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Displaying results 31 - 60 of 65 in total
Conference Session
First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access
Collection
2024 ASEE Annual Conference & Exposition
Authors
Sonia Travaglini, Stanford University; Aya Mouallem, Stanford University; Sheri D. Sheppard, Stanford University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs Division (FYP)
addressintrinsic bias, including methods during application decisions such as using partiallyde-identified application materials used in admissions decisions.PositionalityThis work is presented from the positionality of the researchers at Stanford University,examining outreach programs situated in the United States and in Lebanon, from the authorperspectives of the program designers and staff. The authors have a focus on supporting accessand equity in engineering, and approach this from a practical perspective of finding practices thatcan be integrated into current educational outreach efforts. As a result, we briefly reflect on ourpersonal experiences in relation to the topics we address in this work in this brief positionalitystatement [16]. Aya
Conference Session
First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship
Collection
2024 ASEE Annual Conference & Exposition
Authors
Krista M. Kecskemety, The Ohio State University; Laine Rumreich, The Ohio State University; Ethan Cartwright, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University; H. Schwab, The Ohio State University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs Division (FYP)
ability to assessconceptual understanding and connections within complex topics such as EM [4, 5]. It alsoprovides students with an opportunity to reflect and synthesize the connections between bigideas, so it can be useful as a metacognition activity. Concept maps have been used successfullyto help students recognize connections between topics in complex courses [5]. Fostering theability to make these types of connections is a key component in the Entrepreneurial Mindset.The motivation for this work is to study how student perceptions of EM change over the courseof a design project using concept maps as an assessment tool.BackgroundEntrepreneurial MindsetThe Kern Entrepreneurial Engineering Network (KEEN) is a leader in defining and
Conference Session
First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios
Collection
2024 ASEE Annual Conference & Exposition
Authors
Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University
Tagged Divisions
First-Year Programs Division (FYP)
of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech
Conference Session
First-Year Programs Division Technical Session 9: Student Growth & Professionalization
Collection
2024 ASEE Annual Conference & Exposition
Authors
Aparajita Jaiswal, Purdue University ; Brainerd Prince, Plaksha University; Vinayak Krishan Joshi, Plaksha University
Tagged Divisions
First-Year Programs Division (FYP)
that engineers need to develop verbal andwritten communication skills to share their ideas with others. Engaging engineering students inwriting activities is an effective mechanism to help them reflect and develop critical thinking skills.Scholars have argued that engineering students are reluctant and demotivated to engage in coursesfocused on academic or technical writing. Studies have confirmed that training engineeringstudents in writing will help them to share disciplinary knowledge with the community. Sincewriting is an essential communication skill that needs to be mastered early on in the program,therefore, engineering institutions need to create courses that focus on writing. In this paper, weintend to focus on a first-year
Conference Session
First-Year Programs Division Technical Session 7: Retention & Success
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jeffrey N. Phillips, Hanover College; Kathryn A. Lowe Schneider, Hanover College
Tagged Divisions
First-Year Programs Division (FYP)
college’s academic success/tutoringcenter, a re-design of the first-year college success course that put increased emphasis onbuilding a sense of community and belonging and narrowed the objectives to aiding students inbecoming strategic learners, exploring and reflecting on their skills, interests and abilities anddeveloping tools and strategies for navigating social and professional situations.The data show that the combined efforts of the engineering program and the college academicsuccess team have resulted in the 1st year to 2nd year retention of engineering students exceeding80% for the cohorts entering the program from the fall of 2019 through fall of 2022. This levelexceeded that of non-engineering students in each of those years except
Conference Session
First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios
Collection
2024 ASEE Annual Conference & Exposition
Authors
Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Gretchen Scroggin, University of Arkansas; Latisha Puckett, University of Arkansas
Tagged Divisions
First-Year Programs Division (FYP)
shortest. Similarly, 28% of students who chose Professional Soft Skills did so because it had the most points. The most popular course was Getting Started with Microsoft Office 365; 21% of the students who chose this one said they did so because they used a different suite (often Google) in high school, but the University of Arkansas supports Microsoft products.Question 5: Reflecting back to the courses on your pathway, what was the most useful course onyour pathway? In response to which course in their pathway was most useful, students had varied opinions. The table below summarizes some of the top responses for each pathway. Learning Excel Desktop had the highest percentage within its pathway at 44%. This is likely because we also
Conference Session
First-Year Programs Division Technical Session 10: Curricular & Program Design
Collection
2024 ASEE Annual Conference & Exposition
Authors
Nadiye O. Erdil, University of New Haven; Ronald S Harichandran P.E., University of New Haven; Stephanie M Gillespie, University of New Haven
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs Division (FYP)
theindustry professionals are too removed from the first-year student experience to be helpful [19].The mentorship program at West Virginia University transitioned away from industry mentorsfor first-year students as they reflected that first-year students were not yet ready to interact withexperienced industry professionals [11]. Success in the early mentorship programs is often evaluated with surveys for self-efficacy,identity, social community, and/or sense of belonging [2,3,5,7,8,20], or with analysis ofacademic grades or retention in the program [5,8,16]. While mentorship programs are often totedas successful anecdotally, the data is not always as clear to indicate the benefits when comparedto those students not participating. Sense of
Conference Session
First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors
Collection
2024 ASEE Annual Conference & Exposition
Authors
Louis S. Nadelson, University of Central Arkansas; Pamela L. Dickrell, University of Florida; Katherine DeJesus
Tagged Divisions
First-Year Programs Division (FYP)
deeperunderstanding based on their reflections of their interactions with the peer mentors.SurveyGiven our research's unique focus, we determined it was necessary to develop a survey alignedexplicitly with our research questions. We included both selected and open-ended responseprompts to gather a combination of both qualitative and quantitative data. Our survey includedfree-response prompts such as, “Please share how the peer mentors made you feel themakerspace classroom is for you” “Please share how the peer mentors helped or could havehelped your team work together” and “Please share how the peer mentors helped you developconfidence when working in the makerspace classroom.” We also included companion selected-response prompts such as, “Please share your
Conference Session
First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access
Collection
2024 ASEE Annual Conference & Exposition
Authors
David Hicks, Texas A&M University, Kingsville ; Michael Preuss, Exquiri Consulting, LLC; Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University, Kingsville; Mahesh Hosur, Texas A&M University, Kingsville
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs Division (FYP)
-based project work has also been found to be ahave a significant positive influence on retention [5]. An integrative team-based learning projectutilized in another entry level undergraduate computer science course was observed to helpstudents forge connections between the topics covered in the separate modules of the course anddemonstrate how that content could be integrated and synthesized to solve a problem [6].Improvements were noted in both student attendance and engagement. Including reflectionfocused team meetings as part of a team-based project was observed to improve the developmentof reflective skills important for addressing difficult engineering problems [15].Project-based LearningProject-based learning is a popular and engaging
Conference Session
First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access
Collection
2024 ASEE Annual Conference & Exposition
Authors
Lisa Lampe, University of Virginia; Lloyd R. Harriott, University of Virginia; Sarah Schultz Robinson, University of Virginia
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs Division (FYP)
can have a profound effect on motivation to learn andpersist to degree completion. Undeniably, student interest can change over time and majoring insomething other than a student’s initial interest at the time of university or college matriculationshould be encouraged based on exploration and self-reflection. However, there are policies basedon capacity limits in majors and constraints such as classroom capacity and course offerings thatschools grapple with which exclude students from their interest. From literature, we know thatabout half of females interested in engineering actually enter the major they were initiallyinterested in during their first year [1]. While there is some engineering education research whichexamines entry into
Conference Session
First-Year Programs Division GIFTS: Great Ideas For Teaching Students
Collection
2024 ASEE Annual Conference & Exposition
Authors
Abigail Clark, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University; Lauren H. Logan, Ohio Northern University
Tagged Divisions
First-Year Programs Division (FYP)
, including students, staff, faculty, and alumni • Develop a career plan, including a plan of study that will support that career plan • Develop an awareness of curricular and co-curricular opportunities • Build foundational skills for college success, including self-reflection, study skills, time management, and goal settingHistoric EffortsEngineering Orientation is a long-standing course at ONU, and has long sought to encouragestudents to engage with the college through co- and extra-curricular activities. Historically,students enrolled in engineering orientation were required to attend two professional societymeetings during the semester and report their attendance at these meetings to their faculty viaemail. However, anecdotal
Conference Session
First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kathleen Bieryla, University of Portland; Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland
Tagged Divisions
First-Year Programs Division (FYP)
significantly increased duringthe semester for the group of students exposed to the design sprint early on. Students whocompleted the design sprint later in the semester reported an increase in engineering identitymetrics, but it was not statistically significant. Interestingly, survey results indicate both thedesign sprint and an environmental engineering water filter challenge provided students anopportunity to reflect on the EM. Findings support other work that shows an increase inengineering identity in first-year engineering experiences. Future work will examine howengineering identity and EM differ across demographics and students’ selected majors.ResourcesA “Card” – i.e., an information repository – has been created for this paper on the
Conference Session
First-Year Programs Division Technical Session 2: AI, Computation, and Electronics
Collection
2024 ASEE Annual Conference & Exposition
Authors
Gibrán Sayeg-Sánchez, Tecnologico de Monterrey ; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey
Tagged Divisions
First-Year Programs Division (FYP)
contexts is in generating the correct prompt, to assure that the technology willrespond as expected by the teacher. Prompt engineering can be described as a combination of AI,linguistics, and UX [18]. One of the possible frameworks to craft efficient prompts is CLEAR, a5 components model depicted in Table 1, that stands for Concise, Logical, Explicit, Adaptive,and Reflective [19].Table 1. CLEAR framework for prompt engineering Model Component Description C Concise Prompts must be short and have clarity on what they state L Logical Prompts must be structured and coherent E Explicit Prompts must clearly specify inputs and outputs A Adaptive
Conference Session
First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship
Collection
2024 ASEE Annual Conference & Exposition
Authors
Madalyn Wilson-Fetrow, University of New Mexico; Anjali Mulchandani, University of New Mexico; Vanessa Svihla, University of Texas at Austin; Ruben D. Lopez-Parra, Purdue University ; Sydney Donohue Jobe, University of New Mexico; Paris Eisenman, University of New Mexico; Ethan Kapp, University of New Mexico
Tagged Divisions
First-Year Programs Division (FYP)
when faced withcomplex problems they have to agentively solve, this shows that these students can successfullydo design work to frame and conceptualize large and difficult problems.There are several limitations to this work. The primary limitation lies in the differing number ofcredit hours between the two courses. This is reflected in students in the CCEE course havingmore accurate calculations when analyzing their data collected in the lab, and having moreprofessional presentation slides. However, these results show that even a 1-credit class allows fornuanced design work from first-year engineers. The sample size for this study is also relativelysmall, limiting universalizing due to small-scale statistics.AcknowledgmentsThis material is
Conference Session
First-Year Programs Division Technical Session 5: Identity & Belonging
Collection
2024 ASEE Annual Conference & Exposition
Authors
Elizabeth Zanin Flanagan, Clemson University; Karen A. High, Clemson University
Tagged Divisions
First-Year Programs Division (FYP)
other awareness is theability to understand the world of others. Perspective taking is the ability to adopt the viewpointof another. Emotional regulation is the ability to manage one’s own emotional response. Andlastly, mode switching is the task of applying analytic and empathic mechanisms at theappropriate times [6]. The next supporting area of practice orientation includes four components.Epistemological openness is the ability to value the experiences of others as important sources ofinformation. Micro to macro focus is contextualizing their work from effect on individuals toimpacts on global societal systems. Reflective value awareness is recognizing there are ethicalissues involved in engineering decisions and each engineer must
Conference Session
First-Year Programs Division WIPS 2: Students and Peer Mentors
Collection
2024 ASEE Annual Conference & Exposition
Authors
Joseph Ekong, Western New England University; Arnab A. Purkayastha, Western New England University; Gladys Ekong
Tagged Divisions
First-Year Programs Division (FYP)
theinstructors and TAs to identify students who may be struggling and provide support early in thesemester. In addition, it is expected that these activities would ease learning anxieties for studentsat the early phase of learning programming and enhance their confidence by being engaged andable to perform the initial basic tasks on their own.The Vertical Non-Permanent Surfaces activities were introduced after the students werecomfortable with the basic programming concepts. The problem sets used for the VNPS activitiesare more complex and reflect real-world situations. Students are tasked with working on theseproblems in groups of three. Students first develop their solution approach individually. They thenmeet in their group to discuss their
Conference Session
First-Year Programs Division WIPS 3: Courses and Curricula
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jeffrey David Carvell, Marian University; Sarah Klanderman, Marian University; Salomon Turgman Cohen, Marian University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs Division (FYP)
isintended to clear up any remaining confusion by providing students with chances tocommunicate with both the professor and fellow learners. Often these discussions will centeraround student explanations and solutions as a way of preparing them for independent work. Onhomework, students may consult their notes, textbook, and other resources such as a tutor or theinstructor. These assignments include multiple attempts and flexible deadlines and areconsidered complete once students earn an 80% or better. After the class preps and homework,there are in-class understanding checks (often in the form of quizzes or tests) as well as writingassignments. The writing assignments are done outside of class and include reflections as well asopportunities for
Conference Session
First-Year Programs Division Technical Session 10: Curricular & Program Design
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jahnavi Dirisina, University of Oklahoma; Randa L. Shehab, University of Oklahoma
Tagged Divisions
First-Year Programs Division (FYP)
be clear and consistently interpreted by SMEs.It was observed that academic self-description, engineering intrinsic value, and belonging gotvery strong votes with almost a clear choice of survey statements for belonging and engineeringintrinsic value. The 3 sub-constructs in focus here have clear boundaries in their theoreticalunderstanding and that is reflected in the resultant votes of the sorting task. But looking at thesplit of votes between perceived competence and self-efficacy in round #1 of sorting, there wasan almost equal split of votes between them, to the extent of one statement “I can persist in anengineering major during the next year” receiving 5 votes each for perceived competence andself-efficacy. This was expected as was
Conference Session
First-Year Programs Division WIPS 2: Students and Peer Mentors
Collection
2024 ASEE Annual Conference & Exposition
Authors
Tristan Hernandez, University of Texas at El Paso; Sarah Huizar, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Juan Jose Ochoa Jr., University of Texas at El Paso; Victor Manuel Garcia Jr., US Army Engineer Research and Development Center
Tagged Divisions
First-Year Programs Division (FYP)
translate that interest into involvement. To evaluate the effectiveness of the get involved oncampus workshop, students were tasked with reflecting on their involvement with the studentorganization network as well as their involvement outside of the student organization network.Table 4 shows the number of students that joined student organizations inside and outside of thestudent organization network. The data highlights the drastic increase in understanding thatgetting involved on campus is beneficial.Table 4. Summary of Student Participation in Student Organization Network Organizations Number of students before Number of students after the course the course Yes
Conference Session
First-Year Programs Division: Best of FPD
Collection
2024 ASEE Annual Conference & Exposition
Authors
Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs Division (FYP)
, technologies used for teaching, pedagogical strategies, student engagement, andpotential cognitive demand [32]. Data was recorded every two minutes for every category usinga set of established codes. Along with the codes, thorough notes were taken at each time interval,and an analytical memo was created after every observation. Given that every class had a similarweekday schedule, another important element was the class timetable. For the pilot study, theresearcher performed two classroom observations. She observed each section at a different time.This helped the researcher to compile an analytical memo reflecting on the observation.Semi-structured interviewThe main goal of employing semi-structured interviews for gathering data was to learn moreabout
Conference Session
First-Year Programs Division Technical Session 7: Retention & Success
Collection
2024 ASEE Annual Conference & Exposition
Authors
Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Danilo Alberto Gomez Correa, Universidad Andres Bello, Concepcion, Chile
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs Division (FYP)
% DT 0.6017 -14.7% LR 0.5930 -16% NB 0.5709 -19.1%Final ModelThis study employed an artificial neural network with a specific structure to analyze andmodel a dataset (see Fig. 2). The network featured a hidden layer comprising two neurons, achoice-balancing model complexity, and efficiency. The network's target variable was“Dropout,” and all other available dataset variables were used as inputs to predict this target.This configuration allowed for an in-depth exploration of the relationships between” Dropout”and other variables. A key feature of the network was its focus on classification, reflected inits nonlinear
Conference Session
First-Year Programs Division Technical Session 5: Identity & Belonging
Collection
2024 ASEE Annual Conference & Exposition
Authors
Javeed Kittur, University of Oklahoma; Moses Olayemi, University of Oklahoma; Tierney Harvey, University of Oklahoma; Haley Taffe, University of Oklahoma
Tagged Divisions
First-Year Programs Division (FYP)
, University of Oklahoma Haley Taffe is an Accelerated Masters student in Biomedical Engineering at The University of Oklahoma. She focuses on first year students and self-reflection opportunities within the classroom to enhance learning. ©American Society for Engineering Education, 2024 Examining the Engineering Self-Efficacy, Design Self-Efficacy, Intentions to Persist, and Sense of Belonging of First-Year Engineering Students through Community-Partnered ProjectsAbstractCommunity-partnered projects (CPP) have been used in education from the 1990’s and have beenshown to demonstrate effective learning by working on real-time problems which are diverse andcultural, social, and environmental
Conference Session
First-Year Programs Division Technical Session 10: Curricular & Program Design
Collection
2024 ASEE Annual Conference & Exposition
Authors
Benito Mendoza, New York City College of Technology; Angran Xiao, New York City College of Technology; Muhammad Ummy, New York City College of Technology
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs Division (FYP)
disciplines.Section six describes the course assessment methods, including the post-course survey and ananalysis of students' responses from a pilot implementation, focusing on their comprehension ofengineering disciplines, readiness for academic challenges, and confidence. Section sevendiscusses how students’ feedback has been used to enhance the course and the nextimplementation. Finally, the last section concludes by reflecting on the effectiveness of thecourse, arguing the potential impact of this course on students' academic and career decisions.2. Literature ReviewA student choosing an engineering major is influenced by factors ranging from personal interestsand abilities to external influences like family, educators, and societal perceptions [3
Conference Session
First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors
Collection
2024 ASEE Annual Conference & Exposition
Authors
Joan Matutes, University of Indianapolis; Shelby Hacker, University of Indianapolis; Patricia Snell Herzog, Indiana University Indianapolis; Stephen J. Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis; Joan Martinez, University of Indianapolis; Brett Leonard, University of Indianapolis; Joseph B. Herzog, University of Indianapolis
Tagged Divisions
First-Year Programs Division (FYP)
information and expertisewith their peers, and peers serve as positive role models for social comparison [5]. Additionally,peer mentoring encourages self-reflection and enhances collaboration with others [6]. Reciprocallearning is engendered through improving comprehension and fostering social interactions [7]. Ina study of first-generation college students, peer mentoring was found to contribute to buildingfive practices of exemplary leaders: enabling others to act by strengthening confidence andcompetence, modeling the way by facilitating discussions and sharing experiences, challengingthe process by adapting as pitfalls are encountered, encouraging the heart by recognizing andappreciating personal contributions of peers, and inspiring a shared
Conference Session
First-Year Programs Division WIPS 2: Students and Peer Mentors
Collection
2024 ASEE Annual Conference & Exposition
Authors
Rachel Mosier, Oklahoma State University; Heather N. Yates, Oklahoma State University; Laura Kay Emerson, Oklahoma State University; Carisa H. Ramming, Oklahoma State University
Tagged Divisions
First-Year Programs Division (FYP)
call (28.1%), and send an email (7.0%) (Figure 3).Figure 2: Introduction to Engineering Students Perception of EmailFigure 3: Introduction to Engineering Students Communication PreferenceTo further clarify, respondents were asked if communication styles reflected communicationtype, using a multiple response type question. For PERSONAL communication (survey definedas with friends & family), respondents preferred sending a text message (34.8%), over making aphone call (34.8%), direct or instant messaging (19.6%), sending an email (1.8%), or via socialmedia by posting content (6.3%). When asked if they had access to their PERSONAL emailaccount via an APP on their phones, all of the responses indicated “Yes.”For BUSINESS communication (survey
Conference Session
First-Year Programs Division Technical Session 3: Teamwork
Collection
2024 ASEE Annual Conference & Exposition
Authors
Angela Thompson, University of Louisville; Campbell R. Bego, University of Louisville; Nicholas Hawkins, University of Louisville; Liliana Martinez, University of Louisville
Tagged Divisions
First-Year Programs Division (FYP)
, particularly in the first year.IntroductionTeamwork is an important skill for engineering students and is often a key component of first-year engineering courses. Research has shown that to foster development of teamwork skills,activities should be carefully structured with ample opportunities for practice, constructivefeedback, monitoring, and reflection [1]. One well-established way to develop teamwork skills iscooperative learning, which is a structured form of group work [2]. Cooperative learning is basedon five important tenets: mutual interdependence, individual accountability, face-to-facesupportive interaction, guided practice of interpersonal skills, and regular self-assessment ofteam functioning [3]. Oakley et al. [4] provide a comprehensive
Conference Session
First-Year Programs Division Technical Session 9: Student Growth & Professionalization
Collection
2024 ASEE Annual Conference & Exposition
Authors
Rodrigo Cutri, Maua Institute of Techonology; Hector Alexandre Chaves Gil, Instituto Mauá de Tecnologia; Cristiane Maria Barra Da Matta; Octavio Mattasoglio Neto
Tagged Divisions
First-Year Programs Division (FYP)
Mission; APAE - São Caetano do Sul; Methodist Association of SocialAction - "The Sower" School - São Caetano do Sul. Federal University of ABC and"Hands-on" Non-governmental organization.References[1] A. Galbraith, H. A. Schluterman, L. B. Massey, and G. Scroggin, "Full Paper: Incorporating Academic Coaching in First-Year Engineering Program to Support Student Success and Persistence," presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, Univ. of Tennessee, Knoxville, TN, USA, Jul. 2023. [Online]. Available: https://peer.asee.org/44828[2] Struck Jannini, A. V. (2023, June), “Reflections on Mentorship – Being the Change You Want to See in Engineering Education” Paper presented at 2023 ASEE Annual Conference
Conference Session
First-Year Programs Division Technical Session 2: AI, Computation, and Electronics
Collection
2024 ASEE Annual Conference & Exposition
Authors
Lakshmy Mohandas, Purdue University ; Nathan Mentzer, Purdue University
Tagged Divisions
First-Year Programs Division (FYP)
course is highly groupbased and has three projects throughout the semester. The first two projects are small in scopeand is focused to help students learn the design thinking process. The final capstone project is 8weeks long is where students work on solving an open-ended engineering grand challenge. Thefinal deliverable for the course includes a functional prototype for the problem space the studentsare working on, and a final presentation related to the same. There are multiple low stakeassignments in the form of quizzes, reflections and fieldworks embedded throughout the courseadding to their final grade. Since Spring 2020 with the onset of COVID-19, the course alsofollows a HyFlex modality where students are given the autonomy to attend
Conference Session
First-Year Programs Division GIFTS: Great Ideas For Teaching Students
Collection
2024 ASEE Annual Conference & Exposition
Authors
Fayekah Assanah, University of Connecticut; Kristina Wagstrom, University of Connecticut; Daniel D. Burkey, University of Connecticut; Marina A. Creed APRN, FNP-BC, MSCN, University of Connecticut
Tagged Divisions
First-Year Programs Division (FYP)
concentrations This analysis provides information about the effectiveness of (thus enhancing overall the C-R boxes in removing particles from the air. air quality).AssessmentsAs part of their weekly group assignment, students submit engineering logs documenting theirprogress in constructing and testing the C-R boxes (sample engineering log is provided inAppendix II). These logs detail the design process, project advancement, teamwork, and divisionof labor via Gantt charts and suggestions for improving the design of the boxes. Additionally, theengineering logs prompt students to reflect on testing methods and ethical considerations.Students receive feedback on these logs from the instructors and teaching assistants. As
Conference Session
First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios
Collection
2024 ASEE Annual Conference & Exposition
Authors
Danahe Marmolejo, Saint Louis University; Chris Carroll P.E., Saint Louis University; Michael A. Swartwout, Saint Louis University; Kyle Mitchell, Saint Louis University; Raymond LeBeau, Saint Louis University; Gary Bledsoe, Saint Louis University; Susheel Singh, Saint Louis University; Huliyar S. Mallikarjuna, Saint Louis University; Scott A. Sell, Saint Louis University
Tagged Divisions
First-Year Programs Division (FYP)
rate of69.4%. Through meticulous data analysis using SPSS, it was observed notable increases in meanscores for Ideation, Interest, Help Seeking, and Unnamed factors, reflecting positive shifts instudents' entrepreneurial mindset. Significant improvements in factors such as Ideation, Interest,and Help Seeking highlight the efficacy of our course in nurturing the multifaceted skills essentialfor success in engineering and entrepreneurial endeavors. Our findings indicate modest statisticallysignificant improvements in Ideation and overall total scores from pre- to post-tests, validating theeffectiveness of this pedagogical approach. Lessons learned from this study will inform futureiterations of the course, ensuring continued refinement to better