Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Manaz Rusi Taleyarkhan, Purdue University; Chandan Dasgupta, Purdue University; John Alexander Mendoza-Garcia MSSEC, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

reference materials(e.g., tutorials) that students could access any time during the design process. Additionally, thetool allowed students to explore the design space freely by clearly laying out all the availabledesign parameters. This coupled with peer-feedback during the teamwork likely lowered thestandards for the students to perform research and build knowledge about the potential solutions.Students exchange ideas regarding what information would be needed for solving the challengebased on their research.For the “Weighing Options & Decision Making” design strategy, there was an increase in thenumber of Adept Informed designers in reflection #2 as compared to reflection #1. In reflection#1, there were 6 Informed and 4 Adept Informed

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Universidad EAFIT, Medellin - Purdue University, West Lafayette; S. Zahra Atiq, Purdue University, West Lafayette; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

qualitatively answer theresearch question: What student value beliefs and expectations influence their decision of whichengineering major to pursue? The answer to this research question can provide in-depth insightsinto student’s expectancy values, particularly exploring relations between students’ expectationsand the type of resources they prefer to use.4. Research DesignTheoretical frameworkWe used the Eccles’ expectancy-value theory as a lens to analyze the findings of this study.According to Eccles’, an individual's’ choice to perform a task is motivated by two factors: 1)their belief that they can perform a task, and 2) their desire to undertake a task8,9. Eccles definesfour categories of subjective task values (STV): 1) attainment, 2) intrinsic

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jessica Ha, Florida Institute of Technology

Tagged Divisions

First-Year Programs

gain an understanding of what is necessary to become asuccessful engineering student and future professional22, 23.Section 3: MethodologyWhat is unique about the current collaboration is the unit in which ASC 1000 is housed.Typically, a department or group of departments within an institution’s academic affairs unit isresponsible for coordinating its first-year seminar program. Student affairs professionals maytake on instructor roles or serve on an instructional team that includes a faculty member as theprimary point of contact. Since the course’s inception, it has been housed under the studentaffairs umbrella. Faculty members teach a few sections of the course every year, however, thelevel of collaboration between academic affairs and

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

Tagged Divisions

First-Year Programs

colleges anduniversities across the United States and elsewhere in the world, with some graduation rates aslow as 35%.11 Fewer students graduating from these programs results in fewer engineers in theworkforce. A growing concern for colleges and universities is to pinpoint the main reasons whystudents leave their programs, as well as to produce methods to increase retention rates.1,18,19,20Numerous studies have used various methods to measure retention and the reasons why studentschoose and leave their programs. Themes explored in the literature vary, but commonly citedfactors include: high school GPA, self-efficacy, personality, academic and non-academic factors,financial support, socioeconomic status, perception of engineers and themselves as

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

First-Year Programs

popularity and many universities have beenintroducing them into their curriculum.1-10, 14-18 These courses may be taught by a dedicatedgroup of faculty with engineering experience in industry, who may be more design-oriented (asopposed to research-oriented), and who may have demonstrated exemplary teaching abilities thatengage first-year engineering students.11,12 Additional motivations for this approach includebetter career preparation for engineering students and improved engineering education ingeneral.The University of Virginia found that cornerstone courses had better course ratings by studentsthan traditional sections and that graduation retention rates were higher with students who hadtaken the cornerstone courses compared to the traditional

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

1st year students cognitive and non-cognitive profiles,testing an applied engineering math course, and incrementally shifting faculty andadministrative culture from transactional relationships to higher quality studentengagement for 1st year students. Between Fall 2014 and Fall 2015 qualitative data wascollected measuring new students’ initial “grit”, motivations and career expectations.The total sample (N=509) consisted of 84% freshmen, 16% transfers, 21% women and14% minority students. Quantitative data included an analysis of the high school SATsand initial university math placement scores for Fall 2014-Fall 2015, a comparativeanalysis of the same data for the Fall 2011-Fall 2013 cohorts, and an analysis of studentoutcomes from an adapted

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University; Jack Bringardner, New York University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #15071Assessing Gender Differences between Student Motivations for Studying En-gineeringDr. Anne Dudek Ronan P.E., New York University Anne Dudek Ronan, Ph.D., P.E., is an Industry Professor in the Department of Civil and Urban Engi- neering NYU. Although her main area of interest is Water Resources Engineering, she teaches across the curriculum – from the freshman Introduction to Civil Engineering course to graduate classes in Ground- water Hydrology and Surface Water Pollution. She also advises PhD and Masters degree students and is faculty adviser for two student clubs. Previously, Anne was an Adjunct Professor

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

Kahoot overcame expectations when it came to individual reflection and peer-instruction. The fact that the quiz can be played through a cell phone increases students’engagement, since the use of new technological resources motivates students and shortenssome distances between faculty members and students. Also, using electronic devicesenriches the classroom experience due to the pluralization of the learning channels.Considering that Kahoot quizzes present a game format, the natural competition amongstudents makes the classroom a friendly and fun environment. This competitivenessenticement leads to more involvement, and Kahoot clearly motivated students to reflecton the concepts learned. Also, regarding peer-instruction, it was surprising to see

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa A. Dagley, University of Central Florida; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Andrew Patrick Daire, University of Houston; Christopher L. Parkinson, University of Central Florida; Diandra J. Prescod , Pennsylvania State University ; Christopher T. Belser, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

eligible (3.0 GPA) participate in a paidundergraduate research experience. Students are paired with one of the 135 committedCOMPASS faculty mentors to participate in a one semester funded research experience as part ofthe faculty’s research team. Though students continue to identify as members until graduation,the formal portion of the program culminates with the undergraduate research experience.The fourth objective (Research) focuses on determining how Career Readiness and CareerDevelopment assessment results correlate to students selecting and being successful in STEM.This research occurs as a study comparing those students participating in the Career Planning:STEM Explorations course (experimental group) to those already decided on their STEM

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

Tagged Divisions

First-Year Programs

engineering degree will guarantee me a job when I graduate. ● A faculty member, advisor, teaching assistant or other university affiliated person has encouraged and/or inspired me to study engineering. ● A non-university affiliated mentor has encouraged and/or inspired me to study engineering. ● A mentor has introduced me to people and opportunities in engineering. ● I feel good when I am doing engineering. ● I like to build stuff. ● Engineering skills can be used for the good of society. ● I think engineering is interesting. ● I like to figure out how things work. 6. Select an answer that best describes your opinion about each of the following statements.(For each of the items below, survey

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, resilient, and successful University graduates. The McCormick Administration decided to build an advising model based on a learner­centered concept sometimes called the Advising­as­Teaching paradigm.    Traditionally, First­Year students at Northwestern University were assigned to a faculty adviser, in a department based on their stated intended major. Undeclared students were randomly assigned to a faculty member. This advising model gave incoming students a home department, but not necessarily the department undeclared students wanted. In addition, students that changed majors, or were exploring majors, often needed to find their own connections with faculty in other departments. Lastly, in addition to helping students new to the university

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Helm, Arizona State University; Tami Coronella, Arizona State University

Tagged Divisions

First-Year Programs

that course. While we recommend that faculty report on your academic progress, this reporting tool is optional for faculty members to use. If you have questions about your progress in classes without a status report, we encourage you to speak with each of your instructors directly. Academic Status Report System AcademicStatusReportSystem@asu.eduEmail #2: Engineering schools email to students who received an ASR From: academicservices@asu.edu Subject: Academic Status Report Dear «First» «Last», Academic Status Reports (ASRs) are a tool through which your instructors can provide early, personalized feedback regarding your progress in a class. The system allows faculty to identify under

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

academically advised by a faculty member. STEM career exploration and research support: lab tours, faculty presentations, and interactions with local STEM professionals from industry Cohort building activities (Houston/Rice acculturation).Details on Curriculum: Chemistry, Physics and CalculusAll concepts covered in the summer residential program are topics in the first two semesters ofChemistry, Physics and Calculus. Both foundational and conceptually difficult topics areselected for the summer. Topics are covered at the same rate in the summer (e.g., 3 hrs onReaction Stoichiometry) as in the fall (e.g., 3 hrs on Reaction Stoichiometry). Curriculum is alsoselected that helps students learn and master solving complex word problems. RESP

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette; David A. Evenhouse, Purdue University; Dhinesh Balaji Radhakrishnan, Purdue University; Stephen R. Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Paper ID #16406Data-Driven Course Improvements: Using Artifact Analysis to Conquer ABETCriterion 4Mr. Tony Andrew Lowe, Purdue University, West Lafayette Tony Lowe is a PhD candidate in Engineering Education at Purdue University. He has a BSEE from Rose-Hulman Institute of Technology and a MSIT from Capella. He currently teaches as an adjunct at CTU Online and has been an on-and-off corporate educator and full time software engineer for twenty years.David A. Evenhouse, Purdue University David Evenhouse is a Graduate Student and Research Assistant in the Purdue School of Engineering Education. He graduated from Calvin

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bruce W. Char, Drexel University; Isuru Daulagala, Drexel University; Nagarajan Kandasamy, Drexel University; Thomas T. Hewett, Drexel University

Tagged Divisions

First-Year Programs

from the University of Michigan. Prior to joining Drexel, he was a research scientist at the Institute for Software Integrated Systems, Vanderbilt University, from 2003-2004. Prof. Kandasamy is a recipient of the 2007 National Science Foundation Early Faculty (CAREER) Award and best student paper awards at the IEEE International Conference on Autonomic Computing in 2006 and 2008, and the IEEE Pacific Rim Dependability Conference in 2012. He is a senior member of the IEEE.Dr. Thomas T. Hewett, Drexel University Tom Hewett is Professor Emeritus of Psychology and of Computer Science at Drexel University. His teaching included courses on Cognitive Psychology, Problem Solving and Creativity, the Psychology of Human