particular, the preparatory physics class that is part of the Engineering GoldShirtProgram first-semester curriculum was studied using a practice-research-practice model to drivechange. Multiple factors were used to assess and evaluate the course for continuousimprovement; these include the quantitative performance of students on a nationally normedtest, student qualitative and quantitative feedback from course evaluations, subsequent courseoutcome results, and student focus group and interview feedback. Engineering GoldShirtProgram students engineering identity formation during Summer Bridge was investigated byKnight et. al (2013). Creation of a Pre-Calculus for Engineers course was described by Ennis et.al. (2013) and then “calculus readiness” and
averages for females, and at about half of thenational average for URMs, Table 1. Time to graduation and graduate rate by demographic groupare highly variable but indicative of equity issues for our engineering URM undergraduates.Persistence data for students who have declared engineering as a major by their second year arepresented in Table 2. While women tend to graduate from engineering in six years at a rateequivalent or higher than the total population, graduation rates for URM students within engineeringare consistently lower. Although a number of these students graduate from the University with otherdegrees, others choose to leave the University
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