Lisa Barclay - Academia.edu (original) (raw)
Uploads
Refereed Papers in Conference Proceedings & Digest by Lisa Barclay
In 2004, Wright State University developed an innovative mathematics course for first-year engine... more In 2004, Wright State University developed an innovative mathematics course for first-year engineering undergraduates in order to increase student retention, motivation and academic success. To date, the Wright State model has had a positive impact on student retention, motivation and academic success by increasing graduation rates and GPAs among participants. During the fall of 2014 and 2015, one large public university in the Midwest with more selective admission criteria decided to pilot a course based on the Wright State Model for Engineering Mathematics Education. Using the Wright State model, a mathematics for engineering course was offered to prospective students so they could subsequently begin engineering classes without a traditional calculus prerequisite. Each semester, a cohort of 31 first-year engineering students enrolled in the course. Instructors distributed surveys to students at the beginning and end of each term. In addition, university administrators tracked student grades in subsequent math and engineering courses. This paper will outline the details of the course as well as the academic performance and retention of these students. Preliminary findings suggest first to second year retention is higher with students who have taken the mathematics for engineering course. First-year students who take the course also earn higher grades in algebra, trigonometry, and introductory engineering courses, but not in Calculus I.
Papers by Lisa Barclay
2014 ASEE Annual Conference & Exposition Proceedings
She received her Ph.D. in Biomedical Engineering and her B.S. and M.S. in Chemical Engineering fr... more She received her Ph.D. in Biomedical Engineering and her B.S. and M.S. in Chemical Engineering from The Ohio State University. Prior to becoming focused on engineering education, her research interests included regulation of intracranial pressure and transport across the blood-brain barrier in addition to various ocular-cellular responses to fluid forces and the resulting implications in ocular pathologies.
ABSTRACT The Ohio State University has run a multidisciplinary STEM bridge program for entering f... more ABSTRACT The Ohio State University has run a multidisciplinary STEM bridge program for entering freshman for four years. The program emphasizes math, science, engineering, and communication subjects as well as college success skills. It exposes students to the rigor of college coursework and highlights the difference in study approaches from their high school experiences. Evening professional development programs focus on study skills and resources available across the university. Results from this program indicate significant peer to peer bonding and creation of a support network that reinforces a student’s motivation and drive to succeed. Although participants continue to change majors during their first year in school, they have shown increased persistence (retention) to majors in the STEM fields compared to a non-participant control group. Using qualitative indicators drawn from longitudinal surveys of the participants and controls, this poster will discuss possible correlations between program activities and impacts on student attitudes towards school and their choice of major.
In 2004, Wright State University developed an innovative mathematics course for first-year engine... more In 2004, Wright State University developed an innovative mathematics course for first-year engineering undergraduates in order to increase student retention, motivation and academic success. To date, the Wright State model has had a positive impact on student retention, motivation and academic success by increasing graduation rates and GPAs among participants. During the fall of 2014 and 2015, one large public university in the Midwest with more selective admission criteria decided to pilot a course based on the Wright State Model for Engineering Mathematics Education. Using the Wright State model, a mathematics for engineering course was offered to prospective students so they could subsequently begin engineering classes without a traditional calculus prerequisite. Each semester, a cohort of 31 first-year engineering students enrolled in the course. Instructors distributed surveys to students at the beginning and end of each term. In addition, university administrators tracked student grades in subsequent math and engineering courses. This paper will outline the details of the course as well as the academic performance and retention of these students. Preliminary findings suggest first to second year retention is higher with students who have taken the mathematics for engineering course. First-year students who take the course also earn higher grades in algebra, trigonometry, and introductory engineering courses, but not in Calculus I.
2014 ASEE Annual Conference & Exposition Proceedings
She received her Ph.D. in Biomedical Engineering and her B.S. and M.S. in Chemical Engineering fr... more She received her Ph.D. in Biomedical Engineering and her B.S. and M.S. in Chemical Engineering from The Ohio State University. Prior to becoming focused on engineering education, her research interests included regulation of intracranial pressure and transport across the blood-brain barrier in addition to various ocular-cellular responses to fluid forces and the resulting implications in ocular pathologies.
ABSTRACT The Ohio State University has run a multidisciplinary STEM bridge program for entering f... more ABSTRACT The Ohio State University has run a multidisciplinary STEM bridge program for entering freshman for four years. The program emphasizes math, science, engineering, and communication subjects as well as college success skills. It exposes students to the rigor of college coursework and highlights the difference in study approaches from their high school experiences. Evening professional development programs focus on study skills and resources available across the university. Results from this program indicate significant peer to peer bonding and creation of a support network that reinforces a student’s motivation and drive to succeed. Although participants continue to change majors during their first year in school, they have shown increased persistence (retention) to majors in the STEM fields compared to a non-participant control group. Using qualitative indicators drawn from longitudinal surveys of the participants and controls, this poster will discuss possible correlations between program activities and impacts on student attitudes towards school and their choice of major.