Hadsell, C., & Huang, T., & Enriquez, A. G. (2015, June), Preparation and In-Class Intervention Programs for Barrier Courses for Two-year College Engineering Students  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24581

\bibitem{asee_peer_24581}
  Hadsell, C., \& Huang, T., \& Enriquez, A. G. (2015, June), \emph{Preparation and In-Class Intervention Programs for Barrier Courses for Two-year College Engineering Students}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24581

Courtney Hadsell, Tracy Huang, and Amelito G Enriquez.  "Preparation and In-Class Intervention Programs for Barrier Courses for Two-year College Engineering Students".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24581 Internet.  28 May, 2024

\bibitem{asee_peer_24581}
  Courtney Hadsell, Tracy Huang, and Amelito G Enriquez.
  "Preparation and In-Class Intervention Programs for Barrier Courses for Two-year College Engineering Students".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24581 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_24581
author = "Courtney Hadsell, Tracy Huang, and Amelito G Enriquez"
title = "Preparation and In-Class Intervention Programs for Barrier Courses for Two-year College Engineering Students"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24581}
number = {10.18260/p.24581}
}

TY  - CPAPER
AB  -           Preparation and In-Class Intervention Programs for Barrier              Courses for Two-year College Engineering StudentsStudents enrolled in community college engineering programs in California typically have a longpath of prerequisites to overcome before they are able to enroll in above introductory transfer-level engineering courses due to under preparation when entering college. The courses requiredfor the engineering path involve many courses with high drop, withdraw, fail rates, which canlengthen the time needed to complete transfer coursework. At XXXX XXXX we found thateven students that ultimately persisted were attempting courses such as trigonometry and physicsmultiple times before they were able to successfully pass the courses. These challenges inhibitthe students’ ability to complete the necessary requirements for transfer in a timely manner, ifthey are able to complete them at all. We have chosen to address these issues by developing twomethods of academic support. The first is to prepare students prior to the start of the semester,and the second is to offer continued support for the duration of the semester.Pre-semester preparation is offered through one of the free Jam programs available to all campusstudents. A specific example is Physics Jam, which is a pre-semester self-paced boot campprogram to introduce and review the necessary math requirements for the physics class in whichthey are enrolled. This math review is also coupled with intense study-skills workshops to teachstudents how to approach their upcoming course. This program allows students some extra timewith the introductory material for their upcoming courses as well as the necessary reading andproblem-solving skills that they will need to be successful in their course. In addition to theJams, continued academic support is offered once students are enrolled in the course.In-class academic support is offered in the form of a novel, modified Supplemental Instructionprogram that is called Embedded Peer Instruction Cohort or EPIC for short. It has been shownthat for STEM fields student success is higher when they work together as groups outside ofclass as opposed to studying alone. The EIPC program focuses on having student leaders goover examples in pre-scheduled weekly study groups and encouraging students to work on theseproblems together. The aim is to encourage students to develop positive problem-solving skillsand work together to obtain a solution. This program is separate from tutoring and focuses onhow to approach and work through problems as opposed to one-on-one topic remediation.Students that participate regularly in EPIC program perform better than their colleagues who donot participate in the program.This paper will discuss the successes, obstacles, and best practices in developing andimplementing academic support programs for two-year college engineering students.
AU  - Courtney Hadsell
AU  - Tracy Huang
AU  - Amelito G Enriquez
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Preparation and In-Class Intervention Programs for Barrier Courses for Two-year College Engineering Students
UR  - https://peer.asee.org/24581
DO  - 10.18260/p.24581
ER  -