Tapia, J. R., & Howard, E. A., & Sassenfeld, R. (2016, June), Student Success through College of Engineering Freshman Year Experience Program  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25930

\bibitem{asee_peer_25930}
  Tapia, J. R., \& Howard, E. A., \& Sassenfeld, R. (2016, June), \emph{Student Success through College of Engineering Freshman Year Experience Program}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25930

John Ross Tapia, Elizabeth Ann Howard, and Rolfe Sassenfeld.  "Student Success through College of Engineering Freshman Year Experience Program".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25930 Internet.  17 May, 2024

\bibitem{asee_peer_25930}
  John Ross Tapia, Elizabeth Ann Howard, and Rolfe Sassenfeld.
  "Student Success through College of Engineering Freshman Year Experience Program".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25930 Internet.  17 May, 2024

@INPROCEEDINGS{asee_peer_25930
author = "John Ross Tapia, Elizabeth Ann Howard, and Rolfe Sassenfeld"
title = "Student Success through College of Engineering Freshman Year Experience Program"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25930}
number = {10.18260/p.25930}
}

TY  - CPAPER
AB  - Student Success through College of Engineering Freshman Year Experience Program 
This is an evidence-based practice paper and will focus on the Freshman Year Experience (FYE) implemented at a Hispanic serving institution. Due to the retention rate for first-year full time engineering students prior to the school year of 2014-2015 of 63.9% (persistence from matriculation to their sophomore year) the College of Engineering made a decision to implement a FYE program. The program was designed to help retain students in the COE, and in addition provide student strategies to succeed in college.  The college first-year student retention rate rose by 14.6% to a total of 78.5% from freshman to their sophomore year. 
The overarching goals for the program were to help facilitate the transition from high school to University learning environments.  The program implemented problem based learning, flipped classroom instruction, discovery of student resources on campus, among other FYE and engineering curriculum strategies. Through coordination with the English department we aimed at a comprehensive approach to intertwine the introductory English and Engineering course curriculums.  In addition, all students who enrolled in the Introduction to Engineering (ENGR 100) enrolled in an engineering student only English course focused solely on engineering writing. 
During the first year, the program implemented an ENGR 100 course and freshman year experience to aide students in their freshman year. Throughout the first semester of implementation, the ENGR 100 course was instructed by seven different professors in seven sections including four department heads.  After assessing each course, it was discovered that some sections did not follow the same curriculum, making it difficult to assess the varied objectives.  The COE implemented a program manager to help oversee the program and lead instructor who develops the curriculum, course objectives, and student success strategies. Currently, there are 12 sections being taught by 3 faculty, and 6 graduate students.  
Starting fall 2015 the course objectives will be assessed by each section, since all sections follow the same curriculum we will be able to analyze outcomes for the entire ENGR 100 cohort. Our assessment will entail student and instructor surveys based on the FYE and ENGR 100 learning outcomes.  The data will provide us with the ability to make comparisons to determine what is helping/not helping the student’s success to persist in the COE. After reviewing the results we will be able to reflect and research other strategies that can be later implemented to assist in student success.
The ENGR 100 course has made several key changes since the first semester of its implementation in the fall 2014.  Some of these modifications include changing the mathematics co-requisite course to college algebra in order to reach more students. We have also implemented a mandatory workshop for all students, which is guided by their peer mentors. Peer mentors provide the students with an upper classman peer who can provide support inside and outside of the classroom.  In our paper we will continue to discuss specifics regarding the ENGR 100 course, peer mentoring, intervention strategies, and FYE components.  

AU  - John Ross Tapia
AU  - Elizabeth Ann Howard
AU  - Rolfe Sassenfeld
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Student Success through College of Engineering Freshman Year Experience Program
UR  - https://peer.asee.org/25930
DO  - 10.18260/p.25930
ER  -