Work in Progress: Assessing the Impact of the First-year Summer Experience Program on Engineering Student Development and Transfer into Engineering
- Conference
- Location
-
Salt Lake City, Utah
- Publication Date
-
June 23, 2018
- Start Date
-
June 23, 2018
- End Date
-
July 27, 2018
- Conference Session
-
First-year Programs Division Postcard Session 1: Retention and Student Success Strategies
- Tagged Division
-
First-Year Programs
- Tagged Topic
-
Diversity
- Page Count
-
26
- DOI
-
10.18260/1-2--31270
- Permanent URL
-
https://peer.asee.org/31270
- Download Count
-
446
Paper Authors
Elizabeth R. Kurban University of Maryland, College Park
Elizabeth Kurban serves as the Assistant Director of Retention for the Women in Engineering Program at the University of Maryland Clark School of Engineering. Elizabeth's professional and research interests broadly surround STEM-field access and persistence for women and underrepresented minoritized student populations. She is passionate about equity, diversity, and inclusion in higher education, particularly in the context of engineering. Elizabeth recently earned her Ph.D. in Higher Education from the University of Maryland's College of Education. Prior to her journey at UMD, Elizabeth worked in higher education policy research in Washington, DC and earned an M.S.Ed in Higher Education Administration from the University of Pennsylvania and an M.A. in Cognitive Science from the University of Delaware.
Paige E. Smith University of Maryland, College Park
Paige Smith, Ph.D. is the director of the Women in Engineering Program in the A. James Clark School of Engineering at the University of Maryland. Paige has over 20 years of experience with recruiting and retaining diverse populations in engineering. Under her leadership, the Women in Engineering Program received the 2008 National Engineers Week Introduce a Girl to Engineering Day Award. She is the principal investigator for a National Science Foundation's Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) grant called the Successful Engineering Education and Development Support (SEEDS) Program. SEEDS extends successful women in engineering retention programs to all first-year and new external transfer students in the Clark School. Paige is the co-lead for the Mid-Atlantic Girls Collaborative (MAGiC), a regional collaborative within the NSF-funded National Girls Collaborative Project which brings together girl-serving organizations across Delaware, Maryland, Virginia, and Washington, D.C. that are committed to increasing the number of young women pursuing science, technology, engineering, and math (STEM) careers. Currently, Paige is serving as the Immediate Past President for the Women in Engineering ProActive Network (WEPAN). Paige earned her Ph.D. and M.S. in industrial and systems engineering and B.S. in engineering science and mechanics from Virginia Tech.
Kurubel Belay University of Maryland
Abstract
The First Year Summer Experience (FYSE) program is a three-week residential summer orientation program focused on the development and strengthening of math-intensive engineering problem-solving skills. Recruitment and selection of participants is targeted toward inclusion of women, underrepresented racial/ethnic minorities, first-generation college students, engineering admits with weak mathematics preparation, and students interested in engineering but who were not admitted. From 2012 to 2017, there have been 238 FYSE participants, including 107 students majoring in engineering and 131 students in the Letters & Sciences division. This paper will explore a work in progress in understanding participants’ longitudinal progress to transfer into engineering majors and degree completion. This discussion will be supplemented with survey and focus group data to explore the extent to which students were supported by the components of the FYSE program.
Kurban, E. R., & Smith, P. E., & Belay, K. (2018, June), Work in Progress: Assessing the Impact of the First-year Summer Experience Program on Engineering Student Development and Transfer into Engineering Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31270
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015