Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering Success

Stephan, Elizabeth; Whisler, Laurel; Stephan, Abigail T.

doi:10.18260/1-2--31305

Cited by 5 publications

(6 citation statements)

References 6 publications

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“…First, the Pre-Calculus focused ENGR 1250 sections were cohorted together with a university level student success course and within their Pre-Calculus sections. This strategy has been used in the past [12][13][14][15][16] and has shown to be effective in elevating student success. The true strength of this method is to provide a pathway to increase student study groups, camaraderie, and peer instruction.…”

Section: Methodsmentioning

confidence: 99%

The Effects of Specialized Section Groupings on Success Rates in a Freshman Problem Solving Course

Ewing

2020 Gulf Southwest Section Conference Proceedings

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The University of Texas at Arlington (UTA) created a first year engineering course using the Student Centered Active Learning Environment with Upside-down Pedagogies (SCALE-Up) method in order to reinforce the student's ability to solve engineering related problems. This class is called Engineering Problem Solving and teaches proper problem solving methodology and programming in an active and collaborative environment, shown to benefit the even the most diverse student groups. Since its inception, however, students placed into Pre-Calculus, instead of being Calculus ready, have suffered from higher failure rates than any other student grouping. While strategies such as Supplemental Instruction (SI) have been shown to improve student performance in this group, other strategies have been implemented for Fall 2019. Specifically, UTA has attempted to separate the Pre-Calculus students into their own sections while allowing other sections to be for students who are Calculus ready. This separation allows UTA to customize the in class activities and messaging to more fully engage both of these student groups. This paper will assess the effectiveness of this experiment by comparing student success rates, defined as receiving an A, B, or C in the course. Further, this paper will compare student groups between Fall 2018 and Fall 2019, broken down by Calculus ready, Pre-Calculus students in non-specialized sections as a control group, and Pre-Calculus students in these specialized sections. This paper will show that this separation favorably affects the student success rates, for both the Pre-Calculus students as well as the Calculus I or above students.

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Section: Methodsmentioning

confidence: 99%

The Effects of Specialized Section Groupings on Success Rates in a Freshman Problem Solving Course

Ewing

2020 Gulf Southwest Section Conference Proceedings

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“…Entangled Learning [1] (Figure 1) shapes the pedagogy of the course. As a framework for learning, Entangled Learning (EL) promotes learner-designed activities for self-directed learning and application through personal practices to deepen and improve the quality of the learning.…”

Section: Metacognitive Content and Entangled Learningmentioning

confidence: 99%

“…Additional goals are to equip the students with skills for academic success, build a learning community, and provide mentoring. Most of the students in the program enter with characteristics that place them at risk for graduating [1]. Students in the program enroll in a yearlong sequence that reviews precalculus concepts and covers Calculus I content at a slower rate.…”

Section: Introductionmentioning

confidence: 99%

Promoting Metacognitive Awareness in a First-Year Learning Strategies Course for Cohorted General Engineering Students

Whisler

Stephan

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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sity's Westmoreland Academic Success Program. In this capacity, she provides vision and direction for the Tutoring and Peer-Assisted Learning (PAL) programs and provides support to the General Engineering Learning Community. She is also co-developer of Entangled Learning, a framework of rigorouslydocumented, self-directed collaborative learning. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University.

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“…The General Engineering Learning Community (GELC) at Clemson University was created in Fall 2017 to provide entering first-year engineering students, who were underprepared in Calculus, with resources and a curriculum that contributes to their success at the university level, as it was noticed that many of these students struggled to stay "on course" for graduation, with many dropping out of engineering entirely. The overall goal of the GELC is to increase the retention of engineering students entering the university with underprepared calculus skills [1,2]. Two secondary goals of the program that feed into the first include providing academic support through on-campus resources and constructing a community of learners.…”

Section: Introductionmentioning

confidence: 99%

Peer Sharing Presentations in a First-Year Engineering Learning Strategies Course

Stephan

Whisler

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Abby is a doctoral student in the Learning Sciences program at Clemson University. Broadly, her research interests include intergenerational learning in informal settings, self-directed learning, and cultural influences on the learning process. Abby currently works as a graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their development of self-regulation and time management skills, effective learning strategies, and positive habits of mind.

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Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering Success

Cited by 5 publications

References 6 publications

The Effects of Specialized Section Groupings on Success Rates in a Freshman Problem Solving Course

The Effects of Specialized Section Groupings on Success Rates in a Freshman Problem Solving Course

Promoting Metacognitive Awareness in a First-Year Learning Strategies Course for Cohorted General Engineering Students

Peer Sharing Presentations in a First-Year Engineering Learning Strategies Course

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