Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Michael Chajes P.E., University of Delaware; Lori Pollock, University of Delaware; Kevin R. Guidry; Michael L. Vaughan, University of Delaware; Jeannie S. Stephens, University of Delaware

Tagged Divisions

First-Year Programs

swelling student enrollment and limited human recourses, specifically, that the course mustbe delivered in two, large capacity sections (300-350 students each) by a maximum of threefaculty instructors, who would receive up to half-time teaching release for the course. This work in progress presents the process and logistical details of the redesign of ourFYE course as well as course evaluations from our pilot year (2015) implementing the newcourse. Our course evaluation focuses specifically on student engagement and retention of corecourse concepts, e.g., engineering design process [6] and Engineering Grand Challenges [11].Using historical data from prior year classes, we also examined whether the course preservedFYE “soft” skills such as

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

under-pinnings orunderlying mechanisms to have students get that teamwork matters and not showing theirindividual strength off (my grades vs. ours). That we are teaching this and seeing somecorrelations between communication and teamwork (and the students in successful teamsobserve themselves) suggest some things we are teaching are leading to successfulenculturation.The study results suggest that enculturation may be more immediate while socializationmay take longer and be more subconscious. They differ but both need to happen.Can teamwork and communication skills really be called soft-skills? Intangibles? Oneclear outcome of this work is that the notion of these as soft skills needs to bereconsidered.Bibliography1. Brophy, S., Klein, S

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Franklin W. Olin College of Engineering; Lauren Van Beek, University of St. Thomas; Laura Ann Lilienkamp, Smith College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

however that the students in the study were highly focused on activities thatdeveloped specific engineering skills and competencies. Students actively choose to developtheir sense of engineering identity. They spent significantly less time developing “soft skills”such as managing emotions and interpersonal relationships. Additionally, the researchers foundstatistically significant differences in the kinds of activities that men and women pursued, whichaligned with themes within the literature on gender differences between men and women.Literature ReviewResults of previous research:ABET accreditation requirements for engineering institutions include, “a recognition of the needfor, and an ability to engage in lifelong learning.” 2 In order to

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah B. Lee, Mississippi State University; Hunter Lovvorn, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

project using a Finch12 robot was assigned. With similarprojects reporting frustration among students when the robot used has to be assembled by thestudents6, the Finch robot was chosen for its advantage of being already assembled, withoutmultiple parts that can be lost or damaged. The Finch enables students to focus on the softwaredesign rather than constructing the physical robotic device.Objectives of the project assignment were presented to students at the beginning of the project.In addition to exposing students to programming and critical thinking, soft skills experience wasalso a goal. The project objectives were presented to students as follows:  building skills that enable effective teamwork,  working with loose

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary

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First-Year Programs

director of the Individ- ual and Team Performance Lab and the Virtual Team Performance, Innovation, and Collaboration Lab at the University of Calgary, which was built through a $500K Canada Foundation for Innovation Infrastruc- ture Grant. He also holds operating grants of over $300K to conduct leading-edge research on virtual team effectiveness. Over the past 10 years, Tom has worked with organizations in numerous industries, includ- ing oil and gas, healthcare, technology, and venture capitals. He is currently engaged with the Schulich School of Engineering at the University of Calgary to train, develop, and cultivate soft-skill teamwork competencies in order to equip graduates with strong interpersonal and

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Ross Tapia, New Mexico State University; Elizabeth Ann Howard, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

opportunities to encourage studentengagement. The college also plans to implement a bridge program for incoming freshman thatwill enrich soft skills learned from the FYE program to ensure a better transition from highschool to college. We will continue to evaluate the programs both qualitatively andquantitatively to make educated decisions on new implementations and changes in the programs.References 1. Kuh, G. (2008). Excerpt from High-impact educational practices: What they are, who has access to the, and why they matter. Retrieved from accreditation.ncsu.edu 2. Johnson, M. (2009). The role of peer leaders in an honors freshman experience course. Honors In Practice, 189-196, Retrieved from libezp.nmsu.edu:2186/ehost 3. Liang

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University; Christopher Leslie, New York University; Gunter W. Georgi, New York University; Alyssa Marie D'Apice, New York University

Tagged Divisions

First-Year Programs

improve team interactions. For instance, somecourses manage teams by providing pre-defined roles for members and pre-selecting the teammembers based on personality profiles.3 Others focus on how team experiences influence studentsatisfaction in the course. Some have discussed how to address slackers on a team in aneducational setting, such as removing students who do not contribute to the team effort.4 Recentinvestigations have looked at how teamwork improves retention throughout undergraduateeducation. However, now, a focus has shifted from educational exercises to improving soft skills,or skills needed for long-term professional development.Many studies on teamwork performance and attitudes have identified the need for professionalskills as a