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

the auspices of the Department of Earth, Atmospheric andPlanetary Sciences. The subject is also known as “Mission 20xx,” in which the “xx” changesevery year to reflect the year in which the students are expected to graduate. (So, for example,this year’s class was called “Mission 2009.”) This class has been taught since the fall of 2000,before Terrascope existed; in fact, it was the success of this class that led to the creation ofTerrascope, which was initially conceived as a way of broadening and deepening the experienceof students who had taken Mission. Unlike other aspects of Terrascope, the subject is open to all Page 11.1245.3MIT freshmen

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda Read-Daily, Elizabethtown College; Kurt M. DeGoede, Elizabethtown College; Stacey L. Zimmerman, Elizabethtown College

Tagged Divisions

First-Year Programs

roles and areas of leadership. These roles will be based off of each individual’s top five strengths and self identified (sic) weaknesses. With this information, each person will be given an appropriate role. Based on the role the member is given, the member is expected to obtain this role for the entirety of the semester.”One-Minute EngineerIn the case of the One-Minute Engineer assignment, students were explicitly asked to discuss atleast one of their Strengths when reflecting on why they want to pursue engineering. "One benefit I have experienced of having input as a strength, is my ability to remember facts, definitions, and methods of doing tasks. I am able to recall necessary information, apply it

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adetoun Oludara Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs, Mathematics

most ofthe mental processes students mentioned were exclusively happening in the mind, others wereuniquely different, for example drawing in air. In the case of John, his response reflects somesort of imagination or visualization (drawing from his own words), “I tried to visualize the partsbeing moved away from each other and what they would look like after they had moved apart.”Cindy on the other hand, took a more physical approach as indicated in her response, “Mystrategy for choosing the answer to each problem was drawing it out in the air with my hand andtrying to imagine myself looking down on it in order to figure it out.” Her approach involvedusing a physical process of drawing in the air to help her imagine what she expected to see in

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

students. At the end of the module, students completed a reflective paperthat outlined their experiences in engineering thus far and their expected major choice moving forward. Figure 1. Model of Discernment ModuleThis program structure, with a requirement to initially see all departments followed by choice events, hasalso been implemented at another Midwestern university and yielded positive outcomes. Positiveoutcomes included: (1) a higher retention rate in engineering and the STEM College and (2) a decrease inthe engineering major switches after the first-year1-2. Comparing the prior study to the current study site,there are significant institutional differences: an urban public vs. a selective private. In both

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew B. James P.E., Virginia Tech; Kacie Hodges P.E.; Jenny L. Lo, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

help you get where you are now? 7. Any additional comments that would be useful to a first-year engineering studentAn in-class survey was administered for a completion grade at the end of the semester to solicitfeedback and reflection about the engineering job of the day profiles that were presented.Notable questions to be explored in this paper include the following: ● Q1: How did the engineer of the day profiles affect your perception of engineering? (Likert Scale and free response) ● Q2: Did the Engineer of the Day profiles help you decide to pursue (or not to pursue) a specific discipline? (Yes/No) ● Q3: A question asking whether the profiles helped students pursue other opportunities such as membership in

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

outcomes. The data will provide us with the ability to make comparisons todetermine the most effective way to encouraging students to persist in the COE. After reviewingthe results, we will be able to reflect and research other strategies that can be implemented toassist in student success.Faculty and Staff within the NMSU College of Engineering.Beginning in the fall of 2014, the COE implemented an ENGR 100 course and freshman yearexperience program to provide students with the necessary skills to succeed during their firstyear of college. Throughout the first semester of implementation, the ENGR 100 course wastaught by seven different professors in seven sections. Four of the professors were also servingas department heads. After assessing each

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

Noah Salzman, Boise State University; Janet Callahan, Boise State University; Gary LeRoy Hunt, Boise State University; Carol Sevier, Boise State University; Amy J Moll, Boise State University

Tagged Divisions

First-Year Programs

deadlines, and perseverance in theface of challenging assignments or topics. We will continue to incorporate math and/orMATLAB with the open-ended design lab activities to illustrate to students the relevance andvalue of these analyses in the design process.AcknowledgementsThank you to Jude Garzolini for her assistance in data collection. This material is based uponwork supported by the National Science Foundation under Grant No. DUE-0856815 (IdahoSTEP). Any opinions, findings, and conclusions or recommendations expressed in this material Page 26.700.10are those of the authors and do not necessarily reflect the views of the National

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

repeated in ECS 101 in the Fall. For statistical analysis, data were lumpedinto two groups reflecting the cohorts before the course redesign (2011, 2012) and the cohortsafter (2013, 2014). Comparisons were made using t-tests for equal or unequal variance and datawere determined to be statistical significant at p-values less than 0.05.Results and DiscussionIn 2011 and 2012, a total of 56 students enrolled in the Engineering and Computer Sciencesummer bridge program. All of these students enrolled in and successfully completed thesurvey-style Engineering seminar course that was then offered. These students were a verydiverse group, with respect to race and ethnicity. In 2011-12, 64.3% of the students enrolled inthis program were under-represented

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerry L. Meyers, Youngstown State University; Gregory Warren Bucks, University of Cincinnati; Kathleen A Harper, The Ohio State University; Victoria E Goodrich, University of Notre Dame

Tagged Divisions

First-Year Programs

) Average Start of Semester 4.0396 3.4322 3.9299 4.0403 Average End of Semester 4.3990 3.6449 3.9650 4.1044 Difference (End ‐ Start) 0.3594 0.2127 0.0351 0.0641 P value (Rank Sum Test) 0.000*** 0.076 0.863 0.0065**These results may be a reflection of the ways in which each of the institutions addresses theengineering disciplines in the first semester. A prior study by Hoit and Ohland reported up to17% increase in retention based on the redesign of a first-year engineering course to focus ondisciplinary knowledge.9 The Urban Public institution’s first-year engineering program

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isabel Cristina Jimenez-Useche, School of Engineering Education, Purdue University; Matthew W. Ohland, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

misunderstandings in communication,factionalism, and disagreements between teammates 15–17. On the other hand, the great advantageof working in multicultural teams is that people from different backgrounds bring a broaderrange of perspectives, points of view and ideas to the team discussion that ultimate lead to morerobust, flexible and innovative solutions 15,18,19. Culture’s structural organization and practices are often reflected on team-member’sperspectives and expectations of team dynamics. In hierarchical, context-orientated cultures such Page 26.1177.2as China and Mexico, levels of authority are well defined and interdependence from others in

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: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Colarado State University; Tammy Lynn Haut Donahue, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Divisions

First-Year Programs

lecture. These laboratories of nomore than fifteen students were delivered by Learning Assistants, which were upper-levelundergraduate peer educators. To evaluate proficiency, a MATLAB post-test was delivered tostudents who were instructed through lecture only (“Lecture”) and those who were instructedwith the above changes (“Active”). A survey was also provided upon completion of the course tothe Active group for student reflection on their perceived software capability and the usefulnessof approaches. Post-test results suggest that the Active group was more proficient in MATLABthan the Lecture group. Survey results suggest that the Active group recognize they had notachieved expert use of the software but that they were likely to use it

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Dan Cordon, University of Idaho; Barbara Williams, University of Idaho; Steven Beyerlein, University of Idaho; Donald Elger, University of Idaho

Tagged Divisions

First-Year Programs

reflection about past activities associated withsimilar situations. Classification continues by recognizing the situation as most like problemsolving, design, or research. In doing so, prompts in each of the eight areas remind the user aboutnecessary ingredients for the selected process to be successful. Users should be aware that it iscommon to transition between processes, but understanding which process you started from willhelp you return to this when a needed excursion into one of the other processes is completed.Essential Skill SetsIn creating Table 1 it appeared that a large source of the variation in problem solving, design,and research performance, could be traced to a subset of critical learning skills. Learning skillsare used across many

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

Helen Burn, University of Michigan; James Holloway, University of Michigan

Tagged Divisions

First-Year Programs

Page 11.1450.4important when they view them as connected to their sense of self. For example, engineeringstudents will believe a task is important if engaging in the task reflects on their identity as anengineering major. Gender and racial identity become salient when talking about attainmentvalue because tasks offer opportunities to demonstrate aspects of one's self-conception, such asmasculinity or femininity or connection with cultural heritage.Intrinsic value pertains to the enjoyment a student gains from doing a task and relates to interestand intrinsic motivation. Interest has been shown to be course specific. And although studentsmay not be interested in a course at a global level, an individual course or topic within a coursecan

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

programs being used this semester.” – Current Student Assistant Page 25.1026.8When asked what skill they felt the improved most upon, many of the survey respondentsindicated they improved their technical skills, communication, teaching, or their ability toexplain things multiple ways: “I became much better at helping others look at problems in new ways.” – Former Student Assistant “My ability to connect and explain problems to someone who did not have as strong a technical background.” – Former Student AssistantSeveral of the post graduate survey respondents were able to look reflectively at the experiencegained from their

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Boise State University

Tagged Divisions

First-Year Programs

example), this paper focuses on the academic aspects.“The first college year is critical not only for how much students learn but also for laying thefoundation on which their subsequent academic success and persistence rest.”2Students regularly overestimate their knowledge and abilities3. As an anecdotal example, thereis the student who receives a D or F on an exam, but claims to have studied for hours (studyingwhat, we don’t know…), and another student with a similar grade who didn’t study at all becausethey thought they already knew the information well enough. Students also unreasonably expectthat their assignment and test grades should reflect not just their achievements, but also theamount of time and effort they expend4. We regularly have

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Frederick L. Smyth, University of Virginia; William H Guilford, University of Virginia; Brian A. Nosek, University of Virginia

Tagged Divisions

First-Year Programs

BFigure 1: Example of one of the IATs delivered in this study. See the text for a detaileddescription. Page 22.718.3(standard deviation) of their response times to yield an effect size score similar to a Cohen’s d 22.The IAT has detected gender differences in STEM attitudes and predicted real-world STEMoutcomes such as calculus performance 10,14, and countries’ gender-gaps in teenagers’ scienceand math achievement 23.An example of the sort of IAT we employed can be experienced by entering the Demonstrationportal at https://implicit.harvard.edu/. The “Gender-Science” IAT is reflected in Figure 1. Thisonline 10-minute evaluation session is used

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Kelly J. Cross, Virginia Tech University

Tagged Divisions

First-Year Programs

Page 22.240.1 c American Society for Engineering Education, 2011 Assessing First-Year Programs: Outcomes, Methods, and FindingsAbstractFirst-year programs reflect a wide array of approaches, from general engineering programs todiscipline-specific introductions to the major spanning one or two semesters; many of theseprograms have published descriptions of their approaches to assessment and the effects ofvarious intervention strategies on student retention or specialized outcomes. Yet much of thiswork remains localized; little research to date has examined assessment across multiple programsto identify large-scale trends, locate similarities and differences in targeted learning outcomes,analyze methods of

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

and desired knowledge outcomes are described here. This step also allows forpre-assessment and serves as a benchmark for self-assessment in the Reflect Back step.Challenge 1 (shown in Figure 1)The first challenge is a lower difficulty level problem dealing with the topic. The student isprovided with information needed to understand the challenge. The steps shown below representthe remainder of the cycle, which prepares the students to complete the challenge. Note thatformative instructional events can and probably should occur in each step of the cycle. Thefollowing LC steps are to motivate and engage the students:  Generate ideas: Students are asked to generate a list of issues and answers that they think are relevant to the

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, programming the robot to find its way to find entrance and cross the bridge, and reachingthe trebuchet to load the payload.By comparing responses in pre- and post-bootcamp surveys, students indicated an increasedconfidence and ability to solve problems in Algebra, Geometry, Trigonometry, Pre-calculus andCalculus. Additionally, the students expressed an increase in realizing the importance of math inlearning CS and ENGR concepts. The paper will discuss the quantitative and qualitative resultsof the surveys. The authors will assess the students’ performance in the ALEKS, discipline-basedprojects, as well as the student success in the math courses during the Fall 2020 online semester.Faculty reflections on the online bootcamp and the differences with

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering Education, 2017 Paper ID #18164Mr. Kai Jun Chew, Stanford University Kai Jun (KJ) Chew is a Research Data Analyst in the Mechanical Engineering department at Stanford University. He is currently working closely with Dr. Sheri Sheppard on two fronts: introducing reflec- tive activities as part of the Consortium to Promote Reflection in Engineering Education (CPREE) and implementing the Continuous Improvement Program as part of the ABET evaluation. Born and raised in Malaysia, KJ received his Bachelor of Science in Mechanical Engineering at the University of South- ern California (USC) and his Master of Science in the

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

in mechanical engineering at ASU. Her interests include innovative teaching pedagogies for increased retention and student motivation, innovations in non-traditional delivery methods, as well as structured reflective practices throughout the engineering curriculum.Dr. Benjamin Emery Mertz, Arizona State University Dr. Benjamin Mertz received his Ph. D. in Aerospace Engineering from the University of Notre Dame in 2010 and B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology in 2005. He is currently a part of a lecturer team at Arizona State University that focuses on the first-year engineering experience, including developing and teaching the Introduction to Engineering course. He also teaches

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

them a wealth of learning and experiencethat may reflect their diverse backgrounds. Similarly, faculty may also bring new knowledgeinto their role as instructors, often borne from their international experiences. With the potentialfor so many differences in knowledge and perspective, the prospect for learning barriers to affectthe inclusivity of classroom instruction is high. Accordingly, the richness of perspectives may belost if effective efforts are not made to create a safe environment with a sense of belonging andcollective ownership.2As a first step toward investigating the effects of diversity on the interface between students,instructors and the learning environment, a group of instructors at Northeastern University inBoston

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

parents’ expectations, what appealed to them most, and what they were mostconcerned about.Semi-structured interviews were conducted with faculty at mid-semester. These interviewsaddressed faculty’s experience with students and other faculty, and their beliefs about what wasgoing well and what could be improved for next time. Researchers also attended and took notesat faculty reflection sessions. Finally, class observations were conducted to inform ourunderstanding of the other data sources.Data AnalysisDescriptive statistics were used to summarize closed-ended survey data. Qualitative data frominterviews and open-ended survey items were analyzed using the constant comparative methodfor naturalistic inquiry [27], to discover themes related to

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico; Chen Qiu M.Sc., University of New Mexico; Christopher Riley

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. We coded each section (reflection as a community member, as a farmer, as agovernment employee) with the same basic set of codes, adapted where notedCode Description -1 0 1First person Use of first person voice suggests They / passive You / one Iperspective student took up the perspective voice directlyEmotion Expressing emotions, including None One Multiple trust, was prompted by the question (How would you feel); not including specific emotions indicates lesser connection with the point of view.Water use Describes specific uses of

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

Tagged Divisions

First-Year Programs

, first-generationstudents, and those with math skills at the pre-calculus level. Our internal data shows that thispre-calculus group has a lower retention rate even though they have aptitude sufficient tosucceed. This admission goal was not accomplished successfully during the first pilot programbecause the applicant pool itself did not reflect the desired diversity. It was also found to bedifficult to determine the math ability level. The admission to the summer transition programwas done before the students had taken the university’s math placement exam. The admittedEXCEED group ended up being in four different incoming math levels their first semester. Ofthe thirty-two admitted students, 26% were female, 10% African American, 23% Latino

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

items that exhibited strongest correlations reflect students’ evaluation of the cost and benefit of pursuing an engineering degree. Results of the quantitative analyses suggest that students’ persistence in the major may be related to their perceptions of the cost and benefit of the engineering degree. (Table 2) Page 25.665.7 Table 2: Post-Survey Items Moderately Related to: I Don’t Care for This Career Survey Item r* The rewards of getting an engineering degree are not worth the effort. 0.61 I expect that engineering will

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

termed this approach “traditional engineering design”(TED) because it reflects a common pattern for such projects across programs in the U.S. In thispaper, we report the outcomes from interviews with PBL team members from U1 and designteam members from U2 to address the research question: How do first-year engineeringstudents in two different types of design approaches (PBL and traditional design) perceivethe role of facilitators, and how does this perception influence these students’ motivation?To address this question we examine how students describe the role of their facilitator for PBL,and correspondingly, their workshop leader in a TED environment. Based on this description,we consider how students’ experiences with facilitators impact

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

, we had many new ideas and ways to improve our final product."The informal observations of the authors are that student teams generally found the preparationof the posters to be time consuming, and that teams sought confirmation more with this activitythan with any other; for example, students more often asked “Is this right?” of their instructorsthrough this process than at any other time in the course. The assumption is that this was due tostudents having little to no prior experience preparing research posters. After the competition,students generally reflected that they wished they had been more organized, but now that theexpectations were known, it would be more straightforward if they had to repeat the process.Many teams described

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Keough, University of Michigan; Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

equitably with female students.MethodsData CollectionThe study presented here is part of a larger research project, investigating what contributes todissatisfaction of female students in teams. As a part of that study, we first interviewed fifteenfemale students before interviewing five male students; prior work presents an analysis of thefemale student interviews (Hirshfield & Fowler, 2018), and this paper focuses on the findingsfrom the interviews with male students. Students were first asked to reflect on their projectexperiences, answering questions about their project, their team, how their team divided up theproject work, and if there was anything they wished they had done differently in the project.Next, students were shown a graph