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Work-in-Progress: The Development of a Co-Taught Student Success Course for Freshmen

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2019 FYEE Conference


Penn State University , Pennsylvania

Publication Date

July 28, 2019

Start Date

July 28, 2019

End Date

July 30, 2019

Conference Session

M1A: WIP - Learning experiences 1

Tagged Topic

FYEE Conference - Paper Submission

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Paper Authors


Bonnie S. Boardman University of Texas, Arlington

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Bonnie Boardman is an Assistant Professor of Instruction in the Industrial and Manufacturing Systems Engineering Department at The University of Texas at Arlington. Her primary research interests are in the engineering education and resource planning disciplines. She holds a B.S. and Ph.D. in Industrial Engineering from The University of Arkansas and an M.S. in Industrial Engineering from Texas A&M University.

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Lynn L. Peterson University of Texas, Arlington

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Dr. Peterson currently serves as Sr. Associate Dean for the College of Engineering, and Professor of Computer Science & Engineering at the University of Texas at Arlington. Research interests are in engineering education, intelligent systems, and medical computer science. Dr. Peterson is a member of the UT Arlington Academy of Distinguished Teachers. She is PI of the NSF STEP grant entitled AURAS: Arlington Undergraduate Research-based Achievement for STEM.

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Nancy L Michael University of Texas, Arlington

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This is an abstract for a work-in-progress paper covering a new course developed at the University of Texas at Arlington (UTA). UTA is a designated Hispanic-Serving Institution with a global enrollment of over 58,000 located in the Dallas/Fort Worth metroplex of Texas. UTA, led by the Division of Student Success (DSS), developed the new course specifically for first-time freshmen across the university. The goal of the course was to increase retention by instilling a sense of belonging, promoting interaction with faculty, and providing an undergraduate Peer Academic Leader (PAL) to aid new students in their transition to the university. Each College/School at the University developed a portion of the content for the course that would be taught by faculty from the College or School. The other portion of the content was standardized by the DSS and taught by a PAL. Colleges and Schools were given a choice of the percentage of class time that would be used to cover discipline-specific content. This portion could be anywhere from 10% to 50% of the total available class time. The COE opted to delegate the maximum 50% of the course content to engineering related topics. The COE and the School of Social Work were the only two academic units to choose to be responsible for the maximum amount of content. A committee of faculty from various departments in the College of Engineering (COE) developed the college-based content for the course. Colleges and Schools were also required to provide faculty for 25-student sections to deliver the discipline-specific content. The DSS hired and trained PALs to deliver the university standardized material. This work-in-progress paper will discuss this parallel content design and delivery of the course between the COE and the DSS. Lessons learned during the development and initial offering, first semester reflections and preliminary results will also be covered.

Boardman, B. S., & Peterson, L. L., & Michael, N. L. (2019, July), Work-in-Progress: The Development of a Co-Taught Student Success Course for Freshmen Paper presented at 2019 FYEE Conference , Penn State University , Pennsylvania.

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