Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

J.w. Bruce, Tennessee Technological University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

First-Year Programs

Paper ID #26167Choice of Major and Career Aspirations of First-Year ECE StudentsDr. J.W. Bruce, Tennessee Technological University J.W. Bruce is with the Department of Electrical & Computer Engineering at Tennessee Technological University in Cookeville, Tennessee USADr. Mahnas Jean Mohammadi-Aragh, Mississippi State University Dr. Jean Mohammadi-Aragh is an assistant professor in the Department of Electrical and Computer Engi- neering at Mississippi State University. Dr. Mohammadi-Aragh investigates the use of digital systems to measure and support engineering education, specifically through learning analytics and the

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew B. James P.E., Virginia Tech; Kacie Hodges P.E.; Jenny L. Lo, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #25680Enhancing Student Perceptions of Engineering Disciplines through Showcas-ing of Career PathsProf. Matthew B. James P.E., Virginia Tech Matthew James is an Assistant Professor of Practice in Engineering Education at Virginia Tech, and is a registered Professional Engineer in the State of Virginia. He holds bachelors and masters degrees from Virginia Tech in Civil Engineering.Kacie Hodges P.E., Kacie Hodges, PE works as a Civil Engineer in Blacksburg, Virginia. She holds BS and Master’s degrees in Civil Engineering from Virginia Tech. Kacie is a licensed Professional Engineer in the State of Virginia and

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Keyvani, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

First-Year Programs

Paper ID #25765Preparing First-Year Engineering Students for a Career where Communica-tion Skills MatterDr. Leila Keyvani, Northeastern University Dr. Keyvani is an assistant teaching professor in the First year engineering program.Dr. Kathryn Schulte Grahame, Northeastern University Dr. Kathryn Schulte Grahame is an Associate Teaching Professor at Northeastern University and a mem- ber of the first-year engineering team. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience that endorses the student-centered, professional and practice- oriented mission of Northeastern

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

Paper ID #26188Impact of Engineering Design-Focused Summer Academy Experience on In-terest Toward STEM Learning and Careers (Evaluation, Diversity)Dr. Kuldeep S. Rawat, Elizabeth City State University KULDEEP S. RAWAT is currently the Dean of Life, Physical Sciences, Mathematics and Technology and Director of Aviation Science program at Elizabeth City State University (ECSU).He has earned an M.S. in Computer Science, 2001, an M.S. in Computer Engineering, 2003; and, a Ph.D. in Computer Engineering, 2005, from the Center for Advanced Computer Studies (CACS) at University of Louisiana-Lafayette. He serves as the Site

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Baker A. Martin, Clemson University

Tagged Divisions

First-Year Programs

Paper ID #26699Work in Progress: Factors First-Year Students Consider During EngineeringDiscipline Major SelectionBaker A. Martin, Clemson University Baker Martin is a graduate student in the Department of Engineering and Science Education at Clem- son University. He earned his BS from Virginia Tech and his MS from The University of Tennessee, Knoxville, both in chemical engineering. His research interests include choice and decision making, especially relating to major selection, persistence, and career choice. c American Society for Engineering Education, 2019 Work in Progress: Factors First

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacqueline C. McNeil, University of Louisville; Erin Lynn Gerber, University of Louisville; Gerold Willing, University of Louisville; Mary Elizabeth Mills, University of Louisville

Tagged Divisions

First-Year Programs

identity in general, and engineering identity in particular have beeninvestigated as though they were common among all disciplines. This aggregation starts early, in thatSTEM careers are typically undifferentiated in high schools, though this is beginning to change throughthe adoption of the next generation science standards. It has only been in the last 5 to 6 years that thevariation of identity development among the various disciplines within engineering has received anysignificant attention. One of the more studied disciplines with respect to identity development has beenchemical engineering. Initial studies have indicated that the development of identity in chemicalengineering students across the different dimensions is different than many

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University; Emily Fredette, Purdue University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

- inar courses. For the past decade, Dr. Zurn-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

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine M. Ehlert, Clemson University; Maya Rucks, Clemson University; Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

First-Year Programs

Tennessee, Knoxville, both in chemical engineering. His research interests include choice and decision making, especially relating to major selection, persistence, and career choice.Dr. Marisa K. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.” c American Society for Engineering Education, 2019

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Festus Ogbaisi, Jacksonville University; Martins Slaboh, Jacksonville University; Emre Selvi, Jacksonville University; Maria Javaid, Jacksonville University

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

, career track surveys, project-based learning, afield trip and peer-to-peer supervising and learning. Especially, we are exploring the studentlearning outcomes of interdisciplinary projects when we mix students from ME and EE in thesame team. Several surveys are given to students and teaching assistants through the semester toexplore students’ outcomes and feedback about diverse activities. Results show that studentsprefer learning and working cross the fields. They do not just learn the basics of ME and EE butalso gain a lot of soft skills from different activities. We find such a course gives freshmenespecially those who do not know what EE is a better idea about EE. A couple of studentsdecided to transfer to the EE major or be double majored

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

lack anunderstanding of what an engineering career entails [14, 15]. Thus, to increase the number anddiversity of students choosing STEM careers, it is important to develop pipelines for students tointroduce them to STEM careers before college and to increase their confidence in STEM-relatedskills.Programs to address STEM skills, self-confidence, or understanding of STEM careers havetargeted various time frames throughout the STEM pipeline, including high school [16, 17],summer bridge programs for high school to college [14, 18, 19], co-curricular support in college[20, 21], and 2-year to 4-year college bridge programs [13]. The majority of summer bridgeprograms target students already accepted to a college for an intensive summer program

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

allowed in a given engineering program or department. The engineering program hasfirst-year to sophomore retention that is over 80%, and sophomore to graduation rates above 90%.The current study sought to understand the program experiences that were part of a two-semester coursesequence, which includes a targeted module for the selection of an engineering major, shown in Figure 1.The discernment module formally begins in week 6 of the semester with 8 seventy-five minute classsessions dedicated to understanding engineering majors, careers, and opportunities at the university andafter graduation. During this module, students gain exposure to the engineering departments available atthe university through a series of required events. In order to make

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

mentors, adesignated space for team learning and tutoring, common courses, quality academic advising, afreshman orientation course, social events, and financial aid in the form of renewable scholarships.1.2 Brief Description of the AcES ProgramAcES, founded in 2012, has evolved to include a one week summer bridge experience, a two credithour professional development course, a three credit hour course designed to communicate howengineers throughout history have shaped society, an industrial mentor program, and scholarshipopportunities. Since cohort building, student success skill development, career guidance, andsupport system creation are main objectives of the program, the program enrollment is limitedeach year to 20-25 first-time full-time

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Joseph Reese Jr., Johns Hopkins University; Michael L. Falk, Johns Hopkins University; Joanne F. Selinski, Johns Hopkins University; Sara Miner More, Johns Hopkins University; Ali Darvish, Johns Hopkins University; Ivan Sekyonda, Johns Hopkins University; Amy Brusini, Johns Hopkins University; Alejandra J. Magana, Purdue University-Main Campus, West Lafayette (College of Engineering); Ahmed Ibrahim, Johns Hopkins University; Nathan Graham, Johns Hopkins University; Paul Huckett, Johns Hopkins University

Tagged Divisions

First-Year Programs

for the later integration of computing into advanced coursework. It also helpsstudents’ careers [2], [3]. This shift has led to a diversification of the coursework by whichengineering students are introduced to computing. These courses are taught in a variety ofprogramming languages, chosen often due to their degree of application and perceived utility inthe host discipline.A major research university in North America undertook a redesign of its freshmen-yearcomputing curriculum after seeing a proliferation of computing courses across engineeringdisciplines. The primary goal was to better align the learning outcomes across computingcourses offered by various engineering disciplines. This curriculum redesign also provided anopportunity to

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

from those impacting urban poor. While both groups of students must tackle financial,academic, and social barriers to achieving a STEM degree, geographic isolation impacts the ruralpoor in particular ways that can affect their academic careers. PTG seeks to better understand thesebarriers and to tailor academic and social support initiatives so that these students may thrive incollege. This section summarizes what is known about rural, low-income STEM students, howexisting retention initiatives may be adapted to support these students, and how PTG maycontribute to this knowledge base.Rural Arkansas continues to struggle economically, which has greatly limited K-12 academicofferings for its students. Urban migration has meant an eroding tax

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Philip A. Dunn Jr. P.E., University of Maine

Tagged Divisions

First-Year Programs

standards. Literature review showsthat academic success is linked to secondary education GPA and SAT or ACT scores.Literature review also suggests student success in engineering can be based on studentdemographics. These programs focus on students from primarily low income, under-represented ethnic backgrounds, and gender. These academic programs are somewhatremedial intended to improve student academic performance for success. Third, there arepre-engineering programs developed to improve student awareness as to the types ofengineering professions available through career exploration. These academic programs givestudents exposure to different disciplines such that they can decide what course of study isof interest. All of the information on STEM

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

tracked for five semestersbeyond.Foundationally, this engineering major discernment study is theoretically founded in SocialCognitive Career Theory (SCCT) to consider students decisions14-15. SCCT is used to evaluate thegoals, outcomes expectations, and self-efficacy beliefs14. An engineering education based studyon engineering major discernment used SCCT by VanDeGrift and Lao reported that courseprojects, faculty advisory interactions, and other laboratory experiences were influential inengineering major selection. The current study expects to reveal that other targeted courseexperiences would likewise influence students16.Research Questions: 1. How effective is the engineering informed decision making module at meeting its intended goals

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Anne Blackowski, Virginia Tech; Holly M. Matusovich, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies.Prof. Tamara Knott, Virginia Tech Tamara Knott is Associate

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

maximize their academic skills; contribute to and benefit from productiveuniversity communities; offer best practices to help them navigate their college careers; andwork individually and collectively to further promote the goals of the program. The effortsdescribed in this study may provide a model for a wide range of retention and success programs,based around diverse populations and affinity groups, or general cohorts of students. Aggregateresults indicate that this cohort was able to achieve significantly higher GPAs and complete ahigher number of credits as compared to similar populations of students. This paper furtherdiscerns the impact on the engineering students, who coincidentally made up over 40% of thegroup, showing that first year

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

perceived needs from their future degree programs and careers. The variability of studentperceived needs itself leads to difficulty for instructors seeking to motivate and engage allstudents working toward learning objectives of the course, but it is further complicated by theprior knowledge of students. As varied as their expectations are, their levels of experiencerelating to the various learning outcomes of the course are equally diverse. Some students havecollege-level credit in programming, experience with robotics summer camps, or extensivebuilding/construction experience, while many other students had no opportunity to participate inthese kinds of activities. Working toward the goal of increasing retention and success ofengineering students

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

; Business Administration; Medicine and Engineering.Dr. Renata A. Revelo, University of Illinois, Chicago Renata A. Revelo is a Clinical Assistant Professor in the department of Electrical and Computer Engi- neering at the University of Illinois at Chicago. She earned her B.S. and M.S. in Electrical and Computer Engineering and her Ph.D. in Education Organization and Leadership from the University of Illinois.Dr. Yeow Siow, University of Illinois, Chicago Dr. Yeow Siow has over fifteen years of combined experience as an engineering educator and practi- tioner. He received his B.S., M.S., and Ph.D. from Michigan Technological University where he began his teaching career. He then joined Navistar’s thermal-fluids system

Conference Session

First-Year Program Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University

Tagged Divisions

First-Year Programs

students about the modules or suggesting topics todiscuss in their advice, it was very interesting to see that so many of the points discussed in themodules were the focus of the advice that was given by the students that had completed theengineering program (see Figure 2). This highlights the fact that these are important skills andthat successful students may be able to identify and develop them on their own, however, givingall students these insights upfront can help them develop these skills earlier. Establishing theseskills early in their college careers can prevent some initial poor performance, which can lead todiscouragement and attrition. “The amount of time needed to do engineering homework is so much more than in high school. Make sure

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Kim M. B. Tucker, Boise State University; Samantha Schauer, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

hassupported close to 350 students over the past 5 years. Fall 2014 was the first time teaching afreshmen class for the FIR, and they had to adjust their teaching style to motivate 18-year-oldstudents. As someone who typically teaches upper-division Mechanical Engineering courses, theFIR had to change their classroom approach in order to work with first-year college students.The class contained several homework assignments which culminated into a final report. Theclass also had several seminars where faculty members came to the class as guest speakers, andthe FIR worked with the career center to host workshops. The EIRC’s class was more structuredduring the first semester.The second semester was more unstructured, meaning teams were allowed work on

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, understanding majors and careers,academic requirements, student responsibilities, and financial management, it was notcompletely tooled to handle some issues pertinent to engineering disciplines.In 2016, the authors received an S-STEM Grant from NSF (Undergraduate Scholarships forExcellent Education in Environmental Engineering and Water Resources Management(USE4WRM)) to address the challenges being faced by first-generation minority students inengineering programs and to improve recruitment and retention of financially deprived studentswith high academic credentials who would pursue their undergraduate degrees in EnvironmentalEngineering or Water Resources Management. Since Fall 2016, the authors have taught a sessionof FYS 1101 for these majors as a

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska, Anchorage; Matthew E. Calhoun, University of Alaska, Anchorage

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

[5]. Competence is when a student believes in their abilityto be successful in engineering [5]. Prybutok, Patrick, Borrego, Seepersad, and Kiristis [5]described interest as “how motivated a student is in the content and career they are pursuing,often encompassing the motives a student has for pursing engineering” (p. 2). Lastly,recognition is when a student is seen by others as an engineer and then if they themselvesrecognize themselves as an engineer [5]. Prybutok, Patrick, Borrego, Seepersad, and Kiristis [5],using the physics model [9], [10], developed their own survey that included engineering factors:performance/competence, interest, creativity, design efficacy, recognition by others, recognitionby self, and caring.Initially, for the

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle E. Jarvie-Eggart, Michigan Technological University; Laura Kasson Fiss, Michigan Technological University; Karla Saari Kitalong, Michigan Technological University

Tagged Divisions

First-Year Programs

performance in engineering programs. Toaid in the retention and success of all students, many first year programs have special classes forstudents who many need additional math skill development. Math skills are recognized as essential tothe success of future engineers. However, other skills are integral to the engineering career path.Within industry, it is communication skills that often make or break careers. Technically capableengineers will find their careers stagnating without well-developed communication skills, which are anessential part of engineering work. In fact, it has been shown that engineers spend over half theirworking days (55-60%) communicating both orally and in writing [1]. When engineers were surveyedabout the most important

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Divisions

First-Year Programs

-based approach. A course evaluation is presented to answer the following evaluation questionsAs applied to this course to what degree and in what ways does problem-based service-learning 1. Improve student perceptions of their project management and engineering design skills? 2. Improve student perceptions of their learning in the course? 3. Affect student aspirations in their careers and in their communities? 4. Impact student personal values and potential for future civic engagement?A total of 540 freshman engineering students enrolled during the Fall 2018 semester with 376students fully completing the course evaluation. The purpose of the evaluation was to assess thequality of the service-learning experience for the class in

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

onlinemath software and go over some important concepts that they may have forgotten since highschool. Other sessions include learning about all the engineering majors offered at LSU andways to enhance their college career (such as study abroad, internships, and minors), lunch withfaculty and staff, a presentation on how to design a research poster, a student organizationshowcase, and culminating in a luncheon with industry representatives.The students spend most of the remaining time on engineering design projects. Teams get tochoose from eight different projects that are inspired by different engineering disciplines, but aretied to a common theme. Last year’s theme was an amusement park renovation, and exampleprojects included designing a safe

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dawn Patterson Shew M.Ed., University of Kansas; Lorin P. Maletsky, University of Kansas; Grace Clark; Molly McVey, University of Kansas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

semester and only spike the few sessionbefore exams.All students including those in engineering benefit by developing strong study groups with theirpeers and collaborating throughout their undergraduate career. Engineering programs frequentlycontain team-based projects in courses that help students develop teamwork and managementskills for use in their professional careers. Helping students work with their peers for academicsupport is an important skill that most successful students develop over time. This develops thenecessary collaboration skills that today’s students need to possess post-graduation.Underclassmen also benefit by learning collaboratively from upperclassmen in their majors [4].Additionally, students retain a larger quantity and

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Goli Nossoni, University of New Haven; Jean Nocito-Gobel, University of New Haven; Ronald S. Harichandran, University of New Haven

Tagged Divisions

First-Year Programs

, broadimpressions, and intuition. Thinking types are logical and fact-based, while feeling types aresubjective and value-based. Judging types prefer structure, order, and a task-orientation, whileperceiving types prefer an open and flexible approach. No personality type is considered to bebetter than another; it is just a tool to help individuals know more about their strengths, weaknesses,likes, dislikes, compatibility with other people and even possible career preferences. A study doneby the ASEE-MBTI Consortium in 1980 showed that the majority of engineering students tend tohave thinking and judging personality types and often they are introverted [2-3]. While this studyis quite old, it is the most comprehensive study on the personality types of

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Campbell, Imperial College London; Deesha Chadha, Imperial College London

Tagged Divisions

First-Year Programs

in Chemical Engineering - Can We Bolt-It On? James Campbell, Deesha Chadha* Department of Chemical Engineering, Imperial College, London SW7 2AZ, UK. E-mail:d.chadha@imperial.ac.uk; Tel: +44 20 7594 8958IntroductionIn a Chemical Engineering degree programme, teaching the core technical concepts takecentre stage, but in order to produce graduates that are prepared for a career in ChemicalEngineering, degree courses need to develop so-called transferable skills [1]. Transferableskills, including effective teamwork, communication (both written and verbal), problemsolving and leadership are typically gained via assessments such as group project work andpresentations. Hereby