June 23, 2013
June 23, 2013
June 26, 2013
NSF Grantees Poster Session
23.1256.1 - 23.1256.28
Toys and Mathematical Options for Retention in Engineering (Toys’n MORE) Intermediate Outcomes for STEM Students Who Participated in Math Tutoring, a Toy-Based Freshman Engineering Design Course, or a Summer Bridge ProgramThis paper presents data based on the implementation of a project referred to as Toys andMathematical Options for Retention in Engineering (Toys’n MORE). Funded by the NationalScience Foundation (NSF), the goal of this project is to increase the number of Science,Technology, Engineering, and Mathematics (STEM) majors by 10%.The Toys’n MORE project is being conducted by the College of Engineering at _____ throughan NSF-sponsored Science, Technology, Engineering, and Mathematics Talent ExpansionProgram grant (STEP grant #0756992). The project involves the College of Engineering and 13geographically-dispersed campuses in the _____ system. These campuses are feeder schools forthe main campus and offer associate and bachelor degrees in STEM majors. The project is basedon four strategies, including three interventions plus one assessment and evaluation component.The three interventions include: (a) tutoring programs that serve four foundational mathematicscourses (three pre-calculus and one calculus); (b) a freshman toy-based engineering designcourse (called Toy FUN-damentals) in which dissection and re-design of toys are used to engagestudents in a positive environment; and (c) a summer bridge program at three regional campusesto facilitate the transition from high school to college for incoming underrepresented engineeringstudents. The strength of this project lies in the comprehensive scope of the interventions as wellas its large sample size.Moving into the final year of data collection, the focus is on assessing how successful theinterventions are in increasing the proportion of STEM majors. Because none of the cohortshave yet graduated, graduation data are not available. However, intermediate outcome measuresare available for review at this time. Covering six semesters of data collection, this paperfocuses on intermediate outcomes for each of the three interventions. First, this paper presentsdata on math course grades and cumulative grade point averages for students enrolled in theenhanced math tutoring program compared to students who are not enrolled in the math tutoringprogram. Second, this paper discusses an indicator of retention in engineering (proportion ofstudents who passed the entrance-to-major criteria) for students enrolled in a toy-based freshmanengineering design course compared to students enrolled in other freshman design courses.Third, this paper examines the success of the summer bridge programs by examiningparticipants’ grade point average for the fall semester of their freshman year, their freshman yearmath course grades, and their likelihood of fulfilling the entrance-to-major criteria for a STEMmajor.
Cohan, C. L., & Yin, A., & Freeman, A., & Gomez-Calderon, J., & Margle, J. M., & Lane, J. L., & Sathianathan, D., & Engel, R. S. (2013, June), Toys and Mathematical Options for Retention in Engineering (Toys’n MORE) Intermediate Outcomes for STEM Students Who Participated in Math Tutoring, a Toy-Based Freshman Engineering Design Course, or a Summer Bridge Program Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22641
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