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First-Year Engineering: An Integrative Approach to Student Success and Development

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Conference

2018 FYEE Conference

Location

Glassboro, New Jersey

Publication Date

July 24, 2018

Start Date

July 24, 2018

End Date

July 26, 2018

Conference Session

Technical Session I

Tagged Topics

Diversity and FYEE Conference Sessions

Page Count

6

Permanent URL

https://peer.asee.org/31401

Download Count

28

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Paper Authors

biography

Carmellia Davis-King Michigan State University

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Carmellia V. Davis-King is the Co-Curricular Director of the 1st year engineering program at Michigan State University College of Engineering. As the Co-Curricular Director for this living and leaning experience she is responsible for student success and development. She earned a Masters of Education degree in Higher, Adult, and Lifelong Education from Michigan State University.

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Abstract

Cultivating engineering students who are well equipped to assist in solving the Grand Challenges for Engineering in the 21st Century called for XXX University’s College of Engineering to change how students were being educated during their first year on campus. In partnership with corporate theme partners Consumers Energy, Bosch Corporation, General Electric, Tenneco, college faculty and staff, the College of Engineering’s CoRe Experience developed academic and co-curricular programming that focused on developing core competencies as a component for student success and development. CoRe is an engineering living and learning program for 1st year undergraduate students.

The curricular piece of this integrated living and learning program called “CoRe” is academic. It consists of two introductory courses. The first provides a set of broad, team-based, hands-on design experiences as well as an introduction to topics common across all engineering disciplines. The second course introduces problem solving and mathematical modeling of engineering problems and systems. The academic courses provide students with a broad introduction to the profession of engineering, problem solving and team building skills. The classes prepare students to advance within the curriculum and potentially see themselves as young professionals capable of succeeding in the field of engineering.

The second component of CoRe is the co-curricular programming within three residential halls on campus that includes the delivery of student service operations, including career services, freshman academic advising, peer tutoring sessions and mentoring by College and CoRe corporate theme partners. Another aspect of the co-curricular programming includes the

development of a faculty speaker series and academic probation presentations. Partnering with industry, college and campus partners during the engineering students’ first year on campus has proven to have a positive effect on students seeking co-op and internships during their 1st year of their undergraduate education. To ensure that students develop key competencies, corporate sponsors provide additional opportunities such as mentoring, evening presentations, team based competitions, site visits and professional conferences focused on training and development. CoRe is a unique integrated effort on behalf of the College of Engineering faculty, staff, corporate theme partners and campus departments to ensure that each student has the tools needed in order to be successful.

With the continued program improvement efforts each year CoRe implements academic and Co-Curricular changes to meet the needs of student participants. Academic and Co-Curricular successes and failures are made available through a yearly program survey. Data collected from students, faculty, staff and campus and corporate partners help to shape programming efforts.

Davis-King, C. (2018, July), First-Year Engineering: An Integrative Approach to Student Success and Development Paper presented at 2018 FYEE Conference, Glassboro, New Jersey. https://peer.asee.org/31401

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