Correlating Freshman Engineers’ Performance in a General Chemistry Course to Their Use of Supplemental Instruction

Abstract

where he co-founded Automated Cell, Inc. He has been a Visiting Professor of Bioengineering at the Franklin W. Olin College of Engineering as well as a Visiting Scholar in Biomedical Engineering at Boston University. He also has led R&D teams at Organogenesis Inc. and Polymerix Corporation developing tissue-engineered medical products and druggenerating biodegradable polymers, respectively. He is the inventor on ten issued US patents. He has been the recipient of the first Whitaker Young Investigator Award from the Biomedical Engineering Society, a Searle Scholar Award, and an Early Career Development Award from the NSF as well as a two-time recipient of the Omega Chi Epsilon Outstanding Faculty Award from the Xi Chapter of Northeastern Student Affiliate of American Institute of Chemical Engineers and of the Outstanding Teacher of First Year Engineering Students from the College of Engineering at Northeastern. He recently has published the textbook General Chemistry for Engineers with Cognella Academic Publishing.

Supervised Learning Applied to Graduation Forecast of Industrial Engineering Students

“…This last reason is interesting since engineering courses differ from other majors mainly by the programmatic activities, where the curriculum requires engineering students to not only participating in educational enriching activities, but also to gaining marketable experiences (Lichtenstein et al, 2010), which highly affects the daily time these students dedicate to study. Furthermore, several other research sought to understand about the motivations behind the retention of students from Science, Technology, Engineering, and Mathematics (STEM) courses, considering different attributes, especially the cognitive ones, as addressed in this work (Coletti et al, 2014;García-Ros et al, 2019;Hieb et al, 2015;Koenig et al, 2012;Wang et al, 2015).…”

Impact of Peer-Focused Recitation To Enhance Student Success in General Chemistry

“…12,15,16 A downside to the SI model though is that it is voluntary, which may translate into low participation from students. 17, 18 A crucial component for student success at the university level is that students feel ownership over their learning. The ability to compensate for poor academic preparation through motivation, a strong belief in their capacity for success, and a desire to achieve goals is crucial for students entering into their first university courses.…”

2020 BEST ZONE III PAPER WINNER - Supplemental Instruction and Just-in-Time Tutoring: The Who, When, and Why Students Attend in a First-Year Engineering Course

“…The SI Leader is also required to attend the lectures to get re-acquainted with the material as well as build rapport with the instructor and students. SI creates a non-threatening supportive learning environment due to the fact that it is peerfacilitated which has particular relevance for underprepared and minority students who are often reluctant to seek help [10][11][12]. Findings suggest that creating learning environments that offer students an atmosphere of care, respect and interaction can influence students' confidence in their learning and enhance their performance and retention within an engineering curriculum [10].…”

“…A culture of belonging is an important factor in retention and increases learner satisfaction at the institution [11]. This peer aspect of SI is identified as a critical component for engineering students who appear to be consistently more comfortable going to a fellow student (or TA) for extra help over an instructor or other faculty member [12].…”