In this Work-in-Progress paper, we report on the challenges and successes of a large-scale First-
Year Engineering and Computer Science Program at an urban comprehensive university, using
quantitative and qualitative assessment results. Large-scale intervention programs are especially
relevant to comprehensive minority serving institutions (MSIs) that serve a high percentage of
first-generation college students who often face academic and socioeconomic barriers. Our
program was piloted in 2015 with 30 engineering students, currently enrolls 60 engineering and
computer science students, and is expected to grow to over 200 students by Fall 2020. The firstyear
program interventions include: (i) block schedules for each cohort in the first year; (ii)
redesigned project-based introduction to engineering and introduction to computer science
courses; (iii) an introduction to mechanics course, which provides students with the foundation
needed to succeed in the traditional physics sequence; and (iv) peer-led supplemental instruction
(SI) workshops for Calculus, Physics and Chemistry. A faculty mentorship program was
implemented to provide additional support to students, but was phased out after the first year.
Challenges encountered in the process of expanding the program include administrative, such as
scheduling and training faculty and SI leaders; barriers to improvement of math and science
instruction; and more holistic concerns such as creating a sense of community and identity for
the program. Quantitative data on academic performance includes metrics such as STEM GPA
and persistence, along with the Force Concept Inventory (FCI) for physics. Qualitative
assessments of the program have used student and instructor surveys, focus groups, and
individual interviews to measure relationships among factors associated with college student
support and to extract student perspectives on what works best for them. Four years of data tell a
mixed story, in which the qualitative effect of the interventions on student confidence and
identity is strong, while academic performance is not yet significantly different than that of
comparison groups. One of the most significant results of the program is the development of a
FYrE Professional Learning Community which includes faculty (both tenure-track and adjunct),
department chairs, staff, and administrators from across the campus.
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First-Year Experience (FYrE@ECST): Pre-Physics Course (WIP)
The College of Engineering, Computer Science, and Technology (ECST) at California State University, Los Angles, an Hispanic Serving Institution (HSI) with over 60% Hispanic students, is committed to improving graduation rates through the Grad initiative 2025 (the California State University’s initiative to increase graduation rates for all CSU students while eliminating achievement gaps). The majority of our students are under-represented minorities, low-income, Pell-eligible and first generation. Currently, one quarter of the students leaving the major before the second year. Many that “survive” the first two years of math and science do not develop the knowledge and the skills that are needed to succeed in upper division engineering courses, leading to more students unable to finish their engineering majors. Three years ago, we launched a pilot program for the First-Year Experience at ECST (FYrE@ECST) for incoming freshmen. The program focuses on providing academic support for math and physics courses while introducing students to the college community, and comprises a summer bridge program, a hands-on introductory course, cohorted math and science sections, and staff and faculty mentoring. Academic support is provided through peer-led supplemental instruction (SI) workshops. The workshops have led to a significant improvement in student performance in Math, but have had no significant impact in the student performance in physics. Our hypothesis is that students, in addition to having limited understanding of calculus, struggle to understand the fundamental principles of physics and thus cannot apply their knowledge of math to theories in physics to solve problems. This work-in-progress paper describes an inquiry-based hands-on pre-physics course for first-year students as part of the FYrE@ECST program. The course is intended to prepare students for the calculus-based mechanics course in physics and covers about half of the competencies of a classical mechanics course, with focuses on the fundamental concepts of mechanics (i.e. Newton’s Laws, Types of forces, vectors, free-body diagrams, position, velocity and acceleration). Equations are only introduced in the second half of the semester, while the first half is directed to help students develop a deep understanding of these fundamental concepts. During classes, students run simple experiments, watch segments of movies and cartoons and are asked questions (written and orally) which can guide them to think intuitively and critically. A think-pair-share mode of instruction is implemented to promote inquiry and discussion. Students work in groups of five to discuss and solve problems, carry out experiments to better understand processes and systems, and share what they learned with the whole class. The paper presents preliminary results on student achievement.
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- Award ID(s):
- 1727054
- NSF-PAR ID:
- 10100255
- Date Published:
- Journal Name:
- Proceedings 2018 CONECD Conference
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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