June 26, 2011
June 26, 2011
June 29, 2011
22.1538.1 - 22.1538.20
Toys and Mathematical Options for Retention in Engineering (Toys’n MORE) Initial Implementation of the Four Intervention StrategiesThis paper presents data resulting from the initial implementation of a project referred to as Toysand Mathematical Options for Retention in Engineering (Toys’n MORE). Its goal is to increasethe number of Science, Technology, Engineering, and Mathematics (STEM) majors by 10%.This project is being conducted by the College of Engineering at _____ through an NSF-sponsored Science, Technology, Engineering, and Mathematics Talent Expansion Program grant(STEP grant # 0756992). The project involves the College of Engineering and 15geographically-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 intervention strategies including: (a) tutoring programs that serve four mathematicscourses (three pre-calculus and one calculus); (b) a freshman toy-based design course (calledToy FUN-damentals) in which dissection and re-design of toys is used to engage students in apositive environment; (c) a new summer bridge program to assist underrepresented students, whohave expressed an interest in engineering, transition from high school to college; and (d) theassessment and evaluation of the three aforementioned intervention strategies. The strength ofthis project lies in the comprehensive scope of the interventions as well as its large sample size.To illustrate the breadth of this project, the first semester of the intervention occurred on 15 ofthe ______ campuses. It involved six STEM courses: three as part of the math tutoring strategy(algebra, trigonometry, and calculus) and three as part of the toy design strategy (freshmanengineering design, a freshman engineering seminar, and a computer engineering course). In thefirst semester of implementation, a total of 1117 STEM students were enrolled in themathematics courses, the toy-based engineering courses, and the summer bridge programs.Sixty-five math and 13 engineering faculty were involved.This paper presents the descriptive characteristics and preliminary retention information basedon Toys’n MORE data from participants enrolled in the first semester of intervention. Analysisof participant data is underway to examine the student perceptions of course interventions as wellas major preferences of participants after one year.
Margle, J. M., & Cohan, C. L., & Hsu, Y., & Lane, J. L., & Freeman, A., & Gomez-Calderon, J., & Sathianathan, D., & Engel, R. S. (2011, June), Toys'n More: Initial Implementation of Intervention Strategies Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18988
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