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)

significant predictors is as follows:Motivation = 2.866 + 0.229(Enjoyment) - 0.101(Anxiety) - 0.153(Shame)Residuals were examined to assess the assumptions of the regression model. The scatter plot ofobserved vs. predicted values and the plot of residuals vs. predicted values indicated that theassumptions of linearity and homoscedasticity were reasonably met. The histogram and Q-Q plotof the residuals suggested that the residuals were approximately normally distributed, with someminor deviations at the tails. The Durbin-Watson statistic was 2.04, indicating no significantautocorrelation in the residuals. These checks support the appropriateness of the regression modelfor the data.From the figure 3, we can interpret that the Observed vs. Predicted

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Carl Boyet, Louisiana Tech University; James D. Palmer, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

. Through the lunch, students became acquainted with their discipline-specific facultymentors. These faculty mentors consist of one representative from each engineering disciplinewho eventually would become the SSP students’ academic advisors and have regular check-inswith their students. The lunches offered a casual, non-threatening environment to help buildconnections between students and their mentors. Faculty mentors utilized the lunches to provideshort Q&A sessions with the group describing their discipline along with academic andprofessional opportunities.Throughout the year, social events were planned to provide students with an opportunity to relaxand connect with each other and the grant team. A winter quarter kick-off party was held

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Ohio Northern University

Tagged Divisions

First-Year Programs Division (FYP)

difference at =0.05. Several questions were found to be statistically significant, asshown in Table 4 Table 4: Comparing mean values between post-fall and post-spring Q Post Fall 2022 Post Spring 2023 Mean t df p M (SD) M (SD) Difference 16 1.660 (1.205) 2.009 (0.956) -0.349 -2.257 177 .025 34 1.032 (1.589) 1.636 (1.239) -0.604 -2.973 175 .003 37 1.602 (1.595) 2.103 (1.140) -0.501 -2.519 164 .013Discussion & Future WorkAdditional work is needed to better understand the results of the EDVES survey. Initial

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nusaybah Abu-Mulaweh, The Johns Hopkins University; Constanza Miranda, The Johns Hopkins University; Alissa Burkholder Murphy, The Johns Hopkins University; Jenna Frye, The Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

, Australian Journal of Psychology, 73:1, 87-102, DOI:10.1080/00049530.2021.1883409[4] Maithreyi Gopalan. “Students’ Sense of Belonging Matters: Evidence from Three Studies”.https://www.google.com/url?q=https://tll.mit.edu/sense-of-belonging-matters/&sa=D&source=docs&ust=1707428553250036&usg=AOvVaw00y7fOXuEVLb49q3Cg-2MA[5] Eccles, J. S., & Midgley, C. (1989). Stage/Environment Fit: Developmentally AppropriateClassrooms for Early Adolescence. In R. E. Ames, & Ames, C. (Eds.), Research on Motivationin Education, 3, 139-186. New York: Academic Press.[6] Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence.Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology; Abigail Clark, Ohio Northern University

Tagged Divisions

First-Year Programs Division (FYP)

/not-just-for-kids-using- picture-books-with-teens-and-tweens.html#more-22917[3] Wpadminlernerbookscom. (2022a, April 11). How to Use Picture Books with Tweens and Teens: Q&A with Literacy Experts. The Lerner Blog. https://lernerbooks.blog/2021/03/how- to-use-picture-books-with-tweens-and-teens-qa-with-experts.html[4] Fresch, M.J. & Harkins, P. (2009). The power of picture books: Using content area literature in middle schools. Urbana, IL: National Council of Teachers of English.[5] Massey, S.R. (2015). The Multidimensionality of Children’s Picture Books for Upper Grades. English Journal, 104, 45.[6] Chesney, D. Big Fish: The Lost Art of Storytelling in the Engineering Classroom, at the American

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)

engineering formation,” J. Eng. Educ., vol. 109, no. 1, pp. 11–33, Jan. 2020, doi: 10.1002/jee.20301.[11] J. P. Gee, “Identity as an Analytic Lens for Research in Education,” Rev. Res. Educ., vol. 25, p. 99, 2001, doi: 10.2307/1167322.[12] J. E. Stets and P. J. Burke, “Identity theory and social identity theory,” Soc. Psychol. Q., vol. 63, no. 3, p. 224, Sep. 2000, doi: 10.2307/2695870.[13] H. B. Carlone and A. Johnson, “Understanding the science experiences of successful women of color: Science identity as an analytic lens,” J. Res. Sci. Teach., vol. 44, no. 8, pp. 1187–1218, Oct. 2007, doi: 10.1002/tea.20237.[14] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Arturo A. Fuentes, The University of Texas, Rio Grande Valley; Eleazar Marquez, The University of Texas, Rio Grande Valley

Tagged Divisions

First-Year Programs Division (FYP)

interactive discussion and Q&A sessions. The presentations were evaluated basedon clarity of communication, coherence of content, depth of research, alignment with pathwayobjectives, and ability to respond to questions and feedback effectively. These deliverablesprovided opportunities for students to engage in reflective practices, communicate their pathwayplans effectively and receive constructive feedback from peers and instructors. By completingthese tasks, students gained valuable insights into their academic and career aspirations anddeveloped essential skills for professional development and self-awareness. In addition, thisproject approach was approved by the Institutional Review Board IRB-24-0170 and adhered toethical guidelines for

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fazel Ranjbar, University of Cincinnati; Jutshi Agarwal, University at Buffalo, SUNY; P.K. Imbrie, University of Cincinnati

Tagged Divisions

First-Year Programs Division (FYP)

City, SD, USA: IEEE, Oct. 2011, pp. F1C-1-F1C-5. doi: 10.1109/FIE.2011.6143000.[7] R. Reiter-Palmon and J. J. Illies, “Leadership and creativity: Understanding leadership from a creative problem-solving perspective,” Leadersh. Q., vol. 15, no. 1, pp. 55–77, Feb. 2004, doi: 10.1016/j.leaqua.2003.12.005.[8] R. E. Slavin, “Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?],” An. Psicol., vol. 30, no. 3, pp. 785–791, Oct. 2014, doi: 10.6018/analesps.30.3.201201.[9] Y. Chang and P. Brickman, “When Group Work Doesn’t Work: Insights from Students,” CBE—Life Sci. Educ., vol. 17, no. 3, p. ar52, Sep. 2018, doi: 10.1187

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)

," Machine Learning, vol. 45, no. 1, pp. 5-32, 2001.[23] S. Park y S. Holloway, “Parental Involvement in Adolescents’ Education: An Examination of the Interplay among School Factors, Parental Role Construction, and Family Income,” School Community Journal, vol. 28, n.o 1, pp. 9-36, 2018, Available in: https://eric.ed.gov/?id=EJ1184925.[24] D. J. Wilson-Ihejirika, Q. Liu, J. Meihui Li, M. Nisar, y J. Lin, “Engineering Pathways from High School to Workplace: A Review of the Literature,” in 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland

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)

City 8 3 5 4.13 0.83 Tech.p. I would recommend this workshop to other students interested in understanding what 8 3 5 4.50 0.76 majoring in engineering would be like at City Tech. q. I would recommend this workshop to other students interested in understanding what the 8 3 5 4.25 0.89 different engineering majors are like at City Tech. r. I am confident that I can identify the engineering 8 3 5 4.25 0.71 major that best fits my desired

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts University; Ethan E. Danahy, Tufts University; William Church

Tagged Divisions

First-Year Programs Division (FYP)

generative AI (many wrote about multiple types of experiences), 5 students mentioned theirexperience using generative AI for schoolwork. Examples included using DALL-E to generateimages when making a zine for a senior English project and generating practice problems forclasses. 4 talked about learning with or about generative AI in out-of-school settings. Forexample, one student had attended a summer program hosted by a university where they codedan AI using Q-learning and Monte Carlo tree search. 3 students used generative AI for theirhobby by setting generative AI up as their opponent for video games or creating stories aboutcharacters for role-playing games. 10 students stated their experiences testing out generative AIon their own or with their

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)

, 2024. Date. [Online]. Available: https://eric.ed.gov/?q=ED610707&id=ED610707[20] I. Fomunung, C. Silver, and M. Porter, “Increasing the success rates of engineering students after transferring into four year colleges from community colleges: It’s much more than dollars” in Proceedings of the 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, Aug., 2022. https://peer.asee.org/42050[21] M. McGinnis and R. Welch, “Capstones with an industrial model,” in Proceedings of the ASEE Annual Conference and Exposition, Louisville, KY, June 2010. https://peer.asee.org/16899[22] C.E. King, “Industry engagement versus faculty mentorship in engineering senior capstone design courses,” in Proceedings of the 2020 ASEE

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Paul Summerfield, Wentworth Institute of Technology; Will Cashel-Cordo; Hadi Kazemiroodsari, Wentworth Institute of Technology

Tagged Divisions

First-Year Programs Division (FYP)

words, why did we not skip the process of flocculation and go directly to filtering? 7. What additional steps would you take to make the water potable?ENGR 1203Module 6: Life Cycle AssessmentUse the following carbon footprint database to find the kg CO2e/kg for each ingredient.https://apps.carboncloud.com/climatehub/search?q=pizza&market=USA&sort=market%3AdescDeliverables 1. One table showing total kg CO2e/kg for each meal (three rows, one column) 2. Three pie charts, one for each meal, showing what proportion of the total impact is caused by each ingredient 3. One bar graph, showing how the total kg CO2e/kg breaks out by "phase" (agriculture, transportation, etc.) 4. Discussion

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lawrence R. Chen, McGill University

Tagged Divisions

First-Year Programs Division (FYP)

2008.[7] G. E. Okudan, M. Murphy, and B. Bowe, “An international comparison of engineeringprograms in their emphases and professional skills development,” in Proc. of the AmericanSociety for Engineering Education North Midwest Section Annual Conference, Vancouver, BC,June 2011.[8] A. M. Gansemer-Topf, Q. Li, S. Jianh, G. E. Okudan-Kremer, and N. F. Reuel,“Implementing professional skills training in STEM: a review of the literature,” in Proc. of theAmerican Society for Engineering Education North Midwest Section Annual Conference,Brookings, SD, October 2020.[9] S. M. Lord, B. Przestrzekski, and E. Reddy, “Teaching social responsibility in a circuitscourse,” in Proc. of the American Society for Engineering Education Annual Conference,Tampa, FL