Bouniaev, M. M., & Edinbarough, I. A., & Elliott, B. W. (2014, June), Lessons Learned in Establishing STEM Student Cohorts at a Border University and the Effect on Student Retention and Success  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20753

\bibitem{asee_peer_20753}
  Bouniaev, M. M., \& Edinbarough, I. A., \& Elliott, B. W. (2014, June), \emph{Lessons Learned in Establishing STEM Student Cohorts at a Border University and the Effect on Student Retention and Success}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20753

Mikhail M. Bouniaev, Immanuel Adaikalaraj Edinbarough, and Bill W. Elliott.  "Lessons Learned in Establishing STEM Student Cohorts at a Border University and the Effect on Student Retention and Success".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20753 Internet.  07 Aug, 2024

\bibitem{asee_peer_20753}
  Mikhail M. Bouniaev, Immanuel Adaikalaraj Edinbarough, and Bill W. Elliott.
  "Lessons Learned in Establishing STEM Student Cohorts at a Border University and the Effect on Student Retention and Success".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20753 Internet.  07 Aug, 2024

@INPROCEEDINGS{asee_peer_20753
author = "Mikhail M. Bouniaev, Immanuel Adaikalaraj Edinbarough, and Bill W. Elliott"
title = "Lessons Learned in Establishing STEM Student Cohorts at a Border University and the Effect on Student Retention and Success"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20753}
number = {10.18260/1-2--20753}
}

TY  - CPAPER
AB  -          LESSONS LEARNED IN ESTABLISHING STEM STUDENT COHORTS           AT A BORDER UNIVERSITY AND THE EFFECT ON STUDENT                        RETENTION AND SUCCESSThe University of _______(UXX), is a Hispanic Serving Institution (91% Hispanic, 96% U.S.citizens) located at the southern tip of the state along the Mexico border in a region which has some of thelowest average household incomes in the nation. The majority of UXX students (73%) are the firstgeneration of their family to seek a bachelor degree.Underrepresented minority students pursue science, technology, engineering and math (STEM)related degrees at much lower rates compared to other segments of the population. The problemof underrepresentation is exacerbated when students drop out of their college programs due toinadequate mathematics and science preparation, need to work in support of family, and a lack ofmentors and peer support at home. To address these problems, including the high schoolpreparation and college curriculum gaps, the College of Science, Mathematics and Technology(CSMT) implemented a cohort program for STEM majors. The primary goal of the program is toincrease the number of Hispanic and low income students who successfully attain a STEMbachelor’s degree including engineering and engineering technology.The initial cohort grouped 80 first year students majoring in chemistry, biology, mathematics andengineering. The cohort process includes building productive academic relationships amongstudents and developing an affinity toward the programs, college and university. The initialdesign was that cohort students in each participating program follow a common class scheduleand progress through a defined program together for the entire period of their education. Theunique scheduling, along with small class sizes, promotes an interactive learning environmentthat facilitates networking opportunities, strengthens student relationships, and enhances studentlearning experience.This program has attractive benefits to students including successful completion of science andmath courses. Goals of the STEM Cohort program are:    Course sequencing to foster a peer support network and team building,    Mentoring of new STEM majors,    Programed tutoring,    Program-specific academic support services,    Community building and collaborating opportunities,    Improved retention.This paper will present:   a. Challenges and obstacles encountered during planning and implementation,   b. Adjustments and real solutions adopted to move the project forward,   c. An overall evaluation of the first two years of the program,   d. Retention problems encountered with the student groups.    Though some of the challenges are generic in nature, others are specifically associated with    the socioeconomic environment of the region from which UXX draws much of its student    body. Potentially all of our findings are applicable to other minority serving institutions.    Discussions are provided on the lessons learned and the student feedback through ongoing    evaluation that caused changes in the subsequent offerings of the program. The paper will                                                     1   include data on cohort student academic progress and results of a survey conducted to assess   the efficacy of the cohort program.Selected list of References:   1. James D. Nelson, Bernd Schröder, “Establishing an Integrated Mathematics, Engineering,      and Science Curriculum: Lessons Learned,” American Society for Engineering Education      Annual Conference & Exposition,2001.   2. Connie Kubo Della-Piana, Pablo Arenaz, Walter Fisher and Benjamin C. Flores,      “CircLES: A Comprehensive First-Year Program for Entering Engineering and Science      Students,” American Society for Engineering Education Annual Conference and      Exposition, 2001.   3. Mary R. Anderson-Rowland, Dana C. Newell, “ Lessons learned in a successful      underrepresented minority retention program,” American Society for Engineering      Education Annual Conference & Exposition, 2005.   4. Bevlee Watford, Carrie Slater, Jean Kampe, Whitney Edmister, “Lessons learned:      Implementing large-scale peer mentoring program,” American Society for Engineering      Education, 2006.   5. Kelly Crittenden, James Nelson, Galen Turner, “Increasing student success in      Engineering and Science through a freshman enrichment program,” American Society of      Engineering Education, 2008.   6. Arturo Fuentes, Stephen Crown, Robert Freeman, Horacio Vasquez, Cristina Villalobos,      Miguel Gonzalez, Olga Ramirez,”Increasing student access, retention, and graduation      through an integrated STEM pathways support initiative for the Rio South Texas      Region,” American Society for Engineering Education, 2009.   7. Ennis, T. et al. “GoldShirt Transitional Program: Creating Engineering Capacity and      Expanding Diversity Through a Performance –Enhancing Year,” ASEE Conference      Proceedings, 2010.   8. Bart M Johnson et al. “ITASCA CC Engineering Block Scheduling Model,”American      Society of Engineering Education, 2011.   9. Dr. RobertW. Whalin,” Solving the Engineering pipeline challenge: Revised, Validated,      and Cost-Optimized,” American Society for Engineering Education, 2012.   10. Anant R. Kukreti, Kristen Strominger, Urmila Ghia, “Enhancing Retention and       Achievement of Undergraduate Engineering Students,” 120th ASEE Annual Conference       & Exposition, 2013.                                               2
AU  - Mikhail M. Bouniaev
AU  - Immanuel Adaikalaraj Edinbarough
AU  - Bill W. Elliott
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Lessons Learned in Establishing STEM Student Cohorts at a Border University and the Effect on Student Retention and Success
UR  - https://peer.asee.org/20753
DO  - 10.18260/1-2--20753
ER  -