Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

recently, using simulations and games to help facilitate learning. Among other things, she is interested in how students make use of multimedia representations of scientific concepts in games. She is currently the research director for the Epistemic Games Group at the University of Wisconsin - Madison.Golnaz Arastoopour, University of Wisconsin-Madison Golnaz is a graduate student at the University of Wisconsin-Madison. Before becoming interested in education, she studied Mechanical Engineering and Spanish. Golnaz has also worked as a computer sci- ence instructor, high school mathematics teacher, and STEM curriculum designer. Her research interests are how technology can be used as an effective and engaging teaching

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

in both the public (as an educator) and pri- vate sectors before returning to postgraduate study and embarking on an academic career. As with many South Africans, growing up under Apartheid has had a profound impact on my worldview and life choices. This has included influencing the choice of a career in education, both as a practitioner and scholar. I cur- rently convene a postgraduate programme in Engineering Management and teach undergraduate courses in Engineering Management. I draw on multiple theoretical constructs for the design of learning contexts, including complexity and systems theory. My research is primarily focussed on student experience of learning events and student learning more broadly both in

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa A. Pruitt, University of California, Berkeley

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First-Year Programs

Materials, Struc- tural Aspects of Biomaterials, and Principles of Bioengineering; graduate courses on Fracture Mechanics, Mechanical Behavior of Materials, and Polymer Engineering. Page 22.966.1 c American Society for Engineering Education, 2011 Introduction to Engineering Design and Analysis for Freshman: Implementation of Leadership and Service Learning for Broadening Engineering IngenuityAbstract Engineering Design and Analysis is a course offered at U.C. Berkeley that providesfreshman with an introduction to the profession of

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University; David E. Hall, Louisiana Tech University

Tagged Divisions

First-Year Programs

AC 2011-2642: USING ARDUINO AS A PLATFORM FOR PROGRAM-MING, DESIGN AND MEASUREMENT IN A FRESHMAN ENGINEER-ING COURSEGerald W. Recktenwald, Portland State University Gerald Recktenwald is an Associate Professor and the Chair of the Mechanical and Materials Engineering Department at Portland State University. His current research interests are in improving engineering education, and in the numerical simulation and measurement of heat transfer in electronic equipment, energy efficient buildings, and other industrial applications.David E. Hall, Louisiana Tech University Dr. David Hall is an associate professor of mechanical engineering at Louisiana Tech University

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

. Since the inception of the program, students participating in Bridge have been retainedand graduate at a higher rate than students who do not participate in the program. Although theprogram is marketed to first generation, low income, and underrepresented students, campuswide participant GPAs continue to be statistically higher and DFW rates remain statisticallylower than the general student population. This paper will explore the success of the SB program as well as share information aboutthe unique teaching methodology and innovative practices used during the program tospecifically retain engineering students. It will present quantitative and qualitative data thatdemonstrate the various reasons for success of the program and show

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

specialist at the Integrated Teaching and Learning Program (ITLL) and the Broadening Opportunity through Leadership and Diversity (BOLD) Center in CU’s College of Engineering and Applied Science. He holds a B.A. in psychology from the Louisiana State University, and an M.S. degree in industrial/organizational psychology and a Ph.D. degree in coun- seling psychology, both from the University of Tennessee. Dr. Knight’s research interests are in the areas of retention, program evaluation and teamwork practices in engineering education. His current duties in- clude assessment, evaluation and research for the ITL Program’s and BOLD Center’s hands-on initiatives.Dr. Jacquelyn F. Sullivan, University of Colorado, Boulder

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Benjamin Mertz, University of Notre Dame

Tagged Divisions

First-Year Programs

things” and Chemical Engineeringstudents indicating “practical or broad” as motivating factors for studying engineering.Introduction:Several notable National reports have called attention to concerns for STEM education,specifically decreasing student interest at a time when there is increased demand for well trainedscientists and engineers needed to maintain competitiveness in a global market2,5,10. This has Page 22.52.2prompted many research studies from engineering educators to consider what are studentmotivations are for pursing engineering degrees.A survey of Dean’s from various engineering programs was conducted and reported theircollective

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

actions of the facilitators have been studied, little research has examinedhow students experience the facilitator and how the facilitator’s enactment of his or her rolecontributes to student motivation. The time-intensive nature of facilitation makes it even morecritical to understand its impact on student motivation. Therefore, we have designed a study thatexamines the intersection of PBL and student motivation, giving particular attention to the roleof the facilitator.MUSIC Model of Academic MotivationThis research project is grounded in the MUSIC Model of Academic Motivation conceptualizedby Jones to provide a practical resource for educators who want to increase students’motivation18 (see www.MotivatingStudents.info for more information and

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 VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University; Gary LeRoy Hunt, Boise State University; Joe Guarino, Boise State University; Doug Bullock, Boise State University; Susan Shadle, Boise State University; Cheryl B. Schrader, Boise State University

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First-Year Programs

University Doug Bullock is Chair of Mathematics at Boise State University. His research interests include math education, quantum topology, quantum algebra and representation theory, with particular emphasis on applications to knot theory and the topology of 3-manifolds.Susan Shadle, Boise State University Susan Shadle is the Director of the Center for Teaching and Learning and a Professor of Chemistry and Biochemistry at Boise State University. Dr. Shadle received her Ph.D. in Inorganic Chemistry from Stanford University and her B.A. in Chemistry from Colgate University. Her educational research interests focus on the impact of faculty development on teaching practice and student success, as well as on inquiry- based

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

)Recommendations for strategies to improve persistence rates at the undergraduate level generallyare based on best practices that serve to answer the deficiencies cited above. A partial list ofthese improvements would include the following: smaller class size or discussion groups,creating hands-on design classes, improving advising, and interviewing practicing engineers.Implementing these best practices in a specific classroom is a challenge, not only to theindividual instructor, but also to colleges and departments as well. A particular challenge forSTEM teachers is to reduce what Seymour and Hewitt call “the chilly climate hypothesis,”namely a classroom atmosphere that causes attrition in STEM areas.One solution to this perception of a “chilly climate

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

and Learning) within the Faculty of Engineering. He is a member of the Department’s Radio Systems Group and his (disciplinary) research interests lie in the areas of radio systems, electromagnetics and bioelectromagnetics. Over the last 27 years he has taught at all levels and has developed a particular interest in identifying and correcting student conceptual misunderstandings and in curriculum and course design. He has received numerous teaching awards from his institution. In 2004 he was awarded a (National) Tertiary Teaching Excellence Award in the Sustained Excellence in Teaching category and in 2005 he received the Australasian Association for Engineering Education award for excellence in Engineering

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Theodore Demetrius Caldwell, Michigan State University, Diversity Programs Office, College of Engineering; Kyle P. Foster, Diversity Programs Office, College of Engineering, Michigan State University; Tonisha Brandy Lane, Michigan State University; Rickey Alfred Caldwell Jr, Michigan State University; Claudia Elena Vergara, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

First-Year Programs

Page 22.1681.5 materials, and other materials shared among partner institutions and broadly disseminated. · Share best practices for engaging undergraduates in research early in their academic careers with campuses around the state and more broadly and provide consulting services to campuses interesting in establishing, expanding, or enhancing their capabilities to engage first and second year students in research.Student participation in the URC activities will be apportioned annually based on graduationrates at the end of each academic year.Engineering and Science Summer AcademyAs a component of the MI-LSAMP Pre-First Year initiative and through funding from the 3MFoundation, Alcoa Corporation and the DTE

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

Engineering from LeTourneau University in 1986 and an M.S. in Metallurgical and Materials Engineering from Illinois Institute of Technology in 1994. He joined the LeTourneau faculty in 2003 following 17 years of experience in industry, consulting, and applied research and development. In addition to his work in student retention, he currently teaches and consults in the areas of materials engineering, welding metallurgy, and structural weldment design and assessment. Page 22.701.1 c American Society for Engineering Education, 2011 Facing our Retention Challenge: a Self

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

fit all institutions, a set of rubrics thatidentify both areas to measure and ways of articulating performance levels could provide a usefulstarting point for developing a community of practice and a shared discussion around theseissues.These two issues – the relative lack of consensus on learning outcomes beyond retention (andpotentially design) and the lack of instruments that can be used across contexts – point to keyareas for further research and discussion among first-year educators. The sheer number ofarticles written about first-year programs indicates both the importance of these course and thepassion that faculty have for effectively engaging and supporting students at this criticaljunctions. Building a strong community of practice

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Itasca Community College; Gordy Savela, Itasca Community College; Mason A. Hansen, Itasca Community College; Julie Kennedy, P.E., Itasca Community College

Tagged Divisions

First-Year Programs

, 4) block scheduling of courses, 5) active studentlearning strategies, and 6) strong articulation agreements with regional four-year institutions.This paper will explore these six elements that define the Itasca engineering learning communitymodel. Student graduation rates will be used to compare the success of the model with otherprograms in the region and across the nation.IntroductionThe value of learning communities within higher education is now well documented1. Suchevidence has thrust this concept into curricular redesign efforts across the United States.Numerous publications and the demand for information is so high that a peer-reviewed journalon the subject now exists, The Journal of Learning Communities Research

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

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First-Year Programs

- gineering education research focused on early engineering; his current research is supported by NSF/DUE and NSF/CISE.Sarah J. Stoner, Michigan State University Sarah Stoner is a mechanical engineering student at Michigan State University set to graduate with a BS in May 2011 with a Spanish minor. She is the corporate relations chair member for the Society of Women Engineers MSU chapter. Sarah has tutored for beginning engineering courses for two years through various programs and is now directly involved with the university’s Supplemental Instruction program, one component of a National Science Foundation grant aimed to engage early engineering students.Mark Urban-Lurain, Michigan State University Director of

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Walter Curtis Lee, Virginia Tech ; John Andrew Janeski, Virginia Tech; Katherine E. Winters, Virginia Tech

Tagged Divisions

First-Year Programs

ofworkshops and nature of having a graduate student as an instructor allows students to interactwith peers and the workshop leader more effortlessly. On the contrary, the larger lectures andhaving a faculty member as an instructor produces a more intimidating environment. The studyshows that there are practices that can be implemented to further contribute to students’ feelingsof autonomy, competence, relatedness, and subsequently course engagement. For example,students found it easier to relate to professors that provided background information aboutthemselves at the beginning of the semester.IntroductionIn response to calls to implement engineering and design activities across the undergraduatecurriculum, first-year engineering courses are changing

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

and graduationrates, better academic performance, more student involvement, and more frequent andmeaningful interactions with faculty.Although students’ aptitude in engineering used to be linked with their persistence rates,engineering education has begun to change. Research suggests that students who leaveengineering are often in good academic standing and performing well in the classroom.7Educators are seeking to understand student retention as it relates to advising, counseling,learning communities,8 mentoring,9 tutoring,10 and programs designed for women and otherminority students.11 12 These “high-impact” practices are often linked with higher studentperformances, learning, and development.13, 14 A report by Kuh (2008) recommends that

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

related activities involve work- ing as a statistical consultant. She teaches courses in Research Methods, Inferential Statistics, Multiple Regression, Experimental Design, Program Evaluation, and Survey Methods.John W. Nicklow, Southern Illinois University, CarbondaleRobert Ricks Page 22.1244.1 c American Society for Engineering Education, 2011 Residential Peer Mentoring Benefits Mentees: What about Mentors?AbstractWith support from the National Science Foundation (NSF Grant No. DUE 0622483), the Collegeof Engineering (COE) at Southern Illinois University Carbondale (SIUC) has implemented

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

research plans to establish the effectiveness of instruction and to use the data to improve teaching and student learning. She is currently working with several engineering faculty assessing the impact of in-class use of technology on teaching and student learning. Dianne has also worked as an education consultant for a number of organizations conducting program evaluations and is currently serving as external evaluator on several grants. Her research interests focus on faculty development, action research, the role of technology in teaching and learning, and assessment in higher education.Jerome P. Lavelle, North Carolina State University Jerome P. Lavelle, Ph.D. is Associate Dean of Academic Affairs in the College of

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard White, George Mason University; Eileen Patricia Mazzone, George Mason University; Vicki L. Dominick, George Mason University

Tagged Divisions

First-Year Programs

of the VA-NC LSAMP Program is to increase the number ofunderrepresented minority students who earn degrees in science, technology, engineering, and Page 22.193.2mathematics (STEM) majors. Additionally, the program aims to ensure that the majority of thesegraduates are well prepared to pursue graduate studies in STEM programs.Tester10 and others provide a summary of the “best practices” employed by engineeringeducators with respect to improving retention of undergraduate engineering students in general,with a special focus on strategies for retaining and graduating students who are fromunderrepresented population groups in engineering. The