Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

Tagged Divisions

First-Year Programs

included or that they belonged over the semester. Virtual team interactions alone donot seem to be enough to foster community, and a more structured engagement format is neededto bring students together with each other and with their teaching teams.References1. A. Wigfield, J.S. Eccles. “Expectancy-value theory of achievement motivation,” Contemporary Educational Psychology, 25:68-81, 20012. B.D. Jones, M.C. Paretti, S.F. Hein, T.W. Knott, “An analysis of motivation constructs with first-year engineering students: Relationships among expectancies, vales, achievement, and career plans,” Journal of Engineering Education, 99:319-336, 20103. R.W. Lent, M.J. Miller, P.E. Smith et. al., “Social cognitive predictors of adjustment to engineering

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Mohana Seelan, University of Texas at Austin; Ramakrishna Sai Annaluru, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

week of thesemester using data collected from a survey that was conducted on the first day of class. Surveyquestions ranged from questions about gender and race/ethnicity, to educational experience incomputer programming and other engineering concepts. The groups were created taking intoaccount the diversity of student prior educational experience. One of the major concerns that instructors have about active teaching, or any instructionalmethod other than the traditional lecture format, is regarding content coverage. Thus, it isextremely important to carefully design classroom activities to ensure the completion of theentire curriculum for this course. Much of the planning work for this project centered on thedesign of the class

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rui Li, New York University; Jack Bringardner, New York University

Tagged Divisions

First-Year Programs

goals, plan tasks, and meet objectives."[44]. The hybrid mode improves remote students' learning 3 outcomes via creating a collaborative and self-learning environment. All these transferable and 4 remote working skillsets help students better prepare for their future academic and career roles 5 (Table 3). Table 3. The potential benefits for acquiring transferable and remote skillsets Skills Capstone project at senior year Future careers Collaborative Students need problem-solving skills for their Collaborative problem solving (CPS) is Problem-solving Capstone projects [45]. critical to generate efficiency

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Riya Aggarwal, Franklin W. Olin College of Engineering; Caitlin Anna Coffey, Franklin W. Olin College of Engineering; Arwen Sadler, Franklin W. Olin College of Engineering; Stephanos Matsumoto, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Paul Ruvolo, Franklin W. Olin College of Engineering; C. Jason Woodard, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

session with each new breakout room team, the students woulddiscuss individual working styles and plan how to work optimally with each other. The team ofinstructors served as coaches: monitoring the breakout rooms using affordances of the virtualspace to inspect student work in-progress and entering a breakout room to coach. Lectures werereserved for short framing discussions at the beginning of classes or clarifying lessons at the endof class. EA also included a single team project. Teams of two were assigned by the instructors 3through a match-making survey that asked students to indicate project topics of interest as wellas working style and

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miriam Howland Cummings, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Gregory Edward Simon, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

Tagged Divisions

First-Year Programs

- counterparts.Although not a statistically significant difference, ELC students demonstrated a Spring 2020completion rate of 91.97%, whereas non-ELC students had a Spring 2020 completion rate of87.63%. Similarly, 80.95% of ELC students had a Spring 2020 completion rate of 100%,compared with 70.44% of non-ELC students. This observation, especially when paired withdifferences in GPA and utilization of the modified grading option, provides evidence that thosewho participated in the ELC were better able to stick to their academic plan, complete theirSpring 2020 credits, and earn acceptable grades in the midst of a global pandemic than studentswho did not participate in the ELC.To summarize, the Fall 2019 ELC cohort demonstrated better academic outcomes than

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J.w. Bruce, Tennessee Technological University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

First-Year Programs

% Could not be determined (Unknown) 26 3.0%Since the course only provided graduation credit for EE and CpE degrees, it is assumed thatstudents enrolled in the course who are not EE or CpE majors fall into one of three categories:(1) transferring into ECE and enrolled in the course before they officially changed majors,(2) already enrolled in the course but changing out of EE/CpE with their major change alreadyhaving been processed, or(3) taking the course because of curiosity in the ECE profession with no current (or immediate)plans to change their major to EE or CpE.The membership of non-ECE students into these three categories was not ascertained.Since all students in the both the EE and CpE programs must ultimately take the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

this approach is that the problem can be scoped by the professor so that it istractable in the time-frame and information is consistently given to all of the teams. It alsomakes assessment and planning easier. This makes scaling this kind of project much easier whendealing with many sections of the course. The disadvantage of this approach is that work doeshave to be done on the part of the instructors to provide enough detail of the fictionalenvironment to make the scenario “believable” to the students. Since the instructors were role-playing as the stakeholders, it is especially hard for both the students and the instructional staff tomake sure to not mix in the interests of the “stakeholders” and the professor (trying to please theprofessor

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

Paper ID #15950Investigating Task Choice in First-Year Engineering Team ProjectsAlexandria Steiner, University of Michigan Alexandria Steiner is an undergraduate student at the University of Michigan. She is studying chemical engineering. Her current research is focused on investigating the relationship between teamwork and self-efficacy in first-year engineering students. After completing her undergraduate degree she plans on pursuing her Ph.D. in chemical engineering.Dr. Laura Hirshfield, University of Michigan Laura Hirshfield is a postdoctoral researcher and lecturer at the University of Michigan. She received her

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

). Intrinsic value, part of themotivational belief measure, refers to a student’s perception of the reasons for engaging in alearning task. Intrinsic value based reasons for engaging in a task include: curiosity, mastery, orfor the challenge of it. Self-regulation and strategy use comprise the learning strategies measure.Self-regulation refers to a combination of cognitive regulation; the use of planning andcomprehension monitoring, and effort regulation which consists of measuring a student’s abilityand willingness to persist at tasks. Strategic use indicates one’s ability to strategically implementpractices such as rehearsal, elaboration, and organization learning strategies [24, 29].The 20 students in the 2017 AcES cohort took the MSLQ survey at

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

described a level of mastery equal to what was expected of them at the end of the course,and a 5 was reserved for situations where they had prior knowledge that exceeded theexpectations of the course. The perceived need scale followed a similar pattern, with 1 meaningthat they did not anticipate needing this skill in future classes, a 2 indicating it might be useful tohave, but they could get by without it, a 3 indicating that they would likely see the content againbut would have an opportunity to relearn it as part of that new experience, a 4 indicating that thepreparation this class provided would aid them with future classes in the near future, and a 5indicating that this content area was directly related to their future career plans, and there

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

W. David Harding, University of New Haven; Pauline schwartz, University of New Haven; Jean Nocito-Gobel, University of New Haven; Agamemnon Koutsospyros, University of New Haven

Tagged Divisions

First-Year Programs

retentionof chemistry concepts, there are no specific follow-up courses where biological concepts can beassessed.Bibliography1) Collura, M., S. Daniels, J. Nocito-Gobel and B. Aliane, Development of a Multidisciplinary Engineering Foundation Spiral, ASEE 2004 Annual Conference, Curricular Change Issues, Session 26302) Collura, M.A., A Multidisciplinary, Spiral Curricular Foundation for Engineering Programs, NSF Department- Level Reform Planning Grant, EEC-0343077, $99,928, August 14, 20033) New Biology for Engineers and Computer Scientists, A. Tozeren and S. Byers, Prentice-Hall, 20044) Essentials of General Chemistry, by D.D. Ebbing, S.D. Gammon and R.O. Ragsdale, Houghton Mifflin Co., NY, NY, 20035) Saliby, M.J., P.J. Desio

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Gary Halada, State University of New York at Stony Brook

Tagged Divisions

First-Year Programs

80% male, and about 75% intended to become or continueas engineering majors. Interestingly, the increase in respondents to the post-assessment waslargely a result of greater numbers of students from Hispanic and Asian ethnicities responding tothe post-assessment. There does not appear to be any clear reason for this difference.Revisions of the SEASWhile the initial study involved survey questions of generalized tasks incorporating science,technology, engineering and mathematics, revisions are planned to include content that is moreclosely aligned with class activities. In this way, measurements of self-belief can be moreclosely correlated to actual content knowledge gained through the active learning methods used.For example, the SEAS will

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

to at least a C. Figure 1 illustrates this result. Grade Recovery Program Data Improved to C or Better 25% Did Not Improve to C 75% Figure 1. Calculus 1 Grade Recovery Program DataAnecdotally, several students indicated they were planning to withdraw from Calculus 1, butdecided to persevere if there was the hope of earning a C or better. That hope motivated severalof the students; and one-fourth of that population persisted and succeeded in

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Thomas Wolff, Michigan State University; Wolfgang Bauer, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Nathaniel Ehrlich, Michigan State University; John Courtney, Michigan State University; Ruth Heckman, Lansing Community College; Denise Fleming, Michigan State University; Louise Paquette, Lansing Community College; Renee Mickelson, Lansing Community College; Mark Urban-Lurain; Clifford Weil, Michigan State University

Tagged Divisions

First-Year Programs

in hurricane Katrina. As Associate Dean, he oversees curriculum, advising, career planning, study abroad, early engineering and other related initiatives.Wolfgang Bauer, Michigan State University Wolfgang Bauer is University Distinguished Professor and Chairperson of the Department of Physics and Astronomy at Michigan State University, as well as Founding Director of the Institute for Cyber-Enabled Discovery. He has pioneered internet-based distance learning classes for college and advanced placement high school audiences and has been a co-PI on the MSU Lon-Capa project, a course management and automated individualized homework system. He is MSU’s representative for the Science &

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Connor Sonnier, Arizona State University

Tagged Divisions

First-Year Programs

nonlinear and iterative characteristic of the designprocess, though there were still about 20% of participants whose design process representationwas completely linear at the end of the course, indicating an area of improvement in the course.Another weakness in students’ understanding was found to be about the ‘Research’ phase in thedesign process. Many participants were not able to provide any specific details about this phaseat the end of the course, and for those who did provide specific details, their understanding aboutit is limited to ‘research existing solutions’.As for future work, the authors plan to address the weaknesses found in the course based onresults from the data analysis; collect more data to increase the total number of

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

understanding the People work better and feel Knowing about the design I am planning on studying engineering design process, better when they feel included process makes it possible to aerospace engineering. In I will have a fuller in the process of learning, such re-define a complex my field, I will be designing understanding of

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

Tagged Divisions

First-Year Programs

. Teaching Methods that Work”,Chemical Engineering Education, 34 (1), 26-39.[9] Weiss T. June 3, 2009. The 10 hardest jobs to fill in America. Online reference available at:https://www.forbes.com/2009/06/03/hard-jobs-fill-leadership-careers-employment.html#41f226df758e accessed July 2019.[10] Jones BD, Paretti MC, Hein SF, and Knott TW. (2010). “An Analysis of MotivationConstructs with First‐Year Engineering Students: Relationships Among Expectancies, Values,Achievement, and Career Plans,” Journal of Engineering Education, 99: 319-336.[11] Jackson SA. (2002). The Quiet Crisis: Building Engineering and Science Talent, San Diego,CA. Online reference available at: https://www.yumpu.com/en/document/view/25874662/quiet-crisis-building-engineering-and

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University; Aparajita Jaiswal, Purdue University; Shawn Farrington, Purdue University

Tagged Divisions

First-Year Programs

recommend other universities to use undergraduatestudents who are qualified and prepare them based on the themes discussed to enhance students'classroom experience.As future work, we plan to use the results and discoveries from the study to better recruit UGTAsand strengthen the UGTA involvement in the classroom and thereby potentially improvingstudents course experience. After recognizing how students felt about UGTAs being accessibleoutside class, a future study could investigate the effectiveness of UGTAs outside classavailability through office hours on students. In order to mitigate the limitation of our focusgroup sample potentially not being representative of the entire population, a future study couldbe conducted where the focus group would

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Munden, Fairfield University; Marcia Arambulo Rodriguez, Fairfield University; Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University

Tagged Divisions

First-Year Programs

memberhad to fulfill, such as the budget manager, and communications manager. The TDP rubric wasprovided to students as part of the TDP assignment, so they were well aware of all gradingcriteria in advance, so that they could plan accordingly. This rubric allowed us to define clearly,why a particular grade was earned, rather than the previously used subjective, holistic approach.Again, we found this new TDP rubric to be effective in helping students meet the desiredoutcome. Out of 15 teams, 100% exceeded the minimum threshold of 70% for satisfactoryperformance. In fact, the lowest grade was an 83%. While this did not provide for a large spreadin grades (average was 92% with a standard deviation of only 4.2%) the teaching faculty werequite satisfied

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean S. Larson, Arizona State University; Medha Dalal, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Claudia Elena Zapata, Arizona State University; Nasser Hamdan, Center for Bio-mediated & Bio-inspired Geotechnics; Edward Kavazanjian Jr., Arizona State University

Tagged Divisions

First-Year Programs

field trials.Also covered are lessons learned from the field trials, the revision process, and plans fordisseminating the module to partner universities in the future.BackgroundBiogeotechnics is a rapidly emerging branch of geotechnical engineering that focuses on learningfrom nature to help address engineering challenges. Although many freshman engineeringstudents may have already decided to pursue one of the main branches of engineering (e.g.,mechanical, electrical, civil, or chemical), many are still exploring the sub-fields andspecializations within each branch (Shamma & Purasinghe, 2015). Exposing undergraduates toresearch being conducted in biogeotechnics, along with various career options available, whichare often dependent upon

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

J.w. Bruce, Tennessee Technological University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

First-Year Programs

not EE or CmpE majors fall into one of three categories: (1) transferring into ECE and enrolled in the course before they officially changed majors, (2) already enrolled in the course but changing out of EE/CmpE with their major change already having been processed, or (3) taking the course because of curiosity in the ECE profession with no current (or immediate) plans to change their major to EE or CompE.The membership of non-ECE students into these three categories was not ascertained. N=577 Number PercentageComputer Engineering 219 38%Electrical Engineering 277

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Theiss, The Ohio State University; John E Robertson, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University; Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

intend to change major but arestill classified under a different major. It would be interesting to study the results over multipleyears for multiple groups of students. We have plans to conduct this type of analysis in the futurelooking at official major selection database information to limit the amount of self-reported databeing used. Additionally, this study is limited because it does not include a qualitativeperspective that may help us understand why students switch majors. In the future we caninterview students to better understand the reasons for switching. We may be able to use thesurvey information to identify candidates for interviews. Another limitation is the sample andresponse rate. We only looked at 229 out of a possible 2014

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

Nicholas Andres Brake, Lamar University; James C. Curry

Tagged Divisions

First-Year Programs

1-6 Design SE 3 I can evaluate a design 1-6 Design SE 4 I can recognize changes needed for a design solution to work 1-6 Teamwork 1 I can work well in team based projects 1-6 Teamwork 2 I can plan projects 1-6 Teamwork 3 I can lead a project team 1-6 Teamwork 4 I can resolve team conflicts 1-6 Career 1 I understand what engineers do in practice 1-6 Career 2 I

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

into the first-yearIntroduction to Engineering course to provide real world context for a hands-on team baseddesign project. Even though quantitative results show that this incorporation did not seem tohave an impact on students’ motivation, it did increase students’ knowledge about the GrandChallenges and positively impacted students’ interest. Overall, both quantitative and qualitativeresults show that this real world context based on the NAE Grand Challenges has positivelychanged students’ perception of engineers’ roles and the impact of engineering solutions in thesociety, and has effectively helped students better understand the engineering profession andhow to approach real world engineering problems.Future plans for the project include

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Gulf Coast University; Janusz Zalewski, Florida Gulf Coast University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

program. It lets us see where we ourselves might be and give us time to plan for what’s ahead.” • “I got to see what I could be doing if I continue down this major. I also saw how what some of what we learned applies to the ‘big picture’. It also opened ideas and opportunity for my future and what major track I take.” • “Seeing that they were just normal students like me put me at ease and made me feel like I belong in this program. The seniors were very passionate about the FGCU Software Engineering program and this made me extremely excited to be a part of it.” • “As a freshman, I don’t have classes with upperclassmen that have learned from experience to tell me what’s

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette, IN; Juan David Ortega-Alvarez, Universidad EAFIT, Medellin, Colombia - Purdue University, West Lafayette, IN; S. Zahra Atiq, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

at the undergraduate level1.We explore one part of Harren’s model: the sources of information used by students during whatHarren defined as the planning stage. According to Harren: This stage is characterized by an alternating, expanding and narrowing process of exploration and crystallization. The expanding aspect of exploration involves searching for information or data about the Task and about the Self-Concept in relation to the Task1.The Task here can be related to the particularities of the career or major, which is the aim of thisstudy. On the other hand, the Self-Concept in relation to the Task has a strong connection to theCompetence Beliefs, as defined by Eccles and colleagues in their expectancy-value

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

Tagged Divisions

First-Year Programs

new student understanding.    Engineering Matters Results    The Engineering matters survey allowed us to start understanding the motives and viewsof people who are entering the program as first year students. A majority of peopleentering the program did so because they plan on working as an engineer or attendinggraduate school for engineering. Most people had heard about the program frominstitutional information outlets. Interestingly, just as many people cited “a friend orrelative” for how they heard about the program, which is surprising given newness of theprogram. When selecting the institution specifically, the engineering program was the 3rdmost picked option after the campus and community. It was also found that the mostcommon majors

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Olin College of Engineering; Kevin A. Nguyen, Texas Tech University; Chris Gewirtz, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

. L., & Ohland, M. W. (2010). A Comparison of EngineeringStudents' Reflections on Their First-Year Experiences. Journal Of Engineering Education, 99(2), 169-178. 13. Molee, L. M., Henry, M. E., Sessa, V. I., & McKinney-Prupis, E. R. (2010). Assessing learning in service-learning courses through critical reflection. Journal of Experiential Education, 33(3), 239-257. 14. Higgins, L., Flower, L., & Petraglia, J. (1992). Planning Text Together The Role of Critical Reflection inStudent Collaboration. Written communication, 9(1), 48-84. 15. Mezirow, J. (1990). How critical-reflection triggers transformative learning. Fostering critical-reflection inadulthood, 1-20. 16. Schön, D. A. (1983). The reflective

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

carefully designed such that they all cover the same objectives, i.e., providestudents with the opportunity to: • Develop problem statements and design criteria/requirements by evaluating a project scenario using design techniques; • Construct detailed project plans using basic project management techniques (such as scheduling and budgeting) and methods (such as Gantt charts); • Use the engineering design process to design, create, and evaluate a prototype that addresses realistic design constraints and requirements, in a design team; • Apply basic teaming principles (such as the Tuckman’s Model) and team effectiveness practices while working with their teams; • Write a technical report and give an oral

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

globally connected education". The Deakin Universitystrategic direction is achieved in part by delivering a quality online engineering program. Ourgoal is that online program will provide online students with a premium learning experienceequal to that of on-campus students. The freshman residential school is a gateway for the first-year engineering on-campus/online students where the students could interact with each other,working as teams through collaborative learning. Some pedagogical characteristics of onlineeducation at Deakin University are: 1. The inspiration of an educational organization in planning, preparation and delivery of material for on-campus/online collaboration among students. 2. Provision of teacher-student and