Jennings, M., & Talley, K. G. (2019, June), Board 72: Impact on Retention: Integrating Introduction to Engineering Concepts into a Freshman University Seminar Experience  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32415

\bibitem{asee_peer_32415}
  Jennings, M., \& Talley, K. G. (2019, June), \emph{Board 72: Impact on Retention: Integrating Introduction to Engineering Concepts into a Freshman University Seminar Experience}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32415

Madeleine Jennings and Kimberly Grau Talley P.E..  "Board 72: Impact on Retention: Integrating Introduction to Engineering Concepts into a Freshman University Seminar Experience".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32415 Internet.  23 Feb, 2025

\bibitem{asee_peer_32415}
  Madeleine Jennings and Kimberly Grau Talley P.E..
  "Board 72: Impact on Retention: Integrating Introduction to Engineering Concepts into a Freshman University Seminar Experience".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32415 Internet.  23 Feb, 2025

@INPROCEEDINGS{asee_peer_32415
author = "Madeleine Jennings and Kimberly Grau Talley P.E."
title = "Board 72: Impact on Retention: Integrating Introduction to Engineering Concepts into a Freshman University Seminar Experience"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32415}
number = {10.18260/1-2--32415}
}

TY  - CPAPER
AB  - A four-year study meant to analyze the effects of a modified introductory engineering course on two-year retention of women and minorities was conducted at Texas State University. Introduction to Engineering modules were integrated into a general freshman university seminar course. Two experimental tactics were followed. One section type, Early Career Intervention (ECI), focused on giving students resources and contacts such as faculty, student leaders, and industry professional contacts that they could utilize to succeed in their degree plan and later on, their career. The other experimental section type, Design Intervention, included a small design project and introduction to design theory, as well as Early Career Intervention. This work-in-progress sought to discover early data trends that indicate success of the modified introductory class. Early data suggests that Engineering Technology (ET) students may prefer Design Intervention, and Engineering (ENGR) students may prefer ECI. Furthermore, under-represented minorities (URMs) in ENGR majors may prefer Design Intervention, women in ET majors seem to succeed after Design Intervention, and women in ENGR are retained by ECI. Further investigation of these trends is scheduled upon completion of data acquisition.
AU  - Madeleine Jennings
AU  - Kimberly Grau Talley P.E.
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Board 72: Impact on Retention: Integrating Introduction to Engineering Concepts into a Freshman University Seminar Experience
UR  - https://peer.asee.org/32415
DO  - 10.18260/1-2--32415
ER  -