Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

First-Year Programs

school student such as doing chores around the house and yard,cutting into study time.The reality that things are different for a freshman engineering student may first occur for thosein an Honors College. Honors Students may be enrolled in a “Human Events” class and assigned300-500 page books to be read and discussed in rapid order. This interesting, but timeconsuming, exercise soon competes with keeping up in Calculus, Chemistry, or maybe Physics.An English class may also require a lot of reading and writing time. In comparing theiracademic load with other majors in Honors, the student soon learns that there is a disparity. Tolearn the material in their classes takes much more time than most other majors. The courses are

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Susan F. Freeman, Northeastern University; Jake Alexander Levi, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

included in the communitypartnerships with two main foci: middle school robotics leagues and a community makerspace.Two surveys (Pre and Post course) helped to identify initial impressions and changes in students’(1) understanding of community partner’s geographic location, (2) impressions of location, (3)propensity to frequent a business in that location, and (4) knowledge of actual persons residing inthe community. Students were asked to write reflections after S-L site visits which acted asassessments of their growth in understanding of course concepts. The reflections were also usefulto see the students’ perception of professional growth and their perception of the community andtheir impact on it.Initial surveys indicated that news and word of

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacqueline C. McNeil, University of Louisville; Erin Lynn Gerber, University of Louisville; Gerold Willing, University of Louisville; Mary Elizabeth Mills, University of Louisville

Tagged Divisions

First-Year Programs

. Gerold Willing, University of Louisville Gerold (Jerry) A. Willing is an Associate Professor in the Chemical Engineering Department at the Uni- versity of Louisville. He received a Bachelor of Science Degree in Chemical Engineering from the Uni- versity of Wisconsin-Madison and a Ph.D. degree in Chemical Engineering from Auburn University. Dr. Willing’s expertise lies in the development of complex fluid systems for practical applications and char- acterization of their properties and stability. He has additional interests in water utility infrastructure materials and their impact on water quality, electroactive hydrogels, soft-lithography techniques, Peer- Led-Team-Learning, and development of a students engineering

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Kirstin Newfield, University of Toronto; Narges Balouchestani Asli, University of Toronto; Chirag Variawa, University of Toronto

Tagged Divisions

First-Year Programs

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Argrow, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Nathan E. Canney, University of Colorado, Boulder; Suzana Brown, University of Colorado, Boulder; Adam J. Blanford, University of Colorado, Boulder; Corrina Ladakis Gibson, University of Colorado, Boulder; Eric Donnelly Kenney

Tagged Divisions

First-Year Programs

presentations employing a more detailed scoring rubricto produce a composite score with input from the module instructor, the collective plenary andother module instructors, and students. Other activities in the discipline modules includedinvited speakers, student/industry panels, and lab tours to introduce the students to the disciplinemajor. A peer assessment was required for each team, and several of the module instructors usedCATME TeamMaker as the assessment tool at the end of the module rotation.Outcomes and AssessmentIn addition to the College’s general freshman survey, students taking the first-year engineeringprojects course are separately given a pre- and post- surveys. Students taking the pilotintroduction to engineering course were given

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

meeting at the end of every semester. Also, program outcome assessmentdata is collected and evaluated by an outcome coordinator, and presented to all faculty membersat an annual assessment workshop.9 At these meetings, the faculty determines whether eachoutcome is being adequately and efficiently assessed. Often, these meetings lead to adjustmentsin the assessment plan.The creation of new courses and the writing of course level objectives to achieve specific ABEToutcomes can be a challenging task, especially for first year program courses where there is nouniversal agreement of the content and topics. Felder and Brent10 describe the effort required tocreate a course to achieve specified outcomes in three domains as: planning (identifying

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F Freeman, Northeastern University; Kris Jaeger-Helton, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

the University of South Australia,for example, a large new learning space called “Experience 1 Studio” opened in 2009 to helpstudents adapt to university life, develop peer networks, benefit from collaborative learning, andengage with their studies.8 In fact, this learning space was shown to help students transition tocollege, especially women and minorities. Page 26.1189.3In 2000, the College of Engineering at the University of Notre Dame opened a 4,000 ft2 $1million Engineering Learning Center to support first year courses with an enrollment of 300-400students each semester.9 The Center includes flexible project-team work areas with

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

shall at all times strive to servethe public interest,” and “shall be guided in all their relations by the highest standards of honestyand integrity” [1]. Design challenges push students to pay attention to the public interests anddifferent perspectives of community members, government officials, etc., as they work tounderstand and solve design problems. In addition, design challenges require both teamwork andindividual participation. This allows students to practice working with peers, similar to workingwithin a community of professionals. This can aid students in understanding the values andfunctions of their fields as well as the required knowledge they need.BackgroundPast research has demonstrated the benefits of early design experiences

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Indicator on incoming collegestudents. These results show that 60% of the students have a practical rather than theoreticalorientation toward learning, and that this percentage is growing. Other research has shown thatstudents prefer concrete active learning activities to abstract reflective learning by a ratio of 5 to112. The general conclusion is that active modes of teaching and learning create the best matchfor today’s students. These can include: small-group discussions and projects, in-classpresentations and debates, experiential exercises, field experiences, simulations, and case studies.Silberman also discusses the social side of learning, “[Students] tend to become more engaged inlearning because they are doing it with their peers. Once

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elisabeth A. Chapman, Clarkson University; Elisabeth Maria Wultsch, Clarkson University; Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Peter R Turner, Clarkson University; Michael W. Ramsdell, Physics Dept. Clarkson University; Robert Prout Jaspersohn, Clarkson University

Tagged Divisions

First-Year Programs

the design process and 15% on the performance of theprototype (performance specifications and design constraints are provided to each team as is therubric that will be used to evaluate the performance). Each student completes a confidential peerevaluation of the team members at the end of the project. Individual student grades are acombination of the team grade (75%) and an individual grade based on the logbook (5%) and theconfidential peer evaluations (20%). The design project task is necessarily simple as there is nolab component of the course and students complete the project primarily outside of class.“Real-world” examplesAs noted, one of the objectives of the course design is to enable first year engineering students tobecome engaged