A Scaffolding Case Study for Teaching Engineering Problem Solving to Underrepresented Minorities

This paper presents a scaffolding strategy for teaching underrepresented minority students the techniques of engineering problem solving. The case study was introduced to engineering undergraduates at Central State University, a state-supported HBCU in southwest Ohio. The hard scaffolding effort involved the design of an instructional module consisting of a set of related problems with a gradually increasing level of difficulty. All problems have similar components and involve the same set of basic engineering concepts. The instructional strategy included soft scaffolding with a plan of alternating between “scaffold” and “no scaffold” as necessary. Research results showed positive student feedback and notable progress in problemsolving activities. Survey responses by participating students showed positive impact of the scaffolding strategy. Also, the students expressed strong interest to further improve their problem-solving skills through similar future sessions. The scaffolding case study required extensive planning and preparation for the class sessions. In addition, the instructor considered the dynamics of non-cognitive factors especially for minorities and small class size. Effective instruction at HBCUs requires more of these pre-planned case studies and/or mini-projects as well as individualized instruction tailored to academic needs.