Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University

Tagged Divisions

First-Year Programs

all survey items.The item prompts are presented in groups so that the text fits better on the pages. The groupingalso reveals patterns in prompts. Although presented in groups, the prompts are given in the orderpresented to the survey takers. Note that Tables 10, 11, and 12 contain preamble text in the tablecaptions. The preambles were presented as an introduction to the respective group of Likert scaleitems.The tables of prompts have the same column headings. The first column is “Q #”, which is theitem label assigned by the Qualtrics software. Those item labels are also tags for identifying andselecting items in the R code used for statistical analysis, but otherwise the item label is notsignificant. The second column labeled “Rev.” is a 1

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to design examples andexercises that meet the specific needs of each classroom. In order to better understand thedifferences between classrooms, students from two different classrooms (named“Classroom 1” and “Classroom 2”) were submitted to the same following question duringan electrochemistry lesson:Consider the following overall reaction for a battery: 2 Ag+ + Sn → 2 Ag + Sn2+What is the reaction quotient (Q) for this redox process?a) [Sn2+].[Ag]2/[Ag+]2.[Sn] b) [Sn2+]/2[Ag+]c) [Sn2+]/[Ag+]2 d) [Ag+]2/[Sn2+]The correct answer to the question above is letter c): Q = [Ag+]2/[Sn2+].Although it seems to be a very easy question, is was possible to

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

Nicholas Andres Brake, Lamar University; James C. Curry

Tagged Divisions

First-Year Programs

CBIE course (14 CBIE-Civil), and 15students fully completed the survey in the PBIE course (all civil engineering majors). Surveyswere discarded if not fully completed. Tables 2 and 3 show the demographics, college majordistribution, and SAT V+Q scores of the students in the PBIE and CBIE courses.Table 2. Demographics of survey respondents: gender, race, and age Course Gender Race/Ethnicity Age (N=Pre/Post) Asian/Pacific African Male Female Hispanic White 18-24 25-34 35+ Islander American CBIE 58.4% 41.6% 11.0% 17.2

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

technical symposium on Computer scienceeducation. ACM, New York, NY, pp. 402-406, 2008.[4] S. Lee, S. Kastner, and R. Walker. “Mending the Gap, Growing the Pipeline: Increasing Female Representationin Computing,” in Proceedings of the 2013 ASEE Southeast Section Conference, Gainsville, FL, 2015.[5] G. Skelton, Q. Pang, W. Zheng, and H.R. Shih. “Using robotics for teaching critical thinking, problems solvingand self-regulated learning for freshmen engineering students,” in Proceedings of 2011 ASEE Annual Conference &Exposition, Vancouver, BC, Canada, 2011.[6] T. S. Hall and P. W. Munger. “Integrating robotics into first-year experience courses,” in Proceedings of 2011American Society for Engineering Education Southeastern Section Annual Meeting

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jamie Bracey, Temple University; Keyanoush Sadeghipour, Temple University; Carnell Baugh, Independent; Shawn Fagan, Temple University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

strategies for retaining engineering, engineering andtechnology and computer science students. Retrieved from ASEE websitehttps://www.asee.org/search?q=going+the+distanceDuckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passionfor long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.Duckworth, A.L., & Seligman, M. (2005). Self-discipline outdoes IQ predicting academic performance inadolescents. Psychological Science, 16, 939-944.Hughes, B., Garibay, J. C., Hurtado, S., & Eagan, M. K. (2013). Examining the tracks that causederailment: institutional contexts and engineering degree attainments. AERALent, R W., Brown, S. D., & Hackett, G. (1994). Toward a unifying

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heidi Cian, Clemson University; Michelle Cook, Clemson University; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Education: Innovations and Research, 14(2), 29.9. Li, Q., Swaminathan, H., & Tang, J. (2009). Development of a classification system for engineering student characteristics affecting college enrollment and retention. Journal of Engineering Education, 98(4), 361.10. Doolen, T., & Long, M. (2007). Identification of retention levers using a survey of engineering freshman attitudes at oregon state university. European Journal of Engineering Education, 32(6), 721-734. doi:10.1080/0304379070152078411. Jonassen, D., Strobel, J., & Lee, C. B. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of Engineering Education, 95(2), 139-151.12. Strobel, J., & Pan, R

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

environment,” Journal of Economic Education, 31(1), 2000, 30-43.2. Bishop, J. L., M.A. Verleger, “The Flipped Classroom: A Survey of Research,” Proceedings of the ASEE Conference, Atlanta, GA (2013).3. Foertsch, J., G. Moses, J. Strikwerda, M. Litzkow, “Reversing the Lecture/Homework Paradigm Using eTEACH Web-based Streaming video Software,” Journal of Engineering Education, 91(3), 2002, 267-274.4. Talbert, R. “Learning MATLAB in the Inverted Classroom,” Proceedings of the ASEE Conference, San Antonio, TX (2012).5. Kecskemety, K. M., B. Morin, “Student Perceptions of Inverted Classroom Benefits in a First-Year Engineering Course,” Proceedings of the ASEE Conference, Indianapolis, IN (2014).6. Stickel, M., S. Hari, Q

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska - Lincoln; Stuart Bernstein, University of Nebraska - Lincoln; Brett Meyer, University of Nebraska - Lincoln

Tagged Divisions

First-Year Programs

provided them in the online videos. In addition,there was time for live student presentation and group discussions with a Q & A on thepresentations. Groups would meet not only on their own out of class to complete a courseassignment, but additionally in-class to apply the concepts they learned in the online modules.For example, groups would spend time on plan reading exercises and the instructor was able tospend time providing feedback to each group.4.3 Data gathering and analysis. Data was gathered through a reflective journal kept by theinstructor and a survey administered quarter into the semester and towards the end (AppendixA). 4.3.a Instructor notes: Given the new approach to teaching the instructor kept weeklynotes about the