Engineering and Technology Talent Expansion Program

该项目的目标是将工科学生的五年毕业率从目前的近40%提高到60%以上，这实际上意味着按照工程学院S平均一年级的180人计算，每年多毕业59人。该项目团队正在通过一个全面的一年级-二年级项目实现这些目标，该项目包括：(1)为准备不足的新生提供夏季桥梁体验，(2)教授一年级和二年级数学的新方法，(3)基于实践项目的工程学入门课程，(4)同行、教员和执业工程师的指导机制，(5)使用队列小组，以及(6)仅限工程学的住宅楼，从而形成广泛的“生活-学习社区”。本科生导师，第一年36人，第二年70人，为新生提供主要的联系点，促进他们融入学院。一年级学生被分配给他们的导师，比例为5：1，为期两年，这些导师担任导师、学习小组组长和课堂助理。项目的管理通过学院副院长办公室集中协调，内部和外部咨询委员会指导项目。评估工作由教育领域的专家领导，既包括形成性努力，也包括终结性努力。该项目的更广泛影响包括在招聘和保留工作中特别重视妇女和代表性不足的群体，并通过ASEE会议和ASEE工程教育杂志和STEM教育杂志传播他们的调查结果。

The project's goal is to increase the five-year graduation rate for engineering students from the current value near 40% to over 60%, which effectively means graduating 59 more students per year based on the College of Engineering 's average freshmen class of 180. The project team is achieving these objectives through a holistic freshmen-sophomore program that includes: (1) summer bridge experience for under-prepared incoming freshmen, (2) new approaches for teaching freshman and sophomore mathematics, (3) a hands-on project-based introduction to engineering course, (4) mechanisms for mentoring by peers, faculty, and practicing engineers, (5) use of cohort groups, and (6) engineering-only residential halls resulting in extensive "living-learning communities". Undergraduate mentors, 36 in the first year and 70 in the following years, provide the primary point of contact for incoming students and facilitate their integration into the College. First-year students are assigned to their mentors at a five-to-one ratio for two years, and these mentors serve as tutor, study group leader, and classroom assistant. The administration of the project is coordinated centrally through the office of the Associate Dean of the College, and internal and external advisory committees guide the project. The evaluation effort, led by experts from educational fields, includes both formative and summative efforts. The broader impacts of this project include a special emphasis on women and underrepresented groups in their recruiting and retention efforts and the dissemination of their findings through ASEE conferences and the ASEE Journal of Engineering Education and the Journal of STEM Education.