A Multidimensional Approach to Providing Excellent FYE that Increases Belonging, Retention, and Success of Engineering Students

Doris J. Espiritu

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: First-Year Programs Division Technical Session 1: Evolving First Year Programs
Tagged Division: First-Year Programs Division (FYP)
Permanent URL: https://peer.asee.org/46462

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Paper Authors

biography

Doris J. Espiritu Wilbur Wright College, City Colleges of Chicago

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Doris Espiritu is the Dean of the Center of Excellence for Engineering and Computer Science and Professor of Chemistry at City Colleges of Chicago-Wilbur Wright College. She also serves as the Senior Advisor to the Provost of the City Colleges of Chicago. Doris Espiritu is one of the first National Science Foundation’s research awardees under the Hispanic-Serving Institutions (HSI) Program. She pioneered Engineering at Wright and had grown the Engineering
program enrollment by 2500% within five years. Doris founded seven student chapters of national organizations including the Society of Women Engineers (SWE), the Society of Hispanic Professional Engineers (SHPE), the Society of Asian Scientists and Engineers (SASE), the National Society of Black Engineers (NSBE) and ten times Outstanding Chapter Awardee, the American Chemical Society-Wright College Chapter. Doris promotes collaboration between K-12 schools, other community colleges, 4-year institutions, non-profit organizations, and industries. Doris’ current research is to design and implement practices that develop Community of Practice (CoP), Professional Identity, and Self-Efficacy to increase diversity in Engineering and Computer Science and to streamline transfer from community colleges to 4-year institutions.

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Abstract

This Complete Evidence-Based Practice Paper presents a new model of engineering orientation through a multidimensional seminar approach, the Engineering Success Seminar (ESS). Creating an excellent first-year experience (FYE) involves implementing several evidence-based practices such as cohort-based programs, academic and social integrations, and belonging seminars. Although community colleges (CC) implement several FYEs -- retention, and student success can be improved. Wright College, one of the City Colleges of Chicago, a Hispanic Serving community college, developed a framework that holistically and programmatically support engineering students through admission, transfer, and degree completion (associate and bachelor). This framework resulted in a 75% transfer rate to 4-year engineering programs within two years. The course provides excellent first-year experience, measures belonging and self-efficacy, and tracks the success of engineering students.

The ESS is a three-credit hour seminar incorporating Introduction to the Engineering Profession, College Success, and Professional Skills. The Introduction to the Engineering Profession introduces students to engineering skills and ensures the transferability of the course. The Professional Skills dimension infuses career-based skills to ensure professional success and increased employability. ESS students learn career and professional skills as early as their first semester at CC. Skills -- including oral and written communication, critical thinking, problem-solving, and teamwork, are incorporated into the curriculum and assessed through resume writing, mock interviews, and project-based learning. Students pitch their projects through pitch competitions, concept paper submissions, and presentations before professional judges. The ESS introduces students to industry roles, project management, and leadership. ESS also incorporates a professional speaker series for networking and mentoring. The College Success dimension provides skills on how to navigate college. These skills include but are not limited to time management, financial literacy, wellness, and managing academic load. The College Success dimension also ensures that students know where to find resources. Each dimension incorporates evidence-based practices, woven with diversity and inclusion initiatives. The course culminates with the project competition. We hypothesize that the multidimensional approach to the course will develop belonging to the profession and student success. Belonging to the engineering profession is assessed through a pre-and post-belonging survey. The number of internships attributed to ESS and employers' feedback are also assessed.

Since its inception, six-hundred thirty (630) students have enrolled, six-hundred twenty (620) completed with a 93.2% success rate (students who earned a C or higher). All successful students are retained in the engineering program and graduate or are on track for graduation. Students are also hired for internships while they are still in the class. Industry partners that hire ESS students are impressed with students' professionalism and skills. Through the ESS, Wright College’s Engineering Program is slowly breaking through the hiring processes that exclude community college students from internships. Intentional industry partnerships that hired engineering interns from ESS now pilot the "Cohort internship model" or "Cohort Pipeline to Engineering Workforce." Most interns received return offers while working towards associate and bachelor's degree completion. Most importantly, students who completed the ESS increased their belonging, self-efficacy to the engineering profession, and confidence in their goals.

Citation
Format

Espiritu, D. J. (2024, June), A Multidimensional Approach to Providing Excellent FYE that Increases Belonging, Retention, and Success of Engineering Students Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46462

TY - CPAPER
AB -
This Complete Evidence-Based Practice Paper presents a new model of engineering orientation through a multidimensional seminar approach, the Engineering Success Seminar (ESS). Creating an excellent first-year experience (FYE) involves implementing several evidence-based practices such as cohort-based programs, academic and social integrations, and belonging seminars. Although community colleges (CC) implement several FYEs -- retention, and student success can be improved. Wright College, one of the City Colleges of Chicago, a Hispanic Serving community college, developed a framework that holistically and programmatically support engineering students through admission, transfer, and degree completion (associate and bachelor). This framework resulted in a 75% transfer rate to 4-year engineering programs within two years. The course provides excellent first-year experience, measures belonging and self-efficacy, and tracks the success of engineering students.

The ESS is a three-credit hour seminar incorporating Introduction to the Engineering Profession, College Success, and Professional Skills. The Introduction to the Engineering Profession introduces students to engineering skills and ensures the transferability of the course. The Professional Skills dimension infuses career-based skills to ensure professional success and increased employability. ESS students learn career and professional skills as early as their first semester at CC. Skills -- including oral and written communication, critical thinking, problem-solving, and teamwork, are incorporated into the curriculum and assessed through resume writing, mock interviews, and project-based learning. Students pitch their projects through pitch competitions, concept paper submissions, and presentations before professional judges. The ESS introduces students to industry roles, project management, and leadership. ESS also incorporates a professional speaker series for networking and mentoring. The College Success dimension provides skills on how to navigate college. These skills include but are not limited to time management, financial literacy, wellness, and managing academic load. The College Success dimension also ensures that students know where to find resources. Each dimension incorporates evidence-based practices, woven with diversity and inclusion initiatives. The course culminates with the project competition. We hypothesize that the multidimensional approach to the course will develop belonging to the profession and student success. Belonging to the engineering profession is assessed through a pre-and post-belonging survey. The number of internships attributed to ESS and employers&#39; feedback are also assessed.

Since its inception, six-hundred thirty (630) students have enrolled, six-hundred twenty (620) completed with a 93.2% success rate (students who earned a C or higher). All successful students are retained in the engineering program and graduate or are on track for graduation. Students are also hired for internships while they are still in the class. Industry partners that hire ESS students are impressed with students&#39; professionalism and skills. Through the ESS, Wright College’s Engineering Program is slowly breaking through the hiring processes that exclude community college students from internships. Intentional industry partnerships that hired engineering interns from ESS now pilot the &quot;Cohort internship model&quot; or &quot;Cohort Pipeline to Engineering Workforce.&quot; Most interns received return offers while working towards associate and bachelor&#39;s degree completion. Most importantly, students who completed the ESS increased their belonging, self-efficacy to the engineering profession, and confidence in their goals.

AU - Doris J. Espiritu
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - A Multidimensional Approach to Providing Excellent FYE that Increases Belonging, Retention, and Success of Engineering Students
UR - https://peer.asee.org/46462
ER -