Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter A Sable, Milwaukee School of Engineering; Sharon Liz Karackattu; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

new engineering students about the responsibilities, activities, and projects they mayencounter as practicing engineers will have an impact on students’ desire to continue inengineering.15Results found utilizing nonparametric analysis indicate that, on average, exposure to engineeringpractice and research does not statistically increase or decrease students’ desire to remain inengineering, though it does significantly increase students’ familiarity with faculty and research.Within some cohorts, there was a statistically significant decline in interest to remain in thespecific MEE major. While this outcome may indicate that exposure to engineering practitionersdoes not increase retention, it may also infer that exposure serves as a deterrent

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Katherine Sofía Palacio, Fundacion Universidad del Norte; Sarah Spencer-Workman, Colorado State University-Pueblo; Yaneth Correa-Martinez, Colorado State University-Pueblo

Tagged Divisions

First-Year Programs

Presentations and discussions The IPAT equation Presentations and discussions Limits of growth and the Presentations and discussions concept of carrying capacity Assessing the foot print Presentations, discussions, and homework assignments Introducing sustainability into Students’ presentations the design process Evaluating the foot print Posters Developing and evaluating a Final project and students’ new manufacturing or service presentations company by using

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

- ticipants involved in the reforms. She is involved in several research projects focusing on competencies- based curriculum redesign and implementation aimed to integration across curricula; increasing the re- tention rate of early engineering students; providing opportunities for STEM graduate students to have mentored teaching experiences.Mr. Theodore Demetrius Caldwell M.Ed., Diversity Programs Office/College of Engineering/Michigan StateUniversity BIOGRAPHICAL SKETCHES THEODORE D. CALDWELL, DIVERSITY DIRECTOR Contact Information Michigan State University Cell: (517) 614-3528 Diversity Programs Office Office: (517) 355-8310 College of Engineering Facsimile: (517) 355-2293 1108 Engineering Building E-mail: tc

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela Renee Lockwood, West Texas A&M University; Emily M. Hunt, West Texas A&M University

Tagged Divisions

First-Year Programs

Page 23.513.3simply not feasible to constantly integrate course material in a learning community as eachcourse has its own objectives, but with curriculum flexibility and careful planning, faculty havebeen able to integrate the courses with consistent periodic activities and projects throughout thesemester. Our experience indicates the more consistent the integration, particularly in the firstsemester courses, the more likely the students are to be engaged in the community. Problemstaken from Introductory Mathematics for Engineering Applications developed by Wright StateUniversity are used in both the Precalculus and Calculus courses of the learning community as ameans to link mathematics concepts to engineering applications [11]. Problem

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeff M. Citty , University of Florida; Angela S. Lindner, University of Florida

Tagged Divisions

First-Year Programs

, in road construction, and this work began her environmentally focused ca- reer path. She served as a Chemical Engineer at the Office of Mobile Sources of the U.S. Environmental Protection Agency in Ann Arbor, Mich., from 1987-1989 and as a Senior Project Leader in International Regulations at General Motors Corporation in Warren, Mich., from 1989-1991. She subsequently pursued her Ph.D. in civil and environmental engineering at the University of Michigan from 1991-1998, under the mentorship of Dr. Peter Adriaens and Dr. Jeremy Semrau, and her dissertation topic focused on bioreme- diation and oxidation of polychlorinated biphenyls (PCBs) by methane-oxidizing bacteria. Lindner began her academic career at UF

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Frederick L. Smyth, University of Virginia; William H Guilford, University of Virginia; Brian A. Nosek, University of Virginia

Tagged Divisions

First-Year Programs

Page 22.718.2along with them performance and retention, through high-impact educational activities. Forexample, if a young woman’s affinity for engineering is boosted as a result of feeling engaged,connected and successful working on a design/build project, we would expect that any stereotypeshe might hold about women as engineers would be attenuated and her implicit self-concept asan engineer strengthened. Nosek and colleagues 10 found precisely this pattern for the implicitmath attitudes, gender stereotypes, and self-concepts of Yale undergraduates and for a morediverse sample of Internet volunteers 10,11.To better understand the biases inherent to freshman engineering students and whether they canbe changed in a classroom setting, we used

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

will be noted in the Results and Discussion Section.Project ApproachThis section will cover five major areas to be considered when starting an undergraduateresearch program: • Sponsorship • Setting the goals & scope of the program (includes how goal attainment will be assessed) • Budgeting: program expenses & funding • Matching undergraduate research students with faculty • Logistics & implementationFor each topic above (with the exception of the last topic) there will be two sections: one with adescription of how to address the topic from a theoretical perspective, and one with the details ofhow the topic was implemented for the SURE program.SponsorshipPrior to starting any major project, sponsorship should be

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

First-Year Programs

learning.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Research in SEAD Education 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. c American Society for Engineering Education, 2019 Testing a Reflective

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Holly M. Matusovich, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Benjamin D. Chambers, Virginia Polytechnic Institute and State University; Matthew B. James, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

Graduate Advising Award in 2015, and won the 2018 Graduate Student Mentor Award for the College of Engineering. Dr. Matusovich has gradu- ated 10 doctoral students since starting her research program in Spring 2009. Dr. Matusovich co-hosts the Dissertation Institute, a one-week workshop each summer funded by NSF, to help underrepresented students develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding be ingnearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet K. Lumpp, University of Kentucky; Jennifer Lovely, University of Kentucky; Laura Marie Letellier P.E., University of Kentucky; David L. Silverstein P.E., University of Kentucky; Derek Lynn Englert, University of Kentucky; John R. Baker P.E., University of Kentucky; Neil Moore, University of Kentucky; John F. Maddox, University of Kentucky; Julie Gordon Whitney, University of Kentucky; Doug Klein, University of Kentucky; Whitney C. Blackburn-Lynch, University of Kentucky

Tagged Divisions

First-Year Programs

program and allow students to explore before committing to a specific plan of study.For the new computer programming course, the content pairs the sensors and actuatorscommonly utilized by a variety of engineers with the programming skills needed to collect andinterpret data. These skills carry over to the team design project that involves programming,sensors, actuators, construction and testing of a complete system. The programming skillscarried into the sophomore level courses have been well received by some departments and lessthan satisfactory to other departments which has led to more deliberate independentprogramming assignments. In this paper, we describe the implementation of in a new coursesequence for ~900 students per year and

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University; Jack Bringardner, New York University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Civil and Urban Engineering department. c American Society for Engineering Education, 2016 Assessing Gender Differences between Student Motivations for Studying EngineeringAbstractThis research paper investigates what motivates students to major in engineering, and how themotives differ between men and women. It aims to address curriculum planning in first-yearengineering programs to improve retention and diversity. Previous research has identified coursepractices – such as team-based projects – that have positively impacted engagement of women inengineering. Understanding the motivations for students to choose engineering can connect thereasons why certain curricular

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

John Matthew Long, Deakin University; Sivachandran Chandrasekaran P.E., Deakin University; Simon William Cavenett

Tagged Divisions

First-Year Programs

education philosophy is founded on the Project Ori- ented Design Based Learning (PODBL) approach at Deakin University.Mr. Simon William Cavenett Simon Cavenett is a Senior Lecturer and Director of Professional Practice (Engineering) at the School of Engineering at Deakin University. Prior to joining Deakin University in 2007 his 20 year career was based in industry. His career includes a number of significant achievements both in Australia and inter- nationally, particularly involving the design and implementation of leading edge telecommunications and IT technologies. Simon has extensive experience internationally; having worked professionally based the United States for over 11 years prior to returning to Australia to

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(Jan 1, 2015 – Dec 31, 2018) with the goals of producing significant improvements infreshman and sophomore retention rates in Chemistry, Computer Science, Engineering,Engineering Technology, Mathematics and Physics and increasing the number of female,Hispanic and African American students completing undergraduate degrees in these STEMfields.The funded NSF - IUSE project comprises the following strategies and supporting activities:1. Improve instruction by (a) establishing a STEM education active learning faculty summerinstitute and quarterly brown bag and (b) redesigning introductory CS courses.2. Establish early and motivating field-of-study and career explorations for students through a)Summer Orientation Sessions for first-year STEM

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

. c American Society for Engineering Education, 2020Complete Research: Investigation of Sense of Belonging to Engineering in an Introductory LevelEngineering ClassAbstractThis paper presents the complete research results of an evidence-based practice investigating students’ senseof belonging in an introduction to engineering class. Studies have shown that student sense of belonging inthe classroom, major, and institution can positively impact performance in future engineering classes andoverall retention rates. Sense of belonging has been identified as particularly important to the retention ofunderrepresented minorities and females. This research project explores the effect of embedding smallinterventions designed to improve engineering pre

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky; Joshua Parsons; Shannon Lee Sampson; Brad A. Hubbard, University of Kentucky

Tagged Divisions

First-Year Programs

). Not at all of this is without harsh – and sometimes inconsistent – criticisms of theprogram itself. One such bone of contention among faculty is the level of required work withinthe FYE courses. Some faculty had heard from students that the coursework was relatively easy,including a few who explicitly described the work as “GPA boosters.” Other faculty had heardthe opposite, that the work was difficult given the number of credit hours required. The numberof credit hours for the design-centric course in the three-course FYE program is two semesterhours, and this includes the construction of a team-based project, significant team formationtraining, and other activities normally present in three- or four-hour courses. Another potentially

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

Chris Gordon, Southern Illinois University, Edwardsville; Hasan Sevim, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

and Environmental Engineer- ing at Stanford University. Prior to his doctorate, Gordon’s professional experience includes construction management on construction projects ranging from $25 million to $2.5 billion and project management and product development for an early-stage start-up software company.Dr. Hasan Sevim, Southern Illinois University, Edwardsville Short Biography – Dr. Hasan Sevim Dr. Hasan Sevim obtained the degree of B.S. in mining engineering in 1974 from Istanbul Technical University, Turkey, as the valedictorian of his class. He obtained his M.S. and Ph.D. degrees in 1978 and 1984, respectively, from Columbia University, New York. In 1984, he joined the College of Engineering at Southern

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tom O'Neill, University of Calgary; Semin Park, University of Connecticut; Nicole Lynn Larson, University of Calgary; Amanda Deacon, University of Calgary; Genevieve Hoffart, University of Calgary; Bob Brennan, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary

Tagged Divisions

First-Year Programs

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. Amanda Deacon, University of Calgary I am currently in my second year masters in Industrial Organizational Psychology at the University of Calgary under the supervision of Dr. Tom O’Neill. My area of focus is teams within organizational contexts and that results in a plethora of research conducted with engineering

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Sinclair Curtis, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Education Annual Conference, Tampa, Florida, June 2019[3] E. Scott, R. Bates, R. Campbell and D. Wilson, “Contextualizing Professional Development in the Engineering Classroom”, Proceedings of the 40th IEEE Frontiers in Education Conference, Washington, DC, October 2010[4] J. Sharp, “Interview Skills Training in the Chemical Engineering Laboratory: Transporting a Pilot Project”, Proceedings of the American Society for Engineering Education Annual Conference, Pittsburgh, Pennsylvania, June 2008[5] J. Sharp, “Behavioral Interview Training in Engineering Classes”, Proceedings of the American Society for Engineering Education Annual Conference, San Antonio, Texas, June 2012[6] E. Glynn and F. Falcone, “Professional Development for

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Darryl Morrell, Arizona State University

Tagged Divisions

First-Year Programs

2006 semester are shown in Table 3.2.3 Course MaterialsThere is a significant number of textbooks on MATLAB for engineering students.12, 13, 14, 3, 15, 16Most of these texts are designed to provide a fairly comprehensive treatment of MATLAB’s ex-tensive capabilities, and are somewhat daunting to the student in a one-credit-hour course. As analternative, course specific materials have been developed and made available online through the Page 12.458.5Connexions Project. These materials include instruction in MATLAB programming concepts andstructures, drill exercises, sample problems with some solutions, and problems to be used in home

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

withpracticing professionals from the community, and weekend group activities. Field SummerBridge includes one week of safety training, a for-credit calculus or other advanced mathematicsclass, and a five-week field internship working with scientists and engineers. Each SummerBridge student makes a presentation for the partner sponsors at the end of the summer. Studentswho successfully complete the component requirements are awarded scholarships.Summer Bridge students: • work on real projects with practicing engineers and scientists; • earn money for college; • complete a college-level mathematics class for credit toward their BS degree; • solidify their vision of a career as a scientist or engineer; • learn to navigate on the campus

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Daniel Chambers, Virginia Tech

Tagged Divisions

First-Year Programs

interaction generally focuses on humans, there areexamples of non-human participants in the design process, bringing particularly broadviewpoints [7]. Similarly, our program takes an approach to teaching engineering and design thatis heavily focused on understanding and exploring context and stakeholders, as a means ofdeveloping engineers who understand that a successful design must work in the real world.The first semester of the first-year general engineering program focuses on a project in whichstudents learn to think about context. This is done by asking students to identify, explore, andstructure complex problems affecting their lives on campus. In part of this project, studentsidentify stakeholder groups and conflicts at the core of their

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joshua Bourne Reed, Rowan University; Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut; Michael F. Young, University of Connecticut

Tagged Divisions

First-Year Programs

enhance theway people think and learn. His NSF-funded project, GEEWIS (http://www.geewis.uconn.edu/), focusedon streaming real-time water quality pond data via the Internet and providing support for the integrationof this authentic data into secondary and higher education science classrooms. His approach features theanalysis of log files, ”dribble files,” that maintain time-stamped listing of navigation choices and lag time.This approach has been applied to hypertext reading (Spencer Foundation grant), videodisc-based prob-lem solving (Jasper project), and online navigation (Jason project). Recent work concerns playful learningusing video game, card games, and board games aligned with national teaching and learning standards

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

, and content,and will present results from a survey conducted to evaluate the effectiveness of the course.Course DesignThe interdisciplinary course, Perspectives on Grand Challenges for Engineering, is designed fornew GCSP students of all engineering majors. Each fall semester, approximately 100 freshmenstudents enroll in this course which is taught in sections of up to 50 students. The 3 credit hourcourse meets twice a week for 75 minutes per session, and is taught in an active learningenvironment that requires student participation in discussions, activities, and a team project. Thecourse is centered on the theme of the National Academy of Engineering’s (NAE) GrandChallenges for engineering in the 21st century and it is designed to offer

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

J. Roger Parsons, University of Tennessee-Knoxville; Rachel McCord, University of Tennessee-Knoxville; J. Elaine Seat, University of Tennessee-Knoxville; Thomas Scott, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

profession could lead to the neglect of the human side of projects,an undervaluing of the opinions of the “feelers” on the work team, and a lack of emphasison explaining and selling projects to the public, because “the logic speaks for itself.” Shepoints out that intuitive students have an advantage over sensing students on standardizedaptitude tests commonly used for college admissions, and this extends to all timed teststhat are conceptual or symbolic in nature. Intuitives experience learning as rapid leaps ofinsight, while sensors emphasize thoroughness of understanding, and work in a slower,more linear fashion. An important conclusion of this first study was that people reachtheir potential when their profession requires them to use the

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co- developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Prof. Stephen J. Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; James Collofello, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

First-Year Programs

has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.Dr. Eugene Judson, Arizona State University Eugene

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Education, 2016  Improving the Writing Skills of Engineering Students: Assessment of a Writing Workshop ModelAbstractThis Evidence Based Practice paper will report on a multi-year project to improve the writingskills of engineering freshmen at San José State University (SJSU). For the last ten years, thecollege has offered an optional class to students who are not proficient in writing. Students canenroll in a one-unit lab class as many semesters as they wish to get practice in writing. The goal isto provide students with weekly writing activities that include: instruction in basic grammar,proofreading, and editing. In addition to study and practice exercises, students in this writingworkshop have writing assignments, which provide

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University; Amy Barton, Mississippi State University; Rani Warsi Sullivan, Mississippi State University; Bill B Elmore, Mississippi State University; Jane Nicholson Moorhead, Mississippi State University

Tagged Divisions

First-Year Programs

significant for threedepartments (ASE, CHE, and ECE). Three departments (ASE, ABE, and CHE) offer a two-course introduction to engineering sequence with the remaining five offering a singleintroduction to engineering course. ECE is the only department that offers their introduction toengineering course both semesters. Though there is a push within the college to move towardsproject-based learning design projects for first-year courses, only the ASE, CHE, and MEdepartments currently use project-based learning in their first-year courses. Our initialassessment of FYE courses within the college demonstrated the wide variability of each course.A significant challenge we faced while developing this course related to addressing differencesbetween existing

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert A. Green, Mississippi State University; M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University

Tagged Divisions

First-Year Programs

an outline of what was expected from the presentation and some instruction on makingpresentations, but they were free to present any material they thought important. Presentationswere required to be submitted beforehand and loaded onto a computer in random order. As aslide listing the team name was projected, each team had to assemble on the stage and begin theirthree-minute presentation. Each slide automatically transitioned to the next slide at a given timeinterval and presentations ended when the next team’s name was projected. This forced thestudents to prepare in advance and focus on those aspects of their design they thought were mostvital. A panel of judges used a rubric in judging the presentations. Figure 1

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

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

Tagged Divisions

First-Year Programs

the accuracy of the predictions to identify the students who may fail the course. Inaddition, we identified course components that are important for students’ success in the course.These models are used as a proof of concept to showcase and move toward course-specificprediction models rather than the existing generic ones. The research questions are: • To what extend does accuracy of prediction of students’ success in a course change across Page 26.304.3 the weeks during the semester based on available performance information? • What are the most important course components (e.g., homework, quiz, project, exam) that link to student