Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

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Diversity

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First-Year Programs

TheEngineering Classroom Paper presented at 2005 Annual Conference, Portland, Oregon.https://peer.asee.org/15116[2] ESCHENBACH, T., & LEWIS, N., & NICHOLLS, G. M., & PALLIS, J. M. (2013, June), The Impactof Clickers on Your Classroom and Your Career Paper presented at 2013 ASEE Annual Conference,Atlanta, Georgia. https://peer.asee.org/22590[3] HUNG, W. P. (2011, June), Clicker Clicks It Paper presented at 2011 Annual Conference & Exposition,Vancouver, BC. https://peer.asee.org/17611[4] PROBST, D. (2009, June), Effectiveness Of Using Personal Response Systems In A Conceptual PhysicsCourse Paper presented at 2009 Annual Conference & Exposition, Austin, Texas.https://peer.asee.org/4798[5] ROUX, D., & CZEKANSKI, A. (2009, June), A

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University; Marcia Arambulo Rodriguez, Fairfield University; Michael Zabinski, Fairfield University; Ryan Munden, Fairfield University

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First-Year Programs

Change 50.68% Decrease 0.00% Decrease a lot 0.00% Unanswered 8.22% Sum of Increase and Increase a 41.10% lot 10Appendix B: End-of-term surveyThis survey designed to measure your confidence, career interest, and attitude toward theARDUINO activities covered in EG 31. Your answers to these questions will not affect your grade andwill not be associated with you personally in any way. This information will be used to help us improvethe class and to share what we have learned from this class with our colleagues at Fairfield

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ariana Gabrielle Tyo, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Nathan D. Manser, Michigan Technological University

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First-Year Programs

traditional, free, and interactive modifications for an introductory networking course," 2015 IEEE Frontiers in Education Conference (FIE), El Paso, TX, 2015, pp. 1-4.16. Tudor, T. R. (2018). Fully integrating academic advising with career coaching to increase student retention, graduation rates and future job satisfaction: An industry approach. Industry and Higher Education, 32(2), 73–79.17. N. Aish, P. Asare and E. E. Miskioğlu, "People like me increasing likelihood of success for underrepresented minorities in STEM by providing realistic and relatable role models," 2017 IEEE Frontiers in Education Conference (FIE), Indianapolis, IN, 2017, pp. 1-4.18. A. Amresh, A. R. Carberry and J. Femiani, "Evaluating the effectiveness of

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Joseph Menicucci, Montana State University; James Duffy, Montana State University; Betsy Palmer, Montana State University

Tagged Divisions

First-Year Programs

student’s current base of knowledge andexperience. Through hands-on laboratories and follow-up seminars, the students werealso introduced to the breadth of traditional and non-traditional careers available tograduates in chemical engineering. A unique aspect of this laboratory based course isthat most concepts are taught in an inductive learning format. Students were asked to Page 12.796.2predict experimental outcomes, perform the experiments, plot and analyze the data, andcompare results to their predictions before being exposed to the underlying theory andpredictive calculations. By incorporating the concepts within innovative/hands-onactivities, it is

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Phil Schlosser, Ohio State University; Michael Parke, Ohio State University; John Merrill, Ohio State University

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First-Year Programs

Ohio State returned as Engineering students for Autumn 2007(compared to 92.4% for all majors and the national average of 77%, all majors). Anecdotally,faculty teaching upper level courses report that students who have completed the first-yearsequence are highly motivated, excited about engineering as a career, and better equipped toattack the challenges of upper-level courses.The first-year engineering program at The Ohio State University consists of two tracks, taken byall first-year students: a standard track and an honors track, with approximately 75% of studentsin the standard track. The standard track consists of two courses totaling six quarter-hours credit,and the honors track, three courses totaling twelve quarter-hours credit. Both

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

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First-Year Programs

opportunity.”Other community building activities throughout the week included group projects and eveningsocial activities such as trips to downtown and a local amusement park, all with the intendedlearning outcome of knowing how to navigate the campus shuttle and city/county publictransportation systems.Orientation components of the program, while somewhat traditional in nature, were designed toeducate students about the resources available to aid them in academic and personal successwhile at UCSC and beyond. Toward that end, students attended presentations with professionalstaff from the Financial Aid Office, the Science & Engineering Library, the Career Center, andthe Services for Transfer and Re-Entry Students office. ETTP participants were

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Rosalind Archer, University of Auckland; Paul Denny, University of Auckland; Margaret Hyland, University of Auckland; Chris Smaill, University of Auckland; Karl Stol, University of Auckland

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First-Year Programs

AC 2009-538: INNOVATION AND INTEGRATION IN AN IN-HOUSEFIRST-YEAR ENGINEERING PROGRAM: A FAST TRACK TO ENGINEERINGENCULTURATIONElizabeth Godfrey, University of Auckland Dr Elizabeth Godfrey has a Ph.D. in engineering education from Curtin University of Technology, Australia. Her career that has included university lecturing in Chemistry, high school teaching and 10 years as an advocate for Women in Science and Engineering, and most recently completing a 9 year term as the Associate Dean Undergraduate at the School of Engineering at the University of Auckland She has been a contributor to Engineering Education conferences, and an advocate for the Scholarship of Teaching and Learning since the

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Dwight Tolliver, University of Tennessee; Lauren Hines, University of Tennessee; J. Roger Parsons, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

interdisciplinary teams1, 2. As a result, many engineeringprograms now devote a portion of their curriculum to team experiences and buildingcommunication skills. These activities are designed not only to equip students with theinterpersonal skills that they will need in their career, but to build self-efficacy and helpincrease retention3.The Engage program at the University of Tennessee was designed to be an integratedcurriculum that would “continue to teach essential skills, using techniques that improveproblem-solving ability, teach design methodology, and teach teamwork andcommunication skills,”4. The Engage program is a 12 credit hour, two-semester coursethat all first year students are required to take. The program was piloted in the 1997-1998academic

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University; Nicholas A. Baine, Grand Valley State University; Samhita Rhodes, Grand Valley State University

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First-Year Programs

engineering: A road map to a rewarding career, 4th Edition.Burbank, Calif: Discovery Press.

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa DeWitte, University of Florida; Pamela L. Dickrell, University of Florida

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First-Year Programs

education or recruitment. Inthe future, models of all major engineering subdisciplines will be developed, with current plansfor Aerospace and CS/Electrical engineering focused demonstrations. The intention behind theseself-contained demonstrations is to provide comprehensive methods of educating undecidedengineering majors about future career paths and promoting interdisciplinary critical thoughtthrough hands-on interaction.Introduction In the interest of student retention in engineering colleges, numerous programs have adjustedtheir first year engineering courses to include subjects that immediately define the role of themodern professional engineer [1] [2]. This has resulted in the earlier introduction of engineeringdesign principles, in

Conference Session

First-Year Programs Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Yuchen Cao, Purdue University

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First-Year Programs

research is to determine the extent to which secondarystudents in team based courses behave similarly when rating their peers compared to First-Year Engineering (FYE) students. In particular, we are interested in the quality of peerevaluations based on the similarity of the variability or lack thereof in the comparison of peerevaluation ratings.A person’s ability to work effectively in a team or group setting is vital to a college career aswell as in a work-life profession and therefore it is often a significant factor in a corporate orgovernment hiring process. Recognizing this need, a number of U.S. undergraduate collegiateSTEM programs as well as many K12 instructors, particularly teachers delivering ProjectLead The Way (PLTW) courses, use team

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

Alberta). Prior to her career at MacEwan, Shelley worked in industry as a research engineer and a consulting engineer for several years. c American Society for Engineering Education, 2018 Student performance on drawing Free Body Diagrams and the effect on Problem SolvingAbstractUsing data involving free-body diagrams on final exams from a first year Mechanics I course, abroadly defined rubric was created which assesses free body diagrams in six separate categories:overall quality, forces/moments, body, axes, dimensions, and resulting equations. Data from 238free-body diagrams and equilibrium equations were then assessed. Results of the study foundthat 45% of the

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

mathematics and physics scores as well asstandardized test scores in most institutions. Typically, students with relatively higher scores inmathematics are recommended to pursue ENGR while others are recommended to enroll inENGT programs. This admission criteria for ENGR and ENGT programs may not be the mosteffective tool for placing students into these two programs, however this is currently consideredto be acceptable due to the greatly varying standards of educational achievement in high schoolsacross the U.S. [18]. The long term aim of this study is to possibly consider spatial abilities inplacing students appropriately into the ENGR and ENGT programs, this would provideadmission personnel and career advisors with an additional tool to advise and

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yang Yang, Kansas State University

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First-Year Programs

, which could ultimately benefit student learning and academicsuccess.Second, introductory engineering courses are mostly offered in the first year of college, atransitional period when young adults often make important major-related and future career-related decisions, according to both emerging adulthood literature [15] and first-year experienceliterature [16]. However, several reports from the American Society for Engineering Education[17] and the National Center for Educational Statistics [18] conclude that first year is also whenattrition rate in engineering (as well as in many other STEM majors) is particularly high. Closeexamination of student epistemological views in introductory engineering courses allowseducators to better understand

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Brian Scott Robinson, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Divisions

First-Year Programs

). Therefore, as they continue to acquire knowledge along their academic andprofessional career, their ability to effectively think critically will improve accordingly. It iscritical to convey to students that perseverance in developing these skills is crucial, and to assurethem that, over time, mastering these skills will become ‘second nature’ and will have a strong,positive impact on their ability to make meaningful contributions to the engineering profession.References 1. Paul, Niewoehner, and Elder. (2006). The Thinkers Guide to Engineering Reasoning. Foundation for Critical Thinking. 2. Thompson, A and Ralston, P. (2015). Using the Engineering Grand Challenges to Foster Critical Thinking and Awareness of the Engineer’s

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tony Vercellino P.E., Youngstown State University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

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Diversity

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First-Year Programs

the entire college, and also brings students up to average retention levelswhen evaluated on a level plane. From this analysis, the bridge program meets its goals ofimproving the overall performance and retention among the incoming students to the program tosimilar levels of all incoming students. While the bridge program is primarily a tool to improvemath skills prior to entry into the engineering program, the program could also be viewed as atool to assist students in deciding for themselves if they are prepared for the rigors of math inengineering, and that they could decide for themselves if engineering is the right choice for themafter they realize how much math they will be encountering in their academic careers as an

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay A. Weitzen, University of Massachusetts, Lowell; Md Mamunur Rashid, University of Massachusetts Lowell; Stephen Johnston, University of Massachusetts, Lowell; Eric L. Maase, University of Massachusetts, Lowell; David J. Willis, University of Massachusetts, Lowell

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First-Year Programs

lecturers,approximately 40 Teaching Assistants, and 80 laboratory class hours per week were required torun the first introductory course. In addition, 8 class hours per week in the large lecture halls thatare at a premium on campus were required. Introduction to Engineering II, generally taken second semester on campus, was also atwo-credit course, and independent sections were run by the individual departments with avariety of different curriculum models ranging from hands-on topics such as robotics, basicelectronics, and MATLAB programming in some departments, to having students listen torepresentatives from industry and faculty talk about career paths in other departments. Somedepartments taught basic skills such as AutoCAD, Solidworks

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Ernzen, Arizona State University; Eugene Judson, Arizona State University; Stephen J Krause, Arizona State University; James Collofello, Arizona State University; Ying-Chih Chen, Arizona State University; Kendra Rae Beeley; Robert J Culbertson, Physics Department, Arizona State University

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Diversity

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First-Year Programs

-preparedstudents and students from under-represented groups. Page 26.578.2 c American Society for Engineering Education, 2015Effect of Student-Centered Programs on Retention of Engineering Students Page 26.578.3Background/RationaleRecent research indicates that engineering students tend to leave their major at a rate similar tostudents enrolled in the humanities, business, and education. However, students who changemajors are then far less likely to select engineering as their next career choice.1 This relativeoutflow without 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

Liya Ni, California Baptist University; Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University

Tagged Divisions

First-Year Programs

Geonosis where the battle droids beingassembled by robots on an assembly line. We then show another video of modern dayautomobile assembly line where the car body parts being welded together by robots on theassembly line. During the process, we emphasize the connection among the three items andconveyed a clear message to each student: trigonometry is an exciting subject and you will use itin your future engineering career. Figure 2. Two link robot model used in auto assembly lineStudents received this introduction enthusiastically based on the amount of questions andinteraction. From instructor point of view, the introduction provided a convenient reference pointin subsequent lecturing on all trigonometry topics. For example

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Blais Dannemiller, Texas Tech University; Audra N. Morse, Texas Tech University; Stephen Michael Morse, Texas Tech University

Tagged Divisions

First-Year Programs

procrastinating on their work.BIBLIOGRAPHY1. Lent, R.W., Brown, S.D., Gover, M.R., and Nijjer, S.K., “Cognitive Assessment of the Sources of Mathematics Self-Efficacy: A Thought-Listing Technique,” Journal of Career Assessment, Vol. 4, No. 1, 1996, pp. 33-46.2. Hutchinson, M.A., Follman, D.K., Sumpter, M., Bodner, G.M., “Factors Influencing Self-Efficacy Beliefs of First-Year Engineering Students,” Journal of Engineering Education, Vol. 95, No. 1, 2006, pp. 39-47.3. Polkinghome, D., Narrative Knowing And The Human Sciences, Albany New York: State University of New York Press, 1988. Page 26.1518.16

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

Angela Thompson P.E., University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

First-Year Programs

semester. Student perceptions of the course project on an end-of-semester survey were positive with a majority of students indicating that working as a team washelpful, the project provided a good introduction to the engineering profession, they developedwritten and oral communication skills, and information gathering skills that would help them intheir academic careers. Page 26.1688.3Thus, several written assignments for this course were crafted around the Grand Challenges. Thepurpose of these assignments was two-fold. First, students would have opportunities to developtheir critical thinking skills by analyzing current engineering issues. Second

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

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First-Year Programs

student’s career. The engineering program is a new addition to this institution,and as such this class is unique in the larger institutional context due to its subject and itsfocus on hand on activities. The university is a medium sized, private institution with astudent population drawn mainly from surrounding areas. As the institution is mostly focusedon liberal arts, there exists a larger educational infrastructure for the humanities and socialsciences. However, the addition of the 4 offered engineering majors represent the largestcommitment to STEM.The class is similar to many other introductory engineering courses and meant to provide afun, low stakes introduction to engineering and to each of the four engineering disciplines.This is

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

Alexander Nikolaevich Solovyev, Moscow Automobile and Road Construction State Technical University (MADI); Larisa Petrova, MADI; Viatcheslav Prikhodko, Moscow Automobile and Road Construction State Technical University (MADI); Ekaterina Makarenko, MADI

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First-Year Programs

fail to engage with mathematics support? /«Joining forces in engineering education towards excellence» Proc. SEFI and IGIP joint annual conf. 2007.University of Miskolc, 2007. P. 135-136.8. Ruhland W., Bieber R., Porzig F. (2008) “Shortage of Engineers in Germany Shortage of Engineering Students atGerman Universities. What Can Be Done?” Engineering Competencies – Traditions and Innovations, Proc. Of the37th International IGIP Symposium, 2008, pp. 80-81.9. Cantrell P., Ewing-Taylor J. (2009) Exploring STEM Career Options through Collaborative High SchoolSeminars. // Journal of Engineering Education, 2009, Vol. 98, No 3. P. 295-303.10. Chubin D., Donaldson K., Olds B., Fleming L. (2008) “Educating Generation Net –Can U.S. Engineering Wooand Win

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Mark Urban-Lurain, Michigan State University; Amanda Idema, Michigan State University; Timothy J Hinds, Michigan State University; Daina Briedis, Michigan State University

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Diversity

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First-Year Programs

Paper ID #12230Spatial Visualization Skills Intervention for First Year Engineering Students:Everyone’s a Winner!Dr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S. and Sc.D. while working jointly with researchers at the Shriners Burns Hospital and Massachusetts General Hospital. While at MIT, he was awarded a Shell Foundation Fellowship and was an NIH biotechnology Predoctoral Trainee. Upon completion of his doctoral studies, he

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean P. Brophy, Purdue University, West Lafayette (College of Engineering); Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

demonstrated how knowledge will generalize whenit is taught in multiple contexts [3,9]. This lead to the premise that exposing students to basic constructsof programming across multiple programming languages could lead to an increase in their abilities andconfidence to engage in complex problem solving contexts involving computational modeling. Thispremise lead to identifying two to three programming languages to develop students’ programming skillsinvolving interesting engineering contexts to support learning and interest in engineering as a career. Python was selected as the first programming language for students for several reasons. First,Python can be used for a wide range of applications including numerical modeling, database

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dani Fadda, University of Texas, Dallas; Oziel Rios, University of Texas, Dallas

Tagged Divisions

First-Year Programs

it utilizes a simple physical problem with an existinganalytical solution. Engineering software that is widely used in mechanical engineering practiceis used for performing three-dimensional simulations. Students learn to use such software tomake design decisions throughout their coursework and future career. At this stage, first-yearstudents learn to generate engineering plots, create three-dimensional models, and runsimulations during the activity.The activity is implemented in classes of 48 students and other classes of over 200 students. Theactivity is scalable and can be easily applied in any mechanical engineering first-year class. It isfound to have no limitations based on the class size as long as computers are available with

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

and Applied Science developed a new advising process for first-year students by employing advisors that are also First-Year Seminar teachers. Peer advisors are also part of the model. They are responsiblefor guiding the students to university resources, and help them normalize their experiencesthrough social events and group discussions [3]. The College of Engineering at RowanUniversity report their enhanced dual advising program in [4] . In this model, students areassigned a first-year advisor who is responsible for course sequencing, college and campuspolicies and procedures, and referral to campus resources such as tutoring, study abroad,while the faulty advisor provides discipline-specific academic, industry and career

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wujie Zhang, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering; Anne Alexander, Milwaukee School of Engineering; Jill Meyer, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

Assistant Vice President of Institutional Effectiveness at Milwaukee School of Engineering (MSOE). Her PhD in Mechanical Engineering led her to a career path in higher education with a research focus within orthopedic biomechanics. She has since gained over 7 years of experience in higher education administration with focus on data analysis, assessment, strategic planning and leadership. c American Society for Engineering Education, 2020 Increasing Motivation and Enhancing the chemistry enrichment experience of incoming students’ through the use of lectures related to chemistry in engineering and ALEKS® systemAbstractThis paper is being submitted as Complete Research. Carter

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

, Agree, 12.93% 6.80% 4.31% Neither Agree nor Disagree, 33.56% Agree , 42.40% Figure 6: Student responses on the impact ENGR 111 had on their sense of belonging in this engineering school.Conclusions and Future WorkAt the SSoE, first-year students are taught the fundamentals of engineering through a two-coursesequence. The second of these courses, ENGR 111, is predominantly based in active learningpedagogy to help students gain insight into the field of engineering early in their academic career,as well as improve student desire to continue pursuing an engineering degree. Survey results fromthe Spring 2019 iteration of the

Conference Session

FPD8 - Early Intervention & Retention

Collection

2008 Annual Conference & Exposition

Authors

Gretchen Hein, Michigan Technological University; Amber Kemppainen, Michigan Technological University

Tagged Divisions

First-Year Programs

students enrolled in Pre-Calculus with anengineering course. The topics covered in the course were coordinated with the topics beingcovered in Pre-Calculus. For example, students apply the concepts learned regarding linear,power and exponential equations in pre-calculus to engineering applications in ENG1001. Thestudents enrolled in the course elected to participate in the program. Most of these students werepart of the Michigan Tech ExSEL program. ExSEL is a program that promotes students successthrough academic support services such as peer mentoring, study groups, study skills and timemanagement techniques, academic progress monitoring, campus resource referrals, campus andcommunity involvement events, and career and personal development