June 15, 2019
June 15, 2019
June 19, 2019
Diversity and NSF Grantees Poster Session
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.
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. https://peer.asee.org/32415
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