Assessment of Short and Longer-Term Impacts of a 1-Credit Chemical Engineering First-Year Seminar

Autor/inn/en	Goldberg, Deborah S.; Sriram, Ganesh
Titel	Assessment of Short and Longer-Term Impacts of a 1-Credit Chemical Engineering First-Year Seminar
Quelle	In: Chemical Engineering Education, 56 (2022) 3, S.156-164 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-2479
Schlagwörter	Instructional Effectiveness; College Credits; Chemical Engineering; First Year Seminars; College Freshmen; Outcome Measures + Suchen Sie Ihr Suchwort? Unterrichtserfolg; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Chemisches Prüfverfahren; Studienanfänger
Abstract	We report the short- and longer-term impacts of offering a 1-credit introductory seminar to first-year chemical engineering students. Students who completed the seminar demonstrated a better awareness of the major, career opportunities, and academic success strategies than students who did not enroll in the seminar. A longer-term comparison showed that even though students who opted to enroll in the seminar were less confident to start, by graduation there were no significant differences in retention or academic performance between students who did or did not take the seminar course. Therefore, we encourage departments to consider offering a chemical engineering first-year seminar. (As Provided).
Anmerkungen	Chemical Engineering Education, Chemical Engineering Division of ASEE. 675 Wolf Ledges Parkway Suite 2459, Akron, OH 44309. Tel: 352-682-2622; e-mail: cee@che.ufl.edu; Web site: https://journals.flvc.org/cee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01