Enhancing Students' Learning Outcomes Through Freshman Summer Engineering Experience (SEE) Programs

Hossein Rahemi; Amir Elzawawy; Margaret Ducharme

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: First-year Programs Division: Student Success
Tagged Division: First-Year Programs
Page Count: 12
DOI: 10.18260/1-2--30432
Permanent URL: https://peer.asee.org/30432
Download Count: 439

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Paper Authors

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Hossein Rahemi Vaughn College of Aeronautics & Technology

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Dr. Hossein Rahemi is a professor and department chair of Engineering and Technology at Vaughn College of Aeronautics & Technology. He is the author of two books, Vaughn College Journal of Engineering and Technology (VCJET), numerous conference papers in the areas of solid mechanics, computational mechanics, vibration analysis, fracture mechanics and reliability analysis. He is also a principle investigator for the NSF S-STEM grant and the HIS-STEM grant and a student adviser for a number of technical papers in the areas of mechanics, robotics and industrial automation.

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Amir Elzawawy Vaughn College of Aeronautics & Technology orcid.org/0000-0001-5983-7380

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Dr. Amir Elzawawy is an assistant professor at Vaughn College of Aeronautics and Technology. Dr. Elzawawy teaches courses in mechanical and mechatronic engineering and engineering technology programs. His research background is in the area of experimental fluid mechanics and currently active on the area of CFD (Computational Fluid Dynamics) and heat transfer simulations. This in addition to developing STEM programs to enhance engineering education experiences focused on improving retention and graduation rate.

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Margaret Ducharme Vaughn College of Aeronautics & Technology

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Dr. Ducharme is the Chairman of Arts and Sciences at Vaughn College and the Project Director for the Title V SOAR grant supporting outstanding achievement and retention of Hispanic and other high need students. She is the Vaughn Engineering Learning Community Director and the Liaison of AVID (Advancement Via Individual Determination) at Vaughn College. She obtained her Ph.D. in English from the University of Toronto; her dissertation is on Henry James. Dr. Ducharme has presented papers recently at the NEMLA (Northeastern Modern Language Association) and the ALSCW (Association of Literary Scholars Critics and Writers) conferences.

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Abstract

This paper details the development, implementation, and assessment process for the achievement of specific learning outcomes in the Summer Engineering Experience program implemented at a college in the Northeastern region of the United States. This five week summer program is designed to prepare first-year students for engineering curriculums. The development and implementation of this program is supported by the Department of Education federal fund as part of Title III, Part F, HSI-STEM and Articulation grant (Award#P031C160021).

This program is designed with an objective to enhance students’ hands-on, computational, programming, communication, and problem solving skills. The SEE program has been offered during the summer to first-year engineering students since 2016. It is offered Monday through Thursday (8:00 am to 4:00 pm) with lectures and hands-on classes covering topics related to engineering computation using MATLAB and C++, aerodynamics, bridge truss design & analysis, technical writing and presentation. The Friday session of the SEE program is designated for educational seminars and technical workshops.

The development and implementation process of the SEE program has been presented to the 2016 ASEE annual conference. In this paper a set of learning outcomes was introduced based on specific class topics and students’ group reports and project presentations. A rubric score was used to assess the attainment of those learning outcomes in the preparation of freshman students for engineering programs. As part of this study, students in the SEE program are monitored through their core courses in sophomore and junior years, and their performance in those classes is to be compared with the performance of other students who did not participate in the SEE program.

Students group projects are presented on the last day of the summer session, and their performance based on attainment of specific learning outcomes is evaluated by faculty members. Also, as an indirect measure, a rubric survey based on the contents of the SEE is distributed to students to assess the effectiveness of the SEE program. The details and implementation process of the SEE program, the assessment of the program, and the continuous improvements to the program are to be presented and discussed during the 2018 ASEE Annual Conference Proceedings.

Citation
Format

Rahemi, H., & Elzawawy , A., & Ducharme, M. (2018, June), Enhancing Students' Learning Outcomes Through Freshman Summer Engineering Experience (SEE) Programs Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30432

TY - CPAPER
AB - This paper details the development, implementation, and assessment process for the achievement of specific learning outcomes in the Summer Engineering Experience program implemented at a college in the Northeastern region of the United States. This five week summer program is designed to prepare first-year students for engineering curriculums. The development and implementation of this program is supported by the Department of Education federal fund as part of Title III, Part F, HSI-STEM and Articulation grant (Award#P031C160021).

This program is designed with an objective to enhance students’ hands-on, computational, programming, communication, and problem solving skills. The SEE program has been offered during the summer to first-year engineering students since 2016. It is offered Monday through Thursday (8:00 am to 4:00 pm) with lectures and hands-on classes covering topics related to engineering computation using MATLAB and C++, aerodynamics, bridge truss design &amp; analysis, technical writing and presentation. The Friday session of the SEE program is designated for educational seminars and technical workshops.

The development and implementation process of the SEE program has been presented to the 2016 ASEE annual conference. In this paper a set of learning outcomes was introduced based on specific class topics and students’ group reports and project presentations. A rubric score was used to assess the attainment of those learning outcomes in the preparation of freshman students for engineering programs. As part of this study, students in the SEE program are monitored through their core courses in sophomore and junior years, and their performance in those classes is to be compared with the performance of other students who did not participate in the SEE program.

Students group projects are presented on the last day of the summer session, and their performance based on attainment of specific learning outcomes is evaluated by faculty members. Also, as an indirect measure, a rubric survey based on the contents of the SEE is distributed to students to assess the effectiveness of the SEE program. The details and implementation process of the SEE program, the assessment of the program, and the continuous improvements to the program are to be presented and discussed during the 2018 ASEE Annual Conference Proceedings.

AU - Hossein Rahemi
AU - Amir Elzawawy
AU - Margaret Ducharme
CY - Salt Lake City, Utah
DA - 2018/06/23
PB - ASEE Conferences
TI - Enhancing Students' Learning Outcomes Through Freshman Summer Engineering Experience (SEE) Programs
UR - https://peer.asee.org/30432
DO - 10.18260/1-2--30432
ER -