Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Noah Salzman, Boise State University; Ann E. Delaney, Boise State University; Catherine Rose Bates; Donna C. Llewellyn, Boise State University

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Diversity

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First-Year Programs

, as well as several years of electrical and mechanical engineering design experience as a practicing engineer. He received his Bachelor of Science degree in Engineering from Swarthmore College, his Master’s of Education degree from the University of Massachusetts, and a Master’s of Science in Mechanical Engineering and Doctorate in Engineering Education from Purdue University.Ms. Ann E. Delaney, Boise State University Ann Delaney is the Diversity, Equity, and Inclusion Coordinator and the SAGE Scholars Program Director in the College of Engineering at Boise State University. SAGE Scholars is an NSF-funded S-STEM scholarship program which is part of the Redshirting in Engineering Consortium. As part of this program

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miriam Howland Cummings, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Gregory Edward Simon, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

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First-Year Programs

recent NSF S-STEM award that focuses on STEM identity at Urban Universities. Darbeheshti’s primary research is in the area of Multi-phase viscous flows in Fluid Mechanics. She is also involved in First-Year Engineering Program, and created the Engineering Learning Community for First-year students at CU-Denver. is a member of ASME: Society of Mechanical Engineers. She serves as the faculty advisor for the Society of Women Engineers in the College of Engineering, Design and Computing.Mr. Gregory Edward Simon, University of Colorado DenverWilliam Taylor Schupbach, University of Colorado DenverDr. Michael S. Jacobson, University of Colorado Denver Professor of Mathematics for over 40 years, with a keen interest in STEM

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rezvan Nazempour, University of Illinois at Chicago; Houshang Darabi, University of Illinois at Chicago; Renata A. Revelo, University of Illinois at Chicago; Peter C. Nelson, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Jeremiah T. Abiade, University of Illinois at Chicago

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Diversity

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First-Year Programs

Research and Education c American Society for Engineering Education, 2020 Implementation of an Introductory Engineering Course and its Impact on Students’ Academic Success and RetentionAbstractThis Complete Research paper will describe the implementation of an introductory course(ENGR194) for first semester engineering students. The course is meant to improve retention andacademic success of engineering first-year students in the College of Engineering at the Universityof Illinois at Chicago. The implementation of this course is part of an ongoing National ScienceFoundation (NSF) Scholarships in Science, Technology, Engineering, and Math (S-STEM)project. This paper reports on the impact of combinatorial

Conference Session

FPD1 - Early Success and Retention

Collection

2008 Annual Conference & Exposition

Authors

Alicia Boudreaux, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University; James Nelson, Louisiana Tech University; Galen Turner, Louisiana Tech University

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First-Year Programs

in the fall. The FrEP project, supported by NSF STEP and S-STEM grants,continues to provide scholarships for these FrEP students through their freshman year. OurIntegrated Curricula are structured such that students register for a block of core classes, and theS-STEM student cohort comprises one of these blocks. Throughout the academic year, studentmentors are assigned to this cohort to conduct Supplemental Instruction sessions each week.At present, 85% of this initial FrEP cohort has been retained in a STEM discipline. Data from theprevious three years show an average freshman to sophomore STEM retention rate for a similarcohort of 59%. These students also have displayed more confidence, positive attitudes, respect,and a greater

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

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Diversity

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First-Year Programs

Education, 2021Exploring the Evolution of Engineering Students’ Feelings of Inclusion in Their Collegeand the Broader Scientific Community.AbstractThis complete research paper discusses how students’ feelings of inclusion change throughouttheir undergraduate career. Student responses acquired through focus groups and one-on-oneinterviews were examined to determine how included the students felt in their engineeringcollege and also the broader scientific community.A small group of non-calculus ready engineering students enrolled in a large land grantinstitution in the Mid-Atlantic region consented to participate in the study. The student cohortparticipated in an NSF S-STEM funded program aimed at fostering a sense of inclusion inengineering by

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andria Costello Staniec, Syracuse University; Helen M. Doerr, Syracuse University

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First-Year Programs

students not enrolled in any support. This will enable us to assess effectiveness of our re- designed mathematics support courses.References1. Gattis, C., Hill, B., & Lachowsky, A. (2007). A successful engineering peer mentoring program. In American Society for Engineering Education Annual Conference and Exposition, Conference Proceedings.2. Jones, S., Rusch, K., Waggenspack, W., Seals, R., & Henderson, V. (2010). S-STEM: Eng^2 scholars for success engineering engagement. In American Society for Engineering Education Annual Conference and Exposition, Conference Proceedings.3. Kukreti, A., Simonson, K., Johnson, K., & Evans, L. (2009). A NSF-supported S-STEM program for recruitment and retention of

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

StudentsIntroductionThe College of Engineering at Rowan University, a four-year, mid-sized, suburban, publicuniversity in the North East, is in the fourth year of a six year NSF S-STEM grant (Scholarshipsfor Science, Technology, Engineering and Math). In addition to providing two cohorts ofstudents with four year $3,000 dollar annual scholarships, students are provided targetedmentoring, participate in an Engineering Learning Community (ELC) in the first year, and areprovided with tutoring-on-demand for core engineering courses throughout the four-year degreeprogram.Only students with financial need were accepted into the S-STEM scholarship program and ELC.Students from under-represented groups in Engineering were aggressively recruited, i.e., women,African

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregory Edward Simon, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Miriam Howland Cummings, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

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Diversity

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First-Year Programs

multiple“layers”, including senior mentors, graduate students, and faculty. A majority, but not all, of thepeer mentors and mentees are recipients of scholarship funds from a NSF S-STEM grant.The researchers focus on the peer mentorship component of the ELC program as a critical andcatalyzing practice that promotes STEM identity, which is corelated with academic success andretention. Furthermore, the relational and communal aspects of the mentorship program areposited as particularly critical supports in context of the global pandemic. The researchershypothesize that participation in the LMP will be correlated with improvements in studentretention and academic performance, and that there will be a change in students’ STEM identityas they progress

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

in the engineering college which, ultimately, may increase diversity inthe engineering workforce. The program focuses on cohort building, teamwork, mentorship, anddeveloping an engineering identity. Students participate in a week-long summer bridge componentprior to the start of their first semester. During their first year, students take a class as a cohorteach semester, participate in an industrial site visit, and interact with faculty mentors.Since 2016, the Academy of Engineering Success (AcES) program has been funded by a NationalScience Foundation (NSF) S-STEM grant which provides scholarships to eligible programparticipants. Scholarships start at $4,500 during year one and are renewable for up to five yearswith an incremental increase

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

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Diversity

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First-Year Programs, Pre-College Engineering Education

group as a senior engineer, and later brought his real-world expertise back into the classroom at Purdue University Calumet. He is currently a Clinical Associate Professor at the University of Illinois at Chicago where he enjoys success in teaching and education research.Prof. Jeremiah Abiade c American Society for Engineering Education, 2019 Execution Details and Assessment Results of a Summer Bridge Program for First-year Engineering StudentsAbstractThis paper reports the execution details and the summary assessment of a Summer Bridge Program(SBP) that is a part of an ongoing National Science Foundation (NSF) Scholarships in Science,Technology, Engineering, and Math (S-STEM

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

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Diversity

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First-Year Programs

study is informed by the need to address the well-documentedunderrepresentation of low-socioeconomic status (SES) and minoritized students in engineeringand other related careers [1]–[3]. Researchers advanced that, in addition to intellectual andscientific reasons, low-income students are attracted to the major by the potential prospect ofemployment after completing a degree [1], [4]. Financial considerations are critical for low-SESengineering students; this includes considerations of financial aid and differential tuition [5].Programs such as the National Science Foundation Scholarships in STEM (S-STEM) have beenimplemented to address financial assistance of low-SES students. This study is part of alongitudinal five-year S-STEM project

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

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First-Year Programs

of 1998. Itis administered by the National Science Foundation’s Division of Undergraduate Education(DUE). The program was modified in 2004 and is now known as the Scholarships in Science,Technology, Engineering, and Mathematics (S-STEM) Program. The CSEMS Program supportsacademically talented students, financially needy students for study in the “targeted disciplines”of computer science, engineering, and mathematics; the S-STEM program will additionallysupport study in other natural sciences. Although metrics of financial need are established by thefederal government, participating institutions interpret thresholds for academic merit andfinancial need based on local circumstances. In addition to supporting students with financialneed, the

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

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First-Year Programs

one of the FIGs, called FORCES (FocusOn Retention in Cohorts of Engineering Students), compared to students in the other three FIGsand the College of Engineering as a whole. FORCES is funded by NSF’s S-STEM (Scholarshipsin Science, Technology, Engineering and Mathematics) program and targets students inunderrepresented groups for recruitment with the broad goals of removing financial barriers andimproving student retention.Recognizing that success in mathematics is critical to engineering student success, key FORCESprogram elements were designed with a focus on calculus. FORCES scholars were required todemonstrate first fall semester calculus readiness by either earning an acceptable score on theuniversity’s Math Aptitude Test (MAT) or by

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carolyn Skurla, Baylor University; Steven R. Eisenbarth, Baylor University

Tagged Divisions

First-Year Programs

for Undergraduate Engineering and Computer Science Studies and more recently as the Associate Chair of the Electrical and Computer Engineering Department. He has developing interests in international education and has a faculty appointment at Pyongyang University of Science and Technology, DPRK. Page 23.1054.1 c American Society for Engineering Education, 2013 Scholarships for Academic Success Program: A Final ReportAbstractThe primary goal of the Scholarships for Academic Success (SAS) Program, funded through anNSF S-STEM grant, was

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Knaphus-Soran, University of Washington; Ann Delaney, Boise State University; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Jana Milford, University of Colorado, Boulder; Donna C. Llewellyn, Boise State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Michelle Ferrez, University of California, San Diego

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Diversity

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First-Year Programs

aimed at improvingthe engagement, retention, and graduation of students underrepresented in engineering. Thesecomponents include: “intrusive” academic advising and support services, intensive first-yearacademic curriculum, community-building (including pre-matriculation summer programs),career awareness and vision, faculty mentorship, NSF S-STEM scholarships, and second-yearsupport.This work in progress paper describes the implementation of the Redshirt program2 at each of thesix Redshirt in Engineering Consortium institutions, providing a variety of models for how an1 For brevity, we will use the acronyms listed in this table in place of the full names of theinstitutions throughout the paper.extra preparatory year or other intensive academic

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada, Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

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Diversity

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First-Year Programs

-fall bridge experience and two common courses, was founded in 2012 and has beenoperating with National Science Foundation (NSF) S-STEM funding since 2016. Students whoreceived S-STEM funded scholarships are required to participate in focus groups, one-on-oneinterviews, and complete Longitudinal Assessment of Engineering Self-Efficacy (LAESE),Motivated Strategies for Learning Questionnaire (MSLQ), and GRIT questionnaires eachsemester.The researchers applied qualitative coding methods to evaluate student responses from focusgroups and one-on-one interviews which were conducted from 2017 to 2019. Questions examinedin this paper include:1) How would you describe an engineer?2) Please describe what you think an engineer does on a daily basis.3

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

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First-Year Programs

committees and initiatives included focus areas around advising &graduation, applied learning, first year experience, academic progression (persistence), studentengagement, student wellness and student financial [7]. Additionally, the university has many nationally known scholar programs that haveshown to increase student persistence in the STEM fields. This includes the Center for Women inTechnology (CWIT), Meyerhoff Scholars program, an Honors College and S-STEM scholars(just in mechanical engineering).Literature reviewSocial Cognitive Career Theory: Influences of Career Choices. As an important foundation of this research the Social Cognitive Career Theory (SCCT)was used as the framework for developing the survey instrument

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Melissa Dagley-Falls, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Young, University of Central Florida

Tagged Divisions

First-Year Programs

experience, living-learning communities, and persistence to graduation for students in science, technology, engineering, and mathematics programs.Michael Georgiopoulos, University of Central Florida Michael Georgiopoulos is a Professor in the UCF School of Electrical Engineering and Computer Science and the PI of the NSF-funded S-STEM program at UCF entitled the "Young Entrepreneur and Scholar(YES) Scholarship Program" as well as the NSF-funded STEP program entitled "EXCEL:UCF-STEP Pathways to STEM: From Promise to Prominence." Dr. Georgiopoulos' research interests lie in the areas of machine learning, neural networks, pattern recognition and applications in signal/image processing

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, understanding majors and careers,academic requirements, student responsibilities, and financial management, it was notcompletely tooled to handle some issues pertinent to engineering disciplines.In 2016, the authors received an S-STEM Grant from NSF (Undergraduate Scholarships forExcellent Education in Environmental Engineering and Water Resources Management(USE4WRM)) to address the challenges being faced by first-generation minority students inengineering programs and to improve recruitment and retention of financially deprived studentswith high academic credentials who would pursue their undergraduate degrees in EnvironmentalEngineering or Water Resources Management. Since Fall 2016, the authors have taught a sessionof FYS 1101 for these majors as a

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hossein Rahemi, Vaughn College of Aeronautics & Technology; Amir Elzawawy , Vaughn College of Aeronautics & Technology; Margaret Ducharme, Vaughn College of Aeronautics & Technology

Tagged Divisions

First-Year Programs

Paper ID #21227Enhancing Students’ Learning Outcomes Through Freshman Summer Engi-neering Experience (SEE) ProgramsDr. Hossein Rahemi, Vaughn College of Aeronautics & Technology Dr. Hossein Rahemi is a professor and department chair of Engineering and Technology at Vaughn Col- lege of Aeronautics & Technology. He is the author of two books, Vaughn College Journal of Engineering and Technology (VCJET), numerous conference papers in the areas of solid mechanics, computational mechanics, vibration analysis, fracture mechanics and reliability analysis. He is also a principle investi- gator for the NSF S-STEM grant and

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ordel Brown, Northwestern University; Robin A.M. Hensel Ed.D., West Virginia University; Melissa Lynn Morris, West Virginia University; Joseph Dygert, West Virginia University

Tagged Divisions

First-Year Programs

3admission criteria were conditionally admitted to the engineering college in Track 3 if theycompleted the AcES program. Figure 2 also indicates that four of the five cohorts had a majorityTrack 3 students, and only the 2015 cohort had a majority of Track 2 students.Cohorts entering in fall 2016 and later were eligible for AcES specific scholarships funded by anNSF S-STEM grant. The scholarships were awarded based on students’ financial need andacademic performance, and are renewable for up to five years for students maintaining a collegecumulative GPA of 3.0 or higher and remaining in the engineering college.3.2 Curricular StructureIn years 2012-2015 the AcES program consisted of a summer bridge experience, a professionaldevelopment course during

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Ann Delaney, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives; Donna C. Llewellyn, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Alliance as a method toincrease retention among prospective first-year underrepresented minority STEM students. The one-dayBridge program aimed to increase student belonging among first-year LSAMP students. The universityLSAMP program is housed in the Institute for STEM & Diversity Initiatives (ISDI). The LSAMPprogram has been on campus at Boise State University since 2011 and moved to ISDI in 2015. Thisorganizational shift has helped leverage funding and collaboration for LSAMP’s Bridge component, andhelped the program evolve into a multiple day Bridge experience. The program is now co-organized byLSAMP and an NSF-funded S-STEM scholarship program, SAGE Scholars, which follows the Redshirtin Engineering model ​[23]–[25]​.Program

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sura Al-Qudah, Western Washington University ; Jill Davishahl, Bellingham Technical College; Eric Davishahl, Whatcom Community College; Michael Andrew Greiner

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Diversity

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First-Year Programs

Technical College Jill Davishahl is a faculty member in the engineering department at Bellingham Technical College where she teaches courses ranging from Intro to Engineering Design to Engineering Statics. Outside of teach- ing, Jill is working on the development of a Bachelor of Applied Science in Engineering Technology and is currently PI on the NSF funded ATE project grant in renewable energy as well as PI on an NSF funded S-STEM project. She holds a Master of Science in Mechanical Engineering from the University of Washington.Mr. Eric Davishahl, Whatcom Community College Eric Davishahl is faculty and engineering program coordinator at Whatcom Community College. His teaching and research interests include

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle E. Jarvie-Eggart, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Jason Mathews, Michigan Technological University

Tagged Topics

Diversity

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First-Year Programs

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

First-Year Programs

goal of every engineeringschool. Overall, we should be considering both pathways to creating a more inclusive system.  Bibliography 1 "Abstracts of Studies about Diversity in Engineering and Science" Online Ethics Center for Engineering 8/6/2009National Academy of Engineering 2 "Synergies (2008 Annual Report) ". Rep. National Action Council for Minorities in Engineering. Web..3 Lim, V. "A Feeling of Belonging and Effectiveness Key to Women's Success." Diverse: Issues in HigherEducation 26.2 (2009): 17.4 Kukreti, A., Simonson, K., Johnson, K., and L. Evans. "A NSF-Supported S-STEM Scholarship Program forRecruitment and Retention of Underrepresented Ethnic and Women Students in Engineering." ASEE AnnualConference and Exposition, Conference

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Steve Haisley Patchin, Center for Pre-College Outreach - Michigan Technological University; Kimberly D'Augustino; Cody J Kangas, Michigan Technological University

Tagged Divisions

First-Year Programs

after-school care: Are there beneficial effects of after-school programs?” Child Development, Vol. 65, pg. 440-456. 1994.14. Schinke, S., Cole, K. C., and S. R. Poulin. “Evaluation of Boys and Girls' Club of America's Educational Enhancement Program”. Atlanta, GA: Author. 1998.15. Tierney, J., Grossman, J., and N. Resch. “Making a Difference: An Impact Study of Big Brothers/Big Sisters.” Philadelphia: Public/Private Ventures. November, 1995.16. Wilson, Z. S., Iyengar, S. S., Pang, S. S., Warner, I. M., and C. A. Luces. “Increasing Access for Economically Disadvantaged Students: The NSF/CSEM & S-STEM Programs at Louisiana State University.” Journal of Science Education and Technology, 1-7. 2011.17. Herrera, F. A., and S

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas

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Diversity

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First-Year Programs

-27 (or SAT of 1290-1550), and high school address with rural zip code). Rural zipcodes were identified using the Center for Medicare and Medicaid Services (CMS) Rural Zip Codelist [57]. PTG eligible students were also identified through conversations during recruitmentevents, and through other University programs and offices that work with students in rural areas.A PTG website was created to promote the program and the NSF S-STEM scholarship [58], whilefurther information was shared through initial and follow up correspondence (e-mails, phone calls,mailings). An Office of Admissions staff member located in Eastern Arkansas and dedicated torecruiting underrepresented students assisted in recruiting potential PTG students by

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa A. Dagley, University of Central Florida; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Andrew Patrick Daire, University of Houston; Christopher L. Parkinson, University of Central Florida; Diandra J. Prescod , Pennsylvania State University ; Christopher T. Belser, University of Central Florida

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Diversity

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First-Year Programs

the Co-PI of an NSF Funded Step 1B program called COMPASS, a Co-PI of the NSF-funded S-STEM program at UCF entitled the ”Young Entrepreneur and Scholar(YES) Scholarship Program” as well as the NSF-funded STEP program entitled ”EXCEL:UCF-STEP Pathways to STEM: From Promise to Prominence.” Dr. Young’s interests are in improving student learning in mathematics and increasing success in STEM education.Dr. Michael Georgiopoulos, University of Central Florida Michael Georgiopoulos received the Diploma in EE from the National Technical University in Athens, his MS degree and Ph.D. degree in EE from the University of Connecticut, Storrs, CT, in 1981, 1983 and 1986, respectively. He is currently a Professor in the