Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Wonch Hill, University of Nebraska - Lincoln; Lance C. Pérez, University of Nebraska - Lincoln; Sohrab Asgarpoor, University of Nebraska - Lincoln; David Jones, University of Nebraska - Lincoln; Zachary George Short, University of Nebraska-Lincoln; Jennifer N. Rutt, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Facility at the University of Nebraska-Lincoln (UNL). Dr. Rutt received her doctorate in Educational Studies from the UNL in 2020. Her personal research interests and experiences include examining international students of Color’s first-year experiences at Predominantly White Institutions (PWIs), ethnic identity development in heritage scholars (study abroad), working on eliminating minority health disparities, and studies on identity (including cultural identity, conflict identity, and nationalism). ©American Society for Engineering Education, 2023 “I haven't really made those connections that maybe most would their first year”: A qualitative study of the COVID-19 pandemic and student social

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; David A. Copp, University of California, Irvine; Deniz Nikkhah, University of California, Irvine; Kameryn Denaro; Hye Rin Lee, University of Delaware; Lorenzo Valdevit

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

context of research involvement, positively influencedstudents’ success by fostering the development of students’ scientific identity and their beliefs intheir own abilities [8,9]. In addition, adequate socioemotional and culturally relevant mentoringseems to play an important role for the positive development of underrepresented students in thiscontext (e.g., first-generation college-going students) [10]. Unfortunately, these studies did notinvestigate the impact of faculty mentoring for transfer students in particular, leaving a gap inknowledge as to whether transfer students would benefit from these additional beneficialoutcomes as well.Apart from faculty mentoring, research also indicates that peer interaction and peer mentoringseems to

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tristan Hernandez, University of Texas at El Paso; Sarah Huizar, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Juan Jose Ochoa Jr., University of Texas at El Paso; Victor Manuel Garcia Jr., US Army Engineer Research and Development Center

Tagged Divisions

First-Year Programs Division (FYP)

mostappropriate approaches to educating future engineers. The emerging challenges and demands inengineering fields require future professionals to have a broader skillset including technicalknowledge, professional competencies, leadership identities, and autonomy. However,engineering faculty faced major challenges trying to include alternative, yet essentialprofessional skills in their curricula, while balancing the demands for increasing technicalcontent. At the University of Texas at El Paso, the introduction of the Leadership andEngineering Education department created a strategic education environment to innovate andprepare engineering students to succeed professionally as autonomous and critically thinkingengineers and leaders [1].Introductory

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lawrence R. Chen, McGill University

Tagged Divisions

First-Year Programs Division (FYP)

. However, ideas related to the role of theengineer were mentioned more than twice as frequently (161 times). Of specific note are thereferences to the need to have a strong sense and understanding of ethics and EDIA to guidedecision making when faced with dilemmas (63 times), the impact of engineering on society andsustainability (55 times), and a commitment to professional values and the obligations, duties,and responsibility of the engineer (24 times). These ideas emerged in the exit survey andreflective paper, and even in the papers of students writing about their first post-graduationprofessional experience. It is also interesting to note that the ideas of engineering involvingmore than technical work and having to make decisions that balance

Conference Session

First-Year Programs Division (FYP) - Technical Session 5: Supporting Success 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pamela Bilo Thomas, University of Louisville; Campbell R. Bego, University of Louisville; Arinan De Piemonte Dourado, University of Louisville

Tagged Divisions

First-Year Programs Division (FYP)

persistence and attrition.Figure 4: The relationship between ACT score and a student’s first term math grade (left) is muchclearer than the relationship between ACT score and a student’s likelihood of being retained (right).However, ACT scores by themselves not a good way to predict student retention. The size of thedot in the above plots corresponds to the number of students with those respective ACT scores.Additionally, we expect that as a semester gets underway and grades begin to accumulate, studentretention prediction will become more accurate. However, in this case, time and accuracy are trade-offs. Models that incorporate more data will be more accurate, but advisors and professors will losevaluable time which can be used to support and

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

. The studyreveals that these first-year instructors' deep understanding of subject-specific contentsignificantly influences their pedagogical approaches. The dynamic interplay between personalPCK and classroom context emerges as a crucial factor, with these instructors tailoring theirpractices to align with both their teaching styles and student needs. Moreover, these instructors'beliefs and prior experiences act as filters or amplifiers for their classroom practices. Thisresearch provides valuable insights for current and future first-year engineering instructors,guiding them on leveraging content expertise, balancing personal PCK with classroom dynamics,and being mindful of the beliefs shaping instructional practices. As engineering

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Jorge Paricio Garcia Ph.D., HRM, MID, University of Connecticut; Jake Scoggin, University of Connecticut; Martin Huber, University of Connecticut; Michael Cohen, University of Connecticut; Stephany Santos, University of Connecticut; Kathrine Pavel Ionkin, University of Connecticut; Sean Patrick Hirt, University of Connecticut; Britney Russell, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

theoretical frameworks on teamwork are drawn from sociology, psychology, andorganizational behavior, such as: a) Engineering identity (EI) by Allison Godwin [10] is definedas how a student identifies with the role of engineer (i.e., I am an engineer vs I am doingengineering). EI comprises four components: interest in the subject, perceived recognition byothers, performance/competence beliefs, and self-awareness. b) Engineering thriving (ET) byJuliana Gesun [11] is inspired by shifting the narrative on engineering students from “surviving”to “thriving.” ET is formed by three components: internal thriving competencies, externalthriving outcomes, and the engineering culture, systemic factors, resources, context, and situationand lastly c) Intergroup