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

加州州立大学，洛杉矶寻求通过扩大和规模的第一年的经验（FYrE@ECST）计划的本科生在其工程，计算机科学和技术学院，以满足对多样化的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，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计划旨在通过发展学生成功驾驭本科经历所需的文化和社会资本，在学生的第一年建立更强大的学术基础。 该计划使用以证据为基础的战略，以促进学生的成功，包括与学生群体的工作，提供同侪辅助数学补充教学，强调动手实验室，建立类，整合数学和物理，并提供教师导师在整个学生？第一年该项目的智力价值是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进行跟踪，并在他们在校园里的时间持续。一个多变量，结构方程模型（SEM）的方法将被用来定量回答一组关于干预措施对学生属性的影响的研究问题。这项工作的结果将包括关于低收入，拉丁裔占多数的通勤学生人口的第一年经验的新知识，在他们的身份发展的背景下，作为工程专业的学生。研究将进行第一年的经验计划，整合工程教育的最佳实践，如cohorting，补充指令，夏桥经验，基于项目的工程课程介绍，并综合物理学，物理课程对学生的持久性和学习成绩的影响。这些知识将提高美国大学为日益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的内置cohorting的通勤学生。在以白色人为主的院校，往往制定和实施了支持代表性不足的少数族裔工程专业一年级学生取得成功的最佳做法。在一个公共的西班牙裔服务机构，其中大多数学生是一个或多个代表性不足的少数民族的成员，扩展这些最佳实践可能具有挑战性。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.