McCave, E. J., & Maczka, D. K. (2023, July), WIP: A focus on well-being to increase non-calculus ready students' problem-solving self-efficacy   Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee. 10.18260/1-2--44854

\bibitem{asee_peer_44854}
  McCave, E. J., \& Maczka, D. K. (2023, July), \emph{WIP: A focus on well-being to increase non-calculus ready students' problem-solving self-efficacy }
  Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee.
  10.18260/1-2--44854

Erin J. McCave and Darren K Maczka.  "WIP: A focus on well-being to increase non-calculus ready students' problem-solving self-efficacy ".  14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July.  ASEE Conferences, 2023.  https://peer.asee.org/44854 Internet.  10 May, 2024

\bibitem{asee_peer_44854}
  Erin J. McCave and Darren K Maczka.
  "WIP: A focus on well-being to increase non-calculus ready students' problem-solving self-efficacy ".
  \emph{14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44854 Internet.  10 May, 2024

@INPROCEEDINGS{asee_peer_44854
author = "Erin J. McCave and Darren K Maczka"
title = "WIP: A focus on well-being to increase non-calculus ready students' problem-solving self-efficacy "
booktitle = "14th Annual First-Year Engineering Experience (FYEE) Conference"
year = "2023"
month = "July"
address = "University of Tennessee in Knoxville, Tennessee"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44854}
number = {10.18260/1-2--44854}
}

TY  - CPAPER
AB  - At our University, students that were not calculus ready did not enter into an introductory engineering course when they started as first-year students. Due to this, student contact with engineering faculty was limited and we observed that only 60% of these students ever made it to their first engineering course. With an increased focus at the University level on student success and well-being, our first-year program created a two-course sequence that incorporated the first semester engineering course along with content related to student success and well-being to engage non-calculus ready students in their first year. The course meets five days a week with three 50-minute active learning sessions and two 75-minute lab sessions each week. As an instructional team, we have dedicated time to incorporate activities related to topics such as study skills, time management, well-being, and resources for mental health. For each of these topics we invite campus partners to talk about each topic and present the resources available to the students. Feedback from the students on incorporating these topics into the class has generally been positive. To better understand the integration of success and well-being into the course and its effects on students’ problem-solving self-efficacy, our research team developed a mixed methods study utilizing quantitative surveys on problem-solving self-efficacy, stress management, and well-being. The research team will be conducting classroom observations and focus groups to better understand trends from the quantitative data. We are currently in our first round of data collection and plan to conduct a preliminary analysis of the quantitative survey results and classroom observations upon the completion of the Spring semester. From this analysis we will identify participants for focus groups.
AU  - Erin J. McCave
AU  - Darren K Maczka
CY  - University of Tennessee in Knoxville, Tennessee
DA  - 2023/07/30
PB  - ASEE Conferences
TI  - WIP: A focus on well-being to increase non-calculus ready students' problem-solving self-efficacy 
UR  - https://peer.asee.org/44854
DO  - 10.18260/1-2--44854
ER  -