TY - GEN
T1 - Evaluating A NACME academic scholarship program
AU - Anderson-Rowland, Mary R.
AU - Newell, Dana C.
PY - 2005
Y1 - 2005
N2 - Arizona State University was one of 13 schools that received a five-year block grant in 2003 from the National Action Council on Minorities in Engineering (NACME) to increase the number of underrepresented minority students who receive a Bachelor's degree in Engineering or Computer Science. The first cohort of freshmen students began the academic scholarship program in Fall 2003 and the second cohort in Fall 2004. The students are required to take a two-hour Academic Success course in their first fall semester and to attend a one hour workshop every other week during the following spring semester. During subsequent years, until graduation, the NACME students meet five or six times each semester. This paper evaluates the NACME program in terms of demographics, student evaluations of the course and instructors of the Academic Success course, and the students' academic achievement, including retention, and observations of the instructors of the program. Lessons learned and several changes made in the Academic Success course for the second cohort are examined for possible influence on the students. These changes include a different type of classroom, the use of name placards, more activities for the students to get to know each other with icebreakers and in-class group time, and a handout each class of a summary of the evaluations and questions from the preceding class. Also, changes to continue to improve the program are discussed.
AB - Arizona State University was one of 13 schools that received a five-year block grant in 2003 from the National Action Council on Minorities in Engineering (NACME) to increase the number of underrepresented minority students who receive a Bachelor's degree in Engineering or Computer Science. The first cohort of freshmen students began the academic scholarship program in Fall 2003 and the second cohort in Fall 2004. The students are required to take a two-hour Academic Success course in their first fall semester and to attend a one hour workshop every other week during the following spring semester. During subsequent years, until graduation, the NACME students meet five or six times each semester. This paper evaluates the NACME program in terms of demographics, student evaluations of the course and instructors of the Academic Success course, and the students' academic achievement, including retention, and observations of the instructors of the program. Lessons learned and several changes made in the Academic Success course for the second cohort are examined for possible influence on the students. These changes include a different type of classroom, the use of name placards, more activities for the students to get to know each other with icebreakers and in-class group time, and a handout each class of a summary of the evaluations and questions from the preceding class. Also, changes to continue to improve the program are discussed.
KW - Academic scholarship program
KW - Retention
KW - Undergraduate cohorts
KW - Underrepresented minority students
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M3 - Conference contribution
AN - SCOPUS:33947218394
SN - 0780390776
SN - 9780780390775
T3 - Proceedings - Frontiers in Education Conference, FIE
SP - S2E-18-S2E-24
BT - Proceedings - Frontiers in Education, 35th Annual Conference
T2 - Frontiers in Education - 35th Annual Conference 2005, FIE' 05
Y2 - 19 October 2005 through 22 October 2005
ER -