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

Quamrul H. Mazumder, University of Michigan, Flint; Ulan Dakeev, University of Michigan, Flint

Tagged Divisions

First-Year Programs

tomotivate students towards success in engineering.Acknowledgement: The authors would like to thank University of Michigan Flint dual enrollment extendedpartnership (DEEP) program for their support in collecting data from high school students,institutional review board of office of research, mechanical engineering program andundergraduate research opportunity programs (UROP). References[1] Lavasani, M. G., Mirhosseini, F. S., Hejazi, E., & Davoodi, M. (2011). The effect of self-regulation learning Page 26.23.11 strategies training on the academic motivation and self

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

., Shaw, G. L., & Ky, K. N. (1993). Music and spatial task performance. Nature, 365, 611.2 Schellenberg, E. G. (2005). Music and Cognitive Abilities. Psychological Science, 14(6), 317–320.3 Davies, M. A. (2000). Learning … the Beat Goes on. Childhood Education, 76(3), 148–153.4 Jäncke, L., & Sandmann, P. (2010). Music listening while you learn: no influence of background music onverbal learning. Behavioral and Brain Functions : BBF, 6, 3.5 Chabris, C. F., Steele, K. M., Dalla Bella, S., Peretz, I., Dunlop, T., Dawe, L. A., … Rauscher, F. H. (1999). Page 26.1212.9Prelude or requiem for the “Mozart Effect”? Nature

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

James B. Riggs, Texas Tech University

Tagged Divisions

First-Year Programs

studentscome from a wide range of backgrounds and my experience of over 30 years of teachingundergraduates is that most undergraduates do not have a strong command of unitconversions. This is easy to determine by giving your class a pop quiz. Ask them todetermine the potential energy of 10 lbm 100 ft above the ground in Btu using PE=mgh if1 Btu=550 ft lbf and g=32.2 ft s-2. My experience is that a significant number ofundergraduates (not just first-year students) are not proficient at applying gc for unitconversions. Because units are such an integral part of engineering calculations, it justmakes sense to invest a little time to ensure that all freshmen know how to systematicallyapply unit conversions including the use of gc.COMMUNICATIONS It

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Todd R. Hamrick, West Virginia University; Lizzie Santiago, West Virginia University; Kristin Brewster, West Virginia University

Tagged Divisions

First-Year Programs

understand what triggers academicdishonesty. Only then will there be insight into why students are cheating in these courses at thisinstitution.References[1] D. D. Carpenter, T. S. Harding, C. J. Finelli, S. M. Montgomery, and H. J. Passow, "Engineering students' perceptions of and attitudes towards cheating," Journal of Engineering Education, vol. 95, pp. 181-194, 2006.[2] D. L. McCabe, "Cheating among college and university students: A North American perspective," International Journal for Educational Integrity, vol. 1, 2005.[3] D. E. Allmon, D. Page, and R. Rpberts, "Determinants of perceptions of cheating: Ethical orientation, personality and demographics," Journal of Business Ethics, vol. 23, pp. 411- 422

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

Engineering at Quinnipiac University, only activities requiring faculty expertise, such as guidance and mentorship, are considered value-added and are performed by the faculty advisor. There are other frequently-performed advising activities, such as navigating the course management system, that do not require the expertise of a faculty member. These tasks are deemed to be non-value-added tasks when defining value from a faculty’s perspective. As such, these tasks are handled by the PM, a senior in the major. The PM meets with the student for a pre-advising session. S/he compiles an executive summary of this pre-advising session and provides it to the faculty advisor prior to the faculty advising session with the student. This

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Steve Rippon, Arizona State University; James Collofello, Arizona State University

Tagged Divisions

First-Year Programs

will occur when ourundergraduates lead that change.References1. “Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future”, The National Academies Press, 2007.2. “A Model for Freshman Engineering Retention” , Veenstra, Cindy P., Eric L. Dey and Gary D. Herrin, Advances in Engineering Education, Winter 2009, ASEE.3. “Persistence, Engagement, and Migration in Engineering Programs”, Ohland, M., S. Sheppard, G. Lichetenstein, O. Eris, D. Chachra and R. Layton, Journal of Engineering Education, July 2008.4. Building Community and Retention Among First-Year Students: Engineering First-Year Interest Groups (eFIGSs)”, Courter, S and G. Johnson, ASEE/IEEE Frontiers in Education

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Kenneth Reid, Ohio Northern University; Laurie Laird, Ohio Northern University

Tagged Divisions

First-Year Programs

two-minute presentation on a student-selected, engineering-related topic in areas such as devices, biographies, vocabulary, or current events. Eachpresentation is assessed through use of a set of rubrics developed in support of an oralpresentation framework presented in a paper by Renaud, Squier, and Larsen3. This frameworkemphasizes oral presentation skills by focusing students’ attention on four key presentationareas: • R – Responsiveness (e.g., audience analysis), • S – Speech Patterns (e.g., speed, volume, enunciation), • V – Verbal and Visual Rhetoric (e.g., presentation structure, use of visual aids), and • P – Physical (e.g., use of stage, congruence of body language with message).The RSVP Framework and its accompanying

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ryan Fries, Southern Illinois University, Edwardsville; Ryan W. Krauss, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

., & Sullivan, J. (2007, June). Improving engineering student retention throughhands-on, team based, first-year design projects. In Proceedings of the International Conference on Research inEngineering Education.7. Stevens, R., O'Connor, K., Garrison, L., Jocuns, A., & Amos, D. M. (2008). Becoming an engineer: Toward athree dimensional view of engineering learning. Journal of Engineering Education, 97(3), 355-368.8. Rippon, S., Collofello, J., and Hammond, R. (2012). “OMG! That's What an Engineer Does?”: FreshmenDeveloping a Personal Identity as an Engineer. 2012 ASEE Annual Conference (AC 2012-4204). San Antonio, TX9. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching,and

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Divisions

First-Year Programs

disciplines of engineering directly from currentengineers provides them the context in which to inspect those deeper aspects of their ownpersonal and career identity.References1. “Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future”, The National Academies Press, 2007.2. “A Model for Freshman Engineering Retention” , Veenstra, Cindy P., Eric L. Dey and Gary D. Herrin, Advances in Engineering Education, Winter 2009, ASEE.3. “Persistence, Engagement, and Migration in Engineering Programs”, Ohland, M., S. Sheppard, G. Lichetenstein, O. Eris, D. Chachra and R. Layton, Journal of Engineering Education, July 2008.4. Building Community and Retention Among First-Year Students: Engineering

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maggie A Flynn M.A., Elizabethtown College

Tagged Divisions

First-Year Programs

., scholarship, better housing, tutoring, social events,etc.)?” were housing (or similar) (45), events (or similar) (32), tutoring (22), academic (13),networking (or similar) (12), faculty (12), classes (11), course(s) (10), community (10), program(or similar) (10), mentoring (7), support (7), scholarships (5), opportunities (5), trips (5), peers(4), advising (4), computer (3), early (2), and registration (2). Housing and events were the mostcommon terms used, but tutoring was also popular, pointing to the perceived importance ofhousing to ELC students, probably in a common dorm, as well as providing them with eventsand tutoring.Only 37 coordinators provided budget information. Thirty-three gave a total amount, while 5gave a per student amount. Total

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Danielle M Fitch, Department of Aerospace Engineering, Texas A&M University; Kristi J. Shryock, Texas A&M University; Dimitris C. Lagoudas P.E., Texas A&M University

Tagged Divisions

First-Year Programs

offered by the mentoring program; however, there were nostudents in either class that took advantage of these services. As for the office hours provided bythe mentoring program, only 29% and 21% of the honors and regular sections, respectively,visited the mentoring office. Office hours were more publicized, as approximately half of bothclasses said they knew about the availability of the mentoring program’s office hours.Figure 4 shows the comparisons between 2010’s survey responses3 and 2011’s responses fromthe student panel, (a), and other mentor activities, (b). In order to address these concerns in the Page 25.353.7future, the first mentoring

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason Bazylak, University of Toronto; Susan McCahan, University of Toronto; Peter Eliot Weiss, University of Toronto

Tagged Divisions

First-Year Programs

Engagement – Institution specific dataDavis, S., Connolly, A. and Linfield, E. "Lecture Capture: making the most of face-to-face learning", EngineeringEducation, vol. 4 issue 2, 2009.Toppin, I. “Video lecture capture (VLC) system: A comparison of student versus faculty perceptions”, Educationand Information Technology, vol. 16, 2010.Von Konsky, B., Ivins, J., Gribble, S. “Lecture attendance and web based lecture technologies:A comparison of student perceptions and usage patterns”, Australasian Journal of Educational Technology, vol 25issue 4, 2009 Page 25.507.12

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, Petroleum Institute; Nicholas J. Dimmitt, Petroleum Institute

Tagged Divisions

First-Year Programs

. Figu ure 2: Frameework for tecchnical comm munication ddevelopmenttWherre:STPS S 201 - First course in en ngineering designSTPS S 251 - Second course in n engineering g designSD – Senior desig gn / Capstonne design cou urse seriesThe two t freshmen n communiccation coursees that are buuilt into the curriculum hhave avarietty of strategies to develoop and impro ove professioonal and tecchnical comm municationskillss. In the first course (COM 101) stud dents investiggate and dessign their owwn researchstudyy on topics reelevant to th

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard M. Bennett, University of Tennessee, Knoxville; William Schleter, University of Tennessee, Knoxville; D. Raj Raman, Iowa State University

Tagged Divisions

First-Year Programs

25.109.8References 1. Hensel, R., Sigler, J.R., Lowery, A. (2008). “Breaking the cycle of calculus failure: models of early math intervention to enhance engineering retention.” Proceedings, ASEE Annual Convention, Paper AC 2008-2079. 2. Koch, D., and Herrin, G.D. (2006). “Intervention strategy for improving success rates in calculus.” Proceedings, ASEE Annual Convention, Paper 2006-775. 3. Lavelle, J.P., and Keltie, R.F. (2005). “Calculus intervention for first-semester engineering students.” Proceedings, ASEE Annual Convention. 4. Sachs, L. Applied Statistics: A Handbook of Techniques. 2nd edition, Springer, New York, New York, 1984. 5. Jaeger, B, Freeman, S., Whalen, R., and Payne, R. (2010). “Successful students: smart or tough

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julie M. Little-Wiles M.S.M., Ph.D. (A.B.D.), Purdue University, West Lafayette; Stephen Hundley, Indiana University-Purdue University, Indianapolis; Wanda L. Worley, Indiana University-Purdue University, Indianapolis; Erich J. Bauer, Indiana University-Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

traditional counterparts as possible. Page 25.146.8Planned next steps to this research include the continuation of this study and this cohort groupinto their senior year as well as launching a new study with a new group of freshman cohorts inorder to compare results. In addition, it would be advantageous to expand this work to otherinstitutions, such as one in a traditional campus environment, for comparable results.Bibliography1. Carliner, S. (2004.) An overview of online learning (2nd Ed.) Amherst, MA: HRD Press.2. Horn, L., & Nevill, S. (2006). Profile of undergraduates in U.S. postsecondary education institutions: 2003–04: With a

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew Whiteacre, Texas A&M University; Jeffrey M. Otey, Texas A&M University

Tagged Divisions

First-Year Programs

22.1554.8Freshmen Engineering Program. Proceeding of the ASEE Gulf-Southwest Annual Conference, Lake Charles, LA2010.3. Steif, Paul S.; “An Articulation of the Concepts and Skills Which Underlie Engineering Statics; Proceedings ofthe 34th ASEE/IEEE Frontiers in Education Conference, Savannah, GA 2004.4. Litzinger, T., Van Meter, P., Firetto, C., Passmore, L., Masters, C., Costanzo, F., Gray, G., Turns, S., and Higley,K.; “A Cognitive Study of Problem-Solving in Statics; Journal of Engineering Education, October 2010. Page 22.1554.9

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Barbara Bogue, Pennsylvania State University; Chia-Lin Tsai, University of Missouri; Fleur Gooden, Virginia Tech

Tagged Divisions

First-Year Programs

impact of a well-established engineering peer mentoringprogram in a large eastern U.S. university.Peer mentoring programs for women, Hispanic and African American studentshad been in existence since the 1990’s. In fall 2005, the college increased thetypes of peer mentoring programs offered to include programs for male, transferstudent, and general undergraduate engineering program participants. Thisincrease in program offerings substantially increased overall mentor programparticipation and offered an opportunity for enhanced assessment and analysis.For this study, we analyzed both pre and post survey data from mentor programparticipants to look at the impact of program participation on intentions to persistand their feelings of belonging in

Conference Session

Introducing Programming in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Virgilio Gonzalez, University of Texas, El Paso; Eric Freudenthal, University of Texas, El Paso

Tagged Divisions

First-Year Programs

levelfor most students is not enough to work later on many projects.The department of Computer Science offers an introductory course with the objective to assiststudents in developing the skills necessary to succeed in the STEM areas. CCS0’s activities aredesigned to provide analytical challenges typical of STEM professions and to motivate additionalinquiry. It exploits programmed systems’ lenience at manipulating computation to providestudents with a review of foundational mathematical concepts in the context of graphicalmanipulation such as such as the use of nested for-range statements to enumerate the coordinatesof pixels within geometric objects. For the new course we modified the context of the programsto associate them with electric circuit

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University, West Lafayette; George D. Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

First-Year Programs

Education. Engineering in K-12 education  : understanding the status and improving the prospects. (National Academies Press, 2009).2. Brophy, S., Klein, S., Portsmore, M. & Rogers, C. Advancing Engineering Education in P-12 Classrooms. Journal of Engineering Education 97, 369–387 (2008).3. Hester, K. & Cunningham, C. Engineering is elementary: An engineering and technology curriculum for children. in Proceedings of 2007 ASEE Annual Conference and Exposition (2007).4. Bottoms, G. & Anthony, K. Project Lead the Way: A Pre-engineering Curriculum that Works. (Southern Regional Education Board, 2005).5. International Technology and Engineering Educators Association. Engineering byDesign. (2011). at 6. FIRST. USFIRST.org. Vision and

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Jeffrey A. Davis, Grant MacEwan University; Olivia Tronchin, University of Alberta

Tagged Divisions

First-Year Programs

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Mary A. Robinson, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Susan F. Freeman, Northeastern University; Jennifer Ocif Love, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

faculty teach new concepts in programming,design, microelectronic control and graphical communication in relation to needing such skills inorder to solve a problem related to their Cornerstone theme. We see firsthand the positiveoutcomes of this approach in both student and faculty satisfaction and will continue to refine ourcourses based on feedback and research.References[1] First Year Engineering Learning & Innovation Center, Northeastern University, 2018.[2] National Academy of Engineering. Educating the engineer of 2020: Adapting engineering education to the new century. Washington, D.C.: National Academies Press, 2005.[3] S. Ambrose and C. Amon, "Systematic Design of a First-Year Mechanical Engineering Course at Carnegie

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

individuals in the future. Students embraced the potential of growthmindset to lead to more productive reactions and behaviors both in their academic and personallives. This indicates a need for additional work to understand concrete strategies for individualswho have learned about growth mindset to begin to implement such productive practices intotheir everyday habits. Future work should also capture the ways in which the culture(s) ofundergraduate engineering education can be shifted to develop and sustain growth mindset.Appendix: Focus Group Prompts Used to Solicit Student Reflections, Adopted from [19]Chapters 1 and 2 1.1. Think about someone you know who is steeped in the fixed mindset. Think about how they're always trying to prove

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emine Celik Foust, York College of Pennsylvania

Tagged Divisions

First-Year Programs

in Project 2) once a week. Student teams will work on design activities during that time frame. • Projects should require teams to prepare proposals, final written reports and presentations to wide range of audiences. • Influence of having an actual client on students’ motivation and interest level in engineering will be investigated more in detail. Some students commented that they would prefer to interact with the costumer more often. In the future, customer will be invited to more design classes to provide feedback to students.REFERENCES [1] S. Anwar, T. Batzel, and E. Sell, “Integration of Project Based Learning into a Freshman Engineering Design Course”, Proceedings of the 2004 American

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Mohana Seelan, University of Texas at Austin; Ramakrishna Sai Annaluru, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses.American Journal of Physics - AMER J PHYS. 66.[6] Springer, Leonard & Stanne, Mary & Donovan, Sam. (1999). Effects Of Small-GroupLearning On Undergraduates In Science, Mathematics, Engineering, And Technology: AMeta-Analysis. Review of Educational Research. 69. 21-51.[7] Carlson, K.A., & Winquist, J.R. (2011). Evaluating an Active Learning Approach to TeachingIntroductory Statistics: A Classroom Workbook Approach. Journal of Statistics Education, 19.[8] Kvam, Paul. (2000). The Effect of Active Learning Methods on Student Retention inEngineering Statistics. American Statistician 54. 136-140.[9] F. S. Tsai et al., "From Boxes to bees: Active learning in

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Huihui Qi, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; He Liu; Matthew Robin Kohanfars, University of California, San Diego; Edward I Lan, University of California, San Diego; Cristian H. Tharin; Tania K. Morimoto, University of California, San Diego

Tagged Divisions

First-Year Programs

thestudents.Acknowledgements:We thank our colleagues Dr. Nathan Delson, Dr. Andrew Lucas and Mr.Chris Casssidy for theirsupport on the project and many helpful discussions. This material is based upon work supportedby UCSD Course Development and Instructional Improvement Program (CDIIP) grant. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the UCSD.Reference[1] J. Dewey.Experience and education. NY: Collier Books, New York, 1938.[2] D. Kolb, Experiential Learning: Experience As The Source Of Learning And Development,vol. 1, 1984.[3] P. Jarvis, “Meaningful and meaningless experience: Towards an analysis of learning fromlife”, Adult Education Quarterly, vol. 37, no

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

James A. Coller, University of Michigan; Magel P. Su, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Robin Fowler, University of Michigan

Tagged Divisions

First-Year Programs

section, which has evolved somewhat in each of theseways but has stayed relatively consistent, has used peer mentors in all of its iterations.Finally, the response rates were fairly low (24% of students and 44% of mentors completed thesurveys). We do not know which students and mentors responded, so we can not compareresponders and non-responders to see if they are different in various ways.[1] Good, J. M., Halpin, G., & Halpin, G. (2001). A promising prospect for minority retention:Students becoming peer mentors. Journal of Negro Education, 69(4), 375-383.[2] Brainard, S. G., & Carlin, L. (1998). A six-year longitudinal study of undergraduate womenin engineering and science. Journal of Engineering Education, BLAH, 369-375.[3] Crisp, G

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma Tevaarwerk DeCosta, Northwestern University; J. Alex Birdwell, Northwestern University; Ken Gentry, Northwestern University; Richard Wayne Freeman P.E., Northwestern University; Alan R. Wolff, Northwestern University

Tagged Divisions

First-Year Programs

“study plan”) and answer initial questions as the student prepares for his college career.During the year, additional academic information is also provided such as each student’sacademic record, degree program(s) and audit, course history, and evolving studyplan. However, non-academic information is not provided, which may include Pell eligibility,work-study status, financial aid, or health records. Though each student is unique and hersuccess results from many factors, and we recognize that these factors play a role in determiningthe student’s academic path, the advisers deliberately consider only academic preparation indeveloping their advising model, for which initial data and results are presented in this paper.First-Year CurriculumFirst

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

entrepreneurial mindset.IntroductionTechnical skillset alone is not sufficient for engineering students to address the societalchallenges. According to the 2015 National Academy of Engineering (NAE)’s report Educate toInnovate1, the development of critical thinking skills as well as an innovative and entrepreneurialmindset is equally important. In order to meet the needs of the global economy, besidesemphasizing technical skills, engineering curriculum should incorporate content and activitiesthat promote the entrepreneurial mindset and the best time to start this is during the freshmanyear. This, however, is not the same as teaching entrepreneurship or preparing entrepreneurs.According to Kriewall and Mekemson2, “an entrepreneurial minded engineer (i.e

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

longitudinal administration of the persistence in engineering survey. J Eng Educ. 2010;99(4):371-395.8. Seymour E, Hewitt NM. Talking About Leaving: Why Undergraduate Leave the Sciences. 12th ed. Boulder, CO: Westview Press; 2000.9. Huang PM, Brainard SG. Identifying determinants of academic self-confidence among science, math, engineering and technology students. J Women Minor Sci Eng. 2008;7:315- 337.10. Zeldin AL, Pajares F. Against the Odds: Self-Efficacy Beliefs of Women in Mathematical, Scientific, and Technological Careers. Am Educ Res J. 2000;37(1):215-246.11. Bandura A. Self-Efficacy: The Exercise of Control. New York, NY: Freeman; 1997.12. Yasar S, Baker D, Krause S, Roberts C. In her shoes: how team