Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University

Tagged Divisions

First-Year Programs

engineering programs having a first-year engineering course (Chen, Brawner, Ohland, & Orr, 2013), there are needs to conduct moreformal research within the first-year engineering space. One specific need is for a program-wideassessment and evaluation plan that goes beyond student-learning objectives and incorporatesprogrammatic initiatives such as increased retention and student motivation. These student-growthobjectives are often missing in an assessment plan for first-year engineering.Literature ReviewFirst-Year Engineering ProgramsFirst-year engineering (FYE) programs have a wide variety of goals and outcomes for theirstudents. There is no one model that fits all programs’ approach, and the structure and content ofeach program depend upon the

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

regulation of cognition(planning, monitoring, controlling, evaluating). With permission, we included their SkillfulLearning video modules in our learning strategies course and used selected supplementalresources in instruction.This paper will explain the course design with Entangled Learning as the underlying pedagogyand the use of the Skillful Learning metacognitive instruction resources developed byCunningham, Matusovich, and Blackowski. We will present an analysis of first-year generalengineering students’ ability to engage in practices to promote metacognitive awareness.Analysis of quantitative and qualitative data will inform a discussion of the effectiveness of ouruse of the Cunningham, Matusovich, and Blackowski materials with our first

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

 is also used in group advising sessions. The goal of group advising is to communicate the basic information students need to start prepare their study plans.  Social Constructivism is an advising approach that is based on the concept that learners build (or construct) knowledge based on what they already know or believe. In a Social Constructivist approach to advising, the adviser takes time to understand what a student already knows, or believes, about their educational experience, and helps the student build on that knowledge. In this approach, the student can seek out knowledge from multiple sources, and verify what he thinks he knows with his adviser.   Each of these advising approaches is used within Northwestern

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University; Lauren Corrigan, Parker School Hawaii

Tagged Divisions

Design in Engineering Education, First-Year Programs

course. The first-year engineering program atThe Ohio State University provides honors students with the opportunity to engage in anintensive design-and-build robotics project. The primary educational objective of this course isto give students a realistic engineering experience, so that at the end of their first year, they canmake educated decisions about whether engineering is the profession they want for themselves,and, if so, what particular engineering discipline they want as a major. To that end, the projectincludes many aspects of real-world engineering, including teamwork, budgeting, planning aproject schedule, communicating orally and in writing, documenting, programming amicrocontroller, constructing and wiring a device, and, of course

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Frank J. Marsik, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Elizabeth Mann Levesque, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

, visioning and decision-making.The content that students explore within these themes is intended to encourage the developmentof self-authorship, a critical foundation to decision-making for first-year students [2]. At the endof the course, students design a Personal Action Plan for their educational experience at theUniversity of Michigan.The structure of the course has been substantially revised to align with these themes as part ofthe Foundational Course Initiative. The course includes two primary structural elements:synchronous, weekly discussion sections and asynchronous, self-paced online modules. Thisformat is designed to provide choice within a well-defined structure and to support the courselearning goals, particularly those related to self

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Silas Bernardoni, University of Wisconsin- Madison; Amit Nimunkar, University of Wisconsin - Madison; John Murphy, University of Wisconsin- Madison; Sandra Courter, University of Wisconsin - Madison

Tagged Divisions

First-Year Programs

AC 2008-2627: STUDENT-INITIATED DESIGN AND IMPLEMENTATION OFSUPPLEMENTAL HANDS-ON FABRICATION TRAINING CURRICULUM IN ANINTRODUCTION TO ENGINEERING DESIGN COURSE: A TQM APPROACHSilas Bernardoni, University of Wisconsin- Madison Silas Bernardoni is a fifth year senior studying Industrial and Systems Engineering at the University of Wisconsin Madison, College of Engineering. Design and fabrication has been one of his main activities and hobbies his entire life while growing up on a farm in rural Wisconsin. He has been on the Intro to Engineering Design teaching team for two years and is currently the Lead Student Assistant in charge of planning and coordinating all fabrication training and

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica B. Setien, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Matthew B. A. McCullough, North Carolina Agricultural and Technical State University; Stephen B. Knisley, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

various aspects of their academic and personal life to before and during the pandemic.Questions ranging from current schoolwork, to future plans and well-being are addressed. Thisinformation may inform both long-term and immediate changes that universities and instructorsmay be able to take to improve student learning outcomes and experiences within engineeringprograms.Methods An initial online survey was sent to 383 students among eight different sections of a first-year engineering course that was being conducted in a 100% remote learning environment duringthe Fall 2020 semester. The online questionnaire included a total of 10 COVID-related questions,each on a 5-point Likert scale. The questionnaire asks questions related to student

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Michelle Soledad, The Ohio State University; Tamoghna Roy, DeepSig Inc.; Homero Murzi, Virginia Polytechnic Institute and State University; Tamara Knott, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

and sentiments from student responses visually, to inform a novice-led analysis toultimately help with course planning for future semesters.Keywords: COVID-19, First-Year Engineering, Machine Learning, Sentiment Analysis, AssessmentIntroductionWe consider integrating student feedback and experiences into course planning as critical, since studentsare an important stakeholder in the learning environment (Lattuca and Stark 2009). Our approach ofusing heuristic approaches through automated tools to enable faster preliminary insights from studentresponses may be a first step towards helping instructors and administrators make informed decisions fortheir courses. Amplifying students’ voices and allowing them to significantly contribute to

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Ding Yuan, Colorado State University - Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

First-Year Programs

Paper ID #7872Incorporating a Sustainability Module into an Introduction to EngineeringCourseDr. Leonardo Bedoya-Valencia, Colorado State University, Pueblo Leonardo Bedoya-Valencia is an Assistant Professor at the Department of Engineering at Colorado State University, Pueblo. He received his M.Sc. in system engineering and his Ph.D. in engineering manage- ment from the National University of Colombia and Old Dominion University, Norfolk, VA, respectively. His research interests include scheduling, operations research, and modeling and simulation in health care and energy planning. He has participated in several funded

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

undergraduate engineering portfolio. 5. Students learn from industry partners the skills that are important to an engineer.Besides the formal outcome intended for our freshmen, the Engineering Career Center utilizedthe event as a relationship-building opportunity with our industry partners, while they benefitedthrough brand recognition and building relationships with future engineers.The Second Annual EventGiven that the 2010 Freshman Career Exploration Evening was a pilot event and that theEngineering Career Center had little more than a month to plan and execute the event, there weremany lessons learned. Feedback from students, faculty, industry representatives, and schooladministration greatly informed our planning for the second annual event

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Steven J. Skerlos, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Abby M. Chapin, University of Michigan; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

program and plans to pursue further educational and career opportunities involving human-centered design, product development, and global health.Frank J. Marsik, University of Michigan Frank Marsik is the Faculty Director of First Year Student Engagement in Undergraduate Education within the University of Michigan, College of Engineering. He received his PhD from the University of Michi- gan. In addition to serving as the primary instructor for ”Engineering 110: Design Your Engineering American c Society for Engineering Education, 2021 Paper ID #34818Experience”, he also teaches a

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Dawn Laux, Purdue Polytechnic Institute; Tejasvi Parupudi, Purdue University; Asefeh Kardgar, Purdue Polytechnic Institute, West Lafayette; Sarah Knapp, Purdue University

Tagged Divisions

First-Year Programs

organize andteach paired sections of Technology, English, and Communication courses. All 3 classroominstructors in each set of sections work together within the Integrated First-Year Experience,which ultimately aims to tie essential skills and concepts from the humanities and STEM fieldsto realistic global problems and contexts. The program was implemented for more than 500 first-year students in each academic year (2015–16 and 2016–17). Our research responds to questionsabout the potential for integrated courses to improve students’ conceptual learning andengagement with the university, and about the most effective ways for instructors andadministrators to plan, support, and implement this kind of integration. We demonstrate thepotential for

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-learning communities for engineeringundergraduates at Virginia Tech. These living-learning communities were created to providesocial and academic support for first-year female and male engineering students. Combined,these learning communities now support over 600 students, the majority of whom are enrolled intheir first-year of college. This also includes a large support team of upperclassmen students (i.e.,sophomores, juniors, and seniors) who serve as mentors and committee members.PurposeThe work presented here is part of a multi-year plan to impact every student involved in either ofthe living-learning communities. In this paper, we describe the work to date, which includes ourcollaboration with faculty in the field of sociology to develop the

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

what they wanted to happen on their first round of exams, (2) a traditional examwrapper activity recounting their preparatory behaviors and learning strategies and the results oftheir exams, and (3) a reflection on what was learned from the experience, and (4) a plan forimprovement for each of their STEM courses. This process is repeated following the secondround of exams.One modification of the exam wrapper between its first and second implementation was theintroduction of the after-action review terminology. In order to emphasize the students’professional development as engineers, the experience with exam wrappers was framed as afour-stage after-action review. After-action reviews are used to debrief the process andperformance on a training

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

materials and learning spaces that stimulate serious play. Page 25.845.1 c American Society for Engineering Education, 2012 Introducing Memo Writing and a Design Process with a Four-Week Simulator ProjectIntroductionFirst-year engineering courses often include design projects to help spark students’ interest andto introduce them to the broad range of issues engineers face. These projects introduce studentsto the many “soft skills” required of an engineer including judgment, idea generation,communication, planning and organization.This range of skills is difficult

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Steve Haisley Patchin, Center for Pre-College Outreach - Michigan Technological University; Kimberly D'Augustino; Cody J Kangas, Michigan Technological University

Tagged Divisions

First-Year Programs

project.I liked designing our own impeller / wind 77.5% 80.1% 93.8%turbine blades / artificial leg.I would like to see more interactive designprojects in the first-year engineering courses 96.0% 81.4% 86.6%that combine physical testing, modeling, anddesign. Page 23.953.3The original plan was, once the projects were developed, to post them on Engineering Pathway(part of the National Science Digital Library) 4 and MERLOT 5 Both of these online

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

“boost”. The boost strategy incorporated in the current work involves the use of an emailcommunication to identified students. The correspondence, which is outlined in further detail inSection 6.2, also asks the students to create a customized, personal action plan. As noted above,this study (which was the first iteration of the boost for this course), focused on implementingmethodologies that could be scaled to other universities by other professors. With this in mind,the boost was done in a way to create minimal extra requirements to students and courseinstructors.4 Context and Framework4.1 Research QuestionsIn order to evaluate the effectiveness of the current study, the authors focused on the followingtwo research questions: 1. RQ1

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

,this program is engineering discipline specific, open only to incoming students enrolled in thefall semester, and it is closely tied to the first engineering course offered at the university. Bootcamps at University of California, Santa Barbara (UCSB) and University of Washington (UW)are similar, but they focus on Math and Writing or Science and Math respectively [15], [16],which means that students will not necessarily meet others in their major.All incoming freshmen engineering students are encouraged to apply to E-FIT, which is designedto suit students of all ability levels. Currently, there is space for 132 students (approximately20% of incoming engineering students) to participate, but the program plans to be available to allincoming

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian Scott Robinson, University of Louisville; Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; James Christopher Foreman, University of Louisville

Tagged Divisions

First-Year Programs

. For example, the tool cabinet facing the pod that houses teams 1-4, hasfour distinct shelves labeled for each team; the shelve reserved for team 1 is shared amongstteam 1 members across all six classes, and so on for each additional team within each class.Some of the items supplied within these tool cabinets include hand tools, non-consumablesupplies for experimentation, and binders containing hard copies of lesson plans. Also locatedwithin the EG makerspace are team cabinets that store individual team totes. Team cabinets aresupplementary to the tool cabinets and respective totes store items that are not conducive tosharing amongst other teams, such as individual safety glasses, electronics components, and partsused to construct individual

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sydney N Hallman, University of Oklahoma; Chad Eric Davis P.E., University of Oklahoma

Tagged Divisions

First-Year Programs

designedto be technically difficult or time consuming for the students. Homework assignments are createdbased on the course objectives and focus on soft-skills that engineering students get minimalexposure to throughout the remainder of their required curricula. Common assignments eachsemester include a Resume Critique, Graduation Plan, and an Engineering Challenges paperwhere students detail the motivations for completing their engineering degree and the challengesthey anticipate in the coming years. Student comments show that the Engineering Challengesassignment in particular really helped give them a “reality check” and exposed shortcomings intheir study habits or their school-work-home balance. Evaluation techniques for the courseinclude

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Steven P. Marra, Johns Hopkins University; Jenna Adele Frye, Maryland Institute College of Art; Edon Muhaxheri, Maryland Institute College of Art; Laure Drogoul, Maryland Institute College of Art

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

Lab II course and the MICA FYE courseswere taught are slightly less than two (2) miles apart.Project PlanningWe began planning the design project in December of 2016. Collaborations between JHU andMICA were not uncommon, and the two institutions continue to work together on variousendeavors (e.g. the JHU-MICA Film Centre). However, this was the first time we, the facultyinvolved in the design project, worked together.We had several reasons for wanting to orchestrate a collaborative design project for our students.The opportunity for our students to work with others from outside of their discipline and culturewas a huge motivator, and we were confident the experience would improve their teamwork,communication, and social/empathic skills. Since

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin J. Reagle, George Mason University; Oscar Barton Jr., George Mason University; Kenneth S. Ball P.E., George Mason University; Sharon A. Caraballo, George Mason University; Abe Eftekhari; Rodolfo Napisa

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Admission Compact The GMU-NOVA Dual Admission Compact for Mechanical Engineering is designed tooutline a pathway from a successful completion of the Associate of Science (A.S.) degree inEngineering to the Bachelor of Science (B.S.) degree in Mechanical Engineering. Dualadmission status consists of non-degree status at GMU for students who are full-time degreeseeking students at NOVA. Access into the Compact is established using the followingeligibility requirements: 1. Plan to earn an Associate of Science (A.S.) degree from NOVA Community College 2. Plan to pursue the Bachelor of Science (B.S.) degree in GMU School of Engineering within one year of completing the A.S. degree 3. Have earned 18 or fewer transferable college credits

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

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; Bob Brennan, 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 in- terpreting 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 completing her honours degree under the supervision of Dr. Thomas O’Neill at the Uni- versity of Calgary looking at the influence processes in teams. She has been working with the Schulich School of Engineering for

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Corey Kiassat, Quinnipiac University; Ruby ElKharboutly, Quinnipiac University

Tagged Divisions

First-Year Programs

. These initiatives are pilot for a First-year Academy (FA) program that we plan to offer starting next year to increase the school retention rate. The three initiatives target social, metacognitive and academic skills. The first initiative is a mentoring program; the second a metacognition course; and the third an online mathematics help module. This paper discusses each initiative, the lessons learned, and the plan for moving forward.1. Introduction 1.1. Background At the School of Engineering at Quinnipiac University, a private university in northeastern United States, we have set a short-term target rate of 90% for first-year students in making a successful transition through their first year. We plan to conduct the First

Conference Session

Design in the First Year

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

details will include the bridge specifications and criteria, and results of testing. In order to assess thesuccess of specifying the criteria, basic bridge designs will be presented. Finally, specific studentevaluation data and descriptions of successes and future implementation plans from the instructor’sviewpoint will be presented.IntroductionRecruiting engineering students has become a major challenge. Recent news about factories movingoverseas and the outsourcing of jobs may easily give high school students the perception that our nationalindustries are decaying, which makes the college of engineering a less attractive destination and a careerin engineering very unlikely.While recruiting engineering students is no easy task, retaining them is

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University - West Lafayette; Andrew Jackson, Purdue University - West Lafayette; Dawn Laux; Max Renner, Purdue Polytechnic Institute, Purdue University

Tagged Divisions

First-Year Programs

of the curriculardisconnect with first-year students who often did not see any engineering faculty for most oftheir first two years of study” (p. 103). Efforts to re-envision engineering programs and integratecore principles of engineering and design more consistently throughout students’ undergraduatecareers aim to improve and make engineering education more effective overall, but may notalways succeed. Often such efforts are highly demanding in terms of logistical planning,institutional support, and instructor commitment, as Hirsch et al.13 recognized. Combiningresources across colleges or schools provides great opportunities for interdisciplinary, cross-college instruction, but also comes with complexities and potential costs

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Neeraj Buch, Michigan State University; Amanda Idema, Michigan State University; Cynthia Helman, Michigan State University

Tagged Divisions

First-Year Programs

related to the failure of New Orleans levees in hurricane Katrina. As Associate Dean, he oversees curriculum, advising, career planning, study abroad, early engineering and other related initiatives.Neeraj Buch, Michigan State University NEERAJ BUCH is a Professor in the Department of Civil and Environmental Engineering at Michigan State University. He is also the Director of Cornerstone Engineering and Residential Experience program at Michigan State University. He earned his M.S. degree in pavement engineering in 1988 from the University of Michigan, Ann Arbor and his Ph.D. in pavement and materials engineering from Texas A&M University, College Station, in 1995. Dr. Buch began his

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

AC 2011-497: ENGINEERING STUDENT SUCCESS: AN INTERVENTIONCOURSEDianne Raubenheimer, North Carolina State University Dr. C. Dianne Raubenheimer is Director of Assessment in the College or Engineering and Adjunct As- sistant Professor in the Department of Adult and Higher Education at NC State University. Within the College of Engineering she serves as the coordinator of ABET and other accreditation processes, acts as a resource/consultant to faculty in the different programs, develops and implements assessment plans, and serves as the primary educational assessment/data analyst adviser on the Dean’s staff. A particular interest is in helping faculty to develop and implement classroom-based assessment and action

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Jacob T Allenstein, Ohio State University; Robert B. Rhoads, Ohio State University; Clifford A Whitfield, Ohio State University

Tagged Divisions

First-Year Programs

I feel uncomfortable under conditions of uncertainty (R) Conditions I feel others are in a better position than I am to evaluate my 7 Engaging in Self- success as a student direction It is my responsibility to make sense of what I learn at and Self-evaluation 8 school 9 I prefer to have others plan my learning (R) I seldom think about my own learning and how to improve 10 it (R) 11 I feel I am a self-directed learner Setting Goals

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Bert Davy, Morgan State University; Indranil Goswami, Morgan State University; Jiang Li, Morgan State University; Gbekeloluwa Oguntimen, Morgan State University; Charles Oluokun, Morgan State University; Arcadio Sincero, Morgan State University

Tagged Divisions

First-Year Programs

of jobs openings in STEM areas is five times the number of US studentsgraduating in STEM. The National Science Foundation’s (NSF) “Strategic Plan: FY 2003-2008” acknowledges that tapping the potential in “previously underutilized groups” will becritical for sustaining the technological lead the U.S. enjoys throughout the world (NSF, 2006).National concern has been expressed about the status of the U. S. science and engineering base-specifically the human talent, knowledge and infrastructure that generate innovations andundergird technological advances to achieve national objectives. Analyses have shown that theremay be a significant shortage in the entry level science and engineering labor pool, and thatscientific and technical fields could