Project-ACE Research

Project-ACE investigates a novel paradigm shift from single bottleneck course redesign to the strategic transformation of multiple courses along critical-paths using ALE-based interventions. (Authentic Learning Experiences)

Prior works have not studied the construct of critical-path redesign as an effective means to reduce barriers to student progress to degree. Thus, the Project-ACE's research is transformative, providing a framework for concerted department-wide curricular reforms,

Project-ACE will create new knowledge about engineering criticalpaths by answering three research questions (RQs):

RQ 1) Is there an increase in students’ self-efficacy, sense of belonging and identity as engineers, as they progress through the redesigned critical-paths from their freshmen year up to senior year?

RQ 2) Do students experience lower fail-rates in the redesigned critical-path courses, compared to those that do not undergo the redesigned courses, and is the equity gap in fail-rates narrowed for URM students?

RQ 3) Do students that undergo the redesigned critical-path courses have higher intentions to persist, compared to those that do not undergo the redesigned courses?

We anticipate that Project-ACE will establish that the sum total of advantages accruing from critical-path redesign is greater than the parts of individual gateway course redesign.

While it is logically conceivable that reducing fail rates in multiple courses along critical-paths accelerates progress to degree, there is no empirical evidence to establish this. This project will provide empirical data to fill an important gap in literature about the cumulative effectiveness of ALE based critical-path redesign.

We anticipate that Project-ACE will establish that the sum total of advantages accruing from critical-path redesign is greater than the parts of individual gateway course redesign.