2024 ASEE Annual Conference & Exposition

This work in progress paper shares our efforts to create an alternative and inclusive pathway into the engineering major at the Thayer School of Engineering at Dartmouth College, that integrates and teaches concurrently foundational mathematics and human-centered engineering.

Despite stark warnings issued over 20 years ago, a recent study revealed that engineering schools continue to “weed out” students, especially those weighed down by negative stereotypes. Rather than fostering excitement in students and engaging them in actual practices of the discipline, faculty and courses feature scope creep, passive presentations, grading on the curve, exaggerated levels of abstraction, and other practices well known to be in stark contrast with inclusive pedagogy and active learning. One of the largest drivers of attrition in engineering are so-called “gatekeeper” prerequisite courses that introduce math and science concepts in an out-of-context, high-stakes format.

Through human-centered curricular interventions interwoven with co-curricular support we will transform students' sense of belonging in college generally and in engineering more specifically. Our focus is on changing systems to promote student success rather than "fixing" or "weeding out" students. The traditional introduction to our engineering curriculum—and that of many of our peer institutions—requires that students take prerequisite courses in mathematics and physics prior to enrolling in project-based engineering courses. This pathway works well for some students but excludes many. Rather than serving as a gatekeeper, our integrated human-centered engineering pathway will serve as a gateway, thus increasing retention and attraction to engineering, among all students but particularly among those currently struggling to find a place in engineering. We will furthermore develop a sense of community and professional identity among students through a comprehensive approach that includes advising, mentoring, internships, research opportunities, outside speakers, and more.

Our work is guided by four main research questions:
1. Are we better able to retain students in engineering on a Human-Centered Engineering pathway?
2. What are student perceptions of engineering?
3. Are students better able to apply and retain key mathematical concepts on the Human-Centered Engineering pathway?
4. Which activities, support mechanisms, and programs help students to develop a sense of belonging and professional identity in engineering?