Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elisabeth A. Chapman, Clarkson University; Elisabeth Maria Wultsch, Clarkson University; Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Peter R Turner, Clarkson University; Michael W. Ramsdell, Physics Dept. Clarkson University; Robert Prout Jaspersohn, Clarkson University

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First-Year Programs

society is shaped by technology, theconverse relationship is less apparent. It is a goal of the course for students to gain a broadunderstanding of the complex relationships among engineering, technology, and societyincluding the variety of ways that society does influence the development of technology,including its adoption or rejection. The course also emphasizes the importance of ethics in allaspects of engineering decision-making from design decisions to project management. Thecourse design departs from the more common first year engineering course consisting of design,engineering ethics, engineering problem solving and engineering topics, by fusing a scaled-backversion of such content with content addressing concepts and knowledge associated

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julianne D. Vernon, University of Michigan; Lorelle A Meadows, Michigan Technological University; Stacie Edington, University of Michigan

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First-Year Programs

Knowledge 3 across specific contexts 2. Understanding and directing Self-Learner 3 oneself as a learner 3. Becoming a reflexive, RAR Learner 3 accountable, and rationale learner 4. Identifying and discerning Ethics & one’s own and others’ ethics and 3 Perspectives perspectives 5. Developing a professional Digital

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

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First-Year Programs

and curriculum to provide students with opportunitiesto conceive, design, and implement engineering solutions to complex global issues.    This paper describes the development and assessment of a redesigned first yearcornerstone course called Engineering Opportunities. The motivation for the courseredesign was to both be a pathway into the engineering community and to equip studentsfor success in both the classroom and the engineering profession. The course is built on alearner-centered platform that is intended to create an inclusive environment for first yearstudents to successfully transition from high school to college. The course content covershuman-centered design, systems thinking, professionalism and ethics. The intention ofthis

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rolfe Josef Sassenfeld, New Mexico State University; John Ross Tapia, New Mexico State University

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First-Year Programs

• Page 26.1461.3 MatLab and other Software Tools • Volume/Density • SI Units • Newton’s Laws of Motion • Material Properties • Ohm’s and Kirchhoff’s Laws • Ethics in Engineering • Engineering ResearchAs can be seen by the list of topics, the course is very ambitious in its efforts to expose thefreshmen engineers to the many aspects of engineering.Course logisticsThe enrollment for the course was very large, 221 freshmen engineers took the course in the Fall2014 semester. One of the priorities of the course was to offer the freshmen more personalizedinstruction than they typically see in their first year of college. Thus seven sections of ENGR100were offered. The enrollment in each section was targeted at 25

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., The Citadel; Jason Howison, The Citadel; Kevin Skenes, The Citadel

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First-Year Programs

come from avariety of backgrounds, the range of students and abilities is advantageous to all concerned. Theengineering principles allow the instructors to make connections and draw analogies anddemonstrations across different areas. A course schedule is in the Appendix.Course Description: Introduction to Mechanical Engineering.The engineering design process is demonstrated through use of practical problem-solvingmethods for mechanical projects. Course subjects include mechanical engineering career paths,ethical canons of the engineering profession, and requirements for professional licensure. Courseassignments, conducted within a collaborative learning environment, focus on creativeengineering solutions through technical analysis, teamwork

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F James Boerio, University of Cincinnati

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First-Year Programs

powered car.In Engineering Foundations, students are also introduced to a number of professional skills, suchas technical writing, communication, engineering ethics, and the engineering design process.Technical writing is covered by requiring the students to prepare laboratory reports for each ofthe four hands-on experiments. Communication is emphasized through a group presentation thatrequires the students to research one of the fourteen Grand Challenges10 identified by theNational Academy of Engineers and to present their findings to the class. Ethics is coveredduring a lecture that uses practical examples and role playing to emphasize the challenges inmaking ethical decisions in an engineering context.As mentioned previously, the Engineering

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

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First-Year Programs

to preservestructure. For example, “Types of Engineering” is outcome IV under the main outcomeEngineering Profession. “Types of Engineering” has no Sub-Outcomes or Specific Outcomes;therefore, this outcome is given the code ENPR.IV.0.0.1In some cases, topics may satisfy more than one outcome. In such an event, then the ID will begiven a superscript and the outcome itself is referred to as a tied outcome. For instance,“Academic Integrity” (ACAD.IV.0.0) was identified as being related to “Ethics” during thedevelopment of the taxonomy (PROF II.0.0); therefore, these two outcomes are tied. The criteriafor marking the additional outcome is found in the “Additional Information” section on the checksheet. In the case of “Academic Integrity” and

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Patricia A Ralston, University of Louisville

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First-Year Programs

decisions on community issues. Results of this study revealed the need forfurther instruction in critical thinking to achieve desired course outcomes and for improvedassessment of student learning with regards to critical thinking.IntroductionAll first-year engineering students at the University of Louisville are required to take anIntroduction to Engineering course. This is a large enrollment course (in the fall of 2014, therewere approximately 630 students in 18 sections) taught by two faculty and four teachingassistants. Although only one credit hour, many topics are covered, including introductions tothe different engineering disciplines, instruction in critical thinking, team building andcommunication, ethics, professionalism, and an

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sydney N Hallman, University of Oklahoma; Chad Eric Davis P.E., University of Oklahoma

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First-Year Programs

Mentors Exploring Majors-Engineering Physics Academic Advising and Study Abroad 5 Academic Advising and Study Abroad Mentor Breakout Group Meeting Engineering Ethics Video 6 -Planning Activity -Ethics Worksheet Exploring Majors-Electrical and 7 Computer Engineering and Chemical, Undergraduate Research Panel Biological & Materials Engineering Mentor Breakout Group Meeting Mentoring Day 8 -Dedication -Graduation Plans Exploring Majors-Computer Science and 9 Civil, Architectural, Environmental Professional Registration and Licensure

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

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First-Year Programs

strengths” had a better chance of succeeding to second year.A comparison of these strengths with the attributes of a “model engineer” was made showingshortfalls for the first-year engineering transfer students studied being: leadership,communication, ethics, professionalism, and social/global analysis skills. Finally, we discusshow to foster the growth of first-year students to ensure that they are well rounded and successfulin moving forward in their careers.IntroductionAnnually thousands of students enter first-year engineering, each having their own distinctpersonality type. They are then taught by instructors using pedagogical methods that work forstandardized groups but are rarely modified for individual students. This can become a concernwith

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne P.E., Colorado School of Mines; M Brunhart-Lupo, Colorado School of Mines

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Diversity

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First-Year Programs

and Engineering Students. Part 1: Modelsand Challenges.” Journal of Engineering Education, Vol. 93, No. 4, 2004, pp. 269-277. Page 26.1740.136. R.M. Felder and R. Brent, “The Intellectual Development of Science and Engineering Students. Part 2: Teachingto Promote Growth.” Journal of Engineering Education, Vol. 93, No. 4, 2004, pp. 279-291.7. G. S. Stump, J.C. Hilpert, J. Husman, W.-T. Chung and W. Kim, “Collaborative Learning in EngineeringStudents: Gender and Achievement.” Journal of Engineering Education, Vol. 100, No. 3, 2011, pp. 475-497.8. N.Van Tyne and M. Brunhart-Lupo, “Ethics for the ‘Me’ Generation – How ‘Millennial

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stacie Edington, University of Michigan; Archie L Holmes Jr., University of Virginia; Petra Reinke, University of Virginia

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First-Year Programs

level of intellectual exchange expected at the college level • to help students think about engineering outside its technical aspects (e.g., the important role of ethics, teamwork, etc.) and to foster the exchange of ideas and discussion with peers.Book Selection ProcessThe selection process of the book has varied over the years, but has been driven by a committeeof engineering faculty, staff from the Engineering library, and 2 representative from theEngineering student government. While the two co-authors from the University of Virginia havebeen asked to chair the committee for the past 7 years, other committee members volunteer toserve on the committee. The committee generally meets at the end of the fall semester

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay A. Weitzen, University of Massachusetts, Lowell; Md Mamunur Rashid, University of Massachusetts Lowell; Stephen Johnston, University of Massachusetts, Lowell; Eric L. Maase, University of Massachusetts, Lowell; David J. Willis, University of Massachusetts, Lowell

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First-Year Programs

week. Each of the Page 26.65.24 lecture sections, with approximately 150-200 students each, was subdivided into laboratorysections run by a Teaching Assistant (TA) with a maximum of 19 students per lab section. Thelectures were a mix of topics ranging from how to get around campus, student clubs andactivities, time management, general engineering design concepts, engineering ethics,engineering economics, and talks from industry and faculty. Laboratory work consisted ofseveral team-based design projects generally using low cost elements such as Popsicle sticks orsoup cans and tried to teach general engineering design principles. Two full-time

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Liya Ni, California Baptist University; Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University

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First-Year Programs

Work Experience California Baptist University July 2011-Present: Civil Engineering Department Chair July 2010-June 2011: Civil Engineering Interim Department Chair August 2009-Present Assistant Pro- fessor of Civil Engineering Topics taught: Chemistry, Statistics, Statics, Mathematics, Environmental Engineering, Leadership Cohort, Internship Prep, FE Review, Fluid Mechanics, Water Resources Engi- neering, and Hydrology. University of California, Los Angeles Mar.2008-June2008 Teaching Fellow Engineering Ethics Sept.2007- Mar.2008 Teaching Associate: Engineering Ethics (2 quarters) July 2004-June 2007 Teaching Assistant: Introduction to Water Resources Engineering (2 quarters) Hydrologic Analysis and Design (2

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary A. Fraley, Michigan Technological University; A. J. Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

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First-Year Programs

engineer- ing ethics, spatial visualization, and educational methods. She is an active member in the Engineering Design Graphics Division of ASEE and is currently serving as the Associate Editor of the Engineering Design Graphics Journal.Ms. Amber Kemppainen, Michigan Technological University Ms. Kemppainen is a Senior Lecturer in the Department of Engineering Fundamentals. Her research interests include the improvement of STEM education, ethics, and online/blended learning methods.Dr. Gretchen L. Hein, Michigan Technological University Gretchen Hein is a Senior Lecturer in Michigan Tech’s Department of Engineering Fundamentals. Since 1998, she has been working on first-year engineering courses and program development

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caitlin Cairncross, University of Portland; Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

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First-Year Programs

Paper ID #11945Building a Summer Bridge Program to Increase Retention and AcademicSuccess for First-Year Engineering StudentsCaitlin Cairncross, University of Portland Caitlin is the STEP Academic Success Counselor for the Shiley School of Engineering. Her professional interests include retention, strengths-based advising, self-authorship, and inclusivity and access for un- derrepresented students.Dr. Sharon A. Jones P.E., University of Portland SHARON A. JONES is Dean of the Shiley School of Engineering at the University of Portland. Her research focuses on ethics and sustainability in terms of civil infrastructure

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Jacob T Allenstein, Ohio State University; Robert B. Rhoads, Ohio State University; Clifford A Whitfield, Ohio State University

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First-Year Programs

: ABET Criteria 3 (a-k) Outcome ABET Criteria 3 a an ability to apply knowledge of mathematics, science and engineering an ability to design and conduct experiments, as well as to analyze and b interpret data an ability to design a system, component, or process to meet desired needs c within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability d an ability to function on multidisciplinary teams e an ability to identify, formulate, and solve engineering problems f an understanding of

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, Quinnipiac University; Nebil Buyurgan, Quinnipiac University; Julia Leeds

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First-Year Programs

, and teamwork skills. Students are also presented the opportunity to improve theirprofessionalism and ethical values through these simulations. In Industrial Engineering (IE)teachings, where a variety of tools are used to design, improve, and manage integrated systems,simulation-based approaches become an important piece in the learning environment.There are a number of publications in literature that analyze the impact of simulation-basedteaching environments. A vast majority supports the experiential learning theory proposed byKolb [2]. In Umble & Umble [3], researchers utilize in-class simulation exercises for supply chainand inventory management principles. These exercises provide opportunities for in-class studentdiscussions that

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James A Middleton, Arizona State University; Stephen J Krause, Arizona State University; Kendra Rae Beeley; Eugene Judson, Arizona State University; John Ernzen; Ying-Chih Chen, Arizona State University

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First-Year Programs

instructor focus on students learning as opposed to presenting material. 2. In ethically responsible ways, instructors share decision making about learning with students. Teachers control less, but students are involved more. 3. Content is used to build a knowledge base, to develop learning skills and to foster learner self-awareness of their abilities. Teaching approaches account for students’ learning modes and strategies. 4. Instructors and students, together, create learning environments that motivate students to accept responsibility for learning. 5. Assessment activities are used to promote learning and to develop self and peer assessment skills, not to evaluate performance primarily. In a recent meta

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James M Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Peter Schuster, California Polytechnic State University

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Diversity

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First-Year Programs

helping the students better understand the discipline. This will allow students to make an informed decision early in their career whether to continue to pursue a Mechanical Engineering degree or switch to another major. • Professional Skills and Attitudes: Give students skills necessary to succeed in the program and as professional engineers. This includes developing teamwork skills, fostering good study habits, developing a growth mindset with regards to education, and ethically fulfilling their professional obligations of service to humanity. • Design Methodology: Students learn how to approach open-ended engineering design problems with a structured design process and to communicate their ideas

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica E S Swenson, Tufts Center for Engineering Education and Outreach; Marya H Schnedeker, Center for Engineering Education and Outreach, Tufts University; Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts Center for Engineering Education and Outreach / Federico Santa Maria Technical University

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First-Year Programs

 system performance”​  The advancement of technology in terms of functionality and interconnectivity has a profound effect on human­technology interaction. The effect is a broad and concerns operators, maintainers or users. Human factors engineering seeks to achieve improved levels of effectiveness, safety and ease of performance. The design of such complex system interaction requires human factors professionals operate across disciplinary boundaries to collaborate with other engineers at many levels, including understanding user needs in early product development stages and developing test settings to study user performance.  The major topics covered in the course are the design process, prototyping, engineering ethics, human computer

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University; Nova Alexandria Glinski Schauss, Oregon State University

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First-Year Programs

. Understanding and respecting differences in learning styles and personality types and in ethnicity and gender 13. Engaging in good health and wellness practices including management of stress 14. Developing a high sense of personal and professional integrity and ethical behavior 15. Becoming effective at getting the most out of the educational system by utilizing campus resources 16. Adding objectives you perceive are important for your successTo help guide students in designing their process they are asked to implement a three stepprocess: a. Where a “world-class” engineering student would want to be on each item b. Where you are currently on each item c. What you need to do to move from where you are to where you would

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

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Diversity

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First-Year Programs

ethics of reverse engineering, and also issues on manufacturing decisions, design forassembly, and how they would communicate their findings to the manufacturer.Biomedical Engineering: Nature’s Graphics Card – Sensory Processing in the Brain (2013)Students worked in teams to dissect earthworms and isolate the animal’s central nerve cord andthen externally stimulated the nerve cord electrically. Through use of oscilloscopes and dataacquisition software, they were able to observe the response and characterize how the nervoussystem transmits signals. In a second activity, students went through several examples of humansensation versus perception, the difference between what information the senses provide andhow that information is stitched together

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen E Silliman, Gonzaga University; Toni Boggan, Gonzaga University; Vladimir A Labay, Gonzaga University; George D. Ricco, Gonzaga University, Spokane; Suzann Girtz, Gonzaga University

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First-Year Programs

customer Be able to analyze and learn from engineering / computer-science failure Identify new business opportunities Think creatively through complex problems Consider the impact of projects or solution on societal and individual needs Work in a team environment Interpret how the individual motivations of clients or coworkers might impact a project or solution Modify projects or solutions based on ethical considerations Pursue service efforts as a professional Pursue service efforts as a private individual Page 26.345.6Table 2: New questions included on the December, 2014, survey of students in the freshmanseminar.Q1: How has your

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise H Bauer, University of Idaho, Moscow

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First-Year Programs

’ grades, work ethic, teamwork, attitudes,etc. in the respective courses.Lessons LearnedMany of the lessons learned about the class related to the material presented and betterconnection to Pre-Calculus. Although the material from the Studying Engineering6 book wasdiscussed throughout the semester, there were many times the students were disconnected fromthe concepts and felt it did not apply to them. To try and remedy this issue, the class structurewill allow the students to take more control of the activities while also learning about positionsthey may hold in a student club. An example is that a group of students would be on a socialcommittee. This group would then be in charge of any social activities involving the ENGR 204class, such as

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, Northeastern University; Susan F Freeman, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Kris Jaeger-Helton, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University

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Diversity

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First-Year Programs

most clearly on our research goals. Thedemographic questions were also carefully designed, with one of the authors having worked in adiversity grant office assisting with current choices for categories and descriptors. All authorsagreed on the questions, in terms of which were needed and how to ask them. The surveys arelocated in the appendix.Institutional Ethics Review Board (IRB) approval was obtained to conduct the surveys. Thesurveys and the research objectives were presented to and reviewed by the IRB. The surveys areanonymous and not linked to any of the student data. It is used in the aggregate, with individualcomments and open-ended responses. The data is not associated with any of the specificinstructors. The directors of the First

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

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Diversity

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First-Year Programs

often considered when a student isenrolled in a traditional classroom with already somewhat known outcomes, like mechanicalengineering or biology. Being the first cohort in a newly created program that differs fromtraditional education on both systemic and individual levels may create additional fears andconcerns about both the immediate, and the distant future.Changing Expectations for Preparing Engineering ProfessionalsEmployers overwhelmingly demand that graduates be innovators; proficient at written and oralcommunication; have the ability to solve complex problems in a real-world setting; have a broadskill-set; and that they demonstrate ethical judgment and integrity, intercultural skills, and thecapacity for continued new learning [16