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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Diversity

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First-Year Programs

programenrollment in the United States. Additionally, for the fall 2019 semester, only 13% of freshmenstudents in the COE were women, as compared to an average 26% for all engineering programenrollment in the United States [1]. The increase in variability of the new student highereducation experience, and the goals of the COE, have led to the creation of new freshmen studentsupport programs. Within OSDS, this has created an evolving partnership between new andexisting freshmen student support programs to work toward optimizing student outreach,community connection, and ease of transition. The primary goal of this outreach effort is tomaximize inclusivity and connection by providing a comprehensive set of resources for allstudents.Experimental Project

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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Diversity

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First-Year Programs

modules [1]. The modules are 4.5 weeks long. Modules meet threetimes a week for 50 minutes. Engineering departments usually offer 2 to 3 sections of thisintroductory module focusing on a specific interest for the major. There have been 13introductory modules offered previously. The main goal of the modules is to showcase tostudents, what they will learn and give students enough information about the major so they candecide what major to study. At Vanderbilt undergraduate students are not required to takedepartmental courses until the start of the second year. Chemical engineering historically hasoffered only 2 sections of this introductory module. The chemical engineering sections have beenpredominately lecture only. Focus areas that have been

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge R. Lara, Texas A&M University; Mark Weichold, Texas A&M University; Patrick Linke, Texas A&M University at Qatar

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First-Year Programs

used.IntroductionThe United Nations Environment Programme Industry and Environment Centre (UNEPIE), inconjunction with the World Federation of Engineering Organizations (WFEO), the WorldBusiness Council for Sustainable Development (WBCSD), and the French Ecole des Ponts, hosteda conference in Paris in 1997 on the topic of 'Engineering Education and Training for SustainableDevelopment' [1]. The findings were that "many practicing engineers currently have no educationin sustainable development. In the future, sustainable development should be included in bothundergraduate and post-graduate courses. Because the transition to sustainable development mustbe made in the next 20 years, major changes will be required in ongoing education" and alsoconcluded that

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

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First-Year Programs

, approaches to learning, interestsor goals. This approach lacks consideration for student motivation, which is an importantelement of student engagement in the first year experience, leading to the development of a senseof belonging and persistence in the engineering program [1] - [3]. Self-determination theory(SDT) approaches motivation from the perspective of three psychological needs: autonomy,competence, and relatedness [4]. Competence is portrayed as feelings of mastery that allowindividuals to complete tasks, relatedness concerns our desire to feel connected to others inmeaningful ways, and autonomy refers to an individual's ability to control experiences in theirlife [5]. In educational contexts, autonomy support involves a cluster of

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua L. Hertz, Northeastern University; Richard Whalen, Northeastern University; Constantine Mukasa, Northeastern University; John Sangster P.E., Northeastern University

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First-Year Programs

, rank, research or teaching focus,and attitude and influencing tactics [1]–[4]. A few studies seek to explore nuance with longlists of questions about faculty behavior, looking to correlate specific actions with SET [5].Ultimately, meta-studies are employed, such as the oft-cited article by Pounder whichsystematically assesses the various forms of bias in SET and espouses a move towardcapturing the “richness and diversity of what happens in a typical classroom” a concept notencompassed by SET [6].An often examined question is whether time of day impacts the teaching evaluation, andmany studies have looked at various aspects of this question. A number of studies thatlooked at time of day found it to not be significant, instead finding that other

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lee Kemp Rynearson, Purdue University

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First-Year Programs

plausible that this factor may besubstantially influential for a wide variety of institutions offering distinctive or unique academicprograms.IntroductionPrevious research into what influences a high school student’s selection of a college or universityfor undergraduate study have found that many factors may impact this decision.1-7 Dozens ofpotential candidate factors have been identified and tested, some of which have been found to behighly influential in several studies and can be considered to have substantial evidence behindthem3,4,8-10. This body of evidence supports the assertion that several important school choicefactors are known. Examples of such factors include the cost of tuition, the overall academicreputation of the institution, and

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Jeffrey A. Davis, Grant MacEwan University

Tagged Divisions

First-Year Programs

research that was conducted to examine trends in pre-engineering assessment exams (academic indicators) using results from a longitudinal study offirst-year engineering students that spanned just over a decade.1 In the previous study,mathematical skills for the period 2000-2011 were tested using a 20-question, multiple-choice,pre-calculus Math advisory exam, administered to first-year engineering students (withoutcalculators) prior to entering first-year. Engineering skills were also evaluated during the period2007- 2011, using the Force Concept Inventory (FCI) Exam, which is a 30-question, multiple-choice exam2. Earlier work had indicated that there was little variation in these assessment scoresduring the time period considered. Furthermore, the

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University, West Lafayette; George D. Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University

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First-Year Programs

differentactivities, some reported participating in as many as nine different pre-college engineeringprograms or activities.BackgroundThe National Academy of Engineering report Engineering in K-12 Education – Understandingthe Status and Improving the Prospects1 identifies five main benefits of K-12 engineeringeducation. These are 1) improved learning and achievement in science and mathematics, 2)increased awareness of engineering and the work of engineers, 3) understanding of and theability to do engineering design, 4) interest in pursuing engineering as a career, and 5) increasedtechnological literacy. This study focuses on pursuing engineering as a career, which typicallyrequires a 4-year college degree in engineering. While the other benefits of K-12

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Louisiana Tech University; Matthew W. Ohland, Purdue University and Central Queensland University

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First-Year Programs

Male Black 0% Male White First MajorFigure 1 – Race and Gender of Engineering Graduates by Initial MajorQualitative Methods Page 24.1186.3In an ongoing study of engineering matriculation practices using MIDFIELD, interviews wereconducted with sophomore engineering students at 6 universities in the MIDFIELD partnership.Prospective interviewees were restricted to those officially majoring in civil, chemical, computer,electrical, industrial, and mechanical engineering as well as those who were still officially in aFirst Year Engineering (FYE) program or

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware

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First-Year Programs

c Society for Engineering Education, 2021 Transforming A Large Lecture FYE Course Structure into Virtual Collaborative LearningIntroductionFirst Year Experience (FYE) engineering courses at large, research-focused universities present aunique challenge from a curricular and administrative perspective. Prior research indicates thatFYE engineering courses should be interdisciplinary and highly interactive, whilesimultaneously presenting enough technical and career-specific content within each engineeringdiscipline to facilitate students’ choices of majors [1]–[5]. These course characteristics are mosteffectively supported by student-centered pedagogical approaches, such as project-based learning(PBL) [6

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Huihui Qi, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; He Liu; Matthew Robin Kohanfars, University of California, San Diego; Edward I Lan, University of California, San Diego; Cristian H. Tharin; Tania K. Morimoto, University of California, San Diego

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First-Year Programs

Experience in a First-year Engineering Design Class to a Remote Learning Environment 1. Introduction and BackgroundThis evidence-based practice paper describes the transformation of the hands-on learningexperience for MAE 3 Introduction to Engineering Graphics and Design at University ofCalifornia San Diego (UCSD) for remote instruction. As a first year engineering design course,it plays an important role in establishing the foundation for students’ principal area of study,teaching basic design methods, and helping the students gain a better understanding of theirchosen major, which is essential for their intellectual development and engineering identityformation. As the first design course in the curriculum, the course aims to

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Dalton, University of Oklahoma; Allison Quiroga P.E., University of Oklahoma; Bobby Reed, University of Oklahoma Libraries

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First-Year Programs

Program at the University of Oklahoma [1] is a four-week residentialcamp for pre-freshmen engineering students that introduces students to the University, theGallogly College of Engineering, and many of the resources available for students as they completetheir education. The students typically enroll in a mathematics course and a pre-chemistry courseand participate in a variety of team-building activities to further prepare the students as theyprepare to begin their first semester. One of the central activities of the program is aninterdisciplinary engineering design project that introduces students to the engineering designprocess as well as facilities to which all engineering students have access for their careers. In thesummer of 2020, the

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

Tagged Divisions

First-Year Programs

before postdoctoral studies at City College of New York. He is currently an associate professor at Montana State University.Dr. Carrie B Myers, Montana State University Dr. Carrie B. Myers is a professor in Adult and Higher Education graduate program at Montana State University in Bozeman, Montana. Her research areas include (1) socialization experiences of undergrad- uate and graduate students in STEM, with a special interest in underrepresented groups; (2) institutional factors and faculty practices that enhance students’ learning and socialization experiences; and (3) the P20 context and how it increases students’ higher education outcomes. American c

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

arecommonly considered successful. A large number of studies in education research haveaddressed the attrition phenomena and the factors affecting graduation rates. Representativeexamples include the works by Spady [1], Tinto [2], and Bean [3], that established a baseknowledge on the reasons why students leave and became seminal works for dozens ofsubsequent publications on the subject. Studies have found that the level of success experiencedby first-year students significantly impacts the rest of their academic life [4].Engineering programs offered at the University of Puerto Rico at Mayaguez (UPRM) College ofEngineering (CoE) are five-year long. Longitudinal data obtained for over one decade denotes asustained high retention rate for first-year

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

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Diversity

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First-Year Programs

Framework to Support Engineering Student SuccessMotivationThis work in progress describes a program recently implemented at our institution to proactivelyprepare students to deal with poor mental health, periods of intense stress, and mental andemotional disorders (MED) generally. In a review of 11 articles, Storrie et. al. determined thatthe number of students with documented MEDs is increasing dramatically [1]. Approximatelyhalf of the students involved in the various studies reported that their MED started after theybegan their undergraduate studies [1]. At our institution we are seeing dramatic increases in thedemand for counseling services. A related concern is the prediction of an impending enrollmentcrisis in

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

selected as a National Academy of Education / Spencer Postdoctoral 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 fo- cused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Pil Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His academic interests include change management, change model validation, and mindset evolution. He may

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

HispanicServing Institution (HSI) and Minority Serving Institution (MSI). The service region is alsomarked by low educational achievement and low socioeconomic status. Only 16.1% of residentsin the region have college degrees, compared to 31.5% nationwide. The percentage of people inpoverty in the service region is 20.5%, which is 1.5 times that of the state and national rates [1].Students from local high school districts lag behind their statewide peers in mathematics testingand readiness for college. In the past five years of assessment, only 22.0% of the region’s highschool students met or exceeded the state standard for mathematics, compared to the 31.6% ratestatewide [2]. In Fall 2016 at CSUB, more than one-fourth of all entering freshmen and 37

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Sura Alqudah, Western Washington University

Tagged Topics

Diversity

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First-Year Programs

discuss the challenges and limitations faced during theproject including survey design limitations, inconsistency of survey interpretation, questions related toeffectively measuring sense of belonging, and student ability to discern change in sense of belonging. Theteam shares the methods they used to overcome these challenges and presents the lessons learned with anemphasis on best-practices and future recommendations. All work was completed with IRB approval andstudent identity protection.Introduction & BackgroundSense of belonging generally relates to self-perceptions of fit within a given context including classrooms,campus community, and affinity groups [1, 2]. Increased sense of belonging among students leads to higherlevels of

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

, thisapproach may highlight deficiencies which may be used to inform STEM-based or discipline-specific cohort programs. The paper discusses 1) the implementation of the program, changesand improvements made from Year One to Year two; 2) success garnered by the first Cohort,only fully quantifiable after completion of the first year and start of the second year; 3) life afterthe first year for students who were a part of Cohort 1, and 4) success of students in Cohort 2. Itshould be noted that due in part to the experiences and success reported in Cohort 1, Cohort 2was doubled in size. The goals and associated success indicators of the program, how they weremet, and how they continue to be measured and monitored are described here. GPAs were aprimary

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cara Mawson, Rowan University; Cheryl A. Bodnar, Rowan University; Scott Duplicate Streiner, Rowan University

Tagged Divisions

First-Year Programs

Mastery Learning Experiences and Academic MotivationIntroduction The National Academy of Engineers present the advancement of personalized learning asone of fourteen grand engineering challenges. Personalized learning has the potential to optimizethe learning process by taking into account the unique learning fingerprint of each student. Everystudent will bring to a class different cultural outlooks, levels of motivation, interests in thematerial, and preferences for learning[1]. When students are properly supported, a greater degreeof learning can occur both within the classroom and during independent practice[1,2]. Onepromising method of personalized learning is mastery learning, a theory described by Dr.Benjamin Bloom

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

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First-Year Programs

UniversityDr. Jean Ostrom-Blonigen, As the Project Administrator for the North Dakota (ND) Established Program to Stimulate Competitive Research (EPSCoR) State Office and the co-PI on our NSF and ND State awards, I work with leadership to manage the daily operations of several programs that operate to: 1) improve ND’s scientific capacity through interdisciplinary STEM research and education, 2) promote STEM workforce development, and 3) encourage economic development along STEM pathways. c American Society for Engineering Education, 2020 Paper ID #31365Dr. Kelly A. Rusch, North Dakota EPSCoR and North Dakota

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

differences in course grades and students’ self-reported use of metacognitive strategiesbetween SI and no-SI groups. Our analyses highlighted a statistically significant difference incourse GPA and QDFW rates for SI attendees (students who attended 2 or more sessions) vs.non-SI attendees (students who attended 0 or 1 session). The difference was even morepronounced when breaking the groups down by SAT score categories, with the SI groupoutperforming their counterparts in all categories. When polling students on aspects ofmetacognition, we discovered that both SI and no SI groups had similar rates of awareness anduse of “knowledge of cognition” strategies, yet SI groups had higher rates of awareness and useof “regulation of cognition” strategies. Thus

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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Diversity

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First-Year Programs

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

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas

Tagged Divisions

First-Year Programs

. Page 23.708.1 c American Society for Engineering Education, 2013 Implementing First-Year Design Projects with the Power of ChoiceAbstract: This paper presents the re-design of an introduction to engineering lab course at aprivate urban institution in the Midwest. In the lab portion of the course students were providedwith a menu of three design projects, asked to rate their interest in the three projects, and splitinto small teams according to these ratings. In a given semester the three projects centered on atheme such as water balloon launching technology or small vehicle technology. The averageinterest rating for all projects was rated as 3.58-3.65 on a 1-5 Likert scale while the averageinterest rating of

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

Tagged Divisions

First-Year Programs

clearly a different approach must betaken.This paper describes the methods used to implement a digital logic design project in the first-year honors engineering curriculum and presents the quantitative and qualitative results obtainedfrom the assessment of project objectives through project grades, exam results, and studentsurvey responses.Literature ReviewHistorical Location of Boolean Algebra and Karnaugh Maps in Engineering CurriculumDigital logic concepts have historically been taught to electrical and computer engineeringstudents deep in the engineering curriculum. For example, the introductory logic design course atSanta Clara University has been taught at the end of the sophomore year or beginning of thejunior year 1. At Bucknell

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University; Robin A.M Hensel, West Virginia University

Tagged Divisions

First-Year Programs

students had highermedian and mean exam scores as compared with students who took the conventional course,with significantly more students earning 100% on the final exam. Student feedback was alsovery favorable, with high marks given in all categories. Written student feedback indicated thatthe hands-on approach was highly valued. Many indicated that making the programmingtangible made the concepts more clear.Introduction and BackgroundWest Virginia University uses a common first year program for its Engineering curriculum,which includes two consecutive introductory courses. The second course is primarily dedicatedto teaching fundamental Matlab programming as an engineering tool. Such programs arecustomary in common first year curricula.1-4 The

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda S Zarske, University of Colorado, Boulder; Janet L Yowell, University of Colorado Boulder; Samantha Maierhofer, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

has become an integral component in engineering education.Senior capstone courses and first-year engineering design courses are becoming ubiquitouswithin an undergraduate engineering education. It has been suggested that attention be paid tothe formation of teams and that training in how to work as a team occurs early and often inengineering education.1 Effective teams can provide many benefits to students, including anincrease in knowledge and skills, such as communication, from working with people unlikethemselves. Furthermore, such skills undoubtedly transition into myriad facets of life aftercollege—rendering the skills an invaluable asset for engineering students.Formation of Teams and Team Dynamics in Engineering EducationTeams and

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeremy C. Helm, Arizona State University; Tami Coronella, Arizona State University; Tim Rooney, Arizona State University

Tagged Divisions

First-Year Programs

successful academic advising and an increase in student retentionand graduation rates. Through the requirement of mandatory advising for freshmen, advisorsand students can collaboratively develop strategies for engagement with resources that willpromote academic success. Theories and research focusing on academic advising approachesand student engagement guide advising discussions.Alexander Astin [1], [2] developed the Theory of Student Involvement (TSI) model. Withrespect to academic advising effectiveness, Astin suggests “...that a particular curriculum, toachieve the effects intended, must elicit sufficient student effort and investment of energy tobring about the desired learning and development [1]”. From TSI emerged the “I-E-O Model”,which

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, Ohio State University at Marion

Tagged Divisions

First-Year Programs

pleasant for the students. Several learning pedagogies have been implemented by instructorssuch as active learning, flipped classroom and interactive discussion groups. In-class activitiesand forming teams are part of the active learning techniques that help students overcome the fearand anxiety and allow them to openly discuss and share ideas. However, there is still a need toexplore strategies to further enhance students’ performance and overall success. Mentoring hasbeen described in the prior studies as a process in which a more-experienced individual (mentor)guides a less-experienced individual (mentee) in a professional and academic setting [1, 2]. It isevident through research that the peer mentoring helps mentees in transitioning into post

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Gulf Coast University; Janusz Zalewski, Florida Gulf Coast University

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Diversity

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First-Year Programs

a sensor based around a color camera, an infrareddepth sensor, and a multi-mic array. It allows controlling computing devices via motion andvoice instead of mouse and keyboard or joystick, making the interaction much more natural. The goal of the original project was to be able to control all of the limbs of the robot viamotion instead of having to use more complicated control systems. In short, instead of havingto manipulate a controller of some sort one could simply move an arm into the position onewould like the NAO robot to move its arm, capture this with Kinect, and the software wouldhandle moving the NAO into the correct position, see Figure 1. The goals of the demonstration to the freshmen class were: (1) to make students aware