Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint; Vasudha Kilaru, University of Michigan - Flint

Tagged Divisions

First-Year Programs

Agree Agree Agreeh. I rarely find time to review my notes or readings before an exam 13. Effort Regulationa. I often feel so lazy or bored when I study that I quit before I finish what I planned to do.b. I work hard to do well even if I don’t like what we are doing.c. When course work is difficult, I give up or only study the easy parts.d. Even when course materials are full and uninteresting, I manage to keep working until I finish 14. Peer learninga. When studying for a class, I often try to explain the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

with LEGO Mindstorms software and Excel. Thesoftware allowed the teams to program the robots, collect the data, plot a graph and come upwith a hypothesis about the time the robot would require to traverse an arbitrary distancespecified by the faculty and/or an undergraduate student leader. The teams who did the mostaccurate predictions won prizes. After the competition ended time was allotted to reflect on theexercise and the lessons learned.In the last part of the orientation, students watched some highlights from videos related to robotapplications previously collected by the faculty and the undergraduate students planning theorientation. A magazine article15 related to humans and robots interaction was provided as areading. Freshman engaged

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

should be given, and equations should be applied consistently using the convention indicated in your diagram. All symbols need to be defined, including those given as initial conditions in the problem statement or new ones that are needed for the problem solution. A free body diagram will be included when appropriate. You may need more than a single figure for more complicated problems.5) Algebraic solution. Start by stating the general equations you plan to use for the solution, which should also clearly relate to your stated known and unknown variables listed from your problem statement and diagrams. An algebraic solution of the problem (i.e. in symbolic format, no numbers plugged in) should be given

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, Ohio State University; Cassondra Wallwey, Ohio State University; Michael Parke, Ohio State University

Tagged Divisions

First-Year Programs

inengineering [9]. To incorporate these benefits into this lab, students were placed into large teamsto complete the manufacturing of the Mr. Potato Heads and into smaller teams to complete agroup lab report. While not all students plan to study ISE, all engineers can benefit from theexperience of studying a problem and implementing changes to improve the solution whilemeeting given constraints.ConclusionIn the honors track for the first-year engineering program at The Ohio State University,laboratories are utilized for students to both introduce them to engineering topics from variousmajors as well as develop their technical writing skills. This Quality & Productivity lab wasdesigned to introduce first-year students to introductory ISE topics

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Sura Alqudah, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

of sense of belonging. Considering that the essay question was open-ended, it is ofsignificance when students mention one of the interventions in their response. Since the interventionsthemselves are short (both the norms and mindset activities take less than an hour), the researchers weresurprised to see that so many students reflected positively on those activities. What the essay is not measuring,however, is the change in student sense of belonging over the course of the quarter. The researchers plan toconduct future research to investigate this further.Conclusion, Limitations & ChallengesThe norms and mindset interventions designed as part of this research study are of high quality and are easyto embed into an existing course. The

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Ariel Cervantes Lafuente; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Shani O'Brien, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

positive impact of socialization for ELC students occurred inInterview C. Both described how socializing can be tiring and straining for busy students,especially those who identify as introverts and need time to recover from extensive interactionwith others. This instance co-occurred with Feedback, as the student suggested havingpurposeful social time planned, such as study groups, in lieu of social time for the sake ofsocializing, such as going to a theme park. These disconfirming examples show that relationshipsare still a chief positive impact of the ELC, when tailored to the unique needs and personalitiesof engineering students [8].Theme II: Resources for Transition This theme is made up of Resources, Mentoring, and Transition to Adulthood

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey; Ilene J. Rosen, Rutgers, The State University of New Jersey

Tagged Divisions

First-Year Programs

even received national mediaattention [10]. However, the focus on plagiarism hides a host of underlying issues. In our course,we encountered gray areas where the enforcement of plagiarism rules and student learning maynot be in alignment. We also discovered that plagiarism cases were mostly among students withno prior experience, suggesting that plagiarizing could be as much a last-ditch attempt to salvagea lost situation, rather than a devious plan to break rules. This is not to suggest that we should scale back efforts to detect plagiarism or reportindividuals who commit it. However, we should also be understanding of what the underlyingissues might be. Previous research has suggested [5], [8], and we have experienced in teachingthis

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Smith, University of Notre Dame; Elizabeth Kerr, University of Notre Dame

Tagged Divisions

First-Year Programs

classes and/or careers. Similar frustrations were expressed withregards to the engineering career fair (which occurs near the beginning of each Fall semester).While the engineering career fair was not a tracked CE/EVEG exploration event (see Table 1),students in each general classification (but particularly lost EVEG students) reported negativeexperiences in terms of available employers, providing valuable insight and supporting thenotation that post-graduation plans strongly influence major selection. Among the eventsdiscussed within the discernment papers, the student panel discussion appeared to be the mostsuccessful, due to the relatively high student participation (42 total experiences) and overallpositive impact across all student major

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Carrie Slater, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Jean Kampe, Virginia Tech

Tagged Divisions

First-Year Programs

other first-yearCoE students at a campus dining facility or local restaurant. This social experience was intendedto be relaxing and a much needed distraction from the academic demands of the semester.Two large scale events and one closing activity were planned and implemented during the fallprogram. In conjunction with the Student Engineers Council, a course request help session forspring courses was facilitated by mentors and open to all mentees. Mentors representing specificengineering disciplines were available to answer questions about certain major-specific classesand professors and to assist students in completing the online course request process. An eveningevent was also held following the second Engineering Explorations test. Mentors

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janaki Isabella Perera, Franklin W. Olin College of Engineering; Brendan Thomas Quinlivan, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

. Research in Higher Education, 46(2), 153-184. 14. Corbin, J., & Strauss, A. (2007). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Sage Publications, Incorporated. 15. Cotten, S. R., & Wilson, B. (2006). Student-Faculty Interactions: Dynamics and Determinants. Higher Education: The International Journal of Higher Education and Educational Planning, 51(4), 487-519. 16. Astin

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

First-Year Programs

more disciplined.  Don't judge me.  HW was not a priority to me in high school but college requires discipline and good study habits.  My study habits are completely different than high school.  I probably need to study more now that I am in college.  Forcing myself to study more than usual will be the hardest thing for me to adapt to engineering school.  I plan to improve my study/homework habits in college.  I’m a pretty lazy person when it comes to homework, but I do it if I need to.  I am well aware that my studying habits are going to have to change in order to be successful in engineering.  In high school I did not study much and still made good grades. I understand that in

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

where graduate TAs (GTAs) dutiesentail leading laboratory and discussion sessions.2,3 Formal training for TAs, provided at theuniversity level, department level, and course level4, often focuses on the basics and mechanicsof being a TA. The most basic training for new TAs includes topics such as TA responsibilitiesand grading (e.g. homework and exam). More advanced, yet still introductory, TA trainingtopics include knowing students, lecture techniques, leading discussions, classroommanagement, creating optimal learning environments, academic integrity, class planning andinstructor evaluations.5,6 Opportunities for in-depth development of TAs pedagogical skills arelimited, and the prevalence of optional versus mandatory training leaves many TAs

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christa R. James-Byrnes, University of Wisconsin, Barron County; Mark H. Holdhusen, University of Wisconsin, Marathon County

Tagged Divisions

First-Year Programs

potential topics for the course. The 60 topics were thencategorized into one of three areas: computers/applications, engineering principles, andteam/project design. Within each category the attending faculty ranked the topics in order ofimportance and the highest ranked topics were identified as the course components that shouldbe covered regardless of the mode of delivery. Approximately 1/3 of the course content wasgiven to each category. The members discussed the various lessons and methodologies used inclass to cover the components and developed a topical outline for every day of the course.Stage 2: Lecture Design and Delivery StrategiesA smaller group of faculty members met a few weeks later to plan the course for online delivery.The course

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

samplesize, the results indicate that self-assessment can be used as a tool to monitor the achievement ofcritical outcomes. Regular and periodic self-assessment from students might help an instructor tocome up with an early intervention plan to reconfigure course content or to change contentdelivery methods in order to enhance the possibility of achieving critical learning outcomes. Thisis important since the direct assessment of specific outcomes is typically done at the end of thesemester, or during program assessment, which is often too late for students who have alreadytaken courses in which outcomes have not been achieved. Although important and necessary, theformal means of direct assessment do not provide the instructor with an immediate

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of New Haven; Maria-Isabel Carnasciali, Ph.D., University of New Haven; Jean Nocito-Gobel, University of New Haven; Cory Carr

Tagged Divisions

First-Year Programs

year students duringthe 2005-2006 academic year.During the next six years, the number of LLCs at the university has grown to ten. Includingengineering, eight of the communities are major specific. Last year, the university expandedLLCs to include ones based on common interest; thus, a community was established for theHonors Program and another for all first year majors (Freshmen Connections). Although theuniversity is committed to providing a learning community experience for all first year students,participation in the program is optional for residential students. Plans include establishing a LLCfor Pre-education first year students next year.Living Learning Communities at the University of New Haven provide first-year students inspecific

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Reap, Virginia Tech; Holly M. Matusovich, Virginia Tech; Rachel A. Louis, Virginia Tech

Tagged Divisions

First-Year Programs

and learning/achievement.These assumptions give the learner’s agency, or freedom to act, prominence in the learningprocess. In this approach, goals and learning strategies are not matched one to one, and learnerschoose appropriate learning strategies based on a variety of factors.Figure 1 is a simplified diagram of Pintrich’s conceptual framework. It shows four stages thatoperate sequentially (center circle) across each of four domains (boxes). Note that the full cycleof stages can operate in each domain. • Cognition • Motivation/ Affect 1. Planning

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. McKnight, Northeastern University; Michael E. Pelletier, Northern Essex Community College; Paula G. Leventman, Northeastern University

Tagged Divisions

First-Year Programs

accomplishment,” and felt they “learned a lot.” Over 80%of the students supported the use of such modules in future classes. (See Table I and II below.)EST104 “Engineering Essentials and Design” at NECCNorthern Essex Community College serves students from cities and towns north of Boston. Thepre-engineering program at NECC is rapidly expanding, with most students planning ontransferring to the engineering program at the University of Massachusetts at Lowell (UMass-Lowell). Other state or private universities also enroll NECC graduates. UMass-Lowell recentlyintroduced a required first-year “Intro to Engineering” course into their engineering curriculumand, as a part of their articulation agreement with NECC, agreed that students who complete theEST104

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Sara A. Atwood, Elizabethtown College

Tagged Divisions

First-Year Programs

Page 25.185.6Specific Indicate a desire to study a particularInterests discipline of engineering (only for those study Aerospace responses that indicate certainty of specific Engineering” or “I want to type of engineering) build skyscrapers (Civil Eng.)”Prepare for Studying engineering in preparation for “Engineering will prepare meOther Career another field upon graduation to be a patent lawyer” or “I plan to go into the air force”Family Immediate or extended family member is an

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Elsie Elford, Grant MacEwan University

Tagged Divisions

First-Year Programs

follows:Extroverts – sociable, external, interactingIntroverts – territorial, internal, intensiveSensing – perceiving, past wisdom, gathering information, sensible, realisticIntuition – imaginative, speculative, ingenious, inspiration, hunchesThinking – evaluating, judging, logical, objectiveFeeling – subjective, empathetic, humane, persuasive, appreciative, harmony, positiveJudgment – planned, scheduled, working steadily, closurePerception – open-ended, flexible, adaptableThese descriptors are closely associated with the descriptors used to define the StrengthsFinderthemes.† It will be shown later that these descriptors can be used to examine the relationshipbetween MBTI and StrengthsFinder.Jackson and Magun-Jackson18 have also provided an excellent

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elora Candace Voyles, Southern Illinois University, Carbondale; Rhonda K. Kowalchuk, Southern Illinois University, Carbondale; John W. Nicklow, Southern Illinois University, Carbondale; Robert Ricks

Tagged Divisions

First-Year Programs

AC 2011-1132: RESIDENTIAL PEER MENTORING BENEFITS MENTEES:WHAT ABOUT MENTORS?Elora Candace Voyles, Southern Illinois University Carbondale Elora Voyles is a master’s student in Workforce Education and Development at Southern Illinois Uni- versity Carbondale (SIUC). Elora received her B.A. (2010) in psychology at SIUC. Her research interest focuses on: engineering education practices, diversity, and leadership. In pursuing these interests, Elora attained the publication of an article entitled: ”The Perception of Leadership Before and After the 2008 Presidential Election” in The Journal of Psychological Inquiry. Elora plans to pursue a Ph.D. in psychol- ogy following the completion of her master’s degree.Rhonda K

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elisabeth A. Chapman, Clarkson University; Elisabeth Maria Wultsch, Clarkson University; Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Peter R Turner, Clarkson University; Michael W. Ramsdell, Physics Dept. Clarkson University; Robert Prout Jaspersohn, Clarkson University

Tagged Divisions

First-Year Programs

Engineering Strategic Plan of 2007 included as one of its strategic goals tomodernize the first year experience. Specifically, this goal was stated as, “All students in theSchool of Engineering will have a first-year Technology course that provides a small-class,hands-on, query-based learning experience that ties technology to society and engages studentsin engineering problem-solving.”Curriculum modernizationWhile ABET (Accreditation Board for Engineering and Technology, Inc.,) specifically requiresthat engineers “meet a general education component that complements the technical content ofthe curriculum and is consistent with the program and institution objectives,” ABET alsosuggests a particular responsibility for engineers to study the social

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Arizona State University

Tagged Divisions

First-Year Programs

collegestudents whose high-school SAT math scores were at least 650 and who started their collegecareers in natural science, mathematics or engineering. The interviewees were selectedrandomly by the participating colleges and universities. Approximately half of those interviewedhad switched majors out of science-math-engineering (SME) programs by their senior years. Theother half of those interviewed were still SME majors as seniors and planned to graduate with adegree in natural science, mathematics or engineering. They found that the greatest contributionto the loss of students in Science, Math and Engineering fields was due to problems associatedwith the structure of the educational experience and the culture of the disciplines. They alsofound that

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo

Tagged Divisions

First-Year Programs

investigation [7], [28]. As a result, some authors continue to view onlineinstruction with suspicion [5], [29]. The primary criticism of virtual instruction is that it lacks thelevel of instructor-student interaction that occurs in-person [5], [29]. As a result, these criticsargue that online instruction should be provided synchronously, imitating in-person education asmuch as possible [5], [29]. Burns, Cunningham, and Foran-Mulcahy [24] disagree, however,arguing that carefully designed asynchronous education has the potential to be as effective assynchronous or in-person education. While synchronous instruction may be better equipped tofacilitate in-person interactions, with adequate planning, design, and unique pedagogicalapproaches, asynchronous

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

DC motor ports. These ports canbe used to operate sensors, servo-controlled robot arms, and drivetrains. The large number ofavailable ports encourages the use of many components and the need to plan how thesecomponents will interact with the robot and the Proteus. Also, the Proteus receives RPS datathrough an XBee wireless module, and it has a 320 by 240 pixel color LCD for text output andprogram debugging. This allows students to fully engage with the test, validate, and redesigncycle. These main features are highlighted in Figure 4 below.In addition, more advanced features have been developed for the Proteus in the last two years.First, an on-board accelerometer has been implemented to allow students to determine theorientation of their

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

globally focused career with the need to work withpeople from a variety of technical and diverse backgrounds. This trend has been reflected inengineering pedagogy with a rise in teaming experiences in first-year and capstone designcourses of engineering curriculum in the U.S.1 Additionally the ABET EAC Student Outcomescurrently require students to have “(d) an ability to function on multidisciplinary teams”2. Evenwith recently proposed changes to the following criterion, “(7) An ability to function effectivelyas a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates acollaborative and inclusive environment,” ABET Student Outcomes still emphasize the need forengineering students to be able to work in diverse

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Director of One Page Solutions, a consulting firm that uses the OGSP R process to help technology and branded product clients develop better strategic plans. Mark is a member of The Band of Angels, Silicon Valley’s oldest organization dedicated exclusively to funding seed stage start-ups. In addition, he serves on the board of several technology start-up companies.Sophia Lerner Pink, Stanford University Sophia Pink is a sophomore studying engineering at Stanford University. She began conducting research in Dr. Sheri Sheppard’s Designing Education Lab in June 2016. Sophia’s academic interests include mechanical engineering, human-centered design and social science research.Kayla Powers, Stanford UniversityMr. Adrian Piedra

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

resource allocation, workforce planning, and logistics and dis- tribution. She was awarded a B.S., M.Eng, and Ph.D. all in Industrial Engineering, from the University of Louisville, J.B. Speed School of Engineering. Her doctoral work focused on the development of the LoDI Index, which is released by the Logistics and Distribution Institute at the University of Louisville every month. The index is also featured in the FRED report and is utilized by various national corporations each month. Dr. Gerber is a member of Golden Key International Honours Society, the Institute of Industrial and Systems Engineers, and the Society of Women Engineers. She also serves as the faculty advisor for the UofL student chapter of IISE.Dr

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University

Tagged Divisions

First-Year Programs

: Designing an institutional change plan using local evidence. Journal of Engineering Education, 103(2): 331–361, April 2014. doi: 10.1002/jee.20042.[17] Michael J. Prince. Does active learning work? a review of the research. Journal of Engineering Education, 93: 223–231, 2004.[18] Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States, 111(23):8410–8415, May 2014. doi: 10.1073/pnas.1319030111.Appendix: Full text of survey promptsThe following tables list the abbreviated versions and the full text prompts for

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; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

task taking significantly more time than others or suggesting tasks that they maynot have considered otherwise, multiple Gantt charts could be provided with contrasting errors.Students could compare and contrast these Gantt charts rather than critiquing a single process.This may also help emphasize that they are not describing what a team has already done, butgiving feedback on their plans with emphasis on choosing a process which will produce the bestresults. In addition, during the decision making stage, analysis and modelling should be includedin the grading rubric as the engineering approach to designing is different from a hobbyistapproach which focuses on ‘trial and error’.References[1] S. Sheppard and R. Jennison, “Freshman engineering

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

Donald E. Richards, Rose-Hulman Institute of Technology; Michael A. Collura, University of New Haven

Tagged Divisions

First-Year Programs

problem statement and building amodel from fundamental principles using explicit assumptions and application of problem spe-cific information. Thus, the answer produced by the student is supported by an explicit chain oflogic that can be examined by everyone.University of New Haven (UNH)In 2004 Tagliatela College of Engineering at UNH introduced a set of common engineering fun-damentals courses for all engineering programs. The set of courses, collectively referred to as theMultidisciplinary Engineering Foundation Spiral Curriculum (MEFSC)19,20, spanned the fresh-man and sophomore levels. First-year courses include project-based courses to introduce the en-gineering design process, project planning, and the use of spreadsheets with Visual Basic