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

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has been an Associate Editor of the IEEE Transactions on Neural Networks from 2002 to 2006, and an Associate Editor of the Neural Networks journal from 2006 to 2012. He has served as the Technical Co-Chair of the IJCNN 2011.Dr. Andrew Patrick Daire, University of Houston Dr. Andrew P. Daire, Professor and Associate Dean for Research in University of Houston’s College of Education received his Ph.D. from the Florida State University in Counseling Psychology. Daire re- searches career development along with couple and family interventions to reduce stress and improve family and economic stability in low-income ethnic minority and underrepresented populations.Prof. Christopher L. Parkinson, University of Central FloridaDr

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

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First-Year Programs

engineering coursefocusing on the civil engineering discipline and ii) a seminar course focusing on career planningand design and process improvement theory. The courses were developed to prepare college civilengineering freshman for the rigor of upper level engineering courses by introducing them tovarious engineering systems, design philosophies, and basic engineering computations. A one-credit first-year introductory course can be utilized by institutions who are limited by statemandated maximum total credit-hours and cost, but still require sufficient student engagement,motivation, and retention.In the project-based course, a special focus is placed on civil engineering systems which includestopics on structural health monitoring, concrete

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

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First-Year Programs

Enrichment Program for incoming engineering freshmen and, in the past, the HEARD (Higher Education Awareness Response in Delaware) Project, a college awareness program, funded by the Department of Education through Philadelphia GEAR UP for College Network. Globally in the College, he manages academic programs and policies that impact the careers of all engineering students at both the undergraduate and graduate level. Dean Vaughan is focused on enhancing the College’s student/faculty interface by fostering c American Society for Engineering Education, 2016 Paper ID #16743 successful academic and

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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to Engineering with ChristianWorldview. In EGR101, students formed teams and worked on various engineering projects. Inthe beginning of October, about a month into their freshman year, these engineering studentswere already able to present their Nao robot projects to the public at events such as the Scienceand Technology Education Partnership (STEP) conference, and Long Night of Arts andInnovation of Riverside. Thousands of people showed up at these events and our engineeringstudents had the opportunity to share their passion in engineering, encouraged the children towork hard on their math and science, and made them aware that STEM field career can be funusing the example of designing robots and programming them. More importantly, the

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California - Irvine; Robert M. Cassidy, University of California - Irvine; J Michael McCarthy, University of California - Irvine; John C. LaRue, University of California - Irvine; Gregory N. Washington, University of California - Irvine

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, significantly improved student retention, motivation and satisfaction of theengineering curriculum6.We report on the initial and continuous development of a two-quarter first-year engineeringcourse titled Introduction to Engineering, spanning Fall and Winter quarters, to provide studentsa basic understanding of the engineering design principles and various disciplines. In addition,the concepts of product development, project management, technical communication, teamworkand professional development are integrated into the course simulating “real-world” scenarios tobetter prepare our students for career paths in industry. An additional component focused onentrepreneurship was integrated in the course during the Winter quarter.Course DevelopmentTo

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

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First-Year Programs

.13,14 There is a potential fortheir previous work to be explored more thoroughly in the curriculum of a new course project.Other positive motivations can be classified as individualistic. These reasons are closely relatedto psychological enjoyment or behavioral preferences. The common student responses in thiscategory are being good at math and science, liking to build a final product, and understandinghow things work.10,11,13,14 Behavioral reasons have been shown to be the most popular, which iswhy they should be classified into subcategories like the ones above to determine what is moreimportant. The individualistic reasons, or the opposite end of the altruistic spectrum, are oftenreferred to as utilitarian. This includes career opportunities

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

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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

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

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First-Year Programs

semester, four topics/assignments were interwoven into both courses in avariety of ways: time management, career planning, personal ethics, and a design project thatincorporated teamwork and communication skills. First, time management was introduced in thesecond week of EGN 1000. Students sat through lectures and completed a homeworkassignment wherein they were to schedule what they expected to be a typical week. The studentswere given general guidelines focusing on how to succeed in an engineering program (how manyhours to budget for studying, relaxing, etc.), and the students had to comment on how sustainabletheir proposed schedule would be. The homework assignment was graded but never returned.Four weeks later, the EGN 1000 homework assignment

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward W. Davis, Auburn University; Joni M. Lakin, Auburn University; Virginia A. Davis, Auburn University; P.K. Raju, Auburn University

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Institute of Chemical Engineers Nanoscale Science and Engineering Forum’s Young Investigator Award (2012), the Presidential Early Career Award for Sci- entists and Engineers (2010), and a National Science Foundation CAREER Award (2009). Her Auburn University awards include the Excellence in Faculty Outreach (2015), an Auburn University Alumni Pro- fessorship (2014), the Auburn Engineering Alumni Council Awards for Senior (2013) and Junior (2009) Faculty Research, the Faculty Women of Distinction Award (2012), and the Mark A. Spencer Creative Mentorship Award (2011). Dr. Davis is the past chair of Auburn’s Women in Science and Engineering Steering Committee (WISE) and the faculty liaison to the College of Engineering’s

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

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First-Year Programs

students become clear about whether engineering (and Mechanical Engineering in particular) is a desirable career?Before we discuss the survey, we describe the curriculum and the history of enrollment in thefreshman engineering course sequence.CurriculumLiving with the Lab (LWTL) is a project-based, hands-on curriculum for first year engineeringstudents. The overall approach is consistent with recommendations for improving engineeringeducation 4,5,6 . The only mathematical prerequisite is college-level algebra. No prior experiencewith computer programming is required. At Louisiana Tech, all freshman engineering studentsare required to take the LWTL curriculum. At Portland State, only Mechanical Engineeringstudents are required to take the LWTL

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

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(Jan 1, 2015 – Dec 31, 2018) with the goals of producing significant improvements infreshman and sophomore retention rates in Chemistry, Computer Science, Engineering,Engineering Technology, Mathematics and Physics and increasing the number of female,Hispanic and African American students completing undergraduate degrees in these STEMfields.The funded NSF - IUSE project comprises the following strategies and supporting activities:1. Improve instruction by (a) establishing a STEM education active learning faculty summerinstitute and quarterly brown bag and (b) redesigning introductory CS courses.2. Establish early and motivating field-of-study and career explorations for students through a)Summer Orientation Sessions for first-year STEM

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meg Harkins, University of North Carolina - Charlotte

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First-Year Programs

expectations may result in more instability than most haveexperienced in their young lives. Students who do not swiftly recognize their deficiencies andadapt to more effective habits and tools may perform poorly in their classes, leading to low firstsemester GPAs. This in turn may cause them to question their career choice and doubt theirability to successfully complete the engineering program. Such negative self-belief could resultin a low retention rate for the College of Engineering. To help address these problems, the on-line Boot Camp program is designed to help students improve perseverance, math readiness, andspatial visualization. It also helps them adjust to campus life, set realistic academic expectations,choose or confirm their choice of

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

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First-Year Programs

career in industry. Her research interests include interdisciplinary project and team-based learning to promote gender equality in digital literacy and human and social aspects of software engineering.Mr. Hunter Lovvorn, Mississippi State University Hunter Lovvorn is a Teaching Assistant at Mississippi State University where he is pursuing a master’s degree in Computer Science with an emphasis in computer security. c American Society for Engineering Education, 2016 Building Computational Thinking Skills Using Robots With First Year Engineering StudentsAbstractThis research paper describes the transition of content in a first year experience (FYE) course

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

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First-Year Programs

learningoutcomes designed to prepare students for their academic and professional careers 2,3. Thesesame requirements also identify specific engineering problem solving abilities involving theapplication of disciplinary knowledge to analyze systems being designed. Research on howstudents approach a design illustrate many challenges they demonstrate when engaging in designactivities. For example, failing to identify the major requirements, define user needs, identifyingappropriate measures of success, failure to identify to pursue alternatives 4,5. Also, as studentstransition from high school to college they are unaware of the increase in complexity ofproblems they will solve and their need to work interdependently with others to meet thosecomplex

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

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First-Year Programs

Paper ID #17216Can a Five-Minute, Three-Question Survey Foretell First-Year EngineeringStudent Performance and Retention?Stephanie M. Gratiano, Roger Williams University Stephanie Gratiano is a Junior Undergraduate Mechanical Engineering student at Roger Williams Uni- versity. She is an officer of both the American Society of Mechanical Engineers (ASME) and Engineers Without Borders (EWB) Chapters at the university. Her future career interests include Product Design or Mechanical Design, and she wishes to further her education in Industrial Design after graduating.Dr. William John Palm IV P.E., Roger Williams University

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Theiss, The Ohio State University; John E Robertson, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University; Kerry Meyers, Youngstown State University

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First-Year Programs

selection patterns. This is an essential first step towardsunderstanding the perspectives of students as they select their intended major and potentialcareer. This idea of major and career selection relates to teaching and learning in the first yearwhile we have not studied it directly.This paper examines discipline selection and transfer for first-year engineering students. Throughthe use of a survey administered at three different points throughout at the first year (beginning,middle, and end), we were able to track students answers to two questions important to thiswork: 1) What was their current intended major, and 2) what was the student’s confidence in thischoice of discipline (using a Likert-type scale). These questions would allow us to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaqi C. McNeil, University of Louisville; Angela Thompson P.E., University of Louisville

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First-Year Programs

communication, ethics,professionalism, and an introduction to engineering design.Similar to first-year courses at other engineering schools1-3, the various disciplines have typicallybeen presented to the students through department seminars in which faculty from each of theengineering departments give presentations to students. Our department is currently re-vampingthe Introduction to Engineering course and has added some activities to see if it would helpstudents decide their choice of major within the first semester or year rather than later in thestudent’s engineering program. In addition to department presentations, 24 engineeringcompanies were invited to the school through a unique collaboration with the Engineering Co-opand Career Development

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eduardo G. Perez, Inter American University of Puerto Rico; Omar Meza Castillo, Inter American University of Puerto Rico

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First-Year Programs

mechanical engineering) was designed to provide an acclimation tocollege life, provide an introduction to engineering careers and promote self-confidence.Physics and Math topics were included in the theoretical part of the projects developed duringthe summer program to promote the student’s interest in Physics and Mathematics courses.The 2015 summer program impacted 67 students (34 mechanical, 18 computer, 8 industrialand 7 electrical) with a wide range of College Board scores, reflecting a variety of collegepreparedness levels. Students were divided in five groups. Each group was placed in adifferent classroom to work a hands-on project with an instructor and a student mentor.Groups were chosen to be multidisciplinary. To promote professional

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin J. Reagle, George Mason University; Oscar Barton Jr., George Mason University; Kenneth S. Ball P.E., George Mason University; Sharon A. Caraballo, George Mason University; Abe Eftekhari; Rodolfo Napisa

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Barton Jr., George Mason University Oscar Barton, Jr., Ph.D, P.E. is a Professor of Mechanical Engineering at George Mason University A native of Washington, D.C., Professor Barton received his B.S in Mechanical Engineering from Tuskegee (Institute) University, his M.S in Mechanical Engineering and Ph.D degree in Applied Mechanics from Howard University. Dr. Barton joined the faculty of Mechanical Engineering Department at George Ma- son University fall 2014, after completing a 22 year career at the U.S. Naval Academy. His research focuses on the development of approximate closed form solutions for linear self-adjoint systems, those that govern the responses of composite structures, and the analysis of dynamic systems

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

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2016) and will cover topics of interest toincoming engineering freshmen during the first few weeks such as: engineering societies/studentorganizations, study abroad, campus resources, and career services. The next few weeks willhave panels of faculty representing 3-4 engineering majors per week. These faculty have beenasked to briefly (10 minute presentations) present the most exciting and current research andevents within their department. The subsequent lectures will be seminar style with guestspeakers (both faculty and industry have been invited) from a variety of engineering disciplinesfocusing on the grand challenges of various engineering disciplines. Students will be assignedweekly reading assignments related to the lecture topics of

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lilianny Virguez, Virginia Tech; Kenneth Reid, Virginia Tech; Tamara Knott, Virginia Tech

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First-Year Programs

defined as “the extent towhich one intends to engage in an activity”4. The choice or the decision to continue doing an activity,for example, is the result of someone’s motivation of doing that activity. Motivation has been exploredin relation to academic performance and career plans. Jones et al. studied the relationship amongexpectancies, values, achievement, and career plans for first year engineering students. They found thatstudents’ expectancy and value related beliefs decreased over the first year3 thus negatively influencingstudents’ retention into the second year of an engineering program. Predicting students’ intention tocontinue within engineering is complex, and the factors associated to this decision are not wellunderstood; however

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noel Kathleen Hennessey, The University of Arizona; Rebecca Primeau, University of Arizona

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First-Year Programs

to connect to moreacademic support (2); (3); (4). By providing a physical environment for students in engineeringmajors to live, our program has historically allowed students to make academic and socialconnections early in their college career, which better supports their persistence. In recent years,students in the Engineering Leadership Community have taken multiple classes in the samesections together, including a one-credit academic success course and their introductoryengineering lab. This method uses Tinto’s learning community model, helping students to makeconnections between courses with their peers (1).The additional elements of service-learning and project-based learning have brought theresidents of the Engineering Leadership

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

students where the focus has beenon self-reporting confidence without a link to actual student performance. Self-efficacy is how aperson’s belief in their capabilities impacts their ability to achieve a goal.1 In 2015, mathematicalself-concept was studied with respect to how it differs between genders and how it affects pre-college and post-K-12 career choice decisions. Self-concept studies investigate howpsychological processes relate to academic achievement and career choice.2 In particular, thislongitudinal study looked at how different factors including the person, their environment, andmath self-concept impact a student’s decision to pursue a STEM (Science, Technology,Engineering and Mathematics) career. Data from surveys were analyzed to

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

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First-Year Programs

Ira A. Fulton Schools of Engineering. She has worked in advising and advising administration since 2000. Her academic career has been focused at Arizona State University, where she earned a B.S. in Management and an M.S. in Public Administration. She is currently working on an Ed.D. in Educational Leadership and Innovation. Her interests include advisor development and assessment along with student retention and persistence. c American Society for Engineering Education, 2016 Improving Freshman Retention with Intrusive Advising InterventionsAbstractThis work in progress describes an effort to identify at-risk freshmen and provide enhancedadvising

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

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, Socioeconomically Disadvan- taged Engineering Students, Latino Studies in Engineering and Computer Aided/Instructional Technology in Engineering.Dr. Tanya Dugat Wickliff, Texas A&M University Delivering significant results in pivotal roles such as Sr. Consultant to high-profile clients, Sr. Project Manager directing teams, and Executive Leader of initiatives and programs that boost organizational effectiveness and optimize operations have been hallmarks of Dr. Wickliff’s career spanning more than 24 years with leaders in the oil & gas and semiconductor industries. As an expert in the areas of Executive Leadership and Team Development, Strategy Design & Execution, Supply Chain Optimization, Change Management

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

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First-Year Programs

the Department of Engineering (Madison Engineering) and the Center for Materials Science. He has taught courses per- taining to topics for first-year engineering, materials science and engineering, engineering design, systems thinking and engineering leadership. He has a PhD in Polymer, Fiber Science from Clemson University. His research background is in the synthesis of polymer nanocomposites and engineering education. He was trained as a Manufacturing Process Specialist within the textile industry, which was part of an eleven- year career that spanned textile manufacturing to product development. c American Society for Engineering Education, 2016 Utilizing concept maps as an

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicolas N. Brown, University of Utah; Joy Velarde, University of Utah; Debra J. Mascaro, University of Utah

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strictly “opt-in,” where students must proactivelyrequest to be paired with a mentor. The advantage to assigning all new students a mentor is thatstudents who do not feel comfortable asking for help, or who do not initially perceive a need formentoring, have ready access to a mentor when a need arises.Mentor Recruitment and BenefitsPeer mentors are recruited on a volunteer basis and are unpaid, which is different from someother programs that may provide a salary, stipend, or other financial compensation. The peermentor program uses forms of non-monetary compensation and benefits, such as mentor-specifictraining and access to exclusive events and activities. For example, the mentors benefited from aprivate resume workshop presented by Career

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

John Matthew Long, Deakin University; Sivachandran Chandrasekaran P.E., Deakin University; Simon William Cavenett

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First-Year Programs

education philosophy is founded on the Project Ori- ented Design Based Learning (PODBL) approach at Deakin University.Mr. Simon William Cavenett Simon Cavenett is a Senior Lecturer and Director of Professional Practice (Engineering) at the School of Engineering at Deakin University. Prior to joining Deakin University in 2007 his 20 year career was based in industry. His career includes a number of significant achievements both in Australia and inter- nationally, particularly involving the design and implementation of leading edge telecommunications and IT technologies. Simon has extensive experience internationally; having worked professionally based the United States for over 11 years prior to returning to Australia to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger, Embry-Riddle Aeronautical University - Daytona Beach

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First-Year Programs

formost engineering students not explicitly pursuing careers as professional programmers. Thecombination of the breadth of material, the complexity of that material, and students’ relativeunfamiliarity with the material makes it exceptionally difficult to give a proctored exam during atraditional class period. Students frequently complain that they understood the material butneeded additional time to complete exams.Purpose (Hypothesis)The purpose of this research is to explore the relationship between time needed to complete theexam and overall course performance. The hypothesis was that additional exam time is of littlerelevance – students who know the material do better on the exam than students who don’t knowthe material as well, regardless of

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

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First-Year Programs

she worked closely with engineering faculty engaged in research projects. Throughout her career in academia, Ruth has worked primarily with first-year students, initially as an instructor of English composition and later as a first-year seminar professor. Her work in the classroom continues to inform her research, which is focused on first-year students, students in transition, and, most recently, first-year STEM students. Her research interests also include the use of technology in the composition classroom, first-generation students, and students in transitions beyond the first year of college.Dr. Nirmal Trivedi, Kennesaw State University Dr. Nirmal Trivedi is the Director of First-Year Seminars and Assistant