Assessment of the impact of the freshman engineering courses

Budny, Dan; Bjedov, G.; LeBold, William K.

doi:10.1109/fie.1997.636047

Cited by 49 publications

(41 citation statements)

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“…Previous studies have already shown that grades students earn in their first mathematics course influences their retention in engineering 10,11 . How do the grades students earn influence their progress through the mathematics sequence?…”

Section: How Much Difference Does the Grade In The First Mathematics mentioning

confidence: 99%

Patterns of Students’ Success: How Engineering Students Progress Through a Course Sequence

Froyd¹,

Shryock²,

Tripathy³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, curriculum redesign, and assessment. He has served as a program co-chair for three Frontiers Miss Manisha Tripathy, Texas A & M UniversityManisha Tripathy is a Masters student in Computer Science and Engineering Department at Texas A&M University.Currently she is working as a Student Worker with Engineering Academic and Student Affairs at Texas A&M University.She did her B Tech in Electronics and Telecommunication Engineering from KIIT University,India . Prior to joining as a master's student,she worked as an Assistant System Analyst at Tata Consultancy Services Ltd.Her work primarily included java development and application management activities. Her research interests include data analysis,information retrieval and application software development. Prof. arun r srinivasa, Texas A&M UniversityDr Arun Srinivasa is the Holdredge/Paul Professor and associate department head of Mechanical Engineering at Texas A&M University and has been with TAMU since 1997. Prior to that he was a faclty at University of Pittsburgh. He recieved his undergraduate in mechanical Engineering from the Indian Institute of Technology, Madras, India in 1986 and subsequently his PhD from University of California, Berkeley. He research interests include continuum mechanics and thermodynamics, simulations of materials processing, and smart materials modeling and design. He teaching interests include the use of technology for education, especially in the area of engineering mechanics and in effective teaching methodologies and their impact on student progress in mechanical engineering. Rebecca C Simon, Texas A&M University Rebecca Simon is a Program Specialist for Undergraduate Retention in the Dwight Patterns of Students' Success: How Engineering Students Progress through a Course Sequence AbstractIncreasing the number and diversity of graduates with undergraduate degrees in engineering continues to be highlighted in national reports. Improving the number of engineering graduates is not only a matter of recruitment but also a critical matter of retention. Currently, less than half of the students entering engineering persist and ultimately attain an engineering degree. Retention studies, in general, have evaluated cohorts related to specific lengths of time, such as first or second year retention. The studies have provided less information on patterns of student performance in courses in the engineering curricula and instead many times focus on success in a first course. The authors in this study examine how patterns of progression through course sequences might be used to improve retention in engineering.This approach visualizes how engineering students are progressing through course sequences. Engineering curricula are complex with multiple required courses, many of which have one or more prerequisites. S...

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Section: How Much Difference Does the Grade In The First Mathematics mentioning

confidence: 99%

Patterns of Students’ Success: How Engineering Students Progress Through a Course Sequence

Froyd¹,

Shryock²,

Tripathy³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…It has long been recognized that the introductory engineering courses within the first year of the engineering curriculum play a critical role in student attitudes towards engineering as a suitable profession 3 . Active learning classroom techniques, particularly those that focus on engaging freshman students in carefully chosen design projects 4 , are connected to increased student mastery of the course subject material 5 .…”

Section: Introductionmentioning

confidence: 99%

Impacts of Engineering Engagement Activities for First-Year Students

Gartner

Wie

Reinkens

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Jacqueline Burgher is a PhD Candidate at Washington State University in the Voiland School of Chemical and Biological Engineering. She received her bachelor's degree from Anderson University, worked in industry, received an MBA from Anderson University and is currently working with Prof. Bernard J. Van Wie on fabricating, optimizing, and implementing a miniaturized gasification system for use in the engineering classroom.

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“…The effective implementation of peer learning and tutorials within the introductory coursework can play a significant role in preventing early departures from STEM programs 6,7 . Therefore, to enhance retention of STEM-intending students at the University of Louisville, our project's focus will be centered on select introductory courses for STEM majors.…”

Section: Introductionmentioning

confidence: 99%

Peer-Led Team Learning in an Introductory Calculus Course

Lewis¹,

Willing²,

Rockaway³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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The Partnership for Retention Improvement in Mathematics, Engineering, and Science (PRIMES) is an NSF STEP program being implemented in three different schools: Engineering, Education, and Arts and Sciences, and across nine different departments at the University of Louisville. The cornerstone of this program is the development of Peer-Led-Team-Learning (PLTL) communities in several of the foundation courses for each of the participating departments. A fundamental concept of the communities approach is to utilize undergraduate teaching assistants (UTAs). When mentors/peer leaders (UTAs) are closer to their age and/or experience, students in the course are more comfortable and more likely to be engaged.The exact implementation of PLTL model varies between schools, departments, and courses, but every implementation uses UTAs to present material and/or to provide help with homework problems. Within the departments and courses assessed at the J. B. Speed School of Engineering, implementation of the PLTL model has varied between using external volunteer attendance sessions versus mandatory in-class sessions. Each implementation style has advantages and disadvantages.External volunteer attendance sessions allow for a better relationship between the peer leader and the student attendees. The disadvantage of a volunteer session is that participation by students is reduced unless attendance is heavily incentivized. The mandatory in-class peer led groups have the advantage of greater attendance, and instant feedback on lecture materials. However, depending on the implementation of the course, this method may reduce instructor led class time. The in-class method can also be chaotic in the classroom with multiple peer leaders simultaneously meeting in groups. Group work in general may also foster a false impression of understanding the topics, since students work the problems correctly in a group setting. This paper will provide an introduction to the PRIMES program, and a description of one course created using a variation of the emporium model to deliver an Introductory Calculus course, using UTAs to foster learning in the class meetings. The modified emporium model has dedicated course meeting times where students are required to attend the assembly much like a traditional course. This past semester there were six sections of this course taught. All six sections were led by UTAs, with four sections utilizing three person groups. The other two sections used the same materials and were led by UTAs without the three person groups. The course also uses online interactive and educational software to deliver the material and automatically grade the students' assignments.

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Assessment of the impact of the freshman engineering courses

Cited by 49 publications

References 0 publications

Patterns of Students’ Success: How Engineering Students Progress Through a Course Sequence

Patterns of Students’ Success: How Engineering Students Progress Through a Course Sequence

Impacts of Engineering Engagement Activities for First-Year Students

Peer-Led Team Learning in an Introductory Calculus Course

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