Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

Hawkins is a Graduate Teaching Assistance in the Engineering Fundamentals Department at the University of Louisville. A PhD student in Electrical and Computer Engineering, he received both his B.S. and M. Eng. from the University of Louisville in the same field. His research interests include power electronics and controls, as well as engineering education for first-year students.Ms. Teresa Lee Tinnell, University of Louisville Terri Tinnell is a STEM Education Curriculum and Instruction PhD Candidate and Graduate Research As- sistant at the University of Louisville. Research interests include: interdisciplinary faculty development, first-year engineering student retention, STEM teacher education, and collaborative, team

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Gerold Willing, University of Louisville; Thomas D. Rockaway, University of Louisville

Tagged Divisions

First-Year Programs

, but are very difficult to quantify.1. Introduction Page 26.1221.2The Partnership for Retention Improvement in Mathematics, Engineering, and Science(PRIMES) is a University of Louisville cross-college collaboration aimed at reducing attritionamong our STEM majors. This project unites faculty from the College of Arts & Sciences, theJ.B. Speed School of Engineering, and the College of Education and Human Development intackling identified hurdles that contribute to poor retention (and thus low graduation rates) in ourrespective undergraduate STEM programs. PRIMES’ goals are quite simple: 1. Increase by 25% the number of Bachelor’s degrees

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

Tagged Divisions

First-Year Programs

opportunities during all four academicyears4. Our goal is to expose students to their future role as global engineers where they will berequired apply technology to balance impacts associated with the three pillars of sustainability—economic, environmental, and societal—to create safe and sustainable designs.As our first graduating class became seniors, we recognized that we could improve on thestudents’ ability to discover and understand their identity as the Engineer of 2020. Consequently,we became aware of the need to revamp the introduction to engineering course. While the initialcourse focused on developing strong analytical skills, creativity, communication, strong sense ofprofessionalism, and versatility—all skills of the Engineer of 20201—the

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

their academic majors. This isparticularly important to increase retention among under represented minorities (URM) andensure diversity among the population of students.Figure 1: Retention data for all new freshmen that start their mathematics coursework with Math1825. Term/semester 12 retention rate for these students is under 10%. The decision to admit tothe engineering major is nominally made near Term 7.The COE at MSU has developed two programs that address impediments faced by students fromeconomically disadvantaged areas. Students from low socio-economic areas are recruited by theDiversity Programs Office (DPO) to take part in a summer bridge experience that includesacademic pre-classes and social network building. The capacity of the

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

identities and life experiences as well as engage in dialogueabout “societal issues such as politics, racism, religion, and culture that are often flashpoints forpolarization and social conflict” [3]. This process typically focuses on goals of advancingcompassion, empathy, cross-cultural understanding, advocacy, social justice, and social change.Research has shown that intergroup dialogue in the higher education context can have significantand positive impacts on student development, increasing student motivation, learning, andacademic achievement [1] - [2], [5]. Through engagement in intergroup dialogue, studentsbecome more self-aware in their own social identities, and build knowledge about other socialidentity groups. By developing this knowledge

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

discipline-specific groups. The next component was integrating the use of community building strategies in the SI Leaders’ lesson plans. Leaders create their lesson plans the week before conducting sessions and submit them to their graduate supervisor or SI Coordinator for feedback and revision. The lesson plan template for fall 2020 was edited to include a section where the SI Leaders were required to detail and describe the community-building strategy they chose to use that week. As each session had the same cohort of students, the SI Leaders were able to conduct activities that went beyond the superficial icebreaker and develop a cohesive community within each cohort. We determined that limiting the number of students to 12 per

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Knaphus-Soran, University of Washington; Ann Delaney, Boise State University; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Jana Milford, University of Colorado, Boulder; Donna C. Llewellyn, Boise State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Michelle Ferrez, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

research interests include retention, mathematics and materials science teaching and learning, first-year programs, accreditation, and faculty development.Prof. Kevin Pitts, University of Illinois, Urbana-Champaign Vice Provost for Undergraduate Education, Professor of PhysicsDr. Michelle Ferrez, University of California, San Diego Michelle is currently the Director of the IDEA Engineering Student Center at UC San Diego, Jacobs School of Engineering (Inclusion-Diversity-Excellence-Achievement). Dr. Ferrez has twenty three years of experience on diversity in STEM access, retention, and success programs in higher education (4 year and community colleges), K-12 and graduate student pipeline programs, and the role of four

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Richard Cassady, University of Arkansas; Gigi Secuban, University of Arkansas

Tagged Divisions

First-Year Programs

importantly, the FEP staff works closely with theCollege of Arts and Sciences to implement block scheduling for the Fall Semester. In the blockscheduling system, each FEP student is assigned to a block consisting of approximately 22students. All students in a given block have identical class schedules (except for electives).The Freshman Engineering Student Services ProgramThe FESSP provides proactive support to FEP students through summer orientation, academicskills and personal wellness workshops, academic advising, peer mentoring, supplementalinstruction and tutoring, an academic living-learning community, and extracurricular activities. Page

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

retention and progression through STEM pathways. This research team found itself, like many other institutions and instructors, at thecrossroads of online learning environments, social and educational inequities and historicallydifficult course content, with all the difficulties and opportunities that these components afford.This unique course taught online for the first time, with a depth and breadth of programmingcontent, can be challenging for all students but can especially halt underrepresented studentsprogress through their engineering coursework and ultimately prevent them from achievingsuccess in engineering. In an already challenging semester -- a pandemic which causeduniversity closure and completely online instruction -- our

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Carson Lee Running, University of Notre Dame; Xiaojing Duan, University of Notre Dame; G. Alex Ambrose, University of Notre Dame

Tagged Divisions

First-Year Programs

Education, Schooling, & Society and Computing & Digital Technologies Departments. In addition, he is a faculty fellow of the Institute for Educational Initiatives and Notre Dame Initiative for Global Development. In both his research and his teaching, Alex works to advance his mission: to fight for and create the conditions necessary for the liberation of learning and the alleviation of unnecessary anxiety and harm in education, for both students and faculty. Alex envisions his role as that of a learning experience architect, pioneering more inclusive and authentic assessment through technology. His current research focuses on applied learning research, design, and evaluation, including learning analytics, flexi

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda S Zarske, University of Colorado, Boulder; Janet L Yowell, University of Colorado Boulder; Samantha Maierhofer, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

for SWE, and on the development team for the TeachEngineering digital library. Her primary re- search interests are on student identity, recruitment, and retention in K-12 and undergraduate engineering.Ms. Janet L Yowell, University of Colorado Boulder Janet serves as the Associate Director of K-12 Engineering Education for the College of Engineering and Applied Science at the University of Colorado Boulder. Involved since 2000, she collaborates on the College’s ambitious K-12 engineering initiatives, including their capacity-building and school partner- ship programs. She coordinates the Integrated Teaching and Learning Program’s NSF-funded TEAMS Program (Tomorrow’s Engineers. . . creAte. iMagine. Succeed.) which

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University

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First-Year Programs

findings from the culminating third year of a three-yearNSF-funded project to improve introductory engineering courses at two universities carried outby the interdisciplinary team.Engineering InstructionThe field of engineering education has changed from its 19 th-century emphasis on industrialskills to the post-World War II focus on scientific and mathematics skills to a shift in the 1970sand 1980s that centered on such skills as critical thinking, communications, and team work. 16Recent industry reports indicate that engineering graduates are lacking in the areas of creativethinking and design, communication, and other professional skills.9 Graduates have been foundto be weak in their understanding of certain engineering processes and to lack

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Hylton, Ohio Northern University; Todd France, Ohio Northern University; Louis A. DiBerardino III, Ohio Northern University

Tagged Divisions

First-Year Programs

Paper ID #17981Impact of Various Pedagogies on Design Confidence, Motivation, and Anxietyof First-Year Engineering StudentsDr. James Blake Hylton, Ohio Northern University Dr. Hylton is an Assistant Professor of Mechanical Engineering at Ohio Northern University. He pre- viously completed his graduate studies in Mechanical Engineering at Purdue University, where he con- ducted research in both the School of Mechanical Engineering and the School of Engineering Education. Prior to Purdue, he completed his undergraduate work at the University of Tulsa, also in Mechanical En- gineering. He currently teaches first-year

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

and educate future engineers1,2. Of specificconcern is the ability and capacity of four-year institutions to educate and supply this demand2.In an effort to meet the rising demands for engineers, the University of Nebraska-Lincoln (UNL), in partnership with the state’s six community colleges, sought to increase the number ofcommunity college transfer students entering into the College of Engineering (COE). This effort,leveraged through a National Science Foundation Science, Technology, Engineering, andMathematics Talent Expansion Program grant (STEP), developed and institutionalized aneffective pathway for community college students to complete select freshman and sophomoreengineering courses that transfer to the university’s COE. However

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach

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First-Year Programs

and subsequentPhysics II course and corequisite Calculus I grades. The findings provide information that can beused by other institutions of similar size and scope to examine the structure of their first yearcourses in engineering, initiate university policies, and develop interventions to support math,physics, and overall graduation success.IntroductionThe first year coursework, similar in most engineering curriculums, involves a series ofintroductory engineering design, graphical communication, and programming courses. Inaddition students are required to complete Calculus I and Physics I as a prerequisite to CalculusII and Physics II which are themselves prerequisites to advanced engineering science courses(i.e., statics, dynamics, fluid

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University

Tagged Divisions

First-Year Programs

. Dowling and J. Zhou, "The Power of an Idea: The International Impacts of theGrand Challenges for Engineering," Engineering, vol. 2, pp. 4-7, 2016.[3] National Academy of Engineering, "NAE Grand Challenges for Engineering," vol. 2016,2008.[4] D. Kilgore, B. Sattler and J. Turns, "From fragmentation to continuity: engineering studentsmaking sense of experience through the development of a professional portfolio," Studies inHigher Education, vol. 38, pp. 807-826, 2013.[5] M. Eliot and J. Turns, "Constructing professional portfolios: Sense-making and professionalidentity development for engineering undergraduates," J Eng Educ, vol. 100, pp. 630, 2011.[6] J. Turns, B. Sattler and D. Kilgore, "Disciplinary knowledge, identity, and navigation

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie R. Gomez, University of New Mexico; Sophia Bowers, University of New Mexico; Abhaya K. Datye, University of New Mexico; Paige Prescott, University of New Mexico; James Scacco, University of New Mexico; Jordan Orion James, University of New Mexico; Nicolai Loner, University of New Mexico

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Diversity

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First-Year Programs

. A member of the Grand Portage Band of the Lake Superior Chippewa Jordan obtained both his Masters of Community & Regional Planning and Bachelors of Media Arts from the University of New Mexico, Albuquerque where he lives with his wife and three daughters.Mr. Nicolai Loner, University of New Mexico c American Society for Engineering Education, 2017 Asset-based design projects in a freshman level courseAbstractThis Complete Research paper describes how we identified diverse student assets and redesigneda first year course to develop professional engineering identity. Despite many efforts to diversifyengineering, first-generation college attendees, non-traditional students, and students

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

First-Year Programs

UC Berkeley and has been a faculty in the mechanical Engineer- ing Department at Texas A&M University. He is one of the curriculum coordinators for the freshman engineering program of the Dwight Look COllege of Engineering at Texas A&M University,Jefferey E. Froyd, Texas A&M University Jeffrey E. Froyd is the Director of Faculty Climate and Development at Texas A&M University. He served as Project Director for the Foundation Coalition, an NSF Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized their undergraduate engineering curricula, and extensively shared their results with the engineering education community. He co-created the

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech; Cherie D. Edwards, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech; Diana Bairaktarova, Virginia Tech

Tagged Divisions

First-Year Programs

student identities is crucial for engineering classrooms. TheCommittee on the Guide to Recruiting and Advancing Women Scientists and Engineers inAcademia presented a report which states that the first-year programs are critical for retention ofminorities in engineering classrooms and that building strong engineering identity through thefirst-year courses can help facilitate inclusion of minorities [5]. Pedagogically too, inter-disciplinary-design and problem-based learning environments such as the one afforded in thisremedial spatial visualization course have been shown to facilitate identity development andidentity retention amongst individuals in the engineering classrooms [3, 6]. Recognizing therelevance and significance of identity formation

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aamir Fidai, Texas A&M University; Samiha Momin; Asma Salim Maredia, Texas A&M University; Insha Ashirali Umatiya

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First-Year Programs

) design and b) control dimensions of first-year engineering education References[1] R. M. Marra, B. Palmer and T. A. Litzinger, "The effects of a first‐year engineering design course on student intellectual development as measured by the Perry scheme," J Eng Educ, vol. 89, (1), pp. 39-45, 2000.[2] F. Ö Karataş, G. M. Bodner and S. Unal, "First-year engineering students' views of the nature of engineering: implications for engineering programmes," European Journal of Engineering Education, vol. 41, (1), pp. 1-22, 2016.[3] M. J. A. Brey, M. D. Mizzy and R. Goldberg, "A maker-in-residence program to build a community of makers," in ASEE Annual Conference & Exposition, 2017.[4] *E

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

practice: Learning, meaning, and identity,” New York Cambridge, 1998.[21] M. Cox, “Introduction to faculty learning communities,” New Dir. Teach. Learn., vol. 2004, no. 97, pp. 5–23, 2004.[22] L. Richlin and M. D. Cox, “Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities,” New Dir. Teach. Learn., vol. 2004, no. 97, pp. 127–135, 2004.[23] M. Borrego and C. Henderson, “Increasing the use of evidence‐based teaching in STEM higher education: A comparison of eight change strategies,” J. Eng. Educ., vol. 103, no. 2, pp. 220–252, 2014.[24] M. J. Miller et al., “Pursuing and adjusting to engineering majors: A qualitative analysis,” J. Career Assess., vol. 23, no. 1, pp

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Jan Collins-Eaglin, Michigan State University; Nathaniel Ehrlich, Michigan State University; Denise Fleming, Michigan State University; Timothy Hinds, Michigan State University; Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

First-Year Programs

AC 2009-864: CONNECTOR FACULTY: A FRIENDLY FACE FOR EARLYENGINEERING STUDENTSDaina Briedis, Michigan State University Dr. DAINA BRIEDIS is an Associate Professor in the Department of Chemical Engineering and Materials Science at Michigan State University. Dr. Briedis has been involved in several areas of education research including student retention, curriculum redesign, and the use of technology in the classroom. She is a co-PI on two NSF grants in the areas of integration of computation in engineering curricula and in developing comprehensive strategies to retain early engineering students. She is active nationally and internationally in engineering accreditation and is a Fellow of

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

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First-Year Programs

aids to enhanced student learning.Dr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Reeping, University of Michigan

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada, Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

likelihood to accomplish a task.Physiological states that are experienced by an individual during an activity such as emotions orstress also have been shown to impact one’s self-efficacy [15].In an effort to relate the self-efficacy aspect of cognitive career theory to engineering students’ andengineers’ perceptions of important skills and abilities Winters et al. [9] conducted a longitudinalstudy. This research study questioned engineering students about their perceived importance ofvarious abilities such as math, science, and business. The individuals were surveyed throughouttheir undergraduate education and then again four years post-graduation. The researchersdetermined that as students’ progress through their undergraduate engineering education

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; Susan Donner Bibeau, U.S. Coast Guard; K.L. Burns, U.S. Coast Guard Academy; Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy

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First-Year Programs

instruction program9, and high intensity collaborative learning based onthe Treisman model10. Student professional organizations have been employed to conductoutreach, build community and act as a recruiting and retention hub 11-14. Studies to define bestpractices have been conducted15-16 and the question of commitment to an engineering majorbefore enrolling has been investigated17. The first-generation college students population hasbeen given additional scrutiny for encouragement to study engineering as colleges anduniversities have attempted to draw in engineering students through the community or juniorcolleges 18-20. More recently, community colleges and baccalaureate institutions havecollaborated to deliberately design practices and coursework

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Colarado State University; Tammy Lynn Haut Donahue, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Divisions

First-Year Programs

Paper ID #18212An Active Learning Environment to Improve First-Year Mechanical Engi-neering Retention Rates and Software SkillsBenjamin B. Wheatley, Colarado State University Benjamin Brandt Wheatley was awarded a B.Sc. degree in Engineering from Trinity College (Hartford, CT, USA) in 2011. He spent one year in industry at a biomedical device company before returning to graduate school. He is a doctoral candidate in the Department of Mechanical Engineering at Colorado State University (Fort Collins, CO, USA). His engineering education areas of interest include cultural competency, active learning approaches as they

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

university?”The large southwestern university engineering leadership team chose to address the need forchange using a deliberate “re-building strategy” [1]. This choice involved invoking “a processoriented approach to the remaking of a curriculum…, involving external stakeholders. Thisapplies sound systems engineering principles to the engineering curriculum itself” [1].“The re-building strategy…is a fundamental change of academic view linking academia withsocietal context and needs…by emphasizing a shared set of values, identity and commitment. Itis about educating engineers who will become change agents after graduation, with anunderstanding of stakeholder needs and the wider societal impact of engineered systems withinthe innovation process’ [1

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Anne Blackowski, Virginia Tech; Holly M. Matusovich, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

(two courses) and student motivation across multiple years.Motivation is a foundational aspect of a students’ academic development. Students who areintrinsically motivated naturally lean toward academic achievement [4]. This means that studentswill seek their short or long-term educational goals, depending on each student’s definition ofacademic achievement. Students can also be motivated extrinsically through the use of rewardsor praise [5]. Either way, understanding motivation can be useful to students and instructorsalike. There is little work comparing which types of FYE courses and instruction modes are themost motivating to their students [6-8]. Many engineering programs have implemented the FYEprogram in different ways. One way to

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder; Kenneth M. Anderson, University of Colorado Boulder

Tagged Topics

Diversity

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First-Year Programs

engineering, science, and technology to include new forms of communication and problem solving for emerging grand challenges. A second vein of Janet’s research seeks to identify the social and cultural impacts of technological choices made by engineers in the process of designing and creating new devices and systems. Her work considers the intentional and unintentional consequences of durable struc- tures, products, architectures, and standards in engineering education, to pinpoint areas for transformative change.Dr. Beth A. Myers, University of Colorado Boulder Beth A. Myers is the Director of Analytics, Assessment and Accreditation at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ani Ural, Villanova University; Joseph Robert Yost, Villanova University; David W Dinehart, Villanova University; Shawn P. Gross, Villanova University

Tagged Divisions

First-Year Programs

prepare undergraduate students forengineering practice and advanced study in graduate school, it is necessary to build knowledge inthese areas throughout the engineering curriculum, starting from the first year. However, in atypical civil or mechanical undergraduate engineering curriculum, students are not exposed tobasic stress analysis and force-deformation concepts until the second semester of the sophomoreyear. In addition, experimental techniques and finite element modeling are mostly covered in thejunior and senior years. Interestingly, the fundamental concepts central to much of this coursework are understood much earlier in the students’ education. That is, students understand fromobservation and common experience the meaning of concepts