Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Everaldo Marques de Aguiar Jr., University of Notre Dame; G. Alex Ambrose, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Nitesh Chawla, University of Notre Dame

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First-Year Programs

Persistence,” JEE, July 2005, 94 (3), pp.335-338. 4. Tinto, V., Leaving College: Rethinking the Causes and Cures of Student Attrition, 2nd Edition, Chicago Ill.: University of Chicago Press, 1993. 5. Pickering, James W., Calliotte, James A., “Using a Freshman Survey to Identify At-Risk Freshmen” Assessment in Practice: Putting Principles to Work on College Campuses, pp. 250-253. San Francisco: Jossey-Bass, 1996. 6. Woods, Donald R., and Crowe, Cameron M., “Characteristics of Engineering Students in Their First Two Years,” JEE, 1984, pp. 289-295. 7. Johnson, Carol S., “The Analytical Assessment of Online Portfolios in Undergraduate Technical Communication: A Model,” JEE, October 2006, 95 (4), pp.279

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Samantha Islam, University of South Alabama; Samuel H. Russ, University of South Alabama; Kevin D. White Ph.D., University of South Alabama

Tagged Divisions

First-Year Programs

Figure 3: Pre-test and Post-test Results Table 2: Average Gain in Scores Group Average Gain t-value Level of Significance (S. Dev) All Students 2.24 4.57 P=0.00002 (<0.0001) (n=68) (4.04) Female Students 3.55 2.38 P=0.049 (<0.05) (n=8) (4.22) Male Students 2.07 3.73 P=0.0002 (<0.05

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Natalie Gedde, University of Notre Dame

Tagged Divisions

First-Year Programs

by S. Brown and A. Glasner, 1999 (Society for Research into Higher Education/Open University Press: Buckingham). 7. Goodman, C. Cunningham, C. Lachapelle, M. Thompson, K. Bittinger, R. Brennan, and M. Delci. FINAL REPORT OF THE WOMEN’S EXPERIENCES INCOLLEGE ENGINEERING (WECE)PROJECT. April 2002. http://www.grginc.com/WECE_FINAL_REPORT.pdf 8. G. Lichtenstein, H. Loshbaugh, B. Claar, B. Chen, S. Sheppard, and K. Jackson, An engineering major does not (necessarily) an engineer make: career decision-making among undergraduate engineers, Journal of Engineering Education, 2009. 9. L. O’Moore and T. Baldock. Peer Assessment Learning Sessions (PALS): an innovative feedback technique for

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Frederick L. Smyth, University of Virginia; William H Guilford, University of Virginia; Brian A. Nosek, University of Virginia

Tagged Divisions

First-Year Programs

., Lindsey, S. & Schooler, T. A model of dual attitudes. Psychological Review 107, 101-126 (2000).9. Kunda, Z., Davies, P., Adams, B. & Spencer, S. The dynamic time course of stereotype activation: Activation, dissipation, and resurrection. Journal of Personality and Social Psychology 82, 283-299 (2002).10. Nosek, B., Banaji, M. & Greenwald, A. Math = male, me = female, therefore math not equal me. Journal of Personality and Social Psychology 83, 44-59 (2002).11. Nosek, B. & Smyth, F. Implicit social cognitions predict sex differences in math interest, participation, and performance. (2011).12. White, M.J. & White, G.B. Implicit and Explicit Occupational Gender Stereotypes. Sex Roles 55, 259-266 (2006).13

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia R. Backer, San Jose State University; Emily L. Allen, San Jose State University; Janet Sundrud, San Jose State University

Tagged Divisions

First-Year Programs

Hurtado, S., & Carter, D.F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324-345.4 Flowers, L. A. (2004-2005). Retaining African-American students in higher education: An integrative review. Journal of College Student Retention: Research, Theory & Practice, 6(1), 3-35.5 Braxton, J. M., Sullivan, A. S., & Johnson, R. M. (1997). Appraising Tinto’s theory of college student departure. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 12). New York: Agathon Press.6 Pascarella, E. T., &

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Brian Savilonis, Worcester Polytechnic Institute; David Spanagel, Worcester Polytechnic Institute; Kristin Wobbe, Worcester Polytechnic Institute

Tagged Divisions

First-Year Programs

College ofEngineering, an institution which promised integrated project work in all four years of itscurriculum.3 Before and since, and in many places besides Olin, promising engineering studentshave been enticed to attend a variety of innovative technical education programs that promisereal-world experience, training in widely applicable communications skills, and an impeccablefoundation in the principles of design and professional standards of practice.For example, WPI placed project-based learning at the core of its academic program in the early1970’s when it redesigned its graduation requirements to include two major projects.4 Oneproject undertaken within the student’s major field of study is usually completed during thesenior year. Another

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicky Wolmarans, University of Cape Town, Department of Civil Engineering and Centre for Research in Engineering Education (CREE); Corrinne Shaw, University of Cape Town, Department of Mechanical Engineering and the Centre for Research in Engineering Education (CREE)

Tagged Divisions

First-Year Programs

. Page 22.1724.2Becoming an engineerThe background to being or becoming an engineer lies in studies of graduate attributes orcompetencies. This body of literature focuses on the need to develop core knowledge andskills for success as an engineer. In the mid to late 1990’s the focus was predominantlyconcerned with deficiencies in graduate engineers in terms of complementary skills such asteamwork, communications and business skills 1. More recently, there has been a shifttowards acknowledgement of the primacy of the ability to apply theoretical knowledge to realindustrial applications2 or as Ferguson warns, a danger of losing the basic analytical skills inthe push for employment ready graduates3.The response to these concerns includes the

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

Wisconsin-Madison Undergraduate Learning Center: http://studentservices.engr.wisc.edu/classes/tutoring/2 Northeastern University: http://www.coe.neu.edu/coe/undergraduate/studentservices/tutoring.html3 University of Washington Academic Workshops: http://www.engr.washington.edu/curr_students/academics/workshops.html4 UT Austin Cockerell School of Engineering & Division of Diversity and Community: http://www.utexas.edu/diversity/ddce/lcae/ace.php5 Navarra-Madsen, Junalyn and Ingram, Paul, ―Mathematics Tutoring and Student Success,‖ Proceedia Social and Behavioral Sciences 8 (2010) 207–212.6 Thompson, D. R. Langstraat, S. D. and Nichols, V., ―Engineering Center Residence Hall Program,” Proceedings of the 2002 American

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

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First-Year Programs

, it began with the teacher performing some engaging demonstrationsabout heat transfer. In these demonstrations, the teacher modeled the experimental methods asthe “more knowledgeable other,” and students were shown how to undertake these methods ontheir own in teams.21 The teacher then elicited discussions and reflections on the discrepantevents students witness as s/he and the students “talked science.” The teacher described howexperiments are conducted with controls and a variable, and got students to identify theindependent and dependent variables and the controls. The teacher introduced the concept of heatby first finding out what students thought about it. Then presented the concepts of conduction,convection, and radiation, and performed

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Mary Roth P.E., Lafayette College

Tagged Divisions

First-Year Programs

Conference & Exposition Proceedings, New Orleans, Louisiana, Jun. 2016, p. 26206. doi: 10.18260/p.26206.[6] J. D. Burton and D. M. White, “Selecting a Model for Freshman Engineering Design,” J. Eng. Educ., vol. 88, no. 3, pp. 327–332, 1999, doi: 10.1002/j.2168-9830.1999.tb00454.x.[7] L. G. Richards and S. Carlson‐Skalak, “Faculty Reactions to Teaching Engineering Design to First Year Students,” J. Eng. Educ., vol. 86, no. 3, pp. 233–240, 1997, doi: 10.1002/j.2168-9830.1997.tb00290.x.[8] K. Sanford Bernhardt and M. Roth, “Using Concept Maps to Assess Student Learning in a Multi-Section Introduction to Engineering Course,” presented at the 2018 ASEE Annual Conference & Exposition, Jun. 2018. Accessed: Jan. 21, 2020. [Online

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie L. Walkup PE, Villanova University; John Komlos, Villanova University; Kevin A. Waters P.E., Villanova University

Tagged Divisions

First-Year Programs

, 20203. K.P.Brannan and P.C. Wankat, Survey of first-year programs, ASEE Annual Conference and Exposition, Conference Proceedings, Portland Oregon, 2005.4. Orr, M. K., Brawner, C. E., Lord, S. M., Ohland, M. W., Layton, R. A., & Long, R. A. (2012). Engineering matriculation paths: Outcomes of direct matriculation, first-year engineering, and post-general education models. Frontiers in Education Conference, Seattle, WA.5. Clark, A., Desing, R., Wallwey, S.A., Louis Kajfez, R., Mohammadi-Aragh, J., Sassi, S., Tracking first-year engineering students’ identity metrics, International Journal of Engineering Education 36(5), 2020, pp. 1625-16396. Komlos, J, Walkup, S.L., Waters, K.A., Modernizing an introductory civil engineering

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie R. Gomez, University of New Mexico; Sophia Bowers, University of New Mexico; Abhaya K. Datye, University of New Mexico; Paige Prescott, University of New Mexico; James Scacco, University of New Mexico; Jordan Orion James, University of New Mexico; Nicolai Loner, University of New Mexico

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Diversity

Tagged Divisions

First-Year Programs

. Pinnell, M., et al. Can service-learning in K-12 math and science classes affect a student’s perception of engineering and their career interests. in 2008 38th Annual Frontiers in Education Conference. 2008. IEEE.25. Furco, A., Advancing Service-Learning at Research Universities. New Directions for Higher Education, 2001. 2001(114): p. 67-78.26. Conway, J.M., E.L. Amel, and D.P. Gerwien, Teaching and learning in the social context: A meta-analysis of service learning's effects on academic, personal, social, and citizenship outcomes. Teaching of Psychology, 2009. 36(4): p. 233-245.27. Holland, D., et al., Identity and agency in cultural worlds. 1998, Cambridge, MA: Harvard Univ Press.28. Wortham, S., From good

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

First-Year Programs

integrated engineering curriculum ongraduation rates and student satisfaction: A longitudinal study," Journal of EngineeringEducation, vol. 93, p. 23, 2004.[2] S. S. Courter, S. B. Millar, and L. Lyons, "From the students' point of view: Experiences in afreshman engineering design course," Journal of Engineering Education, vol. 87, pp. 283-288,1998.[3] D. W. Knight, L. E. Carlson, and J. F. Sullivan, "Staying in engineering: Impact of a hands-on, team-based, first-year projects course on student retention," Proceedings of the 2003American Society for Engineering Education Annual Conference & Exposition, vol. 8, p. 1,2003.[4] Cindy P. Veenstra, Eric L. Dey, and Gary D. Herrin. A model for freshman engineeringretention. Advances in Engineering

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Brian DeJong, Central Michigan University; Kumar Yelamarthi, Central Michigan University

Tagged Divisions

First-Year Programs

will continueto address what we can do to retain students in engineering, and what we can do to retainthe remaining students in technology. We plan on continuing our data collection, and havebegun giving semester-beginning and semester-ending surveys to the EGR120 students. Ifsuccessful, such a model can be extended to programs and departments offering both engi-neering and technology majors.AcknowledgmentsThe authors thank Janyce Selesky for collecting the student data.References[1] N. L. Fortenberry, J. F. Sullivan, P. N. Jordan, and D. W. Knight, “Engineering education research aids instruction,” Science, vol. 317, pp. 1175–1176, August 2007.[2] C. Triplett and S. Haag, “Freshman engineering retention,” in ASEE Annual Conference and

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Laura Girardeau, Washington State University; Jennifer Beller, Washington State University; Greg Crouch, Washington State University

Tagged Divisions

First-Year Programs

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

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First-Year Programs

how analytics and statistics can be integrated early inengineering education successfully. In the future, we plan to implement the suggestionsdescribed in the previous paragraphs and continue to explore ways in which first-yearengineering students approach questioning and data analytics.References[1] T. H. Davenport, D. Cohen, and A. Jacobson, “Competing on analytics,” Babson Park, MA, 2005.[2] McKinsey Global Institute, The age of analytics: Competing in a data-driven world. McKinsey & Company, 2016.[3] D. Rose, Data science: Create teams that ask the right questions and deliver real value. Atlanta, GA: Apress, 2016.[4] C. Min, C. Roman, and S. Trevor, “Big data analytics in financial statements audits

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

be held in-class during class time without theinstructor or UGTA present.References[1] J. Crowe, R. Ceresola, and T. Silva, “Enhancing student learning of research methods through the use of undergraduate teaching assistants,” Assess. Eval. High. Educ., vol. 39, no. 6, pp. 759–775, Aug. 2014, doi: 10.1080/02602938.2013.871222.[2] T. Filz and R. A. R. Gurung, “Student Perceptions of Undergraduate Teaching Assistants,” Teach. Psychol., vol. 40, no. 1, pp. 48–51, Jan. 2013, doi: 10.1177/0098628312465864.[3] J. Forbes, D. J. Malan, H. Pon-Barry, S. Reges, and M. Sahami, “Scaling Introductory Course Using Undergraduate Teaching Assistants,” SIGCSE 17 Proc. 2017 ACM SIGCSE Tech. Symp. Comput. Sci. Educ. 2017 Pages 657–658.[4] P

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Fraley, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amy J. Hamlin, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering Experience (FYEE) Conference, Pittsburgh, PA, August 8-9, 2013.6. Yoon, S., Imbrie, P., Reed, T., “First Year Mathematics Course Credits and Graduation Status in Engineering,” 6th First Year Engineering Experience (FYEE) Conference, College Station, TX, August 7 – 8, 2014.7. Tewari, D., “Is Matric Math a Good Predictor of Student’s Performance in the First Year of University Degree? A Case Study of Faculty of Management Studies, University of KwaZulu-Natal, South Africa,” Int J Edu Sci, Vol 8, No. 1, pg. 233-237, 2014.8. Hamlin, B., Riehl, J., Hamlin, A., Monte, A., “Work in Progress - What are you thinking? Over Confidence in First Year Students,” 40th ASEE/FIE Frontiers in Education Conference, Washington, DC

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the students free rein in theirreflections, we thought it more useful to prompt them through the following questions: ● Did you, as an individual, come up with more than one design idea when working on the project? How did you decide on which idea(s) to share with your team? ● Did your original design idea(s) change after listening to your teammates' ideas? If so, in what ways did they change? ● Were there any ideas that you or your team initially deemed "bad" ideas that you ended up using? Or were there any "good" ideas that you got rid of? Explain why. ● Describe the process your team went through to narrow down ideas and arrive at a final project design. What factors did your team

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University; James C. Curry

Tagged Divisions

First-Year Programs

Engineering o Assembled a cantilever tower with and without a point mass. Recorded data of the tower vibration after introducing an initial displacement. o Determined the damping ratio and natural frequency of the tower using inverse analysis o Determined the pseudo lateral force acting of the tower using a response spectrum provided.  Introduction to AutoCad® o Drew a 3D fan blade with the assistance of the instructor and video tutorials.  Term Project: Design of a windmill fan blade system o Designed an optimal (least expensive) windmill blade system capable of producing 100 mW of power under a 5 m/s design wind velocity

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ryan J Meuth, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering, 2005. Educating the engineer of 2020: adapting engineering education to thenew century. Washington, DC: National Academies Press.[2] Committee on Facilitating Interdisciplinary Research, 2005. Facilitating interdisciplinary research. Washington,DC: National Academies Press. Page 26.259.18[3] Committee on Science Engineering and Public Policy, 2006. Rising above the gathering storm: energizing andemploying America for a brighter economic future. Washington, DC: National Academies Press.[4] Sheppard, S., S. Gilmartin, H. L. Chen, K. Donaldson, G. Lichtenstein, E. Özgür, M. Lande, and G. Toye., 2010.Exploring the engineering

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University; Christopher Leslie, New York University; Gunter W. Georgi, New York University; Alyssa Marie D'Apice, New York University

Tagged Divisions

First-Year Programs

project and do all the work; complete only your part, hoping there are no consequences; stop working and blame team members; talk to teacher or advisor; call a team meeting and resolve issues. The remaining questions were evaluated using a Likert scale (strongly disagree/disagree/neutral/agree/strongly agree): 6. In my previous experience, my team was responsible for determining the goals and outcome of the project. 7. On average, I have had a lot of responsibility on my team(s). 8. My ideas were respected and used by my team(s). 9. The workload was evenly distributed across all group members. 10. I know what to do to make sure all my teammates do their part to make a project a success. 11. I can accomplish more as a team rather than

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the data and outcomes from this summer activity will help determine if the winterbreak is a more effective intervention period than the summer, since it happens earlier in thestudents’ academic career.AcknowledgmentThis paper is based upon work supported by the National Science Foundation under Grant No.1430398. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] US Census Bureau, Census Data for Kern County and Bakersfield, California, 2010 census and 2019 estimates.[2] California Assessment of Student Performance and Progress, Kern High School District and California Mathematics

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey; Ilene J. Rosen, Rutgers, The State University of New Jersey

Tagged Divisions

First-Year Programs

also believe the project quiz assessment strategy may be a viable strategy forsimilar programming courses.References[1] Terenzini, Patrick T., et al. "Collaborative learning vs. lecture/discussion: Students' reported learning gains." Journal of Engineering Education 90.1 (2001): 123-130.[2] Vitasari, P., Wahab, M. N. A., Othman, A., Herawan, T., & Sinnadurai, S. K. (2010). The relationship between study anxiety and academic performance among engineering students. Procedia-Social and Behavioral Sciences, 8, 490-497.[3] Bell, A. E., Spencer, S. J., Iserman, E., & Logel, C. E. (2003). Stereotype threat and women's performance in engineering. Journal of Engineering Education, 92(4), 307-312.[4] Joy, M., & Luck, M. (1999

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Smith, University of Notre Dame; Elizabeth Kerr, University of Notre Dame

Tagged Divisions

First-Year Programs

College (e.g., engineering career fairs) or University, ensuring equal representation on a departmental and/or major level. • When creating opportunities, it is important to understand that larger student attendance does not equate to larger major enrollment (via student retention or addition). Events that feature a smaller, but more focused student audience and events that feature smaller student-to-faculty ratios were more successful in terms of retaining and adding students. • The source(s) of potential added students should be recognized when creating major exploration opportunities. Added CE students most commonly intended to major in mechanical engineering while added EVEG

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M Gillespie, University of New Haven; Goli Nossoni, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

University.References[1] C. Seemiller and M. Grace, “Educating and engaging the next generation of students,” About Campus, vol. 22, pp. 21-26, 2017.[2] J. Cruz and N. Kellam, “Beginning an Engineer’s Journey: A Narrative Examination of How, When, and Why Students Choose the Engineering Major,” Journal of Engineering Education, vol. 107, no. 44, pp. 556-582, 2018.[3] P. C. Rickes, “Generations in flux- How Gen Z will continue to transform higher education Space,” Planning for Higher Education Journal, vol. 44, no. 4, 2016.[4] L. S. Nadelson et al., “Knowledge in the making: What engineering students are learning in makerspaces,” in Proceedings, 2019 ASEE Annual Conference and Exposition, June 2019, Tampa, FL.[5] R. M. Carbonell, M. E

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Carrie Slater, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Jean Kampe, Virginia Tech

Tagged Divisions

First-Year Programs

CoE students participating as mentees after the two-week trial period was Page 11.887.6320. Of the 320 mentees, 310 were freshman accounting for 26.8% of the entering freshman CoEpopulation. Original Number of Mentoring Program Participants as of 08/22/2005 381 Mentees, 79 Mentors 300 274 250 Total Num ber of S tudents

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Broderick W. Carlin, University of St. Thomas

Tagged Divisions

First-Year Programs

. Page 24.48.14References1. Carlson, L.E. and Sullivan, J.F., (1999). Hands-on Engineering: Learning by Doing in the Integrated Teachingand Learning Program, International Journal of Engineering Education, 15(1), 20-31.2. Hein, G.L. and Sorby, S.A., (2001). Engineering Explorations: Introducing First-Year Students to Engineering,31st Annual Frontiers in Education Conference, Reno, NV, T3C 15-19.3. Hall, D., Cronk, S., Brackin, P., Barker, M., Crittenden, K., (2008). Living with the Lab: A Curriculum to PrepareFreshman Students to Meet the Attributes of “The Engineer of 2020”, ASEE Annual Conference and Exposition,Pittsburgh, PA, AC 2008-2281.4. Skurla, C., Thomas, B., Bradley, W., (2004). Teaching Freshman Using Design Projects and Laboratory

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Alan D. Niemi, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Divisions

First-Year Programs

meetings which took placeduring Fall 2011, the first semester of the pilot year. Of the 9 groups with mentors, only onefailed to schedule and complete a meeting. Group#  Student Group Major  Mentor Major  Meeting(s)  1a  Mechanical  Mechanical  Dessert night;   Dinner/bonfire at mentor's home  1b  Mechanical     (no mentor)  1c  Mechanical     (no mentor)  2a  Civil  Civil  Group Meeting  2b  Civil  Civil  Café Dinner

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

Century,” Corwin Press.6. Boss, S., Krauss, J., 2007, “Reinventing Project-Based Learning,” International Society for Technology inEducation, Eugene, OR.7. Marra, R. M., Rodgers, K. A., Shen, D., Bogue, B., 2012, “Leaving Engineering: A Multi-Year SingleInstitutional Study,” Journal of Engineering Education, 101, pp. 6-27.8. Mena, I. B., Zappe, S. E., Litzinger, T. A., 2013, “Examining the Experiences and Perceptions of First-YearEngineering Students,” AC2013-6270, Proceedings of the ASEE Annual Conference & Exposition, Atlanta, GA.9. Esmaeili, M., Eydgahi, A., 2013, “By the Students, for the students: A New Paradigm for Better Achieving theLearning Objectives,” AC2013-7138, Proceedings of the ASEE Annual Conference & Exposition, Atlanta