Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Goli Nossoni, University of New Haven; Ronald S. Harichandran, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

have been skewed by thepresentation of the topics in classes and the assignments. However, the data was collected across6-7 sections of the course taught by different instructors in each of the two years during whichdata was collected. Therefore, the data should reflect some averaging. For example, if oneinstructor taught sustainability well and with enthusiasm in one class, while another taught thetopic poorly, then the responses of students from one class should offset the responses from theother class when the data is pooled.Summary and Conclusions A survey-based study of first-year engineering students was conducted at the University ofNew Haven to determine their personality types and interest in topics such as visualization

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Alex Friess; Carol Briam, Dubai Aerospace Enterprise University; Linda Thompson, Dubai Aerospace Enterprise University; Hemdeep Dulthummon, Dubai Aerospace Enterprise University

Tagged Divisions

First-Year Programs

allowed to present as part of their team, but ratheronly as an individual. While this change in the grading did not meet general enthusiasm,especially by the students who were relying on their peers’ efforts, it was welcome by themajority of the class. The final results are indicative of the success of this arrangement, as thewinners clearly reflect the students who have excelled in their team environment, as well asin their individual technical research efforts.Summative assessmentThe summative project assessment took the form of a faculty and advisory panel debriefing,and a student survey evaluating their impressions.Student surveysThe following charts depict the student survey results when grouped under the respectiveheadings, which correspond

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Roth Elliot, Rehabilitation Institute of Chicago; Phillip Jacob, Northwestern University; Stacy Benjamin, Northwestern University; Bruce Ankenman, Northwestern University; James Colgate, Northwestern University

Tagged Divisions

First-Year Programs

11.892.7 Figure 1. The One handed egg CrackerIn another case on the RIC-recreation side, the wheelchair softball project was met withskepticism when it was first offered in winter 2004 . The objective there was to devise away for a wheelchair athlete to stabilize the chair while at bat but allow for instant egressupon hitting the ball. Students devised various prototypes and models, but because teammembers were disperse and rarely available most features were difficult to validate.Upon further reflection, the project was presented in the spring while the sport is inseason and the team members are available for observation and user feedback. So aftertwo years of spring quarter projects the result was a refined and field

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

structure and document how to build it. Handing it off to another group to manufacture and test.EvaluationThere were 39 Science Bound students who attended the First-Year Engineering/Science Day2004. Following the Science Bound students' experience at Purdue, Science Bound students wereasked a series of questions in the form of surveys and open ended questions concerning the First-Year Engineering/Science Day 2004. In addition to first year students normal reflection activitiesincorporated as a part of service-learning, first year students were also interviewed about thisparticular service-learning experience.The results of these questions showed to be overwhelmingly positive for the Science Bound andthe first year students. Based off of the

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Larry Bland, John Brown University

Tagged Divisions

First-Year Programs

, mouse trap, tape, pins and similar items; aregiven to the students with some form of fun problem to solve. Time is given to develop anddemonstrate their solution and class time is set aside for evaluation and reflection on the process.The project for the past two years was to launch a marshmallow a distance of ten feet and have ateammate catch it in their mouth.Throughout the semester various assignments are developed to integrate the SolidWorks andMultisim computer tools, technical writing assignments and ethical discussions into the othercourse activities. Students are aware that this is only a beginning. 1) They will see many differentcomputer tools throughout their time at the university. 2) Writing is not just an exercise for theEnglish

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah

Tagged Divisions

First-Year Programs

“speed dating” session with themwhere they asked about how they chose their major and what they would have done differently.The design process was presented, and then the students were then introduced to the grandchallenges. During the 2012 class, eight weeks were used to discuss and learn about the grandchallenges, during the 2013 class, only four weeks were allotted. Condensing the time spent onthe grand challenges increased the rigor of the course. Reflection assignments during this timewere designed to assess their understanding of the grand challenges as well as to provide theapplication of the design process. Students learned how to translate the challenges intomanageable problem and needs statements. Each week, the topic went slightly

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

Tagged Divisions

First-Year Programs

necessarily reflect the views of the National ScienceFoundation.References1. Ohland, M.W., S.D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R.A. Layton, “Persistence, Engagement, and Migration in Engineering,” J. Eng. Ed. 97(3), July 2008.2. Godfrey, E. (2007). Cultures within cultures: Welcoming or unwelcoming for women? Proceedings of the 2007 ASEE Annual Conference. Honolulu, HI.3. Brawner, Catherine E., Sharron A. Frillman, and Matthew W. Ohland, “A Comparison of Nine Universities’ Academic Policies from 1988 to 2005.” (ERIC: ED508293), February 2010, 42 pages.4. The Center for Institutional Data Analysis and Exchange (C-IDEA). 2000. 1999–2000 SMET Retention Report. Norman, OK: University of Oklahoma.5

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel Ed.D., West Virginia University; Ordel Brown Ph.D., West Virginia University; Mary L. Strife, West Virginia University

Tagged Divisions

First-Year Programs

assigned as well as in-class activities with librarian andfaculty present in class to assist as needed. The assignments from the librarians were reinforcedin course work assigned by faculty. In this way, the information literacy component was Page 25.534.3seamlessly integrated into the curriculum.2.1 Modified Learning ObjectivesCourse learning objectives were modified to reflect the new emphasis on expanded technicalwriting skills. The learning objectives were framed as expected student outcomes. Existingstudent outcomes were clarified by specifying activities related to preparing technical reports thatstudents will be able to do upon successful

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; Evan T. Curtis, University of Nebraska, Lincoln

Tagged Divisions

First-Year Programs

University online systems. University and COE administrators were invited to ENGR 30to discuss and demonstrate to students how to utilize tools like the degree auditing system(DARS) and MyRED, the academic portal. Both systems are used by students to navigatecurriculum requirements, course content, and student information. Introducing students to thesetools led to an interactive discussion led by the COE’s Director of Undergraduate StudentAdvising explaining the nuances of transferring credit and proper course sequence. In Anderson-Rowland, et al’s1 reflective paper on community college students who transition intoengineering, they found that students’ GPA was hindered because they choose to take coursesout of sequence so they could take courses

Conference Session

Introducing Programming in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Gregory Bucks, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

and assessments that have been developed. The mostcommonly used within engineering is the Felder-Silverman learning styles model [4], with itsassociated assessment, the Index of Learning Styles (ILS). This model categorizes studentsbased on four dimensions, which characterize different aspects of student learning: sensingversus intuitive, visual versus verbal, active versus reflective, and sequential versus global. Interms of learning programming content, the two most important scales are the visual versusverbal scale and the sensing versus intuitive scale.There have been numerous studies that have looked at the learning styles preferences ofengineering students [5-7], and those preferences are consistent across populations [8]. Whatthese

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Roy W. Melton, Department of Computer Engineering, Rochester Institute of Technology; Shanchieh Jay Yang, Rochester Institute of Technology (COE); Adriana Becker-Gomez, Rochester Institute of Technology (KGCOE)

Tagged Divisions

First-Year Programs

requirements are in Table 5. Part data sheetsand schematics for basic connections were also provided. To get teams started, a hands-ontutorial session with the mbed NXP LPC11U24 microcontroller board was held in the fourthweek. Then teams worked independently with their mentors over the next two weeks. Table 4. Materials Provided Provided Parts · RACE-TIN radio-controlled 1:16-scale model of the Dodge Challenger SRT8® 392 · Up to 3 sets of four AA batteries · ARM mbed NXP LPC11U24 microcontroller board · Pololu QTR-8A reflective sensor array · TI L293D motor driver chip · Small breadboard · Jumper wires · Storage containerIn the seventh week, class time was used for each team to

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Tracy Volz, Rice University

Tagged Divisions

First-Year Programs

. Work is ongoing to determine statisticalsignificance between the administration of the two different prompts. Page 24.203.10Most notable are the high scores in the post-test for the contextualized prompt. Previously, wewere disappointed in the overall low scores for many levels (Table 5).22 Based on othermeasures of student work, such as an exam and design prototypes, we were not confident thatstudent responses to the generic prompt were an accurate reflection of their learning. Thismotivated us to take a closer look at the prompt and revise it to the current contextualizedprompt.With this contextualized prompt, the post-test values for all

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

. Page 24.315.1 c American Society for Engineering Education, 2014 A Study of the Consistency in Assessment of Pre-Engineering SkillsAbstractAssessment tools are often used in a predictive way to gauge the overall skills of first-yearengineering students as they begin their engineering education. They are also useful in settinginterventions in terms of tutorials, as well as providing self-improvement motivation for thestudents who achieve scores that are not consistent with earlier high school performance.Previous research1 has demonstrated that the academic averages obtained in high school, may notnecessarily reflect the skill level (competency) of the students entering first-year, especially inmathematics

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Theodore Demetrius Caldwell M.Ed., Diversity Programs Office/College of Engineering/Michigan State University; Jon Sticklen, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Kyle P. Foster, Michigan State University College of Engineering; Tonisha Brandy Lane, Michigan State University; Rickey Alfred Caldwell Jr.; Lisa R. Henry, Michigan State University

Tagged Divisions

First-Year Programs

” have higherretention rates in engineering programs. In addition to academic challenges, students matriculatewith a distinct set of attitudes and expectations that reflect their experiences in their socialcontext i.e. family, community, and economic background. According to Foor, 6 students fromlow socioeconomic backgrounds and who attended resource-poor high schools enter engineeringprograms on an uneven plane.For example in the College of Engineering (COE) at MSU a large number of under-preparedstudents start their engineering mathematics coursework below calculus or even below collegealgebra. Figure 1 shows the retention data for all new freshmen that start their mathematicscoursework with Math 1825, a no-credit introductory math. A student

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

sample of female students would add credence to the results of thisstudy. This study was correlational; thus no cause and effect could be determined from theresults. The values for collaboration were gathered on a survey that asked students tocharacterize their collaboration in terms of frequency of collaborations based on all homeworkand tests. As with all surveys, it is unknown how accurately the answers reflect actualcollaboration levels and if students’ responses were influenced by current collaborationactivities. Also the measures of collaboration were based on the answer to one question; futurevalidation on this measure is needed. It is clear from the plethora of research on academic performance and retention ofengineering

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Stephen P Mattingly, University of Texas, Arlington; Ziaur Rahman, The University of Texas at Arlington; Heather L Frost

Tagged Divisions

First-Year Programs

to transfer students and to analyze differences amongdemographic groups.AcknowledgementsThis material is based upon work supported by the University of Texas at Arlington’s QualityEnhancement Plan Phase II and work performed by the lead author while serving at the NationalScience Foundation. Any opinions, findings, conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors also gratefully acknowledge Geraldine E. Jackson, MBA forcopyediting this manuscript.References1. Tyson, W. “Modeling Engineering Degree Attainment Using High School and College Physics and Calculus Coursetaking and Achievement.” J. Engineering Education. Vol

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Danny King, Indiana University Purdue University, Indianapolis; Laura Masterson, Indiana University Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

development of each cohort and a chance for students to reflect on their collegeexperience with each other.The Engineering Bridge Survey To gauge the importance of the different activities during the Engineering section of theSB program, students that attended this section in 2008, 2009, and 2010 were given a survey toshow which activities during the Bridge program were the most important to them. The fullsurvey is included in Appendix B. Students were asked to rate the importance of 22 differentactivities. In each case the students were asked these questions at least several months after theprogram itself, once they had some distance and perspective. The 2008 students were asked tocomplete the survey during the fall semester of 2009. The 2009

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland; Lawrence J. Carter, University of Auckland

Tagged Divisions

First-Year Programs

-used:“I wouldn't do peer marking any more often, as you'd start to affect attendance as peoplebecome complacent with peer marking. There also has to be time for the students to getfeedback and help with their other work.”Lecturer feedbackIn their Course Audit (a compulsory post-course teaching-team reflection document) thecourse lecturers observed that tutorial attendance in 2009 and 2010 hit an all-time high, upfrom the all-time low experienced in 2008. They speculated that this was most likely a directresult of the peer-marking exercises, or at least the associated 1% course credit! The lecturers Page 22.1146.9(both of whom consider tutorial

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia R. Backer, San Jose State University; Emily L. Allen, San Jose State University; Janet Sundrud, San Jose State University

Tagged Divisions

First-Year Programs

campuses (see Figures 1 and 2). While six-year graduation rates at theUniversity are disappointing, the rates for African American (38.7%) and Latino (39.9%) malesare truly dismaying and unacceptable. The retention and six-year graduation rate in the Collegeof Engineering is even lower than the university overall, particularly for African American andLatino students.As a result of an examination and reflection on the causes of the low retention and graduationrates, the College established the 15x12 Initiative, with the goal of increasing our graduation rate15% by the year 2012. We decided to focus on improving the effectiveness of our first-yearexperience (FYE) programs, as well to complete a major overhaul of our advising systems andmethods. This

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Brian Savilonis, Worcester Polytechnic Institute; David Spanagel, Worcester Polytechnic Institute; Kristin Wobbe, Worcester Polytechnic Institute

Tagged Divisions

First-Year Programs

Engineering 15% 39% 60% 77% 60% Science/Math 80% 58% 30% 21% 31% Other 5% 3% 9% 2% 8%PTW was disproportionately male (77%), while GC tracked the gender ratio of the First Year Page 15.472.7class as a whole (see Table 3). HTW and FTW were disproportionately female relative to theentering class. We speculate that there are two not unrelated underlying reasons for the biases:the students select courses that reflect their disciplinary interests and/or the students choose

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicky Wolmarans, University of Cape Town, Department of Civil Engineering and Centre for Research in Engineering Education (CREE); Corrinne Shaw, University of Cape Town, Department of Mechanical Engineering and the Centre for Research in Engineering Education (CREE)

Tagged Divisions

First-Year Programs

together, with recognition of themultidisciplinarity of many problems. S2: it obviously needs to stand, and the, the structure needs to hold, that is the key, but it needs to, the impact it has is how people are going to see it and how people are going to interact with your structure, and that is going to be what reflects the success of your structure.But a sense of how to balance conflicting requirements is missing. In fact satisfying the needsof people is often seen to compromise “good science”: S6: that water is clean but - it is clean but it smells - they have to add some chemical to help it smell nice but as engineers they know that it is clean, it doesn't have to smell nice, it can look green but it is

Conference Session

Design in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Michael Pacella, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

First-Year Programs

inexpensively and efficiently build something toaccomplish a set objective given a series of problem constraints. The design project alsorequires students to evaluate and reflect on not only their own work, but the work of theircolleagues in the class as well. The skills of synthesis and evaluation later becomecrucial as students progress through their years as upperclassmen and enter the researchor industrial fields. My own experience in undergraduate research and advancedengineering courses, particularly the senior design course, has clearly demonstrated this. The design project also fosters the development of communication skills in youngengineers. By working in diverse design groups of 4-6 students as part of a discussionsection of ~30

Conference Session

FPD V: Gender and Engineering Education: A Panel Discussion and Workshop

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Caitrin Lynch, Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Lynn Andrea Stein, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs, Women in Engineering

-analysis andaligning one’s intent with positive micro-messaging, engineering educators may begin theirjourney towards creating positive classroom environments for women and other marginalizedgroups. By effectively using micro-affirmations, clearly delineating parameters of acceptablebehavior (e.g., rendering micro-inequities visible), and making a conscious effort to view theeducational environment through the eyes of non-privileged groups, engineering faculty andmentors will make a great impact for all students, especially women. The power and effect ofchanging one’s language and subtle behaviors cannot be emphasized enough.A further step would be to move beyond individual reflection and behavioral changes to begindiscussing issues of privilege

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 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

theengineering fields so our students are engaged and excited about their chosen field of study byseeing and discussing the end product of the industry‟s efforts.Collaborating with engineering success coursesIn reflecting on the Freshman Career Exploration Evening, it occurs to us that the event seems tohave taken place in a vacuum with little actual and deliberate ties to other experiences that our Page 22.768.10engineering freshmen encounter. With this in mind, the Engineering Career Center is developinga multifaceted freshman career exploration curriculum that will be plugged into the engineeringsuccess courses starting the fall of 2011. The Freshman

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Mark Embree, Rice University; Maria Oden, Rice University

Tagged Divisions

First-Year Programs

with many common tools andbecome more familiar with the OEDK and its resources. During the prototyping phase of ENGI120, the fabrication mentors offer office hours in the OEDK to help the design teams constructand test their prototypes.Assessment of ENGI 120 ProgramStudent SurveysAssessment was conducted at the end of the semester. In the survey, student perception onimprovements in skills, including engineering design, problem-solving, technical writing, andteamwork was probed. Student’s self-efficacy toward engineering and their decision-makingregarding an engineering major were also probed. The authors recognize that these data are self-reported, and may not reflect actual improvement in skills.The students’ perceptions of how they are

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Divisions

First-Year Programs

successfully able to begrouped into the major categories. These responses included being able to correctly cite works,having ambition(!), being able to see deception in an argument and being involved in classactivities. Page 25.1350.7Global awareness (3.0%)The last category focused on engineers being aware of the linkage between their work and theneeds of the society at large. It was a surprise at first that so few respondents mentioned this,but, on reflection, it may indicate that this is not a skill or attribute particularly lacking in today’smore globally aware student body. This is assumed to be a good omen!Discussion of Pareto application and Use

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beverly K. Jaeger, Northeastern University; Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

,immersive or integrated.Post-Survey. Reflection, review, feedback, assessment, and iteration are familiar elements to students inthe Northeastern University Engineering Program. As such, following completion of the machine scienceactivities in each section of the course, students again completed a survey to evaluate specific componentsof the machine science initiative. Likert-style and open-ended questions focused on amount learned, skillsacquired, pace of instruction and the learning experience, quality of support materials and tutorials,potential applications, the prospect of continuing the module in future course offerings, and suggestionsto improve implementation. Appendix B contains the full questionnaire.Results and DiscussionPre-Survey

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell Pryor, University of Texas, Austin

Tagged Divisions

First-Year Programs

semanticsdictate – distinguish between procrastination, deferment, or scheduling issues. On area of futurework under consideration is customizing student surveys after each module to discern this datafrom the student. The survey questions could be modified to for students either rapidly or slowlycompleting different units. Such questions, could prompt students to reflect on their own withrespect to their pace and potentially self-improve behavior. It additionally could help coursedevelopers to generate a more complete picture of student effort and improve course content.Bibliography 1. Cuseo, J., 2007, “The Empirical Case Against Large Class Size: Adverse Effects on the Teaching, Learning, and Retention of First-Year Students. Journal of Faculty

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

First-Year Programs

meta-analysis study reveals that sleep duration and sleepiness have asignificant negative relation to school performance 13. Another review study also concludes thatstudents’ sleep duration and quality is related to students’ academic performance and learningcapacity 14.Chronotype, a biological attribute of human beings, reflecting the time of the day their functionsare active or reach a certain level and its relationship to preferred time to wake up, study, retire,etc. is well studied 15. Individuals vary from extremely early types to extremely late types 16, 17.Early chronotype individuals tend to get up early in the morning and have difficulty staying uplate at night. On the contrary, late chronotype individuals tend to get up late in the

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Robert Ricks, Southern Illinois University, Carbondale; Rhonda Kowalchuk, Southern Illinois University, Carbondale; John Nicklow, Southern Illinois University, Carbondale; Loen Graceson-Martin, Southern Illinois University, Carbondale; Lalit Gupta, Southern Illinois University, Carbondale; James Mathias, Southern Illinois University, Carbondale; Jale Tezcan, Southern Illinois University, Carbondale; Kathy Pericak-Spector, Southern Illinois University, Carbondale

Tagged Divisions

First-Year Programs

establishaccountability guidelines for my mentees,” with mean of 3.50 (sd = 0.98), and item 55, “Iencouraged my mentees to reflect on their progress toward their goals,” with mean of 3.63 (sd =0.92). Page 14.185.13Table 9Miscellaneous Aspects of the Peer Mentoring Experience Percent of Responses (n = 24) # Item M sd SA A N D SD NR 41 I was able to answer mentee questions about university life 4.25 0.61 33.3 58.3 8.3 0.0 0.0 0.0 43 I was able to assist