Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Ari Epstein, Massachusetts Institute of Technology; Alberta Lipson, Massachusetts Institute of Technology; Rafael Bras, Massachusetts Institute of Technology; Kip Hodges, Massachusetts Institute of Technology

Tagged Divisions

First-Year Programs

. Teams also have access to anumber of Alumni Mentors (MIT alumni with expertise or interest in the year’s focus problem)and to librarians specifically assigned to the class by the MIT Libraries. Page 11.1245.4Students are expected to complete a number of individual assignments in Mission, but the focusof the semester is on the final product, which has two components: (1) An integrated websiteoutlining the class’s solution to the problem; and (2) A live presentation and defense of theirsolution in front of a panel of experts brought to MIT specifically for the occasion. Thepresentation, which is open to the public, is webcast live and archived for

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Sven Bilen, Pennsylvania State University; Beverly Jaeger, Northeastern University

Tagged Divisions

First-Year Programs

time.IntroductionIn addition to conveying engineering content, teaching first-year engineering students entails itsown specific educational issues, some of which are: (1) attracting and maintaining the students’interest and attention at a quality level, (2) helping students generate a sense of relevance Page 11.1315.2between class and engineering in the real world, (3) building a foundation to their technicalpresentation skills, (4) motivating them to be interested and inspired by engineering as a career,(5) making them feel part of the new academic world they are entering, and (6) allowing themto contribute to and participate in their own education. The OME

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Janet Callahan; John Gardner, Boise State University; Amy Moll, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

First-Year Programs

many of our students must pass before they can move on to Calculus I. In addition, thestandard Introduction to Engineering course was modified to more directly support studentsconcurrently enrolled in Calculus I. Preliminary results indicate that students who concurrentlyenroll in an engineering course along with the Precalculus or Calculus I achieve higher successrates in their math class.1.0 IntroductionThere are a variety of factors influencing student retention and success in engineering. One ofthese factors is strongly linked to mathematics education in both high school and in the freshmanyear.1 In fact, success in the first semester mathematics class at Boise State University is themost effective predictor of freshman retention among

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Dwight Tolliver, University of Tennessee; Lauren Hines, University of Tennessee; J. Roger Parsons, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

Tennessee has beenconsistent over the past five years. Thus, a report from 20025 discussed the demographicinformation of these students, which is as follows: 80-84% male, 79-87% Caucasian, 11-13% African American, 1-6% Asian American, average Math ACT score between 26.2-26.8, average composite ACT between 25.5-25.8, and average high school GPA of 3.43.The students’ attitudes and perceptions of group work were assessed by the EngineeringFundamentals (EF) Group Work Survey, developed by the authors. The survey wascomprised of 22 statements, seven of which were negatively worded. Respondentsindicated their agreement on a 7 point Likert-type scale ranging from strongly disagree(1) to strongly agree (7). Higher scores, except for the negatively worded

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Odis Griffin, Virginia Tech

Tagged Divisions

First-Year Programs

otherengineering departments and the School of Education .1 One such collaborative effort, fundedunder the department-level reform (DLR) program of the NSF, (hereafter referred to as the DLRproject) began in September 2004. The goal of DLR project is to reformulate the freshmanengineering (i.e., GE program) within EngE and the bioprocess engineering option within theBiological Systems Engineering (BSE) program using a theme-based spiral curriculum approach.The twentieth century psychologist, Jerome Bruner, proposed the concept of the spiralcurriculum. Bruner advocates a curriculum that revisits basic ideas repeatedly, building uponthem until the student has grasped the full formal apparatus that goes with them.2 In the proposedreformulation, a theme of

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; David Sawyers, Ohio Northern University; John K. Estell, Ohio Northern University; Laurie Laird, Ohio Northern University

Tagged Divisions

First-Year Programs

paper to the draft version in order todetermine: • the number of errors in the draft which also appeared in the final version, and • the number of new errors in the final version (errors which did not appear in the draft).Additional comments were also made by the instructor to indicate qualitative differencesbetween the draft and final versions, which may not appear in the quantitative counting oferrors. Page 11.1051.4 Table 1. Qualitative Assessment of Proofreading Assignment Errors in draft Errors in final paper incorrect

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Susan Freeman, Northeastern University; Beverly Jaeger, Northeastern University; Richard Whalen, Beverly Jaeger and Richard Whalen are members of Northeastern University's

Tagged Divisions

First-Year Programs

from the guided reverse engineering assignment. It is not only theactivity that the students find engaging, but also the presence of a physical device with which toapply their knowledge. This factor of tangibility is a critical component in seeing the value oftheir studies and the activity. Again, every attempt is made to map the experience back to thedesign process, in this case to the implementation stage.The Cross-Threads: Active Learning Applied to Each Phase of the Design ProcessMany activities used in the course illustrate several phases of the Design Process, but aredescribed here in the first design step that applies to them.1. Needs Assessment. The students begin their work with the design process by answeringquestions such as: What

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mukul Shirvaikar, University of Texas-Tyler; Ron Pieper, University of Texas-Tyler; David Beams, University of Texas-Tyler

Tagged Divisions

First-Year Programs

thebasic areas of sciences, math and programming to help them survive the first two years of theprogram. It is principally aimed toward electrical engineers (the grant under which B2B isfunded was for increasing the graduation rates of electrical engineers), but engineering studentsin other disciplines are welcome to utilize the services of B2B tutors.Retention approachesRetention of engineering students in the early years of the undergraduate program has been atopic for serious discussion within the engineering education community. “One of the problemswith having low admission standards is poor student retention.”1 Researchers on this issue haveidentified indicators that statistically portend whether the student is more likely to drop out

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Xiafeng Li, Texas A&M University; Arun Srinivasa, Texas A&M University; William Bassichis, Texas A&M University; Jacque Hodge, Texas A&M University; Donald Maxwell, Texas A&M University

Tagged Divisions

First-Year Programs

their performances in the second-year courseprovides an opportunity to examine whether and how participation in the STEPS first-yearcurriculum has improved their performance in a core sophomore engineering course.IntroductionFirst-year engineering curricula have been identified as significant opportunities to improve four-year engineering curricula, and many institutions have addressed the opportunity in differentways. At Texas A&M University (TAMU), at least four challenges were identified with respectto first-year curricula in the Dwight Look College of Engineering. These challenges are notunique to TAMU and avenues for addressing these challenges might be applicable to otherinstitutions. Challenge 1. Although innovations introduced

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

First-Year Programs

researchers at Auburn University. This study asked managers in 23companies about the skills, knowledge, and abilities that are valued by them in additionto the more traditional skills learned in the major discipline. Table 1 shows the results ofthis studyiii. Rank of Value-Added Skill, Knowledge, or Ability Score 1. Better written and oral communication skills 4.62 2. Better developed leadership skills 4.49 3. Improved supervision and management skills 4.13 4. Understand how business decisions affect technical decisions 4.12 5. Working knowledge of

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Laura Girardeau, Washington State University; Jennifer Beller, Washington State University; Greg Crouch, Washington State University

Tagged Divisions

First-Year Programs

. Students that listedengineering as their first or second choice for major were sent a letter soliciting theirparticipation in the program and were accepted on a first-come-first-served basis. Since theprogram was developed and geared for students entering this specific university, it is foremost acase study and assessment rather than a research study. Erwin1 outlined two important contrasts:1) “Assessment guides good practice, whereas research guides theory and tests concepts” and 2)“Assessment typically has implications for a single institution, whereas research typically hasbroader implications for higher education.” These contrasts hold true for this study, in whichadministrators and researchers were faced with resource and time limitations

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Susanne Wolf, Technische Universitaet Darmstadt; Manfred Hampe, Technische Universitaet Darmstadt

Tagged Divisions

First-Year Programs

emitting particulate matter. The strategic goal set bythe board of directors of your enterprise is to be the leading supplier of particulate matterremoval systems with a share of at least 30 % of the world market.The mechanical engineering department of your enterprise has been assigned the task ofdesigning 25 different systems for collecting particulate matter either from the municipalenvironment or directly from devices emitting particulate matter. Your group’s task is todesign one such system.Here are some examples of products designed by the student teams:Figure 1: Picture of a filter system integrated in a tram designed by one of the teams(IME 2005)Figure 2: Drawing of a filter system designed by one of the teams (IME 2005)Various kinds of

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Gene Dixon, East Carolina University; William Howard, East Carolina University; Ric Williams; Keith Williamson, East Carolina University; Geoffrey Dieck, East Carolina University; Steve McLawhorn, East Carolina University

Tagged Divisions

First-Year Programs

attractingand retaining engineering talent with a range of specialties in narrowly defined fields. “Instead ofthe traditional engineering disciplines, these operations require engineering generalists with astrong theoretical background, broad knowledge in a range of areas, and specific skills inproblem solving to give them a sound but flexible base for managing and implementingtechnology change and operations.”1 East Carolina University initiated a bachelor’s degreeprogram in general engineering (BSE) to fill this requirement. The BSE curriculum isimplemented “through a concept and program identified as the Integrated CollaborativeEngineering Educational Environment, or ICE3 (pronounced “ice cube”). The ICE3 program…emphasizes a broad but highly

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Gary D. Herrin, University of Michigan; Cindy Veenstra, University of Michigan

Tagged Divisions

First-Year Programs

which students will need academic intervention such astutoring or mentoring. Engineering Physics is not being considered because most students takePhysics the 2nd term of their freshman year and this analysis is limited to first-term courses.Research Questions:Two research questions will be addressed in this paper:1. Can the ACT Math or SAT Math tests predict a passing grade of a “C” or better for the typicalfreshman first term engineering courses: Calculus I and II, Chemistry, Engineering 100 andEngineering 101?2. Which test, the ACT Math or SAT Math, produces a better prediction?First, these two questions will be considered on a theoretical basis and then on an empirical basisusing recent student data from the University of Michigan College

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Darryl Koch, University of Michigan; Gary D. Herrin, University of Michigan

Tagged Divisions

First-Year Programs

Engineering Advising Center and the Engineering Learning Resource Center metwith the course director for Calculus I and formulated the following plan:1. The course director would release a list of all engineering students who earned a C- or lower on the first exam to the Engineering Advising Center within two days of the exam being taken.2. The directors of the Engineering Advising Center and Engineering Learning Resource Center would contact all students on the list and require them to attend a group advising session the following week. The group advising session would be used to present data to the students about the importance of doing well in calculus, give advice about the likelihood of success in calculus if students remain in the

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Philip Kosky, Union College; William Keat, Union College; George Wise, Union College; Robert Balmer, Union College

Tagged Divisions

First-Year Programs

verygood at articulating the excitement of engineering to freshmen). The following list contains asample of freshman texts currently available. They differ widely in intent and in subjectcoverage. a) Studying Engineering, R.B. Landis, Discovery Press, 2000 (ISBN: 0-9646969-5-9). b) Engineering your Future, (4 volumes), W.C. Oakes et al , Great Lakes Press, 2004, (ISBN:1-881018-78-4, 1-881018-51-2, 1-881018-74-1, 1-881018-26-1) c) Introduction to Engineering Design, A.R. Eide, F.D. Jenison, L.H. Mashaw, and L.L. Northup, McGraw Hill, 1998 (ISBN: 0-07-018922-6). d) Introduction to Engineering Design and Problem Solving, M.D. Burghhadt, McGraw Hill, 1999 (ISBN: 0-07-012188-5). e) Concepts in Engineering, M.T. Holtzapple

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

David Kazmer, University of Massachusetts-Lowell; John Duffy, University of Massachusetts-Lowell; Beverly Perna, Tsongas Industrial History Center

Tagged Divisions

First-Year Programs

impact on student motivation and success.2. IntroductionEngineering education seems to have come under increased criticism lately, with manycompanies and students arguing that engineering curricula are too abstract and disconnected [1,2]. It is interesting to reflect upon similar concerns of Henderson [3] and Grinter [4] dating backto 1983 and even 1955. These studies consistently indicate that engineering education shouldhave the following properties: 1. Relevance to the lives and careers of students, preparing them for a broad range of careers, as well as for lifelong learning involving both formal programs and hands-on experience; 2. Attractiveness so that the excitement and intellectual content of engineering will

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Cory Brozina, Youngstown State University

Tagged Divisions

First-Year Programs

regarding their intended major.The study was conducted at a medium sized, Midwestern, public institution and compares twocohorts of students that experienced two different approaches to exploring engineering majorselection, one starting in Fall of 2013 compared to the group stating in the Fall 2014. Theoriginal course, Fall 2013, involved a large lecture class with 200+ students, one instructor, andguest instructors from each department that lectured for 2 – 50 minute class periods on theirdiscipline of engineering. The course was revised for Fall 2014 and involved 10 sections of 20-25 students that completed a hands on activity each week, 1 – 50 minute class period, related toeach engineering discipline. Students rotated each week to a new

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech, Department of Engineering Education; Diana Bairaktarova, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

improve three-dimensional visualization skills” [1]. The professor’sinnovative instruction included creative ways of learning which targeted students’ spatialreasoning skills. Through the semester, students practiced freehand sketching, learned ComputerAided Design (CAD), designed for additive manufacture, and created 3D printed tangibleobjects. The instructor consistently encouraged the students to freehand sketch objects, as a wayto enhance their ability to see the physical environment and improve their spatial visualizationskills. The instructor employed various exercises throughout the semester to challenge thestudents to think creatively to let their artistic talent shine as well as aiming to instill confidencein their freehand sketching

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Mark T. Holtzapple, Texas A&M University; Bonnie J. Dunbar Ph.D., Texas A&M University

Tagged Divisions

First-Year Programs

, the FC curriculumincluded the following four themes: integrated curriculum, active/cooperative learning,technology-enabled learning, and continuous improvement (Morgan & Bolton, 1998; Froyd &Ohland, 2005).Integrated curriculum. The FC curriculum is designed to integrate with both the freshman andupperclassman years. To support the freshman year, the curriculum reinforces physics,chemistry, and mathematics. To support the upperclassman years, the curriculum includesfoundational topics, such as thermodynamics, rate processes (e.g., fluids, heat transfer, andelectricity), and “engineering accounting,” which is discussed later. A detailed description of thetwo engineering foundational course content is provided in Table 1.Active

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

either the summer orfall semester. In this college, the high school grade point average (HSGPA) was determined to bethe best predictor of graduating within six years. The HSGPA is a weighted GPA determined bythe admissions office. It uses a scale that ranges from zero to five and it gives extra quality pointsfor students who take advanced level coursework (see Table 1). For a reference point, theaverage HSGPA of students who had graduated from engineering was 3.81.Table 1. Number of Quality Points Added to HSGPA for Advanced-Level Courses Course Type Quality Point Advanced Placement 1.0 International Baccalaureate 1.0 Dual Enrollment 1.0 AICE 1.0 Honors

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paa Kwasi Adusei, University of Cincinnati; Nora Honken, University of Cincinnati; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

liberty to check as many as applied to them. Table 1shows the available reasons and the relationship of this reason to the Social Cognitive Theory orthe Expectancy-Value Theory. Table 1. Available Reasons for Majoring in Engineering and Relationship to Framing TheoriesReasons Social Cognitive Theory Expectancy-Value theoryParent(s) recommended it Social SupportOthers (teachers, friends etc.) Social Supportrecommended itHeard engineering provides Outcome Expectation Valuegood job opportunitiesKnow an engineer Social SupportResearched what engineers do Intrinsic Interest Valueand think I'd like doing thatGood at Math and Science

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Candace Auburn Rainwater, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Adrienne Gaines, University of Arkansas

Tagged Divisions

First-Year Programs

Questions 1. Does the way a student places into Calculus I make it more or less likely that they will pass Calculus I? 2. Does the way a student places into Calculus I affect their likelihood of earning a specific letter grade in Calculus I? 3. Does the way a student places into Calculus I make it more or less likely that they will pass Calculus II? 4. Does the way a student places into Calculus I affect their likelihood of earning a specific letter grade in Calculus II?Background of the University of ArkansasIn Fall 2015, the institution studied was a land grant, public, university serving 26,754undergraduate and graduate students, 57% of which came from within the state. Minimumadmission requirements for new freshman

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

this study, and provide a detaileddescription of the instrument development and validation component of the study.Theoretical FrameworkWe developed this instrument based on a theoretical framework developed during an earlier partof this study. We conducted phenomenographic interviews with 33 first-year engineeringstudents, and analyzed these interviews to develop an outcome space11 consisting of fivecategories of description12 of ways that these students experienced the transition from pre-collegeengineering programs and activities to their first-year introduction to engineering courses. Inorder of increasing integration in their first-year engineering course, as shown in Figure 1, theseways of experiencing the transition were Foreclosure

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

team formation process to determine which teamformation yields the most balanced teams.Due to the complex nature of team formation, given a class of 36 students with teams of four,there are 1.4*1029 ways to make teams. While computers have increased in processing powerrecently, this is still too many combinations to feasibly calculate. The software makes someassumptions to decrease running time, including separating the class into two groups of 20 and16, and forming teams on each section. This alone brings the number of formations to 1.9*1019combinations (Equation 1). 5 4 4 ∗ 𝑖𝑖 4 ∗ 𝑖𝑖 𝑁𝑁2

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Pankaj Sharma, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

important factor in persistence to degree completion. For example, somestudies report that the diversity gap in STEM participation may be attributed more to perceptionsand beliefs than to academic preparation or achievement levels [1-5]. To the extent that suchperceptions and beliefs form an inaccurate (or “negative”) vision of a future engineering career,curricular approaches that aim to form a more “positive” vision may be warranted. Theseapproaches can be pedagogical, such as collaborative and project-based learning [6-8], content-based by aiming (for example) to expose the positive contributions of engineering to society [9-12], or both. All other things being equal, curricular features than can foster among students amore positive

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Patricia R. Backer, San Jose State University; Cindy Kato

Tagged Divisions

First-Year Programs

agencies. As one of the 23 campuseswithin the CSU system, SJSU is a leader in high-quality, accessible, student-focused highereducation.The extraordinary diversity of Santa Clara County and the City of San José provide the primarycontext for our student body. The 1.8 million residents of Santa Clara County are 33% white,35% Asian, 27% Latino/a, and 3% African American. The county has had a pluralist majority formany years, with more Asian and Latino/a immigrants than any other Bay Area county. The vastmajority (70%) of SJSU’s incoming freshmen class comes from the greater San Francisco BayArea; this brings us a diverse student body each academic year.   Table 1. Fall 2015 Student Characteristics of SJSU. Total Enrollment of 32,773 students (82

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Isabel Cristina Jimenez-Useche, Purdue University, West Lafayette (College of Engineering); Stephen R. Hoffmann, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

impact the performance of East Asian students in the context of a mandatoryintroductory class in engineering.INTRODUCTION Year after year, it is more common for instructors to encounter non-U.S. students in theirengineering classrooms. The last report from the Institute of International Education shows thatfor the academic year 2015/2016, there were over a million non-U.S. students enrolled in highereducation programs in the U.S 1. This is almost double of what they reported in 2005. Studentsfrom East Asia account for 41.9% of the population of foreign students, with China being themost popular country of origin 1. In 2015, U.S. undergraduate engineering programs enrolledover thirty thousand students from China, South Korea, Japan, Hong

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University, Tandon School of Engineering; Yona Jean-Pierre, New York University, Tandon School of Engineering

Tagged Divisions

First-Year Programs

pedagogy and an investigation of theinstructional videos in a 3 credit hour lab course, Introduction to Engineering and Design at NewYork University Tandon School of Engineering. The main objectives in using the flipped labapproach in the first year course were to 1) provide pre-laboratory information for hands-on labactivities, 2) assist students with the visualization of conceptual, text-based course content, 3)help the students formulate questions for problem solving in the lab or course, and 4) reinforcecontent retention and learning after the completion of the lab. These goals lead to the initiative todevelop a series of instructional videos for laboratory and design project skills. The first video,"Introduction to the NI Elvis Board," was

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska Anchorage; Matthew Calhoun, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

are connected. Future work should also include analyzing the qualitative dataprovided in these surveys.IntroductionEngineering identity is one avenue that engineering educators can use to help improveretention4,5. Engineering identity is described as “the process of identifying with engineering,developing an engineer identity, and becoming an engineer”6 (pp. 1-2). Engineering identity isidentified as an important concept to consider in order to retain females and minority students orthose who are underrepresented in engineering4–7. The goal for incorporating engineeringidentity in the common Introduction to Engineering course was to help improve retention andpersistence of students by having them identify themselves early as engineers.The