June 15, 2014
June 15, 2014
June 18, 2014
Two Year College Division
24.1013.1 - 24.1013.11
Programs to Enhance Retention and Success of Students Enrolled in Two-year College Engineering ProgramsA majority of California community college students enter college with low levels of preparationfor college level work, especially in STEM (Science, Technology, Engineering and Math). As aresult, community college students wishing to pursue careers in Engineering are often underprepared for the foundation courses required as pre-requisites to beginning engineering classes.Due to their low preparation many students withdraw from courses or even change majors beforecompleting transfer-level STEM courses. This paper describes the development andimplementation of two programs designed to improve retention and success in these critical pre-requisite courses. Programs include supplemental instruction to target pre-requisite physics andmath classes and Physics Jam, a pre-semester physics preparation program.Supplemental instruction (SI) is an academic assistance program that creates a safe environmentfor students to get their questions answered and receive feedback from peers who have beensuccessful in their course. SI leaders act as “prototype” students who model successful classroombehavior and study skills. Because SI is not designed to be a remedial approach it targets highrisk courses not high risk students. Therefore, for the first implementation of SI at “institution”(a two-year school in the San Francisco Bay area) targeted Trigonometry, Pre-calculus, CalculusI, and General Physics I to facilitate retention and success in pre-engineering major STEMcourses. All students in the course are encouraged to attend Supplemental Instruction sessionseach week.In addition to SI, students entering General Physics I were given the opportunity to participate in“Physics Jam,” a four-week physics preparation program that is offered during the summer priorto the fall semester. Physics Jam is modeled after Math Jam (a week-long intensive mathpreparation program on our campus), which showed improvement in student success andcreating a sense of community among program participants. The focus of Physics Jam is tounify the student’s math skills with introductory physics problems prior to the semester, therebyimproving their success in their upcoming course. Physics Jam students were given a pre-assessment and then allowed to proceed self-paced through prearranged video content andpractice problems with constant access to tutor support and an instructor.This paper will discuss the successes and obstacles that were met implementing these programsin a two-year college setting. We will highlight the unique set of challenges in implementingeven well-established programs such as Supplemental Instruction in a two-year college setting aswell as those encountered when transitioning a successful Math boot camp model to Physics.
Hadsell, C. S. M., & Burwell-Woo, C., & Enriquez, A. G. (2014, June), Programs to Enhance Retention and Success of Students Enrolled in Two-year College Engineering Programs Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22946
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015