Assessing Impact of Teaching, Advising and Mentoring on Students in the Enterprise Program

这个探索性项目将衡量和解释高质量的教学、建议和指导对密歇根理工大学企业学生的影响，特别关注学生在工程专业的留校率、毕业率和职业意向。最近的数据显示，与非企业学生相比，企业学生的六年毕业率要高得多，该项目的假设是，企业教师的高质量教学、建议和指导努力对学生产生了显著和可衡量的影响？毕业率和事业成功。这项研究将产生一项完整的研究，记录评估方法和结果，并建议将从该项目中获得的知识实际应用于改善工程教育。它还将创建一个模型，建议评估教学、建议和指导对学生在工程、毕业、职业意图和其他结果方面的影响的方法和指标。该项目将利用各种评估方法来研究企业项目注册的学生，并将使用非企业工程专业的学生作为对照组。由于教学、建议和指导的影响通常不受用于衡量研究成果的指标类型的影响，因此可以直接衡量课堂质量及其对学生结果的影响的模型将具有潜在的变革。这项研究的结果可以通过提供新的证据来证明教学卓越的重要性、课程改革的影响以及指导和指导学生的教师的贡献，特别是在企业企业等积极的应用学习环境中，从而帮助加强工程教育的业务。这对于招收工程学学生、设计留住工程学和其他STEM学生的项目以及为主动学习课程吸引可持续的行业支持都是有价值的信息。

This exploratory project will measure and explain the impact of quality teaching, advising, and mentoring on Enterprise students at Michigan Tech, with particular focus on student retention in engineering majors, graduation rates, and career intentions. Recent data shows a substantially higher six-year graduation rates for Enterprise students compared to non-Enterprise students, the hypothesis of this project is that the high quality teaching, advising, and mentoring efforts of Enterprise faculty have had a significant and measurable impact on students? graduation rates and career success. The research will produce a completed study that documents evaluation methods and results and suggests practical applications of the knowledge gained from the project to the improvement of engineering education. It will also create a model that recommends methods and metrics for assessing the impact of teaching, advising, and mentoring on student retention in engineering, graduation, career intentions, and other outcomes. The project will utilize a variety of evaluation methods to study students enrolled in the Enterprise program and will use non-Enterprise engineering students as a control group. Since the impacts of teaching, advising, and mentoring are not typically susceptible to the kinds of metrics used to measure research accomplishments, a model that can directly measure quality in the classroom and its impact on student outcomes would be potentially transformative.The results of this research can help strengthen the business of engineering education by offering new evidence of the importance of teaching excellence, the impact of curriculum innovation, and the contribution of faculty who advise and mentor students, especially in active, applied learning environments such as Enterprise. This is valuable information for recruiting engineering students, for designing programs that retain engineering and other STEM students, and for attracting sustainable industry support for an active-learning curriculum.