Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashish D. Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Roobini Vijayabalan; Athira Suresh Kumar Nair

Tagged Divisions

First-Year Programs

2020, 28 withdraw from the course in lieu oftheir poor performance. Due to the impact of COVID in Spring 2020, the withdrawal deadline forour institution was pushed back significantly and also students planned to utilize the alreadyadvertised pass/fail policy. These reasons could seem to explain the low withdrawal rate and highfailure rate. In Fall 2020, students were offered to take the pass/fail policy on any two courses, butthis was announced much later in the semester. By then most students had already withdrawn fromthe course. Figure 5 shows the pass/fail/withdraw grade break down for FED101 for all threesemesters. A significant number of students (more than half of the class) failed the class duringSpring 2020. Fall semesters overall

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

this step, teams brainstorm andexplore different approaches to dispensing frosting onto the cookie (i.e. knife, frosting bag,frosting syringe, etc.). A prototype, written procedures, and safe food handling plan is thendeveloped to be used for creating cookie sandwiches. The teams are then provided a smallquantity of cookies and frosting in order to perform a test.Prior to the two volunteers performing the assembly test, teams are given ten minutes to train thevolunteers however they see fit. The purpose of utilizing volunteers during the assembly test is tohelp students determine if the procedures are clear, if any assumptions have been made, and ifthey effectively communicated with the volunteers. Oftentimes, teams quickly realized that

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University, West Lafayette; Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

educational psychology studies argued that the study strategies comprise of thestudents’ behaviors related to learning, such as the ability to organize information, planning,motivation, and so on [9], [10]. Also, Graham & Robin [11] considered study strategies as thespecific processes taken by the students to learn a specific topic.Prior studies have researched the relationship between study strategies with students’ academicachievement. For instance, Sangiry and colleagues [12] have studied the different factorsresponsible for the academic achievement of pharmacy students. They found that timemanagement (prioritizing the content for the exam preparation) and study strategies (whilestudying, ability to guess the important questions for the exam

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

Tagged Divisions

First-Year Programs

students as Phase I of this project, for which no data willbe collected.In Phase II of this project, which will start in the fall of 2020, we will require student groups toinclude a reference slide as part of their oral presentations. We will plan to compare presentationslides and reference slides from groups that received the ILI intervention against control groupsthat did not receive the ILI intervention. To determine the effectiveness of this intervention inPhase II, student achievement of learning outcomes will be assessed in two ways. We willmeasure student achievement of two learning outcomes by customizing a rubric previouslydeveloped by a team of librarians for evaluating undergraduate research assignments [30]. Thisrubric, inspired by the

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University; Liya Ni, California Baptist University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

teachers are already inquiring if we can schedule the presenters for this semester too. To be honest this group is tied 3 ways for favorite & best presentation.  They were great!  All the students were very professional and caring.  I am glad to bring students to external venue in this case C4TK@LA hackathon. I got positive feedback from the event organizer that it would have been not possible without our students help.  I wish other college do the same thing to encourage student servicesThe 7 out of 20 responders answered the last question of areas of improvement and all 7responses were ‘none’ for the areas of improvement.Continuous Improvement of the courseWe plan to include more detailed surveys

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ariana Gabrielle Tyo, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Nathan D. Manser, Michigan Technological University

Tagged Divisions

First-Year Programs

material and format are deployed with efficacy [18-19]. Inthis particular study the instructor was female, and as noted by other researchers [20], maycontribute to an overall lower impression of knowledge. However, this defense is furthercomplicated because the graduate student leaders in this study were also female in gender. It ispossible that graduate students, despite being female, were able to develop trust/confidence inthe students through spending more time with them. Normally, the format of the LEAP modelallows for about five hours of planned contact between the leader and their students, but it ispossible that the female leaders made additional time investments. This possibility will alter theinformation that we collect during subsequent

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Charles McDowell, University of California, Santa Cruz; Adrienne Harrell, University of California, Santa Cruz

Tagged Divisions

First-Year Programs

good 100% 76.9% understanding of the requirements for my major and what (7/7) (10/13) courses I should be taking in my first quarter at UCSC.Table 2: Percentage of students responding either "Strongly agree" or "Agree." Otheroptions were "Neutral", "Disagree," and "Strongly disagree." There were responses from7 out of 10 ETTP participants and 13 out of 45 Non-ETTP participants. Actual counts areshown in parenthesis.We plan to follow-up with the current ETTP students to find out how we can change the programso that they would all be able to agree with the questions in the survey. We were most surprisedthat one ETTP student indicated that he or she did not know where to go for academic advisingand support

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

William Howard, East Carolina University; Joseph Musto, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

modeling software, along with the advances incomputer hardware of the past fifteen years, has enabled the design cycle to be compressed inmany industries.One topic of debate among engineering educators is whether or not 2-D graphics should betaught before 3-D. A consideration that is sometimes lost in this debate is the meaning of theterm 2-D graphics. This term can be used to describe: 1. The representation of 3-D objects with 2-D multi-view engineering drawings, and 2. The representation of objects/systems that are idealized as two-dimensional, such as floor plans, site plans, and circuit diagrams.If engineering graphics instruction is to include 2-D graphics as described by the first definition,then 3D objects must be introduced at

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jaskirat Sodhi, New Jersey Institute of Technology; Ashish Borgaonkar, New Jersey Institute of Technology; Edwin Hou, New Jersey Institute of Technology; Moshe Kam P.E., New Jersey Institute of Technology

Tagged Divisions

First-Year Programs, Mathematics

Fall 2016 9 2 Fall 2017 11 9Course Analysis: QualitativeIn addition to doing a quantitative analysis, we also conducted a qualitative analysis. Thisconsisted of gathering feedback from the instructors who taught the course and constructivefeedback from students on how to improve the course. The two key recommendations that weremade and the actions taken to implement them are: (1) Offer a different version of this course for MATH108 students with fewer topics and more in-depth study of pre-calculus topics. Newer topics such as Complex Numbers and Matrix Algebra would also be added. We plan to

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph Anthony Gulotta, Rowan University; Nicholas Steven Parisi, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

First-Year Programs

researchquestions for this platform, the platform activity (or quest) design, the implementation plan, theassessment plan, and summary.Research QuestionsThe freshman engineering course that was selected for implementation of the gamificationplatform covers a wide range of multidisciplinary topics that are prevalent within all engineeringdisciplines. The overarching topics include professionalism, engineering mathematics,communication, efficiency, ethics, and project-based tasks. Gamification of the homeworkwithin this course serves multiple goals. The progression through the gamification platformshould allow the students to feel freedom of choice and control over their learning providing fora personalized learning environment where students can learn at

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Victoria E Goodrich, University of Notre Dame; Leo H McWilliams, University of Notre Dame; Catherine F Pieronek, University of Notre Dame

Tagged Divisions

First-Year Programs

, reflections were ignored as asource of information.Events were first categorized based on how convenient they were for the students to attend(Table 2). For instance, an event that did not require advanced planning on the part of thestudent and could be completed at any time (i.e. – reading and reviewing a technical paper) wascoded as “highly convenient” while a career fair that has a set date but drop-in hours was codedas “medium convenience”. Table 2 shows the number of reported events that fell into eachcategory. The vast majority of events in both years were low convenience events, indicating thatthe event took place on a set time and date. Table 2: Coded Convenience Level of Events Reported by Sample GroupCode Level Description

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Ulan Dakeev, University of Michigan, Flint

Tagged Divisions

First-Year Programs

college/university and high school level students. Page 26.23.3Literature Review The MSLQ is more narrowly focused and oriented similarly; it encompasses students’motivation and their learning strategies, thereby providing different information. It is based onimportant theoretical insights into the nature of learning and the determinants of academicperformance7 which have been used by several studies. Self-regulated learning is an integratedlearning process, which consists of behavior growth that affects students’ learning. Moreover,the learning process is planned and adjusted according to the student’s objective, so that changeswill

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay A. Weitzen, University of Massachusetts, Lowell; Md Mamunur Rashid, University of Massachusetts Lowell; Stephen Johnston, University of Massachusetts, Lowell; Eric L. Maase, University of Massachusetts, Lowell; David J. Willis, University of Massachusetts, Lowell

Tagged Divisions

First-Year Programs

committee then wanted to know what the students thought. The committee designeda detailed survey for engineering students who had already taken the introductory coursesequence to better understand what they actually learned and how useful they felt it was as theyprogressed through their respective programs (year 2 through 4 students). Along with the general survey the committee wanted to talk to students directly, and partof the plan was to conduct a focus group of selected upper class students in each department tosurvey their feelings about potential program redesigns based on their experiences with theoriginal program. After analyzing the results of the focus group, the survey, and the analysis of otherprograms, the next step in

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, NYU Tandon School of Engineering; Yona Jean-Pierre, NYU Tandon School of Engineering

Tagged Divisions

First-Year Programs

equipment. We encouraged use of the videobefore, during, and after the lab. The content in the video added to content currently used in thecourse, and it was intended to replace some of the one on one interaction with instructors onbasic concepts. More videos will be developed in the future and the method of quizzing studentson the material is being developed.Analysis of ResultsThe video implemented in this course and the future videos that are planned are intended toprovide a visual connection between concepts and the physical world. It is anticipated that theflipped classroom resources will improve students’ understanding of the material, facilitate peerdiscussion, and allow for faster engagement in the hand-on components of the course. With

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hadil Mustafa, California State University, Chico

Tagged Divisions

First-Year Programs

classes with a letter grade of C- or better. Thelong-term assessment of this study will track the success rate among tutored students in thetargeted courses throughout the school year. We will also monitor the retention rate of studentswho have used the service in their freshman and sophomore years. Given that 60% of ouradmitted students drop out or change major during the first two years of their academic career[3], the service is expected to improve retention rate through offering support to students in theirfirst engineering classes.References:[1] “California State University Graduation Initiative 2025, CSU Systems and Campus Completion Goalsand Plans”, September 9, 2016. https://www2.calstate.edu/csu-system/why-the -CSU-matters/graduation

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Divisions

First-Year Programs

on effective interventions that will promote studentlearning and positive grade outcomes in first year engineering courses. This historically difficultcourse (EE 306) has warranted multiple forms of academic support, including undergraduate TAoffice hours, tutoring and Supplemental Instruction (SI). Careful attention has been paid toindividualize these programs to emphasize the content and study skills students need to besuccessful in these specific courses. Encouraged by Shew et al’s findings [2], we wanted toimplement the collaborative mock exam reviews as a new and innovative option to assiststudents in their planning, preparation and overall actual exam performance.Limitations of StudyLimitations of assessing correlations between grade

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado at Boulder; Jacquelyn Sullivan, University of Colorado at Boulder; Beverly Louie, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

students to complete a worksheet demonstratingsuccessful teamwork through a social style framework. Different components of effectiveteamwork were presented as follows: ‚ Driving — Setting goals, meeting deadlines, dividing up the workload, ‚ Expressive — Brainstorming, communicating with others, assigning roles, action, ‚ Amiable — Working cohesively, ensuring equal participation, resolving conflict, ‚ Analytical — Critiquing the design, troubleshooting design problems.Student teams were asked to use this list to analyze their teamwork and pick the greateststrengths and challenges for their team. Each team had to develop a plan to meet one challenge,and team members reported on how they could be more versatile in helping the team meet

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Steven Bradley, Indiana University; Walter Bradley, Baylor University

Tagged Divisions

First-Year Programs

professor with their own experiences, some good and some bad. Students are often morewilling to learn from other students than from professors, and especially to learn from themistakes of their peers, making the video presentation quite effective. The video program ispresented in five segments, each about 20 minutes in length, with a 10-15 minute personalapplication activity that the students do in their workbooks. The 50-page workbook which eachstudent gets includes 25 pages of notes from the seminar and 25 pages of personal applicationsactivities. The topics covered in the seminar include: • Select your destination (where do you want to be in five years); • Determine your path (focusing on goal setting for the semester); • Planning to

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Scott Michael Abernathy, Ohio State University; Barbara Elizabeth Carruthers, Ohio State University ; Kayla Fay Presley, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

25.849.3students principals of design, research, project planning, and teamwork. The latter two coursesare relatively newer, and therefore smaller classes. Students were able to select freely whichcourse they would like to participate in.Many of the students who took the nanotechnology and microfluidics course were Biomedical orChemical Engineering pre-majors. All were honors students and had previously taken a course inmechanical drafting and drawing, as well as a course in computer programming using C++ andMATLAB. Students were placed in teams of four by matching groups based on self-suppliedcharacteristics, such as leadership ability and confidence when using solid modeling programs.The class consisted of two parts: a hands-on microfluidics part and a

Conference Session

Design in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Richard Bennett, University of Tennessee, Knoxville; Will Schleter, University of Tennessee, Knoxville

Tagged Divisions

First-Year Programs

Forms Page 15.1063.8To facilitate grading in a large class, much of the feedback from the projects is obtained by theuse of online forms. Each student is required to fill out an online form as part of their grade.The online forms are used both for students to record their data, as well as to reflect on theirperformance as a team.The first team project that the students accomplish is usually an estimation project (e.g. Paint theJumbotron Orange). The feedback form for this project focuses on the performance as a team.The questions asked are:  List all the members of your team.  Did your team choose a leader?  Did your team make a plan

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Jeffrey Ringenberg, University of Michigan; Marcial Lapp, University of Michigan

Tagged Divisions

First-Year Programs

bebrought into the classroom and aid in the delivery of the course content.To further study the effectiveness of the competition, we intend to interview several focus groupscomprised of students from a variety of different backgrounds. Since the results of our initialsurveys indicate that the competition was an effective study tool, but was only marginallyenjoyable, it is our goal to make the competition more enjoyable by incorporating the feedbackthat we receive from these interviews.In addition, we plan to further refine our survey, such that we can improve the feedback processfrom the entire class instead of relying solely on the focus groups. A final area that we wouldlike to explore is whether or not the students that are presenting score

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

First-Year Programs

future plans are documented in Section 5.Section 2: Components of the Redesigned CourseFirst, the sessions of the course have been reorganized to facilitate the integration around thecore theme. The course meets in 28 sessions during the Fall term (14 weeks at 2 sessions perweek). Figure 1 illustrates the grouping of the sessions as course modules. Page 24.527.2 Figure 1: Themes of the course modulesThe core theme of the course is to link the course and classroom activities to the communitythrough one or more community-based engineering projects with clearly identified servicelearning components. These projects are

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ishbah Cox, Purdue University, Band and Orchestra Department; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

and music. Suggestions include forming more cohesive partnerships with faculty Page 24.302.7 in the College of Engineering. An innovative activity in their introductory first- year class included a design project in which they created musical instruments. Such an activity, coupled with debriefs in the seminar, might introduce students to career opportunities in the fields of music and engineering. Future plans may include student visits to an instrument design plant in the northern part of the state. • Objective 3: Creating and understanding of the campuses’ history- Only a few students mentioned this

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

profession10-12. An effective realization of an epistemic game is in a computer-simulated virtual environment. Computer-based simulation games are an emerging and populararea of research and development in the learning sciences10, 13-15. One advantage of the virtuallearning environment, especially when role-play is involved, may be the immersive element ofthe activities13. In our own prior work, the epistemic computer simulation games Urban Scienceand Digital Zoo have been shown to successfully lead to professional values and epistemology inurban planning and biomedical engineering, respectively, in K–12 students11, 12. An additionaladvantage of the on-line environment is that student communication and work output can becaptured for later in-depth

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L Newberry, Oklahoma Christian University; Cory R. Davis, Oklahoma Christian University; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

bachelors in Mechanical engineering from the same school. For his senior design project he and his team entered the regular class of the SAE Aero Design East competition and won first place in the presen- tation portion. After completing his masters he plans on entering into industry for a few years and then considering returning to school to pursue his doctorate degree. Page 22.1333.1 c American Society for Engineering Education, 2011 Student Learning Modules in Trigonometry and Integral Calculus using LEGO MINDSTORMS® NXTIntroduction and MotivationRetention of

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Thomas Curran, University College Dublin; Colleen Doyle, University College Dublin; Enda Cummins, University College Dublin; Kevin McDonnell, University College Dublin; Nicholas Holden, University College Dublin

Tagged Divisions

First-Year Programs

by a leading waste management company.Table 1. Timetable of activities Week No. Milestones to Be Met 1 Initial meeting, start team formation 2 Information skills seminar 3 Define problem; Brainstorming for alternative designs 4 Development of alternatives completed 5 Critique alternatives, select final design 6/7 Report/poster outline. Parts sourced, construction plan made 8 Start assembly of prototype 9 Prototype ready 10 Final changes made to assembled unit 11 Performance testing of device 12 Report and poster submitted. Device display, judging by external experts & prize

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Zane Mitchell, University of Southern Indiana; Marco Lara Gracia, University of Southern Indiana; Ronald Diersing, University of Southern Indiana; Glen Kissel, University of Southern Indiana

Tagged Divisions

First-Year Programs

attention on small and community wind projects. Throughthis learning process he developed a solid understanding of the wind industry especially in thearea of his interest (small and community wind). The extensive literature review he conductedallowed him to realize that no Decision Support System (i.e., expert system) had been developedto support decision making during the design, construction, and operation of small andcommunity wind turbines which represented an opportunity to make a relevant contribution tothe field.Sometime in the middle of the summer the student advised his mentor about his plan of Page 15.435.9developing an expert system to be

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gail D. Jefferson, University of South Alabama; Sally J. Steadman, University of South Alabama; Tom G Thomas, University of South Alabama; Kuang-Ting Hsiao, University of South Alabama

Tagged Divisions

First-Year Programs

of Research and Professional Development at the Center for Critical Thinking and Chairof the National Council for Excellence in Critical Thinking. A PowerPoint presentationsummarized main points from the keynote lecture and also introduced planned activities for thetwo-week workshop.Following the presentation, the students took an on-line test to evaluate critical thinking skills4before beginning workshop activities. The on-line test took the students about an hour tocomplete. When the students returned to the classroom, a “fun” test in critical thinking wasgiven, which was followed by a general discussion on creative and critical thinking. Thestudents took the on-line test again at the end of the program. Student scores on the

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

110) instead of the Calculus, at least one semester delay in thegraduation can occur. Additionally, if a student fails one or more of these pre-requisite chains,the student’s graduation will be delayed by at least one more semester. Another factor thataggravates this situation is that most of the higher division courses are only offered once a yearat CSU Chico and are not offered during the summer or at other universities across the nation.Therefore, the importance of passing the math courses at the scheduled semester is evident of thestudy plan to reduce the time-to-graduation.About 19.1% of the incoming freshman and transfer students in the College of Engineering andComputer Science did not enroll in Calculus as their first math course in

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

peer mentors are rising sophomores, juniors, andseniors, most of whom have previously participated in a similar summer bridge program and whoshare common academic interests and life experiences with PTG participants.Peer mentoring activities include the completion of weekly one-on-one and small group meetingsof mentors and their assigned participants. Mentors follow weekly discussion guidelines toencourage participants’ learning and reflection; topics include syllabus review, study planning,goal setting, time management, and networking on campus, among other topics.In addition to formal peer mentoring activities, the bridge program environment provides frequentopportunities for participants to create informal connections with one another and