June 23, 2013
June 23, 2013
June 26, 2013
23.488.1 - 23.488.24
Engaging Early Engineering Students (EEES): A Fourth Year ReportEarly “leavers” from engineering programs typically fall into one of two overlapping categories:(a) those who leave because of academic difficulties and (b) those who leave because they findthe educational environment of early engineering to be hostile and/or not engaging. This paperdescribes an NSF STEP project, EEES, that is a suite of four articulated programs. EEES isdesigned to ease the transition of high school students into engineering undergraduate programs,and, by making the transition smoother, to increase the retention rate of early engineeringstudents. Analysis of internal statistics revealed key courses that are pivotal in promotingretention: early mathematics courses, first term physics, and a computational tools-for-problem-solving course; the students in those courses are the specific targets of EEES.The EEES project is a collaborative effort between the College of Engineering at and . EEES consists of four content subprograms: (a) aprogram to provide formative assessments in the key courses with follow-on “bootstrapping”tutorials, (b) a supplemental instruction program initially patterned after the Kansas City model,(c) a program to directly engage engineering faculty with early engineering students, and (d) aprogram to develop and exploit course material from one key course to another thereby enablinga “program view” by our students instead of the more typical “course silo view”. Our effort isnot a conglomeration of the four independent subprojects; rather EEES is a system of fourinterrelated, articulated programs.The project goal for EEES is to raise the matriculation-to-graduation rate in our College ofEngineering by ten percentage points. Earlier, we reported on reasoned methods to determineretention rate, a surprisingly complex problem. In addition to making good progress towards ourproject goal, we have set the problem of determining (a) the relative contribution of our each ofour projects to our retention goal and (b) the overall contribution of our project to retention in anenvironment that is constantly changing. In addition to our four content programs, our dataassembly and analysis goals are housed in an infrastructure program within EEES that is focusedspecifically on data management and analysis. The ultimate goals of credit assignment depend onmore complete data sets than we currently have. But intermediate data analysis is promising.In September, 2012, we completed the fourth year of our five year project. In this paper wepresent a summary of our results to date, including our data handling and analysis methodology.We report on both direct and indirect assessment metrics we have developed for assessment. Ourmethods have been mixed: both qualitative and quantitative. Our report is one year past “mid-term” for our project, and reports on the data and analyses supplied to NSF for our project’sSTEP third year review.
Sticklen, J., & Briedis, D., & Vergara, C. E., & Urban-Lurain, M., & DeGraaf, R. S., & Paquette, L., & Heckman, R., & Buch, N., & Wolff, T. F. (2013, June), Engaging Early Engineering Students (EEES): A Fourth Year Report from an NSF STEP Project Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19502
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015