Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Anderson, Montana State University; Abigail M. Richards, Montana State University

Tagged Divisions

Design in Engineering Education, First-Year Programs

University in the Department of Chemical and Biolog- ical Engineering since 2007. She is particularly interested in retention of underrepresented groups in engineering and first-year engineering programs. c American Society for Engineering Education, 2018 WIP: Building the Undergraduate Chemical Engineering Community by Involving Capstone Design Students in Undergraduate CoursesAbstract:Motivated by efforts to retain, prepare, and create a sense of community among engineeringstudents, aspects of a Senior Design Capstone course in the Department of Chemical andBiological Engineering at Montana State University were integrated into freshman- throughjunior-level courses over the course of two years. In the

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Kyle D. Squires, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

identify theircultural capital from which to develop their future possible selves as engineers. Throughout thefirst two years, students will be mentored to foster their engineering identity while focusing onsupport for transition to college. Support for transition to college includes encouragement andhelp to form peer learning study groups, study habit workshops, note-taking methods, timemanagement, and financial aid-education. Support for engineering identity development in year1, include opportunities to meet industry professionals, visits to industry sites to learn first-handwhat engineering workplaces look like, engage with engineering leaders through a speakerseries, and attend recurring choice-based 2-hour technical and soft skills building

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and the American Society of Engineering Educa- tion. c American Society for Engineering Education, 2018 Tracking Skills Development and Self-Efficacy in a New First-Year Engineering Design CourseAbstract This evidence-based practice paper describes the development and implementation ofsurveys and a focus group to understand the impact of a new first-year engineering design course.With the intent of adding a practical design experience for first-year students, the EngineeringDesign and Communication course was introduced as a pilot program in the fall of 2017 at

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico; Chen Qiu M.Sc., University of New Mexico; Christopher Riley

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #22582Using Design Challenges to Develop Empathy in First-year CoursesJordan Orion James, University of New Mexico Jordan O. James is a Native American Ph.D. learning sciences student and lecturer at the University of New Mexico’s School of Architecture and Planning in the Community & Regional Planning program. He has served as a graduate research assistant on an NSF-funded project, Revolutionizing Engineering De- partments, and has been recognized as a Graduate Studies student spotlight recipient and teaching scholar. Jordan studies learning in authentic, real-world conditions utilizing Design Based Research

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

2017, the course was instructed by twodoctoral graduate student instructors, and supported by undergraduate teaching assistants and asenior teaching fellow. Students have daily homework assignments, computer lab work, exams,and an engineering-related group project and final presentation. Upper-level engineeringstudents, hired as tutors, assist students each week night to provide guidance and support onhomework assignments and projects. In addition to the academic components of the FYSE program, the program seeks tocultivate community and a network of support among each FYSE cohort (see Appendix B forsample schedule). Team building is strengthened through various team-building activities, suchas a group outdoor challenge-by-choice course

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jenai Kelley Brown, Clemson University; Natalie Stringer, Clemson University; Rachel K. Anderson, Clemson University; Laurel Whisler, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Learning (PAL) programs and provides support to the General Engi- neering Learning Community. She is also co-developer of Entangled Learning, a model of rigorously- documented, self-directed learning in communities of practice. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University. c American Society for Engineering Education, 2018 Supporting Student Learning Through Peer-Led Course Support InitiativesAbstractThis evidence-based practice paper outlines the three course support initiatives in place atClemson University to support student learning. In recognizing variation in student needs andlearning preferences, our

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University, West Lafayette; Mayari I. Serrano, Purdue Polytechnic Institute; Beth M. Holloway, Purdue University, West Lafayette; Rachel Ann Baker, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-Birkhimer’s research has focused on broadening participation of women and underrepresented group in STEM fields. Recently, she has been investigating the intersec- tion of education and career path with cultural identity and is developing strategies to inform programming and policies that facilitate recruitment and retention of underrepresented populations in academia. In 2012 Dr. Zurn-Birkhimer was presented with an Outstanding Alumni Award from the Department of Earth, At- mospheric, and Planetary Sciences at Purdue University. She also serves on their Alumni Advisory Board. Dr. Zurn-Birkhimer earned her B.S. in Mathematics from the University of Minnesota, and an M.S. and Ph.D. in Atmospheric Science from Purdue

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Clemson University. Broadly, her research interests include self-directed learning and motivation, learning within communities of prac- tice, the cultural influence on informal and formal learning, and intergenerational learning. Abby currently works as a graduate assistant for the General Engineering Learning Community, which supports freshmen engineering students in building effective learning strategies that are transferable to the workforce, includ- ing collaboration, self-regulation, and reflection. c American Society for Engineering Education, 2018 Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering SuccessAbstractThis Work in

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Knaphus-Soran, University of Washington; Ann Delaney, Boise State University; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Jana Milford, University of Colorado, Boulder; Donna C. Llewellyn, Boise State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Michelle Ferrez, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

research interests include retention, mathematics and materials science teaching and learning, first-year programs, accreditation, and faculty development.Prof. Kevin Pitts, University of Illinois, Urbana-Champaign Vice Provost for Undergraduate Education, Professor of PhysicsDr. Michelle Ferrez, University of California, San Diego Michelle is currently the Director of the IDEA Engineering Student Center at UC San Diego, Jacobs School of Engineering (Inclusion-Diversity-Excellence-Achievement). Dr. Ferrez has twenty three years of experience on diversity in STEM access, retention, and success programs in higher education (4 year and community colleges), K-12 and graduate student pipeline programs, and the role of four

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech; Cherie D. Edwards, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech; Diana Bairaktarova, Virginia Tech

Tagged Divisions

First-Year Programs

student identities is crucial for engineering classrooms. TheCommittee on the Guide to Recruiting and Advancing Women Scientists and Engineers inAcademia presented a report which states that the first-year programs are critical for retention ofminorities in engineering classrooms and that building strong engineering identity through thefirst-year courses can help facilitate inclusion of minorities [5]. Pedagogically too, inter-disciplinary-design and problem-based learning environments such as the one afforded in thisremedial spatial visualization course have been shown to facilitate identity development andidentity retention amongst individuals in the engineering classrooms [3, 6]. Recognizing therelevance and significance of identity formation