, industry, and university personnel during the first year of the Partnering with Educators and Engineers in Rural Schools (PEERS) program. Transcripts were analyzed using a framework of interorganizational collaboration operationalized for our context. Results Results provide insights into stakeholder perceptions of collaborative processes in the first year of the PEERS program across dimensions of collaboration. These dimensions mapped to three central discussion points with relevance for school-university-industry partnerships: school collaboration as an emergent and negotiated process, tension in collaborating across organizations, and fair share in collaborating toward a social goal. Conclusions Taking a macro-level look at the collaborative processes involved enabled us to develop implications for collaborative stakeholders to be intentional about designing for future success. By systematically applying a framework of collaboration and capitalizing on the rich situational findings possible through a qualitative approach, we shift our understanding of collaborative processes in school-university-industry partnerships for engineering education and contribute to the development of collaboration theory.
Neuroscience for Engineering Sustainability: Measuring Cognition During Design Ideation and Systems Thinking Among Students in Engineering
Hu, Mo (Virginia Tech, 2018-01-16)
Sustainability is inherently a complex problem that requires new ways of thinking. To solve grand challenges such as climate change, environmental degradation, and poverty, engineers cannot rely on the same models of thinking that were used to create these problems. Engineering education is therefore critical to advance sustainable engineering solutions. Improving education relies on understanding of cognition of thinking and designing for sustainability. In this thesis, a nascent neuroimaging technology called functional near-infrared spectroscopy (fNIRS) was used to measure cognition among engineering students thinking about sustainability. fNIRS provides an opportunity to investigate how sustainability in design influences cognition, and how different concept generation techniques help students consider many aspects related to sustainability. The first manuscript provides evidence that engineering students perceive sustainability in design as a constraint, limiting the number of solutions for design and decreasing the cognitive efficiency to generate solutions. Senior engineering students generated fewer solutions than freshmen, however, seniors were better able to cognitively manage the sustainability parameter with higher cognitive efficiency. The second manuscript investigates the cognitive difference when generating concepts using concept listing or concept mapping. The results indicate that concept mapping (i.e. intentionally drawing relationships between concepts) leads to more concepts generated. An increase in concepts during concept mapping was also observed to shift cognitive load in the brain from regions associated with process sequencing to regions associated with cognitive flexibility. This research demonstrates the feasibility of fNIRS applied in engineering research and provides more understanding of the cognitive requirements for sustainability thinking.
Outcome Expectations and Environmental Factors Associated with Engineering College-Going: A Case Study
Matusovich, Holly M.; Gillen, Andrew L.; Carrico, Cheryl; Knight, David B.; Grohs, Jacob R. (Purdue e-Pubs, 2020)
Family, school, and community contexts each link to secondary school enrollment, yet these factors have been comparatively examined only in limited ways. A holistic examination of contextual factors will be particularly important for engineering where college enrollment patterns vary by demographics. To begin explaining patterns of engineering college-going at different high schools across the Commonwealth of Virginia, we answered the following research questions: Within a single school system and from a socializer’s perspective, what outcome expectations and environmental factors influence students’ engineering-related postsecondary educational plans? How are these factors the same and different between high schools within a school district? Using a single-case-study approach and in-depth interviews with socializers (teachers, administrators, and counselors), we examined similarities and differences in outcome expectations and environmental factors at three high schools within a single school district. By integrating the results regarding outcome expectations and environmental factors, three important findings emerged: (1) relationships between outcome expectations and environmental factors vary across schools within the same system, (2) proximity to a postsecondary institution is not just about physical distance, and (3) messaging regarding career pathways matters. Each of these has practical implications but can also set the foundation for future research.
Resiliency through partnerships: Prioritizing STEM workforce pathways amid macro challenges
Mathieson, Danny; Cotrupi, Catherine; Schilling, Malle; Grohs, Jacob R. (Wiley, 2023-03)
Multi-institutional educational partnerships are a promising approach to developing the skilled technical workforce. Inexorably, the ability to maintain such partnership networks that support skilled technical workforce education was disrupted by COVID-19. The purpose of this study is to explore Southwest Virginia's science, technology, engineering, and mathematics (STEM)-focused multi-institutional partnership networks, to inventory the disruptive impacts of COVID-19, and to identify how partnership stakeholders navigated these challenges to prepare students for the skilled technical workforce. This work presents a single-case study design, highlighting the evolving landscape of STEM workforce education partnership networks in Southwest Virginia throughout the pandemic. The team conducted interviews with 19 regional stakeholders focused on the participants' role throughout the pandemic, barriers to STEM workforce education presented by public health and economic factors, and innovative strategies to sustain and expand partnership networks through COVID-19. Two key themes emerged from this study: successful partners maintained network connections through adaptive interactions and actors within the network served as brokers to leverage their connections and expand partnerships in the face of adversity. By taking a contextual view of the role of partnership networks in creating equitable STEM workforce pathways during COVID-19, we develop rich insights into partnership formation, collaboration, resource allocation, and programming amidst challenges to their success.
SAT patterns and engineering and computer science college majors: an intersectional, state-level study
Tan, Lin; Bradburn, Isabel S.; Knight, David B.; Kinoshita, Timothy; Grohs, Jacob R. (2022-11-05)
Background Numerous efforts worldwide have been made to increase diversity in engineering and computer science (ECS), fields that pay well and promote upward mobility. However, in the United States (U.S.), females and students from underrepresented racial/ethnic minority groups (URM) still pursue ECS training far less than do their peers. The current study explored sex and racial/ethnic differences in ECS college enrollment as a function of math and verbal SAT score patterns (balanced or imbalanced) using an intersectional approach within a U.S. context. Data represented a census of students who took the SAT, graduated from all Virginia public high schools between 2006 and 2015, and enrolled in a 4-year college (N = 344,803). Results Our findings show, within each sex, URM students were at least as likely as their non-URM peers to enroll in ECS programs when they scored within similar SAT score ranges. Students were more likely to enroll in ECS programs if their SAT profile favored math, compared to students with similar math and verbal SAT scores (balanced profile). This overall pattern is notably less pronounced for URM female students; their propensity to major in ECS appeared to be largely independent of verbal scores. Conclusions Our findings inform strategies to diversify ECS enrollment. If programs continue to emphasize SAT scores during admission decisions or if more systemic issues of resource allocation in secondary schools are not addressed, other efforts to broaden participation in ECS programs may fall short of goals. Our findings also highlight the importance of considering the intersection of sex and race/ethnicity for recruitment or other educational promotions.

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