Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rea Lavi, Massachusetts Institute of Technology; Cong Cong, Massachusetts Institute of Technology; Yuan Lai, Massachusetts Institute of Technology; Justin A. Lavallee, Massachusetts Institute of Technology; Gregory L. Long Ph.D., Massachusetts Institute of Technology; Nathan Melenbrink, Massachusetts Institute of Technology; Amitava 'Babi' Mitra, Massachusetts Institute of Technology

Tagged Divisions

First-Year Programs Division (FYP)

3 ended questions/items Questionnaire An online form for evaluating Out Individual 4 understanding of lesson contentAs Table 3 shows, the course introduced students to five tracks and five corresponding cases,each with its own challenge and centered on a problem-solving approach. The two-week casestaught during weeks 2-9 followed a similar pattern, with the first class introducing the case andthe last class involving student presentations and a reveal of the instructor’s solution to the casechallenge. The lead instructor taught Week 1 on their own, and the one-week case wasintroduced without academic background or context.Table 3. [Course] schedule for fall 2020. Week/s

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University at West Lafayette (COE); Nathan Mentzer, Purdue University at West Lafayette (COE); Adrie Koehler; Shawn Farrington, Purdue University at West Lafayette (COE); Elnara Mammadova

Tagged Divisions

First-Year Programs Division (FYP)

accessibility of lesson materials for students in STEM classes in higher education. ©American Society for Engineering Education, 2023 Students’ Self-regulation in a HyFlex Design Thinking Course This is a complete research paper. HyFlex learning models have gained popularity as aresult of the pandemic. Studies and surveys show the potential for blended learning models, likeHyFlex, to improve higher education post-pandemic and for years to come. Simultaneously,researchers have consistently found that self-regulation impacts students’ academic achievementin traditional classroom settings. Since online learning environments increases student autonomy,arguably, self-regulation learning skills are even more

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isha Bhatt, University of Michigan; Laura K. Alford, University of Michigan; Lesa Begley; Ryien Hosseini; Deborah A. Lichti, University of Michigan

Tagged Divisions

First-Year Programs Division (FYP)

attention. It is widely recognized that a keygoal of educators and education policymakers should be to strike a balance between maximizingboth of these critical measures. To that end, several studies [1] have been conducted to investigatethe impact of flexible deadline policies on student academic success and well-being.On one hand, flexible policies have been shown to have several positive effects on students. Theyhave been shown to reduce student stress [1, 2], improve time management [1], increase equity instudent performance [1, 3, 4, 5], and enhance the learning process [1, 6, 2, 7], especially in caseswhere courses are administered either partially or fully online [8, 5]. The key benefit of flexibledeadlines is that they provide students with

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph A. Lyon, Purdue University at West Lafayette (COE); Jacqueline Callihan Linnes, Purdue University at West Lafayette (COE); Sean P. Brophy, Purdue University at West Lafayette (COE); Timothy M. Whalen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

. Assistant, “Stress and Anxiety Among First Year and Final Year Engineering Students,” International Journal of Advanced Research in Education & Technology (IJARET), vol. 17, no. 4, 2016, [Online]. Available: www.ijaret.com[22] R. A. Streveler, K. A. Smith, and M. Pilotte, “Aligning Course Content, Assessment, and Delivery,” in Outcome-Based Science, Technology, Engineering, and Mathematics Education, Hershey, PA: IGI Global, 2012, pp. 1–26. doi: 10.4018/978-1-4666-1809-1.ch001.[23] S. P. Brophy, “Developing Flexibly Adaptive Skills through Progressive Design Challenges,” in ASEE 123rd Annual Conference and Exposition, 2016.[24] NASA, “NASA Engineering Design Challenges,” 2008. Accessed: Feb. 09, 2023. [Online