GIFTS – Implementing High Impact Practices to Support Transition from High School to First-Year Engineering Courses

Gretchen Scroggin; Heath Aren Schluterman; Aysa Galbraith; Leslie Bartsch Massey; Latisha Puckett

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Conference: 15th Annual First-Year Engineering Experience Conference (FYEE)
Location: Boston, Massachusetts
Publication Date: July 28, 2024
Start Date: July 28, 2024
End Date: July 30, 2024
Tagged Topic: Diversity
Page Count: 3
DOI: 10.18260/1-2--48610
Permanent URL: https://peer.asee.org/48610
Download Count: 25

Paper Authors

biography

Gretchen Scroggin University of Arkansas

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An Instructor in the First-Year Engineering Program at the University of Arkansas. I teach courses such as Fundamentals of Successes in Engineering Study and Introduction to Engineering I/II.

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Heath Aren Schluterman University of Arkansas

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Dr. Heath Schluterman is a Teaching Associate Professor and theCoordinator for the First-Year Engineering Program at the University of Arkansas. Dr. Schluterman completed his B.S. and Ph.D in Chemical Engineering at the University of

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Aysa Galbraith University of Arkansas

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Dr. Aysa Galbraith is a Teaching Associate Professor in the First-Year Engineering Program at the University of Arkansas. She received her PhD in Chemical Engineering from the Chemical and Biomolecular Department at North Carolina State University in 2006. She is responsible for coordinating the First-Year Honors Research Experience, teaching Introduction to Engineering, developing course material, and advising freshmen engineering students.

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Leslie Bartsch Massey University of Arkansas

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Leslie Massey is an instructor in the First-Year Engineering Program at the University of Arkansas. She received her BS in Biological Engineering and MS in Environmental Engineering from the University of Arkansas. She previously served as a project mana

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Latisha Puckett University of Arkansas

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Abstract

The First-Year Engineering Program (FEP) was designed to deliver foundational knowledge of engineering studies, to provide proactive support for all new freshmen entering the College of Engineering and to help the College’s efforts to increase retention and graduation rates. Since FEP was established in 2007, the 2nd year retention rates for College of Engineering increased from 61% to over 70%. Our latest 2nd year retention rate was 76%. FEP faculty continually explores new ways to partner with the university community to support first-year engineering students and increase the retention rates. This University has a strong collaboration among the faculty and staff from multiple disciplines that emphasize the positive impact of implementing High-Impact Practices on student success and wellness. FEP faculty has been actively contributing towards these efforts. This paper explores our integration of High-Impact Practices into our courses’ curriculum. The Association of American Colleges and Universities (AAC&U) states that teaching and learning practices designated as “high-impact practices,” or HIPs, provide significant educational benefits for students who participate in them—including and especially those from demographic groups historically underserved by higher education. The HIPS practices are designed to cultivate substantive relationships, promote engagement across diverse perspectives, deliver comprehensive feedback, facilitate the application of acquired knowledge in novel contexts, and foster reflective processes aimed at personal development. While First-Year Experience courses are instrumental in facilitating academic growth, they also play a pivotal role in nurturing social development and emotional resilience. By providing a structured framework for self-reflection and personal growth, these courses empower students to navigate the complexities of university life with confidence and resilience. Through experiential learning opportunities and real-world applications, students gain practical skills and competencies that are essential for success in both academic and professional settings. FEP has adopted various HIPs into our curriculum, with a primary focus on establishing a first-year experience. We have also implemented (with varying degrees) collaborative assignments and projects, common intellectual experiences, diversity/global Learning, e-Portfolios, first-year seminars, learning communities, service learning, and undergraduate research opportunities. In this paper, we will discuss the specific HIPs incorporated into our curriculum, explain the rationale behind our implementation, how we can adapt them to better meet the changing needs of our students, and offer insights and resources for other institutions seeking to implement similar practices. By sharing our experiences, we aim to empower engineering students across diverse educational environments to excel.

Citation
Format

Scroggin, G., & Schluterman, H. A., & Galbraith, A., & Massey, L. B., & Puckett, L. (2024, July), GIFTS – Implementing High Impact Practices to Support Transition from High School to First-Year Engineering Courses Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48610

TY  - CPAPER
AB  - The First-Year Engineering Program (FEP) was designed to deliver foundational knowledge of engineering studies, to provide proactive support for all new freshmen entering the College of Engineering and to help the College’s efforts to increase retention and graduation rates. Since FEP was established in 2007, the 2nd year retention rates for College of Engineering increased from 61% to over 70%. Our latest 2nd year retention rate was 76%. 
FEP faculty continually explores new ways to partner with the university community to support first-year engineering students and increase the retention rates. This University has a strong collaboration among the faculty and staff from multiple disciplines that emphasize the positive impact of implementing High-Impact Practices on student success and wellness. FEP faculty has been actively contributing towards these efforts. 
This paper explores our integration of High-Impact Practices into our courses’ curriculum. The Association of American Colleges and Universities (AAC&amp;amp;U) states that teaching and learning practices designated as “high-impact practices,” or HIPs, provide significant educational benefits for students who participate in them—including and especially those from demographic groups historically underserved by higher education. The HIPS practices are designed to cultivate substantive relationships, promote engagement across diverse perspectives, deliver comprehensive feedback, facilitate the application of acquired knowledge in novel contexts, and foster reflective processes aimed at personal development. 
While First-Year Experience courses are instrumental in facilitating academic growth, they also play a pivotal role in nurturing social development and emotional resilience. By providing a structured framework for self-reflection and personal growth, these courses empower students to navigate the complexities of university life with confidence and resilience. Through experiential learning opportunities and real-world applications, students gain practical skills and competencies that are essential for success in both academic and professional settings.
FEP has adopted various HIPs into our curriculum, with a primary focus on establishing a first-year experience.  We have also implemented (with varying degrees) collaborative assignments and projects, common intellectual experiences, diversity/global Learning, e-Portfolios, first-year seminars, learning communities, service learning, and undergraduate research opportunities.  In this paper, we will discuss the specific HIPs incorporated into our curriculum, explain the rationale behind our implementation, how we can adapt them to better meet the changing needs of our students, and offer insights and resources for other institutions seeking to implement similar practices. By sharing our experiences, we aim to empower engineering students across diverse educational environments to excel.

AU  - Gretchen Scroggin
AU  - Heath Aren Schluterman
AU  - Aysa Galbraith
AU  - Leslie Bartsch Massey
AU  - Latisha Puckett
CY  - Boston, Massachusetts
DA  - 2024/07/28
PB  - ASEE Conferences
TI  - GIFTS – Implementing High Impact Practices to Support Transition from High School to First-Year Engineering Courses
UR  - https://peer.asee.org/48610
DO  - 10.18260/1-2--48610
ER  -