Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

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Diversity

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First-Year Programs

taken) Participant demographic information (Gender, Race / Ethnicity) Select from lists Q: What interested you about this summer program? Open-ended comment Q: What do you expect to learn and experience in this summer program? Open-ended comment Q: How do you expect this program to help your academic career? Open-ended comment Q: Rate your agreement with the following statements: 5-point Likert scale (strongly  I am interested in the field that I am studying. agree = 5, agree = 4, neutral  I am interested in a career in STEM. = 3, disagree = 2, strongly  I am confident that I am prepared

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa Lee Tinnell, University of Louisville; Nora Honken, University of Cincinnati; Patricia A. Ralston, University of Louisville

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First-Year Programs

negativeskewness, as confirmed through visual inspection of the Normal Q-Q plot and histograms of theGPAs. However, since both the University of Cincinnati and University of Louisville had similarskewness (-1.222 and -1.018, respectively) we chose to continue with the independent t-testanalysis toward our decision toward maintaining the two datasets. The results of the independent samples t-test indicated a significant difference,t(694.7)=4.325, p

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

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First-Year Programs

review of the current literature revealed no one standard for comparing students according totheir attendance to multiple exam reviews. Considering the lack of a consistent n-value for examreview attendance, we defined the “exam” group as students attending 2 or 3 collaborative mockexam reviews and the “no exam” group attending 1 or none. We considered attending one examreview as not receiving the intervention, as the student would have completed the structured,timed retrieval practice only once, which would most likely not produce significant learninggains.Definitions Used in StudyThe following terms utilized in this study are defined according to the authors’ and theuniversity’s use: ● Q-Drop: students may leave a course after the 12​th

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

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First-Year Programs

provideinstructional guidance for faculty and staff in the future. We collected survey responses for EE306 students, but had extremely limited responses for EE 307E (a course with only 22 students),so we are only able to report on the metacognitive interventions in EE 306.IV. Definitions Used in StudyThe following terms utilized in this study are defined according to the authors’ and theuniversity’s use: ● Q-Drop: students may leave a course after the 12​th​ class day with a “Q” noted on their transcript [17]. ● QDFW% rates: the percentage of students in the course who Q-dropped the class, made a D, F, or withdrew (and received a W on their transcript), in comparison to the whole student population for that course. ● SI group: students who

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rezvan Nazempour, University of Illinois at Chicago; Houshang Darabi, University of Illinois at Chicago; Renata A. Revelo, University of Illinois at Chicago; Peter C. Nelson, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Jeremiah T. Abiade, University of Illinois at Chicago

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ScienceFoundation.AppendixFigure 2 shows the plots for the comparison groups. The histograms and Q-Q plots show that thedistribution of the cumulative GPA does not follow the Normal distribution. The results of thenormality tests presented in Table 9 also confirm that. Table 9. P-value of Normality test methods for cumulative GPA for C-Groups Jarque Shapiro- Anderson- Kolmogorov- Groups/ Method Bera (J-B) Wilk (S-W) Darling (A-D) Smirnov (K-S) Not 1&2 6.338e-13 4.612e-06 2.986e-06 0.08832 PELL-Eligible 3 <2.2e-16 <2.2e-16 <2.2e-16 1.048e-07 1&2 2.174e-07 7.481e-05

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, Ohio State University; Cassondra Wallwey, Ohio State University; Michael Parke, Ohio State University

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First-Year Programs

and non-value added steps in a manufacturing process. 6. Identify metrics to measure, improve, and control in a manufacturing process. 7. Utilize principles of lean and Six Sigma to improve productivity and quality of a manufacturing process. 8. Differentiate between a push system and a pull system for a sequential manufacturing process. 9. Evaluate manufacturing models for strengths and weaknesses in terms of quality, productivity, and communication. 10. Compare manufacturing models in terms of effectiveness and profitability. 11. Write a cohesive group lab report based on different information and observations from each group member.Materials and ResourcesThe Q&P lab uses the Mr. Potato Head toy for

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamau Wright, University of Hartford

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Diversity

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First-Year Programs

scheduling and associated modifications asneeded. The acceptance letter also included anticipated benefits and commitments, such as:  Participating in STRIDE sessions held once a week  Reflecting once a month through an electronic journal guided by instructors  Attending meetings for a professional group of your choice recommended by instructors  Receiving training on peer mentoring for future STRIDE cohorts  Demonstrating the use of recommended study methods weekly, for example, through display of out-of-class notes and Q&A with instructor on notes and weekly schedule.It was also explicitly highlighted that there was no cost to students to participate in the program,and contact

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

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First-Year Programs

, 2013.[5] Matthews, M. (2018). Keeping students in Engineering: A research-to-practice brief [Editorial]. ASSE, Retrieve from https://www.asee.org/retention-project/keeping-students- in-engineering-a-research-guide-to-improving-retention.[6] Teller, P. J. and Gates, A. Q., “Using the Affinity Research Group Model to Involve Undergraduate Students in Computer Science Research”, Journal of Engineering Education, vol. 90, pp. 549–555, 2001.

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wujie Zhang, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering; Anne Alexander, Milwaukee School of Engineering; Jill Meyer, Milwaukee School of Engineering

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First-Year Programs

. The Chemistry in Engineering lectures 50 minuteslong twice a week and are mandatory. The Chemistry Preparation lectures are only mandatory ifthe student has not yet learned the ALEKS® topics in the current objective. Each ChemistryPreparation lecture is held 12 - 24 hours before the ALEKS® objective deadline. Lectures focuson problem-solving strategies and Q&A for problem types encountered in ALEKS®.Motivation Research ProcedureMotivation is important as it plays an important role in students’ conceptual change processes,critical thinking, learning strategies, and science learning achievement [9]. A survey has beendeveloped to measure students' motivation toward chemistry learning (Appendix A). Backgroundquestions (Q1-3) are used to gain

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

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Diversity

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First-Year Programs

., vol. 5, no. 2, pp. 468–487, 2019.[15] R. R. Fowler and M. P. Su, “Gendered Risks of Team-Based Learning: A Model of Inequitable Task Allocation in Project-Based Learning,” IEEE Trans. Educ., vol. 61, no. 4, pp. 312–318, 2018.[16] L. Q. Prendergast, “Retention, success, and satisfaction of engineering students based on the first-year experience.” Rutgers University-Graduate School-New Brunswick, 2013.[17] L. A. Meadows and D. Sekaquaptewa, “The effect of skewed gender composition on student participation in undergraduate engineering project teams,” in American Society for Engineering Education, 2011.[18] S. Ingram and A. Parker, “Gender and modes of collaboration in an engineering classroom: A

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leila Keyvani Someh, Northeastern University; Brian Patrick O'Connell, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Jake Levi, Northeastern University; Whitney Elise Hansberry; Vishrudan Swami

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First-Year Programs

, Kentucky (pp. 73-84), 2014.[21] C. Gattis, B. Hill, A. Lachowsky, “A successful engineering peer mentoring program,” American Society for Engineering Education (ASEE) Annual Conference and Exposition Proceedings, 2007.[22] Q. Tahmina, “Does Peer Mentoring Help Students be Successful in an Introductory Engineering Course?,” ASEE Conference Proceeding, 2019.[23] P. A. Vesilind, “Mentoring Engineering Students: Turning Pebbles into Diamonds*,” Journal of Engineering Education, vol. 90, no. 3, pp. 407–411, Jul. 2001, doi: 10.1002/j.2168-9830.2001.tb00620.x.

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

entire class in a large lecture hall with each presenter havingapproximately one minute of Q&A after their presentation. Students are graded by the instructorof record, the course graduate teaching assistant, and the undergraduate mentors assigned to theclass. Grading is based on oral and visual presentation, and student understanding of technicalcontent. Furthermore, a classroom response system (clickers or a streamlined Google form) isused by the class members to provide additional feedback to the presenter. Peer feedbackcontributed a very small portion (~5%) of the student’s presentation grade.The articles selected by the study population over a nine-year period were analyzed. The authorsindependently assigned each presented article to

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

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Diversity

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First-Year Programs

., vol. 25, no. 1, pp. 95–113, 2011.[29] E. A. Plant, J. S. Hyde, D. Keltner, and P. G. Devine, “The Gender Stereotyping of Emotions,” Psychol. Women Q., vol. 24, pp. 81–92, 2000.[30] J. H. Pleck, F. L. Sonenstein, and L. C. Ku, “Masculinity ideology and its correlates,” Gend. Psychol. Read., vol. 49, no. 3, pp. 308–326, 1993.[31] B. Markway, “How to crack the code of men’s feelings,” Psychology Today, 2014. .[32] A. J. Franklin and N. Boyd-Franklin, “Invisibility syndrome: A clinical model of the effects of racism on African-American males,” Am. J. Orthopsychiatry, vol. 70, no. 1, pp. 33–41, 2000.[33] J. C. Wade, “Masculinity ideology, male reference group identity dependence, and African American

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle E. Jarvie-Eggart, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Jason Mathews, Michigan Technological University

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First-Year Programs

Engineering (Fundamental).” Proceedings of 2017 ASEE Annual Conference & Exposition, Columbus, OH, June 25-28, 2017. Paper ID #18604.[17] Hughes, Q. & R. Sehab. “What They Say Matters: Parental Impact on Pre-College Academic Identity of Successful African American Engineering Students.” Proceedings of 2020 ASEE Annual Conference & Exposition, Louisville, KY, June 20-23, 2010, AC 2010-1227[18] Y. Strammis, “Sibling Influences on Decision to Study at University.” Ph.D dissertation, Dept. Psychology., University of Cape Town, South Africa, 2017.[19] L.C. Steelman, & B. Powell, “The Social and Academic Consequences of Birth Order: Real, Artificial or Both,” Journal of Marriage and Family, vol

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

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Diversity

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First-Year Programs

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Racheida S. Lewis, University of Georgia; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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First-Year Programs

. A. Demiranda, “Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students,” J. Eng. Educ., vol. 100, no. 3, pp. 604–623, 2011.[12] A. R. Carberry, H.-S. Lee, and M. W. Ohland, “Measuring Engineering Design Self- Efficacy,” J. Eng. Educ., vol. 99, no. 1, pp. 71–79, 2010.[13] R. W. Lent and S. D. Brown, “Social cognitive approach to career development: An overview,” Career Dev. Q., vol. 44, no. 4, pp. 310–321, 1996.[14] R. W. Lent and S. D. Brown, “Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span.,” J. Couns. Psychol., vol. 60, no. 4, pp. 557–68, 2013.[15] N. A. Fouad and M. C. Santana, “SCCT and Underrepresented