Mundy, M. A. L., & Ozcelik, S., & Abdelrahman, M., & Ramirez, D. (2015, June), CASCaded Mentoring and Design Experiences (CASCADE)  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23670

\bibitem{asee_peer_23670}
  Mundy, M. A. L., \& Ozcelik, S., \& Abdelrahman, M., \& Ramirez, D. (2015, June), \emph{CASCaded Mentoring and Design Experiences (CASCADE)}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23670

Marie Anne L Mundy, Sel Ozcelik, Mohamed Abdelrahman, and David Ramirez.  "CASCaded Mentoring and Design Experiences (CASCADE)".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23670 Internet.  14 Dec, 2024

\bibitem{asee_peer_23670}
  Marie Anne L Mundy, Sel Ozcelik, Mohamed Abdelrahman, and David Ramirez.
  "CASCaded Mentoring and Design Experiences (CASCADE)".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23670 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_23670
author = "Marie Anne L Mundy, Sel Ozcelik, Mohamed Abdelrahman, and David Ramirez"
title = "CASCaded Mentoring and Design Experiences (CASCADE)"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23670}
number = {10.18260/p.23670}
}

TY  - CPAPER
AB  -            CASCaded Mentoring and Design Experiences (CASCADE)Texas A&M University-Kingsville (TAMUK) received funding from the National ScienceFoundation’s Science, Technology, Engineering and Mathematics Talent Expansion Program(STEP) for the CASCaded Mentoring And Design Experiences (CASCADE) project. The goalof CASCADE is to increase the quantity, quality, and diversity of TAMUK students whosuccessfully earn an engineering baccalaureate degree. Building on TAMUK’s STEP 1A projectoutcomes and institutionalization efforts, CASCADE will engage engineering students in designexercises and experiences throughout their academic undergraduate careers, and provide studentsupport in an innovative configuration of cascaded peer mentoring. This will contribute toincreased student retention and persistence to graduation. CASCADE will offer a fundamentalfreshman exposure to the design process, provide vertically aligned design experiences throughthe sophomore and junior year, and bring added engagement and understanding to the seniorcapstone design experience through interaction with industry and peers involved with TAMUK’sJavelina Innovation Laboratory. Figure 1 shows the design of CASCADE STEP project.Objectives for the CASCADE Project    Infuse concepts of the design process across all four levels of the engineering       undergraduate curriculum (i.e., freshman through senior)    Increase first-year, second-year, and third-year retention of engineering undergraduate       students to 78%, 68%, and 62%, respectively, and    Raise the 6-year engineering undergraduate graduation rate to 54%Participating students (mentees) were mentored by more advanced students (mentors) as theyworked on projects focused on various aspects of the design process in targeted courses.During Spring 2014, students in AEEN 1310, MEEN 1310, MEEN 2302, and CEEN 3145 wereprovided assistance by CASCADE mentors in completing design projects.Mentors stated that Students learned how to manage their time. Having to manage theirschedules made this more like real work; Students learned how to approach a project. They hadto set goals about the project and work on it on a day to day basis; Students gained teamworkskills. They learned how to work in a team and how to ask each other for help.Mentees provided the following comments about what they believed they gained from workingon their projects. Students from 3 of the 4 courses identified learning to work in teams assomething they gained from the project. Learning to compromise was a benefit that one studentpointed out from working in groups. Several students understood that it was important for themto learn to work in groups because they will have to be part of teams in the future.The paper will discuss lessons learned from the first year implementation and from students’ firstyear survey.Figure 1. CASCADE STEP Project
AU  - Marie Anne L Mundy
AU  - Sel Ozcelik
AU  - Mohamed Abdelrahman
AU  - David Ramirez
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - CASCaded Mentoring and Design Experiences (CASCADE)
UR  - https://peer.asee.org/23670
DO  - 10.18260/p.23670
ER  -