Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Manaz Rusi Taleyarkhan, Purdue University; Chandan Dasgupta, Purdue University; John Alexander Mendoza-Garcia MSSEC, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

larger number of student designs as well as possiblyobserving student group activity throughout the design process. However, this initial analysishighlights the potential benefits of such a learning environment using the CAD tool in promotinginformed design practices at the first year engineering education level.AcknowledgementsThis research was supported in part by the U.S. National Science Foundation under theawards DUE #1348547 and DRL #1503436.References 1. David P Crismond, Robin S Adams. The informed design teaching and learning matrix. Journal of Engineering Education. 2012; 101(4):738. http://search.proquest.com/docview/1635438387. 2. Mendoza-Garcia, J., & Cardella, M. E. (2014, October). Using alien-centered design

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Kim M. B. Tucker, Boise State University; Samantha Schauer, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

institutionalchange that occurs as the result of the realized value.Plans for Data Collection and AnalysisTo perform this study in the near future, we would use mixed methods to obtain data on how aFYECS can obtain value from living in the EIRC LLC located at Boise State University. Thisstudy will be conducted with the goal of learning how working with a LLC can create value forthe FYECS through using Wenger et al.’s Value Creation Framework [1]. Through the use of theValue Creation Framework, the researchers will provide a foundation for the evaluation processwhere the integration of heterogeneous sources of data will help to create a picture of hownetworks or communities can potentially create value for the FYECS [1].For this study, purposeful sampling

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Jim Chamberlain, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

First-Year Programs

outside of engineering, exitsurveys are one mechanism that is useful for tracking the reason(s) for “non-persistence”.Students who decide to change their major out of engineering are asked to complete asurvey that included both closed-ended questions (multiple-choice) and open-endedquestions about their reasons for leaving and factors that helped them make that decision.The survey takes approximately 5 minutes to complete.Close-ended questions included personal information such as gender and number ofsemesters in engineering, as well as the following questions. • When you started in General Engineering, how certain were you that engineering was what you wanted to study? (Very certain, Not very certain, Felt I was expected to

Conference Session

FPD8 - Early Intervention & Retention

Collection

2008 Annual Conference & Exposition

Authors

Joyce Lee, University of Illinois at Urbana-Champaign; Jacob Marszalek, University of Missouri-Kansas City; Annel Medina, California Polytechnic State University; Susan Linnemeyer, University of Illinois at Urbana-Champaign

Tagged Divisions

First-Year Programs

happened during SAGE and reflects onwhat must be improved upon.IntroductionThe underrepresentation of minority students in science, technology, engineering andmathematics (hereafter STEM) has been an enduring crisis in U.S. education. Decrying suchinequity, efforts increased from the late 1960’s and early 1970’s to educate and train minoritystudents in the technical fields. To that end, one would be hard pressed to find a higher educationinstitution that had not developed some sort of program to support minority students’ STEMparticipation1. Though the rate at which students seek to study STEM is increasingly comparableby race/ethnicity, the rate of students graduating with STEM degrees is still disparate2 3 4. Thechallenge remains to continue and

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

First-Year Programs

, also known as a supplemental instruction program, were designedto provide subject-specific support and enrichment to students in the program throughout the firstyear, particularly in subjects that students typically find challenging. Supplemental instruction isa method that was developed at the University of Missouri-Kansas City in the mid-1970’s byDeanna Martin5. Originally, it was designed for a medical school program, and was successful inimproving course grades and retention. However, today, it is used across several universityprograms, although it has not been widely researched within the engineering community.Facilitated study groups are designed to enhance students’ understanding of course material, andprovide them with skill

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Amy Thompson, University of New Haven; Carl Barratt, University of New Haven; Michael Collura, University of New Haven

Tagged Divisions

First-Year Programs

running multiple sections of the course. Responsibilities include ordering books for thecourse, training of first-time faculty during the summer, recommending and implementingchanges in course materials, purchasing equipment and supplies for the course, posting allmaterials to BlackBoard, and meeting with other instructors throughout the semester.The course coordinator schedules and determines the frequency of group meetings with allfaculty involved in teaching EAS107P. She is also able to work with specific faculty to addressany problems associated with his/her particular section(s). Feedback from the faculty is used todetermine whether problems have persisted (and why) or have been successfully remedied.Scheduling of multiple sections of

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Cindy Veenstra, Engineering education consultant; Gary D. Herrin, University of Michigan

Tagged Divisions

First-Year Programs

. and J. Wyckoff. (1988). ―Effective Advising: Identifying Students Most Likely to Persist and Succeed inEngineering,‖ Engineering Education, Dec. 1988, 178-182.10. Besterfield-Sacre, M., C.J. Atman, and L.J. Shuman. (1997). ―Characteristics of Freshman Engineering Students:Models for Determining Student Attrition in Engineering.‖ Journal of Engineering Education, 86, No. 2:139-149.11. Leuwerke, W.C., S. Robbins, R. Sawyer, and M. Howland. (2004). ―Predicting Engineering Major Status fromMathematics Achievement and Interest Congruence.‖ Journal of Career Assessment, 12, No. 2: 135-149.12. Smith, K. A., S.D. Sheppard, D.W. Johnson, and R.T. Johnson. (2005). ―Pedagogies of Engagement: ClassroomBased Practices.‖ Journal of Engineering Education

Conference Session

Projects and Problems in First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi

Tagged Divisions

First-Year Programs

International Conference on Advanced Learning Technologies, 20004.9. S. Miertschin, D. Benhaddou, C. Willis and F. Attarzadeh, “Using Interactive Concept Maps to Enhance Learning and Thinking Skills,”Proc. 2007 ASEE Gulf-Southwest Annual Conference, T2B6, South Padre Island, Texas, March 2007.10. V. Roth, E. Goldstein and G. Marcus, Peer-Led Team Learning, A Handbook for Team Leaders: The Page 14.44.12 Workshop Project, Upper Saddle River: Prentice Hall, 2001.11. D. K. Gosser, M. S. Cracolice, J. A. Kampmeier, V. Roth, V. S. Strozak, and P. Varma-Nelson, Peer- Led Team Learning, A Guidebook: The Workshop Project, Upper Saddle River

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Isabel Cristina Jimenez-Useche, Purdue University, West Lafayette (College of Engineering); Stephen R. Hoffmann, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to the U.S. and during their first three semesters incollege. Only 20% of students in Wang et. al.’s study followed the Culture-shocked or 1Consistently distressed paths, exhibiting high levels of psychological distress and academicdifficulties with language and communication such as the ones mentioned above 8. The recent findings from Wang’s study challenge the common perception that all East-Asian students greatly struggle with adaptation to U.S. academic system and bring awareness tothe diversity among Chinese students enrolling in U.S. universities. They point to student’sprevious experiences, before starting college, as one of the

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Hylton, Ohio Northern University; Todd France, Ohio Northern University; Louis A. DiBerardino III, Ohio Northern University

Tagged Divisions

First-Year Programs

Annual Conference and Exposition.[3] Carberry, A. R., Lee, H.-S., & Ohland, M. W. (2010). Measuring Engineering Design Self-Efficacy. Journal of Engineering Education, (January), 71–79.[4] Daher, T., & Loehring, M. (2016). Shaping the Engineering Freshman Experience through active learning in a Flipped Classroom. In 123rd ASEE Annual Conference and Exposition (pp. 1–10).[5] Estell, J. K., Reeping, D., & Reid, K. “Workshop - Envisioning the First-Year Engineering Body of Knowledge”, Seventh Annual First Year Engineering Experience Conference, August 2-4, 2015.[6] Everett, J. W., Morgan, J. K., Stanzione, J. F., & Mallouk, K. E. (2014). A hybrid flipped first year engineering course. In 6th First Year

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

inproviding accessible examples to students to promote their awareness and improvement ofeffective learning strategies.References[1] E.A. Stephan, L. Whisler, and A.T. Stephan, “Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering Success,” in ASEE Annual Conference and Exposition 2018, Salt Lake City, Utah, USA, June 2018.[2] P. Treuer, and L. Whisler, “Entangled learning: An overview,” retrieved from http://www.EntangledLearning.org, 2015.[3] P. J. Cunningham, H. M. Matusovich, C. Venters, S. A. Williams, and S. Bhaduri, “Teaching Metacognition: Helping Students Own and Improve Their Learning,” American Society for Engineering Education Annual Conference and Exposition, Salt Lake

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Daniel M. Ferguson, Purdue University, West Lafayette; Mohd Iramul Hoque, CATME

Tagged Divisions

First-Year Programs

PowerPoint slides that were discussed in lecture. Theslides included descriptions of common rating problems including giving everyone on the teamthe same scores across all dimensions, giving the same teammate the same scores across alldimensions, bimodal ratings (giving one teammate all 1’s and others all 5’s), etc. This lecturealso included a discussion of what information you are trying to give your teammates whenrating them and how the results of the evaluations can be interpreted in order to improve teamperformance. General comments were also made regarding what the rating patterns looked likein the class without identifying individuals or teams that used poor rating patterns. The goal wasto help students reflect on their own ratings and

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University

Tagged Divisions

First-Year Programs

of improv-inspired games used in the class 1. No-Um Speech Purpose - Requires active listening to teammates, using their ideas without hesitation;requires that students begin giving a solution without forethought to the outcome. Gameplay- A team stands in a line in front of class and gives a speech on an impromptutopic. The topic could be related to course content. One person from the team begins speaking,and must continue talking without pause or saying a crutch word like um, uh, like, etc. As soonas the player says one of these words or pauses for > 1 s, a bell is rung and the next teammatemust immediately pick up where the previous teammate left off. The answer must continue, as ifa single person was saying the answer

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech; Cherie D. Edwards, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech; Diana Bairaktarova, Virginia Tech

Tagged Divisions

First-Year Programs

arts-based methodologies will benefit the fieldof engineering education by providing researchers with a unique perspective into participants’thought processes and beliefs.References[1] S. Song and A. M. Agogino, “Insights on designers’ sketching activities in new product design teams,” in ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, 2004, no. September, pp. 351–360.[2] E. S. Ferguson, “Engineering and the Mind’s Eye,” in Engineering and the Mind’s Eye, Cambridge: MIT Press, 1993, pp. 75–113.[3] K. L. Tonso, “Engineering identity,” Cambridge handbook of engineering education research, pp. 267–282, 2014.[4] J. P. Gee, “Identity

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, West Virginia University; Melissa Lynn Morris, West Virginia University; Anne Marie Aramati Casper, Colorado State University ; Robin A. M. Hensel, West Virginia University; Jeremy Clinton Schwartz, West Virginia University; Rebecca A. Atadero, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, and social justice in undergraduate engineering classrooms.Dr. Robin A. M. Hensel, West Virginia University Robin A. M. Hensel, Ed.D., is the Assistant Dean for Freshman Experience in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University. While her doctorate is in Curriculum and Instruction, focusing on higher education teaching of STEM fields, she also holds B.S. and M.A. degrees in Mathematics. Dr. Hensel has over seven years of experience working in engineering teams and in project management and administration as a Mathematician and Computer Systems Analyst for the U. S. Department of Energy as well as more than 25 years of experience teaching mathematics

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jamie Bracey, Temple University; Keyanoush Sadeghipour, Temple University; Carnell Baugh, Independent; Shawn Fagan, Temple University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

strategies for retaining engineering, engineering andtechnology and computer science students. Retrieved from ASEE websitehttps://www.asee.org/search?q=going+the+distanceDuckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passionfor long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.Duckworth, A.L., & Seligman, M. (2005). Self-discipline outdoes IQ predicting academic performance inadolescents. Psychological Science, 16, 939-944.Hughes, B., Garibay, J. C., Hurtado, S., & Eagan, M. K. (2013). Examining the tracks that causederailment: institutional contexts and engineering degree attainments. AERALent, R W., Brown, S. D., & Hackett, G. (1994). Toward a unifying

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, The Ohio State University

Tagged Divisions

First-Year Programs

Paper ID #12126Implementing and Evaluating a Peer Review of Writing Exercise in a First-Year Design ProjectDr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a senior lecturer in the Engineering Education Innovation Center at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics department and college of

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julianne D. Vernon, University of Michigan; Lorelle A Meadows, Michigan Technological University; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

T. Rath, StrengthsFinder 2.0. New York, NY: Gallup Press, 2007.7 M. A. Zimmer, “Facilitating Intergroup Dialogues: Bridging Differences, Catalyzing Change. Edited by Kelly E.Maxwell, Biren (Ratnesh) A.Nagda, and Monita C.Thompson. Sterling, Va.: Stylus Publishing, 2011. Teaching Theology & Religion, vol. 16, pp. e75–e76, Jul. 2013.8 J. E. Pizzolato, “Assessing self-authorship,” New Directions for Teaching and Learning, vol. 2007, no. 109, pp. 31–42, 2007.9 M. Peet, S. Lonn, P. Gurin, K. P. Boyer, M. Matney, T. Marra, S. H. Taylor, and A. Daley, “Fostering Integrative Knowledge through ePortfolios,” International Journal of ePortfolio, vol. 1, no. 1, pp. 11–31, 2011.10 W. Morgaine

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Anna Stevenson Blazier, University of Virginia; Alyssa Becker, University of Virginia

Tagged Divisions

First-Year Programs

Foundation; 1979. 240 p.8. Kim KH. Can We Trust Creativity Tests? A Review of the Torrance Tests of Creative Thinking (TTCT). Creat Res J. 2006;18(1):3–14.9. Smyth FL, Nosek BA, Guilford WH. First year engineering students are strikingly impoverished in their self- concept as professional engineers. Proc 2011 ASEE Annu Conf Expo. 2011;AC 2011–87.10. Carberry AR, Lee H-S, Ohland MW. Measuring Engineering Design Self-Efficacy. J Eng Educ. 2010 Jan 1;99(1):71–9.11. Nilsson P. Taxonomy of Creative Design [Internet]. 2011 [cited 2015 Jan 27]. Available from: http://www.senseandsensation.com/2012/03/taxonomy-of-creative-design.html12. Cohen J. Statistical Power Analysis for the Behavioral Sciences. Academic Press; 2013. 459

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

: The Industry View. The Royal Academy of Engineering, London, 2006.[12] L. H. Jamieson and J. R. Lohman, “Creating a culture for scholarly and systematic innovation in engineering education: ensuring U.S. engineering has the right people with the right talent for a global society,” Phase 1 Report, ASEE, 2009.[13] I. C. Peden, E. W. Ernst, and J.W. Prados, “Systemic engineering education reform: an action agenda,” National Science Foundation, Washington, D.C., 1995.[14] E. L. Deci and R. M. Ryan, The “what” and “why” of goal pursuits: Human needs and the selfdetermination of behavior, Psychological Inquiry, 11, 227-268 (2000).[15] C. F. Ratelle, F. Guay, R. J. Vallerand, S. Larose, and C. Senécal

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward W. Davis, Auburn University; Joni M. Lakin, Auburn University; Virginia A. Davis, Auburn University; P.K. Raju, Auburn University

Tagged Divisions

First-Year Programs

this paper are those ofthe authors and do not necessarily reflect the views of the National Science FoundationReferences:(1) Yawson, R. M. An epistemological framework for nanoscience and nanotechnology literacy. Int J Technol Des Educ 2012, 22, 297-310.(2) Resources: Courses Browse Visually. https://nanohub.org/resources/courses (accessed May 25, 2014.(3) Veety, E. N.; Ozturk, M. C.; Escuti, M.; Muth, J.; Misra, V. In Tilte, Indianapolis, Indiana2014(4) Rodgers, K. J.; Kong, Y.; Diefes-Dux, H. A.; Madhavan, K. In Tilte2014.(5) Schlosser, P.; Trott, B.; Tomasko, D.; Clingan, P.; Allam, Y.; Merrill, J. In Tilte, Chicago, Illinois2006.(6) Abernathy, S. M.; Carruthers, B. E.; Presley, K. F.; Clingan, P. A. In Tilte, San Antonio, Texas2012.(7

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Steven P. Marra, Johns Hopkins University; Jenna Adele Frye, Maryland Institute College of Art; Edon Muhaxheri, Maryland Institute College of Art; Laure Drogoul, Maryland Institute College of Art

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

this regard. • Provide the students with abundant instruction on ideation. • Develop a strategy to prevent the instructors from giving teams conflicting advice. • Do not underestimate the importance of providing the students with convenient transportation options.References[1] H. Bridle, A. Vrieling, M. Cardillo, Y. Araya, and L. Hinojosa, “Preparing for an interdisciplinary future: A perspective from early-career researchers,” Futures, vol. 53, pp. 22-32, 2013.[2] M. Levy, Y. Shlomi, and Y. Etzioni, “When engineering and design students collaborate: The case of a website development workshop,” in Knowledge, Information and Creativity Support Systems, S. Kunifuji et al. Eds., Springer, 2016, pp

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University; Lauren Corrigan, Parker School Hawaii

Tagged Divisions

Design in Engineering Education, First-Year Programs

Paper ID #23254Work in Progress: Introduction of Failure Analysis to a First-year RoboticsCourseDr. Kathleen A. Harper, Ohio State University Kathleen A. Harper is a senior lecturer in the Department of Engineering Education at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics and engineering education departments. She is

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

Improvement. Alexandria, VA. Assoc. for Supervision and Curriculum Dev., 2002.[8] B. S. Bloom, Human characteristics and school learning. New York, NY, US: McGraw-Hill,1976.[9] J. Moore, “Mastery grading of engineering homework assignments,” Proc. - Front. Educ.Conf. FIE, November, 2016.[10] Gutmann, G. Gladding, M. Lundsgaard, and T. Stelzer, “Mastery-style homework exercisesin introductory physics courses: Implementation matters,” Phys. Rev. Phys. Educ. Res., vol. 14,no. 1,, 2018.[11] S. M. Williams and B. P. Newberry, “First-year experiences implementing minimumself-paced mastery in a freshman engineering problem-solving course,” ASEE Annu. Conf.Proc., 1998.[12] S. Sangelkar, O. M. Ashour, R. L. Warley, and O. Onipede Jr., “Mastery learning

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. [Online]. Available: https://michaelhyatt.com/why-after-action-reviews-are-so-important/ K. Elissa, “Title of paper if known,” unpublished.[4] A. Badir, J. Liao, T. Kunberger, G.I. Papkov, L.D. Nguyen, and R. O’Neill, “Exam wrappers, reflection, and student performance in engineering mechanics,” in ASEE Annual Conference and Exposition 2018, Salt Lake City, Utah, USA, June, 2018.[5] P. Gezer-Templeton, E. Mayhew, D. Korte, and S. Schmidt, “Use of exam wrappers to enhance students’ metacognitive skills in a large introductory food science and human nutrition course,” Journal Of Food Science Education, vol 16, no. 1, pp. 28-36, 2017.[6] K.J. Metzger, B.A. Smith, E. Brown, and P.A.G. Soneral, “SMASH: A

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., Binghamton University; Peter J. Partell, Binghamton University; Meghan Crist, Binghamton University

Tagged Divisions

First-Year Programs

those who did not to determine if thereexists a similar pattern to that found with students who took the surveys and those who did not.Question Q20 – How do you think you are doing in your engineering courses? – was only addedto the mid-semester survey in the fall 2019 semester. The main motivation when the survey wasfirst done was assessing student performance in their mathematics and science courses. Theauthors plan to report on results of this newer survey question in future work.References[1] S. Gratiano and W. Palm, Can a five-minute, three-question survey foretell first-yearengineering student performance and retention?, Proceedings of the 123rd ASEE AnnualConference & Exposition, New Orleans, LA.[2] M. Anderson-Rowland, A first year

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Summary and Future DirectionThe authors piloted a ND EPSCoR NATURE bridge camp at TMCC during the summer of 2019.The authors wanted to prepare participants for college in a manner that would also get themexcited about and interested in pursuing a STEM degree and career. The structure of the campconsisted of face-to-face sessions and three independent projects aimed at developing a mindsetthat will ultimately help participants succeed in college. Each independent project built uponknowledge gained during that face-to-face sessions and previous independent project(s). Theauthors believe this systematic process of progressively giving the participants moreresponsibility and less instruction over the course of the camp helped to promote the self

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

First-Year Programs

Proceedings 1, our preliminary work involved an exploratoryclustering of student performance by using internal metrics only. Based on our exploratory Page 11.586.4method using total course points for the students in CSE 131 in fall, 2004, we reportedpreliminary results that seemed to imply a positive benefit for the lecture as wrap up approach,especially for the higher achieving students. The result was tentative.We noted however, that further work was required to confirm the putative effect. In particular,we noted the need for future research to reanalyze the data using a clustering metric(s) externalto the objective measures of performance in CSE

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Christopher Rowe, Vanderbilt University; Stacy Klein-Gardner

Tagged Divisions

First-Year Programs

controlgroup (n=107). Page 12.125.8 Reflection Assignment 6 5 4 Score Control 3 Experimental 2 1 0 se se se s

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

Tagged Divisions

First-Year Programs

. Page 23.120.6 Figure 1. The decision tree for classifying institutionsNote that “intro engineering” course here does not necessarily have to be a course with“Introduction to…” in its title nor does it have to be the same course for all majors. We aim todetermine if engineering students or students who are interested in engineering can get earlyexposure to the discipline via course(s) offered in college of engineering. Therefore, we countany engineering course available in the first term as an introductory engineering course. Theseintroductory courses include such diverse courses as “Introduction to Visualization and CAD,”“Introduction to Mechanical Engineering,” “Engineering Projects and Design,” and simply“Introduction to