Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

First-Year Programs

achieves this goal by creating exceptional and memorable interactive events throughout the Chicago land area ranging from Interactive Summer Outings and Amazing Races to Deep Skills Team Building Events. No matter what the occasion, WCF accommodates your every need by matching and customizing its programs to fit your unique mission and objectives while providing you with a hassle-free planning experience. Windy City Fieldhouse creates, organizes and leads your group on an exciting and creative “ Mission Impossible” Scavenger Hunt and/or Amazing Race taking place at locations such as downtown Chicago, Lincoln Park, Navy Pier, suburban resorts, museums or amusement parks. Groups first

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

Tagged Divisions

First-Year Programs

friction, the energy losses invertical loops, and the approximate angle at which the ball will start sliding as well as rolling.This last is important because sliding friction is much higher than rolling friction. They then usethese results plus an estimate of air resistance to estimate the speed of the ball at key points intheir initial coaster design using an Excel spreadsheet. This initial model is used to look fordesign problems, such as not having enough speed to reach the top of a vertical loop, flying offthe track at a bump, or having excessively high speeds in a horizontal turn. Students must comeup with a plan to revise their coaster design to fix these issues before they are allowed to build.The design spreadsheet only includes estimates

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Kathleen Harper, Denison University; Richard Freuler, Ohio State University; Stuart Brand, Ohio State University; Craig Morin, Ohio State University; Patrick Wensing, Ohio State University; John Demel, Ohio State University

Tagged Divisions

First-Year Programs

group were ME majors and twowere ChBE majors. There were five women in the pilot group but only one in the control group. Page 14.345.6AssessmentThe assessment plan was two-pronged. The first was to compare student performance oncommon questions on the final exams. The second was to administer a programming beliefssurvey both pre-course and post-course.I. Exam Performance -- The final exams contained two styles of problems that were of interestfor this study. Two problems on the final exam asked the students to write programs toaccomplish specified tasks. These problems were worded identically and were graded on verysimilar scales. Statistically

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Srikanth Tadepalli, University of Texas, Austin; Mitchell Pryor; Cameron Booth, University of Texas, Austin

Tagged Divisions

First-Year Programs

and formal instrument for engagingpresence, we incorporated a countdown clock on our main page (see Figure 7) both as aninformative tool and device for assessing personal time investment. Students are providedcontinuous updates about impending deadlines thus instigating a sense a personalinvolvement in the course without excessive external regulation – one of the features ofPSI.Future implementation plans include creating “virtual study groups”, where the coursecan be subdivided into smaller sections so that students can get better acquainted withsome of their classmates and can help and encourage each other to complete the course.The concept of using performance based test generation to progress students either morequickly, or more slowly

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Maria Sanchez, California State University, Fresno; Ira Sorensen, California State University, Fresno; Walter Mizuno, California State University, Fresno; Satya Mahanty, California State University, Fresno

Tagged Divisions

First-Year Programs

colleges and the university.Bibliographic Information Page 14.311.11 1. Institutional Research, Assessment, and Planning at California State University, Fresno Report, prepared for Ira Sorensen, 2009.

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Michael Gustafson, Duke University; Rebecca Simmons, Duke University; W. Neal Simmons, Duke University; Michael Ehrenfried, Kent Denver School; Tod Laursen, Duke University

Tagged Divisions

First-Year Programs

Page 14.33.2mandate that all engineering students take the new course - neither computer science courses norAP credits can be used to replace it. What follows is a discussion of the redesign of the course,information about the addition of hands-on laboratories, and an assessment of the success ofthose laboratory experiences.RedesignAs a first step in the redesign process, eight years ago, the associate dean for the school formed acommittee to evaluate the curriculum of the freshman EGR 53L class. Faculty members werepolled as to the future usability of the language being taught in EGR 53L. At the time, studentswould learn either C or C++. While the faculty generally agreed that students planning to pursuegraduate school in most engineering

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Liesl Hotaling, Stevens Institute of Technology; Richard Sheryll, Center for Maritime Systems, Stevens Institute of Technology; Rustam Stolkin, Center for Maritime Systems, Stevens Institute of Technology

Tagged Divisions

First-Year Programs

tocomplete anonymous assessment questionnaires. These consisted of a combination of Likertscale and open ended questions. More comprehensive assessment studies are planned and adiscussion of possible assessment methodologies is included later in the paper (section 5.2). Thefollowing is a summary of the student questionnaire responses. The number of students isinserted in each box. A total of 13 students completed the survey.Question 1. On a scale of 1 to 5, with 5 representing very easy, how easy did you find thefollowing? 1 2 3 4 5 Average Very difficult

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; David Sawyers, Ohio Northern University; John K. Estell, Ohio Northern University; Laurie Laird, Ohio Northern University

Tagged Divisions

First-Year Programs

above assignments. In addition, students weregiven a self-assessment of how their writing and proofreading skills have been affectedby this assignment. In-class quizzes were given to measure students’ ability to proofreadby asking them to find errors in written work and in graphs. Finally, two similarquestions on the final examination were used to measure students’ ability to proofread.This paper discusses the proofreading assignment, the results of the various forms ofassessment, lessons learned, and plans for modification for next year’s classes.IntroductionAs part of curriculum reform at ONU, a new sequence of three freshman courses wascreated in the Engineering College. These courses were designed to have significanttechnical communication

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska Anchorage; Matthew Calhoun, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

help studentsimprove their engineering performance/competence, interest, creativity, and design efficacy.Lastly, students were required to complete weekly homework assignments where they personallyreflect on topics such as their engineering interests, study plan, and any barriers they can foreseethat might prevent them from becoming an engineer. These were designed to improve theirengineering performance/competence, interest, and caring.MethodsStudy ParticipantsParticipants in the study were high school or undergraduate engineering students. High schoolstudents voluntarily participated in the common Introduction to Engineering course so they couldreceive college credits while they were still in high school. Undergraduate students at

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary

Tagged Divisions

First-Year Programs

help facilitate creative design exercises among largeclasses. Additional analysis is planned for this initiative as the ENGG 233 continues to improveengineering education for first year introductory programming.ReferencesL. Bland. (2006). Applying flip/inverted classroom model in electrical engineering to establishlife-long learning. American Society for Engineering Education Annual Conference. Chicago,Illinois.G. C. Gannod. (2007). Work in Progress – Using podcasting in an inverted classroom. IEEEFrontiers in Education Conference. Milwaukee, Wisconsin.A. Kolb and D. Kolb. (2005). Learning styles and learning space: Enhancing experientiallearning in higher education. Academy of Management Learning & Education, 4(2):193-212.E. Marasco, M

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Norma L Veurink, Michigan Technological University; Justin Foley, University of Michigan

Tagged Divisions

First-Year Programs

factors such as potentialfor societal contribution, personal academic interests, perceived job prospects, and their decisionbefore they entered the engineering program. However, Myers (2016) found that students felt afirst-year engineering course which included lectures and/or activities designed to exposestudents to engineering majors did influence their plans for a future engineering discipline. Astudy by Chamberlain, Benson, and Crockett (2008) found that core passions, the appeal of non-engineering courses and professions, a General Engineering course exposing students toengineering majors, and career interest surveys were significant factors in first-year studentsleaving engineering.Description of the StudyMichigan Technological University

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska, Anchorage; Matthew E. Calhoun, University of Alaska, Anchorage

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

presentations were designed to help students to start visualizing themselvesas engineers or improve their engineering recognition and caring. Fifth, the students were alsoasked to develop cardboard chairs for their final team project. Students work together in teamsto develop the chairs and then present their chair to the class. This project was designed to helpstudents improve their engineering performance/competence, interest, creativity, and designefficacy. Lastly, students were required to complete weekly homework assignments where theypersonally reflect on topics such as their engineering interests, study plan, and any barriers theycan foresee that might prevent them from becoming an engineer. These were designed toimprove their engineering

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

Tagged Divisions

First-Year Programs

the Pod was in use wasstill underway. Preliminary feedback from the students living in the Pod was favorable but a fullassessment will be completed at the end of the academic year. The feedback provided will bereviewed as the planning for the next academic year is finalized.The preliminary results of implementing a new course to introduce first-year engineeringstudents to applied mathematics is positive. After completing the course, students self report tobe more motivated to learn mathematics and that the course improved their chances to besuccessful in engineering and math courses. Initial data also shows that students that have takenthe course have a higher average GPA for math courses than students that did not take it.ConclusionsThe

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

Tagged Divisions

First-Year Programs

Focus: Industrial EngineeringFigure 3. Industrial Engineering Demonstration: Motorized Conveyor Belt, Photogate Sensor,and Supporting Circuitry. This demonstration highlights industrial engineering in a manufacturing environment.Mechanical engineering is included as a secondary focus, as product design overlaps closely withmanufacturing and factory planning. The project application is as follows: after undergoing amechanized process, a product is placed on a conveyor belt to be transported to the next, humandriven, manufacturing process. The students are directed to implement a Vernier Photogatesensor to stop the conveyor belt and signal a pause in production until the product has beenremoved by the human operator. The intended effect is

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua A. Enszer, University of Delaware; Jenni M. Buckley, University of Delaware

Tagged Divisions

First-Year Programs

class. This consists of acalibration exercise before the start of the semester, and regular spot-checking by lead teachingassistants during the semester.We describe here our rubric development and implementation process with examples directlyfrom our introductory engineering course (roughly 700 student enrollment in two sections with15 teaching assistants per section) at the University of Delaware. Through use of a retrospectiveanalysis, we present quantitative evidence that the use of rubrics per our methodology results inhigher grading consistency. In future work we plan to include a comparison of inter-raterreliability for course assignment evaluation.IntroductionRubrics are a tool to communicate expectations of student work. In addition to

Conference Session

First-Year Programs Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; David Andrew Story, Sonoma State University; David Anthony House, Sonoma State University; Robert Evan Rowlands, Gap Wireless

Tagged Divisions

First-Year Programs

year we introduced Aksense-based laboratory activities. The course plan for utilizingAksense in Fall 2017 is shown in Table 1. These activities replaced typical electroniclaboratories involving discrete components and Arduino-based projects. As shown inTable 1, over the first couple of weeks the students became familiar with the basicfeatures of Aksense. During this time, we briefly introduced the principles andapplications of the following electronic components integrated in Aksense: • Light sensor (photoresistor), • Temperature sensor, • Potentiometer, • LED, • RGB, • Push-button switches and relays.We note that due to lack of time we did not include any discussions around applicationsof accelerometers and gyroscopes

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout; Matthew Wigdahl, Oaklawn Elementary School; Charis Dawn Collins, Oaklawn Elementary School

Tagged Divisions

First-Year Programs

that we were onlymoderately successful in constructing a meaningful and purposeful design experience. While theK12 instructor has been using a project framework such as this for many years, this was the firstattempt at guiding students through a process aligned more closely with an engineering designproject and with the purpose of designing something meaningful and useful.With the next iteration of this project, we are attempting to enhance the project with two additionsto the framework for the K12 students: 1. Students will now reflect on their project weekly, in the form of a written blog posts. The goal is to encourage the students to have better focus in their planning and prototyping by providing time to think 6 . It is

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Yih-Fang Huang, University of Notre Dame

Tagged Divisions

First-Year Programs

entering the sophomore year for all students in the College ofEngineering. An optional summer video site was created that would extend some of thepractices of the first year course throughout the summer. Thus, setting up the summer as an idealpreparation time for students where discipline-specific content can now be delivered. In thisprogram, the first year class can continue to serve students using best practices for common firstyear experience courses, but students who are either not confident or lack competence indiscipline-specific skills have a chance to address this before being academically responsible. Inthis paper, we describe the major research questions for this project, the video project design, ourimplementation plan, and briefly

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; James A. Middleton, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

offered concrete suggestions for improving instructionalpractices. It is noted that the instructional coach was not a workshop facilitator and had no priorrelations with these faculty members.Consequently, this study had two research objectives. The first was to determine the effects ofparticipating in the professional development. This first purpose was a planned objective fromthe outset of designing the IUSE professional development program. The second purpose was todetermine the effects of receiving coaching, in the context of ongoing professional development,on instructional practices, as measured by the RTOP. This second objective was not originallyplanned but emerged when it was noted that faculty members were requesting feedback and

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Campbell, Imperial College London; Deesha Chadha, Imperial College London

Tagged Divisions

First-Year Programs

exercise □ The Mr Men Book Exercise □ The Helium Stick Exercise □ The Egg Drop Exercise □ Why?5. Today helped me improve my teamwork skills6. Today helped me make friends with fellow students7. Today helped me get to know members of staff better.8. Finding out my Belbin team role helped me understand my role in teams better9. Today was fun10. I would enjoy similar workshops such as this in the future11. I consider teamwork an integral part of a chemical engineering education12. It is important that I am friends with the people I carry out group work with13. Today has changed the way I plan to approach group work while at University14. When carrying

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Search:Born out of the shortage of qualified engineers in the U.S. (and around the world), research onengineering education has increased over the past decade and were highlighted in key NationalReports1-2. And while prior studies have focused on why students go into engineering initially3,there has been recognition that selecting an engineering major has not always been based onsignificant understanding of the profession4. It was recognized that an engineering educationalapproach based on a capstone design project offered tangible understanding of the field to studentsbut not until it was too late to reasonably change their intended plan of study, a study by Marinand Associates assessed the most important elements including student preparation

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University; Aditya Johri, George Mason University; Nazanin Naderi, Youngstown State University

Tagged Divisions

First-Year Programs

studying and time spent working on academic performance but focused specifically on theinteraction of motivation and ability with study time. They found that non-ability variables likemotivation and study time significantly interact with the ability to influence academicperformance. According to their findings, they argue that the amount of time spent studying or atwork had no direct influence on academic performance. Van der Meer, Jansen, & Torenbeek(2010) examine the issue within the context of first-year experience in higher education. Theyfound that a large proportion of students had realistic expectations about having to plan theirwork independently and having to spend significant time during the week on self-study. Yet,they found that

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the way, was beneficial and did not hinder flexibility." "The problems that we had to answer we very open ended. There were few Open-endedness rules that would others be constraints to creativity, so I felt free to use the knowledge I had." "The aspects of this course that give me control over it are the singular deadlines for assignments. Because there is only one deadline for us to worry Choice of pacing about, we can plan out the work we need to do at the pace that

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle E. Jarvie-Eggart, Michigan Technological University; Laura Kasson Fiss, Michigan Technological University; Karla Saari Kitalong, Michigan Technological University

Tagged Divisions

First-Year Programs

competencies for engineers, communication was in the top three responses(after planning & time management and problem solving) [2]. Yet communication remains one of theskills engineering students struggle with the most, often failing “to appreciate that written words, notjust calculations, express engineering content” [2]. Engineers often confuse equations and accuratetechnical content with good communication.The importance of communication as a skill is recognized by ABET, and is included in their program asCriteria 3, Student Outcomes 3, “ability to communicate effectively with a range of audiences” [3].ABET accredited programs are required to assess program outcomes. During this assessment, programsfocus on final student capabilities

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meg Harkins, University of North Carolina - Charlotte

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

helpimprove performance in Calculus I.Another change will be how the EBC is delivered to the students. UNC Charlotte is changingcourse management systems from Moodle to Canvas, effective fall 2017. For 2016, the programwill remain in Moodle, with plans to use Canvas for 2017. The migration from Moodle toCanvas is expected to be relatively easy based on pilot studies.In order to maintain its usefulness, the EBC is modified and updated annually to reflect changesin the campus and university policies. The Forum interaction portion of the Boot Camp has roomfor growth. For example, student workers are developing a menu of topics and questions that canbe used as prompts. These improvements, combined with better timed communications with theparticipants

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

notebooks and presentation. Rubrics are used to evaluate the contentof each work product by Peer Teaching Assistants (PTA) on the instructional team. PTA’s aretrained on the scoring rubric during regular meetings associate with course planning. The goalfor the grades are mainly to provide motivation to engage in the task and to receive some level offormative feedback on their work products. Therefore, the scores are relative to where they arein their development as a design team and do not provide a strong indicator of a learningprogression. A separate analysis of these work products is underway to determine a team’sprogression from novice designers with weak performance to highly functional design teams.An in-depth analysis is currently underway

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura A. Ruhala, Kennesaw State University; Hillary Steiner, Kennesaw State University; Catherine L. Bradford, Kennesaw State University; Ruth Ann Goldfine, Kennesaw State University; Nirmal Trivedi, Kennesaw State University; Scott Larisch, Kennesaw State University

Tagged Divisions

First-Year Programs

Work:We plan to continue to follow the progress of the students from the three sections of ME 1001,taught during fall 2015.The authors also are busy currently implementing fully collaborative learning communities, tyingthe two-credit Introduction to Mechanical Engineering course with other courses commonlytaken by incoming freshman: English Composition 1, and Introduction to Graphics. We areactively recruiting faculty members who wish to collaborate in these learning communities sothat the students can fully benefit from the documented advantages of such communities. We donot have a budget to compensate faculty members who agree to collaborate, so we are insteadworking on marketing efforts to educate the faculty members to the many possible

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

Nora Honken, University of Cincinnati; Patricia A Ralston, University of Louisville; Thomas Tretter, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

expertise include process modeling, simulation, and process control.Dr. Thomas Tretter, University of Louisville Thomas Tretter is professor of science education and director of the Gheens Science Hall & Rauch Plan- etarium at the University of Louisville. His scholarship includes collaborative efforts with science and engineering faculty targeting retention of STEM majors in entry-level STEM courses. c American Society for Engineering Education, 2016 The Step-outs to Stars Engineering Retention FrameworkAbstract This research paper, grounded in Expectancy-Value Theory, investigates the relationshipbetween interest, first semester GPA and first year retention in engineering

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary

Tagged Divisions

First-Year Programs

research on team learning processes in engineering student project teams. Additionally, she has co-developed a framework for measuring and interpreting an array of team dynamics. An online assessment tool has been created based on this framework which allows teams to diagnose and improve the ”health” of their team. She is passionate about her area of research and plans to continue conducting research on factors that contribute to effective teamwork.Ms. Genevieve Hoffart, University of Calgary Genevieve is a first year M.Sc. student under the supervision of Dr. Thomas O’Neill at the University of Calgary focusing on at team dynamics, training, and communication. She has been working with the Schulich School of

Conference Session

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

Collection

2015 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

Tagged Divisions

First-Year Programs

Understands/works within the culture of the group Work Culture Respects diversity Recognizes political/social implications of actions Manages projects and/or other resources effectively Sets goals and prioritizes Organization Planning Manages several tasks at once Allocates time to meet deadlines Professional attitude toward work assigned Quality of work produced Evaluation of Work Habits