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

Jess W. Everett, Rowan University; Maria Perez-Colon, Rowan University

Tagged Divisions

First-Year Programs

have to meet with an advisor.Students’ first contact with the first-year advisor takes place during their summer orientationprogram. The first-year advisor is involved in orientation planning for the college andparticipates in information and advising sessions during orientation. During orientation incomingstudents are assigned to both the first-year advisor and their discipline-specific advisor.Various means of communication are utilized throughout the students’ first semester to keepthem informed about upcoming events, announcements, etc. First-year students receive broadcast Page 26.693.4emails about upcoming

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

Noah Salzman, Boise State University; Janet Callahan, Boise State University; Gary LeRoy Hunt, Boise State University; Carol Sevier, Boise State University; Amy J Moll, Boise State University

Tagged Divisions

First-Year Programs

described in this paper was funded via the Idaho STEM Talent Expansion Program(STEP) grant, awarded in 2010. At the start of the grant, an external advisory board was created,led by the Provost and including the Deans of Engineering and Arts & Sciences, and severalcommunity members interested in increasing the science, technology, engineering andmathematics (STEM) workforce in this state. The advisory board met twice annually, andreviewed the targets of the grant each time they met. The grant’s objective was explicitly focusedon first-year success: “The Idaho STEP Program represents an institutional plan and commitment to first year success for incoming STEM majors at Boise State University. It is designed for student success

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, The Ohio State University

Tagged Divisions

First-Year Programs

. As one team summarized in theirreflection, “As a team, we found that this objective evaluation of other teams’ work was a greatway to look at our own work in a different light. We found the areas we did well in as well asthe ones that need improvement. Using this knowledge, we plan to go forward and write an evenbetter draft, or even drafts, void of the problems it has now.”There were two areas in which the feedback was not what the instructors desired. Students werenot able to determine the best locations for figures and tables in their documents. Also, theymisunderstood the question asking about references. In response to these deficiencies, theassignment has been revised. Another question that did not produce useful feedback has

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

first year retention rate of 86%is comparable to the entire entering cohort of 2013, despite the higher risk of attrition in thispopulation of students. The first year retention rates for the summer bridge program cohorts of2011 and 2012 were 85% and 86%, respectively. Therefore, there does not appear to be a majorshift in retention as a function of this course revision. First year retention data for theSummerStart students of 2014 is not yet available. At the start of their second semester, all 25participants were still officially enrolled in the College of Engineering and Computer Science.However, three of these students are no longer taking courses towards their engineering orcomputer science degree, indicating that they plan to transfer out

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, Quinnipiac University; Nebil Buyurgan, Quinnipiac University; Julia Leeds

Tagged Divisions

First-Year Programs

with an optimization decision. The TSP is a fundamental combinatorialoptimization problem with numerous applications in OR. It can be described as the problem offinding a minimum total distance of visiting n cities, starting and ending in the same city andvisiting the other cities exactly once (Rego et al.)[10]. The classic KP consists of a set of itemswhose values and weights are deterministic; the objective is to find a subset of items to put in theknapsack in order to maximize the total values without incurring overflow (Chen and Ross)[11].An interesting dilemma arose regarding strategy. Students could select the travel route tomaximize rewards and design the seats according to the planned destinations and thecharacteristics of the

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Engineering Education, Purdue University; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

during Page 26.1079.4their first semester of their engineering programs. Female engineering students have higherrepresentation in this study than their average representation in undergraduate engineeringprograms. To date, we have had a much greater number of female students express interest inand qualify for participation in the study as compared to males. Also, as can be seen in the table,the majority of the students who participate identify as ethnically White. As recruitment for the study continues, the research teams 12 plans

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerry L. Meyers, Youngstown State University; Gregory Warren Bucks, University of Cincinnati; Kathleen A Harper, The Ohio State University; Victoria E Goodrich, University of Notre Dame

Tagged Divisions

First-Year Programs

about which students are shifting and where are they going? Are these the samestudents that come in undeclared? A follow-up study in the 2015-2016 school year is planned tofurther explore these issues.References 1. Orr, M. K., Brawner, C. E., Lord, S. M., Ohland, M. W., Layton, R. A., & Long, R. A. (2012, October). Engineering Matriculation Paths: Outcomes of Direct Matriculation, First-Year Engineering, and Post- General Education Models. In Frontiers in Education Conference (FIE), 2012 (pp. 1-5). 2. Besterfield‐Sacre, M., Atman, C. J., & Shuman, L. J. (1997). Characteristics of freshman engineering students: Models for determining student attrition in engineering. Journal of Engineering Education, 86(2

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, University of Oklahoma; Matthew Reyes, University of Oklahoma; Nooshin Nassr P.E., University of Oklahoma; Dan Thomas Carlton, University of Oklahoma, College of Aerospace and Mechanical Engineering

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

2a part of Engage (Engaging Students in Engineering), which works to increasing the retention rateof engineering majors [35, 36]. These schools typically offer freshman spatial courses that can beas simple and low cost as drafting or as highly refined 3-D CAD work. Whatever course of actiontaken is highly dependent on the student’s preexisting level of spatial skill and the likelihood of acertain format succeeding which is too unique for a standardized, nationwide plan [27, 6, 37, 38,8, 39, 40, 41]. 1.7 Recommendations for Enhancing Spatial Skills (Practitioners) While the traditional philosophy of spatial skill gaps has to do with gender differences,recent studies are pointing out that environmental factors are influential as

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

, increasing the datasets tomore than one semester may increase the accuracy of the models.References[1] J. Gardner and A. Koch, “The First-Year Experience Thirty Years Later: It is Time for an Evidence-Based, Intentional Plan,” Purdue SoLar Flare Practitioners' Conference, West Lafayette, IN, 2012.[2] ACT, National Collegiate Retention and Persistence to Degree Rates, 2012. Available at http://www.act.org/research/policymakers/pdf/retain_2012.pdf[3] K. Green, “Campus computing, 2009,” The 19th national survey of computing and information technology in US higher education, 2009.[4] S. Huang and N. Fang, “Predicting student academic performance in an engineering dynamics course: A comparison of four types of

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kala Meah, York College of Pennsylvania; James Moscola, York College of Pennsylvania; James A. Kearns, York College of Pennsylvania; Eleanor Leung, York College of Pennsylvania; Jason Forsyth, James Madison University

Tagged Divisions

First-Year Programs

consideration of public health, safety, and welfare, as well as global, cultural, social,environmental, and economic factors” [1].Teamwork: Students work in pairs often comprised of students from two different engineeringmajors. This mix of majors is an early effort to facilitate their ability to function effectively onmultidisciplinary teams. The student survey indicates that more than 75% of students felt that theexperience improved their teamwork skills and confidence. These results support the programrequirement to assess ABET student outcome 5, “an ability to function effectively on a teamwhose members together provide leadership, create a collaborative and inclusive environment,establish goals, plan tasks, and meet objectives” [1].Communication

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Alan Degenhardt, University of Illinois, Urbana-Champaign; Brian S. Woodard, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

write a proposal detailing a plan to solve an engineering challenge 3. I am confident in my ability to give a presentation to my peers on a technical subject 4. I am effective at describing non-technical topics in a written format 5. I can create videos (in contrast to traditional written homework or presentations) to answer homework questions or present ideas to others 6. I can confidently utilize computer programming to solve engineering problemsThe results for these questions are provided in Table 1. An independent t-test was used todetermine the statistical significance of improvements in the survey responses across thesemester [8]. In addition, the end

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

Michael Haungs, California Polytechnic State University; John Clements, California Polytechnic State University; David Janzen, California Polytechnic State University

Tagged Divisions

First-Year Programs

” question, and table 2 shows the fraction (expressed as an integralpercentage) that answered ‘yes’ to a given question.The results suggest that the students are broadly enthusiastic about Computer Science as a careeroption. Of the 31 students that took the final exam, 81% answered either 4 or 5 (on a scale of 1–5)in answer to the question, “What is your opinion of Computer Science as a career?” Additionally,77% answered either 4 or 5 in response to the question “Do you plan to continue as a computerscience major?” All thirty-one respondents indicated that they liked working with others in thecourse’s projects.On one hand, there’s no doubt that computer science remains intimidating. At the beginning ofthe class, 55% believed computer science to be

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

First-Year Programs

Development in the Division of Science and Mathematics Education at Michigan State University. He is responsible for providing vision, direction, planning and implementation for using technology mathematics and science education and developed several introductory computer science courses for non-computer science students serving 2000 students per semester. Page 11.586.1© American Society for Engineering Education, 2006 Enhancing Learning of Low Performance Students in Multi-section Freshman Lecture/Laboratory ClassesAbstractBecause of a scheduling “glitch,” in fall semester, 2004, our large

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Larry Bland, John Brown University

Tagged Divisions

First-Year Programs

funding from the U.S. Departmentof Education. The university core curriculum now requires every student to take at least onethree-hour global studies course in fulfilling degree requirements. The Department ofEngineering has embraced this activity and is working to incorporate global issues into coursesthat span the typical four-year course plan. This initiative is seen as an opportunity to Page 12.872.3significantly strengthen the engineering program, improve ABET outcomes, and furtherstrengthen ties with our liberal arts colleagues. For course purposes, globalization is defined asexposure to other cultures, understanding how problems are

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel Ed.D., West Virginia University; Ordel Brown Ph.D., West Virginia University; Mary L. Strife, West Virginia University

Tagged Divisions

First-Year Programs

into the College Curriculum. Journal of Academic Librarianship 29, 386-398.13. Thomes, K., Cornell, E., and Gottfried, B. (1997). Teaching Freshmen to Write Technical Reports and tonavigate the Library: A Win-Win Situation. 1997 Frontiers in Education Conference, Session S4F, pp.1557-1563.14. Black, C., Crest, S., & Volland, M. (2001). Building a successful information literacy infrastructure on thefoundation of librarian-faculty collaboration.[Online]. Research Strategies, 18, 215-225.15. Palmer, S., & Tucker, B. (2004). Planning, delivery and evaluation of information literacy training forengineering and technology students. [Online]. Australian Academic and Research Libraries, 35(1), 16-34

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Richard Cassady, University of Arkansas; Gigi Secuban, University of Arkansas

Tagged Divisions

First-Year Programs

work experiences include serving as the Director of Student Affairs and Diversity in the College of Education and Health Professions and Assistant Director of Admissions. She earned a bachelor’s degree in psychology and a master of science in health science, both from the University of Arkansas. She is currently pursuing her doctorate in Higher Education Leadership. Her future plans include continuing to serve students in a senior leadership role at a four-year public land-grant university. Page 15.178.1© American Society for Engineering Education, 2010 Analysis of Freshman-to

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

slightly. Many of the students that did not watch the videos indicated that theyreviewed the PowerPoint slides instead so they were still coming to lecture prepared.Some of the videos were a half hour long and clearly need to be shortened by cutting some of thematerial and breaking them up into shorter videos. It will be interesting to see if our studentsreally are willing to watch three short videos in place of one longer video. Page 24.451.12In order to address the needs of students that are not auditory learners, we are planning ondeveloping an interactive learning environment similar perhaps to Code Academy10 wherestudents will be able to

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Arizona State University; Claire L. A. Dancz, Arizona State University; Thomas P Seager, Arizona State University; Amy E. Landis, Arizona State University

Tagged Divisions

First-Year Programs

define and understand the problem before moving forward and onlymoving forward with an organized plan; this person is also resistant in Quick Start suggesting aneed to avoid risk. This unique index made a teammate who was unfortunately misunderstood aslazy when what they really needed was more information and an actual plan.The introduction of conation and the Kolbe System™ gave students new vocabulary to use incooperative situations. They were able to better understand their own strengths and what theycould offer to a team scenario as well as better understand their classmates and teammates. Thiswas illustrated in an additional comment on one of the peer evaluation forms (directed to thecourse instructor): “You were hesitant about our

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William Travis Horton, Purdue University

Tagged Divisions

First-Year Programs

causes of failing to attain the certification and isworking with the city engineers to develop a plan to attain that LEED Silver certification.Otter Feeder for local zoo: The goal of the otter feeder is to provide a means for otters in thelocal zoo to be provided with fish in their pool without the involvement of zoo staff. The intentis to provide entertainment and enrichment for the otters as well as entertainment for the patronsof the zoo. The team worked through prototypes that could hold fish and release them. Theproject is near completion and involves two tanks of live fish that will release them at times setby the zoo staff into a tube that leads to the otter pool. The tanks are encased in a man-made rockin order to make the device look

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell Pryor, University of Texas, Austin

Tagged Divisions

First-Year Programs

and confirms the notion that thereare negative consequences.Procrastination in the literatureMany researchers have spent considerable resources identifying the cause of (and cures for)procrastination. Dietz et.al.9 associated procrastination with individual values and learningroutines, asserting that people who plan their daily activities procrastinate less than those who donot. Akinsola et.al.10 observed a positive correlation between procrastination and achievement inmathematics, but went on to conclude that varying levels of procrastination (low, moderate andhigh) have no significant impact on overall academic accomplishment and that gender played norole in procrastination-related behavior. Senecal et.al.11 attempted to correlate

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Boise State University

Tagged Divisions

First-Year Programs

having Page 22.1625.8different tests, they were similar in content and format, and they were all written and graded bythe same instructor for all six semesters. The descriptive statistics (high, mean, low, s.d.,median) from one semester to the next have been similar (see Table 4 for an example). Tostatistically minimize the differences between tests that do exist, the independent t-testsperformed compared the aggregate of the previous five semesters with the Fall 2010 semester.Additionally, it is planned that the study will be repeated with additional students in futuresemesters. With repetition, the differences between the tests (and the

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Kelly J. Cross, Virginia Tech University

Tagged Divisions

First-Year Programs

Page 22.240.4prominently in approximately a third of the articles reviewed, as measured by grades (on anassignment, within a first-year course, and in subsequent courses) as well as localized course-specific tests and standardized tests such as concept inventories. In the same way, retention rateswere a dominant metric in a number of studies, though retention was equally often measuredthrough students’ self-reports regarding major and career plans rather than institution reports.To measure learning gains, researchers used a variety of instruments, include pre- and post testsand evaluation rubrics. Scoring rubrics were applied in several instances, particularly as relatedto design and problem-solving performance, though few if any rubrics

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

— a performance-enhancing first year for highly motivated but under-prepared students — are encouraged or, insome cases, required to use the SSC.18In the 2010-2011 academic year we are encouraging the formation of more collaborative studygroups in the SSC, by designating times for calculus sessions that are facilitated by specifictutors. In this manner, we can support, with the presence of a known tutor, the numerous studentswho want to meet others who are working on the same problems as they are.We also plan to offer facilitated, collaborative, workgroups for Calculus 3 and DifferentialEquations, while also adding to the number of facilitated workgroups for Calculus 1 and 2 thatdo exist. These types of workgroups can also play a significant

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

: Since the implementation of the ENES 101 design project, which includesassigned design groups, students have consistently rated “cooperation with teammates” tobe amongst the highest rated course outcomes on the end of semester survey, andaccording to data from 2008 (see Table 1) the addition of this communication skillscomponent did not have a statistically significant impact on this rating. Nonetheless, Iwould argue that as long as the design project is sufficiently simple enough to alloweasily constructed designs this additional communication component should be effectiveat fostering further inter-group communication, which will certainly become relevant tostudents planning to work for large industrial companies. As part of the formal

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml, 2010.2. Diseth, A.; Pallesen, S.; Brunborg, G. S.; Larsen, S., Academic Achievement among First Semester Undergraduate Psychology Students: The Role of Course Experience, Effort, Motives and Learning Strategies. Higher Education: The International Journal of Higher Education and Educational Planning 2010, 59 (3), 335- 352.3. Oseguera, L.; Rhee, B. S., The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach. Research in Higher Education 2009, 50 (6), 546-569.4. Whalen, D. F.; Shelley, M. C., II, Academic Success for STEM and Non-STEM Majors. Journal of STEM Education: Innovations

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Brooke Morin, Ohio State University

Tagged Divisions

First-Year Programs

University uses the inverted classroom approach. Thestudy should be expanded to the entire first year engineering program to determine if there areany differences due to the different populations, different course content, different contact timeavailable, and different class sizes.AcknowledgementsThe authors would like to acknowledge the Fundamentals of Engineering for Honorsinstructional staff for their assistance in developing materials used in this course andadministering the survey to collect data. Also, the authors would like to thank Dr. DebGrzybowski for her valuable input and guidance in the planning stages of this study.References1. J.F. Strayer. “How learning in an inverted classroom influences cooperation, innovation and task

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

between the Navajo way of life, which is a holistic cycle of thinking,planning, living, and assuring/testing,119 and an engineering design process (ask, imagine, plan,create, improve120). Thus the structure of the project itself can be described and presented in away that carries cultural meaning for Navajo students.Further, design projects can be structured to blend culture and course material. In engineeringoutreach camps in the Navajo Nation, students were asked to write a story related to their culture(e.g., “Describe a day in the life of a Navajo middle school student”). Students then, learn theengineering design process and build a Rube Goldberg®-style chain reaction machine that tellsthe story they wrote. This not only helps the students

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

, leadership, and communication beforethey enter the workforce is key.15,16,17Communication of ideas in engineering takes theform of lab reports, technical papers, researchpapers, and oral presentations. Thecommunication of ideas in written and oral Figure 1. Engineering Design Processformat is a culmination and demonstration of thedepth of conceptual and process level understanding of STEM concepts and the engineeringdesign process.18,19III. Chosen ReformAs there are many options when designing an engineering learning experience, choosingappropriate reform measures must be done with careful thought and logistical planning. At RU-SOE, we assessed the traditional introductory course, examined logistical constrains, and chosereform measures for

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., State University of New York at Binghamton; Koenraad E. Gieskes, State University of New York at Binghamton

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

semester to determine ifstudents have changed their intended majors since the start of the fall semester. The fall surveywill also be used by the engineering departments to plan their 2nd-year course capacities, whenthey accept transfer students from other schools, but the actual declaration of majors will be doneat the end of the following spring semester. The survey will be given a final time, when studentsmake their declarations at the end of the spring semester.The authors wish to thank Nicole Alfarano-Halwachs for her helpful review of this paper.References[1] C. J. Rowe and A. Mahadevan-Jansen, “Getting to know your engineering major,” Proc. 110th ASEE Annual Conf. & Exposition, June 22 – 25, 2003, Nashville, TN, 8.597.1

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Horne P.E., North Carolina Agricultural and Technical State University; Alexandra Kurepa, North Carolina Agricultural and Technical State University

Tagged Divisions

First-Year Programs

have been exposed to aspects of themathematical-physical relationship described in this study. However, many of our students are1st-generation college students not previously exposed to this material. Therefore, approacheslike this one that provide a visual and physical representation of abstract concepts are criticallyimportant to student learning.The authors plan to try different objects of different masses, for example, a coffee cup or a shoeso that students can visualize changing periods.The survey results will also be used in the Differential Equations course to better understandeffects of active learning on students’ perception of mathematics through their engagement,satisfaction, and perceived performance in the class. To evaluate