Full Paper:A multi-faceted Model to Enhance Engineering Student Success

Derin Ural

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Conference: 14th Annual First-Year Engineering Experience (FYEE) Conference
Location: University of Tennessee in Knoxville, Tennessee
Publication Date: July 30, 2023
Start Date: July 30, 2023
End Date: August 1, 2023
Conference Session: S6A: Full Papers - Out with the Old, In with the New
Tagged Topic: Full Papers
Page Count: 7
DOI: 10.18260/1-2--44832
Permanent URL: https://peer.asee.org/44832
Download Count: 140

Paper Authors

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Derin Ural University of Miami

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Derin Ural is currently a Professor in Practice, Department of Civil and Architectural Engineering and Associate Dean of Student Affairs at the University of Miami, College of Engineering. Dr. Ural has led faculty development initiatives in active learning pedagogy for her College, and serves as the Academic lead for an interdisciplinary Bachelors degree in Innovation, Technology and Design.

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Abstract

Creating a supportive learning environment remains essential for engineering student success, especially as we have witnessed changing student engagement in the post-pandemic context. Engineering programs globally were challenged to adapt to changing learning environments and modalities. Institutions utilized various technological resources, mentoring, training and support for both engineering students and faculty to ensure continuity and improve effectiveness of teaching and learning. A case for enhancing engineering student engagement and success through a multi-faceted effort at an Engineering College will be presented in this paper. The approach first includes re-evaluating and redefining the role of the engineering students’ academic advisor, faculty mentor and peer mentor. The second approach is to re-evaluate the engineering first year course offerings as well as their content. Third is to re-imagine teaching and learning spaces in engineering, and fourth is the comprehensive assessment of the impact of these new programs. The new first year engineering students have three champions ready to support them as they arrive to campus, with the goal of helping new students succeed during their first year. The College worked with each Engineering Department Chair, as they identified upper class students who were academically strong, and active in meaningful co-curricular activities with the mandate to engage with admitted students bridging the summer prior to their first years. A series of carefully timed scripted messages and activities, culminating in an Orientation in person meeting proved to give new engineering students a successful welcome to campus. The second approach required Engineering faculty to re-consider first year introductory courses offered for Engineering majors, as students were heavily taking science and math courses and disconnected from their engineering major course offerings. A series of new broad, general engineering courses were identified and developed. The first offerings took place the Fall semester following the pandemic closures. The current teaching and learning spaces in the College were renovated to accommodate these active, team-based and challenge-based learning courses. The new initiatives were carefully assessed and monitored. The National Survey for Student Engagement was administered each year for Engineering students following the new initiatives being launched. Results will be shared in the paper.

Citation
Format

Ural, D. (2023, July), Full Paper:A multi-faceted Model to Enhance Engineering Student Success Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee. 10.18260/1-2--44832

TY - CPAPER
AB - Creating a supportive learning environment remains essential for engineering student success, especially as we have witnessed changing student engagement in the post-pandemic context. Engineering programs globally were challenged to adapt to changing learning environments and modalities. Institutions utilized various technological resources, mentoring, training and support for both engineering students and faculty to ensure continuity and improve effectiveness of teaching and learning.
A case for enhancing engineering student engagement and success through a multi-faceted effort at an Engineering College will be presented in this paper. The approach first includes re-evaluating and redefining the role of the engineering students’ academic advisor, faculty mentor and peer mentor. The second approach is to re-evaluate the engineering first year course offerings as well as their content. Third is to re-imagine teaching and learning spaces in engineering, and fourth is the comprehensive assessment of the impact of these new programs.
The new first year engineering students have three champions ready to support them as they arrive to campus, with the goal of helping new students succeed during their first year. The College worked with each Engineering Department Chair, as they identified upper class students who were academically strong, and active in meaningful co-curricular activities with the mandate to engage with admitted students bridging the summer prior to their first years. A series of carefully timed scripted messages and activities, culminating in an Orientation in person meeting proved to give new engineering students a successful welcome to campus.
The second approach required Engineering faculty to re-consider first year introductory courses offered for Engineering majors, as students were heavily taking science and math courses and disconnected from their engineering major course offerings. A series of new broad, general engineering courses were identified and developed. The first offerings took place the Fall semester following the pandemic closures. The current teaching and learning spaces in the College were renovated to accommodate these active, team-based and challenge-based learning courses.
The new initiatives were carefully assessed and monitored. The National Survey for Student Engagement was administered each year for Engineering students following the new initiatives being launched. Results will be shared in the paper.

AU - Derin Ural
CY - University of Tennessee in Knoxville, Tennessee
DA - 2023/07/30
PB - ASEE Conferences
TI - Full Paper:A multi-faceted Model to Enhance Engineering Student Success
UR - https://peer.asee.org/44832
DO - 10.18260/1-2--44832
ER -