Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wendi M. Kappers, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

Accreditation Commission (EAC) arm of ABET, studentsneed to be prepared for real world experiences(11).Thus, equating to professional skills learnedand supporting three of the six ABET Criterion 3 2014-2015 suggested topic areas for updateconcerning: (a) communication skills, (b) professional responsibility, and (c) teamwork.The Power of Peer Review…but only for Writing AssessmentA plethora of tools have been designed to facilitate the peer review process for learning ineducation(12). Many researchers have even examined peer review in support of learning in alldifferent conditions, such as: (a) conducted in synchronous(13) or asynchronous formats(14-15) (b)selecting to use pair-wise reviewer assignment in lieu of free selection processes(16), (c

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University

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Diversity

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First-Year Programs

students at SJSU. IntroductionIn Fall 2011, SJSU received a U.S. Department of Education grant, AANAPISI, to improve thewriting skills of Asian-American students at SJSU. This grant has several focus areas, one ofwhich is the improvement of writing and writing instruction in General Education (GE) classes.A significant percent of SJSU’s incoming freshmen are remedial in English or mathematics. PerCSU policy, students must clear their remedial status within one year or they are disenrolled fromthe CSU. A look into retention rates shows that there is a higher attrition among remedial studentsthan their non-remedial peers. Also, the time to graduation is typically lengthened up to two yearsfor students who need remedial classes.Many of these remedial

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

Paper ID #15629Team Learning Behaviors: Supporting Team-Based Learning in a First-YearDesign and Communications CourseMs. Nicole Lynn Larson, University of Calgary Nicole is completing her PhD in Industrial Organizational Psychology at the University of Calgary under the supervision of Dr. Thomas O’Neill. She has been working with the Schulich School of Engineering for the past three years. During this period she has been involved in several initiatives, such as assessing student learning and engagement, implementing systems for peer evaluations, and leading teamwork train- ing sessions. Nicole is currently conducting

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

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Diversity

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First-Year Programs

Paper ID #16755Early English Language Assessment to Improve First-Year Student SuccessDr. Penny Kinnear, University of Toronto Penny Kinnear currently works with the Engineering Communication Program at the University of Toronto where she focuses on the development and delivery of Professional Language support for a highly student body. She has a background in applied linguistics, second language and bilingual education and writing education. She is co-author of the book, ”Sociocultural Theory in Second Language Education: An in- troduction through narratives.” Her current research projects include a longitudinal study on

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

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Diversity

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First-Year Programs

mathematicsco-requisite course to college algebra, in order to reach more students. We have alsoimplemented a mandatory peer mentor led workshop for all students. Peer mentors provide thestudents with an upper classman peer who can provide support inside and outside of theclassroom. In our paper we will continue to discuss specifics regarding the ENGR 100 course,peer mentoring, intervention strategies, and FYE components.Literature ReviewAccording to Kuh (2008)1 freshman year experience programs are highly influential inimproving student success and create positive impact on their pathway to a degree. Keycomponents of successful FYE programs are utilizing learning communities. In addition Kuh(2008) recommends writing intensive curriculums that focus on

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hyun J. Kwon, Andrews University

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First-Year Programs

. Visual communicationbecame enhanced by 60%; however, writing skill and technical depth decreased by 24%.According to survey results, students favored web publication over conventional term report by92% and felt that it is an effective way to deliver their projects. The results indicate that webpublication could be an exciting and effective way to develop communication skills for thedigital generation. Students still need training in the art and skill of technical writing.Introduction:As we transition from an industrial to digital age, engineering communication must also face thechallenges due to the proliferating use of the internet [1]. The internet provides many types ofcommunication opportunities. Technical communication is evolving because

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan

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Diversity

Tagged Divisions

First-Year Programs

teamsatisfaction and student assessments of team contributions. In first year team-based studentdesign courses, instructors use student self- and peer-assessment information to gauge teamfunctioning and even to affect student project scores. However, students’ identity characteristics,such as their gender and race, may impact the scores they receive from others as well as thescores they assign. The poster will also describe the creation of and results from a learning-analytics style investigation of the researcher’s own student team assessment data, and the posterpresentation will allow others to query the data set with their own questions. The final data setincludes assessment information from 620 first-year engineering students working in 132 teamsof 4

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

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Diversity

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First-Year Programs

 are advisers and peers. With this in mind, McCormick decided  to hire four advisers that also taught classes in the First­Year sequence. This decision was key in developing a Advising­as­Teaching Model. The advisers teach sections of Design, Thinking and Communications I and II, the Cornerstone Design classes, departmental service classes, or Engineering Problem Solving classes. The goal is to get the advisers in front of the students in either First­Year, Basic Engineering, or Departmental Core Classes. While it would have been easier to hire professional advisers, but the administration thought the advisers would have more credibility if students interacted with them as professors

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

were assigned based on the total group and individual performance(assessed using peer evaluations). The topics covered in the course are summarized as follows:  Introduction to Civil Engineering  A Guide to Student Success in Engineering  Introduction to Microsoft Excel: Plotting, computations, optimization with solver  Introduction to Technical Writing: Investigative report and technical posters o Discussed formatting and content requirements of written investigative technical reports; provided sample reports and sample technical posters  Impact Force Attenuation: Wall barrier optimization o Assembled track and connected force sensors recorded impact

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ma Zenia N. Agustin, Southern Illinois University - Edwardsville; Marcus Agustin, Southern Illinois University - Edwardsville; George Pelekanos, Southern Illinois University; Cem Karacal, Southern Illinois University - Edwardsville

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First-Year Programs

student’s decision toremain an engineering major or even to stay at a university. It is therefore imperative to providestudents with a strong foundation in the first semester Calculus I and to provide the necessarysupport in order for them to be successful.Active learning, engagement in the classroom, and peer-to-peer collaboration have deliveredpromising results in freshman level STEM courses.4-7 For math courses, two of the mostcommonly used approaches are supplemental instruction (SI) and peer-led team learning (PLTL).The SI approach, developed at University of Missouri-Kansas City, focuses on at-risk coursesand consists of voluntary sessions led by undergraduate students. At-risk courses are gatewaycourses which historically have failure or

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

engineering curriculum, it was expected thatmany of the students had never written a technical (engineering) report. Thus, some instructionin technical writing was provided, and students were given the opportunity to receive formativefeedback on their reports through peer assessment. Student teams swapped project reports andevaluated the reports (as a team) using an instructor-provided rubric based on the PE framework(Figure 2). In particular, this rubric asked students to evaluate whether the authors’ purpose, keyquestions, concepts, assumptions, and conclusions were clearly stated, accurate, and sufficientlyexplained. In addition to identifying whether the report met described criteria (exemplary,satisfactory, or needs improvement) for each element

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

Tagged Topics

Diversity

Tagged Divisions

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

Rachel McCord Ellestad, University of Tennessee - Knoxville

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Diversity

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First-Year Programs

covered in FYS 101-eng, these topics directly related toteaching the three major process points of SRL (forethought, performance, and self-reflection). The primary mode of instruction for FYS 101-eng was active learning. Most classmeetings started with a short lecture introduction by the instructor (5-10 minutes) and the rest ofthe class meeting was spent in small group discussions where students would answer discussionquestions and report themes of discussion back to the larger group. At the end of each classsession, several reflection questions were assigned based on the topic of the day and studentswere required to write a one page reflection on how they could apply the day’s topic personally.These reflections were collected and graded

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

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Diversity

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First-Year Programs

solving the open-endedproblem wrote: “After some guess and check with various resistors that I failed to write down, Ifound that the best combination, or a possible combination was to use the 40 ohm resistor and the70 ohm resistor in parallel” (emphasis added). Additionally, strategies such as use of a textbookor peers for help would not be discerned through study of student written work. Even ifprofessors do not have access to software that allows recording and annotating of students’ work,or do not have the time themselves to review audio data, the think-aloud process itself could helpstudents develop metacognitive and problem solving strategies that will improve their taskperformance27. The results from this research suggest recommending

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University - West Lafayette; Andrew Jackson, Purdue University - West Lafayette; Dawn Laux; Max Renner, Purdue Polytechnic Institute, Purdue University

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First-Year Programs

,” “innovative learning environments,” and “a context-richapplication of English, Communications and Technology” 1. Specifically, this project aims toimprove students’ writing skills, oral communication skills, and presentation skills by reinforcingthe importance of these skills in realistic, project-based design contexts. Administrators andinstructors within all 3 departments hope the integration will improve students’ learning in alldisciplines, increase academic engagement overall, and create a stronger sense of communityamong students. Large-scale integration on this level is an intervention in the traditional university model,which often times includes strict discipline-based divisions of coursework. In this newarrangement, students in each

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

, specifically, “Project Groups” of 4-5 students from multiple engineeringmajors; and (3) the NAE Grand Challenges for Engineering [11]. Technical and careerdevelopment topics, such as energy concepts, mathematical modeling, statistical analysis,prototyping, technical writing, and oral presentations were introduced through small groupactivities and 3 major (3-4 week) design projects. These activities were intended to scaffold theskills needed for three substantive engineering design projects centered on: (1) Joy of Living andUser-Centered Research; (2) Sustainability; and (3) Cybersecurity. Three of the four faculty members who redesigned the course served as course instructorsduring its pilot year in Fall 2015. These faculty members co-taught

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

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First-Year Programs

teachdesign methodology and to enable the students to practice and improve teamwork skills”.16 Sothe “cornerstone to capstone” model can work for some institutions.In addition, engineering learning spaces are also being built to support undergraduateengineering education, sometimes specifically for first year engineering students. At theUniversity of South Australia, a large new learning space called “Experience 1 Studio” opened in2009 to help students adapt to university life, develop peer networks, benefit from collaborativelearning and engage with their studies.19 In fact, this learning space was shown to help studentstransition to college, especially women and minorities. At Yale University, the new Center forEngineering Innovation and Design was

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

coordination, as well as thestrength of the student and academic affairs collaboration, mostly depend on the institutionalenvironment and the characteristics of the students, faculty, and staff who will participate12, 13.First-Year SeminarsSince the late 1800s, the primary focus of first-year seminars has been to assist students duringtheir adjustment to college and to increase their chances of being successful14 (Boyer, 1987).Gardner (1986) contends that students are much more likely to be successful throughout collegeif a strong foundation is provided during their first year. As such, the purpose of first-yearseminars is to help students establish a connection with the college as well as their peers. Ageneral assumption is that students will acquire

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

Tagged Divisions

First-Year Programs

3Correlation 0.278 0.308 0.375Sig. 0.021 0.010 0.001AnalysisExam 1 versus TimeAs Figure 1 shows, there is no meaningful relationship between time spent and exam grade. TheSpearman’s Rho correlation was nearly 0 and statistically insignificant (ρ = -0.029, p = 0.811).While students would generally argue that additional time would result in a higher exam score,they typically fail to account for similar increases in their peers scores. Students are also unlikelyto dramatically overcome exam unpreparedness with additional time. Students who don’t knowthe course material won’t magically learn it during the exam if given the opportunity. The examaverage was

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

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

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Diversity

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First-Year Programs

Grade Percentile mean of the completeobservations dataset was 56.2, indicating that participants with higher than average grades weremore likely to complete both the pre-and-post course surveys.Mechanics Self-Efficacy – This self-efficacy scale has been used in previous research 31 tomeasure student confidence in a range of mechanics-related activities. Items include draw afree-body diagram, write the equations of equilibrium for a system, carry out the problem-solving process to analyze a system and overall, the skill and knowledge needed to complete allof the above tasks. These items had a high Cronbach alpha (α = 0.90) so they were averaged intoa combined score creating a variable called Mechanics Self-Efficacy.Empathy – This measure is

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

begin their journey to becoming an Engineer in a classroom alongsidedozens, if not hundreds, of their peers. These early courses are intended to present students witha set of core knowledge and skills that will prove useful across all engineering disciplines, thusmolding the foundation of their academic careers. Year by year, thousands of students will gothrough this rite of passage in various class sections, with various instructors, eventuallychoosing between various engineering disciplines. It is not difficult to find examples of academicpublications pertaining to the development, implementation, and performance of what we willcall ‘large format courses’, a core course required for most if not all engineering students, taughtby many

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

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Diversity

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First-Year Programs

standards of thecritical and creative process). The students were given a rubric so that they can comment oncode style and functionality. Upon reviewing someone else’s code, the students were asked toreflect on how they would improve for future coding assignments.As part of the TH!NK program, we added an additional project to the course which was muchmore open-ended in nature and focused on evaluating the student’s creative process and thinking.We gave the students the option to pick one of two programs to write: Adventure Game orConnect-4. We only gave them the basic requirements for their programs and encouraged themto be creative and come up with their own more unique and advanced requirements. Basically,with this project the students were led

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

Tagged Divisions

First-Year Programs

student-student learning through online collaboration, where students and staff have interactive discussion forums, access to units, assessments items and engage with lecturers, tutors and other students.20 3. Reimagined learning experience through media-rich study materials and virtual learning environments.21 4. Providing modern tools (such as e-Portfolio) for storing, organizing, reflecting and sharing student learning with others.22 5. Online peer support, seminar groups and workshops to improve the students study skills.Deakin University students also have an opportunity to alternate and combine on-campus andonline education study modes into the undergraduate engineering program on a course-by-course

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint; Vasudha Kilaru, University of Michigan - Flint

Tagged Divisions

First-Year Programs

received said that the participants felt to be more mature thantheir peers at home. They reported having more self-confidence, to act more spontaneous and tobe more open-minded. Academic performance has been extensively reported to correlateconsiderably and positively with the choice and application of self-regulated learning strategies 9. The self-regulated dimension highlights self-initiated actions and processes aimed atacquiring and applying information or skills that include goal setting, self-monitoring andmanaging time. It also helps in regulating one's efforts by providing a physical and socialenvironment for goal

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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Diversity

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First-Year Programs

friendswho could provide guidance and advice during the academic year, and increase students’ interestin their fields. The orientations also increased enrollment in the departments.The scope in Lam et al.6 work is wider than the one proposed by the authors in this paper since ittargets high school students. However, Lam et al.6 work parallels to this research because it alsodesigns multiple interventions with the ultimate goal of improving student’s retention. The pre-college platform reported in Lam et al.6 consist of three elements. The first one is a six-weeksummer residential pre-engineering program for 9th -12th grade high school students. Thecurriculum includes math, sciences, language arts, technical writing and computer sciencecombined with

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Huihui Qi, Grand Valley State University; Hugh Jack, Western Carolina University

Tagged Divisions

First-Year Programs

tutorial guide [3], and abook by Pardum [4]. Students used the tutorials and book to explore the basics of microcontrollers.Small projects were used to allow exploration and application. By the end of the semesterstudents were able to write structured programs with simple strings. Electrically they could dealwith analog inputs/outputs, servo motors, distance sensors, and others self-selected.Projects in engineering courses are effective to motivate students’ interest in Engineering andenhance their understanding of the knowledge [5-7]. Thus, a semester project in EGR 106 wasused to ensure that students were able to integrate and apply the knowledge. In previoussemesters the project was a ‘sumo bot’. These robots were designed and built by teams of

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

thus they will default to a role that is more familiar or is perceived to be less challenging. Another reason that a student may take on a certain role is that that the student may become pigeon-holed into a certain role: if a student volunteers to write the first progress memo, for example, the other team members may expect that student will complete subsequent writing assignments, thus not leaving enough time for the student to take on other tasks. Or, another example is that there could be a student who previously had a lot of experience on a robotics team, and thus is expected by their teammates to do the wiring or coding work for the course project. This keeps that student from experiencing

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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Diversity

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First-Year Programs

thepopular Intro 160 course and will have teams of students solving real-world engineeringproblems with real clients. In addition, this course will offer more department involvement viaonline videos and lectures. Collectively, the online videos, lectures, and tutorials will provide a"flipped classroom" style course. Students will complete assignments that align with learningthe engineering design process including: online assignments, solve engineering problems, buildand manage teams, fabricate and test prototypes, give presentations, and write a technical report.Active Learning StrategiesActive learning is generally defined as anything in addition to the passive listening of atraditional lecture format. There is some disagreement regarding the most

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

conducted on the CSEQ to consider inputand output measures. Existing programs were analyzed. Strayhorn concluded student learningwas the result of inputs and environment, as outlined by Astin’s model. Findings indicated apositive correlation with interventions that enhanced student learning outcomes and institutionsshould consider programs which brought students together and supported learning such as peerstudy groups, peer mentors, and social outreach. Academic advisors guide students to becomeinvolved with those specific activities which increase engagement in the academic environment.Mindset is a concept explored by Carol Dweck, a professor of psychology5. Dweck hasidentified two types of mindsets: a fixed mindset and a growth mindset. A fixed

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

pedagogical and curricular practices at the intersection with the issues of gender and diversity. Dr. Zastavker is currently working with Dr. Stolk on an NSF-supported project to understand students’ motivational attitudes in a variety of educational environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from sci- ence to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and