2024 ASEE Annual Conference & Exposition

This research paper examines the integration of the [competition name] into a junior/senior level undergraduate course within [college name] at [university name], a Minority Serving Institution characterized by a predominantly Hispanic/Latine student enrollment. Many of these students arrive with varying levels of academic preparedness according to conventional standards.
The study explores the approach of using a national competition as the focal point of the curriculum, fostering a dynamic learning environment that directly engages underrepresented minority students (URM). Participation in [competition name] serves as a transformative experience, enabling students to recognize and harness these inherent community cultural wealth, such as aspirational capital, navigational capital, resistant capital, and social capital. This recognition not only bolsters their confidence but also bridges the gaps in their academic proficiency.
This paper presents the design and implementation of the course, highlighting how it enables students to apply classroom theory and their practical work experiences to the project to solve real-world problems. This paper includes the changes made by the instructor to address the diverse situations and needs of our students to foster an inclusive learning environment. This paper also discusses how participating in national competitions could potentially benefit student self-confidence, as well as their professional and academic growth. The impact of these practices is evaluated through an analysis of students’ project reports, feedback, and survey results.