Scaffolding Student Success: Developing a Culturally Responsive Approach to Support Underrepresented Minorities in Engineering Undergraduate Research
In this research study, a scaffolding technique is implemented in undergraduate research to cultivate and enhance engineering related aptitudes and stimulate additional experience that will allow underrepresented minority students to fully engage in communication and leadership roles post-graduation. Developing and supporting the growth of underrepresented minorities as leaders who make significant innovative contributions to the global and interconnected scientific society requires awareness of contextual issues that shape their educational experiences and a commitment to enact on a framework that blends technical, communication, and leadership skills in undergraduate engineering education. In the context of this four year study, a total of sixteen engineering students conducting undergraduate research participated. The faculty advisor served as the ‘more knowledgeable other’ who strategically implemented five technical aspects or ‘scaffolds’ to enhance technical knowledge, leadership, cognitive and communication skills: literature review, design, implementation, testing, and research. In this regard, student enhance their technical knowledge by applying engineering principles and developing new methods to solve research problems, whereas leadership, cognitive, and communication skills are instilled through character adaptability between team members, decision-making, team management, and collaboration. Results indicate that students developed in the following areas: establishing commitments, constant communication, managing tasks simultaneously, working with a range of ideas, and sharing responsibilities.
Marquez, E., & Garcia, S. (2021, July), Scaffolding Student Success: Developing a Culturally Responsive Approach to Support Underrepresented Minorities in Engineering Undergraduate Research Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37695
2021 ASEE Virtual Annual Conference Content Access
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