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Understanding How the 4.0 Guaranteed Plan Works

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Minorities in Engineering Division Poster Session

Tagged Division

Minorities in Engineering

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Mary R. Anderson-Rowland Arizona State University

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Mary Anderson-Rowland, Arizona State University
MARY R.ANDERSON-ROWLAND is the PI of an NSF STEP grant to work with five non-metropolitan community colleges to produce more engineers, especially female and underrepresented minority engineers. She also directs an Academic Success and Professional Development program, with an emphasis on transfer students. An Associate Professor in Computing, Informatics, and Systems Design Engineering, she was the Associate Dean of Student Affairs in the Ira A. Fulton Schools of Engineering at ASU from 1993-2004. Anderson-Rowland was named a top 5% teacher in the Fulton Schools of Engineering for 2009-2010. She received WEPAN's Betty Vetter Research Award 2015, the WEPAN President’s Award 2014, WEPAN’s Engineering Educator Award 2009, ASEE Minorities Award 2006, the SHPE Educator of the Year 2005, and the National Engineering Award in 2003, the highest honor given by AAES. In 2002 she was named the Distinguished Engineering Educator by the Society of Women Engineers. She has over 190 publications primarily in the areas of recruitment and retention of women and underrepresented minority engineering and computer science students. Her awards are based on her mentoring of students, especially women and underrepresented minority students, and her research in the areas of recruitment and retention. A SWE Fellow and ASEE Fellow, she is a frequent speaker on career opportunities and diversity in engineering.

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For many students, a good college experience requires more than can be found in just the classroom. Some student groups such as female, underrepresented minority, transfer students, or those with unmet financial need can do very well in a college or university with just a little encouragement and help. In fact, the National Science Foundation has been supporting scholarship programs such as S-STEM for just such students with unmet financial need. The scholarships allow the students to work less or not at all, and to put more of their energy into academics. At Arizona State University, we have had such scholarship programs with Academic Success and Professional Development classes for nearly 15 years. During this time we have continually done research on the best way to support and encourage students to do well academically, to graduate, and to go right on to graduate school. In our research we have mostly used grounded theory and Social Cognitive Career Theory to understand how best to recruit and retain students. Beginning with seminars, we have, over the years, developed a successful two-credit Academic Success and Professional Development class that is required of NSF scholarship recipients as a support to help them continue to do well academically. This class is also open to non-scholarship students, who are also upper division engineering and computer science students. Each semester an evaluation of the class revealed that the class was well liked by the students, was helpful to them, but when asked if the class helped the students academically, most of the students said “no.” In the spring of 2005 this answer changed with the introduction in the class of the “Guaranteed 4.0 Plan” by Donna O. Johnson Mackey. Upon using the Johnson book in the academic success class, there were immediate result We have done some research in comparing the academic achievement of scholarship 4.0 Plan students with comparable students who have not had the 4.0 Plan and will give these results. The purpose of the study described in this paper is to get a better handle on the effect of the 4.0 Plan on students and what parts of the Plan are the most useful in the eyes of the student. The paper will describe the 4.0 Plan training that the students receive, the class assignments given on the 4.0 Plan, and the results of a survey given to the academic success students on the 4.0 Plan. It is suspected that students are doing parts of the 4.0 Plan that they do not recognize this because their version is slightly different or has a different name. The goal of this study is to understand how to better present the Guaranteed 4.0 learning system to assist students academically.

Anderson-Rowland, M. R. (2016, June), Understanding How the 4.0 Guaranteed Plan Works Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27100

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