Minneapolis, MN
August 23, 2022
June 26, 2022
June 29, 2022
First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2
16
10.18260/1-2--41667
https://peer.asee.org/41667
352
Tamara Coronella, Ed.D. Director of Student Success and Engagement at the Ira A. Fulton Schools of Engineering at Arizona State University. She has over 20 years of higher education experience working with graduate and undergraduate students in academic and student affairs. She also teaches and mentors students in the Masters of Higher and Postsecondary Education program at Arizona State University. Her research interests include first-generation, Latinx, and female student persistence in STEM fields; specifically considering how academic advising and other student support systems may be enhanced to better support them and their unique needs. Her publications include journal articles and book chapters focusing on minoritized and historically excluded student experiences with academic advising. She has presented at national and international conferences on the role of academic advising in higher education.
This Work in Progress paper describes the effect of Homework 0 (HW 0), an activity offered at Western University designed to support Science, Technology, Engineering, and Mathematics (STEM) students’ successful transition to the first year of college. This transition is a critical time as students face several personal and academic challenges [1]. For most, college means a new lifestyle and level of independence [1]. Pre-college academic activities are positively correlated with a student’s persistence and graduation [2] because these activities can support the development of a student’s sense of belonging [3] to the university, their academic community, their profession. Sense of belonging, or a feeling of mattering [4], is a well-researched and documented predictor of retention and success [5]. HW 0 consists of three asynchronous academic assignments students completed in the summer before their first semester. The main research question guiding this study is how does engagement in a pre-college activity influence a student’s sense of belonging, thus, success. Survey data collected in these activities has been analyzed to identify patterns among students and thus, identify needs among them and define better programs to support them.
Coronella, T. (2022, August), Work in Progress: Effect of pre-college academic activities on the sense of belonging of first-year engineering students Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41667
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