Daytona Beach, Florida
August 6, 2017
August 6, 2017
August 8, 2017
Diversity and FYEE Division - Paper Submission
The College of Engineering, Computer Science and Technology (ECST) at Cal State LA recently introduced the First-Year Experience (FYrE@ECST) program that focuses on building a more academically focused engineering mindset in freshmen engineering majors during their first year of college. While FYrE@ECST consisted of a number of proven practices integrated into the freshmen experience, the goal of this paper is to present the benefits of implementing a supplemental instruction (SI) model, adapted from the UMKC model to enhance student learning in Calculus and Physics, which are pre-requisite courses for most core upper division engineering courses, but have very high attrition level. In 2014 leading up to the development of FYrE@ECST, we examined 6-year graduation rates of the most recent 5 years, and thus we had data from the Office of Institutional Research for the Fall 2007 through Fall 2011 first-time freshmen cohorts. Out of those total 1052 students, only 567 even took Calculus I, and out of those who took Calculus I, 203 failed the course on the first try, yielding 35.8% of students needing to repeat the course. Historically, very few (~6%) of our freshmen completed their Physics I requirement within their first 2 terms. Therefore, FYrE@ECST interventions focused on effective learning pedagogy and practices in these traditionally challenging but foundational courses. In particular, we wanted to demonstrate the benefit of SI workshops in a majority first-generation, underrepresented minority, predominantly academically unprepared student population. The peer-led workshops are mandatory for FYrE@ECST students and designed to promote inquiry-based and collaborative learning environment and increase students’ mathematics self-efficacy. Supplemental Instruction was assessed using self-efficacy surveys, physics and math grades, pre- and post-tests, and focus groups. FYrE@ECST students were compared to concurrent (CG-2) and historical (CG-3) control groups. The math average GPA for FYrE@ECST students at the end of the first year was 2.9, compared to 2.2 and 2.45 for CG-2 and CG-3, respectively, and completion rate of Physics I within the first 2 terms for FYrE@ECST students was 81%, compared to 9.4% for CG-2 and 6.3% for CG-3. Results from focus groups and surveys indicated that students had a very positive experience in the SI workshops.
Kornblum, S. L., & Avery El, Z. K., & Menezes, G. B., & Won, D., & Allen, E. L. (2017, August), Enhancing Engineering First-Year Experience (FYrE) through Supplemental Instruction Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. https://peer.asee.org/29408
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: © 2017 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