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

Mary E. Goodwin, University of South Florida; John Pharo Morgan III, University of South Florida; Yan Wang, University of South Florida; Michelle King, University of South Florida College of Engineering; Blake A Burton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

earning1.” (p.34)Learning communities help students make the sometime difficult transition from high school tocollege. By the 1990’s, universities across the country were experimenting with various types oflearning communities. The learning communities including residential communities can all varywidely in structure and involvement with faculty and staff. Alexander Astin5 defined learningcommunities as: Such communities can be organized along curricular lines, common career interests, avocational interests, residential living areas, and so on. These can be used to build a sense of group identity, cohesiveness, and uniqueness; to encourage continuity and the integration of diverse curricular and co-curricular

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

impressionable: by paying attention only to the learningobjective and not considering students’ interest in relevancy, assignments such as a pie-throwingsimulation game or finding a set of prime numbers might have the negative side effect ofencouraging students to look elsewhere for a nobler career. However, the use of games as acontextual framework should not be necessarily dismissed out of hand. Games have been used toengage the beginning student who is learning how to program, as games often provide a knownframe of reference and can provide meaningful feedback just through its play.24 It is the authors’contention that such game-based assignments can be made more meaningful by having studentsdevelop such applications as an experiential learning

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lydia Prendergast, Rutgers, School of Engineering; Eugenia Etkina, Rutgers University

Tagged Divisions

First-Year Programs

cultivate, as itis a fundamental element of a successful engineering career.60,61 Lastly, engineers mustdemonstrate their depth of knowledge by communicating their ideas and design decisions to theirrelative audience.Communication of ideas and professional skilldevelopment: The philosophies of EngineeringEducation began to grow and drasticallytransform in the mid 1990’s, valuing a morewholesome engineer. Surely the focus continuesto include the traditional solidly rooted STEMskills, but also includes professionaldevelopment skills such as: communication,teamwork, global and ethical awareness, andskills for life-long learning.12 In addition tolearning the foundations of design, helping futureengineers master such professional skills as teamwork

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

sessions over taking the pre-calculus course during the summeris that students do not pay the extra summer tuition and housing, the student is not stressed bylearning the concepts for a passing grade, as well as the pre-calculus and its pre-requisites are notnormally offered during the summer.The afternoon sessions of the bootcamp were four hours a day, and were designed to introducestudents to the relationships and distinction between Mechanical Engineering, ElectricalEngineering, Computer Engineering, Civil Engineering and Computer Science majors. Theactivities were selected to present projects in multiple majors, and help them realize that many ofthe ENGR and CS careers rely on the application of math and critical thinking. During the

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Jeffrey A. Davis, Grant MacEwan University; Olivia Tronchin, University of Alberta

Tagged Divisions

First-Year Programs

the University of Alberta in engineering and is a registered professional engineer with APEGA (Association of Professional Engineers, Geologists and Geophysicists of Alberta). Prior to her career at MacEwan, Shelley worked in industry as a research engineer and a consulting engineer for several years.Dr. Jeffrey A. Davis, Grant MacEwan University Dr Davis obtained his PhD at ETH Zurich specializing in multiphase flows and thermal hydraulics in nuclear reactors. With a passion for teaching, Dr. Davis’ research focuses on pedagogical topics such as student engagement, active learning, and cognitive development. Projects he is currently working on include ”Development of a risk assessment model for the retention of

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

First-Year Programs

of the Year 2005, and won the National Engineering Award in 2003, the highest honor given by AAES. In 2002 she was named the Distinguished Engineering Educator by the Society of Women Engineers. Her awards are based on her mentoring of students, especially women and underrepresented minority students, and her research in the areas of recruitment and retention. A SWE and ASEE Fellow, she is a frequent speaker on career opportunities and diversity in engineering. Page 14.1294.1© American Society for Engineering Education, 2009 Understanding Engineering Freshman Study Habits: the Transition from

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

year, faculty members elected to focusonly on Track A students.In the STEPS curriculum, engineering, physics, and mathematics faculty members haveconstructed a curriculum to help students more closely link concepts from the three subject areas.Engineering faculty members have also constructed functional requirements for engineeringdesign projects to help students build tighter connections among the three subjects and tofacilitate broad adoption of the curriculum. Based on the functional requirements projectsshould: ‚ Anchor concepts of physics and mathematics in an engineering task ‚ Relate to social and practical needs to help students connect course to career ‚ Relate to specific follow-on engineering classes ‚ Require

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Joseph Frank, Ohio State University; Kelly Lynn Kolotka, Ohio State University; Andrew H. Phillips, Ohio State University; Michael Schulz, The Ohio State University; Clare Rigney, Ohio State University, Engineering Education Department; Allen Benjamin Drown, Ohio State University; Robert G. Stricko III, Ohio State University; Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

Tagged Divisions

First-Year Programs

expectation of the team for the cornerstone design project is to provide a technicalpresentation. Each team is responsible for preparing a ten minute presentation over their actionsfor the semester. The target is for students to present their decision making strategies, and howthose decisions impacted overall performance. The presentation is a great opportunity to discussfuture improvements or changes the team wishes they could have made, all the while presentingtheir successes for the semester.From an educational standpoint, the technical presentation simulates a task that is common toreal world engineering careers. Finding success in a technical field is dependent on the engineerclearly presenting his/her work to others. The technical presentation

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Mary A. Robinson, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Targeting these types of activities may be effective atreducing student loneliness. Diehl et al. conclude their study with the following: Universities are a perfect setting for conducting interventions to support students in attaining a healthy lifestyle (e.g., by offering sport courses) and also for giving them the opportunity to start their professional career being healthy. Giving support at this stage of life is important in preventing lonely students from “being trapped in loneliness as they age”Moving forwards, the authors are planning improvements for the 2020 fall break intervention.Speaking with students who remained on campus, there is clearly appetite to increase the numberand variety of social activities running during the week

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

María del Carmen Garcia-Higuera, Universidad Panamericana; Rocio Chavez-Telleria, Universidad Panamericana; Armando Alemán-Juárez, Universidad Panamericana ; Isabel Joaquina Niembro García P.E., Universidad Panamericana

Tagged Divisions

First-Year Programs

strategies in their classroom, andprepare them to value effective teaching as part of their career aspirations [5]. Furthermore,Eddy, Converse, and Wenderoth [8] discuss how these strategies developed to encourage activelearning need to acknowledge the day-to-day life of faculty as well as potential barriers describedin the literature, such as the limited effort to train faculty members on teaching methods. At theindividual level, faculty may not recognize that their teaching strategies are not as effective asother strategies; professors can lack clarity of what active learning is, or how to engage studentsin active learning strategies, and finally, they doubt about the implementation of the teachingtechniques [10], [11], [12]. Moreover, literature

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Duncan Davis, Northeastern University; Jimmy Gitming Lee, Northeastern University

Tagged Divisions

First-Year Programs

general, free response question about the course saw 19% (N =99) of the students mention the escape room projects. Of those comments, 68% were positive.The following are examples of these responses: “The strength of this course is giving students projects to work on and then letting them run with it and make their own creative solution” “I was very proud of the outcome of our project this semester.” “It may be the only time in your engineering career where your homework is to make an Escape Room, so get into it! It will be more enjoyable if you actually try.” “He makes the class fun and interesting, and his puzzle theme is engaging! ” “The long term team project really puts all

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

William John Palm IV P.E., Roger Williams University; Charles R Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F Freeman, Northeastern University; Kris Jaeger-Helton, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

following First-Year Program objectives wereestablished: 1. Provide students with the opportunity to experience engineering as an evolving, creative and interdisciplinary career that impacts global society and daily life. 2. Provide students with the opportunity to develop process-driven problem solving skills that recognize multiple alternatives and apply critical thinking to identify an effective solution. 3. Provide students with the opportunity to integrate math and science in an engineering context. 4. Create motivated and passionate engineering students by challenging them with authentic engineering problems across multiple disciplines. 5. Instill in our students the professional, personal and academic behaviors and common

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Kirstin Newfield, University of Toronto; Narges Balouchestani Asli, University of Toronto; Chirag Variawa, University of Toronto

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

suggested that the rural females are more likely thanurban females to restrict their career choices to female dominated fields and in turn, rural femaleswho enter engineering show larger degrees of motivation and self-confidence [5]. Having alarger number of female participants would allow to probe this theory further and confirm thequantitative trends with qualitative experiences of female engineers.Conclusions and future workThis study explored the lived experiences of seven first-year students from rural communities touncover barriers and challenges they face in the pursuit of an engineering degree. Using narrativeinquire, we identified five themes that pose barriers for students transition into an engineeringcourse of study: exposure to

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

a career choice.Observation #6, Vision: My eyesight has changed! It’s a different experience, wearingreaders in class. My vision has always been exceptional. This changed for me recently,and I now use fairly weak readers – but they make a crucial difference. I made twomistakes on the exam – and one was a transcription error, I didn’t see one of the numbers.With about 14 million Americans aged 12 years and older having self-reported visualimpairment6, I see no reason not to use a 14 point font on exams and homeworkassignments.Observation #7, Distractions: Students text in class. I couldn’t believe my eyes; onestudent sitting next to me was routinely texting in class. I happen to know that myprofessor is one of the best math instructors we

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Patricia Dee Zobel, Rowan University

Tagged Divisions

First-Year Programs

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Pow, Chester F. Carlson Center for Imaging Science, RIT; María Helguera, Rochester Institute of Technology; Elizabeth Pieri, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Sadie Wolters; Michael Glynn Augspurger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Briana A. Neuberger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Victoria Scholl, Rochester Institute of Technology; Elizabeth Bondi, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

haspreviously used, it is important to evaluate its effectiveness. To do this, the department initiallyplanned to enlist the aid of external evaluators to conduct a formal assessment. Howeveranticipated funding to support this effort did not materialize, so a rigorous evaluation has not yetbeen performed. Additionally, the desire to draw any clear conclusions regarding itseffectiveness is also hampered by the small sample size. To date, only four cohorts – a total of84 students including those who are currently enrolled – have taken this class. And since thestudents from the first cohort have yet to graduate, the full impact of this pedagogy on theiracademic careers is just now being assessed. More data must be collected and a morecomprehensive

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tanya D Ennis, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

Paper ID #7604Unlocking the Gate to Calculus Success: Pre-Calculus for Engineers - An As-sertive Approach to Readying Underprepared StudentsProf. Tanya D Ennis, University of Colorado Boulder Tanya D. Ennis is the current Engineering GoldShirt Program Director at the University of Colorado Boulder’s College of Engineering and Applied Science. She received her M.S. in Computer Engineering from the University of Southern California in Los Angeles and her B.S. in Electrical Engineering from Southern University in Baton Rouge, Louisiana. Her career in the telecommunications industry included positions in software and systems

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

of a stretch. We were talking about upgrading to Windows NT.Student perceptions of Chick-fil-A case study. Overall, RU students preferred the second casestudy undertaken in the course, the Chick-fil-A case study. Reasons given for liking it includedthese:  Because it had the three different computer programs. Each group was assigned one it had to defend.  Because I can see this situation working out in a future career/company situation.One student described the Chick-fil-A case study as “useful” in spite of a few perceiveddrawbacks. Among these, one RU student “[wished] that there had been more material. Fivegroups created some overlap. I wish that each group had its own product to defend.”One challenge several TU

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

Maja Mataric; Juan Fasola; David Feil-Seifer

Tagged Divisions

First-Year Programs

Science from the University of Kansas in 1987. She is a Fellow of the American Association for the Advancement of Science (AAAS) and recipient of the Okawa Foundation Award, NSF Career Award, the MIT TR100 Innovation Award, the IEEE Robotics and Automation Society Early Career Award, the USC Viterbi School of Engineering Service Award and Junior Research Award, the Provost's Center for Interdisciplinary Research Fellowship, and is featured in the documentary movie "Me & Isaac Newton." She is an associate editor of three major journals and has published extensively in various areas of robotics. Prof. Mataric' is actively involved in K-12 outreach, having received federal and corporate grants for

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