Concept Mapping With STEM Undergraduates

 Assessing Entrepreneurial Mindset Using Concept Mapping in Computer Science Students

The purpose of this research is to improve computer science and engineering student's understanding of the entrepreneurial mindset and how it affects STEM undergraduates. Computer science and engineering students are often taught through theory and computations. Concept maps provide a creative approach to teaching and assessment that connects current education to real world topics. The research team created a module for three undergraduate computer science courses to build a concept map on how computer scientists and engineers create value. Eighty-six maps were evaluated using two methods: quantitative using standard concept mapping methods, qualitative using established rubrics. This paper reviews the data from the study to explore how concept maps are received by undergraduate computer science and engineering students. The results indicate that computer science students generated an average of 13 concepts and scored 2.15 out of a 3.00 on the standard rubric. This is well aligned with baseline data from the literature for other groups of undergraduate students.

A. E. Pearson, H. Dillon, S. Njoroge, and M. Abraham, “Assessing Entrepreneurial Mindset in Computer Science Students Using Concept Mapping,” presented at the 2024 ASEE Annual Conference & Exposition, Jun. 2024. Accessed: Aug. 31, 2024. [Online]. Available: https://peer.asee.org/assessing-entrepreneurial-mindset-in-computer-science-students-using-concept-mapping

Concept Mapping for Cognition in Numerical Methods

This research aims to evaluate the net effect of concept maps as a teaching tool in STEM higher learning focusing on instructional concepts and entrepreneurial mindset development. For the entrepreneurial mindset, students were tasked with illustrating the role of engineers and computer scientists in society, emphasizing value creation, and incorporating specific keywords in their concept maps. For technical maps, students were required to construct a step-by-step logical flow using concept maps to establish criteria for root-finding methods. The finding from the research highlights the potential of concept maps as a supportive educational tool, providing a visual representation of students' thinking and enhancing a first-principle approach to engineering problem-solving. 

The study was conducted at the University of Washington Tacoma School of Engineering and Technology, involving a sample size of 136 student concept maps. The maps were reviewed and scored using both qualitative and quantitative methods. Students were also given an opportunity to provide feedback on their experience in creating the concept maps. The maps were then holistically graded based on comprehension, organization, and correctness. The data obtained from the entrepreneurial maps were compared to a similar study conducted at Rowan University, revealing a consistent trend in the scores. The research findings indicated that students were able to demonstrate a heightened understanding of both technical and non-technical concepts by organizing and representing their thoughts visually.

S. Njoroge, A. E. Pearson, and H. Dillon, “Concept Mapping for Cognition in Numerical Methods,” presented at the 2024 ASEE Annual Conference & Exposition, Jun. 2024. Accessed: Aug. 31, 2024. [Online]. Available: https://peer.asee.org/concept-mapping-for-cognition-in-numerical-methods

 Future research is planned for undergraduate researchers to create new interactive concept mapping activities that are specialized for the thermodynamics, fluid mechanics, and heat transfer curriculum. This research and coursework is available upon request.