Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada, Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

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Paper ID #30369How Do Student Perceptions of Engineers and Engineering as a CareerRelate to Their Self-Efficacy, Career Expectations, and Grittiness?Dr. Melissa Lynn Morris, University of Nevada, Las Vegas Melissa Morris is currently an Assistant Professor in Residence in the Mechanical Engineering Depart- ment at the University of Nevada, Las Vegas. She previously served as a Teaching Associate Professor for the Freshman Engineering Program, in the Benjamin M. Statler College of Engineering and Min- eral Resources at West Virginia University (WVU). She graduated Summa cum Laude with a BSME in 2006, earned a MSME in 2008

Conference Session

First-year Programs: Professional Development and Skills

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2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Sinclair Curtis, University of California, Davis

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Paper ID #31500A First-Year Career Development Course: Securing and Succeeding in anEngineering JobDr. Jennifer Sinclair Curtis, University of California, Davis Jennifer Sinclair Curtis is Distinguished Professor of Chemical Engineering and Dean of Engineering at University of California, Davis. She is a Fellow of ASEE, AAAS and AIChE. She is recipient of AIChE’s Particle Technology Forum’s Lifetime Achievement Award, a Fulbright Senior Research Scholar Award, AIChE’s Thomas-Baron Award in Fluid-Particle Systems, ASEE’s Chemical Engineering Lec- tureship Award, ASEE’s CACHE Award for Excellence in Computing in Chemical

Conference Session

First-year Programs: Cornucopia #1

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2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

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tosupport the development of self-understanding needed to make academic and personal decisions.During Fall 2018 and Fall 2019, the course enrolled 300-350 students each semester and utilizeda single lecture, single discussion session format each week. The lecture portion of the coursewas led by two faculty instructors and focused upon faculty presentations intended to introducestudents to different engineering disciplines, majors and careers, along with guestpresentations/panels intended to explore broader perspectives of engineering and the engineeringstudent experience. The discussion portion of the course, led by upper-level undergraduateengineering students, focused on the introduction of experiential learning opportunities, as wellas topics

Conference Session

First-Year Programs: Major Choice

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2020 ASEE Virtual Annual Conference Content Access

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

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Michigan Technological Univer- sity. She graduated in 2019 from Michigan Tech with a Bachelor of Science in Environmental Engineer- ing. Her current research focuses on perceptions of first year engineering students on the engineering disciplines as well as sustainable landfill design.Jason Mathews, Michigan Technological University c American Society for Engineering Education, 2020Family Influence on First-year Engineering Major ChoiceAbstractThis complete research paper discusses parent and family influences on the selection ofengineering as a college major. The choice of a career or profession is a developmental process[1] that is influenced by a diverse set of factors including familial influences [1

Conference Session

First-year Programs: Retention and Bridge Programs #1

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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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1430398.short-term summer intervention program would be effective in improving retention andacademic performance in STEM fields. The program ran for all four summers during the grantactivity period, from Summer 2015 to Summer 2018. The program paired small groups ofstudents with faculty mentors to complete a STEM project for two weeks (one week in Summer2015). Students also participated in a career workshop on the last half-day of the program.Students were considered “at-risk” if they were still in pre-calculus or earlier mathematicscourses at the end of the academic year. Grant personnel went to pre-calculus courses in Springterm to recruit participants. Faculty members teaching pre-calculus courses also sent emailsabout the program to their

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida

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Florida I am a second-year graduate student at the University of South Florida (USF) pursuing my Masters of Education in Curriculum and Instruction within the College Student Affairs program. As the Graduate Assistant for the Office of Internships and Career Readiness at USF, I hired, trained, and supervised the Career Readiness Badging Peers who are our Federal Work Study students within the office. I trained the students to grade, through the use of success rubrics and the ARISE model which was adapted from the RISE model created by Emily Wray from Full Sail University in conjunction with the COACH feedback method, student submissions within the Career Readiness Badging Program (CRBP). The CRBP is a platform on

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University

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instructor of the NDSU Pre-Engineering Education Collaboration (PEEC) during their sum- mer camps. Throughout her Ph.D. work and professional career she has focused on serving underrepre- sented populations through summer camps targeting Native American high school students, working with New American populations locally to engage them with the outdoors, and developing curriculum for sum- mer camps at regional tribal colleges. In the future, she will be working with faculty and local hospitals to develop a distance education curriculum to better meeting the needs of the NDSCS Emergency Medical Services program as they look to better serve students abroad.Ms. Megan Even, ND EPSCoRDaniel John Luecke, North Dakota State

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Smith, University of Notre Dame; Elizabeth Kerr, University of Notre Dame

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Risk Reduction Branch for the Galveston District of the Army Corps of Engineers. Prior to that, she served as an Associate Teaching Professor and was the Director of Undergraduate Studies for the Department of Civil & Environmental Engineering & Earth Sciences (CEEES) at the University of Notre Dame for 11 years. Dr. Kerr was the recipient of the Cathy F. Pieronek Women in Engineer Impact Award in 2020, and in 2018, Dr. Kerr was the recipient of the Dockweiler Advising Award for Excellence in Undergraduate Advising which is awarded to faculty who demonstrate a sustained commitment to undergraduates through outstanding mentoring, academic advising, or career counseling. Her research interests include

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

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of research (increasing retention ofengineering students) by developing a tool that uses existing validated assessments to support astudent’s ability to self-assess their engineering academic career. This tool will serve first- andsecond-year students. The aims of the study focused on the following: 1. To define a UMBC student’s (Third, Fourth and Fifth year) successful Engineering State of Mind. This was essential to the creation of the Engineering State of Mind Instrument (ESMI) giving students indirect peer mentoring opportunities through online profiles. 2. Determine the common themes of Freshman Engineering students Engineering State of Mind and the attitudes and perceptions of the different population groups of the

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kevin J. Lindsay, University of North Carolina at Charlotte; Meg Harkins, University of North Carolina at Charlotte; Rachael Ohu, University of North Carolina at Charlotte; Sherman Mumford, University of North Carolina at Charlotte; Linda A. Thurman, University of North Carolina at Charlotte

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Psychology from Roosevelt University. Moving to Charlotte in 1995, Ms. Thurman continued to work in the IT and Engineering recruiting field and then made a career change in 1999 to work in Higher Ed. She has worked for over 20 years at UNC Charlotte and currently serves as the Director for Student Professional Development and Employer Relations for the William States Lee College of Engineering. In March 2010, Ms. Thurman was appointed by the governor (and reappointed American c Society for Engineering Education, 2020 Paper ID #29193in 2015) to serve on the NC Board of Examiners for

Conference Session

First-Year Programs: Unique Projects & Pedagogies

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2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jessica Ohanian Perez, California State Polytechnic University, Pomona; Cesar Moreno

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Education, 2020 Creation of “The Engineering Student Experience” podcast to enhance engineering student readiness for school and the workforceAbstractThis “Complete Evidence-based Practice” paper describes an institutional strategy to supportstudent success using technology. Over the past decade, audio podcasts have become a popularformat for entertainment, news, and education. Although there are many podcasts that focus onscience and engineering topics, none of them focus exclusively on helping students make moreinformed decisions about whether to pursue engineering, which engineering discipline bestmatches their interests, and how to prepare for a career as an engineering professional. This workdetails the creation and distribution

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda Christine Bordelon, Utah Valley University; Susan L. Thackeray , Utah Valley University; Sean S. Tolman, Utah Valley University; Jane M. Loftus, Utah Valley University

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be delivered as a discipline-specific or as a universal cross-disciplinary version.For this study, students were assessed with Likert-based survey questions about how they felt the classprepared them or engaged them for a career in engineering and if they planned to remain in their program.The survey was given at the end of the semester they took their respective Introduction to Engineeringcourse. Statistical p-values were calculated from the Likert scores with respect to the discipline area of thestudent, the instructor, the semester, and the demographics of the student class population. The coursewas delivered in one semester as a generalized mechanical-engineering focused design approach and thenin a second semester as the three

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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the Dissertation Institute, a one-week workshop each summer funded by NSF, to help underrepresented students develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding be ingnearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty, an Outstanding Teacher Award and a Faculty Fellow Award. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

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and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University

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both withinclass cohorts and between upper and lower division students. Students who identify with anotherperson who is succeeding in school may believe such a goal is attainable (Fox et al., 2015). Foxet al. (2015) linked first year and senior year engineering design teams and showed that earlyacademic career engineering students were able to effectively decide on whether engineering wasan appropriate career path. An important aspect relative to this linkage was the need for seniordesign teams to assume a mentoring role (Fox et al., 2015). An additional study showed that rolemodel exposure had positive effects on both STEM and non-STEM students’ interest in STEMas well as their perceived identity compatibility between the self and STEM (Shin

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

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; specifically, an increase in interestpredicted which students remained in engineering. In a 2011 study conducted with SSoE students[38], students from a freshman cohort were instructed to respond to nine different factors (i.e.potential barriers) and rank the top three they considered when deciding on what career to pursue.The interest factor/barrier was selected as #1 by the highest percentage of students and was presentin the top three for the highest percentage of students. Another SSoE study in 2016 [39], wasexclusively focused on the effects interest in engineering had on first-year retention. Out of the topthree factors/barriers students picked to study engineering (interest in engineering, job availability,and good pay), interest in engineering

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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Successful Engineering Careers,” sponsored by NSF DUE.Dr. Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus Dr. Jimenez is a professor at the Electrical & Computer Engineering Department in the University of Puerto Rico Mayaguez (UPRM). He earned his B.S from Universidad Autonoma de Santo Domingo, Do- minican Republic in 1986, M.S. from Univ. of Puerto Rico Mayaguez in 1991, and Ph.D. from Michigan State University in 1999. His current teaching and research interests include design, characterization, and rapid prototyping of information processing systems, embedded cyber-physical systems, and engineering education. He is the lead author of the textbook Introduction to Embedded Systems: Using Microcon

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew B. James, Virginia Tech; Homero Murzi, Virginia Tech; Jason Forsyth, James Madison University; Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida

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First-Year Programs

turn predict students’ major and career goals in engineering [15]. Therefore, it isimportant to explore how students perceive the engineering discipline, specifically, first-yearengineering students who are just beginning to understand what being an engineer means andwhat role they can play in the engineering field.Introductory engineering courses offer a good place to explore students’ perceptions of theengineering discipline. These courses are usually the classes wherein students are first exposed tomore specific engineering activities during the first year in an engineering program. Extensiveresearch has suggested that during the first year, students make important persistence-relatedchoices. In fact, certain studies have suggested that

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kathleen Meehan, California State University, Chico; Kevin Buffardi, California State University, Chico; Webster R. Johnson, California State University, Chico; Joseph Greene, California State University, Chico

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received a Ph.D. in Chemical Engineeringin 1993 from the University of Michigan. Joe began teaching at California State University, Chico in1998 after a 14-year career with General Motors Corporation in Detroit, Michigan. His research inter-ests include biobased and biodegradable polymers, recycled plastics, marine biodegradation testing, andanaerobic digestion. c American Society for Engineering Education, 2020 Assessing a Summer Engineering Math and Projects Bootcamp to Improve Retention and Graduation Rates in Engineering and Computer ScienceThis complete Evidence-Based Practice paper discusses the efforts made to increase four-yearand six-year graduation rates of students

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julianne Vernon, Vanderbilt University; Yin Huang, Vanderbilt University

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course has been predominatelylecture-based. In this project, the intervention course was redesigned to include predominatelyhands-on activities that connect to chemical engineering concepts, i.e. conservation of mass andsurface tension, and chemical engineering jobs. These activities were designed to engagestudents’ curiosity and connection to what chemical engineers do in the real world.In this study, approximately 70 students took the intervention section of this course, whichpredominately consisted of hands-on activities and connections to real-world chemicalengineering careers. The control section, which was predominately lecture-based, hadapproximately 90 students. Students in both sections were asked to take pre- and post-surveysthat

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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contributions to psychological support, career development, or professionalachievement. One style of mentorship that is commonly used with undergraduate students ishaving a professor or faculty member as a mentor. These faculty mentor relationships haveconsistently been shown to have a positive correlation with grade point average and overallundergraduate academic success [11]. Furthermore, informal student-faculty interactions havebeen discovered to have a distinct effect on the attitudes and interests of the student and has beenshown to enhance a student’s learning experience and satisfaction with an institution [12]. Oneof the main limitations of faculty mentorship, however, is that it often has to be initiated by thestudent [13]. Brittian et al

Conference Session

First-year Programs: Student Perceptions and Perspectives

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2020 ASEE Virtual Annual Conference Content Access

Authors

Devin R. Berg, University of Wisconsin-Stout; Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout

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status. Figure made available CC-BY [23].Students who rated future earning potential as less important to their decision to pursue anengineering career started the course higher and stayed higher on SDSS-measured confidence,global awareness, social awareness, and environmental awareness.Through the survey, we were able to segregate students who rated their future salary or earningpotential as a primary consideration when choosing to pursue a career in engineering; the resultsare presented in Figure 5. For students who placed higher importance on future salary, they bothstarted the course lower and stayed lower on the measured SDSS dimensions. We generallyfound that these students failed to make a connection

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

a greater percentage than working engineers.As to persistence in engineering, a number of studies [1], [2], [4], [5], [14] found that students’abilities, perception of abilities, especially in mathematics play a big part. Another largecontributing factor to persistence is student aspirations and how well the discipline – or moreaccurately, their perception of the discipline – lines up with their career aspirations and personalinterest. To improve retention, engineering programs need to ensure that students recognize howtheir career aspirations and personal interests align with their chosen field early in their studies.Toward this end, an accurate picture of student interest is needed.Study PopulationThe authors teach an introductory course

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mayari I. Serrano, Purdue University, West Lafayette; Suzanne Zurn-Birkhimer, Purdue University, West Lafayette

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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 and in 2019 the College of Science Distinguished Alumni Award at Purdue University. 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 University. American c Society for Engineering Education, 2020

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily J. Schiavone, Viterbo University

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SemesterEngineering CourseIntroductionSpatial visualization skills are linked to success in chemistry, computer science, engineering, andmathematics [1,2]. Studies found that females, independent of racial and ethnic background,consistently lag behind males in measures of spatial skills[3]. Brus et al. found that femalestudents entering an engineering program report less confidence than male students in threecategories: career choice, scientific preparation, and their preparation of using graphical tools[1].The combination of a lack of confidence upon entry into an engineering program and low spatialvisualization skills, in comparison to male peers, may hurt retention efforts in the case of femaleengineering students[1,2]. Studies also found that students

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Gray, Duke University; Ann Saterbak, Duke University; Sophia T. Santillan, Duke University; Michael Rizk, Duke University; Jessica Sperling, Duke University

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-efficacy describes a student’s beliefs abouthis or her ability to attain educational goals [4]. A systematic review of research examining therelationship between academic self-efficacy and academic performance showed that academicself-efficacy is not only an important predictor of performance among college students, but alsoinfluences emotions about learning [5]. The concept of academic self-efficacy may be particularly consequential to efforts aimedat retaining students within a given area of study. Retention of STEM majors is especiallyimportant in modern American society, as technology-related careers employ millions ofAmericans [6]. Nevertheless, despite the importance and appeal of these fields, retentioncontinues to be a challenge in

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

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Paper ID #31299You had me at ”undergraduate research”: how one institution achievedincredible results in the first year of a formal program to placefreshmen (and sophomores) in research labs, while helping students chipaway at the cost of collegeSusan Elaine Benzel, Colorado State University Susan E. Benzel, PMP Scott Scholars Program Coordinator Walter Scott, Jr. College of Engineering Colorado State University Susan earned her Bachelor of Science in Electrical Engineering from Colorado State University, and after a 30-year career in high-tech working for Hewlett Packard (HP)/Hewlett Packard Enterprise (HPE), she

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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First-Year Programs

], motivatingstudents to pursue science careers [8] [9], enhancing student learning outcomes [10] [11],promoting STEM career among women [12], and psychological processes relevant to the problem[13] [14] are all examples of targeted interventions.On the other hand, an engaging first-year engineering experience can circumvent the need forinterventions and has been shown to play a critical role in encouraging excitement, retention, andsatisfaction in engineering [15] [16]. This is attributable to the importance of the first year and itsfrequent coincidence with failed classes and dropouts [17]. In addition, completion of the first-year (i.e., first-year retention) is predictive of eventual graduation rates [17]. Therefore, significantefforts have been invested

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

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survey of the different potential pathways for anengineering career, students increasingly are expected to complete meaningful design projectswithin these programs. This change creates opportunities to introduce first-year engineeringstudents to the complexities of the engineering information landscape via information literacyinstruction.Background on problem being addressedThe engineering education and library science literature suggest several best practices forcreating information literacy instructional (ILI) interventions. ILI interventions are mosteffective when contextualized to the specific needs of learners [1], [2] through integratinginformation literacy into the curriculum [3] and establishing the relevance of information literacyby

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

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offices on campus like the Academic Resource Center, Career Services, Advisingand Financial Aid. The RISE scholars also participate in the Guaranteed 4.0 program, consistingof four interactive seminars. According to the founder, Donna O. Johnson Mackey, “The focusof these seminars is not “how to study. Rather, we want students to learn how to learn andultimately achieve a mindset of academic excellence and success.” Using this comprehensiveframework, students learn simple strategies such as repetition for long-term informationretention, as well as more complex strategies focused on critical thinking and metacognition[11].The spring semester presents the scholars with opportunities to discover some of the connectionsbetween their interests and