Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda S Zarske, University of Colorado, Boulder; Janet L Yowell, University of Colorado Boulder; Samantha Maierhofer, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

Paper ID #7069Teamwork in First-Year Engineering Projects Courses: Does Training Stu-dents in Team Dynamics Improve Course Outcomes and Student Experi-ences?Dr. Malinda S Zarske, University of Colorado, Boulder Malinda S. Zarske is the director of K-12 Engineering Education at the University of Colorado Boulder’s College of Engineering and Applied Science. A former high school and middle school science and math teacher, she has advanced degrees in teaching secondary science from the Johns Hopkins University and in civil engineering from CU-Boulder. She is also a First-Year Engineering Projects Instructor, Faculty Advisor

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University

Tagged Divisions

First-Year Programs

STEM Education: Innovations and Research (www.jstem.org).Dr. Chetan S Sankar, Auburn University Page 23.1295.1 c American Society for Engineering Education, 2013 Use of Multimedia Case Studies in an Introductory Engineering Course at Two Southeastern Universities: A Qualitative Evaluation StudyAbstractIt has been suggested that changes in the classroom environment and nature of instruction maypositively affect student learning of introductory engineering concepts.1 In response to recentcalls to improve engineering instruction, 2,3 an

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Timothy J Hinds, Michigan State University; Carmellia Davis-King, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

Paper ID #7410Building the Whole Engineer: An Integrated Academic and Co-CurricularFirst-Year ExperienceDr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S. and Sc.D. while working jointly with researchers at the Shriners Burns Hospital and Massachusetts General Hospital. While at MIT, he was awarded a Shell Foundation Fellowship and was an NIH Biotechnology Predoctoral Trainee. Upon completion of his doctoral studies, he joined

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Renée S DeGraaf M.A., Lansing Community College; Louise Paquette, Lansing Community College; Ruth Heckman, Lansing Community College; Neeraj Buch, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

and reform.Ren´ee S DeGraaf M.A., Lansing Community College Tutoring Services Coordinator, Student Services Division, Learning Assistance DepartmentProf. Louise Paquette, Lansing Community CollegeRuth Heckman, Lansing Community CollegeDr. Neeraj Buch, Michigan State UniversityDr. Thomas F. Wolff P.E., Michigan State University Page 23.488.1 Dr. Thomas F. Wolff is Associate Dean of Engineering for Undergraduate Studies at Michigan State University. In this capacity, he is responsible for all activities related to student services (academic ad- ministration, first year programs, advising, career planning, women

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Valerie C. Lundy-Wagner, New York University; Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

enable engineering schools to produce better-informed retention strategiesand transform engineering education. Page 23.1031.8References1. AAU Undergraduate STEM Initiative. Five-Year Initiative for Improving Undergraduate STEM Education. (AAU, 2011).2. Boyer Commission on Educating Undergraduates in the Research University. Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. (Carnegie Foundation for the Advancement of Teaching, 1998). at 3. Litzinger, T., Van Meter, P., Kapali, N., Zappe, S. & Toto, R. Translating education research into practice within an engineering

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brooke Morin, Ohio State University; Krista M. Kecskemety, Ohio State University; Kathleen A Harper, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

be acquired without the instructor’s presence. Table 1 : Schedule for a typical inverted class day Before Class In Class After Class preparation activity: short lecture finish application reading, video, tutorial, or assignments problem(s) activities prepare for next evaluation: online quiz or begin application class turned-in solution assignment(s

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

learning system continuously tabulates and communicates student and classprogress in a variety of ways, including progress (a list of objectives indicating what a studentcan do and what s/he is ready to learn), percent mastery since the last assessment, and a pie chartshowing the state of overall course mastery. Each pie slice represents a topic module, and themastery of each module is represented by the “filling up” of the slice. Complete module masteryis indicated by a completely full slice of pie, as demonstrated with the case study examples inFigures 6 and 7 that show ALEKS initial and final assessment pie charts. All students completedthe ALEKS math placement assessment before the fall term; the initial and final ALEKSassessments were

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Steve Haisley Patchin, Center for Pre-College Outreach - Michigan Technological University; Kimberly D'Augustino; Cody J Kangas, Michigan Technological University

Tagged Divisions

First-Year Programs

Conference. San Antonio, TX. June 10-13, 2012.2. Hein, G., A. Kemppainen, S. Amato-Henderson, J. Keith, and M. Roberts. “Who Creates and Develops First- Year Engineering Design Activities?” Proceedings of the 2012 ASEE Conference. Louisville, KY. June 20-23, 2010.3. Kemppainen, A., N. Jeason, and G. Hein. “Modifying a Pumping System in a First-Year Engineering Design Project” Proceedings of the 2010 ASEE EDGD 65th Mid-year Conference. Houghton, MI. October 3-6, 2010.4. “Engineering Pathway” http://www.engineeringpathway.com/engpath/ep/Home. Accessed December 18, 2012.5. “MERLOT: Multimedia Educational Resource for Learning and Online Teaching” http://www.merlot.org/merlot/index.htm. Accessed December 18, 2012.6

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

Tagged Divisions

First-Year Programs

). Page 23.564.11Figure 1: Opinion off EXCEED students s on how h well thee program met m the primaary objectivees.The EXC CEED studen nts were alsoo asked to raate how well the program m accomplishhed morespecific learning l objeectives, Tablle 1. Studennt opinion inndicates the program p wass successful inmeeting the t specific learning objectives. Thiis data also indicated i thaat the studennts were not as

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University; Robin A.M Hensel, West Virginia University

Tagged Divisions

First-Year Programs

sought. Robotic applications seemed a logical choice in programming, andhave become a popular educational vehicle in recent years. So a low cost robotic applicationwas sought for a pilot course taught in the summer of 2012.Robots have been used in education for some time. Penn State began using robots of its owndesign in its freshman program in the mid-1990’s. Typical sub-group size was kept about threestudents with good success.7 Northeastern University also uses project base learning, andincorporates semi-custom kits to teach programming and electronics. The hands-on approachwas met with a high degree of student approbation.4Louisiana State University uses project based freshman courses that include programmablecontrollers and small robots.2

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Page 23.121.4directly or indirectly, their own conception of the right answer and not support the solutionsbeing produced by the students.The second purpose is to prepare TAs to reliably evaluate and provide feedback on students’work on the MEA(s) slated for implementation in a given semester. TAs need guided practicewith prototypical student work that highlights different solution paths that they might encounter.This enables the TAs to develop a level of expertise with the problem posed in the MEA.Because the feedback the TAs provide is critical for students to be able to improve theirsolutions, the primary activity of the TA training model is focused on allowing TAs to exploreand practice their feedback skills.TA Training with MEAs in

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

eighth grade, ANSEP student datacompared to national student data.*Nord, C., Roey, S., Perkins, R., Lyons, M., Lemanski, N., Brown, J., and Schuknecht, J. (2011). The Nation’sReport Card: America’s High School Graduates (NCES 2011-462). U.S. Department of Education, National Centerfor Education Statistics. Washington, DC: U.S. Government Printing Office.On the first day of the Middle School Academy, each student assembles a top-end computer andloads the operating system and Microsoft Office software. Students then use the computers onvarious tasks related to the daily classes they take for the remainder of the Academy. Studentsattend classes that include problem solving, research, and communication skills incorporatedwith biology, chemistry

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen Zahorian, Binghamton University; Mike Elmore, Binghamton University; Kyle J. Temkin, Binghamton University

Tagged Divisions

First-Year Programs

year, the averageenrollment in EDD over the past four years has been about 300 students. In addition to a largecommon lecture section, the students have labs and writing/speaking activities in smaller groupsof about 30 students. The “Exploring Engineering” course includes technical lectures,presentations from departmental representatives , and many hands-on activities.The objective of this paper is to summarize the results of surveys conducted over each of the pastfour years of the engineering majors. The s urveys were intended to gauge student opinions as towhy they selected their declared major. Surveys were administered in April of each year, in the

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gail D. Jefferson, University of South Alabama; Sally J. Steadman, University of South Alabama; Tom G Thomas, University of South Alabama; Kuang-Ting Hsiao, University of South Alabama

Tagged Divisions

First-Year Programs

THE GAUNTLET ScoringClimb Ramp • There are 4 “lines” – each line you pass in a positive vertical direction is 5 points. If you pass one line more than once, no additional points are givenIdentify Ball • If your robot can identify one blue ball to pass through 10 points. If your robot can identify 2 consecutive blue balls to pass through 20 points.Navigate Maze • If your robot successfully navigates the maze – 20 pointsStop at Edge • The style in which you robot stops at the edge is between 0-20 points. • If your robot falls over the edge – s=0; if your robot stops “short” or has an appendage over the edge – s=0.5; if your robot stops

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

Tagged Divisions

First-Year Programs

such as theones that are increasingly being used in entry-level freshman classes lead professors and teachingassistants to engage with them. This is something students appreciate, especially freshmen whoare often not especially engaged with their engineering departments 10. In Reisslen et al.’s 8survey of freshman students who had taken a hands-on laboratory sequence, many of the onlysurvey questions that showed significant differences were ones relating to their interactions withthe professor and teaching assistant. Students rated their opportunities to interact with bothprofessor and teaching assistants higher after having taken the class than before.Relevance of Mathematics. Perhaps the only negative consequence of teaching a

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, MacEwan University

Tagged Divisions

First-Year Programs

theseassessment exams can be influenced by a change in teaching methods, and whether or not achange in these scores would be meaningful. A more detailed analysis of the data may provide Page 23.323.10insight into some of the “perceived” skill deficiencies of engineering students.Bibliography1. Davis, L. E., M. C. Harrison, A. S. Palipana, and J. P. Ward. "Assessment-Driven Learning of Mathematics for Engineering Students." International Journal of Electrical Engineering Education 42, no. 1 (01, 2005): 63-72.2. Adamczyk, B., W. Reffeor, and H. Jack. "Math Literacy and Proficiency in Engineering Students." ASEE Annual Conference Proceedings

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julia H. Chariker, University of Louisville; Patricia A Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Carrye Y Wilkins, University of Louisville

Tagged Divisions

First-Year Programs

. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals. She re- ceived her B.S., MEng, and PhD degrees in chemical engineering from the University of Louisville. Her educational research interests include the use of technology in engineering education, incorporation of critical thinking in engineering education, and ways to improve retention. Her other interests include process modeling, simulation, and process control.Dr. Jeffrey Lloyd Hieb, University of Louisville Jeffrey L. Hieb, Ph.D. is an Assistant Professor with the Department of Engineering Fundamentals. He teaches engineering mathematics to freshman and sophomore engineering students. His research interests include

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carolyn Skurla, Baylor University; Steven R. Eisenbarth, Baylor University

Tagged Divisions

First-Year Programs

for Undergraduate Engineering and Computer Science Studies and more recently as the Associate Chair of the Electrical and Computer Engineering Department. He has developing interests in international education and has a faculty appointment at Pyongyang University of Science and Technology, DPRK. Page 23.1054.1 c American Society for Engineering Education, 2013 Scholarships for Academic Success Program: A Final ReportAbstractThe primary goal of the Scholarships for Academic Success (SAS) Program, funded through anNSF S-STEM grant, was

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alyssa N Berg, University of Colorado Boulder; Janet Y Tsai, University of Colorado at Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Beverly Louie, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

mentor over the course of the program. Theresults of the different questions are summarized in Table 4, and the data are presented as themean +/- the standard deviation.Due the limited population size, the groups were compared solely by their means, the standarddeviations were not considered when comparing the groups. Group 1 was fairly satisfied withtheir mentor contact time, while Group 2, the less satisfied group, reported they were “somewhatsatisfied” with the amount of contact with their mentor. In contrast, Group 2 (1-2) respondedmore positively to all three questions collectively when compared to Group 1’s (≤1) collectiveresponse. Overall, both groups provided responses that were more positive than neutral; thisfinding suggests that all

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

Tagged Divisions

First-Year Programs

. Page 23.120.6 Figure 1. The decision tree for classifying institutionsNote that “intro engineering” course here does not necessarily have to be a course with“Introduction to…” in its title nor does it have to be the same course for all majors. We aim todetermine if engineering students or students who are interested in engineering can get earlyexposure to the discipline via course(s) offered in college of engineering. Therefore, we countany engineering course available in the first term as an introductory engineering course. Theseintroductory courses include such diverse courses as “Introduction to Visualization and CAD,”“Introduction to Mechanical Engineering,” “Engineering Projects and Design,” and simply“Introduction to

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Samantha Islam, University of South Alabama; Samuel H. Russ, University of South Alabama; Kevin D. White Ph.D., University of South Alabama

Tagged Divisions

First-Year Programs

Figure 3: Pre-test and Post-test Results Table 2: Average Gain in Scores Group Average Gain t-value Level of Significance (S. Dev) All Students 2.24 4.57 P=0.00002 (<0.0001) (n=68) (4.04) Female Students 3.55 2.38 P=0.049 (<0.05) (n=8) (4.22) Male Students 2.07 3.73 P=0.0002 (<0.05

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

First-Year Programs

. Vygotsky LS. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press; 1978.2. Loyens S, Gijbels D. Understanding the effects of constructivist learning environments: introducing a multi- directional approach. Instructional Science [Internet]. 2008;36(5):351–7. Available from: http://dx.doi.org/10.1007/s11251-008-9059-43. Phillips DC, editor. Constructivism in Education: Opinions and Second Opinions on Controversial Issues. University of Chicago Press; 2000.4. Scala N, Soloway E, Jackson SL, Klein J, Quintana C, Reed J, et al. Learning theory in practice: Case studies of learner

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maggie A Flynn M.A., Elizabethtown College

Tagged Divisions

First-Year Programs

., scholarship, better housing, tutoring, social events,etc.)?” were housing (or similar) (45), events (or similar) (32), tutoring (22), academic (13),networking (or similar) (12), faculty (12), classes (11), course(s) (10), community (10), program(or similar) (10), mentoring (7), support (7), scholarships (5), opportunities (5), trips (5), peers(4), advising (4), computer (3), early (2), and registration (2). Housing and events were the mostcommon terms used, but tutoring was also popular, pointing to the perceived importance ofhousing to ELC students, probably in a common dorm, as well as providing them with eventsand tutoring.Only 37 coordinators provided budget information. Thirty-three gave a total amount, while 5gave a per student amount. Total

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janaki Isabella Perera, Franklin W. Olin College of Engineering; Brendan Thomas Quinlivan, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

. Research in Higher Education, 46(2), 153-184. 14. Corbin, J., & Strauss, A. (2007). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Sage Publications, Incorporated. 15. Cotten, S. R., & Wilson, B. (2006). Student-Faculty Interactions: Dynamics and Determinants. Higher Education: The International Journal of Higher Education and Educational Planning, 51(4), 487-519. 16. Astin

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

First-Year Programs

integrating opportunities to develop non-disciplinary workplace related skills into college classes.Dr. Patricia A Ralston, University of Louisville Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the Uni- versity of Louisville where she also received her B.S., MEng, and Ph.D. degrees in chemical engineering. Her educational research interests include the use of technology in engineering education, incorporation of critical thinking in engineering education, and ways to improve retention. Her other interests include process modeling, simulation, and process control

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Laura Darrah, Residence Life, Western Michigan University; Paul V. Engelmann, Western Michigan University; Cynthia Halderson, Western Michigan University; Bryan W. Thumme, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Divisions

First-Year Programs

.” Page 23.1041.3Denton, et al demonstrated that an integrated affective-cognitive approach had a positive effecton student learning and achievement in a first-year computing class5,6. Additional studies on theaffective development of first-year engineering students that included the involvement of StudentAffairs have occurred at Arizona State Universities7 in the 1990’s and The University of SouthCalifornia8 in the late 2000’s.Engineering HouseDesign of Engineering HouseOne of the research pilot projects is Engineering House (EH). Ninety-seven percent of first-yearengineering and applied sciences students choose to live in the residence halls even though thereis no requirement that first-year students live on campus. Enrollment in EH has grown

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Kelsey Joy Rodgers, Purdue University, West Lafayette; Hyunyi Jung, Purdue University; Alena Moon, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College; Carmen Sidbury, Spelman College

Tagged Divisions

First-Year Programs

 make  informed  decisions  about  engineering.    The  suggested  follow-­‐on  study  is  needed  to  verify  that,  indeed,  this  informed  decision  making  does  improve  both  retention  and  graduation  rates.          References    [1]  ABET  Engineering  Accreditation  Commission,  Criteria  For  Accrediting  Engineering  Programs,  ABET,  Baltimore,  MD.  2011.    [2]  Astin,  A.  W.,  &  Astin,  H.  S.,    “Final  report:  Undergraduate  science  education:  The  impact  of  different  college  environments  on  the  educational  pipeline  in  the  sciences.”    Los  Angeles,  CA:  Higher  Education  Research  Institute,  Graduate  School  of  Education,  UCLA,  1992.    [3]  Committee  on  Engineering  Education,  Educating  the

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela Renee Lockwood, West Texas A&M University; Emily M. Hunt, West Texas A&M University

Tagged Divisions

First-Year Programs

learning community program. The learning community simply encouraged studentsto dual enroll in two courses in order to create a community of learners that will hopefullysustain them to graduation.References1. Lenning OT, Ebbers LH. The Powerful Potential of Learning Communities: ImprovingEducation for the Future. ASHE-ERIC Higher Education Report, Vol. 26, No. 6. 1999.2. Bailey R, Shoffner M, Rowner-Kenyon H. Special Session - Integrating LearningCommunities into Engineering curricula. 40th ASEE/IEEE Frontiers in Education Conference.Washington, DC2010. p. T4A-1 - T4A-2.3. Baker S. Impact of Learning Communities on Retention at a Metropolitan University.Journal of College Student Retention. 2001;2(2):115-26.4. Zhao C-M, Kuh GD

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

Tagged Divisions

First-Year Programs

are known, theSTEP Mentor can steer students to appropriate information or resources that may help studentachieve his/her goals. As such, the STEP Mentors are in a position to connect the advisee tofaculty who have professional, research, or service interests compatible with the student’sinterests. The STEP Mentor documents recommendations in a Student Consultation Form during thesemester meeting. The form requires responses to the following: 1) Has student met with her/hisinstructor(s)? 2) Has student met with her/his academic Program Advisor? 3) Issues/TopicsDiscussed, and (4) Recommendation(s). The STEP Mentor and the student agree onrecommendations to continue or enhance academic or professional development and the studentssign this