Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., State University of New York at Binghamton; Koenraad E. Gieskes, State University of New York at Binghamton

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Diversity

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First-Year Programs

– 8.597.8.[2] K. Gieskes and M. Elmore, “First-year engineering – deciding on a major,” 12th Annual First- Year Engineering Experience (FYEE) Conf., July 26 – 28, 2020, Michigan State, East Lansing, MI.[3] S. Zahorian, M. Elmore, and K. J. Temkin, “Factors that influence engineering freshman in choosing their major,” Proc. 120th ASEE Annual Conf. & Exposition, June 23 – 26, 2013, Atlanta, GA.[4] A. Theiss, J. E. Robertson, R. L. Kajfez, K. M. Kecskemety, and K. Meyers, “Engineering major selection: an examination of initial choice and switching throughout the first year,” In Proc. 123rd ASEE Annual Conf. & Exposition, June 26 – 29, 2016, New Orleans, LA.[5] S. L. Kelly, D. K. Maczka, and J. R

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

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First-Year Programs

er nc s dr od ic s us at au se

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

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Diversity

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First-Year Programs

region of south Texas where manycounties have Hispanic/Latinx majority populations [4]. As a result, TAMUK has a highpercentage of undergraduates that identify as Hispanic/Latinx, 75% in fall of 2020 [5]. Researchin higher education has identified challenges for Hispanic students at all levels, communitycolleges [6,7], universities [8,9], and in graduate study [10,11]. Recently completed research hasaffirmed that these challenges exist for Texas A&M University-Kingsville students [12,13,14].Rendón et al.’s report of perceived challenges to Latinx student success in STEM (based on theNSF award # 1759134 to Laredo College) provides a succinct summary: “(1) Lack of culture ofsupport, (2) Lack of educational resources, (3) Academic deficiencies

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

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

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First-Year Programs

% % Responded 40% %Contribution 30% 20% 10% 0% s nt am ive ks

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney, Seattle University; Chris Swan, Tufts University

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First-Year Programs

29 Project based learning 27 66* Reflections 24 36 In-class debates and/or role plays 18 20 Think-pair-share 13 21 Service-learning, community engagement, and/or LTS 10 29* Problem solving heuristics 10 9 Humanist readings 10 7 Moral exemplars 8 5 Other(s

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Alicia Betsinger, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Ray Helm, Dartmouth College; Yanmin Zhang, Dartmouth College; Pritish Ponaka, Dartmouth College

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Diversity

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First-Year Programs

Attrition inEngineering, ​Journal of Engineering Education​, ​87​(2), 133-141.Kiyama, J.M., Luca, S.G., Raucci, M., & Crump-Owens, S. (2014). A cycle of retention:Peer mentors’ accounts of active engagement and agency. ​College Student AffairsJournal, 32(​ 1), 81-95.Mosher, G.A. (2017). Professional Advisers in engineering and technologyundergraduate programs: Opportunities and challenges. ​The Journal of TechnologyStudies,​ ​43(​ 1), 26-34.NSF (2015). ​Women, Minorities, and Persons with Disabilities in Science andEngineering 2015​. National Center for Science and Engineering Statistics Directoratefor Social, Behavioral and Economic Sciences. Retrieved fromhttp://www.nsf.gov/statistics/2015/nsf15311/digest/nsf15311-digest.pdfPittsburgh

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan W. Krauss, Southern Illinois University - Edwardsville; Ryan Fries, Southern Illinois University - Edwardsville; Cem Karacal, Southern Illinois University - Edwardsville

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First-Year Programs

will be compared between the cohorts. Persistence inengineering is defined as either graduating from a major in the School of Engineering or beingcurrently enrolled in a major that is within the School.Analysis and ResultsIn order to statistically analyze the cohorts, persistence in engineering was given a value of 1while not persisting was given a value of 0. Students who did not persist in engineering eitherchanged their major or dropped out of SIUE entirely. Each cohort then has an array of 1’s and 0’srepresenting student persistence in engineering, which forms a Bernoulli distribution. Bernoullianalysis is based on the fraction of each group receiving a value of 1 and the fraction receiving avalue of 0.For each cohort, the fraction of

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina H Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Jennifer Francis, West Virginia University

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Diversity

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First-Year Programs

produce marginal impacts;on the other hand, activities requiring more effort may be more difficult to replicate, yet producepotentially stronger impacts. By implementing experimental activities that require a combinationof moderately easy effort and more intensive effort, we aim to create larger impacts on thedevelopment of inclusive engineering identities among freshmen participants. The followingactivities are listed in order of perceived expenditure of effort, from least to most.Student trading cards. Barker, O’Neill, & Kazim2 suggest printing trading cards of students thatinclude their pictures and names. At the beginning of each period, the professor will shuffle thecard deck. Whenever s/he poses a question to the class, the professor

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Mark Tufenkjian, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Eva Schiorring, Research and Planning Group for California Community Colleges

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Diversity

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First-Year Programs

infirst-year programs in the college and across the university. Integration was further bolstered bycohorting student participants and through the development and use of a new advising toolknown as the Golden Eagle Flight Plan (GEFP), which allows each student and his/her advisor(s)to keep track of the student’s academic progress, career development and communityengagement. The 32 FYrE students (treatment group) were compared to a concurrent, matchedControl Group (CG-2) of 33 students from the same entering class who participated in thesummer bridge program but none of the other FYrE interventions; and a historical Control Group(CG-3) with 33 students from the previous year who participated in the previous version of thesummer bridge program

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

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First-Year Programs

Conference Session

Design in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Noelle Comolli, Villanova University; William Kelly, Villanova University; Qianhong Wu, Villanova University

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First-Year Programs

. Page 15.1205.6The Design Project The students are able to apply their newly gained engineering theory and organphysiology to participate in hands-on experiments throughout the course. Early on, they wereexposed to a simple pumping system in which they could take pressure and flow measurements,and apply their newly acquired fluid dynamics knowledge. Throughout the course, the studentsgained valuable group work and laboratory experience when they analyzed and designed theirown kidney-dialysis systems. The project given to the students was in three parts, as follows: 1. Students will design and build their own dialysis circuit, with the goal of maximizing removal of salt from the blood (Kg/s) while removing < 5% of the liquid

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carolyn Skurla, Baylor University; Steven R. Eisenbarth, Baylor University

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First-Year Programs

for Undergraduate Engineering and Computer Science Studies and more recently as the Associate Chair of the Electrical and Computer Engineering Department. He has developing interests in international education and has a faculty appointment at Pyongyang University of Science and Technology, DPRK. Page 23.1054.1 c American Society for Engineering Education, 2013 Scholarships for Academic Success Program: A Final ReportAbstractThe primary goal of the Scholarships for Academic Success (SAS) Program, funded through anNSF S-STEM grant, was

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natasha Perova-Mello, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette (College of Engineering)

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First-Year Programs

) SurveyReflection Survey Week 16 39/64 students Qualtrics Online (end-semester) SurveyData Analysis Method Data analysis used in this study followed Miles et al.’s (2014) construct consisting of“data condensation, data display, and conclusions drawing/verification” activities (Chapter 1,Section 7, para. 1). According to the authors, all of these activities are part of the interactive,cyclical process of analysis. The goal of data condensation is to “sharpen, sort, focus, discard,and organize data…so that conclusions can be drawn and verified” (Miles et al., 2014, Chapter 1,Section 7, para. 2). The goal of the data display activity is “to put together organized

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

María del Carmen Garcia-Higuera, Universidad Panamericana; Rocio Chavez-Telleria, Universidad Panamericana; Armando Alemán-Juárez, Universidad Panamericana ; Isabel Joaquina Niembro García P.E., Universidad Panamericana

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First-Year Programs

and out of STEM fields. National Center for Education Statistics, 2013. Retrieved from http://nces.ed.gov/pubs2014/2014001rev.pdf[2] M. R. Vargas-Leyva and M. E. Jiménez-Hernández, “Programas acreditados y estrategias de titulación,” Revista Electrónica ANFEI Digital, vol. 2, no. 3, 2015.[3] M. Magolda, and A. Astin, “What matters in college: Four critical years revisited,” The Journal of Higher Education, vol. 22, no. 8, 1993.[4] B. N. Geisinger and D. R. Raman, “Why they leave: Understanding Student Attrition from Engineering Majors,” International Journal of Engineering Education, vol. 29, no. 4, 2013.[5] S. Singer and K. A. Smith, “Discipline-Based Education Research: Understanding and Improving Learning

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

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Diversity

Tagged Divisions

First-Year Programs

No solution or Simple Detailed solution solution(s) to the problem very vague solution solutionResponsibility Describes who is responsible for or To For With should be involved in the solution, (Government (The (Farmer or with reference to the With / For / To needs to fix the designers community framework problem) know best) member involvement in

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Carson Lee Running, University of Notre Dame; Xiaojing Duan, University of Notre Dame; G. Alex Ambrose, University of Notre Dame

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First-Year Programs

way inthis efforts, including the first-year advising team, the EG10111 course staff (instructors andstudent assistants), and the members of the Kaneb Center.References [1] P. Murtaugh, L. Burns, and J. Schuster, “Predicting the retention of university students,” Research in Higher Education, vol. 40, no. 3, pp. 355–371, 1999. [2] K. E. Arnold and M. D. Pistilii, “Course signals at purdue: Using learning analytics to increase student success,” Proceedings of the 2nd International Conference on Learning Analytics & Knowledge, May 2012. [3] S. Moon, “High-impact educational practices as promoting student retention and success,” 2013. [4] J. Wolff, Z. Zdrahal, A. Nikolov, and M. Pantucek, “Improving retention: Predicting at

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

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First-Year Programs

AC 2010-1351: STUDENTS AS THE KEY TO UNLEASHING STUDENTENGAGEMENT: THE THEORY, DESIGN, & LAUNCH OF A SCALABLE,STUDENT-RUN LEARNING COMMUNITY AT XXRussell Korte, University of Illinois, Urbana-Champaign Russell Korte is an assistant professor in Human Resource Education and a Fellow with the iFoundry at the University of Illinois at Urbana-Champaign.David Goldberg, University of Illinois, Urbana David E. Goldberg is Jerry S. Dobrovolny Distinguished Professor in Entrepreneurial Engineering and Co-Director of the Illinois Foundry for Innovation in Engineering Education. He is author of Genetic Algorithms in Search, Optimization, and Machine Learning (Addision-Wesley, 1989) and The

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Odis Hayden Griffin Jr. P.E., East Carolina University; Sandie J. Griffin

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First-Year Programs

take the first engineering course, normally during their first semester as GE students, they are assigned reading from the textbook about the different fields of engineering. In the Fall Semester each department presents an Information Session in the evening to give interested students information about their degree program(s). There are thus 13 of these sessions, all on different evenings (since they are offered from the same department, AE/OE and CpE/EE are offered together), including one for the Green Engineering Minor. Students are encouraged to attend at least four information sessions by making attendance a homework grade in the engineering course. The Student Engineers Council normally hosts a

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

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First-Year Programs

mentor over the course of the program. Theresults of the different questions are summarized in Table 4, and the data are presented as themean +/- the standard deviation.Due the limited population size, the groups were compared solely by their means, the standarddeviations were not considered when comparing the groups. Group 1 was fairly satisfied withtheir mentor contact time, while Group 2, the less satisfied group, reported they were “somewhatsatisfied” with the amount of contact with their mentor. In contrast, Group 2 (1-2) respondedmore positively to all three questions collectively when compared to Group 1’s (≤1) collectiveresponse. Overall, both groups provided responses that were more positive than neutral; thisfinding suggests that all

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

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Diversity

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First-Year Programs

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

task taking significantly more time than others or suggesting tasks that they maynot have considered otherwise, multiple Gantt charts could be provided with contrasting errors.Students could compare and contrast these Gantt charts rather than critiquing a single process.This may also help emphasize that they are not describing what a team has already done, butgiving feedback on their plans with emphasis on choosing a process which will produce the bestresults. In addition, during the decision making stage, analysis and modelling should be includedin the grading rubric as the engineering approach to designing is different from a hobbyistapproach which focuses on ‘trial and error’.References[1] S. Sheppard and R. Jennison, “Freshman engineering

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Knaphus-Soran, University of Washington; Ann Delaney, Boise State University; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Jana Milford, University of Colorado, Boulder; Donna C. Llewellyn, Boise State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Michelle Ferrez, University of California, San Diego

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Diversity

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First-Year Programs

aimed at improvingthe engagement, retention, and graduation of students underrepresented in engineering. Thesecomponents include: “intrusive” academic advising and support services, intensive first-yearacademic curriculum, community-building (including pre-matriculation summer programs),career awareness and vision, faculty mentorship, NSF S-STEM scholarships, and second-yearsupport.This work in progress paper describes the implementation of the Redshirt program2 at each of thesix Redshirt in Engineering Consortium institutions, providing a variety of models for how an1 For brevity, we will use the acronyms listed in this table in place of the full names of theinstitutions throughout the paper.extra preparatory year or other intensive academic

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

of Requirements 4 One thing needs work 3 Few things need work (criteria for success, constraints, assumptions, or limitations) 2 Missing all or most of the standard introduction parts of the memo.Table 3. Share-Ability (Ease of Use) Score SummaryScore Description of Requirements 4 Easy-to-read-and-use procedure in memo format. 3 Readable and usable, but not in memo format. 2 Procedure is difficult to read and useThe 60 teams received feedback from 152 students; each team received between 1 and 4 peerreview(s). The 152 peer reviews were then qualitatively analyzed to understand the nature of the Page

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

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First-Year Programs

/183778/.[6] P. J. Fadde and P. Vu, “Blended Online Learning: Benefits, Challenges, and Misconceptions,” p. 14, 2014.[7] K. Duncan, A. Kenworthy, and R. McNamara, “The Effect of Synchronous and Asynchronous Participation on Students’ Performance in Online Accounting Courses,” Account. Educ., vol. 21, no. 4, pp. 431–449, Aug. 2012, doi: 10.1080/09639284.2012.673387.[8] A. A. Skylar, “A Comparison of Asynchronous Online Text-Based Lectures and Synchronous Interactive Web Conferencing Lectures,” vol. 18, no. 2, p. 16, 2009.[9] S. Hrastinski, “Asycnhronous and synchronous e-learning.” 2008.[10] L. C. Yamagata-Lynch, “Blending online asynchronous and synchronous learning,” Int. Rev. Res. Open Distrib. Learn., vol. 15, no. 2

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania; Ashley J. Earle, York College of Pennsylvania

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First-Year Programs

. His team deployed a bomb finding robot named the LynchBot to Iraq late in 2004 and then again in 2006 deployed about a dozen more improved LynchBots to Iraq. His team also assisted in the deployment of 84 TACMAV systems in 2005. Around that time he volunteered as a science advisor and worked at the Rapid Equipping Force during the summer of 2005 where he was exposed to a number of unmanned systems technologies. His initial group composed of about 6 S&T grew to nearly 30 between 2003 and 2010 as he transitioned from a Branch head to an acting Division Chief. In 2010-2012 he again was selected to teach Mathematics at the United States Military Academy West Point. Upon returning to ARL’s Vehicle Technology

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University; Ryan Munden, Fairfield University

Tagged Divisions

First-Year Programs

, A.E. Geller, and N. Lerner, The Meaningful Writing Project. Logan, UT: UtahState Univ. Press, 2017. 8[10] J. Kellar, W. Hovey, M. Langerman, S. Howard, L. Simonson, L. Kjerengtroen, L. Sttler, H.Heilhecker, L. Ameson-Meyer, and S. Kellogg, “A problem-based learning approach forfreshman engineering,” in 30th Annual Frontiers in Education Conference (FIE), Feb. 2000.[11] H. Lei, F. Ganjeizadeh, D. Nordmeyer, and J. Phung, “Student learning trends in afreshman-level introductory engineering course,” in 2017 IEEE Global Engineering EducationConference (EDUCON), April 2017, pp. 152–156.[12] L. A. Meadows, R. Fowler, and E. S. Hildinger, “Empowering students with choice in thefirst year,” in 2012

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Woo J. Kim, Miami University; Brielle Nikole Johnson, Miami University; Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University

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First-Year Programs

] J.J. Kosovich, J.K. Flake, and C.S. Hulleman, “Short-term motivation trajectories: A parallel process model of expectancy-value,” Contemporary Educational Psychology, vol. 49, pp. 130-139, 2017. [2] E. Seymour and N.M. Hewitt, Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press, 1997. [3] S. Beecham, N. Baddoo, T. Hall, H. Robinson, and H. Sharp, “Motivation in Software Engineering: A systematic literature review,” Information and Software Technology, vol. 50, nos. 9-10, pp. 860-878, 2008. [4] E.S. Elliott and C.S. Dweck, “Goals: An approach to motivation and achievement,” Journal of Personality and Social Psychology, vol. 54, no. 1, pp. 5-12, 1988. [5] R.J. Vallerand, L.G. Pelletier

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohammad Usama Zahid, University of Illinois, Urbana-Champaign; Evin Scott Groundwater, University of Illinois, Urbana-Champaign; Yanfen Li, University of Illinois, Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign; Dallas R Trinkle, University of Illinois, Urbana-Champaign; Kelly Ritter, University of Illinois Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

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First-Year Programs

technical editor in the Department of Physics at the Uni- versity of Illinois at Urbana-Champaign. She has been teaching technical communications to upper-level undergraduate physics majors since 2000, and recently developed, with S. Lance Cooper, a graduate tech- nical writing course.Prof. Andrew Michael Smith, University of Illinois, Urbana-Champaign Andrew M. Smith, Ph.D., is an Assistant Professor of Bioengineering at the University of Illinois at Urbana-Champaign (UIUC). Dr. Smith received a B.S. in Chemistry in 2002 and a Ph.D. in Bioengineer- ing in 2008, both from the Georgia Institute of Technology. He trained with Professor Shuming Nie as a graduate student and Whitaker Foundation Fellow, continuing his

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield

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Diversity

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First-Year Programs

’ current major,mathematics progression, and overall academic progress during future terms. Additionalinterviews and follow-up with the participants will also be explored.AcknowledgementsThis paper is based upon work supported by the National Science Foundation under Grant No.1430398. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.BibliographyAlvarado, C., & Dodds, Z. (2010). Women in CS: An Evaluation of Three Promising Practices. ACM Technical Symposium on Computer Science Education. Milwaukee, WI.Charney, J., Hmelo-Silver, C. E., Sofer, W., Neigeborn, L., Colleta, S., & Nemeroff, M. (2007

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Arthur L. Chlebowski, University of Southern Indiana; David J. Ellert PE, University of Southern Indiana

Tagged Divisions

First-Year Programs

that students were asked to design a Rube Goldberg machine thatconducts 90+ steps to complete a simple task. The insights they found through the use of theRube Goldberg machine will hopefully be a starting point for students to hone their design,communication, and teamwork skills such that they can design, communicate, and work onteams effectively in their Senior Capstone and beyond.References1. Javdekar, C. N., Ph, D. & College, M. C. Designing Freshman Engineering Experiences. (2001).2. Andersson, S. B., Malmqvist, J., Wedel, M. K. & Brodeur, D. B. A systematic approach to the design and implementation of design-build-test project courses. Int. Conf. Eng. Des. 1–15 (2005).3. Chlebowski, A. L., Davis, J. L. & Jr, Z