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

lower diagonalshows p-values.* p < 0.05 VI. DiscussionThis study relies on previous work about the first-year engineering program at TexasA&M University. However, the findings of this study are expected to advance the state ofknowledge and understanding of (a) diverse pathways to and through engineering, and(b) the development of engineering-specific theories of how engineers are formed.A pilot study conducted in 2014-2015 showed that RATS and CFU scores on activitiesrelated to algorithmic thinking (AT) were significantly correlated with moderate to largeeffect sizes, ranged from 0.31 to 0.7315. This implies that students who already had beenexposed to algorithmic thinking seemed to perform better

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

well understood that financial aid and academic supports are a large part ofthe retention equation, this study examines the impact of exposure to engineering math asa cognitive support on two successive years of freshmen that matriculated in Fall 2014and Fall 2015. This paper suggests that math remediation is critical, but must be done inan institutional context that successfully leverages student determination to succeed.The traditional faculty-led argument that “we are admitting poorly prepared students”could no longer serve as an explanatory factor, as the university’s undergraduate programadmissions had become increasingly competitive, and were generally more productiveyielding graduates. In the College of Engineering, SAT scores had

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura A. Ruhala, Kennesaw State University; Hillary Steiner, Kennesaw State University; Catherine L. Bradford, Kennesaw State University; Ruth Ann Goldfine, Kennesaw State University; Nirmal Trivedi, Kennesaw State University; Scott Larisch, Kennesaw State University

Tagged Divisions

First-Year Programs

Consortium, host of the annual National Learning Communities Conference. She teaches the first-year seminar within learning communities and provides academic and graduation coaching for a group of students attending the university on state-funded merit scholarships.Dr. Ruth Ann Goldfine, Kennesaw State University Ruth A. Goldfine, PhD, is a tenured Professor and Chair of the Department of First-Year and Transition Studies at Kennesaw State University, a position she has held since 2013. She holds a doctorate in English and has been teaching in higher education for nearly 20 years. Prior to joining Kennesaw State University, Ruth held a position as a Technical Editor at the University of Dayton Research Institute, where

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Ann Saterbak, Rice University; Michael Wolf, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Inequality: Toward a Student-Based InquiryPerspective,” REVIEW OF EDUCATIONAL RESEARCH, vol. 77, no. 3, pp. 310–333, Sep. 2007.5. P. L. Ackerman, R. Kanfer, and M. E. Beier, “Trait complex, cognitive ability, and domain knowledge predictorsof baccalaureate success, STEM persistence, and gender differences,” Journal of Educational Psychology, vol. 105,no. 3, pp. 911–927, 2013.6. M. Meyer and S. Marx, “Engineering Dropouts: A Qualitative Examination of Why Undergraduates LeaveEngineering,” Journal of Engineering Education, vol. 103, no. 4, pp. 525–548, Oct. 2014.7. T. E. Murphy, M. Gaughan, R. Hume, and S. G. Moore, “College Graduation Rates for Minority Students in aSelective Technical University: Will Participation in a Summer Bridge Program