Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aamir Fidai, Texas A&M University; Samiha Momin; Asma Salim Maredia, Texas A&M University; Insha Ashirali Umatiya

Tagged Divisions

First-Year Programs

effect on students’ academic achievement. The overall effect was d = 0.35 (CI = [0.02,0.68]). This effect is statistically significant since the 95% confidence interval of the overalleffect does not contain a zero, also known as a zero effect. The statistically significant Q value of63.69 (df = 15, p < .001) indicated that the effects were not homogenous and were groupedaccording to some moderating variable. We grouped the studies by the engineering dimensions:design, project development, and control training. Two studies [4] [18] provided ten effects ondesign aspect of first-year engineering education. The effect on design was d = 0.53 (CI = [0.30,0.76]). This effect was statistically significant. One study [20] provided five effects for

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

. The second semester is mechanics and the third semester is electricity and magnetism.BackgroundThe following chronology was constructed with guidance from the large southwestern universitySenior Associate Dean for Academic Affairs during an interview with the author.In spring 2016, the Physics Mechanics course multi-semester revealed a trend of a failure/q-droprate approaching 30%. This is a foundational course for engineering students, and, as a result,many engineering students were opting to take this course at other colleges and transfer the hoursor abandoning their engineering vision completely. To investigate the sources and ramificationsof this alarming failure/q-drop rate, at the direction of the Dean of Engineering, a facultycommittee

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

% ofstudents attended regularly. The rate of D’s, F’s, Q drops and withdraws (DFWQ rates) for SIstudents was 2.8% in fall 2020, compared to a 9.1% DFWQ rate for SI students in fall 2019. SIstudents who had less programming experience (potentially through systemic educationalinequities) than their advantaged counterparts, also had statistically significant higher courseGPAs when compared to non-SI students who had the same prior experience. The teamdetermined several emerging themes from the survey and interview responses, such as aburgeoning sense of community, comfort with peers over time, accountability and structure, andan awareness of SI session activities as diverse and different than other learning experiences. Wehypothesize these all had strong

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaya Dofe, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

? *Q#T - Traditional instruction mode; Q#V - Virtual instruction mode Figure 1. Survey Results © American Society for Engineering Education, 2021There was no overwhelming consensus since only 50% of participants appreciated the overallcourse design and project alignments. Of all the projects, most students enjoyed working on thewind turbine project in mechanical engineering. Table 1. Understanding of Major Questions 2019 2020 Before Now Before Now

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

, pp. 1–7, 2013.[2] S. Provasnik, A. KewalRamani, M. McLaughlin Coleman, L. Gilbertson, W. Herring, and Q. Xie, “Status of Education in Rural America,” Washington, DC, 2007.[3] J. J. Versypt and A. N. Ford Versypt, “Mapping Rural Students ’ STEM Involvement : Case Studies of Chemical En- gineering Undergraduate Enrollment in the States of Illinois and Kansas Mapping Rural Students ’ STEM Involvement : Case Studies of Chemical Engineering Undergraduate Enrollment in t,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2013.[4] L. Zahedi, M. Ross, and J. Batten, “Pathways and Outcomes of Rural Students in Engineering," no. June 2019.[5] K. M. Ganss, “The college transition for

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

, Apr. 2014, doi: 10.19173/irrodl.v15i2.1778.[11] L. Watts, “Synchronous and Asynchronous Communication in Distance Learning: A Review of the Literature,” Q. Rev. Distance Educ. Charlotte, vol. 17, no. 1, pp. 23-32,56, 2016.[12] M. M. M. Abdelmalak, “Web 2.0 technologies and building online learning communities: students’ perspectives,” Online Learn. J. OLJ, vol. 19, no. 2, pp. 87-, Mar. 2015.[13] “70019_Mertler_Chapter_7.pdf.” Accessed: Feb. 19, 2021. [Online]. Available: https://us.sagepub.com/sites/default/files/upm-binaries/70019_Mertler_Chapter_7.pdf.[14] S. L. Walker and B. J. Fraser, “Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doina Bein, California State University, Fullerton; Jidong Huang, California State University, Fullerton; Yu Bai, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Paulina Reina, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

handling and coping skills. The informal gathering took place in fun places in campus, the bowling arena and pooltablezone, where food, drinks, and opportunity drawings were gifted to the students. The workshopsfor on-campus resources, time management and financial planning took place in differentmonths, at least one month appart, at different hours of the day, in the same large classroom withround tables, and consisted of oral presentations, roundtable discussions, printed brochuresoffered to the students, food, drinks and opprtunity drawings. The forum with faculty andindustry professionals took place in a medium sized classroom and consists of a panel discussionfollowed by Q&A. b) Undergraduate Research Experiences To increase the

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peter L.L. Walls, Dunwoody College of Technology; Jonathan Aurand P.E., Dunwoody College of Technology

Tagged Divisions

First-Year Programs

offering incorporating this project, we will collect data on retention andpersistence of this first cohort in a longitudinal study. The baseline groups will be the cohortsfrom fall 2018 and fall 2019 when a different project focused on robotics was used.References[1] Abrams, L., & Altschuld, J. W., & Lilly, B. W., & Mendelsohn, D. A. (2012, June),Introduction to Mechanical Engineering: A Course in Progress Paper presented at 2012 ASEEAnnual Conference & Exposition, San Antonio, Texas. 10.18260/1-2—21609.[2] Dolan, C. (2005, June), Introduction To Engineering At The University Of Wyoming Paperpresented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2—15220.[3] Halyo, N. & Le, Q. (2012, October), “Results of Using

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Riya Aggarwal, Franklin W. Olin College of Engineering; Caitlin Anna Coffey, Franklin W. Olin College of Engineering; Arwen Sadler, Franklin W. Olin College of Engineering; Stephanos Matsumoto, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Paul Ruvolo, Franklin W. Olin College of Engineering; C. Jason Woodard, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

as the unit tests for aspecific function passing without error). To provide the flexibility to allow each student todemonstrate their learning in the way best suited to them, the grading category (quizzes,assignments, Projects 1 and 2, and Project 3) in which the student scored highest was double-weighted in the final grade (i.e., 40% of the final grade instead of 20%).5. Space. Class meetings and office hours were held exclusively on Zoom. Information regardingthe class was distributed among several platforms: GitHub for the content and rubrics forassignments, worksheets, and projects; Canvas for grades, announcements, anddiscussions/Q&A; and a course website for readings and project descriptions. While meeting onZoom worked overall