Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Xinyu Zhang, West Virginia University; Lizzie Santiago, West Virginia University; Stefanie Paige Hines, West Virginia University

Tagged Topics

Diversity, Works In Progress

University (WVU) is a cohort-based integrated Engineering Bridge Program designed for non-calculus ready first-yearengineering students. During COVID times, AcES encountered challenges in recruitingunderrepresented students. We realized that the recruitment method needed to be modified toattract them. After applying new recruitment methods for 3 weeks, AcES participants werediversified, resulting in 30% female, 20% underrepresented minorities, 30% low-income, and20% first-generation in the cohort. Our research aims to (1) analyze AcES enrollment data beforeand after applying the new recruitment strategy, (2) conduct surveys to understand theeffectiveness of different recruitment methods in diversifying the cohort, and (3) devise a plan toimprove

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Stephany Coffman-Wolph, Ohio Northern University; John K. Estell, Ohio Northern University

Tagged Topics

Diversity, Works In Progress

K. Estell was elected in 2016 as a Fellow of ASEE in recognition of the breadth, richness, and quality of his contributions to the betterment of engineering education. Estell currently serves on the ASEE Board of Directors as the Vice President of Professional Interest Councils and as the Chair of Professional Interest Council III. He has held multiple ASEE leader- ship positions within the First-Year Programs (FPD) and Computers in Education (CoED) divisions, and with the Ad Hoc Committee on Interdivisional Cooperation, Interdivisional Town Hall Planning Commit- tee, ASEE Active, and the Committee on Diversity, Equity, and Inclusion. Estell has received multiple ASEE Annual Conference Best Paper awards from the

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Madison Jeffrey, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, UM, Center for Academic Innovation

Tagged Topics

Diversity, Works In Progress

show if those significantlydifferent ratings are being received from a group of peers with specific identities. We plan toconsider the characteristics that students are being rated on and if certain identities are scoredhigher or lower in a characteristic compared to others. Understanding trends across identities andaccounting for group variances [11] will provide a better understanding of what impacts ratingsbeyond individual variance, and we can gain this understanding in the next steps of the study.Highlighting the potential conflicts present in peer assessment would serve to advance theimportant equity efforts universities are undertaking across the nation. As more research isconducted showing the ways in which assessment ratings can be

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Jessica Martin, Baylor University; Jana Roste, Baylor University; Austin T. Smith, Baylor University; Shane Michael Meyer, Baylor University; Emma G Cartisano, Baylor University; Emily Sandvall, Baylor University; Andrea Pouso Morales, Baylor University

Tagged Topics

Diversity, Full Papers

, planned activities asthey articulated their definitions of involvement, a few—like Noah—explicitly describedinvolvement as something more abstract and informal: “Involvement. . .is being present. I thinkwhen I’m involved, it means I’m a part of the thing—a part of the places and the communitiesI’m in. So yeah, that that means being present to me.”Noah’s definition of involvement is particularly important since it reflects the reality of studentslived experiences. As we continued engaging students, it became apparent that theirinvolvement, as experienced and not just defined, extends beyond easily identifiable formalinvolvement opportunities. Informal group interactions—in dining halls, during student-initiatedstudy session, when walking together

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Hannah Nolte, The Pennsylvania State University; Elizabeth Marie Starkey, Pennsylvania State University; Christopher McComb, Carnegie mellon University; Nicolas F Soria Zurita, The Pennsylvania State University & Universidad San Francisco de Quito

Tagged Topics

Diversity, Full Papers

also consider the course content for each day and plan practices in advance. Duration Guided seated meditations of 3-5 minutes 1-2 times a week are likely to work well for first-year engineering courses. Students also requested a few longer practices be included when possible. Logistics Test the required technology before implementing these practices in-class to ensure the best practice experience for the students and the most efficient use of instructional time. Engagement Regularly encourage students to participate in the practices but do not force students. Also, urge students to reflect on their practice and how it has changed throughout the course.References[1] American