Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Javarro Russell, James Madison University; Olga Pierrakos, James Madison University; Megan France, James Madison University; Ronald Kander, James Madison University; Robin Anderson, James Madison University; Heather Watson, James Madison University

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First-Year Programs

Validity.Olga Pierrakos, James Madison University OLGA PIERRAKOS is an assistant professor in the new School of Engineering, which welcomed it inaugural class August 2008, at James Madison University. Dr. Pierrakos holds a B.S. in Engineering Science and Mechanics, an M.S. in Engineering Mechanics, and a Ph.D. in Biomedical Engineering from Virginia Tech. Her interests in engineering education research center around recruitment and retention, understanding engineering students through the lens of identity theory, advancing problem based learning methodologies, assessing student learning, as well as understanding and integrating complex problem solving in undergraduate engineering education

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Patricia A Ralston, University of Louisville

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First-Year Programs

introduction to engineering design.Critical thinking instruction in particular, has been one area the instructors have aimed toimprove and reinforce in each iteration of the course. Students in this course are providedexplicit instruction in the Paul-Elder (PE) Critical Thinking framework (Figure 1).1 The PEframework was adopted by the University to improve critical thinking skills for allundergraduates across the curriculum. In addition to explicit instruction of the PE framework inthe Introduction to Engineering course, the PE framework is an implicit part of many later Page 26.1688.2courses in the engineering curriculum. The framework highlights

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma Tevaarwerk DeCosta, Northwestern University; J. Alex Birdwell, Northwestern University; Ken Gentry, Northwestern University; Richard Wayne Freeman P.E., Northwestern University; Alan R. Wolff, Northwestern University

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First-Year Programs

ago.Engineering Analysis Curriculum, Advising Practices & OutcomesEngineering analysis (EA) is a four-course sequence that covers several engineering-relatedtopics. By design, engineering analysis was developed in the mid-1990s to create a single unifiedcurriculum taught by engineering professors during the freshmen year, and this shift towardsengineering courses to freshmen was largely successful. At the time, the preparation level ofincoming students in math and physics was relatively uniform, and the curriculum wassufficiently advanced that the playing field was relatively even.The first three quarters of the EA sequence are required for all engineering majors. EA1introduces linear algebra and computational methods from an applications viewpoint

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

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Diversity

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First-Year Programs

chosen to create their own newfreshman course. This course is not interdisciplinary. The other departments not participating inDesign Practicum already have department specific courses that satisfy the requirements. Again,these courses are not interdisciplinary.Structure of the New Interdisciplinary Freshman CoursesThe following descriptions are the current summaries of the two new freshman introductoryinterdisciplinary engineering courses. Some content has yet to be determined. In particular,curriculum to provide an inclusive classroom and active learning strategies are still in thedevelopment phase.The one credit seminar course, Introduction to Engineering, will be required for all engineeringfreshman (approximately 1100 expected freshmen Fall

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

David Illig, Clarkson University; John Hrynuk, Clarkson University; Matthew Pennington, Clarkson University; John P. Dempsey, Clarkson University

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First-Year Programs

PrincipalInvestigators of this “Hands-On Learning in Engineering” project were Professors J. Dempsey, J.Carroll, J. Taylor, W. Wilcox, and A. Zander. The teaching methodology for the revised ES100course adapted the ‘integrated teaching and learning’ paradigm pioneered and developed by Drs Page 13.630.2L.E. Carlson and J.F. Sullivan at the University of Colorado at Boulder.2 The adaptation atClarkson is a combination of laboratory experience woven within an introductory computercourse teaching both MATLAB and LabVIEW. Significantly, note that just recently (February,2008), Drs. Sullivan and Carlson were awarded the prestigious 2008 Bernard M. Gordon Prizeby the

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Diana G. de la Rosa-Pohl, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

First-Year Programs

the HonorsEngineering Program (HEP), established to create a small-college atmosphere among studentswho join the university’s Honors College in addition to enrolling in the College of Engineering.Honors students engage in an extended curriculum that supplements their specific disciplinarycurriculum to provide a full-spectrum liberal education. As with the PROMES cohort,participating students represent all disciplines within engineering and enjoy a multidisciplinaryfirst-year engineering experience. They also form a racially and ethnically diverse cohort thatmirrors the demographics of the university as a whole. Unlike most members of the PROMEScohort who represent the first in their families to pursue a university degree, HEP members

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

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Diversity

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First-Year Programs

their first year at CSU Chico. The bootcamp recruited matriculating students in engineering and computer science fromunderrepresented minorities and first-generation and low-income populations. The core of thebootcamp curriculum was an intensive math program designed to stimulate deeper understandingof algebra and trigonometry and practical problem-solving skills. The curriculum also includedProblem-Based Learning (PBL) modules with projects that applied concepts from computerscience and mechanical, mechatronic, computer, and electrical engineering.The first objective is particularly impactful because of the pre-requisite chains in most of ourengineering (ENGR) and computer science (CS) curricula. A one-semester delay in graduationoccurs when a

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo

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Diversity

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First-Year Programs

. A., Sattler, B., Yasuhara, K., Borgford-Parnell, J., & Atman, C., “Integrating reflection into engineering education”, Paper presented at the 121st ASEE Annual Conference & Exposition, 201413. Ambrose, S. A., “Undergraduate engineering curriculum: The ultimate design challenge”, The Bridge, 43(2), 16-23, 201314. Landis, R.B., “Studying Engineering: A Road Map to a Rewarding Career”, 4th edition, Discovery Press, Los Angeles, California, 201315. Nilson, L., “Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills”, Stylus Publishing, 2013.16. Peuker, S., & Schauss, N. A. G., “Improving Student Success and Retention Rates in Engineering: An Innovative

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doina Bein, California State University, Fullerton; Jidong Huang, California State University, Fullerton; Yu Bai, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Paulina Reina, California State University, Fullerton

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Diversity

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First-Year Programs

; robotics; the design of high-precision, integrated navigation system with high integrity; and their indoor/outdoor applications. He is a member of Institute of Navigation (ION); and a senior member of Institute of Electrical and Electronics Engineers (IEEE).Dr. Yu Bai, California State University, Fullerton Dr. Yu Bai is an Assistant Professor in the Computer Engineering Program in the College of Engineering and Computer Science at the California State University, Fullerton. His research has been supported by Intel and other federal agencies, such as NSF and the army research office. His research interests include machine learning, social media analysis, neuromorphic computing, FPGA design, nano-scale computing system

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University

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Diversity

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First-Year Programs

Executive Leadership and Team Development, Strategy Design & Execution, Supply Chain Optimization, Change Management, System Integration and LEAN Process Improvement (technical and business), Dr. Wickliff is passionate about Organizational Wellness and the Holistic Well- ness of individuals. She is also a professional Facilitator and Motivational Speaker. Dr. Wickliff earned a PhD in Interdisciplinary Engineering from Texas A&M University where she com- bined Industrial Engineering and Organizational Development to conduct research in the area of talent management and organizational effectiveness. She also completed an executive MBA from the Univer- sity of Texas-Dallas and a BS in mechanical engineering from the

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park

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First-Year Programs

 identified for improvement were in the development of new design projects with system integration requirements, applications of new technologies, and enhanced communication skills through teamwork.   At the beginning of 2006, the Dean’s office established the Clark School Keystone Academy of Distinguished Professors to recognize those educators who have made significant contributions to the undergraduate education in engineering, and to provide these faculty members with the support necessary to continue to make contributions to the undergraduate curriculum.  The mission was clear: to revive the infrastructure of freshman and sophomore engineering courses with a focus on engineering design.  To ensure the success of this new initiative, the

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Okan Caglayan, University of the Incarnate Word; Sreedevi Ande P.E., University of the Incarnate Word; Erik Coronado; Max Joseph Martinez, University of the Incarnate Word; Samuel Jacob Handowski

Tagged Divisions

First-Year Programs

helps in understanding the projects. Not too many pictures on one slides.Presentation Requirements with a maximum score of 16 pointsPresenter spoke slowly and clearly.Presenter did not read from the slides which gives an indication that the presentation wasrehearsed.Presenter showed enthusiasm in explaining the content/projects and made eye contact withaudience.Presenter answered audience questions in a polite manner.The presentations indicated that more than 77 % of the camp participants exceeded theexpectations of overall score on their final PowerPoint presentation. The oral presentationsincluded students reflections on projects and possible integration of MATLAB programming intotheir respective STEM fields. Figure 3: Student

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Summer Dann Johnson, Louisiana State University, Baton Rouge; John Scalzo, Louisiana State University, Baton Rouge; Sarah Jones, Louisiana State University, Baton Rouge; Kelly Rusch, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge

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First-Year Programs

Success Although funding for the ERC was not directly sought at the time of writing the STEPgrant, the ERC and its team are an integral part of the first year program supported through theCollege and the STEP program.Assessment The overall goal of the STEP program is to increase the retention and subsequentlygraduation rates of the students in the college of engineering. To date, assessment of thefreshmen year program activities is composed of two facets. The first is direct input throughfocus groups with students and surveys of the participants. In addition to surveys, assessmenttechniques were investigated to determine the retention of the students in the college ofengineering, a STEM discipline and/or the university. These

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily A. Bovee, Michigan State University; Daina Briedis, Michigan State University; S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

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Diversity

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First-Year Programs

University and Assistant Dean for Student Advancement and Program Assessment in the College of Engineering. Dr. Briedis is involved in several areas of education research including student retention, curriculum redesign, and the use of technology in the classroom. She has been involved in NSF-funded research in the areas of integration of computation in engineering curricula and in developing comprehensive strategies to retain early engineering students. She is active nationally and internationally in engineering accreditation and is a Fellow of ABET, ASEE, and AIChE.Dr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

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Diversity

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First-Year Programs

not for profit in Kansas City, in the late 90’s. She earned her M.S. in Youth Development from the University of Nebraska and her B.S. in Family Studies at Kansas State University.Dr. Walter C. Lee, Virginia Polytechnic Institute and State University Dr. Walter Lee is an Assistant Professor in the Department of Engineering Education and the Assistant Di- rector for Research in the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech. His research interests include co-curricular support, student success and retention, and diversity in STEM. Lee received his Ph.D in Engineering Education from Virginia Tech, his M.S. in Industrial & Systems Engineering from Virginia Tech, and his B.S. in

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Clifford A. Whitfield, Ohio State University; Dustin W. West, Ohio State University; Lowell Toms P.E., Ohio State University; John A. Merrill, Ohio State University

Tagged Divisions

First-Year Programs

is expected to continue to decrease, leading toward more time available forimplementing design decisions, increasing exposure to the iterative process of design.Additionally, it is expected that the students will gain an appreciation with the use of potential Page 25.47.11software tools and programming techniques to increase efficiency within engineering designprocess; and in the case of the FEP course sequences, the opportunity to further emphasizeproblem solving with computer programming in the design process.ConclusionFrom the three main curriculum objectives and technical references used by FEP, the AEVcornerstone design-build project was

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Chirag Variawa, University of Toronto

Tagged Divisions

First-Year Programs

the resultsof an informal focus-group discussion among first-year educators focused on identfying high-level outcomes of the first-year engineering experience at our instiution. These interpretations ofthe goals of the first-year curriculum on the part of the first-year educator, speaks to the demandsand expectations that construct the students’ learning environment. Faculty articulate theirexpectations for the curricular foundations of the first-year experience, which include theknowledge, skills and attitudes they consider essential to establishing better alignment withincoming student expectations in hand with instructor expectations.As they exit first-year, faculty assert that students should be able to: 1. Understand the principles of

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

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Diversity

Tagged Divisions

First-Year Programs

course of the academic term and included hands-on,interactive experiences that such as determining the forces on a longboard or building a footbridge in Yosemite National Park. (For more information on the lab experiences, see Scharet al. 21) All instructors were veteran teachers and the curriculum did not contain unusual eventsto promote closeness among students. Data were gathered using Qualtrics, an on-line surveyinstrument, with a pre-course survey during the first week of class and a post-course surveyconducted during the last week of class, before the final exam and grades. Site-specific IRBapproval was obtained for each location.Data from all locations were collected and combined with final grades, using a coded version ofthe student name

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

course was rooted in the idea of aseamless integration of direct teaching and learning-by-doing while working on real-world ill-structured problems with ongoing feedback and critique from both an instructor and peers. Thediverse academic interests of the freshman cohort allowed them to form teams with a range ofskills and abilities to mimic a team approach to design and innovations at a workplace. TheSeminar course embraced a range of topics rooted in technology and liberal arts to develop andadvance creative and critical thinking, oral, written, and design skills with a heavy focus on theuse of technology to transmit the message. Similarly to the Design Lab, it utilized a combinationof teaching and learning strategies, teamwork, and peer

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

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Diversity

Tagged Divisions

First-Year Programs

compensate for days when you are unable to attend class. No make-up quizzes willbe given. Quizzes will be closed book with no calculators unless otherwise stated.Final Exam. There will be a final exam on the last day. This will be closed book except for onepage of notes.Project. The project will be a team activity that emphasizes creative engineering design usingpre- calculus math skills. This will culminate in a design competition.Academic Integrity The University’s Code of Academic Integrity will be fully enforced and can be found at [website].Program Evaluation You will be invited to submit an evaluation of the program on the last day. Your feedback is important and all responses are confidential. Schedule of Topics Day

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey; Ilene J. Rosen, Rutgers, The State University of New Jersey

Tagged Divisions

First-Year Programs

redoubled our efforts to teach and reinforce that knowledge in the subsequentsemester. The results (again, shown in Table 4) demonstrate an improvement in quiz outcomeswithout a significant alteration of quiz format. Adjustments to course curriculum were alsominor, but clearly necessary. Greater emphasis was placed on how to test code, including codethat uses different programming methods, and additional instructions were included in projectdocuments about how to test code (See Appendix A).Discussion and Conclusions Throughout the process of first combatting plagiarism, and then circumventing it, we arrivedupon some potentially useful take-a-ways. First, plagiarism is a symptom, not a disease. Second,many programming assessments may not

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

Paper ID #29413Predictors of First-Year Retention among Undergraduate EngineeringStudents Who Earn a C in their First-Semester Math CourseDr. Campbell R Bego, University of Louisville An instructor and postdoctoral researcher in engineering education, Campbell R. Bego, PhD, PE, is inter- ested in improving STEM student learning and gaining understanding of STEM-specific learning mech- anisms through controlled implementations of evidence-based practices in the classroom. Dr. Bego has an undergraduate Mechanical Engineering degree from Columbia University, a Professional Engineering license in the state of NY, and a

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashish D. Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Roobini Vijayabalan; Athira Suresh Kumar Nair

Tagged Divisions

First-Year Programs

Award for Innovation in Engineering Education. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college as well as preparing students for the rigors of mathematics. His research interests include engineering education, integration of novel technologies into the engineering classroom, excellence in instruction, water, and wastewater treatment, civil engineering infrastructure, and transportation engineering.Dr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; James Collofello, Arizona State University; Bethany B. Smith, Arizona State University

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First-Year Programs

Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar.Prof. Stephen J. Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

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Diversity

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First-Year Programs

procedures forreviews changed: neither tutors nor students were present in-person, review sheets were sent tostudents in the Zoom chat, and tutors worked through homework questions on whiteboards overvideo. To ask questions, participants could unmute their microphones or post them in the chat.Through the College of Engineering (COE) Tutoring Office, students also had the option toreceive one-on-one drop-in peer tutoring for most courses taken in the first two years of theengineering curriculum. This office was staffed by undergraduate peer tutors. Prior to theCOVID-19 pandemic, peer tutoring was offered in person, which allowed students to “drop-in”during operating hours without an appointment. In Fall 2020 one-on-one tutoring was onlyoffered

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Arturo A Fuentes, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

First-Year Programs

evaluations since both groups expressed high level ofinvolvement in and satisfaction with the hand-on activities. Both groups also displayed highlevel of motivation as anticipated from the backward design aimed at motivating learning.Based on these results, it argued that the CBI and lab curriculum developed helped the studentsto see the relevance of their studies to the real world which is an important factor for studentattraction, engagement, and retention. However, the pretest/posttest results provide evidence thatstudents that exposed to CBI developed a better ability to apply the knowledge that they learnedin a different context (i.e. adaptive expertise).ConclusionsThis paper describes the CBI curriculum development and its implementation

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

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Diversity

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First-Year Programs

Paper ID #34046Low-Income, High-Achieving Students and Their Engineering IdentityDevelopment After One Year of Engineering SchoolJanet Aderemi Omitoyin, The University of Illinois at Chicago Janet Omitoyin is a PHD student in the Department of Curriculum and Instructions, University of Illinois at Chicago (UIC). An astute scholar, Janet’s quest for a solution to the problems of mathematics learning based on her experience as a student and later as a teacher is at the root of her enrollment for a PHD program at UIC with a view to be part of the solution to the systemic problems emanating from inadequa- cies in the

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Robert W. Warke, LeTourneau University

Tagged Divisions

First-Year Programs

increasing from 67%to 86%. The course authors have concluded that students must "do engineering" to get ameaningful picture of the engineering career field. Another initiative implemented at Baylor isoffered as a supplement to first semester engineering courses and packaged in a format calledSuccess4Students.25 This program, dealing with such things as time management and studyskills, is implemented as a three-hour video seminar with 12 weeks of internet follow-up.Preliminary results show a second-semester retention increase from 67% to 83% and an averageGPA increase from 2.6 to 3.1. The University of Denver has integrated design coursesthroughout the four-year curriculum which allow students to practice analysis, design andevaluation of

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida

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Diversity

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First-Year Programs

their first semester, adecrease in loss of students from the fall semester to the spring semester, and a 90.5% retentionrate for the 2015 cohort for the first time in the history of the college.IntroductionFirst year students encounter much stress as they navigate living for the first time away fromhome, separating from their parents, and encountering a rigorous curriculum. Colleges are facinga lot of pressure to achieve over 90% first year retention rates. In this college, the admissionrequirements are for students to be eligible to start in Engineering is to be ready to takeprecalculus (set in 2013) or a higher math course by the start of their first fall semester at school.Over 40% of the students at the university are Pell grant eligible

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Ross Tapia, New Mexico State University; Elizabeth Ann Howard, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

curriculum for their STEM program, he also has 14 years’ experience in the Civil Engineering Industry. John Ross has a BS in Civil Engineering, and a MA in Agriculture and Extension Education with an emphasis in technology, both from New Mexico State University.Ms. Elizabeth Ann Howard, New Mexico State University Elizabeth Howard serves as the Program Manager for the College of Engineering at New Mexico State University. Elizabeth is currently serving as the program coordinator for the Freshman Year Experience program at NMSU which includes hiring and managing the college mentors, and overall coordination of the program. Elizabeth has worked in the College of Engineering for the past 4 years in student affairs.Dr. Rolfe