Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

’ confidence in chemistry, engineering andcomputer skills increased as a result of the course. The most significant increases were observedin engineering skills because initial confidence levels in this area were low. A majority ofstudents reported increased interest in STEM fields and 100% of students (during the 2018cohort) reported that increasing their confidence in science, math and engineering contributed tothis intensified interest. This program evaluation reviews the program’s objectives, format,teaching tools, student feedback and plans for future programming and assessment.IntroductionThe need for STEM-educated workers is long-standing and well-established [1, 2]. The USgovernment has responded by encouraging the development of a STEM

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

Programs DivisionAbstractThis complete research paper builds on our ASEE 2018 paper “Work in Progress: Strategic,Translational Retention Initiatives to Promote Engineering Success” [1], which describes a pilotprogram, the General Engineering Learning Community (GELC), started in Fall 2017 to leverageexisting university resources to support successful course and program outcomes for studentsentering general engineering with insufficient calculus preparation. The program was continuedin Fall 2018 and remains in progress. One component of the program is a learning strategiescourse focused on skills relevant to success in the students’ three cohorted STEM courses:introductory engineering, general chemistry, and the first semester of an extended, year

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Goli Nossoni, University of New Haven; Jean Nocito-Gobel, University of New Haven; Ronald S. Harichandran, University of New Haven

Tagged Divisions

First-Year Programs

results of the study will likely be applicable toother engineering colleges similar to ours.One of the most well-known personality assessment tools is the Myers Brigg Personality TypeIndicator® (MBTI) test [1]. According to the MBTI, people are classified into 16 differentpersonality types. Results of the MBTI self-assessment test indicates whether the person tends tobe sensing (S) or intuitive (N), thinking (T) or feeling (F), judging (J) or perceiving (P), andextroverted (E) or introverted (I). Extroverted types gain their energy from social activities whileintroverted types gain their energy from individual refection time. Sensing types emphasize detailsthat they learn through their senses, while intuitive types focus more on abstraction

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa Lee Tinnell, University of Louisville; Nora Honken, University of Cincinnati; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

the Percent of Variability in First Year Engineering Student GPA Explained by ACT/SAT ScoresIntroduction This paper is categorized as complete research. College entrance exams in the UnitedStates date back to the late 1800’s when individual colleges had their own entrance exam.Schools not using entrance exams sometimes relied on certifications from high schools whichwere thought to provide an adequate background to prepare students for college [1]. Due toinconsistencies and inability to audit all the high schools, standardized college entrance examsgrew in popularity. From the first offering of the “College Board” in 1901, to the first SAT in1926, to the first ACT in 1959, to today, the content, format, and scoring of the

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

Tagged Divisions

First-Year Programs

response to the interestquery. This paper reports on the results and outcomes.1. IntroductionTypically, national retention rates in Science, Technology, Engineering, and Mathematics (STEM)hover around 50% [1]. A major contributing factor to this fact is the nature of many first- andsecond-year gateway courses (e.g. course is very difficult, course appears unrelated to studentchoice of major), resulting in an undesirably large number of students that drop out or fail [1]. Thisis certainly true at the J.B. Speed School of Engineering (SSoE) at the University of Louisville,where engineering-based mathematics courses are taught “in house” during the first two years ofundergraduate programs. Multiple studies [e.g. 2] have shown that the challenges

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua A. Enszer, University of Delaware; Jenni M. Buckley, University of Delaware

Tagged Divisions

First-Year Programs

their use toevaluate student work once submitted, rubrics can be used in advance of student submissions toclarify the desired qualities of their work. Stevens and Levi [1] posit that there are four basicparts to a rubric: a description of the task or assignment, a scale (levels of the achievement,possibly points or grades), a list of dimensions of the task (a more detailed breakdown ofrequirements and/or skills demonstrated via the task), and a set of descriptions of each level ofperformance (each combination of possible scale level and task dimension). The language usedto describe rubrics is not entirely consistent; elsewhere the task dimensions are called criteria,and the scale refers to standards [2] [3]. Regardless of nomenclature

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Holly M. Matusovich, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Benjamin D. Chambers, Virginia Polytechnic Institute and State University; Matthew B. James, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

, instructional designers, and administrators.IntroductionConsiderable research focuses on the course structures, course content, and specific teachingpractices within first year courses and programs. However, much less research focuses on thedevelopment of such courses and programs and how they evolved to the current state. One of thefew studies that reported this process was conducted by Froyd and Rogers [1] in the 90’s thatanalyzes the process of development and creation of a first year engineering program, and therehave not been more significant studies since then that focus on first year engineering programs.We consider that research describing the process of development and improvement of first yearprograms is important and necessary in engineering

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Purposivesampling of students who remained on campus was used for the interviews to ensure theirperspective was captured by the researchers.Results show a significant number of students, regardless of where they spent the break, studiedinefficiently during the break from school, which is reflected in their academic performance; andstudents who remained on campus while most of their peers left, found the time lonely andlargely unproductive.IntroductionAlthough a fall break has become the norm for many universities in Canada, little research hasbeen conducted to determine the impact of fall breaks on students, whether it is an evaluation asto whether the stated goals of the break – which typically focus on stress and mental health [1] –are being met, or

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ruben D. Lopez-Parra, Purdue University, West Lafayette; Arístides Carrillo Fernández, Purdue University, West Lafayette; Amanda Johnston, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

products a person bought the last month or what stores that personvisited. However, this information remains unusable until somebody analyzes it by looking fortrends. The companies can then use the analysis to improve their business [1], [2]. Traditionally,computer scientists were in charge of this labor, but nowadays, analytics has become so popularthat engineers and people from different disciplines are also participating in this practice [3].Thus, we need to prepare engineering students for this new demand. While most research in thisfield has focused on how to apply analytics strategies to address problems in different areas [4]–[6], the students’ learning and inquiry process behind the practice of data analytics is still nottotally understood

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

who declare a major in one of the engineering orcomputer science programs upon matriculating at California State University, Chico (CSUChico). The four-year and six-year rates in these programs (~12% and 56%, respectively) arewell below the University’s average graduation rates; it is critical that they increase to meet CSUChico’s goals for graduation rates of 41% and 74%, respectively. The authors created a three-week summer bootcamp to strengthen student understanding of the fundamentals of mathematicsand critical thinking as applied in these disciplines through a series of hands-on projects.Expected project outcomes were 1) an improvement in students’ math skills and 2) to enablestudents to make better informed choices for their major in

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

DesignPrinciples as a framework for creating toys for children. In this project, students are tasked withdesigning an inexpensive toy for kids during hospital visits via the Little House on WheelsHospitality Cart Program. The project is carried out in four phases where students learn how to(1) understand their intended customer and apply different brainstorming strategies, (2) conducttask and market analyses to better understand how their toy design interfaces with the customerand how it differs from similar toys, (3) carry out economic and manufacturing analyses, and (4)create a prototype of their toy through 3D modeling/printing processes.At the conclusion of the project, students wrote a design report that was graded using aninternally designed rubric

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul R. Hottinger, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

they arepresented with assignments requiring quality academic sources. It is crucial to reach studentsearly in their college career to instill IL skills into their scholarly endeavors. To help remedy thisdeficiency, academic librarians collaborate with teaching faculty to provide IL instructionsessions to their classes, providing students with a basic introduction to the library to advancedresearch skills. While important to an engineer over the course of their studies and professionalpractice, little has been done to integrate IL to engineering curriculum.Those studies that have examined IL, focus on the self-perceived skills of upper-divisionstudents in design courses [1]; are for a singular major course [2] or are focused on

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Westmoreland Academic Success Program. In this capacity, she provides vision and direction for the Tutoring and Peer-Assisted Learning (PAL) programs and provides support to the General Engineer- ing Learning Community. She is also co-developer of Entangled Learning, a framework of rigorously- documented, self-directed collaborative learning. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University. c American Society for Engineering Education, 2020 Continuing to Promote Metacognitive Awareness in a First-Year Learning Strategies CourseAbstractThis complete, evidence-based practice paper builds upon our previous work [1] in

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jessica Ohanian Perez, California State Polytechnic University, Pomona; Cesar Moreno

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

of an audio podcast titled, “The Engineering StudentExperience,” whose purpose is to help current and future engineering students thrive in collegeand beyond through long-form conversations with practicing engineers, engineering faculty, andengineering students.In the United States, the demand for engineers is projected to grow at a rate three times greaterthan other fields, but degree production will not keep pace [1]. One possible factor is lack ofknowledge about the field of engineering. Although the Next Generation Science Standardsincorporate some fundamental engineering concepts in K-12 education [2], many teachers werenot exposed to the field of engineering during college, limiting their students’ exposure andaccess to this field [3

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ordel Brown, Northwestern University; Susanna C. Calkins, Northwestern University; Lisa M. Davidson, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

University Senior Assessment Associate, Searle Center for Advancing Learning and Teaching c American Society for Engineering Education, 2020 Work in Progress: Critical Learning Community in a First-Year Engineering Design, Study Abroad CourseIntroductionThis is work in progress paper highlights the creation and maintenance of a critical learningcommunity within an engineering design, study abroad course. Linked to the UN’s 2030 policyagenda outlining inequities in education, health and human services [1], engineering educationstakeholders have been mandated to produce engineering graduates with the appropriate attitudesand competencies needed to address such inequities [2]. Consequently

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

professional practice.Dr. Robin Fowler, University of Michigan Robin Fowler is a lecturer in the Program in Technical Communication at the University of Michigan. She enjoys serving as a ”communication coach” to students throughout the curriculum, and she’s especially excited to work with first year and senior students, as well as engineering project teams, as they navigate the more open-ended communication decisions involved in describing the products of open-ended design scenarios. c American Society for Engineering Education, 2020IntroductionIn team support literature, it is not uncommon to suggest that faculty avoid strandingunderrepresented students, like women, on a team [1], [2]. However

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter M. Ostafichuk, University of British Columbia, Vancouver; Susan Nesbit, University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver; Gerald Tembrevilla, University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

helpful and impactful towards theirlearning, independent of their self-reported wellbeing or GPA.1. IntroductionThe transition to first-year at a post-secondary institution can be challenging for students, andcan negatively impact wellbeing [1]. In addition to changes in social environment, livingarrangements, and other personal factors, there are numerous academic changes students mustnegotiate. These include increases in class sizes, changes in instructional methods andassessment, and shifts in student-teacher and student-student relationships. Significantly, post-secondary education also involves a much higher degree of self-responsibility and independencein learning (and personal activities) than most students have previously experienced

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer S Mullin, UC Davis

Tagged Divisions

First-Year Programs

and/or prototyping technology used in the course is notrequired nor expected. Most students came into ENG 003 with none.This pilot study concentrated on student’s technology learning experiences and changes in theirtechnical self-efficacy through participation in the project. The goals of this study were to beginevaluating the impact the maker-inspired project had on student’s confidence and engagement,specifically around technology. Study addressed the following research questions: 1  Do students have prior experiences with physical computing and prototyping technologies?  Are there differences in student’s technical problem

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

least constraints prompts more positive self-determination compared tothe one with the most constraints. The provision of choice and control has a more prominentimpact on female students’ motivation than on male students. The perceived need satisfaction ofcompetence may play a role in shaping students’ motivational responses.IntroductionHands-on team-based open-ended design projects in freshman engineering courses have beenshown to significantly improve student retention due to the benefits of active hands-on learning,self-directed acquisition of knowledge, development of skills and confidence necessary tosucceed in engineering and a growing sense of community [1, 2]. These open-ended designprojects range from highly structured [3] to theme

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seach Chyr (Ernest) Goh P.Eng., University of British Columbia, Okanagan; Claire Yu Yan P.Eng., University of British Columbia, Okanagan; John M. Hopkinson, University of British Columbia, Okanagan

Tagged Divisions

First-Year Programs

certain level of controlover the time and pace that they learn. Over the past years, blended learning has been graduallygaining interest in higher education. According to the NCES (National Center for EducationStatistics) report by Lewis and Parsad [1], by 2007, 61% of 2-year and 4-year institutions in theUSA reported offering online courses, and 35% reported hybrid/blended courses. In Canada,about 20% of post-secondary institutions offer a significant number of blended courses accordingto a national survey in 2016-17 [2]. Blended learning is seen as a promising instructionalmethod, which not only provides students a flexibility in learning, but also has a potential toaddress challenges that many universities are facing, such as improving multi

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jean Carlos Batista Abreu, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Divisions

First-Year Programs

data obtained through amixed-methods approach. Results indicate that students’ attitudes toward teamwork andtheir perceptions of their own teamwork skills improved over the semester.IntroductionTeamwork is vital to engineers’ professional lives. Passow 2012 surveyed over 4000practicing engineers representing eleven different disciplines asking them to evaluatethe importance of the different ABET competencies in their careers [1]. Teamwork(ABET Outcome 5, formally ABET Outcome D) received the highest rating.Considering its importance to the field, team-based assignments, particularly semester-long design projects, are commonly employed in engineering curricula. Whileteamwork can be a rewarding experience, it can also be a source of anxiety and

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University; Aparajita Jaiswal, Purdue University; Shawn Farrington, Purdue University

Tagged Divisions

First-Year Programs

across students and across sections.Qualitative data suggest four themes of highly effective UGTAs: they are easy to interact with,they are qualified, they immerse themselves in the work of their peers and they are overtlycollegial with the instructor of the course.KeywordsUndergraduate Teaching Assistant, First Year Student Learning Experience, Active Learning,Design ThinkingIntroductionResearch suggests that undergraduate teaching assistants are considered valuable to theinstructors and students. Deploying UGTAs in undergraduate classrooms motivates students andhas been shown to increase student grades [1]. According to Filz and Gurung [2], UGTAs assistwith many in-class activities such as taking attendance and tutoring students, answering

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

confident intheir ability to do well in their major.IntroductionThis paper describes the Engineering Freshmen Intensive Transition (E-FIT) program, which is aweek-long summer boot camp designed based on best practices for retaining students [1] and theBiology Intensive Orientation for Students (BIOS) program at Louisiana State University (LSU)[2]. Studies have shown that difficulty adjusting to college life for new students can lead to lowgrades and issues with persistence in completing a degree. [3], [4]. Stress can also negativelyaffect first-year students and in some cases lead to students dropping out of college [5], [6].Furthermore, studies show that students who are academically unprepared for the rigors ofuniversity courses leave school

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne Ph.D., University of Colorado, Boulder; Peter Gyory, University of Colorado, Boulder; Hannie Ngo; Tamara Sumner, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education, First-Year Programs

Visualizer) to help them visualize the transition from 2D models to 3Dmodels with the UAV augmented to the scene.Our research examines how using 3D modeling with AR can enhance youth spatial reasoningskills. We collected both product and process data in the form of artifacts generated duringdesign iterations, pre and post activity mental rotation tests, screen-recordings of youth using the3D AR Visualizer, and youth design reflections. Our results indicate that youth were able tobetter understand the strengths and weaknesses of pre-designed 3D models with the help of theAR application, and they made better and more informed design decisions that resulted insuccessful delivery of supplies to the disaster area.IntroductionAs Osborn and Agogino [1

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hossein Rahemi, Vaughn College of Aeronautics & Technology; Amir Elzawawy , Vaughn College of Aeronautics & Technology; Margaret Ducharme, Vaughn College of Aeronautics & Technology

Tagged Divisions

First-Year Programs

indirect measure, a rubric survey based on the contents of the SEEprogram is distributed to students to assess the effectiveness of this program.Keywords: MATLAB, C++, Student Learning Outcomes1. IntroductionThe main objective of the Summer Engineering Experience (SEE) program is to provide studentswith the basic computational and hands-on project-based learning in numerical analysis withMATLAB and C++ programming, aerodynamics, bridge truss design & analysis, technicalwriting and presentation. This program not only introduces students to basic skills in developingsolutions to engineering problems, but also enhances their ability to develop programs tofacilitate the solution of a physical system [1], [2].The SEE program is designed to enhance

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California, Irvine; Christian Fischer, University of California, Irvine; Fernando Rodriguez, University of California, Irvine; Gregory N. Washington, University of California, Irvine

Tagged Divisions

First-Year Programs

sections.IntroductionThe traditional engineering curricula require students to take majority of their first-year andsecond-year courses in physical sciences and math before enrolling in engineering courses tocomplete their upper division. This lack of engineering-based experiences during the first yearsof students’ college experience may have a negative impact on retention, in that many studentslose interest and leave engineering during the first year, without understanding the importance ofrigorous training in math and physical sciences. Many universities have implemented innovativefirst-year programs to improve the retention[1].We started our first-year program six years ago by incorporating evidence-based practices thatprior work has shown to be effective [2

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary; Laleh Behjat P.Eng., University of Calgary; Yasaman Amannejad, University of Calgary

Tagged Divisions

First-Year Programs

Engineering Education, 2018 Evidence-Based Best Practices for First-Year Blended Learning ImplementationAbstractThe objective of this evidence-based study is to synthesize best practices for developing flippedclassroom material in large-scale first year courses. These best practices are extracted from threeyears of flipped classroom implementation experience in both technical and design engineeringcourses mandatory for first year students. This research will present valuable lessons and analyzedifferences between the suitability of different course types for the flipped educational model.Best Practice #1: Implementation of the flipped teaching and learning approach should beassociated with three phases. Starting with a pre-classroom phase, followed

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Susan F. Freeman, Northeastern University; Jennifer Ocif Love, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

projects. Now in its third year of continued refinement and analysis, theUniversity is offering 5 sections of the 8 credit hour course (Full Cornerstone) and 20 sections ofa version with 2 separate 4 credit hour courses (Split Cornerstone) that run over the fall andspring semester. Each section is populated with approximately 30 first-year students from a totalfirst-year class size exceeding 700 students.With two versions implemented over the past two years, there has been enough redesign towarrant more discussion. The course redesign has been driven by feedback and evidence,fundamentally following the design process we teach in the course. The data used to drive thisredesign has come from four sources: 1) a survey of students in both the

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lydia Yang Yang, Kansas State University; Bette Grauer P.E., Kansas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Inclusion, Kansas State University c American Society for Engineering Education, 2018 Examining the effectiveness of Scholars Assisting Scholars program among undergraduate engineering studentsRationale and Literature ReviewRetaining engineering students is a critical issue in engineering education, especially inthe first two years of college when the attrition rate in engineering has been stubbornlyhigh.1, 2 Peer tutoring and supplemental instruction are widely used techniques to helpstudents succeed in challenging courses in universities.3-5 Peer tutoring has shown toimprove academic outcomes such as achieving higher GPAs, higher retention rates, andimproving student engagement.5-9 In this study, we

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stacey Leigh Kelly, Virginia Tech; Darren K. Maczka, Virginia Tech; Jacob R. Grohs, Virginia Tech

Tagged Divisions

First-Year Programs

Engineering Education, 2018 Exploring Engineering Major Choice and Self-concept through First-Year Surveys 2018-04-30Choosing an appropriate major is an important factor in ensuring a productive and successful college experience.Major choice determines the type of work the students will engage in and the faculty and peers that they will come incontact with, both of which have been shown to impact student learning, satisfaction, and persistence.1 Forengineering students, the selection of a discipline can be an overwhelming task. Many first-year students have onlyvague notions about what engineering is and a limited understanding of the scope of the work that might be typical