Implementation of an Introductory Engineering Course and its Impact on Students’ Academic Success and Retention

Nazempour, Rezvan; Darabi, Houshang; Revelo, Renata A.; Nelson, Peter; Felder, Anthony E.; Ozevin, Didem; Abiade, Jeremiah T.

doi:10.18260/1-2--34773

Cited by 4 publications

(8 citation statements)

References 17 publications

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“…This course was designed to create the opportunity for scholars to interact with professionals of different disciplines and cultural backgrounds and attend seminars and symposia on different subjects. The ENGR194 implementation and its impact on students' academic success and retention were described in detail by Nazempour et al [5].…”

Section: Faculty Mentorship Programmentioning

confidence: 99%

See 1 more Smart Citation

An Integrated Program for Recruitment, Retention, and Graduation of Academically Talented Low-Income Engineering Students: Lessons Learned and Progress Report

Darabi,

Nelson,

Reckinger

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper provides the status report of an NSF S-STEM program that is currently in its fourth year in the College of Engineering at the University of Illinois at Chicago (UIC), a minority-serving institution. The paper also offers a list of the lessons learned during the implementation of the project. A summary of the paper materials will be presented at the National Science Foundation (NSF) Grantees Poster Session during the 2022 ASEE Annual Conference & Exposition. The objectives of this S-STEM program are to 1) enhance students' learning by providing access to extra and co-curricular experiences, 2) create a positive student experience through mentorship, and 3) ensure successful student placement in the STEM workforce, or graduate/professional degree programs. Financial assistance is provided to the students who have been admitted to this program. The program supports three cohorts of students. Cohort I and Cohort II consist of 18 and 13 students, respectively. These students started their engineering programs as first-year. Cohort III has 19 students who transferred to the College of Engineering from various community colleges. More than 60% of the students identify as part of underrepresented groups in STEM. Several support and intervention programs have been created through this project. They include 1) a Summer Bridge Program that was taken by all the cohorts before or during their first semester at the UIC, 2) an Engineering Success Initiative course that was taken by all cohorts in their first semester, 3) a Service Learning Project course that is taken by each student in at least two consecutive semesters, and 4) an integrated mentoring program that matches each student with a faculty mentor and an industry mentor. The paper reports a summary of the support components of the program and the lessons learned from them. Out of the 50 students recruited by this S-STEM project, one student has graduated and is working in industry. At the time of this report, of the 50 students enrolled across all cohorts, one graduated to an industry position, 46 remain in school, and 3 did not continue with the program. All the continuing students have passed at least three semesters of their studies. Therefore, the project has a 94% first-year retention rate which is above the university's first-year retention rate. The paper provides more information about the retention and performance (Grade Point Average) of the students.

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Section: Faculty Mentorship Programmentioning

confidence: 99%

“…As a part of the support program of this project, the execution details and assessment results of a Summer Bridge Program was published to an educational conference [4]. The implementation of an introductory course and its impact on students' academic success and retention was also published to an educational conference [5].…”

Section: Generation Of Knowledgementioning

confidence: 99%

An Integrated Program for Recruitment, Retention, and Graduation of Academically Talented Low-Income Engineering Students: Lessons Learned and Progress Report

Darabi,

Nelson,

Reckinger

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

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“…The execution details and assessment results of a Summer Bridge Program as a part of the support program of this project was published to an educational conference [6]. Also, the results of the implementation of an introductory course (ENR194) and its impact on students' academic success and retention was published to an educational conference [7]. In addition, the progress of the project has been disseminated through two poster presentations [5], [8].…”

Section: Generation Of Knowledgementioning

confidence: 99%

“…The ENGR194 course was designed to create the opportunity for scholars to interact with professionals of different disciplines and cultural backgrounds and attend seminars and symposia on different subjects. The details of ENGR194 implementation and its impact on students' academic success and retention were described in Nazempour et al [7]. In Summer 2020, the Award Committee members created a survey to evaluate the impacts of COVID-19 on the scholars' internships status.…”

Section: Introductory Engineering Course (Engr194)mentioning

confidence: 99%

Reporting the Progress and Latest Status of an Ongoing S-STEM Project

Darabi,

Nazempour,

Felder

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Engineering and Industrial Engineering programs. Dr. Darabi has been the lead developer of several educational software systems as well as the author of multiple educational reports and papers. Dr. Darabi's research group uses Big Data, process mining, data mining, Operations Research, high performance computing, and visualization techniques to achieve its research and educational goals. Dr. Darabi's research has been funded by multiple federal and corporate sponsors including the

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“…Tracking these students' developing STEM identities, the most salient indicator of identity enactment is likely students' continued enrollment in the engineering program. As students progress though the program, it will be interesting to see how this layer likely changes [17].…”

Section: Preparing To Investigate Research Questionmentioning

confidence: 99%

WIP: A Layered Mentorship Program (LMP) for Engineering Student Success and Retention

Simon,

Darbeheshti,

Howland Cummings

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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She is the PI of a recent NSF award that focuses on STEM identity at Urban Universities.Darbeheshti's primary research is in the area of Multi-phase viscous flows in Fluid Mechanics. She also studies the factors that improve the First-Year Engineering Program. Darbeheshti created the Engineering Learning Community for First-year students at CU-Denver. She is a member of ASME: Society of Mechanical Engineers. She serves as the faculty advisor for the Society of Women Engineers in the College of Engineering, Design and Computing.

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Implementation of an Introductory Engineering Course and its Impact on Students’ Academic Success and Retention

Cited by 4 publications

References 17 publications

An Integrated Program for Recruitment, Retention, and Graduation of Academically Talented Low-Income Engineering Students: Lessons Learned and Progress Report

An Integrated Program for Recruitment, Retention, and Graduation of Academically Talented Low-Income Engineering Students: Lessons Learned and Progress Report

Reporting the Progress and Latest Status of an Ongoing S-STEM Project

WIP: A Layered Mentorship Program (LMP) for Engineering Student Success and Retention

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