Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Robert Caverly, Villanova University; Howard Fulmer, Villanova University; Sridhar Santhanam, Villanova University; James O’Brien, Villanova University; Gerard Jones, Villanova University; Edward Char, Villanova University; Frank Mercede, Villanova University; Pritpal Singh, Villanova University; Randy Weinstein, Villanova University; Joseph Yost, Villanova University

Tagged Divisions

First-Year Programs

, written, graphical) d. Lifelong learning e. Project management f. Ethics g. Service to society 2. Technical a. Math i. Algebra ii. Trigonometry iii. Basic calculus iv. Rigor and systematic, methodical characteristics b. The balance concept (a transferable technical skill); flow, accumulation, and source i. Mass ii. Momentum (and Moments) iii. Energy iv. Charge c. Problem solving i. Define and understand problem ii. Sketching, including the general free-body diagram iii. Accumulate facts

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica E.S. Swenson, Tufts Center for Engineering Education and Outreach; Merredith D. Portsmore, Tufts University; Ethan E. Danahy, Tufts University

Tagged Divisions

First-Year Programs

sophisticated engineering software package/tool for design or computation; (4)addressing engineering ethics and societal context in addition to the engineering math andscience; and (5) understanding of the "engineering roadmap" regarding engineering education(specifically addressing opportunities at Tufts University) so students could recognize theavailable pathways beyond the first semester.“Simple Robotics” is an evolution of a previous course14 taught throughout the last decade thatleverages the LEGO MINDSTORMS robotics toolset (originally RCX and more recently theNXT) as well as the LabVIEW graphical programming environment to introduce students to avariety of engineering topics: from mechanical and structural to electronics and computerengineering

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

in each year of study. This sequence of courses is expected toinculcate skills in engineering design and development, use of analysis tools, development ofprofessional and communication skills, understanding of professional behavior, business ethics,commercial constraints, project management, team work skills, etc. Teaching these skills is verychallenging in other engineering classes that are generally focused on delivering a lot of content.Having a chain of PBL courses allows the integration of the content learnt in other courses intoprojects and hands-on activities at different levels during the four years of engineeringcurriculum.The learning outcomes identified for the introductory course discussed in this paper are asfollows: 1

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Reap, Virginia Tech; Holly M. Matusovich, Virginia Tech; Rachel A. Louis, Virginia Tech

Tagged Divisions

First-Year Programs

, thecommon syllabus and lecture materials used in the courses provided continuity over sections.The course is designed to introduce students to engineering and includes topics such asapproaches to problem-solving, developing familiarity with different engineering majors,graphing, flowcharts, basic programming, sketching, and ethics. We implemented a pre/post Page 25.306.4survey design using the Motivated Strategies for Learning Questionnaire (MSLQ). We addedseveral open-ended questions to the posttest to help us understand any measured changes. Thefollowing sections describe the challenges, participants, data collection, and data

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

First-Year Programs

instructor, she teaches courses in engineering ethics, communications, and professionalism as well as courses in the Women’s & Gender Studies program. She has extensive academic and career advising experience and experience with planning and implementation of summer programs for high school students and mentoring programs for first-year students from underrepresented groups. Page 22.1445.1 c American Society for Engineering Education, 2011 The Effect of Contextual Support in the First Year on Self- Efficacy in Undergraduate Engineering ProgramsAbstractThis study

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elora Candace Voyles, Southern Illinois University, Carbondale; Rhonda K. Kowalchuk, Southern Illinois University, Carbondale; John W. Nicklow, Southern Illinois University, Carbondale; Robert Ricks

Tagged Divisions

First-Year Programs

........................... 5 (5.6%) 74 (82.2%) 7 (7.8%) 4 (4.4%)Duties and responsibilities of mentoring ................ 3 (3.3%) 74 (82.2%) 9 (10.0%) 4 (4.4%)Phases of the mentoring relationship ...................... 8 (8.9%) 58 (64.4%) 20 (22.2%) 4 (4.4%)Time management skills ......................................... 9 (10.0%) 67 (74.4%) 9 (10.0%) 5 (5.6%)Communication and listening skills........................ 3 (3.3%) 73 (81.1%) 10 (11.1%) 4 (4.4%)Confidentiality and ethical considerations .............. 11 (12.2%) 68 (75.6%) 7 (7.8%) 4 (4.4%)Transition/adjustment issues for new students........ 3 (3.3%) 70 (77.8%) 13 (14.4%) 4 (4.4%)Forming study groups

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; Susan Donner Bibeau, U.S. Coast Guard; K.L. Burns, U.S. Coast Guard Academy; Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy

Tagged Divisions

First-Year Programs

junior college at their own expense. An amicable “softlanding” is an ethical priority, out of respect for the relationship with each family and underlyingcommitment to student success. Junior college partners are invaluable colleagues in the out-placement process, conferring early with Four-Year College administrators and students. In the measurement of success, the results are mixed. There are many opportunities forstudents to choose to leave, as well as many opportunities for students to be forced to leave.First, as shown in Figure 1, consider the number who complete the Scholars year and transitionsuccessfully to the Four-Year College. The reasons why students do not matriculate are as varied and numerous as the students.Although both

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Caroline Liron, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi M. Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Jayathi Raghavan, Embry-Riddle Aeronautical Univ., Daytona Beach; Bereket Berhane, Embry Riddle Aeronautical University

Tagged Divisions

First-Year Programs

potential long term impact.ConclusionThe STEM SLC students significantly performed better in the MATLAB class as the passing rateis 73% vs. 44% in the non-SLC. The fact that the students in the SLC met daily together in theirclasses created not only a bond of friendship, but of work ethic as well. They motivated eachother on a daily basis in addition to the faculty reminding them of their work daily. Thisimpacted their attendance, their participation, and the completion rate of the overall work.The association of all topics across all three classes made the classes more connected. Studentsdid not feel they had three segregated classes, but possibly saw it as one class only. The mini-projects, although specific to each faculty, connected the topics

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Lauren Elise Gentry, LeTourneau University

Tagged Divisions

First-Year Programs

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

Implementation and Evaluation of a Project-Oriented Problem-Based Learning Module in a First Year Engineering Programme,” J. Probl. Based Learn. High. Educ., vol. 4, no. 1, Art. no. 1, Dec. 2016, doi: 10.5278/ojs.jpblhe.v0i0.1243.[10] C. L. Dym, A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer, “Engineering design thinking, teaching, and learning,” J. Eng. Educ., vol. 94, no. 1, pp. 103–120, 2005.[11] S. Abele and M. Diehl, “Finding Teammates Who Are Not Prone to Sucker and Free-Rider Effects: The Protestant Work Ethic as a Moderator of Motivation Losses in Group Performance,” Group Process. Intergroup Relat., vol. 11, no. 1, pp. 39–54, 2008, doi: 10.1177/1368430207084845.[12] F. Douglas D. Gransberg PhD PE, CCE

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

serves as an orientation course for freshman, orienting them to collegelife, assisting with the transition from high school to college and making sure they are aware ofall of the campus resources. In its capacity as an introductory course for incoming engineeringstudents, the course exposes students to all of the engineering disciplines taught at Speed School.It also increases their understanding of what engineers do, familiarizes them with engineeringdesign, ethics, professionalism, and some select software they will use in their engineeringcoursework.The course was redesigned in 2007, at the same time the Speed School was developing its i2aplan. It was decided at that time, the course design should include an emphasis on the

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

,ethics, and career development. To provide grounding of the course concepts, two design-build-test hardware projects were also implemented. It is hoped that the course will increase student’sinterest in engineering and thereby improve their likelihood of academic and career success [8].3. ImplementationThe lead author is a full professor, and has taught the introduction to engineering course in thefall semester from 2003 to 2005. The SL projects were implemented in 2004 and 2005, withchanges made pursuant to student feedback and college initiatives. For instructional and researchpurposes, a more structured and conventional “design-build-test” project was also performed.Each of the project assignments will be briefly discussed prior to

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

laser cutting or 3D printing. They are able to utilize nearly 40 hours a week of staffed lab andmachine shop time. The students are evaluated in a series of weekly performance tests that leadup to a final public competition in which teams compete in single-elimination tournament.BackgroundThe university was part of an engineering education coalition in the 1990s committed toengaging engineering students with real engineering experience immediately in their first year ofcollege. For example, this coalition has increased the number of first-year students participatingin a design experience, as well as increasing how many participate in courses which give focus toengineering ethics and technical communication. The coalition effort has proven that

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

designation was not entirely accurate since thecompletion of Engineering Math was not actually required for graduation in any engineeringmajor, an ethical and implementation issue discussed at length in another paper presented at thisconference [8].Proposing the change in status of the course from optional to mandatory was difficult becauseprescribing more rigid degree program requirements is not ideal considering curricular flexibilityis important for engineering students [9]. And, with only ~14% of first year engineering studentsrequired to take Engineering Math, it was challenging to avoid deficit or remedial mindset andmessaging. This is a significant deviation from the WSM model implemented at manyinstitutions, where all engineering students are

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Mary A. Robinson, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

address research question 1, while a regression model was calculated to predictterm grades, addressing question 2.For the qualitative portion of the study, conducted in 2019 only, students were asked in the PBsurvey to consent to a follow-up interview. Students who spent more than seven days of the fallbreak on campus were invited to participate in a 30-minute interview. This portion of the studywas conducted as a phenomenology [15], seeking to understand the shared experience of thereading break for students who did not return home. These data were used to address researchquestions 3 and 4.1 University of Waterloo Office of Research Ethics #40032ResultsThe surveys relied on student perception and self-reporting of how they spent their time

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Amena Shermadou, Ohio State University; Amy Rachel Betz, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

diverse individuals and more in alignment with current research on decision-making. With a focus on qualitative research methods, she is working to better understand the ways in which undergraduate engineering students experience design and ill-structured problem solving. Her interests also include neuroscience, growth mindset, engineering ethics, and race and gender in engineering. In general, Dr. Dringenberg is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve engineering education.Amena Shermadou, Ohio State University Amena Shermadou is an Engineering Education graduate student at The Ohio State University. She received her Bachelors and Masters in Biomedical

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Duncan Davis, Northeastern University; Jimmy Gitming Lee, Northeastern University

Tagged Divisions

First-Year Programs

class of 13 students​[7]​.Researchers taught introductory level pharmacy via escape room to 141 students​[5]​ and 83students​[6]​ in two different universities. The flexibility in teaching both small and large classesmake escape rooms effective for many different classrooms. Here, the escape rooms are implemented in Cornerstone, an introduction to engineeringcourse for first year university students that implements project-based learning. Previous studieson Cornerstone have shown its effectiveness as an introduction to engineering course ​[8]–[11]​.The Cornerstone course teaches students the basics of AutoCAD, Solidworks, C++programming, Matlab, Arduino, engineering ethics, and engineering design. Throughout thecourse, we use lecture

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa A. Dagley, University of Central Florida; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Andrew Patrick Daire, University of Houston; Christopher L. Parkinson, University of Central Florida; Diandra J. Prescod , Pennsylvania State University ; Christopher T. Belser, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Major Identification Weeks • Ethics in STEM professions 11-16 • Experiential Learning Labs (Options of UCF or Industry Labs) • Synthesizing and integrating experiential learning lab experiences • STEM comparison and Fit Chart (personality, interests, values, social, cultural and numerical fit score) • Major Selection and Career and Major Action PlanningThe STEM Seminar is required of all participants who were undecided or non-STEM, butdeclared a STEM major directly before the first semester of enrollment. The importance here isto embed these new recruits into a community of STEM learners, seeing others with similargoals and aspirations, to help clarify and confirm their STEM decision. The STEM

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, Northeastern University; Susan F Freeman, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Kris Jaeger-Helton, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

most clearly on our research goals. Thedemographic questions were also carefully designed, with one of the authors having worked in adiversity grant office assisting with current choices for categories and descriptors. All authorsagreed on the questions, in terms of which were needed and how to ask them. The surveys arelocated in the appendix.Institutional Ethics Review Board (IRB) approval was obtained to conduct the surveys. Thesurveys and the research objectives were presented to and reviewed by the IRB. The surveys areanonymous and not linked to any of the student data. It is used in the aggregate, with individualcomments and open-ended responses. The data is not associated with any of the specificinstructors. The directors of the First

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

often considered when a student isenrolled in a traditional classroom with already somewhat known outcomes, like mechanicalengineering or biology. Being the first cohort in a newly created program that differs fromtraditional education on both systemic and individual levels may create additional fears andconcerns about both the immediate, and the distant future.Changing Expectations for Preparing Engineering ProfessionalsEmployers overwhelmingly demand that graduates be innovators; proficient at written and oralcommunication; have the ability to solve complex problems in a real-world setting; have a broadskill-set; and that they demonstrate ethical judgment and integrity, intercultural skills, and thecapacity for continued new learning [16

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wendi M. Kappers, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

life; thus, making this assignment a highly authentic assessment option due tothe personal nature of the question being asked; hence, there is no boilerplate answer that can befound online. Lastly, when in the lab, Lab Instructors reminded students about ethical and moralconduct when completing peer reviews for each assignment.In support of learning, students were given (a) a full lecture surrounding digital literacy, (b) alecture on the importance of citation when reporting research, (c) online APA references forexploration and review, (d) the option to take a Basic Library Training module for extra creditcompletion, and (e) were asked to conduct APA style and format guideline information researchoutside of class. Within the directions of the

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

√ √ completed. GRE Test Preparation Development √ √ Graduate School Admissions Support  Ethics: √ √ √  Summer Bridge Scientific and

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

, 77, 81-112.2. Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119- 144.3. Carless, D., Slater, D., Yang, M., & Lam, J. (2010). Developing sustainable feedback practices, Studies in Higher Education, 36(4), 395-407.4. National Academy of Engineering. (2004). The engineering of 2020: Visions of engineering in the new century, Washington, DC: The National Academic Press.5. Institute of Electrical and Electronics Engineers. IEEE Policies, Section 7 – Professional Activities (Part A – IEEE Policies), 7.8 Code of Ethics. Retrieved from http://www.ieee.org/about/corporate/governance/p7-8.html.6. McCarthy, A. M., & Garavan, T. N. (2001). 360* feedback

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Colleen A. McDonough, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Renée S. DeGraaf, Lansing Community College; Jon Sticklen, Michigan State University; Sarah J. Stoner, Michigan State University; Mark Urban-Lurain, Michigan State University; Claudia E. Vergara, Michigan State University; Thomas F. Wolff, Michigan State University

Tagged Divisions

First-Year Programs

member. The PAL coordinator isinvolved in the training of all PAL Leaders according to established guidelines and standards setforth by the SI Supervisor Manual published by University of Missouri-Kansas City (UMKC).This training encompasses administrative details, ethical responsibilities, and instructionalstrategies for the PAL Leaders to employ. Additionally, the PAL Coordinator monitors theleaders’ activities and PAL sessions by helping plan the sessions and supervising theirperformance on a weekly basis.During the first week of each semester, the PAL coordinator holds weekly PAL leader meetings,as previously stated, to debrief PAL sessions, discuss interactions between PAL leaders andfaculty, and to review in class announcements and

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Rosalind Archer, University of Auckland; Paul Denny, University of Auckland; Margaret Hyland, University of Auckland; Chris Smaill, University of Auckland; Karl Stol, University of Auckland

Tagged Divisions

First-Year Programs

between a number of opposing forces. Theyrecognized that a minimum of fundamental knowledge in science and mathematics wasrequired to prepare students for more specific engineering coursework, but exposure to thenature of engineering and its opportunities was also needed to enable students to identify andconfirm an appropriate career path. Also competing with these forces were the calls toeducate students in areas of communication, ethics and professionalism, design, working inteams, leadership, entrepreneurship, and global understanding (to name a few), all vying forcurriculum time.Froyd and Ohland9 provide comprehensive evidence from research which suggests thatintegrated curricular programs encourage students to affiliate and develop

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Page 22.1461.14relationship benefiting her professional development and stayed away from other purelysocializing activities. Jessica framed her limited social involvement as an ethical standard thatshe had to subscribe to in order to succeed in the highly demanding field of her study. Amanda: Like, I‟m talkative… but, I value my alone time. Like, you know, when I‟m finished with classes or whatever, I‟m fine to just go back to my room and kind of like shut myself off. I‟m… I‟m perfectly fine with that. And that‟s how I was in school. My friends always felt like I didn‟t want to do anything with them or go out. But, it was just… I was a homebody and I was fine entertaining myself. (omitted some conversation