June 24, 2017
June 24, 2017
June 28, 2017
Diversity and NSF Grantees Poster Session
The BOOST program (Bridge Opportunities Offered for the Sophomore Transition) was developed to boost Engineering majors from their freshmen to sophomore year. Teams of rising sophomores, along with junior- or senior-level peer mentors, spent six weeks of their summer deepening their Engineering identity as they worked together on Engineering projects which served their local community. BOOST partnered with three highly impactful, urban, service-focused community organizations - two non-profit organizations and a public elementary school. Motivated by the societal impact they could see themselves making, BOOST students devoted half days for 6 weeks of the summer in addition to an hour a week during the spring quarter to engineering service projects and introductory workshops on computer aided design, computer programming, microcontrollers, as well as materials science and physics. Despite most BOOST students being first-generation college students, and no BOOST student having had any previous engineering design experience prior to participation in the program, the students completed three substantial design projects which were all very well received by the community partners. Assessment results indicate that students greatly benefited from participating in design projects, providing service to their community, working in teams, peer mentorship, and interaction with faculty advisors. Most noticeably, BOOST students’ engineering innovation and creativity scale increased by 50% (p<.01) according to pre-post-BOOST comparisons on Ragusa’s ECPII validated scale.
Won, D., & Menezes, G. B., & Sharif, A. A., & Ragusa, G., & Pacheco-Vega, A. (2017, June), Board # 154 : Boosting engineering identity of rising sophomore engineering majors through service learning based bridge program Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27782
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