Marissa Jablonski

Assessment of factors impacting success for incoming college engineering students in a summer bridge program

A summer bridge program for incoming engineering and computer science freshmen has been used at the University of Wisconsin-Milwaukee from 2007 to 2010. The primary purpose of this program has been to improve the mathematics course placement for incoming students who initially place into a course below Calculus I on the math placement examination. The students retake the universitys math placement examination after completing the bridge program to determine if they then place into a higher-level mathematics course. If the students improve their math placement, the program is considered successful for that student. The math portion of the bridge program is designed around using the ALEKS software package for targeted, self-guided learning. In the 2007 and 2008 versions of the program, both an on-line version and an on-campus version with additional instruction were offered. In 2009 and 2010, the program was exclusively in an on-campus format, and also featured a required residential component and additional engineering activities for the students. From the results of these four programs, we are able to evaluate the success of the program in its different formats. In addition, data has been collected and analysed regarding the impact of other factors on the programs success. The factors include student preparation before the beginning of the program (as measured by math ACT scores) and the amount of time the student spent working on the material during the program. Better math preparation and the amount of time spent on the program were found to be good indicators of success. Furthermore, the on-campus version of the program is more effective than the on-line version.

The Importance of Native In-Country Coordinators for Predictive Awareness of Cultural and Design Details for International Sustainable Engineering Projects

Construction of international sustainable engineering projects in developing communities by student organizations such as Engineers Without Borders involves a minimum of four basic stages: (1) project acquisition based on the communication of the need for the project; (2) travel to the project for site assessment; (3) project design, logistics, and communication of the design with the communities involved; and (4) travel to construct the project. In general, when construction projects are completed locally, there is an ease of communication and travel that shortens all four stages and inevitably the entire process. By comparison, distant locations, language and cultural differences, and exotic politics lengthen these processes, at times creating barriers that prevent the completion of much needed initiatives. An excellent counter to this situation is to utilize a native incountry coordinator who is privy to the local language and dialects, the cultural norms that stupefy outsiders, and is available for site visits to assess progress and answer any design questions the foreign engineers may have. The in-country coordinator predicts the needs of the projects based on his or her background knowledge gained from being native to the area, thus preventing the engineering group from many misunderstandings and perhaps poor design constraints. The fundraising that is required to pay in-country coordinators to ease these processes poses a threat to the ability of student organizations to hire them; however, without their expertise and inherent ability to communicate easily with the community receiving the project, the completed construction and sustainability of the venture is put at risk.