Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Charles McDowell, University of California, Santa Cruz; Adrienne Harrell, University of California, Santa Cruz

Tagged Divisions

First-Year Programs

). Transfer Shock: Why is a Term Forty Years Old Still Relevant? Retrieved March 3, 2009- from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Transfer-Shock.htmAcknowledgementsThis research was supported by National Science Foundation grant DUE-0336517. Any opinions,findings, and conclusions or recommendations expressed in this paper are those of the authorsand do not necessarily reflect the views of the National Science Foundation. Page 14.504.8Appendix THE ENGINEERING TRANSFER TRANSITION PROGRAM PROGRAM SCHEDULEDAY

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Maria Sanchez, California State University, Fresno; Ira Sorensen, California State University, Fresno; Walter Mizuno, California State University, Fresno; Satya Mahanty, California State University, Fresno

Tagged Divisions

First-Year Programs

the course. Finally, upper-classmen surveyed indicated that thecompetition was an effective means to introduce first-year students to the mechanicaldesign process, which is the primary curricular objective.Participating students and faculty were also asked to reflect on their experiences with thecompetition. Some comments from the students include:"The ME-1 competition boosted my interest in an engineering discipline because thevarious awards that were given or noted. It's important to have applications as well asgeneral computation skills.""The ME-1 competition is a great event to give engineering students a first-handexperience of what it's like to design, build and test a project."(Note: The competition is informally known among the

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Michael Gustafson, Duke University; Rebecca Simmons, Duke University; W. Neal Simmons, Duke University; Michael Ehrenfried, Kent Denver School; Tod Laursen, Duke University

Tagged Divisions

First-Year Programs

fields would need to know a compiled language, they alsofelt that a programming package such as MATLAB would be more globally useful during theirundergraduate career – reflecting the conclusions of Bjedov and Anderson1 as well as those ofAzemi and Pauley in a more recent study2. Furthermore, given the vast differences inprogramming experience of entering freshman students, a language like MATLAB was seen aspresenting similar educational benefits to a compiled language, without as steep a learning curve.Thus, the course has been completely revised to utilize MATLAB. One benefit of this approachhas been the inclusion or expansion of MATLAB use in several other engineering courses3,4 aswell as in math and physics courses. This vertical integration

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mukul Shirvaikar, University of Texas-Tyler; Ron Pieper, University of Texas-Tyler; David Beams, University of Texas-Tyler

Tagged Divisions

First-Year Programs

2005 ASEE Annual Conference (Session 3170), June 12-15, Portland, Oregon.13. Steven C. Zemke, Donald F. Elger, “Growing Undergraduate Student Mentoring Skills Using a Reflective Practice Guided by Peer Feedback”, presented at the 2004 ASEE Annual Conference (Session 1430), June 20- 23, 2004, Salt Lake City, Utah.14. R. Morsi, “Girls In Science, Engineering, and Technology (GISET)”, presented at the 2005 ASEE Annual Conference (Session 1793), June 12-15, Portland, Oregon. Page 11.265.10

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska, Anchorage; Matthew E. Calhoun, University of Alaska, Anchorage

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

presentations were designed to help students to start visualizing themselvesas engineers or improve their engineering recognition and caring. Fifth, the students were alsoasked to develop cardboard chairs for their final team project. Students work together in teamsto develop the chairs and then present their chair to the class. This project was designed to helpstudents improve their engineering performance/competence, interest, creativity, and designefficacy. Lastly, students were required to complete weekly homework assignments where theypersonally reflect on topics such as their engineering interests, study plan, and any barriers theycan foresee that might prevent them from becoming an engineer. These were designed toimprove their engineering

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

below the minimum standard to reflect a form of “partialcredit” for work, but also an effective “zero” standard for when work completely fails to addressa criterion.Once constructed, the algorithm for assessing student work is as follows, for each criterion: (1) Decide if the work matches the description of the highest standard. If so, mark this level; If not, move to Step 2. (2) Decide if the work matches the description of the minimum standard. If so, mark this level; if not, move to Step 3. (3) If the work is between the two descriptions, decide if it is closer to the highest or the minimum standard and mark the appropriate level; otherwise move to Step 4. (4) If the work appears to attempt to meet this criterion

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Christopher Peter Scianna, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

this outreach program isa focus on student engagement in the form of community service and service learning.In embarking on service learning in engineering, faculty at Northeastern looked at other hallmarkprograms and research to prepare. Bringle and Harcher define service-learning as “a course-based, credit-bearing, educational experience in which students (a) participate in an organizedservice activity that meets identified community needs and (b) reflect on the service activity insuch a way as to gain further understanding of course content, a broader appreciation of thediscipline , and an enhanced sense of civic responsibility.”[2] There is a section in this work onfirst-year students, where there has been assessment showing significant

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University

Tagged Divisions

Design in Engineering Education, First-Year Programs

hands-onexercises are implemented into the curriculum, student’s proficiency is measured through avariety of course-based testing and evaluation method [4].Reflection on Students’ Level of ConfidenceWe focused on short term and long-term effects of the program on the students’ learning: shortterm defined as what happens during the program from day to day and week to week.Assessments on the longer term are defined as the inferred change from the pre-term and post-term assessment evaluation. We note that within the program, the first major increase in self-determined level of confidence for students was between their introduction to the program andthe completion on the first workshop on that specific subject. The average increase (Figure 4)from

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; James A. Middleton, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

middle school through postsecondary projects [3], [4], [5], [6]. The RTOPfocuses on gauging the degree to which learning environments are student-centered in science,engineering, and mathematics. The RTOP consists of 25 items rated on a 0 to 4 scale. Each itemis rated based on the degree to which a lesson is reflective of that item. The possible total scorerange on the RTOP is zero to 100. Example items and discussion of the RTOP constructs areprovided in the Methods section.Complete observation data were available for 26 faculty members who were observed twiceearly during the Fall 2016 semester (pre-observations) and twice late during the Spring 2017semester (post-observations). The two pre-observations occurred during the first twelve weeks

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Campbell, Imperial College London; Deesha Chadha, Imperial College London

Tagged Divisions

First-Year Programs

to gain afavourable grade.Tasks were selected to reflect Tuckman’s teambuilding theory, cycling through four stages ofteam/group development: 1. Forming - The team get to know one another and bond 2. Storming - The team come up with and interchange ideas. Eventually choosing a course of action 3. Norming - Once the ideas have been finalised the team begins working together. Each team member begins to take on their roles in the team and the rules of engagement are formed. 4. Performing - Teams carry out the task in handDetails of the exercises performed during workshop can be found in Table 1.Table 1: List of Exercises performed at Teambuilding Workshop Exercise Type Duration Description Line

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oai Ha, Western Carolina University; Martin L. Tanaka, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Divisions

First-Year Programs

and do not reflect a more complex spatial thinking. Reference [17] suggests thateducators and researchers should “look more broadly than psychometric tests of spatial ability toidentify components of spatial intelligence or adaptive spatial thinking.”There are several limitations in implementing this study. First, the assessment of the relationshipbetween the two test scores did not involve a pretest, and the data analysis in this study provideda snapshot of the relationship between the two test scores at the end of the study (posttest) only.This practice might justify the correlational analysis when two score sets are collected at thesame place and time, but there is a high possibility that students could develop spatial skillsduring the

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University; Aditya Johri, George Mason University; Nazanin Naderi, Youngstown State University

Tagged Divisions

First-Year Programs

reflect the views of the National Science Foundation.ReferencesAlmatrafi, O., Johri, A., Rangwala, H. & Lester, J. (2017). Retention and Persistence amongSTEM Students: A Comparison of Direct Admit and Transfer Students across Engineering andScience. Proceedings of ASEE 2017.Almatrafi, O., Johri, A., Rangwala, H. & Lester, J. (2016). Identifying Course Trajectories ofHigh Achieving Engineering Students through Data Analytics. Proceedings of ASEE 2016.Atman, Cynthia J and Sheppard, Sheri D and Turns, Jennifer and Adams, Robin S and Fleming,Lorraine N and Stevens, Reed and Streveler, Ruth A and Smith, Karl A and Miller, Ronald L andLeifer, Larry J and others. (2010). Enabling Engineering Student Success: The Final Report forthe Center for

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meg Harkins, University of North Carolina - Charlotte

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

helpimprove performance in Calculus I.Another change will be how the EBC is delivered to the students. UNC Charlotte is changingcourse management systems from Moodle to Canvas, effective fall 2017. For 2016, the programwill remain in Moodle, with plans to use Canvas for 2017. The migration from Moodle toCanvas is expected to be relatively easy based on pilot studies.In order to maintain its usefulness, the EBC is modified and updated annually to reflect changesin the campus and university policies. The Forum interaction portion of the Boot Camp has roomfor growth. For example, student workers are developing a menu of topics and questions that canbe used as prompts. These improvements, combined with better timed communications with theparticipants

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

contract, thus many courses plan to implement Top Hat.Second, we plan to develop online quizzes to test students on weekly lectures, readingassignments, and online material in both new courses. Online quizzes are also being piloted thissemester in our Intro 160 course. There is evidence to suggest that quizzes promote self-reflection and a deeper understanding. [4] These online quizzes can also serve as assessment ofthe course content, allowing course coordinators to make adjustments in real-time based on quizresults. [3, 5] Third, particularly in the hands-on course, we will provide online tutorials, videos,and lectures--commonly known as "flipping the classroom." [5] This strategy will be largelyimplemented in the Design Practicum course to

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

distinct from sex. Connellnotes that gender is not a supposedly biologically-obvious division between men and women, butinstead the way human society collectively makes relevant these reproductive distinctions Page 26.1007.5between human bodies in a social context. For us, the context is engineering education. In its  simplest form, gender reflects the set of characteristics, behaviors, and practices that we think ofas “feminine” or “masculine” – characteristics that any individual biological male or female mayor may not embody.Race, like gender, is not a biological category but a social one. And unlike sex, race has nobiological basis, despite a

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

Nikitha Sambamurthy, Purdue University, West Lafayette; Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Jing Lv; Yukiko Maeda, Purdue University, West Lafayette; Syafiah Mahfuzah Johari, Engineering Education Department, Purdue University

Tagged Divisions

First-Year Programs

modifyobservation parameters prior to the start of a class or lab. The observer function records real-timeinstructional data as code strings during a class or lab. The student function assesses students viaLikert scale survey items for formative or summative use for the class or lab. The instructorfunction allows instructors to explore their pedagogy after a class or lab via reflective items. Last,the researcher function compiles the data collected by the other G-RATE functions. Previous papers have traced the evolution of the G-RATE through its development andinitial pilot test3,4. Representing large quantities of the captured rich classroom data in ways

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary; Bob Brennan, University of Calgary

Tagged Divisions

First-Year Programs

), this tool offers a unique advantage because rather than assessing how each individualis functioning within the team, it focuses on how the team is functioning together as an entireunit. Offering feedback at the group-level allows teams to reflect on and discuss their currentnorms, climate, and team processes. In contrast, other tool typically have team members rateeach others teamwork skills, and this process may lead to tension, animosity, and increasedconflict within a team. Furthermore, research has shown that team-level feedback can improvemembers attitudes toward the team resulting in greater cohesion.In the following section we provide information regarding technical aspects of the scalesencompassed in the Team CARE model. We then

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University

Tagged Divisions

First-Year Programs

and German in 1987, and returned to academia after a 22 year engineering career in industry. During his career Dr. Hamrick served in a broad range of positions including design, product development, tool and die, manufacturing, sales, and management. His teaching style brings practical, innovative, experience based learning to the classroom, where hands on projects that reflect real world applications are valued by students. Since 1998 he has mentored and lead youth organizations including Boy Scouts, Girl Scouts, 4-H, and First Robotics, with youth ranging in ages from first grade through high school. He was named a Statler College of Engineering and Mineral Resources Outstanding Teacher for 2013-14

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angel Ari Perez-Mejia, Quinnipiac University; John E. Greenleaf P.E., Quinnipiac University; Priscilla C Fonseca P.E., Quinnipiac University; Chris Hakala, Quinnipiac University

Tagged Divisions

First-Year Programs

situation. For example, music may workwell to engage students for a hands-on pedagogical approach, while it may be counter-productive for other activities that may be more reflective in nature.Although the results of this study were inconclusive, the effects of music on learning is anarea that should be researched further. The abundance of anecdotal evidence from instructorsindicate that it is a topic of interest among the educational community. The effects of pre-class activities may be elucidated by following the framework presented this study with alarger sample size and detailed observation of pre-class activities. These observations shouldseek to further categorize the presented options (i.e. what type of music specifically wasplayed, whether

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caroline Liron, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi M Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

First-Year Programs

seeking a Mechanical, Civil, or Aerospace Engineering degree. As the SLC students have been presented with multiple approaches to solving problems, it was expected that these students’ understanding, problem-solving abilities, and critical thinking skills would be improved. These students are, therefore, expected to perform better in their subsequent fundamental core courses. Table 4 and Table 5 present the pass/fail rates of both fall 2013 and spring 2014 cohorts. All students were not combined into one cohort to be able to reflect the fact that some students from the fall cohort have taken a course (Calculus I, Physics I, or both) multiple times to pass the class while students from the spring 2014cohort are doing so in the current

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, NYU Tandon School of Engineering; Yona Jean-Pierre, NYU Tandon School of Engineering

Tagged Divisions

First-Year Programs

implementation.The video was first incorporated into the class in the fall of 2015. Grades on the technicalcomponents of the lab reports increased from the spring of 2015 with an average of 65.2% to thefall of 2015 with an average of 73.1%. It should be noted that this difference is not based on acontrolled study, but a first investigation of the preliminary data available. The number ofstudents in the spring of 2015 and fall of 2015 was about the same around 300. The distributionof students that take the intro course in the fall and spring is random, and associated primarilywith registration. These consistent factors indicate that the grade increase could reflect the use ofthe video, but further examination is necessary to provide any statistical

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hyun J. Kwon, Andrews University

Tagged Divisions

First-Year Programs

aproject report. In the web publication, audience expands beyond the classroom, the informationis stored in the cloud, and shared with general public. Traditional class project reports are sharedonly with an instructor and teammates, and usually poorly managed afterward. In the webpublication, use of graphs, pictures, and video clips becomes essentially important elements tomake an effective communication. Developing web publication skills have several benefits,which include: 1. Visual and multimedia communication: Visual and multimedia communication skills are becoming more important than ever in digital communication. This growing need should be reflected in engineering communication. With the web publication, students

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical University; Christina Frederick, Embry-Riddle Aeronautical University; Caroline Liron, Embry-Riddle Aeronautical University; Li Ding; Lei Gu, Georgia State University; Andrew Calvin Griggs II, Embry-Riddle Aeronautical University; Paula Sanjuan Espejo, Embry-Riddle Aeronautical University; Paula Sanjuan Espejo, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs

Centers, grant number EEC 1441825. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. The authors also would like toacknowledge the effort from Dr. Matthew Verleger, who helped conduct the project in hisclasses, Dr. James Pembridge who offered suggestions on the project design and implementation,Dr. Joseph R. Keebler who helped analyzed the survey results, and the support from theInstitution Research at Embry-Riddle Aeronautical University who conducted and collected thesurvey data for this project.References[1] Janet Siegmund et al., “Understanding Understanding Source Code with Functional Magnetic Resonance

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail M. Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] N. A. of Engineering., “Educating the engineer of 2020 : adapting engineering education to the new century.” National Academies Press, Washington, D.C., 2005.[2] N. Nielsen, N. R. C. (U.S.)., and P. C. on E. on S. I. in U. S. Education., “Promising practices in undergraduate science, technology, engineering, and mathematics education : summary of two workshops.” National Academies Press, Washington, D.C., 2011

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, PhD, MBA, PE P.E., Quinnipiac University; Ruby ElKharboutly, Quinnipiac University

Tagged Divisions

First-Year Programs

has been applied during Spring 2017 on trial bases and was fully implemented during the Fall 2018 advising season. Results show a significant reduction in the advising session duration and general satisfaction from both faculty and students. The study is still ongoing. The next steps involve standardization and validation. We plan to standardize the process by reflecting and rectifying problems that aroused during Fall 2018. Some problems included miscommunication between PMs and faculty and delays in obtaining the executive summaries. We would like to expand the use of the new advising process to including all advising faulty and all first-year students in Fall 2019. The validation/post-implementation phase is conducted

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

Tagged Divisions

First-Year Programs

this their first college experience.Confidence Group #1 and Group #2 Students were asked to reflect on their confidence in completing their engineering degreeat the beginning of their academic career in college and current (present) confidence. At the timeof the pre-assessment, most students were just starting their college careers. Therefore, reflectionon their beginning confidence, at 80%, would likely project from their high school experiences.This also explains their present confidence in completing their degree reporting at moderatelyhigh 77%. 8Post-Assessment of Engineering 101(ENES 101); Group #1 -Group #4 First year students

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Corey Kiassat, Quinnipiac University; Ruby ElKharboutly, Quinnipiac University

Tagged Divisions

First-Year Programs

, Learning Strategies, ENR 199, that focuses on metacognition, study habits, transition from high school to college, and test-taking skills. The purpose of this course is to introduce students to evidence-based learning strategies and to help students become self-regulated learners, capable of achieving their full academic potential. In ENR 199, students reflect upon the fundamental nature of learning and what types of learning activities best facilitate their learning process. In addition, students explore topics related to achievement, motivation and a growth mindset. The goal of this course is to help students not only develop a deeper understanding of these topics but learn ways that the strategies and tools discussed in class

Conference Session

FPD1 - Early Success and Retention

Collection

2008 Annual Conference & Exposition

Authors

Alicia Boudreaux, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University; James Nelson, Louisiana Tech University; Galen Turner, Louisiana Tech University

Tagged Divisions

First-Year Programs

transition in student attitudes and perspectives from the beginning of thesummer term to the end of the summer. The following comments reflect some of this transition. After the First Week: There is a sink or swim adjustment to time management. I do like this program; however, it takes a little while to get comfortable with it. I’m exhausted! I think this program is very good and is a great idea except for the fact that the students have no free time to just relax because we’re in class all day and we’re doing homework all night. End of the Summer: The past few weeks I’ve had a blast. I have made so many memories and have grown as a person… I got the chance to get a handle on the campus, teachers, and college life. I am glad that I did

Conference Session

FPD1 - Early Success and Retention

Collection

2008 Annual Conference & Exposition

Authors

Jale Tezcan, Southern Illinois University-Carbondale; John Nicklow, Southern Illinois University-Carbondale; James Mathias, Southern Illinois University-Carbondale; Lalit Gupta, Southern Illinois University-Carbondale; Rhonda Kowalchuk, Southern Illinois University-Carbondale

Tagged Divisions

First-Year Programs

meets three times a week forfifty minutes. The course content is a well-balanced combination of informative and engaginglectures, hands-on projects, and distinguished guest speaker seminars. While the objectives andpriorities of each discipline determine the breadth and depth of the course contents,recommendations from the industrial advisory board, faculty, and students are reflected in thefinal format of the course. The course has three main components: lecture, laboratory and guestspeaker seminars.Lecture Component:The lecture component makes up 20% of the course. This component introduces the students todifferent engineering disciplines and exposes them to the interdisciplinary nature of real-lifeprojects and the importance of teamwork and

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

Ken Yasuhara, University of Washington

Tagged Divisions

First-Year Programs

recommendations expressed in this material are those of the author and do notnecessarily reflect the views of the National Science Foundation. Page 12.1589.7[1] J. Vegso. Interest in CS as a Major Drops Among Incoming Freshmen. Computing Research News, 17(3), 2005 May. Available online: http://www.cra.org/CRN/articles/may05/vegso[2] J. McGrath Cohoon and W. Aspray, eds. Women and information technology: Research on underrepresentation. MIT Press, 2006.[3] J. Margolis and A. Fisher. Unlocking the Clubhouse: Women in Computing. MIT Press, 2002.[4] J. Cushing, E. Roberts, et al. Final Report (first draft) of ICER-West, 2006