Improving A Nacme Class With An Emphasis On Detailed Time Management
- Conference
- Location
-
Chicago, Illinois
- Publication Date
-
June 18, 2006
- Start Date
-
June 18, 2006
- End Date
-
June 21, 2006
- ISSN
-
2153-5965
- Conference Session
- Tagged Division
-
Minorities in Engineering
- Page Count
-
13
- Page Numbers
-
11.732.1 - 11.732.13
- DOI
-
10.18260/1-2--1354
- Permanent URL
-
https://strategy.asee.org/1354
- Download Count
-
395
Paper Authors
Mary Anderson-Rowland Arizona State University
MARY R. ANDERSON-ROWLAND is an Associate Professor in Industrial Engineering. She was the Associate Dean of Student Affairs in the Fulton School of Engineering at ASU from 1993-2004. She was named the SHPE Educator of the Year 2005 and selected for the National Engineering Award in 2003, the highest honor given by the American Association of Engineering Societies. In 2002 the Society of Women Engineers named her the Distinguished Engineering Educator. She has received many other awards for her support of students. An ASEE Fellow, she is a frequent speaker on the career opportunities in engineering, especially for women and minority students.
Dana Newell Arizona State University
DANA C. NEWELL is currently the Director of the Center for Engineering Diversity and Retention at Arizona State University. She also serves as the Associate Director for Student Outreach and Retention Programs for the Ira A. Fulton School of Engineering at ASU. Ms. Newell received her Bachelors degree in 1993 from the University of Arizona in Applied Mathematics. She received her Masters degree in 1996 in Higher Education Administration, Student Services. In her four-year tenure at ASU, she has won many awards including Outstanding Supervisor of the Year and Outstanding Program for the WISE Program from the ASU Commission on the Status of Women.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
IMPROVING A NACME CLASS WITH AN EMPHASIS ON DETAILED TIME MANAGEMENT
Abstract
In fall 2003, the Fulton School of Engineering began its first National Action Council for Minorities in Engineering (NACME) class of scholars as part of a five-year block grant from NACME. The third class of freshmen began their studies in fall 2005. A major change in the program began in January 2005 in the second semester of the second NACME class and the fourth semester of the first NACME class. The change is an emphasis on a detailed time management schedule and the activities that go with it using Donna Johnson’s 4.0 Plan. The presentation of the process, the student assignments, the students’ reactions, and the results of a year of this program will be discussed. The success of the program is very dependent on the commitment of the student to the 4.0 Plan. Dramatic results have occurred with students who were resolved to raise their GPA. Lessons learned and an evaluation of the program will also be discussed in this paper.
I. Introduction
In fall 2003, the first class of National Action Council for Minorities in Engineering (NACME) academic scholars was held in the Ira A. Fulton School of Engineering. These 21 minority entering freshmen students had this opportunity because Arizona State University was one of 13 school that received a five-year block grant in 2003 from NACME to increase the number of underrepresented minority students who receive a Bachelor’s Degree in Engineering or Computer Science.1 The students were selected for the program based on their application. The student needed to have at least a 3.0 GPA, be enrolled in engineering or computer science (also housed in the Futon School of Engineering), have financial need as determined by a FAFSA, be a US or permanent resident, be an underrepresented minority student (African American, Native American, or Hispanic/Latino), and submit a statement of purpose and two letters of recommendation, at least one from an academic instructor. The students were supported by a $2,500 scholarship, or less depending on need, for the academic year.
As a part of the NACME Program, the entering freshmen were required to attend a two-credit Academic Success Workshop, whose credits did not count toward graduation. Additional minority freshmen also attended the class. The primary purposes of the Academic Success Workshop was to help with the adjustment to being a university freshmen, to ensure that the students had someone to talk to should any problems arise by becoming acquainted with School staff, to assist in forming a support network for the student, to help teach teamwork, to sharpen presentation skills, and to have an enjoyable experience.1 The students were shown a video tape series on making good grades,2 participated in individual and team assignments,1 and class assessments were taken weekly. All of the students were retained to the spring semester, except one student who took a leave from school to complete a personal mission with the intent to return to Fulton after two years. Students reported that the class was enjoyable and helpful in
Anderson-Rowland, M., & Newell, D. (2006, June), Improving A Nacme Class With An Emphasis On Detailed Time Management Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1354
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2006 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015