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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Just-in-Time Support: An Evidence-Based Academic-Student Affairs Partnership to Enable Engineering Student Success
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Just-in-Time Support: An Evidence-Based Academic-Student Affairs Partnership to Enable Engineering Student Success

机译：立即支持：基于证据的学生事务伙伴关系，以实现工程学生的成功

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The current generation of engineering students enters college with very different experiences and expectations than students 15-20 years ago. As expectations on the college experience continue to rise, students believe they must not only excel in their academics, but they must also have a great internship, a life-changing international experience, be the leader of a student organization, and so on. It is worth asking: in what ways does the current generation of engineering students experience academic and personal stress in college, and how does this impact the ways in which institutions provision student support services? This paper reports on an evidence-based practice in a mid-sized engineering school within a large East Coast public, four-year university. This partnership responds to students who need different kinds of support and expertise as they confront both personal and academic challenges during the engineering studies. The initiative is composed of a unique collaboration between academic personnel [mainly the Associate Dean for Undergraduate Programs (ADUP), but also including rank and file faculty] and an Engineering Associate Dean of Students (EADoS) holding a PhD in Higher Education. The EADoS was embedded in the engineering school, physically collocated with the engineering undergraduate office, and served only engineering students (as compared to student affairs generalists from the Dean of Students Office). The EADoS engages with the ADUP, engineering faculty, and other staff as appropriate to provide just-in-time support and crisis management for engineering students experiencing all manner academic and personal challenges. In this paper, we report student academic outcomes data from the nearly 300 students we served over the past three academic years, with a particular focus on student outcomes achieved under the partnership model as compared to pre-partnership student outcomes. In addition to aggregate results across all students, we focus specifically on women and women of color in our analysis, and examine the differential positive impacts of the partnerships on these two important sub-populations in engineering. Our findings illustrate three key points. First, the engineering program's rigor, pace, rhythm, and general expectations place unique stresses on students that non-engineering students may not experience. Second, the EADoS's physical location and cross-training in engineering-specific issues is crucial to provisioning effective just-in-time support; we conclude that physical location and membership in the engineering school community both matter tremendously when provisioning support services. Third, we describe how student affairs expertise merges with engineering academic expertise to provide a comprehensive, holistic set of support services for the student; this approach yields better academic outcomes for students and moves them along a productive path to graduation at a higher rate than pre-partnership students. The results of this study illustrate the power and potential of close student affairs-academic partnerships for supporting engineering students.
机译：目前的工程学生的生成与15 - 20年前的学生一起进入大学的体验和期望。由于对大学经验的期望继续上涨，学生认为他们不仅必须在学者中擅长擅长，但他们也必须具有巨大的实习，这是一个不断变化的国际经验，成为学生组织的领导者，等等。值得询问：目前的工程学生在哪些方面在哪些方面在大学中经历学术和个人压力，这对机构提供了学生支持服务的方式有何影响？本文报告了四年大学大型东海岸公众内部工程学中的基于证据的实践。这一伙伴关系回应了需要不同类型的支持和专业知识的学生，因为它们在工程研究期间面临个人和学术挑战。该倡议由学术人员之间的独特合作组成[主要是本科课程的副院长（adup），还包括等级和文件教师，还包括持有高等教育博士学位的学生（EADOS）的工程助理院长。 EADOS嵌入工程学校，与工程本科办公室进行了物理上，只为工程学生提供（与学生办公室院长的学生事务总体相比）。 EADOS根据适当的员工与其他工作人员与其他工作人员一起参与，为遇到各种方式和个人挑战的工程学生提供立交支持和危机管理。在本文中，我们向过去三个学年提供的近300名学生的学生学术成果数据报告了近300名学生的数据，特别关注与伙伴关系模式下的学生结果相比，与伙伴关系相比，与伙伴关系相比。除了所有学生的结果外，我们还专注于我们的分析中的妇女和妇女，并研究了对工程中这两个重要的子群体的伙伴关系对伙伴关系的差异积极影响。我们的研究结果说明了三个关键点。首先，工程方案的严格，节奏，节奏和一般性期望对非工程学生可能不会经历的学生来说是独特的压力。其次，EADOS的物理位置和工程特定问题的交叉训练对于提供有效的立交支持至关重要;我们得出结论，在供应支持服务时，在工程学校社区的身体位置和成员资格都会得到极大的事项。第三，我们描述了学生事务的专业知识与工程学术专长的合并，为学生提供全面的整体支持服务;这种方法对学生产生了更好的学术成果，并将它们沿着生产力的途径以比伙伴前的学生更高的速度毕业。本研究的结果阐述了近距离学生事务的权力和潜力 - 支持工程学生。

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