Asee peer logo
advanced search
Displaying all 2 results

Strengthening Math Skills of Incoming Engineering Freshmen through a Bridge Program

Conference Session
T1C: Developing Foundations in Mathematics
Collection
2019 FYEE Conference
Authors
Jacquelyn Huff, Pennsylvania State University, University Park; Kristi J. Shryock, Texas A&M University; Andrea M. Ogilvie P.E., Texas A&M University; Danisha Stern, Texas A&M University; Sonia Garcia, Texas A&M University; Shawna Fletcher, Texas A&M University
Tagged Topics
FYEE Conference - Paper Submission
over 10 years focusing on recruitment and retention of students from underrepresented groups and continues to implement the groundwork for enrichment programs.Dr. Sonia Garcia, Texas A&M University Dr. Sonia Garcia is the Senior Director for the Access and Inclusion Program in the College of Engi- neering at Texas A&M University. She joined the college in 2014. In this role, Garcia is responsible for the initiation, development, management, evaluation, and promotion of research informed and strategic comprehensive activities and programs for the recruitment and success of historically underrepresented minority students and under-served communities in engineering at the undergraduate and graduate levels
Relevance Score: 1.0021819

Promoting Student Confidence in a First-Year Electrical and Computer Engineering Course

Conference Session
M3A: Learning in Context 1
Collection
2019 FYEE Conference
Authors
Jennifer Felder Marley, Valparaiso University; Doug Tougaw P.E., Valparaiso University
Tagged Topics
FYEE Conference - Paper Submission
future course that is the focus of this work incorporates many ofcareers. Third, they are unsuccessful in building meaningful these practices. As described in the following sections, itconnections with their engineering faculty and peers, and as provides students with significant mastery experiences, thesuch do not develop a strong identity as an engineer [1]. opportunity to collaborate on a design project with their peersAnother study found that the three most common reasons for and apply their theoretical background to concretestudents leaving engineering were poor advising and engineering activities. Moreover, our results demonstrateteaching, the difficulty of engineering curriculum, and
Relevance Score: 0.2729865