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

looked at knowledge building in coursework and found that students’ abilities toconnect this to imagined futures was an important factor in their motivation to succeed [3]. Moregenerally, the specific information that instructors emphasize with respect to the future in theclassroom has been shown to be important to students [4].The role of first-year engineering programs also may play a role in students’ continuation andcompletion of an engineering degree and may contribute to a higher graduation rate thanprograms with a direct matriculation [5]. However, these programs are not without challenges.Notable concerns include a potential for a higher student workload, in a time whenadministrations are seeking to reduce this [6]. It has also been

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Neeraj Buch, Michigan State University; Amanda Idema, Michigan State University; Cynthia Helman, Michigan State University

Tagged Divisions

First-Year Programs

College offers multidisciplinary programs in the social sciences founded ona model of liberal education and designed to prepare students for law school, graduate study,decision-making roles in public and private enterprise. Students examine how public policyproblems are identified, analyzed, and resolved in the United States and globally.13Residential College in the Arts and HumanitiesThe Residential College in the Arts and Humanities (RCAH) is an interdisciplinary college forundergraduate students interested in the global connections between literature, history, ethics,culture, world languages, the visual and performing arts, and their own civic engagement in thesefields of work and study. Students, faculty, visitors, and staff are able to

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley, University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

and academic success of engineering students is a critical issuethat will generate a profound impact upon the nation‟s economy and prosperity.1 According tothe American Society of Engineering Education, enrollment in baccalaureate programs increased14% between 2000 and 2005, but the number of engineering graduates remained relativelyunchanged since 2005.2 The demand for qualified engineering graduates will grow 11% between2008 and 2018 based on the most recent U.S. Bureau of Labor Statistics projections.3 Therefore,preparing a qualified engineering workforce is a national issue particularly since the scientificand technological leadership of the U.S. has “experienced a gradual erosion”4 of its position.Considering the critical role played by

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

the data for each skill. The p-values calculated for each category were almost zeroshowing that there are significant differences between the average of the students’ confidencelevel at the beginning and end of the semester.The results of the survey, according to Table 2, suggests that the students are more confident intheir writing and oral skills at the beginning of the semester compared to the graphics. Thechange in the standard deviation, in all categories, suggests that upon graduating fromCornerstone of engineering, students possess a more uniform level of skill sets. Table 2 - Summary of the Survey Results Writing Oral Graphics

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Divisions

First-Year Programs

after receiving a diploma, or about a quarter of the time needed to gain thoseskills [4]. At the same time, businesses have expectations that employees will come in with skillsthat will allow them to compete, and recent graduates are not equipped with competencies tomeet those expectations [5, 6, 7], leaving many students with loan debts and dismal prospects forthe future.How can current and future students be prepared for “jobs that do not yet exist, to usetechnologies that have not yet been invented, and to solve problems that we don’t even know areproblems yet” (p.2) [8]? Researchers and practitioners suggest that rapid changes in anengineering world require a new prospective on the profession, and particularly education. It isduring their

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

successful interactions and learning outcomes.1-3 One important challenge centers onthe interactions between students from groups negatively stereotyped as poor performers inengineering (e.g., women and under-represented racial minorities) and others. A body of researchin psychology indicates that students from these marginalized groups may have qualitativelydifferent group work experiences compared to others, which may contribute to their self-selection from engineering and thus their group’s under-representation in engineering fields.Recent research suggests that the negative experiences of people from marginalized groups onengineering student design teams can influence many factors that contribute to persistence andsuccess, such as development of

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

automatically enrolled in their first-year seminar section with their PA groupbefore they enroll in other courses. In the third year of the engineering seminars (2016-2017),registration for other classes by peer advising group at the same time during orientation wasimplemented. This has allowed PAs to aid their students in the course registration process andhas led to many students in the same group enrolling in the same section of large first-yearcourses - an inadvertent benefit.Initial content for the engineering seminars was determined largely by the new student office, buthas evolved through the years to include a balance of academic (academic strategies, majorselection) and student affairs (wellness, consent, identity) content. Initially in 2014

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

experiences, new types of pressures may impact both students and their families. Toidentify some of the pressures that should be anticipated when introducing a new program, thisexploratory case study focused on the hopes, concerns, and fears of the first cohort of studentsenrolled in the first semester of a pilot program at the Purdue Polytechnic Institute – a new multi-disciplinary, hands-on, competency-based program. Since students do not act in isolation,additional considerations are given to expectations and concerns of their parents, and facultyresponse to those concerns. Students and parents were surveyed, and in-depth interviews wereconducted with both students and faculty. Qualitative and quantitative analyses found that whilethe majority of

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

positive impacts on students’ overall retention and success in thecourse.IntroductionThe SI program is an academic support program created in 1973 at the University of Missouri inKansas City, to improve grades in traditionally “difficult” classes, promote student retention andincrease graduation rates. The historically successful and evidence-based SI program wasintroduced at the University of Texas at Austin in 2015 through a collaboration between theSchool of Engineering and the campus Learning Center. The supported courses include freshmanlevel introductory courses to Electrical Engineering and Computing (ECE). These are requiredcourses for the ECE students at the university, and report high percentages of D’s, F’s, Q’s(drops), and W’s

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Rosalind Archer, University of Auckland; Paul Denny, University of Auckland; Margaret Hyland, University of Auckland; Chris Smaill, University of Auckland; Karl Stol, University of Auckland

Tagged Divisions

First-Year Programs

curriculum. Thecommon program, taught entirely in-house, provides the opportunity for the earlydevelopment of a sense of belonging and identity as an engineer. Data presented in the formof student feedback, assessment results and evaluations suggest that this program may wellprovide examples of best practice.IntroductionIn the mid 1990s a series of international reviews of engineering education1,2,3, called forengineering graduates to be: “more outward looking, more attuned to the real concerns of communities. Courses should promote environmental, economic and global awareness, problem-solving ability, engagement with information technology… communication, management and teamwork skills, but on a sound base of mathematics and

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University; Amy Barton, Mississippi State University; Rani Warsi Sullivan, Mississippi State University; Bill B Elmore, Mississippi State University; Jane Nicholson Moorhead, Mississippi State University

Tagged Divisions

First-Year Programs

gathering and informed decision-makingduring the first year. Our hybrid model is targeted at students who meet all the standardadmission requirements for engineering, but do not know which degree program they want topursue. In the remainder of this paper, we describe two primary challenges for transitioning tothe hybrid model (Sections 3 and 4), the resultant introduction to engineering course that wasdeveloped and piloted in Fall 2014 (Section 5 and 6), our future trajectory for our hybrid model(Section 7).2. Institutional ContextMississippi State University is a rural, research-focused, public, land-grant institution with anenrollment of 16,500 undergraduate students and 3,700 graduate students. The college ofengineering (CoE) is the third

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

positions with the social hierarchy and theirengineering teams. However, these identities were only accessible to majority students andunderrepresented students were often left out of the team dynamics. This study emphasized thebest practices of promoting teamwork with diverse students including: (1) teaching aboutdiversity, especially teaching how to respect one’s teammates and the client’s needs; (2)organizing teams to reduce conflict, balance gender composition (or have all-men or all-womenteams), and improve trust; (3) incorporating peer feedback throughout the duration of the teamand using it to mediate disrespectful interactions and unacceptable practices; (4) including a widerange of teamwork expectations in grading practices; and (5) better

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Robert Caverly, Villanova University; Howard Fulmer, Villanova University; Sridhar Santhanam, Villanova University; James O’Brien, Villanova University; Gerard Jones, Villanova University; Edward Char, Villanova University; Frank Mercede, Villanova University; Pritpal Singh, Villanova University; Randy Weinstein, Villanova University; Joseph Yost, Villanova University

Tagged Divisions

First-Year Programs

went through several problems (both in class and for homework) and we showed the studentshow to set up and solve the equations in Mathcad. To further illustrate these two conservationlaws experimentally, we designed a set of experiments for the students to perform on a pool tablein the university Pool Hall. The students worked in teams of five students on these experiments. Page 15.994.7In the first experiment, the students were asked to align two identical pool balls in a straight lineand set up a digital video camera above the pool table. A tape measure and a stopwatch were alsoplaced alongside the line of the pool balls. As the first pool

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Arizona State University

Tagged Divisions

First-Year Programs

composition within engineering student design teams, Laeser, Moskal, Knecht, andLasich, revealed that balanced gender teams performed the lowest as compared to majorityfemale or majority male 22.In the engineering culture, engineers are typically viewed as “tinkerers”, who are inclined totinker with gadgets, equipment and tools in order to understand, create or improve something.McIlwee and Robinson reported that many female engineering students have low “tinkering”confidence, skills or experience, which may limit the roles they assume on their engineeringdesign teams. This low self-confidence in tinkering could also contribute to females leaving theengineering field or never fully actualizing their potential as a professional engineer. Accordingto