Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Blair Rowley, Wright State University; Kumar Yelamarthi, Central Michigan University; Thomas Bazzoli, Wright State University

Tagged Divisions

First-Year Programs

Research. He holds the MS in Nuclear Science and Engineering from the Air Force Institute of Technology. During his Air Force career he directed diverse research programs in modeling and testing of system performance, compositional mapping of submicron materials and machine translation of text. He was instrumental in establishing the college’s freshman program. Page 13.625.1© American Society for Engineering Education, 2008 Freshman Engineering Student Perceptions on Global WarmingAbstract Managing the problems that global warming is being forecast to cause requires the educatedattention of many

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Amiable social style — perhaps the most people-oriented of ourstudents — were more likely to leave engineering after their first year. Perhaps the needs of theseshy, inquisitive, people-oriented individuals are unmet in the first year and in the FYEP courseand lead them to seek other options for their career goals.Students with lower versatility scores were more likely to be retained into their sophomore year.This may be good news from a numbers perspective, in that our students overwhelmingly werecharacterized as having low versatility. However, the loss of greater numbers of studentsexhibiting high communications versatility (already poorly-represented at 22%) is a disturbingfinding for engineering, as this would seemingly lead to a less

Conference Session

Design in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Richard Bennett, University of Tennessee, Knoxville; Will Schleter, University of Tennessee, Knoxville

Tagged Divisions

First-Year Programs

have atleast one good team experience, and one bad team experience, helping them to learn what makesan effective team. We also want students to meet and get to know other engineering students.Anecdotally this has led to students forming good friendships and study groups that last throughtheir college career. A final method of team assignment is self-selection. Care is taken to forcethis selection to be done outside of the normal class time to minimize the peer-pressure involvedin having students form their own teams. Assistance is provided for those who aren’t able toidentify a team. An implicit result of this method of assignment is that students discover thattheir immediate friends don’t always make the best team members.Online Feedback

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F. James Boerio, University of Cincinnati; Joni A. Torsella, University of Cincinnati

Tagged Divisions

First-Year Programs

, students end up believing that engineering courses will besimilar to the mathematics and science courses and ultimately leave for other fields whereapplications can be seen much earlier in their academic career.5Ironically, it is performance in these introductory courses, specifically calculus, which is one ofthe primary determinants of success in engineering.6 Internal data collected by the Department ofEngineering Education at the University of Cincinnati shows that students who receive a grade ofC or lower in their first calculus class have virtually no chance of completing an engineeringdegree, whereas students who receive a C+ or better successfully complete a degree inengineering at a rate of approximately 75

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

William Berg, University of Texas, Brownsville

Tagged Divisions

First-Year Programs

interaction among faculty and students. This provided a foundation ofmutual respect. The warm relationship persisted and grew for the college careers of the studentswho stuck with Engineering. Page 25.1203.9Discussions and exercises following the history of engineering videos also helped studentsdevelop lasting academic relationships as discussions were non-competitive, non-threatening,and the subject matter was broad, deep and equally new to all. Thus, there was more value to thecourse than merely English practice.The students who showed no strong inclination to do homework during the Summer Bridge alsoshowed no strong inclination to do so after

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

: Brain, Mind and School Expanded Edition 3Adding It Up4, Strengtheningthe Linkages Between the Sciences and Mathematical Sciences 5 have shown that with focusedintervention strategies many of the students can enjoy productive academic and professionalexperiences. Similar to the United States another argument can be made that there are regions inthe world that have huge pools of nontraditional students that could be actively engaged inproviding engineering goods and services of benefit to their infrastructure and society at large 6. While an overarching goal of the efforts at our institution is to prepare and retain studentsin STEM and to improve the preparation of students for careers in engineering, the strategyemployed in this work is to

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L. Newberry, Oklahoma Christian University of Science and Arts; Richard Miller, Oklahoma Christian University of Science and Arts; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

performance incalculus I it will, in turn, improve student one year retention and, ultimately, increase studentprobability of graduation. Secondly, the course is designed to improved student preparation andfamiliarity with mathematics topics and engineering methodology encountered within their entireeducational career. It is believed that by improving the likelihood of success in calculus andstudent familiarity with engineering problem solving that student retention will be improved.Course StructureThe course, labeled as ENGR-1113 Foundations of Engineering Mathematics, was instituted as a3 credit-hour course consisting of a 50 minute twice a week lecture period as well as a once perweek 3-hour lab. The course is a required first semester course for

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Saeid Moslehpour, University of Hartford

Tagged Divisions

First-Year Programs

promoting racial understanding),self-efficacy, leadership, choice of a service career, and plans to participate in serviceafter college 2.In the past few years service-learning has become increasingly common pedagogy inengineering programs around the globe. One reason for its popularity is the industry’sdesire for individuals with the communication and collaboration skills who are betterequipped for working in a global context 3,4.In the United States, many different universities have also incorporated service-learninginto their curricula5. Perhaps the best well-known example is the Engineering Projects inCommunity Service (EPICS) program8 created by Purdue University in 1995 and now itincludes 18 universities. Under this program freshman to senior

Conference Session

Design in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Sami Khorbotly, Ohio Northern University; Kenneth Reid, Ohio Northern University

Tagged Divisions

First-Year Programs

interdisciplinary teams, students had to split up the tasksin the project and team members were required to have effective intra-team communication. Teams weretasked to develop and submit a team charter to the instructor.Project AssignmentFrom the instructor’s point of view, the biggest challenge of an interdisciplinary capstone course isidentifying a project to be assigned. The project must be selected while keeping in mind that the assigneesare only freshman-level students without any significant engineering background since at this point intheir careers, they are not yet exposed to circuits, electronics, statics, or materials classes. In the sametime, the class must be involved enough to keep students busy for most of the quarter and to satisfy

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Senay Purzer, Purdue University; Jing Chen, Purdue University

Tagged Divisions

First-Year Programs

Page 15.1170.3explicitly discussed in practice or in engineering textbooks. Engineering decision-makingis taught implicitly using learning by “doing” approach, as part of introducing design andproblem solving early in students academic career in college. Blandford, Cross, andScanlon1 argue that the model of learning decision-making skills by “doing design” islimited and that students should be taught how to use the most appropriate decisionstrategies. Other researchers also argue for the use of explicit decision support methodssuch as Quality Function Deployment (an application of multi-attribute utility theory forchoosing among designs) or similar decision strategies, such as Pugh’s chart8 and 18.Despite the importance of decision-making in

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Clifford A. Whitfield, Ohio State University; Philip Schlosser, Ohio State University; John A Merrill, Ohio State University; Elizabeth Riter, Ohio State University; Kuldeep Agarwal, Ohio State University

Tagged Divisions

First-Year Programs

M.Sc. and Ph.D. in Nuclear Engineering. Early in his career, he was Professor of Nuclear and Me- chanical Engineering at OSU where he taught courses and conducted research in nuclear medical imaging systems. Over the past two decades, he has started several successful companies in the central Ohio area. He holds 22 U.S. and foreign patents for inventing various electronic devices and systems.John A Merrill, PhD, The Ohio State University John A. Merrill is the Director for the First-Year Engineering Program at The Ohio State University Col- lege of Engineering, and has served in this capacity for over nine years. As part of the Engineering Educa- tion Innovation Center, the Program serves approximately 1800 students

Conference Session

Multidisciplinary First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Andrew Lowery, West Virginia University; Steve Kane, West Virginia University; Vicki Kane, West Virginia University; Robin Hensel, West Virginia University; Gary Ganser, West Virginia University

Tagged Divisions

First-Year Programs

often perform poorly in their first calculus course. Working from the perceptionthat first year engineering students do not make the connection between what they learn incalculus and the problems they solve in freshman engineering, the faculty who teach theengineering sections of first semester calculus and the faculty who teach freshman engineeringworked together to define projects that span both classes.The primary goal of these projects was to show students how the concepts and techniques theywere learning in math class were relevant to their future career in engineering. It was proposedand believed that if the students understood the connection between the two subjects, they wouldunderstand both subjects better and be motivated to work

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Louisiana Tech University; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

institution and to the field of engineering early intheir college career. With that in mind, we next examine whether selecting a specific discipline at Page 23.1192.4matriculation has a similar effect.If connectedness improves retention, then we might hypothesize that students who immediately“connect” with a specific discipline should be more likely to stay in engineering. Comparingstudents who matriculate without designating a discipline to those who matriculate in a discipline(Figure 2), we see that especially among those who are not required to take a CITE, this is indeedthe case. However, for those that do have a required CITE, the difference

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

NUStage, Northeastern’s student-run musical theater organization.Ms. Alexis Pathwick-Paszyc, Northeastern University Alexis is a third-year undergraduate student majoring in bioengineering at Northeastern University. This is her first year working with the Connections Chemistry Review Program. Additionally, she is working as a COE Undergraduate Program Assistant. She previously worked as a co-op student for the College of Engineering as the COE Undergraduate Upper-class Tutoring Coordinator and Supervisor.Dr. Paul DiMilla, Northeastern University During his academic career as a faculty member in engineering and the sciences at Carnegie Mellon Uni- versity, Olin College, and Northeastern University, Paul A. DiMilla has

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Jean Kampe, Virginia Polytechnic Institute and State University; Whitney Edmister, Virginia Polytechnic Institute and State University; Christi Boone, Virginia Polytechnic Institute and State University; Bevlee Watford, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

Virginia Polytechnic Institute and State University. She received her M.S. in Counselor Education, Student Affairs Administration from Radford University, and M.S. in Career and Technical Education and B.S. in Human Nutrition, Foods and Exercise both from Virginia Polytechnic Institute and State University.Christi Boone, Virginia Polytechnic Institute and State University C. L. BOONE is the Coordinator of Academic Support Services for the College Of Engineering at Virginia Polytechnic Institute and State University. She received her M.A. & B.A. degrees in English from Radford University.Bevlee Watford, Virginia Polytechnic Institute and State University DR. BEVLEE A. WATFORD, P.E. is the

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

thatstudents understood critical thinking and its role in the practice of engineering. Subsequentinterviews with incoming engineering students found a limited understanding of critical thinking.In an effort to help students become better critical thinkers and appreciate the importance of itspractice throughout their education and careers, critical thinking and engineering reasoning arenow explicit parts of the engineering school’s recently introduced, ―Introduction to Engineering‖(ENGR 100) course.To maintain consistency with the University’s overall QEP, the Paul-Elder model of criticalthinking is used to define and operationalize critical thinking. Critical thinking is now both anexplicit and implicit component of the ―Introduction to Engineering

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

Tagged Topics

Diversity

Tagged Divisions

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: 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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

way.These skills are not assessed by any direct measurement, but are nonetheless important forsuccess in an engineering career. They can usually only be achieved through practice andexperience.Service-learning (S-L) is both a form of experiential learning for students and a teaching tool forfaculty. Students in S-L courses partner with community-based organizations as a way to learnthe course material with a fresher and more informed perspective while meeting and servingcommunity needs. Faculty who teach S-L courses are able to integrate classroom andcommunity goals resulting in an enrichment of their course experience, lifelong communitybonds and engagement for their students, and strengthening local and global communities. In thecase of the

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University; Duncan Davis, Northeastern University; Brian Patrick O'Connell, Northeastern University; Constantine Mukasa, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

FYEstudents was studied by Dasgupta and colleagues [9]. They showed that female FYE studentswho were placed on female-majority teams felt less threatened and more positively challengedwhen working in groups than ones placed on female-minority or sex-parity teams. Additionally,it was observed that the female students assigned to female-majority teams expressed higherconfidence and enthusiasm, and they verbally participated more during the group work. Suchfindings presage increased retention numbers and career aspiration in engineering for femalestudents.In general, there are four approaches that are commonly used by instructors to formulate groups:self-enroll, random assignment, instructor-selected, and computer-aided formation. Eachapproach has

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

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

mindfulness and its impact on gender participation in engineering education. He is a Lecturer in the School of Engineering at Stanford University and teaches the course ME310x Product Management and ME305 Statistics for Design Researchers. Mark has extensive background in consumer products management, having managed more than 50 con- sumer driven businesses over a 25-year career with The Procter & Gamble Company. In 2005, he joined Intuit, Inc. as Senior Vice President and Chief Marketing Officer and initiated a number of consumer package goods marketing best practices, introduced the use of competitive response modeling and ”on- the-fly” A|B testing program to qualify software improvements. Mark has a BSS from

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

First-Year Programs

popularity and many universities have beenintroducing them into their curriculum.1-10, 14-18 These courses may be taught by a dedicatedgroup of faculty with engineering experience in industry, who may be more design-oriented (asopposed to research-oriented), and who may have demonstrated exemplary teaching abilities thatengage first-year engineering students.11,12 Additional motivations for this approach includebetter career preparation for engineering students and improved engineering education ingeneral.The University of Virginia found that cornerstone courses had better course ratings by studentsthan traditional sections and that graduation retention rates were higher with students who hadtaken the cornerstone courses compared to the traditional

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Kari D. Weaver, University of Waterloo; Rachel Figueiredo, University of Waterloo; Kate Mercer, University of Waterloo; Andrea Jonahs, University of Waterloo; Heather A. Love, University of Waterloo; Brad Mehlenbacher, University of Waterloo; Carter Neal, University of Waterloo; Katherine Zmetana, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

Tagged Divisions

First-Year Programs

, withseveral articles identifying the amount of time practicing engineers devote to information seekingand use [16-20]. Leckie and Fullerton [21] investigated the engagement of faculty in thedevelopment of information literacy and communication skills across science and engineeringdisciplines. The study found faculty would prefer librarians take the lead in teaching informationliteracy skills, and expect students to be able to integrate what they learn about locating andevaluating information into their written or presented work. These research and communicationskills become critical in a curriculum where students engage in experiential or project-basedlearning methods as their academic careers progress [9], [22].MethodologyThis project is a

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Renée S DeGraaf M.A., Lansing Community College; Louise Paquette, Lansing Community College; Ruth Heckman, Lansing Community College; Neeraj Buch, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

and reform.Ren´ee S DeGraaf M.A., Lansing Community College Tutoring Services Coordinator, Student Services Division, Learning Assistance DepartmentProf. Louise Paquette, Lansing Community CollegeRuth Heckman, Lansing Community CollegeDr. Neeraj Buch, Michigan State UniversityDr. Thomas F. Wolff P.E., Michigan State University Page 23.488.1 Dr. Thomas F. Wolff is Associate Dean of Engineering for Undergraduate Studies at Michigan State University. In this capacity, he is responsible for all activities related to student services (academic ad- ministration, first year programs, advising, career planning, women

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Walter Curtis Lee, Virginia Tech ; John Andrew Janeski, Virginia Tech; Katherine E. Winters, Virginia Tech

Tagged Divisions

First-Year Programs

engagement. Middle school science studentswho reported fulfillment of their needs for autonomy, competence, and relatedness were morelikely to continue enrolling in science courses and plan to pursue careers in science.5 Incomparing junior-high and elementary students’ autonomous motivation to complete homeworkassignments, researchers attributed the older students’ decreased motivation to their teachers’poor support of the students’ psychological needs, when compared to elementary school studentsand teachers.6 Students in physical education classes that perceived a more supportiveenvironment reported greater need fulfillment and engagement in physical education activities.7While fewer researchers have utilized self-determination theory among college

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

, employers and managers are unable to give completefeedback that satisfies employees need to understand their current successes and shortcomings.7In the STEM research community, fellow researchers must give feedback on most papers prior topublication, which means the STEM community could not disseminate research withouteffective feedback.8 Ensuring that our STEM educators, professionals, and researchers arecapable of effective feedback is crucial for the continuing success of the STEM community.Due to the need for informal and formal feedback in STEM careers, it is vital to teach futureSTEM professionals how to develop and give effective feedback during their undergraduateeducation. Teaching peer feedback enables students to do more than just give

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University; David E. Hall, Louisiana Tech University

Tagged Divisions

First-Year Programs

withmicrocontrollers does not mean that students will respond positively. Instructors used the “buzz”about the Arduino to motivate students, by indicating that the students were using a new andpopular technology. Instructor observations of student reaction showed that students were notuniversally inspired by or interested in the technology. This makes sense because the definitionof “cool” is not uniform for engineering students. Assessment was performed with an end-of-term survey of student attitudes toward thecourse and how it affected their career plans. Students were asked whether the use of theArduino platform changed their attitude toward computer programming and electromechanicalsystems. The complete survey is included in Appendix B. Results from

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Deborah Morrow, Grand Valley State University

Tagged Divisions

First-Year Programs

statements and presentation outlines). Student responses indicated that theworkshop content could be informed and improved both by better tailoring the content to thecourse and assignment and by improving the instructor‟s (librarian‟s) approach to delivering thecontent. It was determined that more opportunity for students to do hands-on exploration andactive learning, at the likely cost of imparting less content in a lecture format, would beappropriate for a delivery design change. Respondents nearly unanimously agreed that the kindsof skills covered in the workshop were going to be of moderate importance or very importantboth in their academic careers and in their future professional careers, irrespective of their levelof satisfaction with the

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gerald Gallego Tembrevilla, McMaster University; Susan Nesbit P.Eng., University of British Columbia, Vancouver; Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

indicators of students’ experiences in and perspectives on systems thinkingfrom preliminal, liminal, and postliminal.Systems thinking (students)For both pre and post interview, students were asked:How do you define “systems thinking” as you understand it in your APSC 100 course? Were youfamiliar with the concept before your APSC 100 course? Are you comfortable applying systemsthinking during APSC 100 activities and/or outside of your APSC 100 course? What do you thinkis the value of systems thinking in your future career?Table 1 shows that while the environment outside the classroom or prior learning experiencemight provide opportunities for the students to understand systems thinking, course instructorsshould consider and maximize first-year

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania; Ashley J. Earle, York College of Pennsylvania

Tagged Divisions

First-Year Programs

Directorate from West Point he has continued his research on unmanned systems under ARL’s Campaign for Maneuver as the Associate Director of Special Programs. Throughout his career he has continued to teach at a variety of colleges and universities. For the last 4 years he has been a part time instructor and collaborator with researchers at the University of Maryland Baltimore County (http://me.umbc.edu/directory/). He is currently an Assistant Professor at York College PA.Prof. Inci Ruzybayev, York College of Pennsylvania Inci Ruzybayev is Assistant Professor in Engineering Physics at the York College of Pennsylvania. She received her Ph. D. in Physics from University of Delaware and her M. S. and B. S. in Physics Education

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Dalton, University of Oklahoma; Allison Quiroga P.E., University of Oklahoma; Bobby Reed, University of Oklahoma Libraries

Tagged Divisions

First-Year Programs

Program at the University of Oklahoma [1] is a four-week residentialcamp for pre-freshmen engineering students that introduces students to the University, theGallogly College of Engineering, and many of the resources available for students as they completetheir education. The students typically enroll in a mathematics course and a pre-chemistry courseand participate in a variety of team-building activities to further prepare the students as theyprepare to begin their first semester. One of the central activities of the program is aninterdisciplinary engineering design project that introduces students to the engineering designprocess as well as facilities to which all engineering students have access for their careers. In thesummer of 2020, the