Optimizing Design Experiences for Future Engineers in a Chemistry Laboratory

Abstract Our approach to general chemistry laboratory for engineers in our NSF-funded IUSE project (DUE-1625378) involves the use of design challenges (DCs), an innovation that uses authentic context and practice to transform traditional tasks. These challenges are scaled-down engineering problems related to the NAE Grand Challenges that engage students in collaborative, team-based problem solving via the modeling process. With features aligned with professional engineering practice, DCs are hypothesized to support student motivation for the task as well as for the profession. As an evaluation of our curriculum design, we use Expectancy Value Theory to test our hypotheses by investigating the association between students' value beliefs and confidence with experiences of the DC and student characteristics (i.e., gender and URM status). Using linear regression analysis, we reveal that students find value in completing a DC when they feel like an engineer, are satisfied, perceive the task as collaborative, are provided help by TAs and the tasks are not too difficult. Students report feeling confident under similar conditions. We highlight that although female and URM students feel less confident, their perceptions of collaboration and sense of belongingness to engineering supported their confidence. Given the lack of representation for certain groups in engineering, this study suggests that specially designed curriculum interventions can afford a more inclusive learning experience.