Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
First-Year Engineering Students and Their Perceptions of Academic Progress is a Work In Progress (WIP) paper. First year engineering students are often under extreme amounts of stress. In their first semester, they are making the transition from high school to a college or a university where the rigor of the coursework is above and beyond what they have experienced in the past. Typically, first year engineering students are expected to be calculus ready and take a calculus course in their first semester. They also take a laboratory science course - either Chemistry or Physics - but sometimes both. In addition to these two courses, students usually take an introductory engineering course and round out their studies with a liberal arts course if the college or university has a general education requirement. Along with this difficult field of study and rigorous course load, they are adjusting in general to life at a new school and new independence: being away from home for the first time, setting their own schedule, making new friends, navigating campus and finding the resources available, and getting involved with extracurricular activities, etc. The question that presents itself is “How well are these students monitoring their academic progress in the face of all of these new and somewhat unique challenges?” Halfway through their first semester, the first-year engineering students at *university* are surveyed. They are asked twenty-four multiple choice questions and one short answer question. These questions are designed to understand how well students are adjusting to university life. For example, are they familiar with and taking advantage of the academic services and resources offered to students? How do they think they are doing in some of their courses, especially mathematics and science? In this study, the final grades earned by the first-year engineering students in their science courses are compared with the grades they reported in the mid-semester survey. The results of this correlation are compared to the reported degree to which students took advantage of the various campus services designed to help them adjust to university life and the increased difficulty of their coursework and how much time per week they spend studying. Is their perceived academic performance accurate? Are they utilizing university academic services in response to their perceived academic performance? One unexpected result of the study indicates that students who took the survey had statistically higher science grades and overall grade point average (GPA) than students who did not take the survey.
Elmore, M., & Partell, P. J., & Crist, M. (2020, June), First-year Engineering Students and Their Perceptions of Academic Progress Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34677
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