Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Itasca Community College; Gordy Savela, Itasca Community College; Mason A. Hansen, Itasca Community College; Julie Kennedy, P.E., Itasca Community College

Tagged Divisions

First-Year Programs

elements that make it successful.BackgroundItasca Community College (ICC) is a small (1000 FYE), rural, two-year college located in GrandRapids, in northern Minnesota, approximately 80 miles northwest of Duluth, Minnesota. It wasfounded in 1922 and has held accreditation with the North Central Association Higher LearningCommission since the mid-1970’s. The institution primarily serves students located in thenorthern third of the state. ICC is a member of the Minnesota State Colleges and Universitiessystem (MnSCU) as well as a member of the Northeast Minnesota Higher Education District(NHED). The college offers a number of two-year transfer and terminal programs and isexceptionally known (regionally and nationally) for its associate of science

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie J. Parish, Texas A&M University; Kristi J. Shryock, Texas A&M University; Dimitris C. Lagoudas, Texas A&M University

Tagged Divisions

First-Year Programs

survey results, thechanges to the course initially appear to effectively accomplish the goals of engaging thestudents and increasing their connectedness to the department. To evaluate if the coursemodifications ultimately impact retention rates, comparison of the retention rates of this classand future freshman classes to those of earlier graduating classes, as well as comparison to acontrol group that does not take AERO 101, is necessary. However, the initial attitudinal resultsgive encouragement that Principles of Aerospace Engineering will positively impact theretention of students to the sophomore year.References1. Taylor S. B., Nutter, D. W., Davis, J.A. and Rencis, J. J., “Freshman Retention Study in Mechanical Engineering at the

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Barbara Elizabeth Carruthers, The Ohio State University; Paul Alan Clingan, The Ohio State University - EEIC

Tagged Divisions

First-Year Programs

Engineers, 2006. Frontiers in Education Conference.6. Education and Training of the Nanotechnology Workforce. Fonash, S. s.l. : Journal of NanoparticleResearch, 2001.7. Zeigler, B.P. Theory of Modeling and Simulation. Malabar : Krieger Publishing Company, 2000.8. Using Computational Fluid Dynamics to Excite Undergraduate Students About Fluid Mechanics. Pines,D. s.l. : American Society of Engineering Education, 2004.9. The Use of Advanced Simulation Tools in Capstone Design Projects. Barber, T. s.l. : World Scientific andEngineering Academy and Society, 2007.10. Use of Computational Fluid Dynamics (CFD) in Teaching Fluid Mechanics. Sert, C. and Nakiboglu, G.s.l. : American Society of Engineering Education, 2007.11. Computational Aerodynamics Goes to

Conference Session

Design in the First Year

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

access to typical laboratorymaterials to use during the construction of their design projects, whatever they may be. Iknow for a fact that this acquired knowledge of fluid machinery will aid them greatly intheir upper level engineering classes, especially fluid dynamics. Page 15.93.10References: 1. Rice, J., T. M. Bayles, G. Russ, and J. Ross, “Preparing Freshmen for Future Energy Issues”, Paper AC 2007-1748 published in the 2007 ASEE proceedings and presented in the Hands-on & Real World Studies Session in The Freshman Programs Division Session. 2. Carletta, J., Bayles T.M., Kalveram, K., Khorbotly, S., Macnab, C

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

Tagged Divisions

First-Year Programs

are known, theSTEP Mentor can steer students to appropriate information or resources that may help studentachieve his/her goals. As such, the STEP Mentors are in a position to connect the advisee tofaculty who have professional, research, or service interests compatible with the student’sinterests. The STEP Mentor documents recommendations in a Student Consultation Form during thesemester meeting. The form requires responses to the following: 1) Has student met with her/hisinstructor(s)? 2) Has student met with her/his academic Program Advisor? 3) Issues/TopicsDiscussed, and (4) Recommendation(s). The STEP Mentor and the student agree onrecommendations to continue or enhance academic or professional development and the studentssign this

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wallace Martindell Catanach III, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park; Christopher Stephen Smith, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

0 + - 3 One hand required to operate + + - 4 Leaf Storage - - + 5 Angled raking claw - + + 6 Total volume - 0 0 7 Preassembled + 0 0 8 9 10 Sum +'s 3 4 3 Sum 0's 1 2 2 Sum -'s 3 1 2 Score 0 3 1 Rank 3 1 2

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Jon Harcum, Clemson University; Laurel Whisler, Bristol Community College; Elizabeth Anne Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

qualitative data using various coding methods. Two research team members readthe reflections and compared results. One researcher read reflections sequentially by student bycategory and identified salient patterns across participants. For example, Reflection 1 fromStudent 1 in the top 10% increase category was read first, followed by Student 1’s Reflections 2and 3. Then, Reflection 1 from Student 2 in the top 10% increase category was read, and so on.A second researcher read each reflection to determine similarities and differences incharacteristics and analyze patterns across reflections. This research team member readreflections as they were written chronologically within each category. All Reflection 1 samplesin the 10% increase category were read

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

, students are required to complete pre- and post-assignments toprepare them for the module and reflect on their learning, respectively.The course culminates with students writing a Personal Action Plan. This plan incorporates areflection on the choices students made as they created their pathways through the course, apersonal engineering statement focusing on the personal qualities that they seek to exhibit as anengineer, a personal vision (one-year or five-year), and the proposed initial step(s) they plan totake in fulfilling that vision.Analysis: How does choice support exploration and self-understanding?This course structure is designed to support the course learning goals. In the subsequent analysis,we investigate the extent to which providing

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

160 team for fall 2007 for their whole hearted participation and continued input andsuggestions. We would also like to thank faculty members affiliated with the DELTA program,the College of Engineering and the CIRTL[10] group at our university for their continued support(NSF Grant No. 0227592).Bibliography[1] INTERENGR160, "http://ecow.engr.wisc.edu/cgi-bin/get/interegr/160/johnmurphy/," 2007.[2] K. Sanders, P. V. Farrell, and S. K. A. Pfatteicher, "Curriculum Innovation Using Job Design Theory," Human Factors and Ergonomics Society Annual Meeting Proceedings, vol. 50, pp. 779-783, 2006.[3] W. E. Deming, The new economics for industry, government, education. Cambridge, MA: Massachusetts Institute of Technology, Center for

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

First-Year Programs

High School Study on 1/28/2009.2. American Time Use Survey 20033. Korean Time Use Survey 20044. Juster, T.F. and Stafford, F.P., “The Allocation of Time: Empirical Findings, Behavioral Models, and Problems of Measurement,” Journal of Economic Literature, 29 (1991), 471-522.5. Nist, S., “College Study Tips”, College Rules! How to Study, Survive, and Succeed in College, Ten Speed Press, 2002.6. Reilly, Ed, “Freshman Study Tips,” accessed at http://www.villanova.edu/studentlifr/counselingcenter/infosheets/studyskills/for_freshmen 1/28/20097. Sax, L., et. The American Freshman: National Norms, Fall 20038. National Survey of Student Engagement 20039. Sax, L., The American Freshman: National Norms, Fall 2004.10. Zeek

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Xiafeng Li, Texas A&M University; Arun Srinivasa, Texas A&M University; William Bassichis, Texas A&M University; Jacque Hodge, Texas A&M University; Donald Maxwell, Texas A&M University

Tagged Divisions

First-Year Programs

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacqueline C. McNeil, University of Louisville; Erin Lynn Gerber, University of Louisville; Gerold Willing, University of Louisville; Mary Elizabeth Mills, University of Louisville

Tagged Divisions

First-Year Programs

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

Tagged Divisions

First-Year Programs

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

at the University.Many students measured this lack of course opportunities based on Advanced Placement (AP)options at their home high school. Of the seven participants, students reported between one andseven AP courses at their high schools, which they felt was less than the other students in theircourse of study. Even at the high end of this range, Student A mentioned: “So I guess, also partof that is the classes that we can take, like, the opportunities, because, you know, we only hadmaybe six or seven AP classes.... But then I talk to people that took, you know, 10, 12, you know,even more.” Student D noted that his school only had one teacher qualified to teach AP courses:“We don't have a lot of AP courses and [Teacher]’s, the only one

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Doug Bullock, Boise State University; Seung Youn Chyung, Boise State University

Tagged Divisions

First-Year Programs

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Kenneth Reid, Ohio Northern University; Jed Marquart, Ohio Northern University

Tagged Divisions

First-Year Programs

people are affected by poverty,” and • “This project increased my knowledge of the culture(s) of another country.” Table 5. Societal and cultural awareness. Strongly Strongly Agree Neutral Disagree Agree Disagree Awareness of people in 19 (21%) 42 (47%) 22 (25%) 5 (6%) 1 (1%) poverty Increased cultural 6 (7%) 32 (36%) 33 (37%) 15 (17%) 3 (3%) knowledgeThese results may

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bethany Luke, Valparaiso University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

First-Year Programs

; Exposition (Vol. 2018).[5] Aiken, L. (2002). Attitudes and related psychosocial constructs: Theories, assessment, andresearch. Sage.[6] Rahmat, M., Shahrani, S., Latih, R., Yatim, N. F. M., Zainal, N. F. A., & Ab Rahman, R.(2012). Major problems in basic programming that influence student performance.Procedia-Social and Behavioral Sciences, 59, 287-296.[7] Cetin, I., & Ozden, M. Y. (2015). Development of computer programming attitude scale foruniversity students. Computer Applications in Engineering Education, 23(5), 667-672.[8] Streveler, R. A., & Smith, K. A. Opinion: Course Design in the Time of Coronavirus: Put onyour Designer’s CAP.[9] Wiggins, G. P., Wiggins, G., & McTighe, J. (2005). Understanding by design. Ascd.[10] Moore, H

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge R. Lara, Texas A&M University; Mark Weichold, Texas A&M University; Patrick Linke, Texas A&M University at Qatar

Tagged Divisions

First-Year Programs

an engineering project is. i. Explain how to incorporate severe weather disaster prevention measures in urban development projects. j. Explain what life cycle assessment of an engineering design is. k. Explain what sustainable return of investment is. l. Explain what circular economy is.What has been done (literature review)T. Waas, J. Huge, T. Block, T. Wright, F. Benitez- Capistros, and A. Verbruggenin [2], indicatedthat since the 1990’s many substantial and often promising sustainability assessments andsustainability indicators efforts have been made. They demonstrated that sustainability assessmentand sustainability indicators could be powerful decision-supporting tools that foster

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

appropriate systems so they can log hours and be paidOnboarding of SURE faculty and/or a O: SURE Faculty O and P: highly variable dependingstudent in lab GRA train the student to be and/or a GRA(s) on the lab and SURE student productive and safe in the P: SURE student assignment labOngoing student This correspondence could O: SURE faculty and O: variableand faculty be related to many things studentcorrespondence including schedule, research goals, research meetings, lab protocol, etc.Poster fair SURE students are

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Tricia Serviss, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(procrastination) Questioning Study groups (peer learning) Use academic services* Prep for and taking exams *Tutoring, professors office hours, library, advising, career center, etc.Assessment:We propose two types of assessment for this assignment. First, an assessment rubric for theinfographics evaluates the quality of the infographic (see Table 2). The rubric is given when thefirst draft is assigned and students peer review the draft infographics using the rubric during thefacilitated in-class workshop(s). The rubric areas inform the authors of areas for improvementincluding creativity, graphics, fonts, and colors, but is also meant to inform instructors towardour

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noel Kathleen Hennessey, The University of Arizona; Rebecca Primeau, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

why theymatter. s.l. : Association of American Colleges and Universities, 2008.4. Unmasking the effects of the student engagement on college grades and persistence. Kuh, G.D.,Cruce, T., Shoup, R., Kinzie, J., & Gonyea, R. M. s.l. : Journal of Higher Education, 2008, Vol. 79.5. Baxter Magolda, M. B. Self-authorship as the common goal of twenty-first century education. [bookauth.] M. Baxter Magolda & P. King. Learning partnerships: Theory and models to educate for self-authorship. Sterling : Stylus Publishing, 2004.6. Cardone, T., Turton, E. S., Olson, G., & Baxter Magolda, M. Learning partnerships in practice:Orientation, leadership, and residence life. American College Personnel Association and WileyPeriodicals, Inc. 2013.7

Conference Session

FPD6 - First Year Curricula Development

Collection

2008 Annual Conference & Exposition

Authors

Gregory Wight, Norwich University; R. Danner Friend, Norwich University; Jacques Beneat, Norwich University; William Barry, Norwich University

Tagged Divisions

First-Year Programs

team member(s) that did notcontribute much to the team. Often, a team would be able to take up the slack fromunderperforming members, but then the question was how to assign grades. There were a fewcases when it was clear that an individual did very little, if any, work on the project, and thatperson received a zero grade. In most cases, the underperformers received the same grade as theperformers. Students commented that they did not think that it was fair11. For some of theprojects, the students were required to discuss in their reports what the contribution was fromeach member of the team, a form of peer assessment.16 However, it is apparent that morepractice with peer assessment and peer evaluation needs to be incorporated. According

Conference Session

FPD8 - Early Intervention & Retention

Collection

2008 Annual Conference & Exposition

Authors

Robin Hensel, West Virginia University; J. Ryan Sigler, West Virginia University; Andrew Lowery, West Virginia University

Tagged Divisions

First-Year Programs

. Student mastery is trackednumerically and illustrated by filling in appropriate sections of the student’s progress pie chart.Faculty and graduate assistant time is available to help students with any content topics, asneeded, and the student’s grade is based completely on mastery of the pre-calculus topics.Students who master 90% or more earn an A, 80% or more earn a B, 70% or more earn a C, 60%or more earn a D, and below 60% earn an F in the mid-semester math course. As a benefit to theinstructor, ALEKS tracks each student’s assessment records, the total time s/he spent in thecourse, and the average number of hours spent each week. Instructor time is spent answeringdirect student questions about content and sending email reminders and

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

supportive administration at the college anddepartment levels, faculty who understand that students are not the only ones who benefit fromengagement, and effective project leadership and coordination will be vital to the sustainabilityof this project. We expect to report on the status of these efforts at a later date.“Student success is the product of thousands of small gestures extended on a daily basis bycaring, supportive educators sprinkled throughout the institution” George Kuh5This material is based upon work supported by the National Science Foundation under award0757020 (DUE). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

First-Year Programs

Public Interest: NSB-00-99,5/4/2000.xiii Hingorani, K., Sankar, C.S., and Kramer, S., (1998). “Teaching Project Management Through anInformation-Technology Based Method,” Project Management Journal, March ’98, 29(1): 10-21.xiv Sankar, C.S, Raju, P.K. and Kler, M.F., "Crist Power Plant: Planning for a Maintenance Outage,"Business Case Journal, 5(1&2): 122-145, 1997.xv Lipnack, J., and Stamps, J., "Virtual Teams" The New Way to Work," IEEE Engineering ManagementReview, 27(4): 90-95, 1999.xvi Gorton, I., and Motwani, S., "Issues in Co-Operative Software Engineering using Globally DistributedTeams," Information and Software Technology, 38(1): 647-655, October 1996.xvii A textbook is under preparation under the sponsorship

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University, Daytona Beach; Nanmwa Jeremiah Dala, Embry-Riddle Aeronautical University ; Krishna Madhavan, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

learning. This research needs to continue in otherengineering courses, including upper-level undergraduate courses, to understand similarities anddifferences in this established framework.AcknowledgmentThis work was made possible by a grant from the National Science Foundation (NSF EEC1227110). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. Zawojewski, J. S., Diefes-Dux, H. A., & Bowman, K. J. (Eds.) (2008). Models and modeling in engineering education: designing experiences for all students. The Netherlands: Sense Publishers. (change 10 to 1, add 1 up to 10 to all so would be 12)2

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

, instructional designers, and administrators.IntroductionConsiderable research focuses on the course structures, course content, and specific teachingpractices within first year courses and programs. However, much less research focuses on thedevelopment of such courses and programs and how they evolved to the current state. One of thefew studies that reported this process was conducted by Froyd and Rogers [1] in the 90’s thatanalyzes the process of development and creation of a first year engineering program, and therehave not been more significant studies since then that focus on first year engineering programs.We consider that research describing the process of development and improvement of first yearprograms is important and necessary in engineering

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

possible that differencesobserved between sections is due not to the performance of teams but to the instructor(s) whosestudents examined those teams. We spoke to the faculty prior to their use of the rubric tohighlight each of the items and what they were intended to measure. The faculty have alsoworked extensively with the course’s project rubrics and hence the authors feel comfortable withwhat should be looked for in student’s report when grading.ConclusionsWe implemented a project related to the design of children’s toys, that leverage the principles ofUniversal Design, in a multidisciplinary, first-year engineering course. The project alsointentionally integrated aspects of EM by incorporating them into the overall project learningoutcomes

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

randomly selecting threeassignments from each of the 18 discussion sections. We first identified the type of activitiesstudents completed most frequently. Following a constant comparative method analysis, we thenidentified salient themes related to two broad categories: a) reasons to choose a specific type ofactivity and expectations of potential learning from it; and b) gains from the experience,expressed in terms of expectations being met, benefits obtained or learning generated byaccomplishing the task(s).Results & DiscussionMid-Semester Feedback Session & SurveyDuring the MSF session, 23 out of 58 small groups of students reported that homeworkassignments were a strength of the course, specifically identifying Homework #7