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Engineering Student Success: An Intervention Course

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Tagged Division

First-Year Programs

Page Count

19

Page Numbers

22.603.1 - 22.603.19

Permanent URL

https://peer.asee.org/17884

Download Count

23

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Paper Authors

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Dianne Raubenheimer North Carolina State University

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Dr. C. Dianne Raubenheimer is Director of Assessment in the College or Engineering and Adjunct Assistant Professor in the Department of Adult and Higher Education at NC State University. Within the College of Engineering she serves as the coordinator of ABET and other accreditation processes, acts as a resource/consultant to faculty in the different programs, develops and implements assessment plans, and serves as the primary educational assessment/data analyst adviser on the Dean’s staff. A particular interest is in helping faculty to develop and implement classroom-based assessment and action research plans to establish the effectiveness of instruction and to use the data to improve teaching and student learning. She is currently working with several engineering faculty assessing the impact of in-class use of technology on teaching and student learning. Dianne has also worked as an education consultant for a number of organizations conducting program evaluations and is currently serving as external evaluator on several grants. Her research interests focus on faculty development, action research, the role of technology in teaching and learning, and assessment in higher education.

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biography

Jerome P. Lavelle North Carolina State University

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Jerome P. Lavelle, Ph.D. is Associate Dean of Academic Affairs in the College of Engineering at North Carolina State University.

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Monica Terrell Leach North Carolina State University

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Steven L. White North Carolina State University

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Steven White is a Data Research Analyst in the Enrollment Management and Services office at North Carolina State University. He received a Bachelor of Science degree in Business Administration (2005) and in Information Systems and Operations Management (2008) at The University of North Carolina at Greensboro.

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Philip Albert Moses North Carolina State University

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Moses is completing his 16th year at North Carolina State University in the Academic Support Program for Student Athletes (ASPSA). He has been recognized by his peers as a national leader in the field of athletic academic advising. He has had the privilege of serving as President of the National Association of Academic Advisors for Athletics (N4A). The Academic Support Program for Student Athletes at NC State has been recognized by the National Academic Advising Association (NACADA) as an exemplary program.

Prior to coming to NC State in 2005 Moses worked in the academic support programs at Texas A& M University and Arizona State University. He has also been employed as a reading specialist, principal, youth program counselor and as a private tutor for the children of then Governor Hugh Carey in New York.

Moses received his masters in reading from SUNY Albany, his bachelors in physical education from SUNY Cortland and his associates in liberal arts from Paul Smith's College.

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Abstract

Engineering Student Success: An Intervention CourseThis paper describes a collaborative effort of campus partners at NC State University inpiloting a new course aimed at underperforming second semester freshmen engineeringstudents. The 1 credit hour course was offered in spring 2009 and again in spring 2010.Through this effort, we have developed, tested and revised a model structure andcurriculum that can be used for the entire campus community related to improving theacademic success of underperforming freshmen students. The course, entitled E298Engineering Student Success, was offered for the first time in spring 2009 and involvedcollaborative teaching teams from the College of Engineering, from the Division ofEnrollment Management and Services (EMAS) and the Academic Support Program forStudent Athletes (ASPSA). The curriculum for the course focuses on developing learningoutcomes and competencies related to: • academic performance, • time management and organizational skills, • stress management, • decision-making, and • academic and test taking skills.The effectiveness of the course was evaluated for each year offered by (a) comparingstudent's overall GPAs at the end of the first and at the end of the second semester, (b)assessing a set of student cognitive variables at the beginning and end of the course, (c)tracking student retention and persistence in the fall of the second year, (d) comparingstudent performance and retention to two comparison groups of students who did not takethe new course. Within-group and between-group comparisons are highlighted.This paper discusses how students were identified and invited to participate; the structureand curriculum of the course and the teaching teams; the evaluation results from twoofferings of the course; and our future plans and enhancements for the pilot.Key words: academic intervention, student success, retention, persistence.

Raubenheimer, D., & Lavelle, J. P., & Leach, M. T., & White, S. L., & Moses, P. A. (2011, June), Engineering Student Success: An Intervention Course Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17884

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