Collaborative Research: First Year Experience for Engineering, Computer Science & Technology

加州州立大学洛杉矶分校旨在通过扩大和扩大其工程、计算机科学与技术学院本科生的一年级经验（FYrE@ECST）项目，满足对多样化STEM劳动力的需求。该机构主要服务于西班牙裔，第一代，佩尔助学金资格，通勤学生，并且是一个访问机构，为各种学生提供学习和完成工程或计算机科学学位的机会。FYrE项目旨在通过培养学生成功驾驭本科经历所必需的文化和社会资本，在学生第一年建立更牢固的学术基础。该项目采用基于证据的策略来促进学生的成功，包括与学生群体合作，提供同行辅助的数学补充指导，强调动手实验，建立数学和物理相结合的课程，并为学生提供教师导师。第一年。这个项目的智力价值在于FYrE模型的扩展和评估。每个学生群体的表现将在他们的第一年被跟踪，并在他们在校期间继续跟踪。多元结构方程建模（SEM）方法将用于定量回答一系列关于干预措施对学生属性影响的研究问题。这项工作的结果将包括关于低收入，拉丁裔为主的通勤学生群体在其作为工程学生身份发展背景下的第一年经历的新知识。研究将对一年级体验项目的影响进行研究，该项目整合了工程教育的最佳实践，如队列、补充指导、夏季桥梁体验、基于项目的工程导论课程，以及综合数学-物理课程对学生毅力和学业成绩的影响。这些知识将提高美国大学为不断增长的低收入西班牙裔学生提供服务的能力，特别是那些无法利用校园生活环境中内置的群体的通勤学生。支持来自代表性不足的少数族裔的一年级工程专业学生取得成功的最佳做法，往往是在以白人为主的院校开发和实施的。在一个为西班牙裔学生服务的公立机构中，大多数学生都是一个或多个代表性不足的少数民族的成员，推广这些最佳做法可能具有挑战性。FYrE@ECST计划旨在实现可扩展性和可持续性，并可能为类似机构支持学生成功的成功策略提供见解。

California State University, Los Angeles seeks to meet the need for a diverse STEM workforce through the expansion and scale-up of a first-year experience (FYrE@ECST) program for undergraduate students at its College of Engineering, Computer Science, and Technology. The institution serves primarily Hispanic, first-generation, Pell-grant eligible, commuter students, and is an access institution, offering many kinds of students the opportunity to study and complete an engineering or computer science degree. The FYrE program aims to build a stronger academic foundation during the students' first year by developing the cultural and social capital necessary for students to successfully navigate their undergraduate experience. The program uses evidence-based strategies to promote student success, including working with student cohorts, offering peer-assisted mathematics Supplementary Instruction, emphasizing hands-on labs, building classes that integrate mathematics and physics, and providing a faculty mentor throughout students? first year. The intellectual merit of this project is the expansion and evaluation of the FYrE model. The performance of each student cohort will be tracked during their first year, and continue for the duration of their time on campus. A multivariate, structural equation modeling (SEM) approach will be used to quantitatively respond to a set of research questions about the impact of the interventions on student attributes. The results of this work will include new knowledge about the first-year experience of low-income, Latinx-majority commuter student populations in the context of the development of their identities as engineering students. Research will be conducted on the impact of a first-year experience program that integrates engineering education best-practices such as cohorting, supplemental instruction, summer bridge experiences, a project-based Introduction to Engineering course, and integrated mathematics-physics courses on student persistence and academic performance. This knowledge will improve the ability of American universities to serve the growing population of low income Hispanic students, especially commuter students who cannot take advantage of built-in cohorting that takes place in on-campus living situations. Best practices for supporting success of first-year engineering students from underrepresented minorities have often been developed and implemented at predominantly white institutions. In a public Hispanic-serving institution in which most students are members of one or more underrepresented minority, scaling these best practices can be challenging. The FYrE@ECST program is designed for scalability and sustainability and may provide insight into successful strategies for supporting student success at similar institutions.