Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Khushikumari Patel, Clemson University; Claire L. A. Dancz, Clemson University; Eliza Gallagher, Clemson University; Charity Watson

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First-Year Programs

students in self-paced coursesAbstractNationwide, a surge in students who are under-prepared for collegiate mathematics has left in-stitutions struggling to meet the needs of these learners. Many schools have moved to online orhybrid instructional models for developmental mathematics. These models work very well formany students, but not at all for others. At Clemson University, all STEM majors who are notyet calculus ready take precalculus under a self-paced hybrid course model that includes an asyn-chronous online component using ALEKS R (Assessment and LEarning in Knowledge Spaces)and a face-to-face component with targeted direct instruction in small groups.The ALEKS R software allows students to master objectives at their own pace following an

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Chiki, Ohio University; Braden Vale Jay Robinson, Ohio University

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First-Year Programs

College of Engineering and Technology for the Spring Semester 2017. c American Society for Engineering Education, 2017 Work in Progress: The Impact of a Self-Guided Assessment Tool on Success and Retention of At-Risk StudentsAbstractThis work-in-progress paper will describe an online self-guided goal-setting tool designed tohelp students retaking courses without a significant increase in advisor workload. The aim is toreduce the number of students requiring a third attempt of a course, thereby decreasing time tograduation and increasing retention, as emerging research on the “murky middle” has shown thatattrition is driven by the number of failed courses rather than overall decline in GPA [1

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Dawn Laux, Purdue Polytechnic Institute; Tejasvi Parupudi, Purdue University; Asefeh Kardgar, Purdue Polytechnic Institute, West Lafayette; Sarah Knapp, Purdue University

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First-Year Programs

20 studentsMeetings/week 2 4 3Meeting spaces Large technology Traditional classroom, conference Traditional classroom lab room, traditional computer lab, and the technology lab and the technology lab Course Flexible, 8 variations on course-wide goals, Strict, centralized structure centralized course- instructors create individual course-wide syllabus wide syllabus custom syllabiEach course comes with a unique programmatic structure. The relatively set, centralized syllabusfor Communication and Technology courses allowed for several

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Jaqi C. McNeil, University of Louisville

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First-Year Programs

. These responses were coded using thematic analysis using openand axial coding 14, resulting in six dimensions. Considering the quality of the qualitative data 14-15, the theoretical validation of this data, while limited by including participants only from alarge, public, research institution, other modes of variation are present. Procedural validation wasestablished through the consistency of message, delivered through an online Blackboardassignment to all the students at the same time. Students received 5 points, same as onehomework grade, for completing the online questionnaire. The estimate for this assignmentcompared to students’ overall grade in the course was 0.05%.Further, the constant comparative method was used to make sure

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Ann Kos, University of Colorado, Boulder; Sarah Miller, University of Colorado, Boulder

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First-Year Programs

declared an engineering major but had intentions to transfer to anengineering major the following spring semester. This was a 1-credit hour, online and in-personhybrid class, technologically managed by a Learning Management Software (LMS).Over 700 students enrolled in the course, and our instructional team consisted of one Instructor,one graduate TA, and two undergraduate TAs. This paper reports evidence-based practice oftwo assessment methods, Divide-and-Conquer and Grade-a-thons, that we used to successfullyevaluate a large-enrollment course with small grading staff. The coursework was divided intotwo types of assignments: weekly homework and a final report.The design of the course was based on content that had been previously implemented at