Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary; Laleh Behjat P.Eng., University of Calgary; Yasaman Amannejad, University of Calgary

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First-Year Programs

technological impact. She has won ASTech and 3-Minute Thesis awards for her work in science communication and outreach, and received the 2016 CEMF Claudette MacKay-Lassonde Graduate Award for her work relat- ing to the promotion of women in engineering.Dr. Mohammad Moshirpour, University of Calgary Dr. Mohammad Moshirpour is an instructor of Software Engineering at the Schulich School of Engineer, University of Calgary. His research interests are the area of software architecture, software requirements engineering, design, implementation and analysis of multi-agent systems, intelligent data analytics, data mining and machine learning, and Software engineering and computer science education. He is a senior member of IEEE

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; James A. Middleton, Arizona State University

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Diversity

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First-Year Programs

conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.Prof. Robert J. Culbertson, Arizona State University Robert J. Culbertson is an Associate Professor of Physics. Currently, he teaches introductory mechanics

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashish Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Moshe Kam P.E., New Jersey Institute of Technology; Edwin Hou, New Jersey Institute of Technology

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First-Year Programs, Mathematics

. Holmes MacDonald Award ”for the Outstanding Young Electrical Engineering Educator.”Dr. Edwin Hou, New Jersey Institute of Technology Dr. Edwin Hou is a professor in the Helen and John C. Hartmann Department of Electrical and Computer Engineering at New Jersey Institute of Technology. His research interests include embedded systems, autonomous vehicles, nonlinear optimization, and engineering education. c American Society for Engineering Education, 2018 Impact of Initiatives for Helping First Year Students Start on Track in Mathematics SequenceAbstractThis is an evidence-based practice paper. New Jersey Institute of Technology, located inNewark, NJ, administers

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

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Diversity

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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: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew H. Phillips, Ohio State University; Krista M. Kecskemety, Ohio State University; David A. Delaine, Ohio State University

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First-Year Programs

mathematics. As a Graduate Teaching Associate for the Fundamentals of Engineering for Honors program, he is heavily involved with developing and teaching laboratory content, leading the maintenance of the in-house robotics controller, and managing the devel- opment of the robotics project.Dr. Krista M. Kecskemety, Ohio State University Krista Kecskemety is an Assistant Professor of Practice in the Department of Engineering Education at The Ohio State University. Krista received her B.S. in Aerospace Engineering at The Ohio State Uni- versity in 2006 and received her M.S. from Ohio State in 2007. In 2012, Krista completed her Ph.D. in Aerospace Engineering at Ohio State. Her engineering education research interests include

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Binod Tiwari, California State University, Fullerton; Pradeep Nair, California State University, Fullerton; Susamma Barua, California State University, Fullerton

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First-Year Programs

discipline-based hands-on projects are simple, but challenging. Students get theopportunity to work collaboratively on the projects. The course is designed to include twoimportant high impact practices [11] – a) collaborative assignments and projects, and b) first yearexperiences. The college tracks the progress of these cohort students to assess the effectivenessof the course in student success, specifically in increasing retention rate and reducing time tograduation.Student Retention and Graduation RatesAmong the undeclared engineering majors, 66%, 83%, 73%, 76%, and 84%, on average, wereenrolled in EGGN 100 in 2011, 2012, 2013. 2014 and 2015, respectively. There were morestudents in EGGN 100 in 2016 and 2017, mainly due to students who declared

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Kathleen Klok Bacon; J. Alex Birdwell, Northwestern University; Ordel Brown, Northwestern University; Emma Tevaarwerk, Northwestern University; Richard Wayne Freeman P.E., U.S. Coast Guard Academy; Wendy Roldan, University of Washington; Ken Gentry, Northwestern University; Amanda Rose Pokryfky

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Diversity

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First-Year Programs

] Permzadian, V., Credé, M. (2016). Do First-Year Seminars Improve College Grades andRetention? A Quantitative Review of Their Overall Effectiveness and an Examination ofModerators of Effectiveness. Review of Educational Research, 86, 277-316.[10] Young, D. G., & Hopp, J. M. (2014). 2012–2013 National survey of first-year seminars:Exploring high-impact practices in the first college year (Research Report No. 4). Columbia:University of South Carolina, National Resource Center for the FirstYear Experience andStudents in Transition.[11] Wintre, M. G., & Bowers, C. D. (2007). Predictors of persistence to graduation: Extending amodel and data on the transition to university model. Canadian Journal of Behavioural Science,39, 220–234. doi:10.1037

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

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Diversity

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Design in Engineering Education, First-Year Programs

Paper ID #21542Tracking Skills Development and Self-efficacy in a New First-year Engineer-ing Design CourseJessica DanielsDr. Sophia T. Santillan, Duke University Sophia Santillan joined Duke as an assistant professor of the practice in summer 2017 and will work with the First Year Design experience for first-year engineering majors. As a STEM teacher and professor, she is interested in the effect of emerging technology and research on student learning and classroom practice. After earning her bachelor’s, master’s, and doctoral degrees from Duke, Santillan taught at the United States Naval Academy as an assistant professor

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

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Diversity

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First-Year Programs

, S. P. (1991). The benefits of summer bridge programs for underrepresented and low income transfer students. Community/Junior college quarterly of research and practice, 15(2), 211-224.Cabrera, N. L., Miner, D. D., & Milem, J. F. (2013). Can a summer bridge program impact first-year persistence and performance?: A case study of the New Start Summer Program. Research in Higher Education, 54(5), 481-498.Garcia, P. (1991). Summer bridge: Improving retention rates for underprepared students. Journal of the First-Year Experience & Students in Transition, 3(2), 91-105.Gleason, J., Boykin, K., Johnson, P., Bowen, L., Whitaker, K. W., Micu, C., ... & Slappey, C. (2010). Integrated Engineering Math

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Susan F. Freeman, Northeastern University; Jennifer Ocif Love, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University

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Diversity

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First-Year Programs

development.The Cornerstone courses are currently offered in 5 sections of the 8 credit hour course (FullCornerstone) and 20 sections of the 2 separate 4 credit hour course (Split Cornerstone). Eachsection is populated with approximately 30 first-year students from a total first-year class sizeexceeding 700 students. Following the design process taught in the course, there has beencontinual reevaluation and redesign of the course over the past two years. This redesign has beenthose iterative steps of identifying new problems with the delivery and implementation, doingmore research, finding many creative options for improvement, working as a team to pilot andevaluate each, and repeating the process. The data used to drive this redesign has come from

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adetoun Oludara Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs, Mathematics

Paper ID #21999Developing a Coding Rubric for Students’ Spatial Visualization StrategiesMrs. Adetoun Oludara Yeaman, Virginia Polytechnic Institute and State University Adetoun Yeaman is a second year PhD student in Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). She received here MS in Mechanical and Nuclear Engineering and her BS in Biomedical Engineering both from Virginia Commonwealth University. She is currently a Graduate Research Assistant. In her first year, she taught two semesters of a freshman engineering course series, Foundations of Engineering. Her research

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Amena Shermadou, Ohio State University; Amy Rachel Betz, Kansas State University

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Diversity

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First-Year Programs

diverse individuals and more in alignment with current research on decision-making. With a focus on qualitative research methods, she is working to better understand the ways in which undergraduate engineering students experience design and ill-structured problem solving. Her interests also include neuroscience, growth mindset, engineering ethics, and race and gender in engineering. In general, Dr. Dringenberg is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve engineering education.Amena Shermadou, Ohio State University Amena Shermadou is an Engineering Education graduate student at The Ohio State University. She received her Bachelors and Masters in Biomedical

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne Ph.D., University of Colorado, Boulder; Peter Gyory, University of Colorado, Boulder; Hannie Ngo; Tamara Sumner, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education, First-Year Programs

-week long study was implemented. We describe the design of our ARapp and how it was used and evaluated in the study. We discuss our initial findings from thiswork-in-progress and share our ideas for future implementations.Related workWe have built our design framework for this project off of two key past observations. The firstobservation being that 3D modeling has a positive impact on enhancing spatial skills. Second,that 3D modeling coupled with AR leads to enhanced spatial understanding of virtual objects.3D Modeling helps enhance spatial skillsFactors like age and experience matter in the improvement of spatial skills but it has been foundin prior research that this skill can be enhanced with the help of 3D modeling. Researchers likeDevon

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

, while inspired by the work of Butterfield and Branch [1] where freshman studentswere ‘hired’ by Capstone students, relied on integrating the Capstone Design course intochemical engineering courses occurring across the freshman-junior level. In the first iteration ofthe present work, technical aspects of the Capstone Design projects formed the basis for groupproblems that were assigned in two courses: Fluid Mechanics and Heat Transfer. In the seconditeration, the Capstone Design students gave a series of presentations to a first-year, introductorychemical and biological engineering course. Presentations focused on both the technicalcomponents of their design and safety considerations and societal impacts pertaining to theirprocess design. At

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Matthew T. Stimpson, North Carolina State University

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Diversity

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First-Year Programs

of the intended purpose of each link andthe observed impact on student performance metrics. This paper should be a great value toengineering programs interested in understanding the student success strategies implemented atNC State University and their impact.A. IntroductionIn the College of Engineering at NC State University, measures of student success such asretention, matriculation, and graduation rates had remained largely unchanged for decades. Abenchmark study, and review of the literature, on student success in undergraduate engineeringeducation revealed several practices not adopted within the college. From this insight a set ofprocesses/programs aimed at pre-college, first-time fulltime, and transfer students weredeveloped into the

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

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First-Year Programs

1, 2, and 3 . This ability can be used as a prognostication factor for achievement andattainment in science, technology, engineering, and mathematics (STEM) 4, 5 . It is well documentedthat 3D spatial skills can be developed through practice. Sorby has shown that a course aimed atdeveloping the 3D spatial skills of first-year engineering students has a positive impact on studentsuccess, especially for women 6 . The research team has developed a semester-long online, spatialskills workshop. The content incorporates online resources related to mental rotation, 2D and 3Dspatial visualization, and abstract reasoning. An experimental group of female first-yearengineering students will participate in the weekly online workshop. To assess

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Chirag Variawa, University of Toronto

Tagged Divisions

First-Year Programs

first-year engineering.The intended outcome of this work is to establish a set of guidelines or principles that willinform the work of the first-year community at the instructional, advising, recruitment, andoutreach levels. This study will ultimately situate across factors for success in post-secondaryeducation (access, persistence, engagement, performance, graduation), with implications for boththe student, instructor, and administrator, to better align preparation, expectations and supportwith what students anticipate and actually face in their first-year.The principal research question leading this investigation asks: What experiences are reported aspreparing for (bridging) or limiting (acting as barrier to) success in the first-year? As

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann-Marie Vollstedt, University of Nevada, Reno

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Diversity

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First-Year Programs

confident intheir ability to do well in their major.IntroductionThis paper describes the Engineering Freshmen Intensive Transition (E-FIT) program, which is aweek-long summer boot camp designed based on best practices for retaining students [1] and theBiology Intensive Orientation for Students (BIOS) program at Louisiana State University (LSU)[2]. Studies have shown that difficulty adjusting to college life for new students can lead to lowgrades and issues with persistence in completing a degree. [3], [4]. Stress can also negativelyaffect first-year students and in some cases lead to students dropping out of college [5], [6].Furthermore, studies show that students who are academically unprepared for the rigors ofuniversity courses leave school

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

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Diversity

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First-Year Programs

access and success of those traditionally under-represented and/or under-served in STEM higher education.Prof. Eve A. Riskin, University of Washington Eve Riskin received her BS degree in Electrical Engineering from M.I.T. and her graduate degrees in EE from Stanford. Since 1990, she has been in the EE Department at the University of Washington where she is now Associate Dean of Diversity and Access in the College of Engineering, Professor of Electri- cal Engineering and Director of the ADVANCE Center for Institutional Change. With ADVANCE, she works on mentoring and leadership development programs for women faculty in SEM. Her research in- terests include image compression and image processing, with a focus on

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stacey Leigh Kelly, Virginia Tech; Darren K. Maczka, Virginia Tech; Jacob R. Grohs, Virginia Tech

Tagged Divisions

First-Year Programs

students that graduated in the first engineering major they choseafter FYE, compared to 78% of DM graduates who stayed with their first major choice. FYE programs also have thequickest path to graduation in engineering, which may be a result of fewer FYE students changing their majors asevery change of discipline within engineering requires an average of two additional semesters.7Motivation theories attempt to explain the relationships between beliefs, values, and goals with respect to action andthus, may be useful for studying major choice. A number of identity and motivation constructs have been associatedwith retention and success within engineering. Specifically, researchers have shown that domain identification, utility,perceived ability, and

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Ying-Chih Chen, Arizona State University

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First-Year Programs

introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sura Al-Qudah, Western Washington University ; Jill Davishahl, Bellingham Technical College; Eric Davishahl, Whatcom Community College; Michael Andrew Greiner

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Diversity

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First-Year Programs

the research team to investigate the impact of theseinterventions on different student populations. The researchers chose to administer theinterventions into four courses, all of which are designed to prepare students for more complexengineering design and problem-solving skills associated with upper-level engineering courses.Western Washington University:Western Washington University (WWU) is a public master’s-granting institution withapproximately 15,000 students, 160 academic programs, and a vibrant campus community.Western offers the focus on students access to vital academic choices, resources, multiculturaldiversity, and various curricular and extracurricular activities to grow and thrive. Westernstudents participate in a variety of

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

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Diversity

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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 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas, El Paso; Giselle Andrade, STEMGrow; Diane Elisa Golding, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Melissa Stearns

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Diversity

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First-Year Programs

majors and disciplines.Additional research and assessments are needed to ensure the best possible practices are beingutilized. Finally, we will continue to seek out new opportunities and methods that will enable usto achieve our goal of developing and graduating more passionate, resilient, and preparedstudents.References[1] A.L. Duckworth (2016) “Grit: The Power of Passion and Perseverance”, 335 pages: Scribner, New York.[2] EduGuide (2018). Retrieved on 4 March 2018 at: https://www.eduguide.org/content/[3] A.L. Duckworth, C, Peterson, M.D. Matthews, & D.R. Kelly (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 9, 1087-1101.[4] CREaTE (2018). STEMGROW. Viewed 12 March

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

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First-Year Programs

summer program for racially underrepresented youth.Dr. Sreyoshi Bhaduri, Virginia Tech Sreyoshi Bhaduri recently graduated with a Ph.D.in Engineering Education from Virginia Tech. She has an M.S. in Mechanical Engineering, and an M.A. in Data Analytics and Applied Statistics (DAAS) both from Virginia Tech. Sreyoshi’s research interests include working on innovative research designs for analyzing varied datasets and presenting the results of these analyses to various stakeholders through meaningful and easily interpretable visualizations. Sreyoshi was recognized during her time at Virginia Tech as a Diversity Scholar, was a part of the Global Perspectives Program (GPP-2013), served as a Fellow of the Academy for

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lydia Yang Yang, Kansas State University; Bette Grauer P.E., Kansas State University

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Diversity

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First-Year Programs

ObjectivesPrevious researchers who examined the use and impact of tutoring on engineeringachievement and success identified the need for studies of the organization, results, andaccomplishments of peer tutoring programs to support development of accepted bestpractices and outcomes.12, 15 Researchers called for studies into the frequency of use andtypes of students who used peer tutoring programs.11, 12, 15 We found a need for researchregarding best practices for training tutors and the types of assistance offered by tutors,such as supplemental instruction, study skills, and time management.3, 14 We seek tocontribute to the literature to increase the available information for development ofeffective tutoring practices and programs. We wish to examine the

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ordel Brown, Northwestern University; Robin A.M. Hensel Ed.D., West Virginia University; Melissa Lynn Morris, West Virginia University; Joseph Dygert, West Virginia University

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First-Year Programs

doctorate in mechanical engineering in 2011, all from WVU. At WVU, she has previously served as the Undergraduate and Outreach Advisor for the Mechanical and Aerospace Engineering department and the Assistant Director of the Center for Building Energy Efficiency. She has previously taught courses such as Thermodynamics, Thermal Fluids Laboratory, and Guided Missiles Systems, as well as serving as a Senior Design Project Advisor for Mechanical Engineering Students. Her research interests include energy and thermodynamic related topics. Since 2007 she has been actively involved in recruiting and outreach for the Statler College, as part of this involvement Dr. Morris frequently makes presentations to groups of K-12

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

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Diversity

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First-Year Programs

peer leader. These topicsbecome the basis for the formation of new practice groups. Each group then designs theirapproach to investigating the topic and plans for ways to present this new information. Thepurpose of the final project is to share the knowledge they have researched or generated withothers in the course support community as a whole (Community of Practice).Training our peer leaders to model self-directed learning approaches in their sessions is the firststep toward supporting students as they transition into college and develop skills in reflecting onchallenges and adapting to improve success. We have intentionally designed our peer leadertraining course to immerse new leaders in a self-directed learning environment, by allowing

Conference Session

First-Year Programs Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Yuchen Cao, Purdue University

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First-Year Programs

11, 609-630 (2012).9. LeDoux J. A., Gorman, C.A. & Woehr, D.J. The impact of interpersonal perceptions on team processes: A social relations analysis. Small Group Research 43, 356-382 (2012).10. Resick C. J. , Dickson M. W. , Mitchelson J. K., Allison L. K. & Clark M. A. . Team composition, cognition, and effectiveness: Examining mental model similarity and accuracy. Group Dynamics: Theory, Research, and Practice 14, 174-191 (2010).11. Mero, N.P., Motowidlo, S.J. & Anna, A.L. Effects of Accountability on Rating Behavior and Rater Accuracy. Journal of Applied Social Psychology 33, 2493-2514 (2003).12. Mero, N.P. & Motowidlo, S.J. Effects of rater accountability on the accuracy and the