Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rui Li, New York University; Jack Bringardner, New York University

Tagged Divisions

First-Year Programs

method for relativeness score for Lab 1 — 3. 9 As for the qualitative analysis, coding method was used to extract keywords from students’10 responses. According to the qualitative questions, four categories were created: benefits of11 participating in Lab 2, challenges of participating in Lab 2, remote working skill, and12 transferable skill. In each category, the authors read reflections sequentially by student and13 identify common keywords. The number of common keywords was counted, and the pie charts14 were created to display the popularity of common keywords in each category. Moreover, some15 student answers to the qualitative questions were used to provide more insights.16 Results and Discussion17 Quantitative Assessment

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University-Kingsville; Breanna Michelle Weir Bailey P.E., Texas A&M University-Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University-Kingsville; Mahesh Hosur, Texas A&M University-Kingsville; David Hicks, Texas A&M University-Kingsville; Michael Preuss, Exquiri Consulting, LLC

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References1. Khasawneh, M., Bachnak, R., Goonatilake, R., Lin, R., Biswas, P., Maldonado, S.C.,(2014) “Promoting STEM Education and Careers among Hispanics and Other Minorities throughPrograms, Enrichment, and other Activities.” ASEE Annual Conference and Exposition,Conference Proceedings, 2014.2. Martinez, D., Jacks, J., Jones, D., Faulkner, B. (2010). “Work In Progress – RecruitingInitiatives for Hispanic, First-Generation Students.” 40th ASEE/IEEE Frontiers in EducationConference, 2010.3. Enriquez, A., Langhoff, N., Dunmire, E., Rebold, T., Pong, W. (2018). “Strategies forDeveloping, Expanding, and

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

profession.Recommendations include focusing on cohort formation, designating space and times for studygroups and encouraging use of campus career resources. Additional focus should be put towardsassisting students in applying for and obtaining internships, co-ops, and undergraduate researchexperiences early in their academic careers.This material is based upon work supported by the National Science Foundation under GrantNo.1644119. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.6.0 References[1] B. E. Hughes, W. J. Schell, B. Tallman, R. Beigel, E. Annand, and M. Kwapisz, “Do I ThinkI’m an Engineer? Understanding the Impact of

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

training of mathematics teachers that is at the core of this problem. Since enrollment at UIC, Janet had dedicated her studies and research efforts on Mathematics Socialization and identity amongst pre-service elementary teachers, an effort at understanding the reasons for lack of interest in the subject with a view to proffer solution and engender/motivate interest amongst this group that will eventually reflect in their classroom practices. She is currently a Graduate Assistant with UIC Engage, a commu- nity focused project that provides help for less-privileged students from K-8 in mathematics, reading and writing. She continues to work as a substitute teacher occasionally to keep abreast with current practices

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. There is aseparable outcome one is trying to obtain or avoid, such as a reward or punishment. Commonexternal factors are grades or evaluations, which are metrics that have been constructed to“measure” a student’s success and serve as motivation for improvement. Another type ofexternal factor can be derived from another person, such as the opinion of a mentor, friend, orpeer. Intrinsic motivation comes from internal drives and is defined as doing an activity for itsinherent satisfaction [12]. These actions reflect ideas like core values, personal interests, andone's sense of morality. Intrinsic and extrinsic motivation are considered to be part of the "locusof causality," meaning they are the perceived sources of motivation.The study of rural