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From Assessment to Research: Evolution of the Study of a Two-Day Intervention for ChemE Sophomores

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering

Tagged Division

Chemical Engineering

Page Count

15

DOI

10.18260/1-2--34692

Permanent URL

https://peer.asee.org/34692

Download Count

46

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Paper Authors

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Bradley Cicciarelli Louisiana Tech University

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Brad Cicciarelli is a Senior Lecturer in the chemical engineering and mechanical engineering departments at Louisiana Tech University. He received his B.S. from the University of Florida and Ph.D. from M.I.T.,
both in chemical engineering. He teaches a variety of courses, including material and energy balances, thermodynamics, heat transfer, and mass transfer.

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Eric A. Sherer Louisiana Tech University

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Eric Sherer is an Associate Professor in chemical engineering at Louisiana Tech University. He received a B.S. in chemical engineering from Caltech and a Ph.D. in chemical engineering from Purdue University. His research interests include pharmacometrics, disease and therapeutic response modeling, and medical informatics.

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Baker A. Martin Clemson University

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Baker Martin is a graduate student in the Department of Engineering and Science Education at Clemson University and teaches in the General Engineering Program as part of the first-year engineering curriculum. His research interests include choice and decision making, especially relating to first-year engineering students’ major selection. He earned his BS from Virginia Tech and his MS from The University of Tennessee, Knoxville, both in chemical engineering.

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Marisa K. Orr Clemson University Orcid 16x16 orcid.org/0000-0001-5944-5846

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Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, “Empowering Students to be Adaptive Decision-Makers.”

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Abstract

This paper describes the evolution of our assessment of a two-day workshop for rising chemical engineering (ChemE) sophomores into a more rigorous evaluation of the mechanisms behind its impact. In 2016, we implemented a voluntary two-day workshop (the "ChemE Camp") for rising chemical engineering sophomore students to try to improve their retention in our program. To assess the impact of the camp, we developed and administered surveys to camp attendees before the camp and to all ChemE students at the beginning and toward the end of the sophomore year. Student feedback about the camp was overwhelmingly positive, and the survey results indicated that students who attended the camp entered the sophomore year feeling more prepared for the curriculum and more comfortable with the ChemE major than those who did not. Camp attendees also reported a larger network of potential study partners than non-attendees and performed better in the Material and Energy Balances (MEB) course. To explain these observed effects, we enlisted the help of an engineering education researcher. After review of the relevant literature in learning theories, we decided to focus on the constructs of self-efficacy and social support. We then improved the design and rigor of our study and refined our surveys by introducing subscales from validated instruments of self-efficacy and social integration. Preliminary results suggest that the camp is having a positive effect on the self-efficacy, social and academic integration, and intent to persist of the students who attend, and data collection is ongoing to determine whether these effects are lasting. Here we describe our journey from the original development of the camp and assessment tools to our current research examining the factors that affect the achievement and persistence of ChemE sophomore students.

Cicciarelli, B., & Sherer, E. A., & Martin, B. A., & Orr, M. K. (2020, June), From Assessment to Research: Evolution of the Study of a Two-Day Intervention for ChemE Sophomores Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34692

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