Engineering and Technology Talent Expansion Program

该项目的目标是将工程专业学生的五年毕业率从目前的近40%提高到60%以上，这实际上意味着在工程学院平均新生180人的基础上，每年多毕业59名学生。项目团队通过一个整体的大一-大二计划来实现这些目标，该计划包括：（1）为准备不足的新生提供夏桥经验，（2）教授大一和大二数学的新方法，（3）以实践项目为基础的工程课程介绍，（4）由同行，教师和实践工程师指导的机制，（5）使用队列组，（6）工程专用霍尔斯形成广泛的“生活-学习社区”。本科生导师，第一年36人，第二年70人，为新生提供主要联系点，并促进他们融入学院。一年级的学生被分配到他们的导师在五比一的比例为两年，这些导师担任导师，学习小组组长，和课堂助理。该项目的行政管理由学院副院长办公室集中协调，内部和外部咨询委员会指导该项目。 由教育领域专家领导的评估工作包括形成性和总结性工作。该项目更广泛的影响包括特别强调妇女和代表性不足的群体的招聘和保留工作，并通过ASEE会议和ASEE工程教育杂志和STEM教育杂志传播其调查结果。

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.