Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

AC 2011-968: ALTRUISTIC ENGINEERING PROJECTS: DO PROJECT-BASED SERVICE-LEARNING DESIGNS IMPACT ATTITUDES IN FIRST-YEAR ENGINEERING STUDENTS?Malinda S Zarske, University of Colorado, Boulder MALINDA SCHAEFER ZARSKE is a doctoral candidate at the University of Colorado Boulder in engi- neering education. Her research interests include engineering student learning, diversity and recruitment. Her current research is centered on the impacts of project-based service-learning on student identity, recruitment, and retention in engineering. She is a Co-Director of the Engineering for American Commu- nities student organization, on the development team as well as a content editor for the TeachEngineer- ing.org digital library

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Colleen A. McDonough, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Renée S. DeGraaf, Lansing Community College; Jon Sticklen, Michigan State University; Sarah J. Stoner, Michigan State University; Mark Urban-Lurain, Michigan State University; Claudia E. Vergara, Michigan State University; Thomas F. Wolff, Michigan State University

Tagged Divisions

First-Year Programs

ABET.Dr. Neeraj Buch, Michigan State UniversityRene S DeGraaf, Lansing Community College Tutoring Services Coordinator, Learning Assistance Department 1990 - presentJon Sticklen, Michigan State University Jon Sticklen is the Director of the Center for Engineering Education Research at Michigan State Univer- sity. Dr. Sticklen is also Director of Applied Engineering Sciences, an undergraduate bachelor of science degree program in the MSU College of Engineering. He also is an Associate Professor in the Department of Computer Science and Engineering. Dr. Sticklen has lead a laboratory in knowledge-based systems focused on task specific approaches to problem solving. Over the last decade, Dr. Sticklen has pursued en

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

First-Year Programs

AC 2011-562: THE EFFECT OF CONTEXTUAL SUPPORT IN THE FIRSTYEAR ON SELF-EFFICACY IN UNDERGRADUATE ENGINEERING PRO-GRAMSRachelle Reisberg, Northeastern University Rachelle Reisberg is Director of Women in Engineering at Northeastern University. She received her bachelor’s and master’s degrees in Electrical Engineering from Rice University. She was President of a start-up software company before joining Northeastern.Joseph A Raelin, Northeastern University JOE RAELIN is an internationally-recognized scholar in the fields of work-based learning and leadership. He holds the Asa. S. Knowles Chair of Practice-Oriented Education at Northeastern University in Boston. He is author of the just released Leaderful Fieldbook

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Kelly J. Cross, Virginia Tech University

Tagged Divisions

First-Year Programs

. Louisville, KY.4. Howe, S., "Where are we now? Statistics on Capstone Courses Nationwide." Advances in Engineering Education, 2010. 2(1): p. 1-27.5. Trevisan, M., et al. "A Review of Literature on Assessment Practices in Capstone Engineering Design Courses: Implications for Formative Assessment." in American Society for Engineering Education Annual Conference and Exposition. 2006. Chicago, IL.6. Howe, S. and J. Wilbarger, "2005 National Survey of Engineering Capstone Design Courses," in American Society of Engineering Education Annual Conference and Exposition. 2006: Chicago, IL. p. 21 pp.7. McKenzie, L.J., et al. "Capstone Design Courses and Assessment: A National Study." in American Society for

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley, University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

and academic success of engineering students is a critical issuethat will generate a profound impact upon the nation‟s economy and prosperity.1 According tothe American Society of Engineering Education, enrollment in baccalaureate programs increased14% between 2000 and 2005, but the number of engineering graduates remained relativelyunchanged since 2005.2 The demand for qualified engineering graduates will grow 11% between2008 and 2018 based on the most recent U.S. Bureau of Labor Statistics projections.3 Therefore,preparing a qualified engineering workforce is a national issue particularly since the scientificand technological leadership of the U.S. has “experienced a gradual erosion”4 of its position.Considering the critical role played by

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Kline, Western Michigan University; Betsy M. Aller, Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Divisions

First-Year Programs

program, it has not beenpossible to show which parts of the STEP effort have been most responsible for the increase inretention rates. Efforts have been undertaken in Phase 2 to do this, as will be discussed.Results of the current STEP project (Table 2) show that students who participated have higherretention rates than students enrolled in Western Michigan University in general (cohortsretention rates verses University Baseline). This initial STEP effort, concluding after the 2009-10 academic year, increased the first-year retention rate to an average of 66% (through the 2008cohort, as shown in Table 2; and 65% when including initial data analysis through 2009-10) fromthe college‟s historical baseline of 57%, which matched well with the

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University; Robin R Hammond, Arizona State University

Tagged Divisions

First-Year Programs

22.768.1 c American Society for Engineering Education, 2011 Helping Freshmen Develop a Personal Identity as an EngineerAbstractFreshman retention is a top priority in nearly all engineering schools. Increased retentionoptimizes new-student recruitment dollars, decreases students‟ time to graduation, impactsschool rankings, and helps to meet industry‟s increasing demand for engineers. Most researchersand experts in the field agree on a number of basic tenants of retention. Topmost are the tenantsof creating community amongst freshmen, bonding freshmen with returning students, creatingopportunities for meaningful interaction between freshmen and faculty both in and outside of theclassroom, helping freshmen

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Deborah Morrow, Grand Valley State University

Tagged Divisions

First-Year Programs

with all ofthe program outcomes, ABET does not define lifelong learning or provide guidelines forassessing achievement of lifelong learning skills. Besterfield-Sacre et al.[2] identified keyattributes of lifelong learning as part of an NSF-funded Action Agenda study (listed on theEngineering Education Assessment Methodologies and Curricula Innovation website[3]). Theseattributes included the ability to: ● demonstrate reading, writing, listening, and speaking skills; ● demonstrate an awareness of what needs to be learned; ● follow a learning plan; ● identify, retrieve, and organize information; ● understand and remember new information; ● demonstrate critical thinking skills; and, ● reflect on one‟s own

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacqueline Q. Hodge, Texas A&M University; Margaret Hobson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Magdalini Z Lagoudas, Texas A&M University; Jefferey E. Froyd, Texas A&M University; Natela Ostrovskaya, Texas A&M University; Tatiana Erukhimova, Texas A&M University, Department of Physics and Astronomy; Cesar O. Malave, Texas A&M University; William H Bassichis, Texas A&M University

Tagged Divisions

First-Year Programs

backgrounds, geographical location of hometowns and/or family makeup) selected cohortof URM non-participants. Page 22.1561.10 Bibliography1. Atman, C. J., Sheppard, S. D., Turns, J., Adams, R. S., Fleming, L. N., Stevens, R., . . . Lund, D. (2010). Enabling engineering student success: The final report for the Center for the Advancement of Engineering Education. San Rafel, CA: Morgan & Claypool.2. Borrego, M., Froyd, J., & Hall, T. S. (2010). Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments. Journal of

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland; Lawrence J. Carter, University of Auckland

Tagged Divisions

First-Year Programs

MARKING – DOES IT REALLY IMPROVE STUDENT LEARNING?AbstractThe paper reports on an initiative which aims to improve student achievement by boostingtutorial engagement via the introduction of peer-marked assignments. A compulsory first-year course, perceived as a difficult, „gatekeeper‟ course, was chosen for evaluation of theinitiative. Lack of student engagement in tutorials was perceived by the lecturers as asignificant barrier to improved student achievement. To encourage tutorial attendance andparticipation, students received a small number of marks for doing a (two-weekly) tutorialassignment, and marking another‟s, under the guidance of an academic staff member.Attendance at tutorial sessions consequently improved

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Arturo A Fuentes, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

First-Year Programs

.  Go public: This is a high stakes motivating component introduced to motivate the student to do well. Learner and community centered.Challenge 2…NThe following progressively more ambitious challenges enable the student to increasinglydeepen their knowledge of the topic being explored. Repeat the complete legacy cycle for eachchallenge.Reflect BackThis gives student the opportunity for self-assessment. Learner centered.Leaving LegaciesThe student is asked to provide solutions and insights for learning to the next cohort of students,as well as to the instructor(s). Community centered.Curriculum Development ProcessIn general, the LC CBI modules developed at UTPA are designed according to a five-task“backwards design” process fostered by

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ding Yuan, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I. Jaksic, Colorado State University, Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

First-Year Programs

). Engle and Tinto11 address various obstacles to college success for low-income students.They state that “After six years, only 11 percent of low-income, first-generation students hadearned bachelor‟s degrees compared to 55 percent of their more advantaged peers.” One of theirrecommendations includes cohort development. Furthermore, the learning community modelimproves the persistence of the low-income and the first generation students12.A learning community is an environment that encourages student-student, and faculty-studentinteraction. At Colorado State University - Pueblo, a pilot learning community was initiated inthe Department of Engineering in fall 2009. Two first-year courses were linked with shared

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ibibia K. Dabipi, University of Maryland, Eastern Shore

Tagged Divisions

First-Year Programs

as a team. For this project, two teams wereformed to address the same design problem. This paper examines the lessons learned during thiscollaboration and offers some insight into what challenges similar freshman engineering designcourses may encounter.Design Course Project ReviewThe Freshman Engineering Design Course at UMES has continued to operate in the samefashion since 2006. The engineering professor facilitates the course and introduces aspiringengineers to the knowledge, skills and abilities requisite for completing a design project. Jointly,Aviation Sciences faculties participate in the course by serving the role of both the client(s) andthe users who provides the students with the aim, scope and constraints of the project

Conference Session

FPD V: Gender and Engineering Education: A Panel Discussion and Workshop

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Caitrin Lynch, Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Lynn Andrea Stein, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs, Women in Engineering

students.AcknowledgmentThis material is based upon work supported by the National Science Foundation under GrantsNo. 0624738, 0953698, and 0939128. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation. We would like to express our gratitude tothe students who have participated in the Gender and Engineering Co-Curricular Activity. Wewould also like to thank our colleagues for intense conversations on the subject and support inthe formation of this manuscript.References:1. National Academy of Engineering (2002). Diversity in Engineering: Managing the Workforce of the Future, Washington, DC: National Academy Press2. National

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

First-Year Programs

causes frustration for students is moving easily between verbal, symbolic, andgraphical representations. This represents a major challenge to students, especially in theirphysics classes. A quick look at a typical physics books used at TAMU14 reveals that almost allthe problems are presented verbally, although pictures are used on occasion. This is also the casewith optimization problems in calculus, which are often used as applications of the derivative.Often, students do not have any major difficulty in carrying out the mathematical manipulations.Rather, they struggle to convert the verbal description into a mathematical description. Studentsare unable to answer questions such as: 1. What is(are) the variable(s) of interest? 2

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Brittany Strachota, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

Stefanou et al.’s framework, student autonomycan be promoted at three different levels: organizational, procedural, and cognitive. These threelevels include varying degree of student choice: organizational autonomy takes into account theenvironment (e.g., due dates), procedural autonomy incorporates form (e.g., deliverable form),and cognitive autonomy involves content (e.g., designing projects). This range of possible SDLexperiences allows for a wide interpretation of the role and value of SDL and student autonomyby both students and faculty. Using methods of grounded theory, three research questions wereaddressed: (a) How do the pedagogical practices in the first-year mathematics, physics, andengineering classes fit into Stefanou et al.’s

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Robert W. Warke, LeTourneau University

Tagged Divisions

First-Year Programs

; Exposition, Annual Conference, 2004.4 Flemming, L., Engerman, K., and Williams, D. ―Why Students Leave Engineering: the Unexpected Bond,‖Proceedings of the 2006 American Society for Engineering Education Conference& Exposition, Annual Conference,2006.5 Fortenberry, N., Sullivan, J., Jordan, P., and Knight, D., ―Engineering Education Research Aids Instruction,‖Science, Vol. 317, 2007.6 Ohland, M., Sheppard, S., Lichtenstein, G., Eris, O., Chachra, D., and Layton, R., ―Persistence, Engagement, andMigration in Engineering Programs,‖ Journal of Engineering Education, July 2008.7 Seymour, E., and Hewitt, N., Talking About Leaving: Why Undergraduates Leave the Sciences, Westview Press,Boulder, CO, 20008 Zhang, G., Min,YK., Ohland, M., and

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Odis Hayden Griffin Jr. P.E., East Carolina University; Sandie J. Griffin

Tagged Divisions

First-Year Programs

take the first engineering course, normally during their first semester as GE students, they are assigned reading from the textbook about the different fields of engineering. In the Fall Semester each department presents an Information Session in the evening to give interested students information about their degree program(s). There are thus 13 of these sessions, all on different evenings (since they are offered from the same department, AE/OE and CpE/EE are offered together), including one for the Green Engineering Minor. Students are encouraged to attend at least four information sessions by making attendance a homework grade in the engineering course. The Student Engineers Council normally hosts a

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Frederick L. Smyth, University of Virginia; William H Guilford, University of Virginia; Brian A. Nosek, University of Virginia

Tagged Divisions

First-Year Programs

., Lindsey, S. & Schooler, T. A model of dual attitudes. Psychological Review 107, 101-126 (2000).9. Kunda, Z., Davies, P., Adams, B. & Spencer, S. The dynamic time course of stereotype activation: Activation, dissipation, and resurrection. Journal of Personality and Social Psychology 82, 283-299 (2002).10. Nosek, B., Banaji, M. & Greenwald, A. Math = male, me = female, therefore math not equal me. Journal of Personality and Social Psychology 83, 44-59 (2002).11. Nosek, B. & Smyth, F. Implicit social cognitions predict sex differences in math interest, participation, and performance. (2011).12. White, M.J. & White, G.B. Implicit and Explicit Occupational Gender Stereotypes. Sex Roles 55, 259-266 (2006).13

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia R. Backer, San Jose State University; Emily L. Allen, San Jose State University; Janet Sundrud, San Jose State University

Tagged Divisions

First-Year Programs

Hurtado, S., & Carter, D.F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324-345.4 Flowers, L. A. (2004-2005). Retaining African-American students in higher education: An integrative review. Journal of College Student Retention: Research, Theory & Practice, 6(1), 3-35.5 Braxton, J. M., Sullivan, A. S., & Johnson, R. M. (1997). Appraising Tinto’s theory of college student departure. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 12). New York: Agathon Press.6 Pascarella, E. T., &

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicky Wolmarans, University of Cape Town, Department of Civil Engineering and Centre for Research in Engineering Education (CREE); Corrinne Shaw, University of Cape Town, Department of Mechanical Engineering and the Centre for Research in Engineering Education (CREE)

Tagged Divisions

First-Year Programs

. Page 22.1724.2Becoming an engineerThe background to being or becoming an engineer lies in studies of graduate attributes orcompetencies. This body of literature focuses on the need to develop core knowledge andskills for success as an engineer. In the mid to late 1990’s the focus was predominantlyconcerned with deficiencies in graduate engineers in terms of complementary skills such asteamwork, communications and business skills 1. More recently, there has been a shifttowards acknowledgement of the primacy of the ability to apply theoretical knowledge to realindustrial applications2 or as Ferguson warns, a danger of losing the basic analytical skills inthe push for employment ready graduates3.The response to these concerns includes the

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

Wisconsin-Madison Undergraduate Learning Center: http://studentservices.engr.wisc.edu/classes/tutoring/2 Northeastern University: http://www.coe.neu.edu/coe/undergraduate/studentservices/tutoring.html3 University of Washington Academic Workshops: http://www.engr.washington.edu/curr_students/academics/workshops.html4 UT Austin Cockerell School of Engineering & Division of Diversity and Community: http://www.utexas.edu/diversity/ddce/lcae/ace.php5 Navarra-Madsen, Junalyn and Ingram, Paul, ―Mathematics Tutoring and Student Success,‖ Proceedia Social and Behavioral Sciences 8 (2010) 207–212.6 Thompson, D. R. Langstraat, S. D. and Nichols, V., ―Engineering Center Residence Hall Program,” Proceedings of the 2002 American

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Beth R. Isbell, University of Texas at Arlington; Lynn L. Peterson, University of Texas, Arlington; Carter Tiernan, University of Texas, Arlington; Vu V. Pham, University of Texas at Arlington

Tagged Divisions

First-Year Programs

one of the FIGs, called FORCES (FocusOn Retention in Cohorts of Engineering Students), compared to students in the other three FIGsand the College of Engineering as a whole. FORCES is funded by NSF’s S-STEM (Scholarshipsin Science, Technology, Engineering and Mathematics) program and targets students inunderrepresented groups for recruitment with the broad goals of removing financial barriers andimproving student retention.Recognizing that success in mathematics is critical to engineering student success, key FORCESprogram elements were designed with a focus on calculus. FORCES scholars were required todemonstrate first fall semester calculus readiness by either earning an acceptable score on theuniversity’s Math Aptitude Test (MAT) or by

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew Whiteacre, Texas A&M University; Jeffrey M. Otey, Texas A&M University

Tagged Divisions

First-Year Programs

22.1554.8Freshmen Engineering Program. Proceeding of the ASEE Gulf-Southwest Annual Conference, Lake Charles, LA2010.3. Steif, Paul S.; “An Articulation of the Concepts and Skills Which Underlie Engineering Statics; Proceedings ofthe 34th ASEE/IEEE Frontiers in Education Conference, Savannah, GA 2004.4. Litzinger, T., Van Meter, P., Firetto, C., Passmore, L., Masters, C., Costanzo, F., Gray, G., Turns, S., and Higley,K.; “A Cognitive Study of Problem-Solving in Statics; Journal of Engineering Education, October 2010. Page 22.1554.9

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elora Candace Voyles, Southern Illinois University, Carbondale; Rhonda K. Kowalchuk, Southern Illinois University, Carbondale; John W. Nicklow, Southern Illinois University, Carbondale; Robert Ricks

Tagged Divisions

First-Year Programs

Page 22.1244.13 all students.” • “To a slight degree, it help[s] freshmen succeed and stay in engineering. I've also noticed that I can't think of a single mentor who has not continued in engineering.”Peer mentors’ cumulative grade point averages (GPAs) at the end of the fall 2010 semester wereobtained through the COE to examine academic performance by classification status (see Table11). It is worth noting that students serving as mentors were able to maintain an averagecumulative GPA above 3.0.Table 11Peer Mentors’ Cumulative Grade Point Average Cohort 2007/2008 2008/2009 2009/2010

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

George Roesch Johnson, University of Wisconsin, Madison, Engineering Professional Development

Tagged Divisions

First-Year Programs

and speaking improved from this course. I received good feedback onmy work that helped me identify my strengths and weaknesses.” And finally this comment from an email reflection: “This week was a wonderfulexperience for me because I learned how to summarize an article and provide evidence for anargument. I learned that using quotes in my writing can help me back up my thoughts. I loved thereading material from this week because it kept me interested the whole week…I enjoy comingto this class twice a week and I look forward to riding my bike to class. I think you have a funway of relaying important information, and I admire that you want to learn from students.”Bibliography1. Astin, Alexander W. and Astin, Helen S. (1992

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ani Ural, Villanova University; Joseph Robert Yost, Villanova University; David W Dinehart, Villanova University; Shawn P. Gross, Villanova University

Tagged Divisions

First-Year Programs

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mario Gomes, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

of hydro-statics to estimate the buoyancy force ofeach balloon. Empty balloon mass measurements were taken during recitation and guidancein creating their models was provided. Week 13 was a holiday for lecture, but groups metand worked together on their project that week. Week 14’s lecture continued mathematicalmodeling and both lab and recitation were entirely devoted to in-class group work for thefinal project. Week 15’s recitation class was devoted to each group taking photographs of thetarget area using their timer and chosen set of balloons. Week 16’s lecture showed them how Page 22.149.13Figure 7: area ∼ 906f t2

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Danny King, Indiana University Purdue University, Indianapolis; Laura Masterson, Indiana University Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

attended the Engineering Bridge Page 22.1353.12program have a generally very high opinion of the program.Works Cited 1. Ackermann, S. P. (1991). The benefits of summer bridge programs for underrepresented and low-income students. College and University, 66(4), 201-208 2. Engle, J. & Tinto, V. (2009). Moving beyond access: College success for low income, first-generation students. Washington, DC: Pell Institute for the Study of Opportunity in Higher Education. Retrieved on January 17, 2011 from http://www.eric.ed.gov/PDFS/ED504448.pdf. 3. Evenbeck, S., Ross, F., Smith, M., Ward, D., & Williams, G. (2010, February