Freshman introductory engineering seminar course: coupled with bridge program equals academic success and retention

Reyes, Maria A.; Anderson-Rowland, Mary R.; McCartney, Mary Ann

doi:10.1109/fie.1998.736904

Cited by 34 publications

(39 citation statements)

References 9 publications

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“…Administrations of many universities across the United States have recognized the need for some sort of intervention to bolster student success and retention rates in specific majors. They use combinations of different approaches, including short (less than 2-wk) orientation sessions or multiple-week summer programs in conjunction with freshman year seminars and/or specific course loads; and sometimes even complete undergraduate academic intervention (Malave and Watson, 1998;Reyes et al, 1998;Chevalier et al, 2001;Fletcher et al, 2001b;Gordon and Bridglall, 2004). Participation in a firstyear seminar has been shown to have a statistically significant positive impact on student success (House and Kuchynka, 1997;Minchella et al, 2002).…”

Section: The Future Of Biosmentioning

confidence: 99%

“…Participation in a firstyear seminar has been shown to have a statistically significant positive impact on student success (House and Kuchynka, 1997;Minchella et al, 2002). Longer-term bridge and orientation programs are common and effective in specific fields or for targeted groups, such as all engineering majors (Soulsby, 1999), minority engineering (Reyes et al, 1998), women in engineering (Fletcher et al, 2001a), and first-generation college attendees (Pascarella et al, 2004).…”

Section: The Future Of Biosmentioning

confidence: 99%

“…A freshman bridge program and seminar course at Arizona State University (Reyes et al, 1998) was created by the Office of Minority Engineering Programs to increase enrollment and retention of minority engineering students. The retention rates in the first year were 66% for program participants and 54% for nonparticipants.…”

Section: The Future Of Biosmentioning

confidence: 99%

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Biology Intensive Orientation for Students (BIOS): A Biology “Boot Camp”

Wischusen

2007

LSE

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The Biology Intensive Orientation for Students (BIOS) Program was designed to assess the impact of a 5-d intensive prefreshman program on success and retention of biological science majors at Louisiana State University. The 2005 pilot program combined content lectures and examinations for BIOL 1201, Introductory Biology for Science Majors, as well as learning styles assessments and informational sessions to provide the students with a preview of the requirements of biology and the pace of college. Students were tracked after their BIOS participation, and their progress was compared with a control group composed of students on the BIOS waiting list and a group of BIOL 1201 students who were identified as the academic matches to the BIOS participants (high school GPA, ACT score, and gender). The BIOS participants performed significantly better on the first and second exams, they had a higher course average, and they had a higher final grade than the control group. These students also had higher success rates (grade of "A," "B," or "C") during both the fall and spring semesters and remained on track through the first semester of their sophomore year to graduate in 4 yr at a significantly higher rate than the control group.

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Section: The Future Of Biosmentioning

confidence: 99%

Section: The Future Of Biosmentioning

confidence: 99%

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Biology Intensive Orientation for Students (BIOS): A Biology “Boot Camp”

Wischusen

2007

LSE

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“…Arriving to campus early gives the new students the opportunity to begin fostering relationships with peers from their discipline, and sometimes more advanced students serving as mentors, and allows them to get comfortable on campus before the Fall semester starts 32 . Since the inception of these programs, they have drastically improved retention rates and academic success among traditional undergraduate students 33 . More recent studies on bridge programs have found that, compared to groups of students that did not participate in the program, they had higher retention rates among female and underrepresented minority students 34 .…”

Section: Exploring Nontraditional Characteristics Of Students In a Frmentioning

confidence: 99%

Exploring nontraditional characteristics of students in a freshman engineering course

Corley¹,

McNeil²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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William B. Corley, M.S., is the graduate research assistant on this project. He is an experimental psychology graduate student with the Department of Psychological and Brain Sciences at University of Louisville. He has a bachelor's degree in psychology and a master's degree in experimental psychology with a cognitive psychology concentration. His background includes several educational research projects and training in statistical methods. Research includes investigating nontraditional students in engineering, the intersection of coop experiences and higher education institutions, and how students decide their major. Other research has included how engineering faculty consider quality teaching through the ABET accreditation process and the university climate.

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“…A full time mentor (same person since inception) is assigned during the summer and is part time during the academic year. [3,4,5,6,7,8,9] for engineering students over the last three decades. We are unaware of any that lasted for the full ten week summer term and that enrolled students for credit in both College Algebra and Trigonometry.…”

Section: Introductionmentioning

confidence: 99%

Summer Engineering Enrichment Program Results Exceed Expectations

Whalin

Pang

2015 ASEE Annual Conference and Exposition Proceedings

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A long term ten week residence summer engineering enrichment program for incoming first year engineering majors with ACT Math scores of 17-25 (equivalent SAT Math scores of 470-620; 35%-80%) is exceeding retention/graduation in engineering expectations, especially time to graduate. Relatively unique program aspects are the ten week residence length, 8 semester hours of College credit [College Algebra (3), Trigonometry (3), University Success (2)], zero cost for the student, and 100% underrepresented minorities (not required). The first two cohorts produced twelve (20% or 12/61) 4 year engineering graduates which quadrupled the historical 4 year graduation rate of less than 5%. The five year engineering, STEM and university graduation rates for the first cohort (2009) were 29%, 42%, and 50% respectively. The 2009 and 2010 cohorts produced 19 engineering graduates to date with an average time to graduate of 4.18 years, a reduction of a year in the historical rate. Part of this larger than expected decrease in time to graduate is most likely due to the periodic offering of some upper division required courses in one or two departments due to small student numbers. Additionally, 15/19 (79%) graduates had ACT Math scores of 20-25 and 4/19 (21%) had ACT Math scores of 17-19 with similar numbers in each group (32 and 29 respectively). The program is increasing retention in engineering and increasing graduation rates.

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Freshman introductory engineering seminar course: coupled with bridge program equals academic success and retention

Cited by 34 publications

References 9 publications

Biology Intensive Orientation for Students (BIOS): A Biology “Boot Camp”

Biology Intensive Orientation for Students (BIOS): A Biology “Boot Camp”

Exploring nontraditional characteristics of students in a freshman engineering course

Summer Engineering Enrichment Program Results Exceed Expectations

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