Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Hannah Stewart-Gambino, Lafayette College

Tagged Divisions

First-Year Programs

highest. Students’ written commentssuggest the course is achieving its goals: “I learned that engineering is not enough to solvebig problems;” “Even I can think like an engineer and help people;” and “Everyone shouldtake this course.”Future collection of data will offer an increasingly robust picture of student outcomes at thecourse level, but a longitudinal assessment – whether our students are more likely to chooseto participate in Grand Challenges or similar opportunities over their college careers – alsofaces challenges in our campus’ current Banner informational management system. Althoughthe academic data is robust (majors, minors, study abroad and other credit-bearingenrollment), other participation in other activities such as community

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaylee A. Dunnigan, NYU Tandon School of Engineering; Jack Bringardner, NYU Tandon School of Engineering; Gunter W. Georgi, NYU Tandon School of Engineering

Tagged Divisions

First-Year Programs

-levelprojects in the first-year help students take higher level courses earlier on, students can developskills that can last them throughout their lives, and the project experience help them receivecompetitive internships [5,13]. Courses that focus on innovation and novel product developmenthave had success in encouraging their students to be more interested in entrepreneurship andinnovation [1,2,14]. So, [this first year program] aims to provide students with a high-levelacademic project during one of their first semester to provide them with valuable hands onexperience that can help them pursue future academic projects and be qualified for competitiveinternships, both with the end goal of improving their undergraduate career. Studentsparticipating in

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

highlighted that it allowed them to immediately apply what they were learning tosolving simple problems: “I used the practice system every time it was available, because being able to personally use the commands, and having to think about how they were used ahead of time definitely gave me a fuller understanding of how to use the commands involved than just watching someone else use them in the videos.” “The practice app was very useful and I responded well to the hands-on learning strategy. Part of what drew me to engineering as a major and a career is that I learn best while doing. The practice app had a good balance of reading information and applying concepts.”Another benefit students identified was

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette; David A. Evenhouse, Purdue University; Dhinesh Balaji Radhakrishnan, Purdue University; Stephen R. Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

begin their journey to becoming an Engineer in a classroom alongsidedozens, if not hundreds, of their peers. These early courses are intended to present students witha set of core knowledge and skills that will prove useful across all engineering disciplines, thusmolding the foundation of their academic careers. Year by year, thousands of students will gothrough this rite of passage in various class sections, with various instructors, eventuallychoosing between various engineering disciplines. It is not difficult to find examples of academicpublications pertaining to the development, implementation, and performance of what we willcall ‘large format courses’, a core course required for most if not all engineering students, taughtby many

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

traits in recent collegegraduates (Hart Research Associates, 2007). There is no doubt that these expectations arecritical for STEM majors who are entering the ever-changing, high-tech workforce as well asthose pursuing academic careers. In the Engineer of 2020 (2004), the National Academy ofEngineers (NAE) highlighted the importance of education that prepares students for a rapidlychanging, global, technologically advanced, and innovative workplace. In order to be successfulin such an environment the NAE outlined the characteristics of the future engineer. Amongthese characteristics are strong analytical skills, practical ingenuity, creativity, agility, andflexibility.Creative work in most disciplines is more than having eccentric or unique

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

multidisciplinaryengineering problems. It focuses on the engineering design process, teamwork, communication,and other skills that are important for engineers. It also introduces students to tools that will beuseful in their future curriculum and careers. This multidisciplinary course is offered tomechanical, aerospace, chemical, and electrical engineering majors and it meets for one 50-minute lecture and one 3-hour lab each week during a 15-week semester. Students in the courseare given the opportunity to apply the engineering design process, as well as practice and/or learnother important engineering skills by working on a hands-on team-based design project duringthe labs in a makerspace.In the past, various design projects have been implemented in this course

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B. Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University; Claire Y. Yan, University of British Columbia - Okanagan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, 2008.6 M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra and R. A. Layton, "Race, gender, and measures of success in engineering education," Journal of Engineering Education, vol. 100, pp. 225-252, 2011.7 M. Matthews, "Keeping Students in engineering: a research-to-practice brief," in American Society of Engineering Education, 2012.8 E. Seymour, Testimony offered to the Research Subcommittee of the Committee on Science of the U.S. House of Representatives hearing on Undergraduate Science, Mathematics, and Engineering Education: What's Working?, 2006.9 C. Adelmann, "Women and Men of the Engineering Path: A Model for Analyses of Undergraduate Careers.," 1998.10 T. Freeman, L. Anderman and J. Jensen, "Sense of Belonging in

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Elmore, Binghamton University; Sharon B Fellows, Binghamton University; Koenraad E Gieskes, Binghamton University; Lee A Cummings, Binghamton University

Tagged Divisions

First-Year Programs

make important decisions during their first year that affect their Page 26.751.11educational career. The decision to reject engineering is often based on the complexity of thecurriculum and the lack of engagement3. Based on the research and current experience it is clearthat the need for change exists, especially in the first year, which is the corner stone of anyacademic program. Implementing innovative approaches to first-year design projects, can betime consuming and risky, but necessary to address the fundamental paradigm shift inengineering education. It requires that both students and teachers acquire pedagogical skills thatare not

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carmela Cristina Amato-Wierda, University of New Hampshire; Robert M. Henry P.E., University of New Hampshire; Ernst Linder, University of New Hampshire (UNH)

Tagged Divisions

First-Year Programs

practices. • What we have learned so far needs to be translated and presented in a form that can be used by most STEM educators to help their students develop the knowledge they need to be “successful” in STEM careers, if that is the direction they wish to pursue and not be sidelined by the feeling of hardness.It is worthwhile to emphasize that our work is a translational effort. We are using one well-established cognitive theory and learning how its results can be put into practice in the STEMclassroom to improve student understanding, particularly in the first year engineering experience.Our focus, as educators, is on practice – or - the events happening in the STEM classroom. Ourjourney began when one of the authors spent a

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, University of Connecticut; Malgorzata Chwatko, University of Connecticut; Daniel D. Burkey, University of Connecticut; Jeffrey Ryan McCutcheon

Tagged Divisions

First-Year Programs

project work helps students naturally practice what arecommonly referred to as 21st-century skills, or skills that students will use to be successful in themodern work environment regardless of chosen career path. These skills include criticalthinking, communication, creativity, and collaboration5. An emphasis on design early in thecurriculum is beneficial to students, as many programs only begin to stress elements ofengineering design methodology in the final year of instruction.The critical skills that students can build by engaging in design-based courses can be practicedusing game-based learning (GBL) and simulations as well. In game-based learning, games areused to help convey information to students in an engaging way6. Games also allow

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park

Tagged Divisions

First-Year Programs

 75 or more hours over the semester (inside and outside of the regular class time) designing, building, testing, and analyzing their vehicle and generating design reports and presentations.  The hovercraft project was taught to all engineering majors during the academic years from Fall 2006 through Spring 2014.   The hovercraft project was selected because it exhibited a number of essential features sought in a design project.  First, the complexity of the project was deemed appropriate as preparation for the types of real­life, multidisciplinary design challenges students would face later in their careers.  Next, the project was sufficiently complex to require student attention over an extended duration and substantive cognitive

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ryan J Meuth, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

also teaches courses in Computer Engineering for the School of Computing, Informatics, and Decision Sys- tems Engineering at Arizona State University Page 26.259.1 c American Society for Engineering Education, 2015 Assessment of Communication, Teamwork, and Engineering Motivation in Inter-Disciplinary Projects Implemented in an Introduction to Engineering CourseIntroductionInter-disciplinary project teams are a fact of engineering careers. Inter-disciplinary thought andaction are required to solve many of today’s technological and social challenges

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

use of technology to advance the student learning experience. He has been honoured with four departmental teaching awards and was selected as a New Faculty Fellow at the 2008 Frontiers in Education conference. In 2012, he was awarded the Early Career Teaching Award by the Faculty of Applied Science & Engineering.Dr. Brian M. Frank, Queen’s University Brian Frank is the DuPont Canada Chair in Engineering Education Research and Development, and the Director of Program Development in the Faculty of Engineering and Applied Science at Queen’s Uni- versity where he works on engineering curriculum development, program assessment, and developing educational technology. He is also an associate professor in Electrical

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bruce W. Char, Drexel University; Isuru Daulagala, Drexel University; Nagarajan Kandasamy, Drexel University; Thomas T. Hewett, Drexel University

Tagged Divisions

First-Year Programs

from the University of Michigan. Prior to joining Drexel, he was a research scientist at the Institute for Software Integrated Systems, Vanderbilt University, from 2003-2004. Prof. Kandasamy is a recipient of the 2007 National Science Foundation Early Faculty (CAREER) Award and best student paper awards at the IEEE International Conference on Autonomic Computing in 2006 and 2008, and the IEEE Pacific Rim Dependability Conference in 2012. He is a senior member of the IEEE.Dr. Thomas T. Hewett, Drexel University Tom Hewett is Professor Emeritus of Psychology and of Computer Science at Drexel University. His teaching included courses on Cognitive Psychology, Problem Solving and Creativity, the Psychology of Human

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Delaware, Maryland, Virginia, and Washington, D.C. that are committed to increasing the number of young women pursuing science, technology, engineering, and math (STEM) careers. Currently, Paige is serving as the Immediate Past President for the Women in Engineering ProActive Network (WEPAN). Paige earned her Ph.D. and M.S. in industrial and systems engineering and B.S. in engineering science and mechanics from Virginia Tech.Kurubel Belay, University of Maryland c American Society for Engineering Education, 2018 1Work in Progress: Assessing the Impact of the First Year Summer ExperienceProgram on

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, because I work best when I know what Ineed to be doing, my mind is settled, and I am not distracted.” Although Mary intended to solveher distraction problem by studying alone, cutting herself off from others, working ineffectivelywith others, or not attempting her homework alone first, these strategies may have prevented herfrom learning from others what she did not realize she did not know. Mary is able to connecther work as a student broadly to her future career as an engineer when prompted and expresses adesire to use her Industrial Engineering degree to do good in the world. Mary received Bs innon-STEM courses, Ds in engineering and chemistry, and a failing grade in math.Geoffrey: Geoffrey initially had difficulty adjusting to the pace of the

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Sura Alqudah, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the national average. In addition, thepercentage of females in engineering has been declining since 2016 while the percentage of womennationally has been increasing. These trends are concerning and have been a focal point for recentdepartmental efforts related to improving equity and inclusion with a focus on increasing sense of belonging.The research team created a series of three simple interventions, embedded them into an existing course, andstudied the impact on the development of student sense of belonging. The interventions were added into afirst year, introductory engineering course (Introduction to Engineering & Design) with the aim of impactingas many students as possible early in their academic careers. The WWU Introduction to

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M Gillespie, University of New Haven; Goli Nossoni, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

interviewed Gen Z students identified that they enjoyed creating and tinkering aschildren, suggesting an association between engineering as a career choice with the activities ofmaking and creating [2]. It is likely that Gen Z students will continue their strong preference forhands-on, practical education activities that provide meaningful experiences as young adults asthey continue into college courses and higher education [3]. Rickes proposes that craft-shopsand/or makerspaces may match students’ interests in creativity with a venue on campus in whichto make and design.A makerspace is typically defined as a space in which various tools and technologies areprovided to support rapid prototyping and creation of products [4]. Typical technology

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Carrie Slater, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Jean Kampe, Virginia Tech

Tagged Divisions

First-Year Programs

Assistant Director of the Center for the Enhancement of Engineering Diversity at Virginia Polytechnic Institute and Sate University. She received her M.S. in Counselor Education, Student Affairs Administration from Radford University and M.S. in Career and Technical Education and B.S. in Human Nutrition, Foods and Exercise both from Virginia Polytechnic Institute and Sate University. Page 11.887.1© American Society for Engineering Education, 2006 Lessons Learned: Implementing a Large-Scale Peer Mentoring ProgramAbstractBeginning in 1992 with the creation of the

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janaki Isabella Perera, Franklin W. Olin College of Engineering; Brendan Thomas Quinlivan, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

categories. Six instructors describe their drive to teach in terms of a desire toshare knowledge with their students. These instructors view teaching as their life calling, andfrequently mention their love of teaching and positive affect towards students. In the quotebelow, a physics faculty member discusses her motivation for teaching: Ever since I was a little girl I would always play school with chalkboards like [I] kind of knew that I loved teaching…this is something that I wanted to make a career out of...once I was granted this position it felt like the most natural thing to do to move into teaching a subject that I really am passionate about and want to share with my students

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Broderick W. Carlin, University of St. Thomas

Tagged Divisions

First-Year Programs

Recruiting and Retention Program thatIncreased Undergraduate Enrollment Over 60% in Four Years, ASEE Annual Conference and Exposition, Atlanta,GA, Paper 7881.9. Veenstra, C. and Herrin, G.D., (2009). Does a Survey Course on Engineering Careers Improve First-YearEngineering Retention?, ASEE Annual Conference and Exposition, Austin, TX, AC 2009-104.10. Anderson-Rowland, M.R., (1998). The Effect of Course Sequence on the Retention of Freshman EngineeringStudents: When Should the Intro Engineering Course be Offered?, 28th Annual Frontiers in Education Conference,Tempe, AZ, pp. 252-257.11. Ochoa, H.R. and Shirvaikar, M., (2013). An Update: The Engagement and Retention of Electrical EngineeringStudents with a First Semester Freshman Experience Course

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

First-Year Programs

., and C. Coates. "Attracting Minorities to Engineering Careers: Addressing theChallenges from k-12 to Post Secondary Education." ASEE Annual Conference and Exposition, ConferenceProceedings (2009).26 de Cohen, C., and N. Deterding. "Widening the Net: National Estimates of Gender Disparities inEngineering." Journal of Engineering Education. 98.3 (2009): 211-226.27 Buchmann, C. "Gender Inequalities in the Transition to College." Teachers College record 111.10 (2009): 2320.28 Leicht-Scholten, C., Weheliye, A. and A. Wolffram. "Institutionalisation of Gender and Diversity Management inEngineering Education." European Journal of Engineering Education 34.5 (2009): 447.29 Garforth, L., and A. Kerr. "Women and Science: What's the Problem

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

students are explicitlytaught the model as soon as possible in their educational careers. In the School of Engineering,Introduction to Engineering was the most logical place to begin teaching critical thinking, and todeliberately and explicitly explain the Paul-Elder model to students. Additional reasons forplacing a heavy emphasis on critical thinking in Introduction to Engineering is our belief that: • Critical thinking is a core engineering activity, • Students need to learn early on to be aware of their thinking process, • If students like to think, then they will like engineering.Introduction to Engineering has several specific critical thinking goals. Students should be moreconscious of critical thinking and its role in both

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University, University Park; Tara Lynn Sulewski, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

in the previous 40 years,then T would have to decrease by a factor of 23.These exercises are intended to motivate students and show them that there are significantopportunities for impact throughout their careers to bring our activities in balance with theEarth’s capacity. The ZEH project is just one example of how we as engineers can contribute.Student FeedbackAt the conclusion of the first offering of the project in spring semester 2010, students were askedto reflect on their experience and were prompted by these questions: Page 25.398.14 1. What can you do now that you couldn’t do before? 2. How might understanding house systems

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University

Tagged Divisions

First-Year Programs

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Brittany Strachota, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

implemented in the first-year engineering programs. Page 22.1282.1 c American Society for Engineering Education, 2011 Self-Directed Learning Contention: Student and Faculty ViewsAbstractSelf-directed learning (SDL) is a pedagogical technique that is commonly practiced within theframework of project-based learning (PjBL) SDL has been found to be useful in the developmentof skills necessary for engineering careers, including open-ended problem-solving, life-longlearning, and critical thinking. Implemented in a variety of ways, SDL is primarily characterizedby developing student autonomy. According to

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Gretchen Hein, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Susan Amato-Henderson, Michigan Technological University; Jason Keith, Michigan Technological University; Melissa Roberts, Michigan Technological University

Tagged Divisions

First-Year Programs

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Carol Sevier, Boise State University; Seung Youn Chyung, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

First-Year Programs

impact of a SL method on student learning and retention. This study investigated students’ motivational attitudes and self-assessment of engineering abilities. It is hypothesized that positive motivational attitudes and self-assessment of abilities would result in deeper understandings of engineering and continuous motivation to pursue engineering as a career. More research should be conducted to test the hypothesis. ≠ Design engineering curricula with instructional strategies such as SL that contribute to meeting ABET program outcomes. As shown in the literature review, engineering educators have successfully designed and implemented SL in their curricula to achieve ABET program outcomes. This study

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

. Hurtado. “Maintaining Initial Interests: Developing Science, Technology, Engineering, and Mathematics (STEM) Career Aspirations Among Underrepresented Racial Minority Students.” Los Angeles, CA: University of California, Los Angeles. 2011.18. “USA Science & Engineering Festival” www.usasciencefestival.org. Accessed January 7, 2013.19. “KidWind” learn.kidwind.org. Accessed December 21, 2012.20. “KCP GEAR-UP Program” http://www.admin.mtu.edu/edopp/programs-kcp.php Accessed December 21, 2012. Page 23.953.12Appendix A: Mind Trekkers Lesson Plan – Wind EnergyBlow Me AwayAmount of time Demo takes: 03:00-05:00 minutesMaterials

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

................................................................ 3 (12.5%) 15 (62.5%) 6 (25.0%) 0 (0.0%) Interpersonal challenges................................ 6 (25.0%) 15 (62.5%) 2 (8.3%) 1 (4.2%) Career/lifestyle challenges ................................ 10 (41.7%) 12 (50.0%) 2 (8.3%) 0 (0.0%) Other (please specify): (1) patience, (1) 2 (8.3%) 0 (0.0%) 0 (0.0%) 22 (91.7%) study habits ................................................................The Peer Mentors also reported their perceived level of positive influence on students theymentored (see Table 10). Overall, most of the mentors believed they positively influenced theirstudents “some” or “a great deal” with “personal challenges” (92%), “intellectual