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

\bibitem{asee_peer_34692}
  Cicciarelli, B., \& Sherer, E. A., \& Martin, B. A., \& Orr, M. K. (2020, June), \emph{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

Bradley Cicciarelli, Eric A. Sherer, Baker A. Martin, and Marisa K. Orr.  "From Assessment to Research: Evolution of the Study of a Two-Day Intervention for ChemE Sophomores".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34692 Internet.  23 Apr, 2024

\bibitem{asee_peer_34692}
  Bradley Cicciarelli, Eric A. Sherer, Baker A. Martin, and Marisa K. Orr.
  "From Assessment to Research: Evolution of the Study of a Two-Day Intervention for ChemE Sophomores".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34692 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_34692
author = "Bradley Cicciarelli, Eric A. Sherer, Baker A. Martin, and Marisa K. Orr"
title = "From Assessment to Research: Evolution of the Study of a Two-Day Intervention for ChemE Sophomores"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34692}
number = {10.18260/1-2--34692}
}

TY  - CPAPER
AB  - 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.
AU  - Bradley Cicciarelli
AU  - Eric A. Sherer
AU  - Baker A. Martin
AU  - Marisa K. Orr
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - From Assessment to Research: Evolution of the Study of a Two-Day Intervention for ChemE Sophomores
UR  - https://peer.asee.org/34692
DO  - 10.18260/1-2--34692
ER  -