Cruse, K. C., & Boyet, C., & Savercool, L., & Holloway, H. J. (2023, June), Measuring the Impact of an Enrichment Program for First-Term Undergraduate Engineering Students in Mathematics and Engineering Curricula  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43592

\bibitem{asee_peer_43592}
  Cruse, K. C., \& Boyet, C., \& Savercool, L., \& Holloway, H. J. (2023, June), \emph{Measuring the Impact of an Enrichment Program for First-Term Undergraduate Engineering Students in Mathematics and Engineering Curricula}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43592

Krystal Corbett Cruse, Carl Boyet, Levi Savercool, and Hylie Jane Holloway.  "Measuring the Impact of an Enrichment Program for First-Term Undergraduate Engineering Students in Mathematics and Engineering Curricula".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43592 Internet.  13 Dec, 2024

\bibitem{asee_peer_43592}
  Krystal Corbett Cruse, Carl Boyet, Levi Savercool, and Hylie Jane Holloway.
  "Measuring the Impact of an Enrichment Program for First-Term Undergraduate Engineering Students in Mathematics and Engineering Curricula".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43592 Internet.  13 Dec, 2024

@INPROCEEDINGS{asee_peer_43592
author = "Krystal Corbett Cruse, Carl Boyet, Levi Savercool, and Hylie Jane Holloway"
title = "Measuring the Impact of an Enrichment Program for First-Term Undergraduate Engineering Students in Mathematics and Engineering Curricula"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43592}
number = {10.18260/1-2--43592}
}

TY  - CPAPER
AB  - First-year students frequently struggle with the transition from high school to college as they juggle academic requirements, new living accommodations, and social expectations. Transitional struggles can be amplified for engineering students due to the challenging mathematics, engineering, and science courses taking during their first term. First-year students are commonly ill-equipped to manage their time wisely and study properly. Structure and guidance can assist in fostering skills and behaviors that are vital for success.

The SUCCESS Scholars (SS) Program was developed to provide foundational support for 24 low-income first-year engineering students.  The program was designed to provide academic support in the form of extra Fridays sessions for engineering and peer mentorship led supplemental instruction (SI).  The 24 students were grouped into exclusive sections of a precalculus course and an engineering course. Two upper-level students were selected to lead the SI sessions while providing peer mentorship and community engagement for the first-year students. The faculty teaching both courses worked together with the peer mentors to develop a plan for the SI sessions.  

This paper will detail the SS Program and analyze the performance of the students in their first quarter at the university.  Data from common exams given in their precalculus and engineering courses will be used to examine the effectiveness of the program.  

AU  - Krystal Corbett Cruse
AU  - Carl Boyet
AU  - Levi Savercool
AU  - Hylie Jane Holloway
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Measuring the Impact of an Enrichment Program for First-Term Undergraduate Engineering Students in Mathematics and Engineering Curricula
UR  - https://peer.asee.org/43592
DO  - 10.18260/1-2--43592
ER  -