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

for and posting ofassignments was consistent and students were able to navigate the site independently. Tasksinvolving assessment and self-reflection of study skills currently possessed by the participantsresulted in lively discussion and a deeper understanding of what they needed to do differentlyonce they get to college.Summary of Challenges and Opportunities for Delivering an Online Summer Bridge ProgramOne challenge was that the online course needed more preparation time and almost the entirecourse had to be ready before the class began. In a face-to-face course the syllabus is planned inadvance, but instructors can usually develop materials as the course progresses. Now that thepreparation has been done, future iterations of the online

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

-basedmodeling course. The measurement and data analysis lab introduces basic engineering andscience concepts, and conducts associated tests and experiments for the purposes of takingmeasurements for data collection. Students demonstrate understanding of statistical concepts andtheory by applying that knowledge to make meaning of the data obtained from the tests andexperiments. Weekly work products include written laboratory reports. Students also make twooral presentations in the course, including one that is the focus of this study, a 5-7 minutepresentation at the end of the course on an independent research effort related to the coursecontent.From the course syllabus, the objectives of EGR 220 indicate that the student should be able to

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

theuniversity mathematics ACCUPLACERTM placement exams. Having an online math course hashelped facilitate that task by allowing prospective engineering students refresh and improve theirmathematics skills. The use of online courses offers the most flexible and cost-effective way ofreaching out to prospective college students through their respective high school science andmathematics teachers.Fundamentals of Engineering (FOE) Course This course is a part of a seamless approach to learning math related STEM skills startingat the pre freshman level through the use of a FOM/ Fundamentals of Engineering (FOE)/Pre-calculus/calculus course sequence. The Fundamentals of Engineering course features a―dynamic‖ syllabus tailored to meet the individualized

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

is given to about 300students. Two lecturers give the lectures, with each lecturing both streams for about half thesemester. Tutorials are smaller, typically of size 40, and involve several academics. Eachtutorial is managed by one academic and one teaching assistant, normally a postgraduatestudent. In addition to tutorials, informal drop-in clinics are also provided. These take placein a large, open workspace and are staffed by senior students who assist students needing helpin mastering the course. Laboratory exercises provide further learning experiences, as dovarious online resources. While completion of all laboratory exercises is required, there is noattendance requirement for lectures or tutorials. Online assignments2 provide early

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Beverly K. Jaeger, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Divisions

First-Year Programs

AC 2011-537: R U ALL THERE? TEXTING, SURFING, AND E-TASKINGIN THE CLASSROOM AND ITS EFFECTS ON LEARNINGRichard Whalen, Northeastern University Rich, Beverly, and Sue are core members of the Gateway Team of full-time faculty in the College of Engineering at Northeastern University in Boston, MA. While they concentrate on first-year engineering courses teaching across all engineering disciplines, they also teach specialty courses in the Department of Mechanical and Industrial Engineering at NU. Each of the NU team has published and presented papers on approaches and techniques in engineering education. Combined, Rich, Beverly, and Sue have earned several teaching awards and are proponents of active, engaging, and

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

. Williams, G. (2009). Narrative Statement for entry to Association of American Colleges and Universities Greater Expectations Institute. Unpublished manuscript, Indiana University Purdue University Indianapolis. Page 22.1353.13 Appendix ASample ScheduleMonday, 1st week 9:00-9:15am Bridge Kickoff All Bridge Sections 9:25-10:25am Icebreakers and Introduction to course Review Syllabus 10:35-11:35am Difference Between High School and College 11:45-12:30am Lunch(Campus Center) 12:40-1

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicole R. Weber, Purdue University; Melissa Dyehouse, Purdue University; Constance A Harris, Purdue University; Ray David, Purdue University; Jun Fang, Purdue University; Inez Hua, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

follows then, that for students to havesustainable engineering literacy they must have knowledge about the subject, show concern forthe natural environment, and show behavior consistent with this knowledge and concern, forexample by developing technology with the ecological footprint in mind. Several studies onenvironmental behavior have found links between knowledge, attitudes, and behavior orbehavioral intentions, suggesting that as knowledge about an issue increases, so will subsequentattitudes or behaviors15.Previous studies have examined how knowledge about the environment affects environmentalattitudes or behaviors: An undergraduate course in environmental science can increase students’sense of concern for the environment and their

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

course instructors, teaching assistants (TA), and students, thecourse syllabus, instructional materials and lesson plans, major assignment guidelines, andmaterials used for training the TAs. In fall 2009, eight selected ENGR 1201 lecture and lab Page 22.1461.7sections were observed in full (1 hour 15 minutes per section). The classroon observation wasconducted using an observation protocol created to document several key social and culturalaspects of the classes. Some key interaction patterns between the instructor and students as wellas interactions among students were also recorded during the observation. In-depth interviewswith ENGR 1201