Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean S. Larson, Arizona State University; Medha Dalal, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Claudia Elena Zapata, Arizona State University; Nasser Hamdan, Center for Bio-mediated & Bio-inspired Geotechnics; Edward Kavazanjian Jr., Arizona State University

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First-Year Programs

-minute PowerPoint presentation withinteractive elements to engage the students. The instructor handout (Figure 1) covers briefinformation on the background, organization and timeline for delivering the module, instructionsfor administering assessments, supplies needed for the presentation, and suggestions for effectivedelivery. Introduction to Biogeotechnical Engineering Instructor Handout Background This instructional module is developed to motivate and educate freshman civil engineering students to learn about, become interested in, and consider careers in, biogeotechnical engineering. The module is meant to be a teacher-led, in class, customizable lecture for a 50 to 90-minute-long

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Danielle D. Gagne, Alfred University; Bethany C. Johnson, Alfred University; Steven M. Pilgrim, Alfred University

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Diversity

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First-Year Programs

ferroelectric materials. c American Society for Engineering Education, 2017 Creating a Psychological Profile of Successful First-Year Engineering StudentsIntroductionThis Complete Evidence-Based Research paper considers the effect of the characteristics of first-year engineering students and their persistence and retention.Although the number of students earning bachelor’s degrees in science and engineering has risensteadily in the past decade, institutions of higher education are facing shifts in enrollmentpatterns, with an increasing number of students pursuing on-line education [1]. As revenues formany four-year colleges and universities become increasingly dependent on

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Amena Shermadou, Ohio State University; Amy Rachel Betz, Kansas State University

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Diversity

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First-Year Programs

prepare these individuals to demonstrate resilience, and be life-long learners[1]. Life-long learning is critical for the development of engineering graduates who will be ableto address the Engineering Grand Challenges [2] and other wicked problems of our ever-changing world. In parallel with this mission, universities also work to address student needsrelated to retention and inclusion. To add further complexity, engineering students now pursuean ever-widening range of career paths after completing their undergraduate degree. Onecommon thread across these competing demands are the needs for engineering education toholistically develop resilient individuals who can maintain motivation, invest significant effort intheir learning, and persist in

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University

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Diversity

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First-Year Programs

A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann methods for studying plasma turbulence and plasma jets. His research has also included fluid physics and electric propulsion using Lattice-Boltzmann methods, spectral element methods, Weighted Essentially Non-Oscillatory (WENO), etc. Past research includes modeling single and multi-species plasma flows through ion thruster optics and the discharge cathode assembly; computer simulations of blood flow interacting with blood vessels; modeling ocean-air interaction; reacting flow systems; modeling jet engine turbomachinery going unstable at NASA for 6 years (received NASA Per- formance Cash awards). Dr

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

drawings or computer-rendered drawingsand conceptual solid models” [1]. In engineering, sketches have a variety of uses, in that they canbe used for brainstorming ideas or for social and communicative practices, which differs slightlyfrom that in other fields. Sketching in engineering is used for field-related practices as well as forexploratory and ideation purposes. Each of these purposes offers a critical piece of learning thatmay need to be used in conjunction with one another. With the versatility of sketching practices,there are inevitable challenges when determining the appropriate times and contexts to employthese methods as well as the distinctions in defining the term. Additionally, for students who donot consider themselves artistic

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Eugene Judson, 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; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Ying-Chih Chen, Arizona State University

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First-Year Programs

how to think about diverse organizationsof human beings, and to organize human beings into more optimal, collaboratively functioningsystems [1]. This approach, rather than focusing on the individual attributes of group members,instead models the ways in which individuals share information one with another, the flow ofthat information, and the boundaries and limits of the information exchange. Yet within anysocial network, certain individuals do exert influence. Such people are termed, “bridges,” or“brokers” if they span subgraphs in the larger network, allowing flow of information acrosspreviously isolated groups. Social network analysis (SNA) enables brokers and other keyplayers to be identified and the structure of the network to be

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Davis, Grant MacEwan University; Shelley Lorimer P.Eng., Grant MacEwan University

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First-Year Programs, Mathematics

representation of the problem. For simple problems with few forces/moments astudent may be able to write down the equations with ease. However, as the number of forcesincreases the cognitive load [1] on the student increases making it difficult to setup the equationsdirectly from the problem description. To help remedy this, an intermediate step (or additionalrepresentation) is often taken where a free body diagram (FBD) is drawn showing the forcesand/or moments which act on a body. Literature has suggested that the use of multiplerepresentations helps develop problem solving skills for students [2,3]. Formally a FBD isa schematic representation of a particle or rigid body that is isolated from its surroundings anduses vectors to represent external

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Okan Caglayan, University of the Incarnate Word; Sreedevi Ande P.E., University of the Incarnate Word; Erik Coronado; Max Joseph Martinez, University of the Incarnate Word; Samuel Jacob Handowski

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First-Year Programs

freshmen’stransition into pursuing science, math and engineering degrees at the UIW. In order to achievethis goal, the objectives of the camp were (1) To address students’ academic readiness and self-efficacy for a rigorous STEM degree; (2) To strengthen incoming freshman students’ skills incommunication, effective collaboration, and data analytics through coding and hands-on roboticsactivities. The Summer Engineering Academy was a free one-week camp that provided serviceto a low-to-moderate income student population in STEM major. The camp participants werefrom diverse STEM fields that included engineering, biochemistry, nuclear medicine science,biology, computer information systems, meteorology, 3-D animation & game design. Weobserved that upon

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jenai Kelley Brown, Clemson University; Natalie Stringer, Clemson University; Rachel K. Anderson, Clemson University; Laurel Whisler, Clemson University

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Diversity

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First-Year Programs

programs offer support with various levels of structure andcollaboration. These programs include: 1.) Peer-Assisted Learning (PAL), which providescollaboration and more structure 2.) drop-in tutoring, which incorporates a more flexibleenvironment with potential for one-on-one support, and 3.) MATHLab, which serves as a middleground between PAL and tutoring. These three programs support primarily freshman andsophomore level courses at our institution. With this participant group in mind, we have designedour programs to address student problem solving and self-direction in order to better equip firstyear students to take ownership over their own learning. Self-directed learning builds students’ability to critically reflect and effectively deepen

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

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Diversity

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First-Year Programs

sequence and faculty focused onclassroom implementation while also participating in discipline-based communities-of-practice.The communities-of-practice sessions focused on themes featured in the workshops, but allowedfor more give-and-take, flexibility of topics, and sharing of instructional ideas. Themes includedtopics such as promoting an inclusive environment, engaging students through collaborativeprojects, and using formative assessment during class time.Throughout the academic year, classroom practices of the faculty were evaluated by trainedobservers using the Reformed Teaching Observation Protocol (RTOP). The RTOP is a 25-itemvalidated observation protocol with sound psychometric properties [1], [2] and it has beenutilized in numerous

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

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First-Year Programs

in Chemical Engineering - Can We Bolt-It On? James Campbell, Deesha Chadha* Department of Chemical Engineering, Imperial College, London SW7 2AZ, UK. E-mail:d.chadha@imperial.ac.uk; Tel: +44 20 7594 8958IntroductionIn a Chemical Engineering degree programme, teaching the core technical concepts takecentre stage, but in order to produce graduates that are prepared for a career in ChemicalEngineering, degree courses need to develop so-called transferable skills [1]. Transferableskills, including effective teamwork, communication (both written and verbal), problemsolving and leadership are typically gained via assessments such as group project work andpresentations. Hereby

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

J.w. Bruce, Tennessee Technological University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

First-Year Programs

major in one ofthe engineering specialty areas upon matriculation, or soon thereafter. Previous research hasshown that significant factors influencing choice of major for college students include (1)general interest subject; (2) family and peer influence; (3) assumptions about introductorycourses, (4) potential job characteristics, and (5) characteristics of the major. The student'sdecision on choice of major is often difficult because traditional university-aged students havelittle to no direct experience with the engineering profession or practicing engineers. Someuniversities confront this problem with a common first-year engineering experience, whereinengineering majors are given the opportunity to explore the specialty areas and make a

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; David Jacob Taylor, Arizona State University; Ian Derk

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

semester. Overall the experimental groupoutperformed the control group for the majority of the questions in all three evaluations. Lesspersonal conflict was found in the control group from the first evaluation where differences inresults between the two groups were of statistical significance. Other statistically significantdifferences with better performance from the experimental group were found in results fromareas of healthy, fact-driven conflict (first evaluation); coordination (final evaluation); andcontribution equity (final evaluation).IntroductionTeamwork has long been recognized as an essential skill for engineering graduates to besuccessful in today’s workplace [1, 2]. It is very common for engineering programs to useexperiential

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Susan F. Freeman, Northeastern University; Jake Alexander Levi, Northeastern University

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Diversity

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First-Year Programs

included in the communitypartnerships with two main foci: middle school robotics leagues and a community makerspace.Two surveys (Pre and Post course) helped to identify initial impressions and changes in students’(1) understanding of community partner’s geographic location, (2) impressions of location, (3)propensity to frequent a business in that location, and (4) knowledge of actual persons residing inthe community. Students were asked to write reflections after S-L site visits which acted asassessments of their growth in understanding of course concepts. The reflections were also usefulto see the students’ perception of professional growth and their perception of the community andtheir impact on it.Initial surveys indicated that news and word of

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Hannah Stewart-Gambino, Lafayette College

Tagged Divisions

First-Year Programs

that collaboration required each author to think deeply about her existing expertise,gain new knowledge, and effectively model interdisciplinary curiosity and collaboration forour students. We will describe the development and implementation of these seminars, andtheir assessment and refinement over four offerings. This cornerstone experience lays afoundation for integrative education and fosters an understanding of the need forinterdisciplinary collaboration.The National Academy of Engineering Grand Challenges (Table 1, [1]) are inherentlysociotechnical, multidimensional and context-specific problems whose resolution requiresmeaningful collaboration among and across multiple disciplines. At Lafayette College, weemphasize this complexity, and

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian Scott Robinson, University of Louisville; Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; James Christopher Foreman, University of Louisville

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First-Year Programs

II) would beheld in the Engineering Education Garage (EG), which is the aforementioned (15,000 ft2)makerspace, and would focus on fundamental engineering skills application and integration.Seven different fundamental engineering topics were mandated by the committee as follows: 1. Engineering Professionalism (ethics, culture, and risk) 2. Basic Computational and Programming skills 3. Communication (graphical, oral and written) 4. Problem Solving 5. Design Analysis 6. Teamwork 7. Project ManagementIt is also pertinent to note the committee additionally mandated that the Paul-Elder CriticalThinking Framework [1-6] be taught and utilized throughout the sequence, and that diversityissues would be discussed as part of the

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason Scott Smith, Michigan State University

Tagged Divisions

First-Year Programs

to maximize student learning outcomes.3 MethodsAt this early stage of this work in progress paper (1 semester) a formalized method for creating acontrolled study has not yet been deployed. However, initial results from the activities described in thebackground are available and provide a useful baseline for developing long term methodologies. Thedata include homework grades, post assignment surveys, and exam grades for students who weresubjected to both grading methodologies within the same semester.3.1 HomeworkHomework consisted of short story problems solvable by students using techniques presented in classencoded as either a Matlab script or function. Such homework was given at the conclusion of eachlaboratory period. Homework at

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, Ohio State University

Tagged Divisions

First-Year Programs

coursework difficult andoverwhelming especially during the first semester. In order to help students in overcoming theseacademic challenges, several learning pedagogies have been developed by instructors andimplemented in the classrooms. Many of these studies focus on strategies to improve studentperformance in a classroom. The assessment of the student performance in most of these studiesis limited to the overall student grade. This research study presents peer mentoring strategy thathelps students succeed in an introductory engineering course. The research objectives in thisstudy are: 1) to illustrate how peer mentoring helps improve the student performance and 2) toexplore the correlation between student participation in peer mentoring sessions

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Ann Delaney, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives; Donna C. Llewellyn, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, respected, valued by, and important to the group or others on campus” ​[1]​. Theimpact of belonging for engineering students has been explored by several authors ​[2]–[4]​, whogenerally concluded that belonging and identifying as part of a group (such a department or engineeringdiscipline) is important in retention for students in engineering majors. Strayhorn examined belongingrelative to the summer bridge program that he studied and while his survey results did not show astatistically significant change in belonging, interview data indicated that several aspects of the programdesign were noted by students as having increased their sense of belonging. These included an elaborateopening ceremony with high-level university administrators welcoming

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

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First-Year Programs

role in students’ learning as their academicseniority grows. This will be investigated in the near future by continuing the study andcollecting data from different groups of students.Keywords: spatial visualization, solids mechanics education, statics, strength of materialsIntroductionStatics and Strength of Materials are two major engineering courses in solid mechanics (SMC)that are common in most of the mechanical and civil engineering and technology programs. At(name of university), both these courses are required in the four-year programs in engineering(ENGR) with a concentration in mechanical engineering as well as engineering technology(ENGT) with a concentration in applied systems technology. A previous study in engineeringmechanics [1

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nisha Abraham, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

Tagged Divisions

First-Year Programs

collaborative learning strategies, marriedwith course material review, to help students be successful in the course. This report provides alongitudinal view of the effects of SI, an examination of aspects of the program that aresuccessful, areas for improvement, as well evidence for expansion to other courses. The studyutilizes a mixed-methods approach, incorporating quantitative data relating to grades andattendance with qualitative data relating to student perceptions about SI. An analysis conductedfor every semester starting in 2015 showed a minimum of 8 percent decrease in DFWQ% ratesfor SI attendees (students who attended 2 or more sessions) vs. non-SI attendees (students whoattended 0 or 1 session). In spring semesters, the difference was even

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Kia Bazargan, University of Minnesota, Twin Cities; Susan Mantell, University of Minnesota, Twin Cities; Joshua M. Feinberg, University of Minnesota, Twin Cities; Russell J. Holmes, University of Minnesota, Twin Cities

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Diversity

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First-Year Programs

first-semester requiredcourse for freshmen that addresses vital topics such as choosing a major, becoming engaged inactivities, understanding diversity and developing a resume. The topic of this paper is a secondsemester, hands-on, elective project-based learning course that is designed to give freshmen thechance to explore their interests and experience the satisfaction of completing a challenging,student-driven team project.Background  First-year project-based learning (PBL) experiences are an important and commonoccurrence at many universities today [1]-[3]. This paper addresses PBL as defined by Dym ​etal.​ [4], where projects enhance specific learning objectives and are differentiated fromproject-oriented curricula [5],[6] where

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

allowed in a given engineering program or department. The engineering program hasfirst-year to sophomore retention that is over 80%, and sophomore to graduation rates above 90%.The current study sought to understand the program experiences that were part of a two-semester coursesequence, which includes a targeted module for the selection of an engineering major, shown in Figure 1.The discernment module formally begins in week 6 of the semester with 8 seventy-five minute classsessions dedicated to understanding engineering majors, careers, and opportunities at the university andafter graduation. During this module, students gain exposure to the engineering departments available atthe university through a series of required events. In order to make

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

hear from upperdivision students and alumni about their educational and professional pathways9. This approachhas been implemented at two institutions, a medium sized, Midwestern Public institution since201210 and also at a selective Midwestern Private institution since 2016 which is currently beingassessed. The Midwestern Public reported: (1) an increased major changes during the first-year,(2) decreased major changes after the first-year, and (3) increased retention in STEM and theengineering college as a whole five semesters following the program10. The current study is afollow on to the original study in that, there are now four cohorts for consideration, two that didnot participate in the new model and two cohorts that did participate

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

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First-Year Programs

undergraduate students to mentor middle school youth. c American Society for Engineering Education, 2019 Engineering skills and not people through the first-year design experience and service-learningAbstractThis Complete Evidence-Based Practice paper draws from the pedagogical theory of service-learning and how it is used to assess student perceptions of a first-year engineering design courseat the University of South Florida. It applies the definition of service-learning by Oakes andLima [1] as “a pedagogy that integrates service within a local, regional, or global communitywith academic learning”. Also, in accordance with Oakes and Lima [1], the components of thecourse mirror

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

capture.For this study, we asked students to record their activities within 13 different categories as shownin Table 1. We created a shared Google Sheet for each participant to record their data in 30-minute increments each day. For every increment, a student would select from one of the 13categories that described their activity for that 30-minute time block. Additionally, students wereasked to also include what class an activity was associated with, the location of the activity, andany additional notes they could provide. Figure 1 shows a sample screenshot of the Google Sheetstudents were asked to fill out each day. Each shared workbook included 14 identical sheets, onefor each day students were asked to record their data. For the categories column

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew B. James P.E., Virginia Tech; Kacie Hodges P.E.; Jenny L. Lo, Virginia Tech

Tagged Topics

Diversity

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First-Year Programs

multipleinstructors, ranging from graduate students to full-time faculty members. It is notable thatstudents taking this course during the spring semester are considered “off-semester” students.Traditionally, students enter the program in the fall and take the courses in a Fall-Springsequence. In contrast, off-semester students take the courses in a Spring-Fall sequence. Duringthe traditional sequence, each major-granting engineering department offers information sessionsin the Fall for students taking the course. However, because of the reduced number of studentstaking the off-semester sequence, this resource is not available to them in the Spring semester.The Foundations I course offered during Spring 2018 contained eight explicit learning outcomes: 1

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yang Yang, Kansas State University

Tagged Divisions

First-Year Programs

’ Epistemological Views of Engineering among First Year Engineering StudentsIntroductionThe research interest in engineering epistemology has been growing as more engineeringeducation researchers consider that students’ beliefs about the nature of engineering is essentialto how they learn, which influences their professional preparation [1]. In a report written by theSteering Committee of National Engineering Education Research Colloquies [1], engineeringepistemology was one of the key research areas for the new discipline of engineering education.Epistemology refers to how individuals view the nature of knowledge and knowing in aparticular domain [2]. Since epistemology was first introduced by Perry [3], several frameworksand

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

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Diversity

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First-Year Programs

Jeremy C. Schwartz1 Rebecca A. Atadero2Note: 1West Virginia University, 2Colorado State UniversityThis material is based upon work supported by the National Science Foundation under theawards # 1726268, #1726088, and #1725880. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation. Examining the Effects of Equity, Inclusion, and Diversity Activities in First-Year Engineering CoursesThis completed research paper describes the research-based activities [1], [2] that wereintegrated into a first-year engineering course at a large mid-Atlantic

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

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Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

execution can be used to build a sustainable SummerBridge Program for all first-year engineering students in the future. 1. Introduction and Related WorksIn the United States, a global leader in Science, Technology, Engineering, and Math (STEM), theissue of underrepresented minority (URM) has received a considerable attention over the recentyears [1]. Of particular importance to the University of Illinois at Chicago, as a Minority ServingInstitution, is that racial/ethnic URM students are often also low-income students. Furthermore,recruiting and graduating low-income engineering students is a challenging problem. Solutionshave focused primarily on broadening access via outreach, aggressive recruitment andremediation-based interventions to