Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Chandler Gilbert Community College; Claire Louise Antaya Dancz, Arizona State University; Amy E. Landis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, retain, andprepare students in science, technology, engineering and mathematics (STEM) fields to addresschallenges facing the 21st Century. This paper describes a method for integrating behavioralinstinct learning modules into freshman engineering classes. The method includes an onlineinstinct assessment, in-class activities created to illustrate instinctive behavior related toengineering tasks, practicing awareness through class projects, and reflective writing toencourage students to critically think about this awareness for future classes, activities, andcareers. The effectiveness of the methods described herein will be evaluated through the use ofsurveys, reflective essays, and interviews with faculty and students. The assessments have

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

Carmela Cristina Amato-Wierda, University of New Hampshire; Robert M. Henry P.E., University of New Hampshire; Ernst Linder, University of New Hampshire (UNH)

Tagged Divisions

First-Year Programs

Hewitt4 published a landmark ethnographic study in 1997 titled, Talking AboutLeaving: Why Undergraduates Leave the Sciences. This study identified 23 factors thatcontributed to students’ decisions to switch from a STEM discipline to a non-STEM discipline.Most of the factors were associated with issues related to faculty teaching, pedagogy, assessmentpractices, curriculum design and conceptual difficulty.However pedagogy, curriculum, assessment and conceptual understanding do not exist inisolation. They are inter-related components of an educational ecosystem that has a directimpact on the development of a student’s understanding of a concept. The students in Seymourand Hewitt’s study associated aspects of volume, pace, and difficulty of the

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph Anthony Gulotta, Rowan University; Nicholas Steven Parisi, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

First-Year Programs

computer engineering at Rowan University. I am very interested in wearable devices, sensors, app development, and writing code to integrate software and hardware. In terms of ASEE, I had the unique experience of helping develop the platform that would be presented to freshmen engineers, in order to see how a complete drastic change in homework would affect student’s motivation and desire to complete the work.Dr. Cheryl A. Bodnar, Rowan University Cheryl A. Bodnar, Ph.D., CTDP is an Assistant Professor in the Department of Chemical Engineering at Rowan University. Dr. Bodnar’s research interests relate to the incorporation of active learning techniques in undergraduate classes as well as integration of innovation and

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

Jess W. Everett, Rowan University; Maria Perez-Colon, Rowan University

Tagged Divisions

First-Year Programs

2013 2014 Year Figure 1: Change in First Year Students, 2010 to 2014.The College recognized that one of its hallmarks--the successful integration of academic andcareer advising by faculty--had become difficult to sustain. The needs of first-year engineeringstudents were of particular concern since, in addition to managing the transition from high schoolto college, engineering students must handle the rigors of an academically challenging program.While retention remained high, the college decided to prevent any future drop by proactivelyimproving the advising program.The College adopted a dual approach targeting

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

 friendships and study groups within their Peer Adviser cohort. This is an important step in students integrating into the McCormick community. Students forming friendships and student group is a major goal of the change in advising. Forming student cohorts around a major, with a Peer Adviser has been very helpful for some students. Having a network of friends is important in helping students normalize their experiences. This is also helpful in forming study groups. Students know each other, and have people they can study with before major exams.  Peer Advisers are helping uncover problems early. The Peer advisers are helping students normalize their experiences­ especially the stress students feel during their first round of Midterm exams. To hear an

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bruce W. Char, Drexel University; Isuru Daulagala, Drexel University; Nagarajan Kandasamy, Drexel University; Thomas T. Hewett, Drexel University

Tagged Divisions

First-Year Programs

- ment at Drexel University. His research interests include Physical Design, High Performance Computing and developing and improving tools in Engineering Education. From September 2014 to March 2015, he was an intern at NVIDIA Corporation at Santa Clara, CA.Prof. Nagarajan Kandasamy, Drexel University Naga Kandasamy is an Associate Professor in the Electrical and Computer Engineering Department at Drexel University where he teaches and conducts research in the area of computer engineering, with specific interests in embedded systems, self-managing systems, reliable and fault-tolerant computing, distributed systems, computer architecture, and testing and verification of digital systems. He received his Ph.D in 2003

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

First-Year Programs

required first-year engineering curriculum atNortheastern University. It will outline the motivation to redesign the curriculum, and includereview of engineering education practice that inspired and directed the change, along withevidence and assessment of the effectiveness of the new approach. In 2012, after acomprehensive curriculum review by a faculty committee at Northeastern University, the first-year engineering program decided to adopt the “cornerstone to capstone” curriculum design.The overarching goal of the cornerstone was the integration of design, programming, graphicalcommunication, and engineering analysis through real world, hands-on design projectspreviously taught in two separate courses. This goal directly supports the

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela Renee Lockwood, West Texas A&M University; Emily M. Hunt, West Texas A&M University

Tagged Divisions

First-Year Programs

examine the impact of thelearning community experience on first-year retention in engineering and at the university. Theresults of this analysis, limitations and conclusions are discussed.Engineering Learning Community DesignSeveral published studies have linked learning communities to increased retention of first-yearstudents, higher first year GPAs, and lower incidence of academic probation [3]. Zhao and Kuh[4] indicate the cluster enrollment model featuring a cohort of students co-enrolled in two or morecourses is improved upon when the faculty involved in these courses design activities thatincorporate the curriculum of the courses in cluster. This integrated curricular approach was thebasis for the WTAMU engineering learning community

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Rick Williams, East Carolina University; William Howard, East Carolina University

Tagged Divisions

First-Year Programs

of electrical system component and analysisof mechanical system components that was taught by as many as four instructors. In short, thiscourse was what Clausing12 states a freshman course should not be; “a hodgepodge of peripheraltopics.”With the introduction of the new curriculum in the Fall of 2007, the engineering graphics contentbecame a separate two-hour course and the remaining content with the exception of Excel wascollapsed into the three-hour Introduction to Engineering course. With the creation of the newcourse, an effort was made to greatly reduce the “hodgepodge of peripheral topics.” This wasaccomplished for the most part by integrating the topics with the robot project. As an example,the old course taught project management

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

integrating engineering design into the K-12science curriculum. This is accomplished by raising engineering design to the same level asscientific inquiry. As a result, engineering design experience is gradually becoming a vitalcomponent of K-12 education, especially at the high school level. The process of initiatingand completing an engineering design project requires students to engage both in analyticalreasoning, active creation, and testing of solutions. One must ensure that engineering designprojects are engaging for all students, particularly those from demographics that areunderserved, underperforming, or underrepresented in the STEM fields. Well-craftedengineering design projects can increase students’ interest in STEM and their self-efficacy

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xiang Gong, Beihang University, Beijing, Institute of Higher Education; Monica E. Cardella, Purdue University, West Lafayette; Qing Lei, Beihang University, Beijing

Tagged Divisions

First-Year Programs

three aspects: theprogram overview, central program themes, and the curriculum system through interviews withdirectors of both programs.The results of this paper will present the directors’ outlooks of the ongoing programs in both atheoretical level (program vision and mission), and in an operating level (curriculum). Thereasons for the programs’ similarities and differences will be thoroughly discussed based on abroader and comprehensive international and educational background, in order to obtain a moreclear understanding and more rapid advancement of this kind of programs.IntroductionFirst-year Engineering Honors Programs (FEHPs) provide highly motivated, academicallyexcellent first-year engineering students with a broader, and more enriched

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaylee A. Dunnigan, NYU Tandon School of Engineering; Jack Bringardner, NYU Tandon School of Engineering; Gunter W. Georgi, NYU Tandon School of Engineering

Tagged Divisions

First-Year Programs

students to develop ideas into workingprototypes. The most structured projects are the predefined project choices which are projectswith set goals and tasks. In Fall 2018, 13 groups participated in free-choice OEP projects, 2groups in piloted prompt-based OEP projects, and the rest of the groups took part in predefinedprojects. The curriculum makes the students familiar with the engineering design process,computer-aided design (CAD), Arduino programming, prototyping, product development, andthe integration of teamwork and project management. This study examined the feedback from an end of the semester survey of 226 first-yearstudents to evaluate their capabilities, preparedness, and interest in the project options. Theresults show that the

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gerald Gallego Tembrevilla, McMaster University; Susan Nesbit P.Eng., University of British Columbia, Vancouver; Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

first-year engineering students’learning experience [1-3]. Engineering education saw the birth of the many faces of integrationlike multidisciplinarity, interdisciplinarity, and transdisciplinarity. Most studies agree that ifarranged according to the increasing level of complexity of integration, multidisciplinarityshould come first as having the lowest level and transdisciplinarity on the top with the highestlevel of integration [4]. In this study, we employed the lens of transdisciplinarity by combiningmetacognition, systems thinking, and empathy in an introductory engineering course. Theeducation literature on transdisciplinarity [5-7] acknowledges that generally, current highereducation practice does not yet effectively train students as

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University

Tagged Divisions

First-Year Programs

Survey of Student ExperienceAbstractThis paper is a report on evidence-based practice in a first year engineering program forMechanical Engineering Students. We adapted a year-long curriculum called Living with the Lab(LWTL) that uses a project-based, hands-on instruction to introduce students to engineeringfundamentals, programming, sensors, controls and engineering design. While adhering to thespirit and much of the content of the original curriculum, we added material, created newhands-on projects, introduced a flipped instructional model for the first course in the sequence,and experimented with an alternative final project model. We briefly describe our key innovationsto the LWTL curriculum.Introduction of this curriculum has coincided with

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

Stephen E Silliman, Gonzaga University; Toni Boggan, Gonzaga University; Vladimir A Labay, Gonzaga University; George D. Ricco, Gonzaga University, Spokane; Suzann Girtz, Gonzaga University

Tagged Divisions

First-Year Programs

, fostered students' academic integration at levels similar to that of the other more selective and somewhat more coordinated, LC models.Recent work on LLCs has also raised a number of interesting questions regarding whether self-selection into an LLC influences the impact of the LLC on the student 4,6 and how individualpersonality might impact the influence of an LLC on an individual student.5Within the present manuscript, attention is focused on students involved in what Stassen3 wouldlikely term a modest model of an LLC. Three specific questions are explored relative to thisLLC. First, do students applying for the LLC prior to arriving on campus as freshmen havedifferent characteristics than their classmates in terms of: self-confidence and

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Marc Christensen, Southern Methodist University; David Willis, Southern Methodist University; Scott Douglas, Southern Methodist University

Tagged Divisions

First-Year Programs

strongly on thestructure of the particular college or university’s curriculum. Many college engineeringretention studies agree that the first year of study is extremely important in determining ifa student will persist and graduate with an engineering degree4. In institutions that have acommon first-year engineering curriculum, it is possible to completely change the first- Page 11.71.3year experiences of all engineering students through the retooling of the commoncourses. At other institutions where individual departments offer first-year introductorycourses, curriculum changes must involve activities in multiple departments to besuccessful across the

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kala Meah, York College of Pennsylvania; James Moscola, York College of Pennsylvania; James A. Kearns, York College of Pennsylvania; Eleanor Leung, York College of Pennsylvania; Jason Forsyth, James Madison University

Tagged Divisions

First-Year Programs

wasfun. The course addresses ABET student outcomes 2, 3, and 5. These outcomes focus onengineering design, communication, and teamwork, respectively.IntroductionTraditional first-semester engineering curriculum includes basic mathematics, sciences, andliberal arts courses in order to prepare students for rigorous engineering courses. This approachhelps highly motivated students who have clear understanding of their field of study. Most highschool graduates may have an understanding of the overall engineering field but may not knowabout a specific field of engineering. A hands-on introduction to each engineering field isnecessary in the early stage of the curriculum and the first semester is an ideal place to exposestudents to various engineering

Conference Session

Multidisciplinary First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Ismail Jouny, Lafayette College; Polly Piergiovanni, Lafayette College

Tagged Divisions

First-Year Programs

longer tube shows conditions where assumptions are no longer valid. A similar lab has been discussed in [1]. ≠ Differential equations. A heat transfer lab using a cup heater with a conducting surface on top demonstrates another application of engineering modeling. The model solution includes the error function, which is introduced to the students in Excel and Matlab. ≠ Logarithms and exponential equations. A pressurized vessel provides another example of engineering modeling. The model solution is an exponential equation. The students find model parameters by linearizing the equation. They also plot the data on logarithmic paper, and skill we have found students lack. ≠ Integration. An

Conference Session

Multidisciplinary First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Amanda Idema, Michigan State University; Neeraj Buch, Michigan State University; Carmellia Davis-King, Michigan State University

Tagged Divisions

First-Year Programs

Cornerstone Engineering InitiativeThe newly designed Cornerstone Engineering program by the MSU College of Engineering,seeks to address the concerns stated above, by developing curriculum and learning experiencesthat will allow students to remain agile and adaptive in the ever-changing employment market.As an integrated first-year engineering experience, the Cornerstone Engineering program seeksto provide early engineering students with a broad introduction to engineering design, theengineering profession and its expectations (e.g. working in the global workplace, engineeringethics, etc.), engineering problem-solving skills and teamwork skills. This component, which werefer to as design engineering, aligns directly with the recommendations of the

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan F Freeman, Northeastern University; Beverly Kris Jaeger, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

pieces are most effective in influencing,inspiring, and/or guiding our students into their particular pathways of engineering.At NU, the first-year engineering curriculum is fundamentally common for all majors andstudents take an Engineering Design course and a Problem Solving and Computation course in atwo-semester sequence. There is pressure for these two introductory engineering courses toaccomplish a myriad of things alongside content delivery, such as prepare students for thedemands of college, expose them to the engineering majors, provide relevant hands-on and real-world projects, develop algorithmic and critical thinking skills, and get them excited about theirengineering career path. There are a number and variety of projects

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

Donald E. Richards, Rose-Hulman Institute of Technology; Michael A. Collura, University of New Haven

Tagged Divisions

First-Year Programs

) published by McGraw-Hill. Since 1995 he has taught in Rose- Hulman’s innovative, integrated Sophomore Engineering Curriculum, and his textbook, Basic Engineer- ing Science–A Systems, Accounting, and Modeling Approach, is used in this curriculum. In addition to teaching, he also served two years as the Director of the Center for the Practice and Scholarship of Education at Rose-Hulman.Dr. Michael A. Collura, University of New Haven Michael A. Collura, professor of chemical engineering at the University of New Haven, received his B.S. in chemical engineering from Lafayette College and M.S. and Ph.D. degrees in chemical engineering from Lehigh University. After several years in industry, he moved to the academic world

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F. James Boerio, University of Cincinnati; Joni A. Torsella, University of Cincinnati

Tagged Divisions

First-Year Programs

%. Page 24.608.2This has led to the development and implementation of first-year engineering experiences, eitherthrough engineering specific courses or through integrated curricula, to provide context andsupport for the mathematics and science courses taken during the first year and to providestudents with engineering-related experience.7 Use of these strategies has been shown to improveretention of students in engineering fields.8 At the University of Cincinnati work is progressingto implement a variety of educational reforms to enhance the first-year engineering experiencefor students.University of Cincinnati switched from quarters to semesters in fall of 2013. The switch tosemesters provided an opportunity to make changes to the first year

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

First-Year Programs

workethic, while at the same time take on the social identity of a first year university student.Strategies such as the ones discussed in this paper (online and onsite orientation, and facilitatedstudy groups), and the need for these strategies has been promoted through research on the firstyear experience. Braxton and McLendon1 note that social integration and subsequent institutionalcommitment are empirically reliable sources of influence on college student departure, and theyspecifically note that advising, communication with students, the development of socialenvironments, techniques of collaborative learning & active learning, and student orientationprograms all have an impact on student retention. These methods are key components of

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

Tagged Divisions

First-Year Programs

Outcome FrequencyIntroductionFirst-year programs nationwide typically feature an introductory curriculum featuring a semesteror yearlong “Introduction to Engineering” course or sequence. Examining a number of thesecourses shows that the content can vary significantly. For example, one course could focus onMATLAB programming while another course could emphasize technical communication. Mostcourses are a combination of these topics to varying degrees; therefore, an NSF-sponsoredproject to classify these courses was conducted which resulted in the First-Year Introduction toEngineering Course Classification Scheme.1 This taxonomy allows programs or instructors toquantify the content of their course(s) using the scheme. As a result, the scheme has

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Ruth Archer, Michigan Technological University; Meral Jackson, Michigan Technological University; Mary A. Fraley, Michigan Technological University; Crystal Lynn Payment, Michigan Technological University

Tagged Divisions

First-Year Programs

a short project evaluationwhich is summarized below.1. Overall ENG1101 ProjectAs shown in Table 2, the components used from ENG1001, were the initial research and projectmanagement, design construction, design pre-testing and testing, and the final report. Two of thethree instructors did require students complete an integrated design project ethical analysis. Theremaining instructor included engineering ethics via traditional case study analysis. The ethicsanalysis identified cultural and environmental concerns when utilizing wind energy based on a Page 25.129.7University of Massachusetts-Amherst Renewable Energy Resource Laboratory fact

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Cindy Veenstra, Engineering education consultant; Gary D. Herrin, University of Michigan

Tagged Divisions

First-Year Programs

engineering colleges reported their first-year retention rates associated with an integratedcurriculum versus traditional first-year program.15 The Ohio State University reported an 85-90% first-year retention rate for their integrated curriculum versus 70% for the control group. Atthe University of Alabama, the integrated first-year curriculum demonstrated a 20% higherretention than for their traditional program. The University of Florida showed a 10%improvement from 50 to 60%. Thus, first-year engineering retention rates are quite variable andsome engineering colleges have first-year retention rates close to 90%.The disparity of interest in engineering by gender continues as a major concern. TheUCLA/HERI Cooperative Institutional Research Program

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Maria Sanchez, California State University, Fresno; Ira Sorensen, California State University, Fresno; Walter Mizuno, California State University, Fresno; Satya Mahanty, California State University, Fresno

Tagged Divisions

First-Year Programs

final design challenge. Due tothe fact that not all the classes involved in the competition are dedicated design coursesand the curriculum may vary from school to school, the competitions have tended toadopt the following guidelines: • mechatronics and robotics-based competitions, while very effective when integrated with an appropriate course, have suffered issues of insufficient technical preparation for this competition; • the competitions tend to focus on mechanics and materials aspects, such as limiting the power sources to purely mechanical with no electrical or chemical power available; • to keep the playing field level for economically-disadvantaged students, the total budget of the device is

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #25154Engineering Major Certainty: A Look at Major Discernment Initiatives Preand PostDr. Kerry Meyers, University of Notre Dame Dr. Kerry Meyers holds a Ph.D. in Engineering Education (B.S. & M.S. Mechanical Engineering) and is specifically focused on programs that influence student’s experience, affect retention rates, and the factors that determine the overall long term success of students entering an engineering program. She is the Assistant Dean for Student Development in the College of Engineering at the University of Notre Dame. She is committed to the betterment of the undergraduate curriculum and

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin K. Hill, University of Wyoming

Tagged Divisions

First-Year Programs

number systems. The class also reads program source code, a type ofclose reading different from that applied to literature, but alike in the concentration required byeach that can presumably be strengthened by the other (although no research was found thataddresses this).Many contemporary commentators lament the erosion of humanities enrollments in favor of othercollege subjects [8, 9]. Certainly the liberal arts need promotion not just because they constitutenice things in society, but because they help us query conditions and solve problems. The motivehere is not an assault on curriculum committees, but a broadening and refinement of the studentexperience in higher education, most naturally done through humanities. The text providesparticular

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

Tagged Divisions

First-Year Programs

Paper ID #32882WIP: Developing a Virtual Information Literacy Training Program for aMulti-Disciplinary First-Year Engineering ProgramMr. Alexander James Carroll, Vanderbilt University Alexander J. Carroll, MSLS, AHIP, is the Librarian for STEM Research at the Vanderbilt University Libraries. Alex serves as a liaison librarian for the School of Engineering and STEM academic units within the College of Arts and Science, supporting the research of faculty and developing curriculum- integrated information literacy instruction programs for students in the sciences. Alex serves as an Assistant Editor for the Journal of the Medical