2026 ASEE Annual Conference & Exposition

Building Better Beginnings: Using Qualitative Feedback to Improve First-Generation Engineering Bootcamps

Presented at FPD: Complete Papers - Student Success

This complete research paper details the experiences and recommendations of first-generation first-year engineering students after participating in the second cohort of the University of [redacted] Engineering Academic Bootcamp (EABC). This boot camp offers incoming first-generation first-year students the opportunity to experience life as an engineering major by exposing them to the curriculum, college leadership, and campus resources. Participation in the EABC takes place over two weeks during the summer and throughout students' first academic year to assist them in getting adjusted to campus life and their new identity as a college student.

First-generation college students in particular face several challenges, such as not being able to rely on the personal experiences of their parents, the lack of role models or mentorship, the learning curve that comes with admissions, and the balancing of personal commitments (Fernandez et al., 2008; Fabiano, 2022). Programming such as the EABC was developed to alleviate some of these challenges and provide support for students who may encounter these obstacles.

Bootcamp participants were asked to respond to a post-assessment of the summer programming, which inquired about students' bootcamp experiences thus far. Thematic analysis was used to identify key insights and areas for enhancement of the bootcamp experience. This research was conducted to answer the research question, “How can the themes that emerge from student feedback shape future iterations of the Engineering Academic Bootcamp?”. Quantitative data revealed significant differences compared to data collected from the previous cohort, specifically related to how students built community or how prepared they felt academically. Such differences prompted the addition of open-reponse questions to the post-assessment. Qualitative data from fourteen (n=14) students revealed positive experiences surrounding community building and peer mentorship, and has provided the college with valuable insights and recommendations for content in subsequent cohorts. This data is being used to improve future programming in an effort to provide guidance for the transition of first-generation first-year students in the College of Engineering.

Authors

Ms. Nyna Jaye DeWitt University of Georgia [biography]

Nyna, born and raised in Durham, North Carolina, obtained her Bachelor’s degree in General Engineering with a concentration in Biomedical Engineering in 2022 from Wake Forest University. Following her undergraduate degree, she received her Master’s degree in Biomedical Engineering with a focus in Immunoengineering from Johns Hopkins University. Nyna has a strong interest in increasing diversity in biomedical engineering spaces and she intends to research this by focusing on inclusive classroom spaces and diversifying research models.
Dr. John Ray Morelock http://orcid.org/0000-0001-8043-5060 The University of Georgia [biography]

Dr. Morelock is an Assistant Professor of Practice with an emphasis on engineering education research, and the Associate Director of Educational Innovation and Impact for UGA's Engineering Education Transformations Institute (EETI). In addition to coordinating EETI’s faculty development programming, Dr. Morelock conducts research on institutional change via faculty development, with an emphasis on innovative ways to cultivate and evaluate supportive teaching and learning networks in engineering departments and colleges. He received his doctoral degree in Engineering Education at Virginia Tech, where he was a recipient of the NSF Graduate Research Fellowship. His dissertation studied the teaching practices of engineering instructors during game-based learning activities, and how these practices affected student motivation.
Dr. Sonia J Garcia The University of Georgia [biography]

As Assistant Dean for Advancement and Community Development, Dr. Sonia Garcia provides strategic leadership in advancing student success, institutional partnerships, and inclusive excellence initiatives within the College of Engineering. In this role, she works collaboratively with faculty, staff, and academic leadership to design, implement, and assess high-impact programs that strengthen academic pathways, expand access to educational and professional opportunities, and support the holistic development of students across the College.

Dr. Garcia leads efforts to secure and steward external funding, including competitive grants and philanthropic investments, to create sustainable scholarship opportunities, mentoring programs, and experiential learning initiatives. She partners closely with faculty and staff to align these resources with curricular and co-curricular priorities, ensuring that programs are pedagogically sound, scalable, and responsive to student and departmental needs.

A core responsibility of her position involves working alongside faculty, advisors, and professional staff to develop initiatives that support students’ successful transition to college life, persistence in engineering majors, and preparation for graduate study and professional careers—particularly for students historically underserved in STEM and engineering. Through cross-functional collaboration, she helps foster inclusive learning environments that promote retention, academic excellence, and student well-being.

Additionally, Dr. Garcia collaborates with faculty to integrate practitioner-informed and community-engaged components into academic programming, connecting industry, government, nonprofit, and research partners with classroom and experiential learning. Her work strengthens the bridge between theory and practice, enriching engineering education while advancing workforce readiness and civic responsibility.

Dr. Garcia also contributes to the College’s scholarly and institutional mission by engaging in research, assessment, and dissemination of best practices related to student success, inclusive pedagogy, and organizational change in engineering education. She works with faculty and staff to analyze program outcomes, support accreditation and reporting efforts, and produce publications and presentations that inform institutional decision-making and national conversations.

Through sustained collaboration with students, faculty, staff, and external partners, the Assistant Dean for Advancement and Community Development plays a pivotal role in advancing the College of Engineering’s mission, strengthening its academic community, and expanding its long-term impact.

Prior to her tenure at UGA, Garcia served as senior director of the Access and Inclusion Program in the Texas A&M University College of Engineering.

Garcia earned a Ph.D. in Higher Education / Higher Education Administration from Michigan State University. She received a master’s degree in human development, Family Studies, and Related Services at the University of Rhode Island and a bachelor’s degree in political science and government from the University of Massachusetts Boston. Dr. Garcia speaks Spanish, Italian, French.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

« View session