2023 ASEE Annual Conference & Exposition

Academic Success and Retention Pathway for Mechanical Engineering Major

Presented at Mechanical Engineering Division (MECH) Technical Session 7: Student Evaluation and Grading

Evaluating student success in higher education relies heavily on Grade Point Average (GPA), a measure determined by faculty through formative and summative assessments. Faculty determine these grades throughout the student’s academic career. Society often equates higher grades with greater intelligence and engagement, assuming students work independently. Grades are also a means to measure or quantify learning and intellectual progress during students’ academic careers. However, when students resort to unsanctioned online resources (UORs) using applications like Chegg, Course Hero, and Slader, the student may obtain good grades, but understanding and learning are grossly sacrificed. This study investigates the performance of 100 engineering students in the gateway course of Mechanical Engineering, specifically Engineering Mechanics-Dynamics. Dynamics is a gateway course in the undergraduate Mechanical Engineering program. Failure to demonstrate proficiency in the basic principles of Dynamics may lead to academic delays and program dropout, with a high attrition rate. The study collected data for three academic semesters using four assessment methods: online homework assessments, in-class proctored tests, an adaptive intelligent engine assessment platform, and in-class proctored final exams. Students can take homework assignments using both platforms from the comfort of their homes. While solutions from UORs were readily available for homework assignments, access to solutions for the adaptive intelligent engine platform was only possible through contract cheating. The analysis of the results through cluster analysis indicates that 29% of the students excelled in all four assessment methods, while 30% performed poorly in all four assessment platforms. The puzzling results are from the remaining 41% of the students who excelled on out-of-class assessments but failed their in-class proctored tests and examinations. The study concludes that cheating and academic dishonesty have negative implications, leading to academic failure, poorly performing students and graduates, and a retrogressing society.

Authors

Dr. Paul Akangah http://orcid.org/0000-0002-5867-2112 North Carolina Agricultural and Technical State University (NCAT) [biography]

PAUL AKANGAH is a Teaching Associate Professor of Mechanical Engineering at the North Carolina A&T State University. He earned his B.S. degree from Kwame Nkrumah University of Science & Technology, Kumasi, Ghana, MS (Energy Engineering, 2005) from The Royal Institute of Technology (KTH), Stockholm, Sweden, and Ph.D. (Mechanical Engineering, 2011) from the North Carolina A&T State University, Greensboro, NC. Dr. Akangah's interests include engineering pedagogy, metallic forms for structural and thermal applications, and advanced composite materials. Dr. Akangah may be reached at pmakanga@ncat.edu.
Henry Ivuawuogu
Adeola Morawo
Dr. Andrea Nana Ofori-Boadu http://orcid.org/0000-0001-6401-1399 North Carolina Agricultural and Technical State University (NCAT) [biography]

Dr. Andrea N. Ofori-Boadu is an Associate Professor of Construction Science and Management with the Department of Built Environment within the College of Science and Technology at North Carolina Agricultural and Technical State University (NCA & T). Her research interests are in partial cement replacement materials, delivery of sustainable built environments, and professional identity development in STEM students, particularly architecture, engineering and construction (AEC) women.

In February 2019, Andrea received the prestigious National Science Foundation NSF - CAREER award to research professional identity development processes in undergraduate AEC women. She also received an NSF - RAPID award in 2020 to investigate decision making processes in STEM students during the COVID-19 pandemic. Dr. Ofori-Boadu has also received grants from East Coast Construction Services, Engineering Information Foundation, National Association of Home Builders, National Housing Endowment, University of North Carolina, and the Department of Education.

In 2021, Dr. Ofori-Boadu was selected as one of six female faculty to be highlighted in the Center of Product Design and Advanced Manufacturing (CEPDAM) video during Women’s History Month. She was also recognized as a 2021 College of Science and Technology STEMinist. Andrea also served as an NSF HBCU-UP Distinguished Panelist at NSF's 30th anniversary celebration of broadening participation. She received the 2020 Outstanding Educator award from the National Association of Home Builders and the 2020 Junior Faculty Teaching Excellence Award at North Carolina Agricultural and Technical State University. In 2019, Andrea received the Outstanding Young Investigator award for both North Carolina A & T State University and the College of Science and Technology. In 2018, she was selected as a 2018 National Science Foundation - NC A & T ADVANCE IT Faculty Scholar. She also received the 2018 CoST Teaching Excellence Merit Award. Dr. Ofori-Boadu received both the 2017 NC A & T - CoST Rookie Research Excellence Award and the 2017 North Carolina A & T State University (NCAT) Rookie Research Excellence Award. Under her mentorship, Dr. Ofori-Boadu’s students have presented research posters at various NCAT Undergraduate Research Symposia resulting in her receiving a 2017 Certificate of Recognition for Undergraduate Research Mentoring. In 2016, her publication was recognized by the Built Environment Project and Asset Management Journal as the 2016 Highly Commended Paper. Andrea has served as a reviewer for the National Science Foundation (NSF), Environmental Protection Agency (EPA), and several journals and conferences.

Dr. Ofori-Boadu engages in professional communities to include the American Society for Engineering Education (ASEE), the National Association of Home Builders (NAHB), and the National Association of Women in Construction (NAWIC).

In 2015, Dr. Ofori-Boadu established her STEAM ACTIVATED! program for middle-school girls. She also serves as the Executive Vice-President of Penuel Consult, Incorporated. She is married to Victor Ofori-Boadu and they are blessed with three wonderful children.

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