Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wee Sing Yeo, University of Cincinnati; Muhammad Asghar, Utah State University; Sheryl A. Sorby, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

such a way that this alignmenttermed their academic identities has a certain impact on their efforts and achievements. Thestudy [8] reveals that the college experience for individual students is influenced by theirperceptions of interpersonal interactions and norms, which a reflective of the college culture andthus play a pivotal role in shaping student performance, engagement, and persistence, surpassingpredictions solely based on socioeconomic status or academic preparedness indicators.The fundamental concept of Engineering Stress Culture (ESC) originates from the uniquedemands and challenges inherent in the culture of engineering education which equates learningwith suffering and shared hardship identity, as emphasized in one of the six

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Jorge Paricio Garcia Ph.D., HRM, MID, University of Connecticut; Jake Scoggin, University of Connecticut; Martin Huber, University of Connecticut; Michael Cohen, University of Connecticut; Stephany Santos, University of Connecticut; Kathrine Pavel Ionkin, University of Connecticut; Sean Patrick Hirt, University of Connecticut; Britney Russell, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

the habitat. Finally, the smaller groups integrated theircomponents and collaborated to maximize the energy efficiency and performance of the Solar-powered Habitat.The assessments of this project were designed for each level of teamwork: 1) Studentshighlighted their contributions through an Engineering Portfolio. 2) Smaller groups reflected ontheir design and building process by submitting weekly engineering logs and a semester-endposter. Finally, 3) Each group habitat (comprising 5~6 groups) presented its energy-efficienthabitat design in the first-year design expo at the end of the semester. The ongoing datacollection of this effort on project-based, multidisciplinary, multilevel teamwork proved how thisproject design effectively cultivated

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Craig M. Harvey P.E., Georgia Southern University; Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University; Roberto Champney

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

college is to only admit high achieving, financially secure, andemotionally (e.g., college adaptive) ready students. However, our country deserves better thanthat and our economy demands more engineers, not less. Additionally, all three of theseprograms could be easily adopted at other institutions.A side benefit of the programs was student increased confidence and the development ofleadership skills for both existing and new freshmen students. While leadership was not directlyassessed, strong anecdotal evidence reflected students engaging in leadership activities (e.g.,officers in student organizations). This benefit will be better assessed in the future to determineits impact.As engineering educators, we must continue to evolve and find ways to

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin M. Anderson, Southern Methodist University; Kristen McAlexander, Schreiner University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Mean St. Dev Mean St. Dev Non-Traditionally Underrepresented Students 3.510 0.426 29.30 3.797 Traditionally Underrepresented Students 3.236** 0.717 28.20 5.448 PMP-Eligible Students 3.161** 0.813 28.02 5.255 PMP Participants 3.343 0.546 28.46 5.782Significance reflects results of an independent samples t-test between non-TU students and TU studentsubpopulations. * p ≤ 0.05, ** p < .01, *** p < .005.Since RQ2 seeks to understand the relationship between participation in the PMP and studentacademic

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

self-advocacy processes. A brief reflective assignment that asks allstudents to consider personal assets and challenges that they are facing in their collegiatejourneys might be beneficial. The FYED course already introduces students to social styles, andthis information is often used in teaming. The instructional team could consider whether thisexercise could be modified to introduce other diversity characteristics and specifically addressneurodivergence and potentially mental health issues. The faculty development series forinstructors could also introduce topics related to ND and encourage faculty to integrate UDLprinciples.AppendixSurvey items to measure teamwork experiences during the semester (response options): Rate your experience on