Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Kari D. Weaver, University of Waterloo; Rachel Figueiredo, University of Waterloo; Kate Mercer, University of Waterloo; Andrea Jonahs, University of Waterloo; Heather A. Love, University of Waterloo; Brad Mehlenbacher, University of Waterloo; Carter Neal, University of Waterloo; Katherine Zmetana, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

Tagged Divisions

First-Year Programs

, research practices of engineering schol- ars, and how libraries can reshape their services in the world of information overload.Dr. Kate Mercer, University of Waterloo Kate Mercer has been the liaison librarian for Systems Design Engineering, Electrical & Computer Engi- neering and Earth & Environmental Sciences at the University of Waterloo since 2015. Kate’s main duties include providing instruction and research services to students, faculty and staff. Kate graduated with a MI from the University of Toronto in 2011, andcompleted her PhD at the University of Waterloo’s School of Pharmacy. Most of Kate’s publication history revolves around how health and technology interact, and her primary research focus is on

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natasha Perova-Mello, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

documentation. In addition, technology can also be a learning tool for team members topractice communication in a “virtual teamwork” context to help better prepare them forengineering practice in industry or research settings (Anagnos, Lyman-Holt & Brophy, 2015). The focus of this study was to explore how teams of engineering students used GoogleDocs to support their collaborative work flow during the initial stages of requirements finding,ideation, research and analysis of potential design options. Students’ familiarity with the tool andGoogle Docs’ built-in affordances for knowledge management made it a practical solution forsupporting complex interaction patterns among team members. Research question that guided theexploration of Google

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Campbell R. Bego, University of Louisville; Jason Immekus, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

courses and continuing his dissertation research in cyber security for industrial control systems. In his teaching, Dr. Hieb focuses on innovative and effective use of tablets, digital ink, and other technology and is currently investigating the use of the flipped classroom model and collaborative learning. His research in cyber security for industrial control systems is focused on high assurance field devices using microkernel architectures. c American Society for Engineering Education, 2020 Predictors of First-Year Retention among Undergraduate Engineering Students Who Earned a C in their First-Semester Mathematics CourseAbstractThis Complete

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Jeffrey Ringenberg, University of Michigan; Marcial Lapp, University of Michigan

Tagged Divisions

First-Year Programs

AC 2010-1060: THE MICHIGAN LECTURER COMPETITION: USING AMULTI-TIERED CLASS COMPETITION TO INCREASE STUDENTCOLLABORATION AND COMPREHENSIONJeffrey Ringenberg, University of Michigan Jeff Ringenberg is a lecturer at the University of Michigan's College of Engineering. His research interests include mobile learning software development, tactile programming, methods for bringing technology into the classroom, and studying the effects of social networking and collaboration on learning. He holds BSE, MSE, and PhD degrees in Computer Engineering from the University of Michigan.Marcial Lapp, University of Michigan Marcial Lapp is a graduate student in the Industrial and Operations Engineering

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

education. She was awarded a CAREER grant from NSF to study expert teaching practices in capstone design courses na- tionwide, and is co-PI on several NSF grants to explore gender in engineering, design education, and interdisciplinary collaboration in engineering design.Jacob Preston Moore, Virginia Tech Jacob Moore is a PhD candidate in the Engineering Education PhD program at Virginia Tech. His re- search interests include developing better digital textbooks for engineering and using Rapid Prototyping in education.Deirdre Annaliese Nicole Hunter, Virginia Tech Deirdre Hunter is a doctoral student in the Department of Engineering Education at Virginia Tech.She has a B.S. in Mechanical Engineering from Syracuse

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder; Kenneth M. Anderson, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

today, about14% of the first year engineering cohort is enrolled in Pre-Calculus or year-long Calculus I their firstsemester [2].Eight credit hours of math is a lot to ask of first semester students, especially those among theleast mathematically prepared in the college.During the course approval process, it was decided to make Engineering Math a 3000-levelcourse (a designation usually reserved for third year courses) so that it could count as a technicalelective in several engineering degree programs. If it had been approved as a 1000-level course,most students would not have had free space in their degree plan to count the four-credit coursetowards graduation. For all these reasons, it was important to explain the course to students andmake

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lacey Jane Bodnar, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Jacqueline Q. Hodge, Texas A&M University; Travis Austin Smith, Engineering Student Services and Academic Programs; Jesus A. Orozco; Joshua Grant Corso; Cristian R. Sanchez; Jillian Kathleen Freise, Texas A&M ELLC Children's Museum; Hannah Ringler, Texas A&M University; Ivan Cortes, Texas A&M University

Tagged Divisions

First-Year Programs

(ESSAP) at Texas A&M University (TAMU). She grad- uated from TAMU with a bachelor’s of science degree in mechanical engineering. While obtaining her degree, Hodge was involved with several community service activities such as the Boys & Girls Club of Bryan, Help One Student To Succeed (HOSTS), and Habitat for Humanity. Upon graduation with her bachelor’s degree, she began work with International Paper Company and became active with the local College Bound Academy as an instructor. While employed with International Paper, Jacqueline obtained her M.S.B..A from TAMU, Texarkana. After seven years of service in July 2004, she decided to resign her post at International Paper to pursue a master’s degree in

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeff M. Citty , University of Florida; Angela S. Lindner, University of Florida

Tagged Divisions

First-Year Programs

in 1998 in the Department of Environmental Engineering Sciences. Since 1998, she has taught undergraduate- and graduate-level courses in green engineering and sustainability, life cycle assessment, environmental organic chemistry, groundwater restoration, and bioremediation. Her students are currently pursuing research projects in bioremediation and sustainable engineering, both ar- eas in which she is active internationally. She currently serves as the Chair of the Advisory Committee of the Center for Sustainable Engineering, a consortium composed of Carnegie Mellon University, Arizona State University, and University of Texas. Among her many activities in EES, she has served on the Cur- riculum Committee

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

experiences.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring com- munication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, personality, and assessment. He is director of the Individual and Team Performance Lab and the Virtual Team Performance, Innovation, and Collaboration Lab at the University of Calgary, which was built through a $500K Canada Foundation for Innovation Infrastructure Grant. He also holds operating grants of over $300K to conduct leading-edge research on virtual team effectiveness. Over the past 10 years Tom has worked with organizations in numerous industries includ- ing oil and gas, healthcare, technology, and venture capitals. He is currently engaged with the Schulich School of Engineering at the University of Calgary to train, develop, and cultivate soft-skill teamwork competencies in order to equip graduates with strong

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Walter Curtis Lee, Virginia Tech ; John Andrew Janeski, Virginia Tech; Katherine E. Winters, Virginia Tech

Tagged Divisions

First-Year Programs

of these needs lead to greater psychological well-being. Asshown in Figure 1, we hypothesize that classroom instructors and environment factors contributeto students’ fulfillment of autonomy, competence and relatedness needs, which in turn contributeto greater motivation as measured through self-reported course engagement.Figure 1: Proposed relationship between classroom environment, SDT constructs and students’engagement in lecture and workshop activitiesResearch on Student Autonomy, Competence, and RelatednessAlthough much of the work exploring self-determination among students is quantitative andfocuses on primary and secondary school students, such research has shown promising tiesbetween need fulfillment and indicators of course

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Deborah Morrow, Grand Valley State University

Tagged Divisions

First-Year Programs

atTowson University for fostering librarian-faculty collaboration to build an IL infrastructureacross the university‟s curriculum (engineering and sciences are not specifically addressed).Investigations by Leckie and Fullerton[14] in the late 1990s explored faculty attitudes andpractices in regard to science and engineering IL instruction, and concluded (in part) thatinformation literacy is critical for college students, and must be tailored within disciplines andstrongly course-related to be meaningful and effective. The authors identify librarians as obviouspotential collaborators, warning that they must be flexible in regard to a range of pedagogicalpreferences and approaches among engineering faculty; and a balance should be sought

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ishbah Cox, Purdue University, Band and Orchestra Department; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Assessment (i2e2a). She ob- tained a B.S. in mathematics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt Univer- sity. Her teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in STEM education. Primary research projects explore the preparation Page 24.302.1 of graduate students for diverse careers and the development of reliable and valid engineering education assessment tools. She is a NSF Faculty Early Career (CAREER

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

theunknown motives and actions of the other team members. While effective and appropriate teamleadership is often identified by students as a major factor in team success, a more fundamentalattribute of a successful team is trust among its members.This research study will identify and explore the role of trust in the dynamics of successful firstyear engineering design teams at our multidisciplinary university in the eastern United States.We are using a conceptual framework for the formation of trust in a team-based environment,which has been formed by studies of successful business, technical and sports teams. Despitedifferences in maturity and experience, engineering students have a lot in common with theseolder team members, because both groups

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, Ohio State University

Tagged Divisions

First-Year Programs

and the overallgrade of the student which serves as a factor to determine student’s success in a classroom.First year engineering curriculum includes two semester course sequence: Fundamentals ofEngineering I (offered in the first semester) and Fundamentals of Engineering II (offered in thesecond semester). Data is presented from the first semester course offered at the regional campusof a large, research institution. Fundamentals of Engineering I course include the followingsections as three main components of the coursework. a) Introduction to data analysis tool suchas Microsoft Excel, b) Computer programming in MATLAB, and c) Design project. Teamworkand collaboration are heavily weighted for the assessment of student performance in the

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida; John Pharo Morgan III, University of South Florida; Yan Wang, University of South Florida; Michelle King, University of South Florida College of Engineering; Blake A Burton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to show the basic retention numbers andthen allowed for further deeper exploration of student retention by showing the retention brokenout by many different subcategories of students.IntroductionLearning communities have a long history including the Meiklejohn “Experimental College” atthe University of Wisconsin in 1920. In the past couple of decades they have emerged as a wayto improve the retention for first year students.During the 1980’s and 1990’s there was a renewed interest in improving undergraduateeducation in the United States. The Boyer Commission in 1998 released its report, ReinventingUndergraduate Education: A Blueprint for America's Research Universities1, on the state ofundergraduate education. It recommended 10 ways to

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

Tagged Divisions

First-Year Programs

engineering undergraduate students into the College’sscholarship – such as conducting research and presenting the findings. In this paper theprograms implemented for each strategy are presented followed by results documenting theimpact of the strategy on retention and student success. Finally, the conclusion sectionsummarizes the highlights of the accomplishments and the challenges faced. This paper willhelp serve as a resource for others planning similar programs for engineering undergraduatestudents. The University of Cincinnati (UC) is an urban, comprehensive, research-intensive, publicinstitution with over 42,000 students. The UC College of Engineering and Applied Science(CEAS) has over 3,000 undergraduate and 650 graduate students, and grants

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

students and parents were excited about the hands-on, student-centered approach,concerns were raised about employability, the ability to seamlessly transfer back to traditionalprograms, and ability to develop the same skills and knowledge as students in traditionaltechnology programs would. The use of badges instead of grades caused further confusion anddistress among students, especially during the first few weeks of the program. Program facultyattempted to ameliorate these concerns through transparency and by providing additionalstructure, with mixed success. Along with the findings, potential implications for similarprograms and areas for future research are discussed.IntroductionThis exploratory case study offers insights into the excitement

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nora Honken, University of Cincinnati; Angela Boronyak, University of Cincinnati; James Edward Roethler, Spalding University; Aimee M. Frame, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Divisions

First-Year Programs

Likert response questionsfocused on the course format and themes that appeared in the pre research survey. The followingdemographic information was collected and used to create a description of the participants andthe format of the courses they took: sex, high school graduation year, living situation and theformat of the classes students were taking. There were other questions on the survey that are notused in this study.Data were collected using an anonymous Qualtrics survey emailed to students at the end of fall2020 semester. Participation was voluntary and the survey was anonymous. As an incentive forparticipation, students received a small amount of extra credit for completing the survey.After the surveys were completed, the datasets were

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

. Page 25.665.1 c American Society for Engineering Education, 2012 Gendered Socialization During the First Semester: Contrasting Experiences of Male and Female Transfer/Non-Traditional Engineering StudentsAbstractAs part of a larger, multi-year, mixed-method research study that examined the attitudes,perceptions, and experiences of engineering students, this paper presents an in-depth qualitativeanalysis of 15 transfer and/or non-traditional engineering students attending a large urban publicuniversity located in the Southeast. Transfer students at this institution have shown a higher levelof persistence and higher graduation rate in comparison to traditional

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Joseph Frank, Ohio State University; Kelly Lynn Kolotka, Ohio State University; Andrew H. Phillips, Ohio State University; Michael Schulz, The Ohio State University; Clare Rigney, Ohio State University, Engineering Education Department; Allen Benjamin Drown, Ohio State University; Robert G. Stricko III, Ohio State University; Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

Tagged Divisions

First-Year Programs

engineeringeducation methodologies such as cooperative learning and taking a student-centered approachhave improved first-year engineering student engagement and retention into the second year1.Specifically, one major aim of the coalition is for first-year engineering students to participate ina full design project. The freshman honors engineering program at this university includes a 10week-long robotics design project in the second semester which follows these guidelines of thecoalition. This honors robotics design project is unique among other design projects by the largescope and infinite possibilities for students to tackle the problem and design a solution. Forexample, students have the opportunities to build their own robot structures and

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

other (teaming), and their prospective major. Grand Challenge Research Poster Day: Like the E101 design project promotes student connectedness through a team research project focused on the NAE Grand Challenges. Celebration of Graduation Event: In the College of Engineering at NC State University individual departments hold graduation ceremonies. This event serves as the College’s year-end event, which includes Order of the Engineer and Pledge of the Computing Professional ceremonies. Faculty, administration, alumni join graduates and guests in this college convocation event. Engineering Career Fair: The College of Engineering hosts the semi-annual job fair for students in the college and beyond. This fair, open to the general

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

William John Palm IV P.E., Roger Williams University; Charles R Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-engineering fields. Research on Engineering LLCshas focused primarily on student engagement. Two studies to examine performance and retentionfound that LLCs had little effect on first-semester grades but increased first-year retention inengineering by 2 to 12%. Unfortunately, one of these studies did not control for differences inincoming student characteristics, and another used a comparison group that differed little fromthe LLC group, possibly causing them to understate the LLC’s true effects. To improve ourunderstanding, this paper examines performance and retention in the inaugural EngineeringLLCs at a small, private non-profit, regional university in the northeastern United States.Results indicate that 82% of the Engineering LLC participants

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia R. Backer, San Jose State University; Emily L. Allen, San Jose State University; Janet Sundrud, San Jose State University

Tagged Divisions

First-Year Programs

responsible citizenship and an understanding of ethicalchoices inherent in human development.The Charles W. Davidson College of Engineering is ranked 12th among engineering programsfor master’s-level institutions in the 2009 edition of "America’s Best Colleges" by U.S. News &World Report. Close ties with Silicon Valley industry provide access to scholarships, internships,research projects, and employment for engineering students. Page 22.255.2SJSU ranks comparatively low against similar universities in terms of six-year graduation rates.The first-year retention rate is 81% and the six-year graduation rate is 46.4% which is lower thancomparable CSU

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lydia Prendergast, Rutgers, School of Engineering; Eugenia Etkina, Rutgers University

Tagged Divisions

First-Year Programs

strategies including inquiry-based learning, case-based teaching, problem-based learning,project-based learning, collaborative learning, and integrated curricula are described below.Inquiry-based learning is based on the investigation scientific or engineering questions,scenarios or problems. Those ‘inquiring’ will identify and research issues and questions todevelop their STEM knowledge or solutions, guided by an instructor. Inquiry-based learningactivities are designed for students to investigate, apply prior knowledge, examine, broadenconceptual knowledge, and to assess the growth of developing new knowledge.36,37,38,39 Inquiry-based learning is most effective when students are able to make a connection between theirlearning and real life

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F Freeman, Northeastern University; Kris Jaeger-Helton, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

ScienceFoundation, National Academy of Engineering, American Society for Engineering Education,and the United States government, among others.After a substantial review process that took several years and several committees of high rankingmembers from academia and industry, the National Academy of Engineering in its EducatingThe Engineer of 2020 report1 recommended in 2005 that engineering education establishmentsseek to achieve the following: 1. Pursue a student-centered approach to undergraduate engineering education. 2. Increase the value in engineering education research to better understand how students learn. 3. Develop new standards for faculty qualifications. 4. Help promote engineering and technological literacy among the

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the secondary level. Nathan was a former middle and high school technology educator in Montana prior to pursuing a doctoral degree. He was a National Center for Engineering and Technology Education (NCETE) Fellow at Utah State University while pursuing a Ph.D. in Curriculum and Instruction. After graduation he completed a one year appointment with the Center as a postdoctoral researcher. American c Society for Engineering Education, 2021Factors Impacting Engagement and Achievement in a First-Year Design Thinking