Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Woo J. Kim, Miami University; Brielle Nikole Johnson, Miami University; Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University

Tagged Divisions

First-Year Programs

possible effectiveness of an intention intervention in the relationship betweenmotivation and course performance. Planning is a self-regulatory strategy involving a mentalsimulation of concrete actions in future situations. By simulating future events, individualswould be able to anticipate possible obstacles and make pre-planned, more realistic strategies.This active mental representation thus leads people to have greater accessibility to the plans andact as planned [21]. Therefore, by planning, students may devote more time to study and findmore effective ways to perform better in the course even if their motivation to go to college islow.MethodsThe engineering majors at Miami University have several required courses that they take in theirfirst

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

Tagged Divisions

First-Year Programs

, as well as overall course grades.The historically successful and evidence-based Supplemental Instruction (SI) program wasintroduced at The University of Texas at Austin in 2015 through a collaboration between theSchool of Engineering and the Sanger Learning Center. The supported courses include freshmanlevel introductory courses in Electrical and Computer Engineering, and report high percentagesof D’s, F’s, Q’s (drops), and W’s (withdraws). This report investigates the impact of explicitmetacognitive training and lesson planning for SI Leaders and two rounds of explicitmetacognitive instruction in SI sessions for these courses.I. Motivation for StudyWhile most K-12 educators and administrators are trained to implicitly structure their

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

Tagged Divisions

First-Year Programs

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: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., Binghamton University; Peter J. Partell, Binghamton University; Meghan Crist, Binghamton University

Tagged Divisions

First-Year Programs

Director of Institutional Research and Planning for the university. Partell received his doctoral degree in Political Science from Binghamton University in May 1999 and his bachelor’s de- gree from the State University of New York, College at Buffalo. In his role as Associate Dean, Partell is responsible for the Watson School’s academic programs and policies, academic support programs, cur- ricular planning, accreditation, space planning, and enrollment planning and management. Some of his accomplishments as Associate Dean include spearheading the graduate enrollment growth strategy that resulted in an increase in graduate enrollment of 400 students over a 4-year period, managed a $4 mil- lion teaching and graduate

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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Diversity

Tagged Divisions

First-Year Programs

. Participants employed multiple self-generated hands-on methods toestimate the volume of trash collected by molding the bags of trash into cylindrical, rectangular,and ellipsoid shapes to simplify the estimation of their volume. They then combined theirunderstanding of geometry and algebra with critical thinking to design their own methods forestimating the volume of the various types of trash collected.Participants also explored how to develop a business/financial plan for the operation of arecycling business in their community for the fictional purpose of submitting a proposal to thetribal government. The plan used profit and cost equations to analyze the trash data. Lessoncontent emphasized algebra and ratios, while instructional methods emphasized

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony T. Cahill, Texas A&M University; Andrea M. Ogilvie P.E., Texas A&M University; Mark Weichold, Texas A&M University

Tagged Divisions

First-Year Programs

Partnering with PhysicsAbstractThis work-in-progress paper will describe an effort at curriculum reform for the first yearengineering program at Texas A&M University. A variety of motivations for, and challengesencountered in this effort are discussed, which highlight how educational change often takesplace in tension between educational theory and institutional constraints. Preliminary discussionof results and future plans for assessment are discussed.IntroductionRetention of engineering students continues to be a concern nationally [1]. There are perhapsadditional pressures for improvement in retention at large state institutions, where legislatureskeenly watch metrics such as retention, and where the institutions have a mission to serve

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

what they wanted to happen on their first round of exams, (2) a traditional examwrapper activity recounting their preparatory behaviors and learning strategies and the results oftheir exams, and (3) a reflection on what was learned from the experience, and (4) a plan forimprovement for each of their STEM courses. This process is repeated following the secondround of exams.One modification of the exam wrapper between its first and second implementation was theintroduction of the after-action review terminology. In order to emphasize the students’professional development as engineers, the experience with exam wrappers was framed as afour-stage after-action review. After-action reviews are used to debrief the process andperformance on a training

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Carson Lee Running, University of Notre Dame; Xiaojing Duan, University of Notre Dame; G. Alex Ambrose, University of Notre Dame

Tagged Divisions

First-Year Programs

“boost”. The boost strategy incorporated in the current work involves the use of an emailcommunication to identified students. The correspondence, which is outlined in further detail inSection 6.2, also asks the students to create a customized, personal action plan. As noted above,this study (which was the first iteration of the boost for this course), focused on implementingmethodologies that could be scaled to other universities by other professors. With this in mind,the boost was done in a way to create minimal extra requirements to students and courseinstructors.4 Context and Framework4.1 Research QuestionsIn order to evaluate the effectiveness of the current study, the authors focused on the followingtwo research questions: 1. RQ1

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Corey Kiassat, Quinnipiac University; Ruby ElKharboutly, Quinnipiac University

Tagged Divisions

First-Year Programs

. These initiatives are pilot for a First-year Academy (FA) program that we plan to offer starting next year to increase the school retention rate. The three initiatives target social, metacognitive and academic skills. The first initiative is a mentoring program; the second a metacognition course; and the third an online mathematics help module. This paper discusses each initiative, the lessons learned, and the plan for moving forward.1. Introduction 1.1. Background At the School of Engineering at Quinnipiac University, a private university in northeastern United States, we have set a short-term target rate of 90% for first-year students in making a successful transition through their first year. We plan to conduct the First

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

high school experiences that have not prepared themwith social capital or with academic experiences conducive to success as self-directed learners atthe collegiate level [10]. Metacognition refers to reflective processes by which learners becomeaware of and control their thinking [11], [12]. To become self-directed learners, students mustdevelop the capability to assess what is asked of them by tasks, evaluate their knowledge andability relative to the task, plan an approach using an appropriate strategy, and monitor theirprogress while making adjustments as needed [13]. Thus developing metacognitive ability iscrucial for academic success. This paper will present the context for the learning strategiescourse, describe recent changes, and

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico; Yan Chen, University of New Mexico; Chen Qiu, University of New Mexico; Jordan Orion James, University of New Mexico

Tagged Divisions

First-Year Programs

and instructional materials for engineering students/professionals utilizing SAM, storyboard, and need analysis, as well as coding, hardware/software, and engineering skills. Chen is proficient in English and Mandarin and can provide real-time professional translations both verbally and in writing.Jordan Orion James, University of New Mexico Jordan O. James is a Native American Ph.D./ABD in the Organization, Information, and Learning Sci- ences (OILS) program as well as a lecturer at the University of New Mexico’s School of Architecture and Planning in the Community and Regional Planning program. He has served as a graduate research as- sistant on an NSF-funded project, Revolutionizing Engineering Departments, and has

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily J. Schiavone, Viterbo University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

minutes on Mondays,Wednesdays, and Fridays. We collected data from 20 students over the first two years of ourengineering program: 15 students in the first year and 5 students the following year. Our sampleconsists of 4 female and 16 male students.Table 1. Intervention Plan. Day Activity Description 1 Pre-intervention measurements Students complete the first 12 questions of the Vandenberg MRT and create 3-view sketches of pipefittings. 2 Plexiglass activity Students create 3-view sketches of pipefittings and work in small groups to trace object edges for front, top, side-view on plexiglass. 3 Building

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

Tagged Divisions

First-Year Programs

Assistant Vice President of Institutional Effectiveness at Milwaukee School of Engineering (MSOE). Her PhD in Mechanical Engineering led her to a career path in higher education with a research focus within orthopedic biomechanics. She has since gained over 7 years of experience in higher education administration with focus on data analysis, assessment, strategic planning and leadership. c American Society for Engineering Education, 2020 Increasing Motivation and Enhancing the chemistry enrichment experience of incoming students’ through the use of lectures related to chemistry in engineering and ALEKS® systemAbstractThis paper is being submitted as Complete Research. Carter

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

theirrespective disciplines. In addition, FESP provides interactions with engineering societies andjunior/senior level teaching assistance to enhance early experiences and to encourage students tobe self-directed in their educational planning process and overall academic success.The ENGR194 course was designed as a complementary 1-credit course to FESP and was offeredin the Fall of 2018 for the first time. Enrollment in this class was allowed for all students in theCollege of Engineering. The students who took this course had the opportunity to interact withprofessionals of different disciplines and cultural backgrounds and attend seminars and symposiaon subjects including engineering identity, undergraduate research, time and stress management,and

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seach Chyr (Ernest) Goh P.Eng., University of British Columbia, Okanagan; Claire Yu Yan P.Eng., University of British Columbia, Okanagan; John M. Hopkinson, University of British Columbia, Okanagan

Tagged Divisions

First-Year Programs

midterm exam, but with a suggestion thatthey may also give feedback about the media. Out of 61 open ended responses, sixteen containedfeedback about the two deployed media. Nine were outright positive, one was negative, while sixgave suggestions for improvement, listed in Table 7, together with our planned response. Four ofthem mentioned that being able to go at their own pace was a good point. This feedback is key toour original intention for the bigger project – to cater to students with different prior knowledge.The survey question and full text of the student feedback is in Appendix E. Attempt Rate of Lecture 9 vs Date 80% Typical Attempt Rate

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

Tagged Divisions

First-Year Programs

and a tool to defineacademic curricula due to the lack of a comprehensive definition of it. The model provides acomprehensive overview of educational environments and considers not only the internal factorsthat influence a particular curriculum or program, but also several external stakeholders that havean impact on them. This model has been used previously in research about courses, degreeprograms, colleges and even institutions as a whole [16]–[22]. The academic plan modelrecognizes the importance of multiple internal and external key stakeholders and their rolesinfluencing decision-making processes. The academic plan model provides a holistic approach tohow we analyze students’ perceptions of one of the most important external influences

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

compared with the Finelli study. “I planned to give the instructor a lowerevaluation because of the activities” was close to “almost never” (mean of 1.27, s.d .57). TheFinelli study result was “seldom” (mean of 1.58, s.d. 1.02). The other factors in the Behavioralquestion series did not reach statistically significant differences.Table 4 - This table compares our study responses to the Finelli study responses about the StudentBehavioral and Affective Response to Instruction. The students’ mean response in this study when theinstructor asked students to do in-class, non-lecture activities ranged from 3 (sometimes) to just over 4(often). This study Finelli study Statistically

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

solutions, aiming for50 solutions during a 20-minute brainstorm session. Lastly, students are given one hour to picktheir top three ideas, quickly prototype them and exchange feedback with peers.Project Week 4During this week’s lab, students first summarize the feedback they receive for their prototypesfrom the previous lab. Afterwards, they choose a list of criteria to evaluate their prototypes andconstruct a decision matrix to pick their top design solution. They then plan on how toimplement their top solution by creating a bill of materials and developing a Gantt chart.Project Week 5This week’s lab is for proposal presentation. Each student team gives a 5-min presentation topitch their project. Students are asked to use the Need, Approach

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jean Carlos Batista Abreu, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Divisions

First-Year Programs

oftheir individual skills and how those perceptions evolved as students gained knowledgeand experience. This section summarizes and discusses the findings.Quantitative ResultsQuantitative data was gathered through surveys and CATME peer evaluations. Thesurveys asked students to rate their self-perception on skills in: - Q1: effectively communicating - Q2: resolving conflicts - Q3: managing a team (e.g., establishing goals, organizing, and planning tasks) - Q4: enjoying teamwork (e.g., building rapport and fostering inclusiveness) - Q5: delegating tasks and trusting othersThe rating scale included five options: “strongly disagree,” “disagree,” “neutral,”“agree,” and “strongly agree”. The first three were considered

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas

Tagged Divisions

First-Year Programs

]. However, high school GPAs may not be comparable across schools because they are basedon grading criteria from different teachers in different schools with varying curricula and districtstandards.College-level academic advising begins with new student orientation during the summer prior tothe student’s first-year. During this time, students, with the guidance of an advisor, must decidehow to balance the demands of the rigorous engineering course work with the progress towarddegree. For example, is putting a first-year student in calculus, physics, chemistry, compositionand an elective (as the eight-semester degree plan expects) setting some students up for failure?Is it better to delay a science course to allow time to adjust to the dynamics of

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

Tagged Divisions

First-Year Programs

Architecture from the University of California.Prof. L. D. Timmie Topoleski, University of Maryland, Baltimore County c American Society for Engineering Education, 2020 Engineering State of Mind Instrument: A tool for self-assessmentIntroduction Undergraduate student recruitment and retention in engineering continue to be animportant topic in higher education, especially as it relates to diversity and inclusion. In 2016about 45% of freshmen indicated they planned to major in an S&E field (up from about 8% in2000); [1]. While the number of degrees awarded in the STEM fields has increased steadily inthe past 10 years, only 16% of bachelor’s degrees awarded were engineering degrees. Best practices (i.e

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering design skills. Ongoing efforts to further this work are twofold.First, we implemented a parallel data collection process with a second wave of studentparticipants in fall 2019; this will allow us to both build our sample size and determine if theeffects are evident across multiple course offerings. Second, current work is underway toevaluate whether these changes persist into students’ second year. Particularly, the study willexplore whether academic engagement (i.e., declaring a major) is a function of any of thesemeasure parameters. The combination of this current and planned research trajectory willcontribute to improve our evidence-based understanding of the contributions of a first-yeardesign-focused course on undergraduates

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

secured – this is true whether you arestarting a project in industry or academia. “Sponsorship” is used in many contexts, and the exacttype and level of sponsorship required depend on the project in question. Therefore, it is usefulto define the key sponsorship roles required for an undergraduate research program.Sponsorship – theoretical descriptionThe theoretical description of the project sponsorship roles is shown in Table 1.Table 1: Theoretical description of sponsorship roles Role Description Strategic This person is high enough in the organization to ensure an undergraduate Champion research program fits with and supports the college’s strategic plan, and in a position to decide an undergraduate research

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Abiade, University of Illinois at Chicago; Joanne Moliski, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

pilot beyond the first year and toincorporate student comments for program improvement for the summer of 2019. Of the studentsin Cohort 1who responded to a follow-up survey, all said that they had utilized the informationpresented in the program in the subsequent semesters.The second iteration of the program experienced higher rates of engagement, less attrition (23students were present on the last day out of the original 27), and unprompted articulation fromthe students on how they planned to implement the things they learned in their lives. Studentsalso expressed consistent interest in having a longer program that could go more in depth on thematerial. Further analysis will be conducted once first-term and first-year grades for Cohort 2and

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul R. Hottinger, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(except in cases where there was no instruction) was planned to follow theAssociation of Colleges and Research Libraries (ACRL) IL standards for science andtechnology. There were four different delivery methods of the IL: “one-shot” library instructionwith the engineering librarian in the classroom, “one-shot” library instruction with theengineering librarian in the library classroom, an extended three-part series in the libraryclassroom with the engineering librarian and no instruction with the engineering librarian at all.To determine the effectiveness of the instruction, various statistical techniques includingANOVAs were completed to compare the gains in perceived skill, as well as to compare thescores across sections of the synthesis

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

mindset and reflect on their experiences to create a plan for actiongoing forward.Within the learning strategies course, peer sharing presentations are employed to allow studentsto become familiar with a number of personal and professional strategies for success within thestructure of the learning strategies course. The goal of the peer sharing presentations is to createa learner-centered approach for exploring evidence-based practices and sharing their findingswith peers. The peer sharing presentations are an innovative way for content to be delivered toand from students, allowing students to engage as active learners in the collaborativeconstruction of new knowledge. The purpose of the current study is to answer how, if at all, peersharing

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

retention in their majorswill be presented. Open-ended responses in the survey provided formative evaluation of thebootcamp and will be used to improve the curriculum. Finally, steps planned to further supportthe bootcamp cohort’s progress towards graduation will be described.I. MotivationThis section describes how the bootcamp project is expected to improve student success inrelation to the campus graduation goals. The targets of Graduation Initiative 2025 at CaliforniaState University, Chico (CSU Chico) are a four-year graduation rate of 41% and a six-yeargraduation rate of 74%, which were established to address the demand for a highly educatedworkforce in the State of California [1]. To achieve these targets, the University must alsoeliminate

Conference Session

First-year Programs: Cornucopia #1

Collection

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

Tagged Divisions

First-Year Programs

introduction of student choice in two assignmentsfor a first year experience course as a relevant variable in increasing motivation and supportingstudent autonomy in the exploration of academic major, planning for experiential learning andeducational decision-making. We will also present recommendations for connecting first yearstudents with various mentors, including alumni, and will discuss future opportunities for studentchoice in a first year experience course.Course StructureEngineering 110 (ENGR 110): Design Your Engineering Experience is a first year, non-technicalelective course designed to introduce students to the field of engineering, to encourage theexploration of academic and co-curricular opportunities within Michigan Engineering, and

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

this step, teams brainstorm andexplore different approaches to dispensing frosting onto the cookie (i.e. knife, frosting bag,frosting syringe, etc.). A prototype, written procedures, and safe food handling plan is thendeveloped to be used for creating cookie sandwiches. The teams are then provided a smallquantity of cookies and frosting in order to perform a test.Prior to the two volunteers performing the assembly test, teams are given ten minutes to train thevolunteers however they see fit. The purpose of utilizing volunteers during the assembly test is tohelp students determine if the procedures are clear, if any assumptions have been made, and ifthey effectively communicated with the volunteers. Oftentimes, teams quickly realized that

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University, West Lafayette; Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

educational psychology studies argued that the study strategies comprise of thestudents’ behaviors related to learning, such as the ability to organize information, planning,motivation, and so on [9], [10]. Also, Graham & Robin [11] considered study strategies as thespecific processes taken by the students to learn a specific topic.Prior studies have researched the relationship between study strategies with students’ academicachievement. For instance, Sangiry and colleagues [12] have studied the different factorsresponsible for the academic achievement of pharmacy students. They found that timemanagement (prioritizing the content for the exam preparation) and study strategies (whilestudying, ability to guess the important questions for the exam