Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jesse J. French, LeTourneau University; Paul R. Leiffer, LeTourneau University

Tagged Divisions

First-Year Programs

-yearstudy on retention, Neimi reported: “Loss of interest and motivation is clearly one of the strongest factors across the board. For engineering students, we and others believe that this is preceded by a loss of vision leading to a loss of purpose. When they find themselves academically challenged, many of them for the first time in their lives, and their view of the goal is obscured because their understanding of what it represents is inadequately developed, they lack the purpose necessary to persevere. We believe this ties directly into the poor academic performance which becomes the immediate reason for their withdrawal.1”Thus, a significant part of the retention initiative became to create a new

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan K. Donohue, University of Virginia

Tagged Divisions

First-Year Programs

following objective common to all sectionsof ENGR 1620, Introduction to Engineering, be achieved? Objective #1: Introduce students to the real world of engineering and design Outcome #1: Understand and apply the structured approach used by engineers to solve open-ended design problems11Assessment and evaluation of student abilities to internalize and eventually “own” theengineering design process is done with a mixed methods approach. Improvement in definingproblems and designing solutions is tracked through performance on appropriate sections ofdocumentation deliverables and exam questions; qualitative evaluation of reflections on thechallenge and process in student engineering notebooks is used to validate

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

the Model-Eliciting Activities (MEAs)implementation sequence (Figure 1). MEAs are open-ended modeling problems that challengestudents to work in teams to solve complex problems with realistic applications.10 Theimplementation strategy of these activities involves multiple iterative points that challengestudents to constantly and critically evaluate their team’s solution and improve their solutionusing external feedback. The solutions are submitted in the form of a memo in which students Page 25.1323.2communicate their developed procedure (or mathematical model or method for solving theproblem), their mathematical logic behind their procedure

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Jordan Michelle Hornback, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

First-Year Engineering Projects CoursesFirst-Year Engineering Projects Courses (FYEP) courses have been found to produce significantretention gains. [1] Investigation is on-going into the reasons driving theses retention gains.Possible reasons include the development of self-efficacy, involvement in learning communities,the bolstering of professional identity, project-based learning and the unique set of skillspossessed by the teacher of the FYEP course. The present study investigates the last of thesereasons, the impact of the FYEP teacher on the course experiences that lead to retention.At a flagship western state university, the retention in engineering of seventeen cohorts ofstudents is found to be significantly greater for those who have

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Divisions

First-Year Programs

asvalidity or reliability errors. The critical choice for data gathering was the survey respondentaudience, which was carefully designed to avoid gender, age, technical subject or experiencebias.The selected faculty members were split among gender, years of teaching experience, first yearvs. upperclass instructors and also split among departments. A total of 41 surveys were sent out.A total of 23 responses were received (Figure 1). An average of 56% of surveys was answered,with females answering at a slightly higher rate of 60% versus males at 53%. As can be seen,the respondents have a similar gender split as the original requested survey group

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carrie Robinson, Arizona State University; James Collofello, Arizona State University

Tagged Divisions

First-Year Programs

% Asian 6 13.0%Hispanic/Latino 10 17.5% Hispanic/Latino 5 10.9%Not Available 1 1.8% Not Available 1 2.2%Two or More Races 3 5.3% Two or More Races 1 2.2% 57 100% 46 100%Female 22 38.6% Female 16 34.8%Male 35 61.4% Male 30 65.2% 57 100% 46 100

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Natalie Gedde, University of Notre Dame

Tagged Divisions

First-Year Programs

that a more formal assessment ofthe program was needed to better understand the factors contributing to its success both from theperspectives of the student assistant as well as the students they serve. This study data is from2005-2011 and takes a dual approach of: (1) historical categorization of the demographics andperformance of the student assistants and (2) qualitative assessment through open endedresponses to a survey questions relating to their experiences and future plans. There were a totalof 29 respondents that were a mix of: current student assistants, former student assistants(students that are still undergraduates but no longer student assistants), and post-graduate studentassistants (students that have graduated from the study

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beverly K. Jaeger, Northeastern University; Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

they have learned, remain engaged, and retain more of the material.16 In addition tostudent benefits, it has been shown that infusing active and problem-based learning modules into a courseresults in statistically significant increases in student ratings of instructor effectiveness and overall coursesatisfaction.2In the second semester of the first year, a course titled ‘Engineering Problem Solving and Computation’centers on the practicality and applicability of logical solutions to real-life problems using software toolssuch as Mathworks’ MATLAB and the C++ programming language. In terms of pertinence andengagement, this particular course presents educational challenges not seen in the Design course.Challenge #1: Connectivity and Relevance

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Patricia Dee Zobel, Rowan University

Tagged Divisions

First-Year Programs

students in forming stronger peer-to-peer relationships, a linchpin of studentsuccess and overall satisfaction with college.2,26 It was hoped that the hybrid of academic, social,and school-spirited activities would strike the appropriate balance to address each participant's Page 25.1088.5needs. The extracurricular activities offered to the first two cohorts are described in Table 1.Table 1: ELC Extra Curricular ActivitiesSession Topic First Cohort Second CohortMeet and greet faculty and students X XAcademic Success

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell Pryor, University of Texas, Austin

Tagged Divisions

First-Year Programs

habitually,” which infers – debatably – that the description chronic procrastinator is Page 25.1099.2unnecessarily redundant. While procrastination may occur for many reasons (time limitations,motivation, etc.), anxiety and a fear of failure are certainly contributors. While procrastination ispotentially damaging in most situations, it can have a profound impact in academia whenstudents are expected to complete all course requirements on or before a common due date. Thiscan lead to cramming and other adverse effects.1 This problem is exacerbated for first-yearstudents and likely contributes to the statistic that more than half of the students who

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Isaac W. Wait, Marshall University

Tagged Divisions

First-Year Programs

entries, andhave found a high level of reliability9.Following the Decision Worksheet and first Journal Entry, “Active Learning Modules” aresequenced to introduce skill items, fundamental principles, and key concepts that students canuse to further improve their response to the Driving Question that was introduced in the DecisionWorksheet (see Figure 1). In the case of the driving question, “How many tons of soil do youneed to build a 100-ft long section of levee?”, active learning modules could include Page 25.1167.3demonstrations or experiments that teach students principles of material density, soilcomposition, and compaction. The series of

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Elsie Elford, Grant MacEwan University

Tagged Divisions

First-Year Programs

consistencydelineate the differences in the first two categorizations. Further examination of the twoassessment tools (StrengthsFinder and MBTI), along with the language and descriptorssummarized in the two tables, has led the authors of this paper to propose a connection betweenStrengthsFinder themes and MBTI typing.IV. b) COMPARISON OF METHODOLOGIESIt is possible, then, that one might consider associations between the MBTI preferences and theStrengthsFinder themes as follows in Table 1. The descriptors used by Yokomoto and Ware4 aswell as the engineering attributes provided by Veenstra et al.20 were used to create this mappingof the MBTI dichotomies to the StrengthsFinder themes.It should be noted that there will not be a completely one to one mapping since

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

William Berg, University of Texas, Brownsville

Tagged Divisions

First-Year Programs

lunch for the class if UTB/TSC would accept students who had onlycompleted eleventh grade.In the tables below, CBTIS is the abbreviation for a Mexican technical high school system,Centro de Bachillerato Tecnologico Industrial y de Servicios. Students from two CBTIS schoolsin Matamoros were recruited. There was also a student from Centro Estudios TecnologicosIndustrial y de Servicios (CETIS) 71 in Reynosa, the next city up river about 60 miles.Although there was room for twenty students, only fourteen students participated in the program. Page 25.1203.4Table 1. Progress of students 1-4 through the summer program and college showing Semestergpa

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Beth R. Isbell, University of Texas at Arlington; Lynn L. Peterson, University of Texas, Arlington; Carter Tiernan, University of Texas, Arlington; Vu V. Pham, University of Texas at Arlington

Tagged Divisions

First-Year Programs

groups. As of the time of this writing, those datahave not yet been analyzed.FORCES students were asked to evaluate the elements of the program in a survey. The surveyasked the students to rate the degree to which program components such as Jump Start Math,FIG involvement and others were beneficial to them in terms of meeting their intendedobjectives and their usefulness in general. Figure 1 is an excerpt from the survey instrumentshowing questions specific to Jump Start Math and the FIG, the two program elements that arethe focus of this study. A four-point Likert scale with responses ranging from “StronglyDisagree” to “Strongly Agree” was used. There was no “Neutral” response; however “NotApplicable” was added so that the survey could

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Boise State University

Tagged Divisions

First-Year Programs

every other CM course, whether they are formal prerequisites or not.Students are often not prepared for the amount of self-directed studying they must do to besuccessful in this type of course, particularly as freshmen in college. To assist students in moreaccurately gauging their readiness for an exam, no-stakes (optional) quizzes were implementedwithin the Blackboard course management system in a freshman level CM materials andmethods course, giving students an opportunity to practice their new language with no grade-related consequences.This paper presents preliminary results of that effort and illustrates the effects of this no-stakes(optional) quizzing. Specifically, this paper evaluates (1) whether the quizzing helps students tobetter

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

design-build-test cycles in the simulation; instead the emphasis is on managingconflicting client requirements, making trade-offs in selecting a final design and justifyingdesign choices. This paper describes the design of the simulation and preliminary results from itsinclusion in a first-year Introduction to Engineering course at our institution.Introduction:First year engineering curricula offer a critical window of opportunity to retain students inengineering disciplines and provide a strong foundation for future success. Incorporating designinto these first year courses, often referred to as cornerstone design (in contrast to seniorcapstone design)1, has been promoted as a way to give students some insight into theprofessional practice of

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Beverly K. Jaeger, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Divisions

First-Year Programs

studentswere frequent cell phone users during class and which students were friends and work partnerswithin the class. The instructor then divided the class in a way such that two friends or workpartners were in different groups, enabling us to have one group text the other with someknowledge that they had phone numbers of members of the other group. Group 1 was in classwhile Group 2 had a breakfast meeting with the instructor to discuss a class project. Group 2 wastold the class was split since no food is allowed in the computer classroom and the onlyconference room available could only accommodate half the class. Back in the classroom, thepresenter (also a professor who teaches the course) gave a 15-minute presentation that wasrelevant to the course

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

their motivation in the course.Importantly, the goal of this study is not to provide a direct comparison between the groups, butrather to better understand the ways students perceive faculty roles and how those perceptionscorrelate to student motivation.BackgroundProblem-Based LearningProblem-Based Learning (PBL), as defined in the literature, emerged first in medical educationand is grounded in theories of constructivist learning and cognitive development.1 In recentyears, however, PBL has emerged as a useful approach to engineering and science education(e.g.,2-12).In PBL, students are provided with an ill-structured problem that they work collaboratively toaddress. Under the guidance of faculty who function as facilitators rather than

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

First-Year Programs

retention among undergraduate students in engineering.BackgroundThe field of cooperative education and internships has proposed the use of the concept of self-efficacy as a promising avenue to link practice-oriented learning processes to learningoutcomes.2 Self-efficacy is defined as an individual’s perceived level of competence or thedegree to which she or he feels capable of completing a task. Self-efficacy is a dynamic trait thatchanges over time and can be influenced by experience. Self-efficacy expectations areconsidered the primary cognitive determinant of whether or not an individual will attempt agiven behavior. Bandura3 identified four sources of information that shape self-efficacy: (1)performance accomplishments, (2) vicarious experience

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew Whiteacre, Texas A&M University; Jeffrey M. Otey, Texas A&M University

Tagged Divisions

First-Year Programs

hours in duration and met twice Page 22.1554.2each week for 14 weeks. This project spanned approximately eight class periods during an eight-week period.Initially, the teams were provided the Magnastix, a bag containing magnetic rods and steelspheres and were instructed to create a structure or bridge to span a 4.25 inch gap across twotextbooks. No further instruction was given. The student designs were diverse as can be seen inFigure 1. Designs varied from trusses, to walkways, to fairly random arrangements. Figure 1. Examples of structures without previous instruction.Once the teams built their original bridges, they were

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; David Wheatley

Tagged Divisions

First-Year Programs

well as the impact on class interest, enthusiasm, andstudent perceptions.1. IntroductionAll incoming students to the J.B. Speed School of Engineering are required to take theIntroduction to Engineering course. The goals of the course are to introduce the new students tocollege campus life and resources, make the students aware of the different disciplines ofengineering that might interest them, give them a feel for what engineers do, and introduce themto engineering software that they might use in school or profession to solve technical problems.Case Studies are used in the Introduction to Engineering course as a way for the incoming Page

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacqueline Q. Hodge, Texas A&M University; Margaret Hobson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Magdalini Z Lagoudas, Texas A&M University; Jefferey E. Froyd, Texas A&M University; Natela Ostrovskaya, Texas A&M University; Tatiana Erukhimova, Texas A&M University, Department of Physics and Astronomy; Cesar O. Malave, Texas A&M University; William H Bassichis, Texas A&M University

Tagged Divisions

First-Year Programs

) and Engineering Study Skills (ENGR 289-202). Page 22.1561.5The LEEP CoursesLEEP Engineering Mathematics Course. The LEEP math course objectives were to 1) reinforce,broaden and extend mathematical knowledge/skills; 2) prepare for Engineering Mathematics(Math 151) and Physics (PHYS 218) courses; 3) develop/improve problem-solvingabilities/skills through experience in a design project; and 4) recognize the importance ofmathematics to engineering. Topics included fundamental concepts in algebra (exponents andradicals, algebraic and rational expressions, equations and inequalities, systems of equations) andplanar geometry, elementary functions

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Danny King, Indiana University Purdue University, Indianapolis; Laura Masterson, Indiana University Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

numerous benefits received from enrollment in a LC. Most notably,they report the following 5: 1. Making connections with other students, peer mentors, faculty, and advisors, 2. Academic advising (e.g., knowledgeable, available when needed assistance), 3. Experiencing environment that promotes and respects diversity, 4. Becoming familiar with campus and academic support resources, 5. Deciding on a major or future career, 6. Adjusting to college. The Summer Bridge (SB) program is a specific type of LC intended to bridge the gapbetween high school and college. The intensive 2 week SB program, developed as an additionalsupport for incoming, first year students, provides a high-impact, high-touch experience tostudents in a major

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Itasca Community College; Gordy Savela, Itasca Community College; Mason A. Hansen, Itasca Community College; Julie Kennedy, P.E., Itasca Community College

Tagged Divisions

First-Year Programs

Education, 2011 The Itasca CC Engineering Learning CommunityAbstractThe engineering program at Itasca Community College in northern Minnesota has developed asuccessful and unique learning community model for engineering education. The model ishighly effective in attracting a wide variety of students into the field of engineering. It hasproven successful in developing the student’s ability to complete a four-year engineering degreeand enter the workforce in a timely fashion. The success of the model is based on acomprehensive learning community approach that is defined by 1) strong K-12 relationships, 2)two-year “across the curriculum” engineering and professional development (EPD) coursesequence, 3) active faculty and student life

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ghada Salama, Ph.D., Texas A&M University, Qatar; Beena Ahmed, Texas A&M University at Qatar

Tagged Divisions

First-Year Programs

Page 22.1627.2“inside story” of the collaborative work performed by our students.2. IntroductionThere is no doubt that we all agree on the importance of team work in any career especiallyengineering. No problem can be solved with the skills and knowledge of just one engineer.Solving the world problems requires the collaboration of people with various expertise andbackgrounds (1). An effective team member means a person that has effective communicationskills, proper decision making and conflict management capabilities and sometimes an extrabonus is to have would be leadership abilities. Teamwork might not usually come naturally to everybody; it’s a skill that usually needs to bedeveloped and practiced before one can apply it effectively. At our

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

First-Year Programs

entities that address aparticular situation and for which there is no one correct answer. Students are encouraged toengage evaluative and synthetic reasoning skills in addition to the more traditional analyticalskills that are developed in a mathematics course for engineering students. Thus MEAs provide anatural means for incorporating engineering activities. MEAs can also provide a way to organizethe assessments, learning activities, and topics in an engineering approach to calculuspreparation.As shown in Table 1, Moore and Diefes-Dux11 have proposed a systematic framework for thedevelopment of MEAs: Page 22.1174.4 Table 1. Six

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elora Candace Voyles, Southern Illinois University, Carbondale; Rhonda K. Kowalchuk, Southern Illinois University, Carbondale; John W. Nicklow, Southern Illinois University, Carbondale; Robert Ricks

Tagged Divisions

First-Year Programs

aseries of academic and non-academic programs targeting first- and second-year retention rates.Historically the first two years have had the lowest retention rates in the COE. These programsinclude: (1) an innovative Introduction to Engineering (ENGR 101) course; (2) engineeringstudent designated (ESD) sections for core university and math courses; (3) a six-week SummerBridge Program for at-risk students; (4) new developmental mathematics courses forunderprepared students (ENGR 111A and ENGR 111B); (5) an Engineering Residential Collegethat forms the foundation of a new living-learning community; (6) a multi-tiered studentmentoring program that includes faculty mentoring and practicing-engineer (industry)mentoring; (7) peer tutoring; and (8

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

population. Research at our institution from 1994 through 2009 on freshmen engineering cohortsindicate that the initial math course placement correlates highly with the likelihood of beingretained in engineering 1. Those students who started with Calculus 1 (Math 241) orComprehensive Pre-calculus (Math 141) graduated at a rate twice as high as those who startedwith Pre-calculus 1 (Math 113). Alternatively, the cohorts that started in basic math (MATH106) take an average of over seven years to graduate. Calculus I is the first mathematics coursethat counts towards an engineering degree in many colleges and university STEM programs.Many schools are facing increasing enrollments from students such as these. Studies such asHow People Learn2

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University

Tagged Divisions

First-Year Programs

late 1990’s. The student enrolments for both the U of A andMacEwan for 1995 and 2010 are provided in Table 1. Currently MacEwan students comprisealmost 10% of the second year engineering students at the U of A.Table 1 - Enrolment statistics for MacEwan and University of Alberta: 1995 & 2010Year MacEwan MacEwan % U of A U of A % Engineering Engineering / Engineering Engineering Institution /Institution Enrolment Enrolment ~25,000

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; Susan Donner Bibeau, U.S. Coast Guard; K.L. Burns, U.S. Coast Guard Academy; Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy

Tagged Divisions

First-Year Programs

2009 2010 2011 2012 2013 2014 end of the first semester are separated from the program.Figure 1: Comparison by class year, number of students who Considerable assistance is enter two-year school and students who enter the offered to place the student in four-year school. another program of theirchoice; some chose to continue at the