Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jillian Beth Schmidt, Missouri University of Science & Technology

Tagged Divisions

Design in Engineering Education, First-Year Programs

Video 1: Writing Digital Signals (8 minutes) Assignment, Video 2: Reading Digital Signals (8 minutes) online quiz 3 Video 1: Serial Communications (5 minutes) Assignment, Video 2: Analog Signals (13 minutes) online quiz 4 Video 1: Libraries and Servos (10 minutes) Assignment, Video 2: Review and Useful Resources (6 minutes) online survey 5 None Comprehensive online quizWhile a wide variety of resources are already

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

 Holiday light display that powered LED’s which were synced to music Study monitoring system that used an image capture system to determine if the subject is at the study area and an accelerometer on the writing instrument to determine if they are writing Residence hall room security system that employed a card swipe system to identify a person with their university ID and provide access to items in the room such as the refrigerator, computer, phone, etc. An alarm system sounded if items were accessed Talking trash cans that provide audio feedback when things are thrown away including voices recordings and sound effects An electronic game of twister that used pressure sensors under the pads of the game and computer logic to monitor

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State Univesity; Nathaniel Ehrlich, Michigan State University; Colleen McDonough, Michigan State University; Jon Sticklen, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

First-Year Programs

15.1221.3  peer assisted learning (PAL) for undergraduate COE students who study in targeted gateway core courses  course cross linkages, wherein concepts in problem sets and assignments are linked among target pre-engineering coursesThe fourth arm of the retention program is directed at increased faculty connections withentering students, primarily through designated Connector Faculty.Of the four retention efforts, the Connector Faculty (CF) program is the only one targeting theentire freshman intenders (FI), but is specifically aimed at the student who chooses to go toanother discipline even though academic achievement is not an issue. These “leavers” werestudied extensively by Seymour and Hewitt1, with a major conclusion

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joshua Bourne Reed, Rowan University; Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut; Michael F. Young, University of Connecticut

Tagged Divisions

First-Year Programs

author of nine chapters on an ecological psychology approach to instructional design and has authored more than two dozen peer reviewed research papers. His work has appeared in many major journals including the Journal of Educational Computing Research, the Journal of the Learning Sciences, the Journal of Research on Science Teaching, Instructional Science, and Educational Technology Research and Development. American c Society for Engineering Education, 2021 Paper ID #33866Mike’s research concerns how people think and learning, and specifically how technology can

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kevin J. Lindsay, University of North Carolina at Charlotte; Meg Harkins, University of North Carolina at Charlotte; Rachael Ohu, University of North Carolina at Charlotte; Sherman Mumford, University of North Carolina at Charlotte; Linda A. Thurman, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

PFSlearning outcomes, please see: https://prospect.uncc.edu/.MAPS serves as indoctrination for new COE students to learn, understand, and establishpersonal connections to academic success and professional development strategies and campus-wide resources, networking opportunities, and organizations. The program structure is dividedinto two peer-led components: (1) transition, academic, and professional development coachingand (2) Supplemental Instruction (SI) for selected COE gateway courses. The coaching programhas evolved based on experiences and feedback from key stakeholders, leading to the continuousdevelopment of new strategies for improving participant satisfaction, academic and professionalsuccess, and retention. These enhancements have made a

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

-time coding,freehand drawing on a digital tablet, classroom, studio, or office desk (Guo, 2014). The videoscreated for this course are instead set in the labs where students will work on experiments andprojects. First-year and computer-aided design courses have used videos for a variety of topicsincluding: technical writing, software, programming, drawing, modeling, communication,problem solving, and teamwork (Fraley, 2015; Shah, 2013; Shreve, 2011). However, the videosused in these courses prepare students to complete assignments and take exams. On the contrary,the NI ELVIS and CAD video viewed before the lab prepare students to complete hands-onexercises in the lab and for their project. This makes the visual learning aspect of the videos

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Award, the Black Engineer of the Year Career Achievement Award for New Emerging Leaders and fea- tured in several publications. She has presented keynote addresses, facilitated workshops and given moti- vational presentations at numerous civic and corporate forums domestically and internationally. She is a contributing author to Tavis Smiley’s book, ”Keeping the Faith”, with her inspiring life story. Dr. Wickliff was honored to write the forward for her youngest son’s book, ”Young And Driven” which chronicles his historical journey from youngest engineer in the nation at age 19 to youngest Harvard Law graduate at 22 and more. She believes that her life’s calling and thus career quest is to be a catalyst of signicant

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

Stacie Edington, University of Michigan; Archie L Holmes Jr., University of Virginia; Petra Reinke, University of Virginia

Tagged Divisions

First-Year Programs

program continues to evolve we are looking to connect the Common Reading Experienceto courses taken by our incoming students. In 2014, the book selected was Ingenious: A TrueStory of Invention, Automotive Daring and the Race to Revive America by Jason Fagone.Through contacts within the faculty at UVa-SEAS we were able to invite the author to discussthe book and answer student questions in Science Technology and Society (STS) 1500: a coursedesigned to strengthen writing and speaking skills and provide students with an introduction tothe engineering profession, engineering ethics, and the social issues of professional engineeringpractice. A complete list of book selections from 1993-2014 is provided in Appendix A1.Additional RecommendationsWe

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

peer evaluations, and leading teamwork training sessions. She is currently conducting research on team learning processes in engineering student project teams. Additionally, she has co-developed a framework for measuring and in- terpreting an array of team dynamics. An online assessment tool has been created based on this framework which allows teams to diagnose and improve the ”health” of their team. She is passionate about her area of research and plans to continue conducting research on factors that contribute to effective teamwork.Dr. Tom O’Neill, University of Calgary Tom is a Professor of Industrial/Organizational Psychology and leading expert in the areas of team dy- namics, virtual teams, conflict management

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

pedagogical and curricular practices at the intersection with the issues of gender and diversity. Dr. Zastavker is currently working with Dr. Stolk on an NSF-supported project to understand students’ motivational attitudes in a variety of educational environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from sci- ence to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cara Mawson, Rowan University; Cheryl A. Bodnar, Rowan University; Scott Duplicate Streiner, Rowan University

Tagged Divisions

First-Year Programs

Moore​ ​analyzed the perspective of studentsboth during and after the completion of the same course[9]. Interviews done with currentstudents revealed the same time concerns as before. However, the same students reported a yearlater that the mastery homework was a fair and representative evaluation of their abilities and ledto more collaboration with peers. Over half of the class later reported that the grading systemmotivated them to pursue the correct answer more than a traditional grading system. Althoughstudents were faced with concerns over the time consumed by a long series of attempts, theacademic benefits may outweigh this stress. In another instance, mastery homework was applied in an introductory physics class byGutmann ​et al

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew B. James, Virginia Tech; Homero Murzi, Virginia Tech; Jason Forsyth, James Madison University; Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida

Tagged Divisions

First-Year Programs

findings, andcontinuously interacting between data and analysis [19]. We made this methodological decisionbecause our goal was to better understand students’ perceptions of what engineering is by theway they draw their response to the question.A typical activity to help the students understand their perceptions of the engineering disciplineis to ask them “What is engineering?” However, instructors have been frustrated by the lack ofdepth in students’ responses. We used a different approach to explore students’ perceptions ofthe engineering discipline by taking an arts-informed methodology; instead of writing down theirperceptions or talking with a peer, students are first asked to draw the response to the question“What is engineering?” Arts

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Cecelia Wigal, University of Tennessee-Chattanooga; Molly Littleton, Signal Centers

Tagged Divisions

First-Year Programs

• organize, participate in, and document team meetings • participate as a contributing team member in the design and problem solving processes Page 12.1432.4They should also understand and be able to • apply graphical 2-D and 3-D drawing principles • use a 3-D drawing software package • use the principles of good oral communications to effectively communicate ideas • use Microsoft PowerPoint software to aid oral presentations • use Microsoft Project for creating a simple Gantt Chart • use principles of good technical writing to effectively communicate major ideasThe IED Culminating ProjectThe goal of the IED team project is to

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Barbara Elizabeth Carruthers, The Ohio State University; Paul Alan Clingan, The Ohio State University - EEIC

Tagged Divisions

First-Year Programs

somewhat routine, and students learnedwhat to expect from these types of problems.In addition, a lecture was added to the course curriculum outlining the basic statistics required tostate a confidence level for experimental results. Each student was required to write a MATLABscript calculating a significance level for each confidence level. These programs were used tostate the confidence level of their experimental results. The course structure itself was helpful inthe discussion of validation and verification of CFD results – by solving for experimental andcomputational results in parallel, students were able to identify potential pitfalls of using eitherapproach as the “correct” solution.Open-Ended Design Using CFD SoftwareThe CFD portion of the

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Jon Harcum, Clemson University; Laurel Whisler, Bristol Community College; Elizabeth Anne Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

management skills, effective learning strategies, and positive habits of mind.Dr. Jon Harcum, Clemson UniversityLaurel Whisler, Bristol Community College Laurel Whisler is Associate Dean of Library Learning Commons at Bristol Community College in Fall River, MA. In this role, Whisler provides strategic leadership for developing learning capabilities through the services and resources of the library and the tutoring/writing center. Previously, Whisler had served nearly ten years at Clemson University as Coordinator of Supplemental Instruction and then as Assis- tant Director and Coordinator of Course Support Programs in the Westmoreland Academic Success Pro- gram. In that capacity, she provided vision and direction for the

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

design project.Pedagogical PracticesMany best practices of engineering education have been implemented into this design project.The mutual learning methodologies of cooperative-based learning and collaborative-basedlearning are utilized throughout the experience since students work with each other in teams andwith other teaching assistants. This is enveloped by instructional team approach to the classroomenvironment, whereby each class of 36 students has an assigned instructional team of oneinstructor, one Graduate Teaching Assistant (GTA), and three Undergraduate TeachingAssistants (UTA). Thus, these mutual learning models are supported by peer teaching andmentoring from GTAs and UTAs, as well. Additionally, the course gives students

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

create effective problem statements, and design, build, test, and analyze a prototype product that addresses realistic constraints and system requirements, while using basic project management techniques. 2. Students will use appropriate tools and software to collect and analyze data, to describe and predict the behavior of designs, and to justify design decisions based on appropriate models. 3. Students will apply basic teaming principles and team effectiveness practices, such as peer evaluation and role assignment, while working with their team. 4. Students will write a project report and give an oral/multimedia presentation following technical communication guidelines which include formatting

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

engineering projects course at theUniversity of Colorado at Boulder, Knight et al. found that students who took the coursedemonstrated increased retention when compared with their peers who did not take the course [3].When Knight et al. discussed possible explanations for this increased retention, they attributed itto “the impact of active hands-on pedagogy, creation of student learning communities, an earlyexperience on the human side of engineering, self-directed acquisition of knowledge by students,instructor mentoring, and the success orientation of the course” [3]. It has been shown that ifstudents have a strong, positive conviction about their knowledge in engineering, then they aremore likely to succeed academically in the specific subject, as

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

, evaluating hypotheses, and revoicing ideasamong team members.14Because facilitation is a time-intensive process it can easily become a constraint in the properimplementation of PBL.15 Researchers are examining the most effective ways to trainfacilitators16 and are even examining alternative ways to provide facilitation, such as web-basedsystems, designed to support student learning in many of the same ways a PBL facilitator wouldincluding question prompts, peer review, expert modeling, and self-reflection.17 Such systemsare not yet easy to create. Moreover, because little is known about the motivation effects offacilitators, researchers cannot yet predict how these web-based systems would affect studentengagement in learning.Although the words and

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Russell Korte, University of Illinois, Urbana-Champaign; David Goldberg, University of Illinois, Urbana

Tagged Divisions

First-Year Programs

Page 15.1130.4often overlooked important social and systemic influences on the newcomer’s learning process.Socialization is a complex process comprising multiple actors and interactions.19, 20, 21, 22, 23Wanous also noted that the interactions among newcomers, insiders (peers and faculty), and thesituation (context) are important sets of factors influencing the socialization process. He foundthat increasing the level of interactions between the newcomer and his or her environmentincreased the success of socialization. 10 However, it seems reasonable that the quality of theinteractivity is important—not just the frequency of activity. Increasing the wrong kind ofinteractivity may promote the wrong kind of learning, thereby decreasing the

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Kenneth Reid, Ohio Northern University; Jed Marquart, Ohio Northern University

Tagged Divisions

First-Year Programs

AC 2010-197: ADDRESSING THIRD WORLD POVERTY IN FIRST-YEARENGINEERING CAPSTONE PROJECTS: INITIAL FINDINGSJohn K. Estell, Ohio Northern University John K. Estell is Chair of the Electrical & Computer Engineering and Computer Science Department, and Professor of Computer Engineering and Computer Science, at Ohio Northern University. He received his doctorate from the University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagogical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alyssa N Berg, University of Colorado Boulder; Janet Y Tsai, University of Colorado at Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Beverly Louie, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

perception of the degree of risk. Eachrepeated trust cycle leads to new and different level of trust1.In the present study, the trust model is used as a guide to assess the aspects of trust in the mentor-mentee relationship in the YOU’RE@CU program. We focus primarily on the threecharacteristics of ability, benevolence, and integrity. By evaluating these three characteristics, wecan examine the behaviors of the graduate mentors and the undergraduate women and URMstudents who are in research-based relationships that can help us to optimize future offerings ofthe program.MethodologyThe YOU’RE@CU program is held during the spring semester. The undergraduate studentsmust meet attendance, writing and poster requirements to receive a pass/fail credit for

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail E. Heinz, Rowan University; Matthew Strauss; Mary Staehle, Rowan University

Tagged Divisions

First-Year Programs

. theywould be able to obtain a higher score.While objective, this scale helps to better understand the state of the classroom culture. Forexample, if many students are receiving high scores in Connection, this can be an indicator ofhealthy classroom culture and shows students are actively listening to their peers. Conversely, ifstudents are receiving low confidence scores, this may indicate there is an issue with students notbeing comfortable responding and could identify room for improvement in the classroomenvironment.Two independent raters observed the introductory activities. To normalize scoring techniques,both raters scored all respondents in the first week of class and compared scoring, and thenalternated attendance.Implementing the Activity

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University-Kingsville; Breanna Michelle Weir Bailey P.E., Texas A&M University-Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University-Kingsville; Mahesh Hosur, Texas A&M University-Kingsville; David Hicks, Texas A&M University-Kingsville; Michael Preuss, Exquiri Consulting, LLC

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

problems on which computer scientists work. - I can describe the use of algorithms in computer science. - I could explain to a friend what it means to solve a computer science problem at the conceptual level. - I can describe how geographic information systems relate to spatial data, attribute tables, and temporal data. Excel Functions - I can write a formula in Excel. - I know several options for visualizing data in Excel. - I know how to nest formulas in Excel. 3D Modeling - I have seen

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

students then wrote programs so that the robot would locate a flashlight beamand move towards it, follow the lines printed on poster paper, and navigate through a maze.Tutorials were provided to explain the concepts of a control system and how to program aproportional-integral-derivative (PID) controller for the DC motors of the robots as studentsbegan writing the project code. Several applications of optical sensing, PWM, and PIDcontrollers were described during discussions with the students.On Fridays, student teams demonstrated the projects that they had completed during the week.These were outdoor activities as the campus was closed on Fridays during the summer. Afarewell luncheon with all of the faculty and student mentors was held after the

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 degree of connectedness students experience with peers, teachers and facultyIt stands to reason then, that admissions criteria that seek out these elements (high achievement,quantitiave skills), retention supports that encourage these behaviours, skills and attitudes (i.e.study habits, confidence in quantitative skills, self-awareness and goal setting), can help bridgethe gaps that students may experience (i.e. with respect to connection to their instiution, financialneed, family support or social activity) when embarking on their post-secondary studies.Additionally, pedagogical efforts have been made to engage students in active-learningexperiences throughout their degree. It is

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

factor that has remained constant over    this period of time is students communicating their impression and belief that STEM majors are“hard”. Parents and society express the same impression.A recent New York Times article attributes some of this hardness to tough introductory math andscience classes. The article included the following quote from a student (with 800 Math SATand reading and writing scores in the 700’s) who switched from mechanical engineering topsychology during fall of their sophomore year: “I was trying to memorize equations, and engineering’s all about the application, which they really didn’t teach too well,” he says. “It was just like, Do these practice problems, then you’re on your own”.5Seymour and

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jesse J. French, LeTourneau University; Paul R. Leiffer, LeTourneau University

Tagged Divisions

First-Year Programs

- first semester, 3 credit hours) Part II - Engineering Cornerstones (first semester, one hour credit – Introduction to the university mission and values, including study skills, lifelong learning, critical thinking) Part III - Manufacturing Processes Lab (first semester, one credit – Introduction to hands-on processes in the Machine Tool lab and in the Welding lab) Part IV - FIG groups – First-Year Interest Groups – Groupings of students by major/concentration with a Peer Advisor and faculty mentor of the same discipline Part V - Introduction to Engineering practice II (second semester -An introduction to the design process, communication, and further professional skills)Approaches to freshmen coursesA number of

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University; Gary LeRoy Hunt, Boise State University; Joe Guarino, Boise State University; Doug Bullock, Boise State University; Susan Shadle, Boise State University; Cheryl B. Schrader, Boise State University

Tagged Divisions

First-Year Programs

advised of theSTEM core courses they must take in an overview presentation. Next, students were categorizedby specific discipline for individualized course advising using peer advisors and STEM faculty(32 advisors over the summer). The objective was to help the students identify as a STEMmajor, begin connecting them with an advisor, and to identify the STEP project coordinator andother resources available to them.The advisors assisted students in selecting the appropriate math course, promoted the use ofALEKS, a mathematics online learning module (described in part 4), and encouraged enrollmentin Student Learning Communities (SLCs). To continue support and assistance, advisorsaccompanied the students to a computer lab to complete online course

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

First-Year Programs

Paper ID #6188STEM inSight: Developing a Research Skills Course for First- and Second-Year StudentsDr. Dirk Colbry, Michigan State UniversityDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Director for Graduate Recruiting at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she received her Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published nearly two dozen peer-reviewed works related to her interests in educational