Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Jean Kampe, Virginia Tech; Whitney Edmister, Virginia Tech; Matthew Stimpson, Virginia Tech; Brad Matanin, Virginia Tech; Amanda Martin, Virginia Tech; Cory Brozina, Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Divisions

First-Year Programs

, details on the required fall companion seminarcourse and the optional spring programming activities, and an overview of the challenges andsuccesses of implementing a rather large living-learning community (Galileo) in the residencehalls of a large university. Survey results on motivations to participate and on programsatisfaction will be provided. Presented results will be offered in terms of the separate male andfemale communities, and in combined form when appropriate, so that distinctions between thecommunities can be noted and preserved.Introduction Learning Communities have long been part of higher education’s approaches to academicenrichment, and they have taken on many forms and versions as the years have passed.1-5 Suchprograms

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Janet Meyer, Indiana University-Purdue University-Indianapolis; Nancy Lamm, Indiana University-Purdue University-Indianapolis; Joshua Smith, Indiana University-Purdue University-Indianapolis

Tagged Divisions

First-Year Programs

seminar.This institution has long been a national leader in the establishment of learning communities forfirst-year students.Learning communities as they exist on this campus are typically 1 credit hour courses taken byfirst semester freshman students. Briefly, the learning communities are designed to introducestudent success skills, to acquaint students with their major area, and to build community andfoster relationships among students. There is an abundance of literature in existence thatsupports the efficacy of learning communities. Most of these are ex post facto studies that havelooked at learning communities in general and compared the retention rates and grade pointaverages of students who participated in a learning community with those who

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University-Kingsville

Tagged Divisions

First-Year Programs

the increased retention of concepts using thedeveloped cooperative learning model.1. IntroductionIntroduction to Electrical Engineering and Introduction to Engineering Technology are two veryimportant freshman courses in the electrical engineering and engineering technology curricula.These two courses expose the students to topics in their related fields and help them understandprospects and expectations in these fields. In addition to engineering and technology relatedtopics, these courses cover methods and skills necessary for the students to be successful in theirchosen area of study. The skills emphasized in these courses range from simple math skills to useof software, internet, as well as engineering problem solving techniques. Besides

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

Margot Vigeant, Bucknell University; Karen Marosi, Bucknell University; Ronald Ziemian, Bucknell University

Tagged Divisions

First-Year Programs

Page 12.698.2problems and in design of systems to meet specific needs; developing team skills; Proceedings of the 2007 American Society for Engineering Education Annual Conference & Exposition Copyright © 2007, American Society for Engineering Educationdeveloping technical communication skills; and providing the requisite background forstudents to make an informed choice about an engineering major. This course is taught by eight engineering faculty representing all majors in theEngineering College. In the 2002-03 academic year, the course underwent a majorrevision [1]. Previous course implementations (called “single-class” here) used smalllaboratory sections that met weekly in addition to three 52-minute

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Paul Pagano, Western Michigan University; Amanda Rossman, Western Michigan University; Kendall Vasilnek, Western Michigan University; Betsy Aller, Western Michigan University; Edmund Tsang, Western Michigan University; Andrew Kline, Western Michigan University; Edward Brabandt, Western Michigan University

Tagged Divisions

First-Year Programs

diffraction of single crystals. Working with a high school physicsteacher (their “customer”), teams of first-year engineering students used the engineering designprocess to create a device that effectively simulated the phenomenon of x-ray diffraction. X-raydiffraction is the scattering of x-rays by atoms of a crystal into a crystalline lattice pattern. Theteacher wanted his students to be able to see and understand how Bragg’s Law, a mathematicaldefinition explaining x-ray diffraction, works.In 1913, Sir W.H. Bragg and his son, W.L. Bragg, derived an equation that validated the fact that Page 12.750.2real particles exist at the atomic scale. 1, 2

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

W. David Harding, University of New Haven; Pauline schwartz, University of New Haven; Jean Nocito-Gobel, University of New Haven; Agamemnon Koutsospyros, University of New Haven

Tagged Divisions

First-Year Programs

. Table 1 indicates the main topics that were retained, added,modified or removed in creating the new course. Additional details are provided in the sectiondescribing delivery of the lecture portion of the course. Up to this point the new course hadworking titles of “Lab Science for Engineers” or “Interdisciplinary Science for Engineers.” Page 12.50.4After much discussion the course was renamed “Chemistry with Applications to Biosystems,” atitle that alluded to the concept of the course. The course, as was the case for other coursesdeveloped for the MEFSC, did not initially have any subscribers. The various engineeringprograms needed to decide if

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Bert Davy, Morgan State University; Indranil Goswami, Morgan State University; Jiang Li, Morgan State University; Gbekeloluwa Oguntimen, Morgan State University; Charles Oluokun, Morgan State University; Arcadio Sincero, Morgan State University

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First-Year Programs

technicalbackgrounds taught the class and assisted with various aspects of the design project. All lectureswere focused on supporting the design project, which varied from alternative energy systems tohurricane resistant structures. The required class was primarily composed of freshmen in theDepartment of Civil Engineering. Typical student teams consisted of 5-6 members. Studentteams were guided to follow the process of translating project objectives into specific designtasks, creating a timeline for the project, choosing team leadership, designating specific roleswithin the team and executing the design. The teams were also encouraged to establish a formalproject monitoring system by defining a schedule of benchmark objectives. The 1 credit course, awith a

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Carol Gattis, University of Arkansas; Bryan Hill, University of Arkansas; Abraham Lachowsky, University of Arkansas

Tagged Divisions

First-Year Programs

mentoring program was createdfor fall 2005 that, in its pilot year, had astounding results. Peer mentored students returned forthe spring semester in engineering at a significantly higher rate (94% vs. 78% for the non-mentored students). Peer mentored students were twice as likely as their non-mentoredcolleagues to have a first semester GPA greater than 2.5, and the average GPA of the peermentored students was 9% higher than that of their non-mentored cohort. Yet, the admissionprofile of the peer mentored group was equivalent to that of the non-mentored group. Fortystudents chose to participate in the peer mentoring pilot program.The success of this peer mentoring program can be attributed to several key factors, including:1) proper mentor

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

George List, North Carolina State University

Tagged Divisions

First-Year Programs

programming skills. Other disciplines adopted such courses more slowly.Consequently, the topic of this paper is not new.As Rasdorf 1 indicates, in the late 1970’s, civil engineering programs began to embrace the ideaof including computer programming classes in their undergraduate curricula. The argument was,in part, that “students must be prepared to use computer methods and applications as a part oftheir fundamental education. It is the responsibility of colleges and universities to incorporatecontemporary computing fundamentals into their academic curriculum to improve theprofessional qualifications of their engineering graduates. These graduates will in turn be able toprovide their increasingly important expertise to both the engineering

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Steven Lehr, Embry-Riddle Aeronautical University; Christopher Grant, Embry-Riddle Aeronautical University-Prescott

Tagged Divisions

First-Year Programs

project called introduction to structures. Students had toanalyze, describe, and then modify a C program that was coded for them. The otherproject was an individual programming project where the student had to come up with theproblem, solve it, and document the complete solution.Programming Project 1 – Modification of Existing Code BaseAfter teaching arrays and strings, we introduced the first programming project,introduction to structures. Students were given code that was very modular andreinforced all the concepts taught prior in the semester. The program read data from afile into an array of structures of the student type defined, and provided menus to add,delete, and sort the array of students. Each time the data in memory was modified

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Michele Grimm, Wayne State University

Tagged Divisions

First-Year Programs

, 2007 An Engineering Bridge Program: Improving the Success Rate of Under-Prepared Students in EngineeringAbstractIn 2003, the College of Engineering at Wayne State recognized that a large proportion of itsstudents entered the engineering program with placement into beginning or intermediate algebra.This is, in part, a result of the University’s mission to be an institution of opportunity – providingaccess to all academically qualified students. Only a small group of these incoming studentsremained in the College of Engineering after 4 years. As a result, an Engineering BridgeProgram was developed with the dual objective of: 1) providing students with the

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Russell Korte, University Of Minnesota; Ken Yasuhara, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

First-Year Programs

address specific engineering problems devised first toelicit responses that reflect aspects of their engineering knowledge and skills, and second, toreveal how they apply this learning to engineering design practice. One of the problems given tostudents in the first year was a closed-ended question about the information they would need todesign a playground. Figure 1 contains the text of the question. You have been asked to design a playground. You have a limited amount of time and resources to gather information for your design. From the following list, please put a check mark next to the FIVE kinds of information you would MOST LIKELY NEED as you work on your design: - Availability of materials - Body proportions - Budget

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Jonathan Rice, University of Maryland-Baltimore County; Taryn Bayles, University of Maryland-Baltimore County; Greg Russ, University of Maryland-Baltimore County; Julia Ross, University of Maryland-Baltimore County

Tagged Divisions

First-Year Programs

rather than simply being required to attend a semester-long series oflectures and complete written work based on them.The addition of the design project and smaller discussion based learning also allows thecourse to fulfill additional goals on the UMBC Chemical and Biochemical DepartmentABET objectives and outcomes, known as the “5C’s.” According to the “5C’s,” studentsshould demonstrate, upon graduation, Competency in the discipline of chemicalengineering, Critical thinking ability to solve complex problems, the ability to work inCooperation with teammates, effective Communication skills, and Capacity for life-longlearning.1 Instead of only accomplishing goals within the competency in the engineeringdiscipline and critical thinking objectives

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; Beverly Jaeger, Northeastern University; John K. Estell, Ohio Northern University

Tagged Divisions

First-Year Programs

students to have improved technical communication skills hasbeen well documented, perhaps most clearly in the ABET criteria3. Teaching communication aspart of engineering curricula has been tried in many ways, a good overview of which is presentedin Ford and Riley4. Adding technical communication to the freshman curriculum was one of thecentral reasons for reforming the courses at ONU. Some of this work has resulted in previouspublications5,6. The first of these courses, Freshman Engineering 1, includes objectives related totechnical communication and exposing students to the engineering profession.As the model of a Scholar/Teacher was being discussed at the 2006 ASEE National ConferencePlenary Session2, Dr. Sheri Sheppard stated that the

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Joshua Peschel, Texas A&M University; Luciana Barroso, Texas A&M University; Anthony Cahill, Texas A&M University; James Morgan, Texas A&M University

Tagged Divisions

First-Year Programs

currently exist that may be used to develop an online real- Page 12.232.2time quiz system. Among these technologies are: web databases, dynamic web pages, and real-time graphing software. However useful these individual components may be though, theproblem that most end users typically arrive at for instructional purposes is: how are thesedifferent components best combined to produce the desired instructional technology? In thisresearch effort, we address the following two questions: (1) What is the optimal way to assemble current web-based technologies for an online real- time quiz system? An optimal system design will include the least amount

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Promiti Dutta, Columbia University; Alexander Haubold, Columbia University

Tagged Divisions

First-Year Programs

AC 2007-1704: ENGINEERING DESIGN VIA TEAM-BASEDSERVICE-LEARNING PROJECTS: CASE SURVEY OF FIVE UNIQUE PROJECTGENRESPromiti Dutta, Columbia UniversityAlexander Haubold, Columbia University Page 12.623.1© American Society for Engineering Education, 2007 Engineering Design via Team-based Service-Learning Projects: Case Survey of Five Unique Project GenresAbstract:We examine the introduction of engineering design to first-year college students via realcommunity service-learning projects (CSLP) of five genres: (1) assistive devices, (2)civil/architectural designs, (3) educational tools, (4) information technology, and (5) urbandevelopment. Projects in each

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Rebecca Damron, Oklahoma State University

Tagged Divisions

First-Year Programs

Page 12.253.4students have had a chance to get to know each other which make the teamwork easierand engages them early enough to use these experiences in later semester activities. Theairplane challenge is an activity that is done in a fifty minute class period. The studentsfirst are placed in multidisciplinary teams of three to four and asked to create a name forthe team after which they receive a handout containing the materials and instructions forthe challenge (Figure 1.)Figure 1 – Airplane Challenge Product/Process Airplane Design ChallengeGiven the following items: Toothpicks Ziploc bag Rubber bands Lunch bags Paper clips

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Joseph Menicucci, Montana State University; James Duffy, Montana State University; Betsy Palmer, Montana State University

Tagged Divisions

First-Year Programs

three key findingsof research on learners and learning outlined in the NRC publication are4: 1. Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside of the classroom. 2. To develop competence in an area of inquiry, students must: a. have a deep foundation of factual knowledge, b. understand facts and ideas in a conceptual framework, and c. organize knowledge in ways that facilitate retrieval and application. 3. A metacognitive approach to instruction

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Cecelia Wigal, University of Tennessee-Chattanooga; Ignatius Fomunung, University of Tennessee-Chattanooga; Edwin Foster, University of Tennessee-Chattanooga; Ronald Goulet, University of Tennessee-Chattanooga

Tagged Divisions

First-Year Programs

Discipline Design (3 hrs) (3 hrs) Senior Junior – Interdisciplinary Design and Industrial Partners (3 hrs) Sophomore – Design and small mechanical/structural applications (1 hr) Freshman – Introduction to Design (3 hrs)Figure 1.0: The Design Curriculum at UTCThe goal of the design curriculum is to graduate students who understand and can apply thesteps of the design process to various interdisciplinary and discipline-based applications. Thefirst step toward meeting this goal is to

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University

Tagged Divisions

First-Year Programs

in developing professional and personal integrity. Once we becomemore aware, the next step is to develop our moral imagination.Moral imagination is “an ability to imaginatively discern various possibilities for acting in agiven situation and to envision the potential help and harm that are likely to result from a givenaction.”1 The main skill required is creativity – being able to imagine many possibilities andtheir effects. There is clear parallel with the engineering design process and like thetechnological creativity required in design, moral imagination can be developed and enhanced.The process of being morally imaginative has been described as:2 1. Disengaging from and becoming aware of one’s situation, understanding the mental

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

David Ye, Polytechnic University; Ilya Brutman, Polytechnic University; Gunter Georgi, Polytechnic University; Lorcan Folan, Polytechnic University

Tagged Divisions

First-Year Programs

surface under water, aswell as when running submerged in between. The construction cost for material for theunderwater test field was kept below $1000.Many students are familiar with LEGO robotics on dry land. AUVs present many newchallenges: waterproofing conventional LEGO components, buoyancy, balance, and 3-D motion.Since completion of various tasks contributes different point values, the final total point value isa measure of how well the AUV has performed. This is the basis for a lively design competitionbetween Freshman Engineering teams.1 IntroductionPolytechnic University’s Introduction to Engineering and Design course consists of lectures (1hr/wk), laboratory work (3 hrs/wk), and recitations (2 hrs/wk) for an academic

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Beverly Jaeger, Northeastern University; Richard Whalen, SUSAN FREEMAN, and BEVERLY JAEGER are members of; Susan Freeman, Northeastern University; John-David Yoder, Ohio Northern University

Tagged Divisions

First-Year Programs

from both Ohio Northern University (ONU) and NortheasternUniversity (NU). The assessment tool maps responses to what the students perceive they learnabout the design process steps and also assesses if the students learn engineering principles andteamwork the way the instructors intend for them. Suggestions for expanding on or modifyingthe activity for the purposes of engineering education and practical application will also bepresented and all materials for implementing the Tower of Straws will be made available toeducators in the appendices.1. Background on the Tower of Straws AssignmentThe Tower of Straws assignment has had a history of use in K-12 education. There are a varietyof names offered to the exercise, as well as different sets of

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

Catherine Pieronek, University of Notre Dame

Tagged Divisions

First-Year Programs

observations about what AP credit can indicate about individual students and groupsof students, and with some suggestions for the role of AP credit in engineering education.Introduction“AP can change your life. Through college-level AP courses, you enter a universe of knowledgethat might otherwise remain unexplored in high school; through AP Exams, you have theopportunity to earn credit or advanced standing at most of the nation’s colleges anduniversities.”1 So begins the pitch on the College Board’s web site, extolling the benefits ofAdvanced Placement (AP) courses, exams and credit. Yet several recent studies reported in theChronicle of Higher Education and elsewhere have questioned this very premise, asking whatAP courses actually reveal about a

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Robert Pieri, North Dakota State University; Ghodrat Karami, North Dakota State University

Tagged Divisions

First-Year Programs

simulation capabilities of Computer AidedDesign and Drafting (CADD) as well as the analysis capabilities of Finite Element Modeling(FEM).Overview/BackgroundIn the midst of today's global technical challenges with respect to the environment, energy,healthcare and general quality of life, the pivotal role of engineering education to prepare thenext generation of problem solvers goes with out question. However, as pointed out in recentpublications, 1, 2 the topics, methods and audience of this enterprise requires ongoing assessmentand revision to ensure relevance, efficacy and accessibility for local and global consumers. Inkeeping with this concept, the authors believe that the fundamental discipline of classicalmechanics with respect to the current

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University

Tagged Divisions

First-Year Programs

the curricula, and• Creating continuous opportunities for stronger communication skills.Entrepreneurship, Cooperative Learning and Teamwork are the hallmark of the RowanEngineering Clinics.Table 1 indicates an overview of the engineering clinic content in the 8-semester engineeringclinic sequence. As shown in the table, each clinic course has a specific theme although the maintheme of engineering design pervades throughout. Table 1: Overview of course content in the 8-semester Engineering Clinic sequence Year Engineering Clinic Theme (Fall) Engineering Clinic Theme (Spring) Freshman Engineering Measurements Competitive Assessment Laboratory

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Cecelia Wigal, University of Tennessee-Chattanooga; Molly Littleton, Signal Centers

Tagged Divisions

First-Year Programs

Junior – Interdisciplinary Design and Industrial Partners (3 hrs) Sophomore – Design and small mechanical/structural applications (1 hr) Freshman – Introduction to Design (3 hrs)Figure 1.0: The Design Curriculum at UTCThe goal of the design curriculum is to graduate students who understand and can apply thesteps of the design process to various interdisciplinary and discipline-based applications. Thefirst step toward meeting this goal is to introduce the steps of the design process in UTC’s 3credit hour freshman level course Introduction to Engineering Design (IED). The design processemphasized at UTC is shown in Figure 2.0.The freshman IED course

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Susan Freeman, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

engineering educators, typically they are to: 1. Facilitate student learning and concomitant motivation. 2. Strengthen genuine retention of students. 3. Prepare students for engineering application in the industry outside the classroom. 4. Identify the most effective selection of course components and best use of class time.While each of these objectives might be considered mutually exclusive on some levels, an idealcourse would be one developed to create maximum overlap across each of these goal categories.Ensuring that students like their work certainly helps to retain them, but do they feel they arelearning from the same experience?Review of LiteratureLearning Styles. It is well established that using a variety of teaching styles

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

Pat Pyke; John Gardner; Marcia Belcheir; Janet Callahan; Amy Moll; Cheryl Schrader

Tagged Divisions

First-Year Programs

national measuresof higher education institutions are: 1) persistence (retention) of first-time, full-time freshmen,and 2) six-year graduation rate of students who started and finished at the same university. Asstudents are central to this discussion, here are descriptions of four typical engineering studentsat Boise State University, a public metropolitan university. (Names have been changed toprotect their identities.) • Stefano entered college as an engineering major full of hope and ability but lacking in adequate preparation. He attended full time for three semesters but then slowed down his academic progress as he had to work to support his family. He graduated from the university more than eight years later as a capable

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Peter Burton, Royal Melbourne Institute of Technology

Tagged Divisions

First-Year Programs

. Page 12.1395.2An Interactive Teaching StyleWalking about the lecture theatre, posing questions to the students, engaging them in thesubject matter, encouraging their questions and answering them is, in the author’s experience,an integral part of successful freshmen lectures, although this undoubtedly places moredemands on the lecturer. In an article entitled ‘Large Classes versus Small: Does it make aDifference?’1 the Schreyer Institute for Teaching Excellence at Penn State University indicatesthat creating a small class atmosphere in a large class setting is critical for success and thatthis is in part fostered by the lecturer moving about the lecture theatre or classroomAlthough PowerPoint slides are very popular and a very valuable teaching

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Christopher Papadopoulos; Karen Brucks, University of Wisconsin-Milwaukee; Eric Key, University of Wisconsin-Milwaukee; Ethan Munson, University of Wisconsin-Milwaukee; K Vairavan, University of Wisconsin-Milwaukee

Tagged Divisions

First-Year Programs

activated on the condition that theyattempt to attain calculus placement prior to matriculation. We present data that demonstratemoderate effectiveness of these methods in fostering diversity among our scholars andreasonably encouraging retention and estimated graduation rates. We discuss areas ofimprovement for future program years, such as forging new partnerships with local Project LeadThe Way high schools to recruit higher numbers of females and minorities, and developing newmentoring opportunities to reduce attrition, especially among underrepresented minoritystudents.1. IntroductionThe Computer Science, Engineering, and Mathematics Scholarship (CSEMS) Program wasauthorized by Congress as part of the American Competitiveness and Workforce Act