Work in Progress: Transforming the Freshman Engineering Experience through Peer-Mentorship and Professional Competency Workshops
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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First-Year Programs Division WIPS 2: Students and Peer Mentors
- Tagged Division
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First-Year Programs Division (FYP)
- Permanent URL
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https://peer.asee.org/48522
Paper Authors
Tristan Hernandez University of Texas at El Paso
Tristan Hernandez is an Undergraduate Researcher for the Center for Research in Engineering and Technology Education at the University of Texas at El Paso. Tristan is pursuing a Multidisciplinary degree with concentrations in Engineering Education and Leadership, Mathematics, and Communication at the University of Texas at El Paso, with an expected graduation date of May 2024. He is a former school board member for a local school district and is in the process of creating a mentorship program to help high school students transition to university. His research interests include first-year university students' experience, high school students' transition to university, peer-to-peer mentorship, and student support networks.
Sarah Huizar University of Texas at El Paso
Sarah Huizar is a Program Manager for UTEP's Center for Research in Engineering and Technology Education (CREATE). She develops, implements, and manages a wide range of activities through the center's STEMShine grant. She specializes in mentorship, essential skills building for freshman engineering students, project planning, community building through eSports, writing and design.
Diane Elisa Golding University of Texas at El Paso
Diane works diligently to support minorities, especially women in STEM and preparing future educators to be STEM strong in knowledge and skills. She is an assistant professor at the University of Texas at El Paso (UTEP) and serves as the director for the University of Texas El Paso's YES! She Can and STEMShine programs.
Peter Golding P.E. University of Texas at El Paso
Professor in the Department of Engineering and Leadership at UTEP.
Juan Jose Ochoa Jr. University of Texas at El Paso
Juan is a University of Texas at El Paso Student studying for a Communication Studies Major, with a Minor is Secondary Education with an expected graduation date of May 2026. He has a background in IT and Secondary Education as a tutor and substitute teacher. Currently he is the head of the University of Texas at El Paso ESports Team, focusing on growing the program and reaching the community to be more active and aware of Esports. His research interest revolves around ESports engagement at the University level, involving recruitment, retention, and overall experience.
Victor Manuel Garcia Jr.
US Army Engineer Research and Development Center
orcid.org/0000-0003-0227-8201
Victor Garcia holds a Ph.D. in Civil Engineering from The University of Texas at El Paso (UTEP). He is currently a Research Civil Engineer at the U.S. Army - Engineer Research and Development Center (ERDC), where he collaborates on research projects that focus on improving the design, construction, and evaluation practices for airfields and pavement systems. As a part of US Army ERDC, he is a supporting member of the UNUM Summer Student Engagement program, which exposes summer interns to technical challenges on diverse engineering and science concepts. Since 2020, Victor has been collaborating with UTEP faculty on education programs as a part of the CREaTE program. His involvement with CREaTE is primarily on supporting research assistants to develop and disseminate research projects sponsored by the U.S. DoEd. Victor’s research interests are in the areas of transportation infrastructure and pavement materials, STEM education, and professional opportunities for minority student groups.
Abstract
This Work in Progress paper will describe the first-year Engineering Education and Leadership course at the University of Texas at El Paso is designed with a foundation in traditional engineering curriculum. As part of a nascent department, Engineering Education and Leadership seeks to redefine engineering education by graduating students with diverse technical knowledge that are prepared for leadership roles. The curriculum is embedded with professional development strategies to meet industry needs that call for better communicators and team players. Uniquely, our approach includes workshops such as, but not limited to, Communication, Resume Writing, and Personality Assessments. These workshops empower students with tangible insights into the transition from academia to industry, facilitating the development of essential skills beyond technical knowledge.
Furthermore, the course utilizes a peer-to-peer mentorship system where the teaching assistants receive training to be influential peer mentors to the first-year students. This peer-to-peer framework provides the teaching team with real-time feedback on the effectiveness of their instructional methods. Not only do the teaching assistants facilitate the course and possess firsthand experience in it but can also provide guidance and support to their peers. This collaborative interaction promotes a more personalized and supportive learning experience, enabling students to better prepare for the challenges of upper-division courses.
To evaluate the efficacy of our peer-to-peer model and workshops, our research methodology involves the analysis of surveys and questionnaires provided to the freshman students at the start and at the end of the semester to track success. Finding the balance between technical and professional acumen requires meticulous curriculum planning and innovative teaching strategies. Our ongoing work aims to provide insights into effective educational transformational strategies that can alter the first-year engineering experience.
Hernandez, T., & Huizar, S., & Golding, D. E., & Golding, P., & Ochoa, J. J., & Garcia, V. M. (2024, June), Work in Progress: Transforming the Freshman Engineering Experience through Peer-Mentorship and Professional Competency Workshops Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48522
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