Description of a ten year study of the pre-engineering program for under-represented, low income and/or first generation college students at the university of akron

Lam, Paul C.; Mawasha, P. Ruby; Srivatsan, T. S.; Vesalo, John

doi:10.1109/fie.2004.1408599

Cited by 24 publications

(29 citation statements)

References 1 publication

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“…This could impact the identity transformation in first generation students of race and women (Wentworth & Peterson, 2001) also adversely impacting their academic performance by age too (Wilkins, 2014). Students of minority race thus by far have remained underrepresented in engineering education (Lam et al, 2005). This can be counterfeited by faculty, counsellors , university officials, parents by mentoring students impacting first generation college students of race (Vega & Moore, 2012).…”

Section: Social Adaptationmentioning

confidence: 99%

“…First generation college students in engineering (Trenor, 2009) are usually driven to achieve (Rood, 2009) resulting the much needed intergenerational breakthrough of first generation college students in education (Gofen, 2009) who by far have remained underrepresented at university (Lam, Srivatsan, Doverspike, Vesalo, & Mawasha, 2005). The type of education impacts enrolment of first births in the academic achievement to vary by generation status (Duong, Badaly, Liu, Schwartz, & McCarty, 2016) and educational achievements to vary among first and subsequent generation in education (Pandey, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Campus Adaptations among First Generation and Non FirstGeneration Students

N.S¹,

Sequeira²

2018

International Journal of Research in Sociology and Anthropology

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Section: Social Adaptationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Campus Adaptations among First Generation and Non FirstGeneration Students

N.S¹,

Sequeira²

2018

International Journal of Research in Sociology and Anthropology

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“…At many universities, large introductory STEM courses, often referred to as "gate-keepers," represent major barriers that discourage students from entering or persisting in STEM disciplines. Moreover, females (Felder, Felder, Mauney, Hamrin, & Dietz, 1995;Brainard & Carlin, 1997;Blickenstaff, 2005), first-generation college students (Engle & Tinto, 2008), students from low-income families (Lam, Srivatsan, Doverspike, Vesalo, & Mawasha, 2006), and under-represented minority students (Cole & Espinoza, 2008) are more likely to drop out from STEM majors.…”

Section: Introductionmentioning

confidence: 99%

Influence of incentives on performance in a pre-college biology MOOC

Jiang

Williams

Warschauer

et al. 2014

IRRODL

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There is concern that online education may widen the achievement gap between students from different socioeconomic classes. The recent discussion of integrating massive open online courses (MOOCs) into formal higher education has added fuel to this debate. In this study, factors influencing enrollment and completion in a pre-college preparatory MOOC were explored. University of California at Irvine (UCI) students of all preparation levels, defined by math Scholastic Aptitude Test (SAT) score, were invited to take a Bio Prep MOOC to help them prepare for introductory biology.Students with math SAT below 550 were offered the explicit incentive of an early change to the biology major upon successful completion of the MOOC and two additional onsite courses. Our results demonstrate that, among course registrants, a higher percentage of UCI students (>60%) completed the course than non-UCI registrants from the general population (<9%). Female UCI students had a greater likelihood of enrolling in the MOOC, but were not different from male students in terms of performance. University students entering with low preparation outperformed students entering who already had the credentials to become biology majors. These findings suggest that MOOCs can reach students, even those entering college with less preparation, before they enter university and have the potential to prepare them for challenging science, technology, engineering, and mathematics (STEM) courses.

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“…The scope in Lam et al 6 work is wider than the one proposed by the authors in this paper since it targets high school students. However, Lam et al 6 work parallels to this research because it also designs multiple interventions with the ultimate goal of improving student's retention.…”

Section: Literature Reviewmentioning

confidence: 68%

Multi-Disciplinary Summer Orientation Sessions for First-Year Students in Engineering, Engineering Technology, Physics, and Computer Science

Novoa¹,

Ortiz²,

Talley³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This work in progress is motivated by a self-study conducted at Texas State University. The study revealed that the average second year science, technology, engineering and math (STEM) student retention rate is 56% vs. 67% for all majors, and that 16% of STEM majors are female while 57% of all undergraduate students are female. Using these statistics, the authors identified the need to offer motivating experiences to freshman in STEM while creating a sense of community among other STEM students. This paper reports on the impact of two interventions designed by the authors and aligned with this need. The interventions are: (1) a one-day multidisciplinary summer orientation (summer15) to give participants the opportunity to undertake projects that demonstrate the relevance of spatial and computational thinking skills and (2) a subsequent six-week spatial visualization skills training (fall 2015) for students in need to refine these skills. The interventions have spatial skills as a common topic and introduce participants to career applications through laboratory tours and talks. Swail et al.1 mentions that the three elements to address in order to best support students' persistence and achievement are cognitive, social, and institutional factors. The interventions address all elements to some extent and are part of an NSF IUSE grant (2015-2018 to improve STEM retention.The summer 2015 orientation was attended by 17 freshmen level students in Physics, Engineering, Engineering Technology, and Computer Science. The orientation was in addition to "Bobcat Preview", a separate mandatory one-week length freshman orientation that includes academic advising and educational and spirit sessions to acclimate students to the campus. The effectiveness of the orientation was assessed through exit surveys administered to participants. Current results are encouraging; 100% of the participants answered that the orientation created a space to learn about science and engineering, facilitated them to make friends and encouraged peer interaction. Eighty percent indicated that the orientation helped them to build confidence in their majors. Exit survey findings were positively linked to a former exit survey from an orientation given to a group of 18 talented and low-income students in 2013.The training on refining spatial visualization skills connects to the summer orientation by its goals. It offers freshman students in need to refine spatial skills a further way to increase motivation to STEM and create community among other students. It is also an effective approach to support students' persistence and achievement. Bairaktarova et al.2 mention that spatial skills ability is gradually becoming a standard assessment of an individual's likelihood to succeed as an engineer. Metz et al.3 report that well-developed spatial skills have been shown to lead to success in Engineering and Technology, Computer Science, Chemistry, Computer Aided Design and Mathematics. The effectiveness of the fall 2015 training was assessed through compar...

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Description of a ten year study of the pre-engineering program for under-represented, low income and/or first generation college students at the university of akron

Cited by 24 publications

References 1 publication

Campus Adaptations among First Generation and Non FirstGeneration Students

Campus Adaptations among First Generation and Non FirstGeneration Students

Influence of incentives on performance in a pre-college biology MOOC

Multi-Disciplinary Summer Orientation Sessions for First-Year Students in Engineering, Engineering Technology, Physics, and Computer Science

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