Using Human-Centered Design and Theory of Change to Improve Student Access and Success in an Undergraduate Pre-Engineering Program

Abstract

College access and success are the most pressing issues confronting the United States in post-secondary education. This work focuses on declining STEM proficiency in the United States, requiring universities to focus on and understand students' needs explicitly. It explores students' learning experiences, attitudes, and challenges in Pre-Engineering (PENG) at the University of Michigan-Dearborn. The study aims to investigate the barriers students perceive while entering Pre-Engineering, understand their experiences during the program, and examine Pre-Engineering through professors' and academic advisors' lenses. Thus, focusing on the challenge framed: "How might we understand students' learning experiences, attitudes, and struggles about the support provided in Pre-Engineering?". The study follows a three-phased mixed methods approach, utilizing a Theory of Change (ToC) framework and human-centered design (HCD) process. The ToC framework guides the planning, monitoring, and evaluation of program goals, while the HCD process ensures a user-centered approach. Key participants, including students, faculty members, and academic advisors, are actively engaged in addressing their needs and perspectives. Phase one of the study entails a qualitative exploration of students' experiences during the Pre-Engineering admission process and throughout the program. Data is collected through surveys and interviews involving current and alumni Pre-Engineering students. The analysis is supported by a preliminary examination of students' demographic and academic data from the university. Phase two involves interviewing Pre-Engineering faculty members and advisors to understand their perceptions and experiences related to the program. Qualitative and quantitative methodologies are employed to analyze the responses from both phases, providing a comprehensive understanding of the various perspectives. Phase three focuses on a co-design session that fosters collaboration among PENG faculty members and advisors. The aim is to generate innovative ideas to enhance/re-design the Pre-Engineering program, guided by the ToC framework. This session outlines the desired impact and intermediate steps required for effective transformation. Lastly, student evaluation and feedback surveys ensure alignment between suggested activities and resources and the desired results. The study emphasizes the significance of orientation programs, advising services, peer mentoring, collaboration opportunities, and hands-on activities in improving the Pre-Engineering program. Data-driven approaches, and stakeholder collaborations are crucial for creating an inclusive and supportive environment for Pre-Engineering students. These findings hold practical implications for Pre-Engineering educators and policymakers, informing decision-making and program development. Additionally, the study contributes to the existing literature on engineering education, providing valuable insights into effective practices and strategies for enhancing student success in Pre-Engineering.