Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela Renee Lockwood, West Texas A&M University; Emily M. Hunt, West Texas A&M University

Tagged Divisions

First-Year Programs

in a learning community were retained in engineering at a rate of 53% in comparisonto 46% for those not enrolled in the learning community. Although not statistically significant(p=0.0924), after matching on the propensity score students enrolled in the engineeringcommunity were retained in engineering and at the university at a higher rate than those notenrolled in the learning community experience.IntroductionAcross the United States, institutions of higher education have utilized varying forms of alearning community experience in efforts to improve outcomes for first-year students. Lenningand Ebbers [1] defined four common forms of learning communities: (1) curricular learningcommunities that enroll a cohort of students in two or more

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maggie A Flynn M.A., Elizabethtown College

Tagged Divisions

First-Year Programs

) concept serves a population of motivatedstudents who learn by collaborating with faculty and other students. Engineering LearningCommunities (ELC) are, to the most part, LLCs. Most LLCs are communities in which studentspursue their academic curriculum with a blended co-curriculum involving a theme, concept, orcommon subject matter while living together in a reserved part of a residence hall.1 Students areoften connected through enrollment in specific sections of courses that act as supportivescaffolding to the community.2 LLCs range in size but typically do not exceed 75 participants.3The small size of LLCs assists in developing supportive peer relationships.4Living and learning communities are designed to increase student satisfaction and

Conference Session

FPD V: Gender and Engineering Education: A Panel Discussion and Workshop

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Caitrin Lynch, Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Lynn Andrea Stein, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs, Women in Engineering

between the experiences of women in undergraduate engineering programs and their malecounterparts.1-5 Many existing explanations of women’s under-representation in engineering andphysical sciences are based on differences in intrinsic values, psychological needs, preparation,work-related values, family obligations, and lack of “critical mass.”3,6-14 Without ruling out thepossible significance of these factors, this paper explores an alternative factor, one over whichthe engineering profession itself might have greater control: the culture of our classrooms. Inparticular, we introduce several frameworks from the psychology and gender studies literaturethat shed light on how classroom climate plays a role in student experience and, in turn, in

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ibibia K. Dabipi, University of Maryland, Eastern Shore

Tagged Divisions

First-Year Programs

engineering design experience aimed at a design course that iscollaborative, multi-disciplined, hands on, aerospace industry focused, and helps studentsidentify strengths and weaknesses they may have when working in team environments [1][2].While focusing on aviation projects, the faculties from both the engineering and aviationprograms seek to address the issues faced by students in both programs in a way that benefits thestudents. Practical projects provide the students with the understanding that their work isaddressing a relevant industry need. Additionally, design projects such as this one introducesstudents to the type of group dynamics that they are likely to encounter at their future sites ofemployment where they will be expected to perform

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University; Robin R Hammond, Arizona State University

Tagged Divisions

First-Year Programs

lessons learned from this pilotevent.BackgroundEducators and industry alike have well documented their concerns about the future ofengineering in the United States due to a decline of engineering graduates.1 Increasing thenumber of engineering graduates requires both an increase in the number of students choosing tostudy engineering as well as an increase in engineering student retention. Engineering programshave struggled with retention issues for decades with many programs reporting that 30-40% ofstudents leave engineering after the freshmen year. Numerous studies indicate the many factorsthat impact retention in engineering, including (specific to this paper) a student‟s knowledge of

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chitra Javdekar, Massachusetts Bay Community College, Wellesley Hills MA 02481; Stephen W. McKnight, Northeastern University; Michael E. Pelletier, Northern Essex Community College

Tagged Divisions

First-Year Programs

-bordercollaboration has been made possible due to the availability of a larger pool of researchers, thispresents challenges to U.S. competitiveness in high technology areas and to its position as aworld leader in critical S&E fields. Within the US the proportion of Natural Sciences andEngineering (NS&E) degrees as a share of total degrees conferred in US has declined byapproximately eight percent from 2002 to 2007 [1]. There is evidence to suggest that some of thisdecline can be attributed to the student attrition during their first one or two years from thescience and engineering programs.Previous studies have indicated that significant student attrition or “switching” from science andengineering educational programs to other fields occurs during

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Walter Curtis Lee, Virginia Tech ; John Andrew Janeski, Virginia Tech; Katherine E. Winters, Virginia Tech

Tagged Divisions

First-Year Programs

of these needs lead to greater psychological well-being. Asshown in Figure 1, we hypothesize that classroom instructors and environment factors contributeto students’ fulfillment of autonomy, competence and relatedness needs, which in turn contributeto greater motivation as measured through self-reported course engagement.Figure 1: Proposed relationship between classroom environment, SDT constructs and students’engagement in lecture and workshop activitiesResearch on Student Autonomy, Competence, and RelatednessAlthough much of the work exploring self-determination among students is quantitative andfocuses on primary and secondary school students, such research has shown promising tiesbetween need fulfillment and indicators of course

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

provide residences for students, particularlyyoung adults, close to classes and embedded within the campus community has been commonpractice since the formation of our oldest colleges and universities. The concept of themeddormitory housing, such as floors reserved for students of a particular major or extra-curricularinterest, and living/learning communities in earnest, began with Alexander Meiklejohn’sexperimental college at the University of Wisconsin in 1927, and have continued to expand.1 Page 22.803.2Living Learning Communities can be defined as by Inkelas, Zeller, Murphy, and Hummel:students, “1) live together on campus, 2) take part in a

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Kline, Western Michigan University; Betsy M. Aller, Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Divisions

First-Year Programs

STEP program has increased steadily. Table 1 shows theincrease in placement of students into learning communities, where first-time, first-year studentstake 3 to 5 courses in common with the same group of students (“a cohort”), to facilitateformation of study groups and other social or professional interactions. As much as possible,students in a cohort are also grouped by Residence hall staff in the Engineering House, whichhas enhanced STEM tutoring services available beyond the regular university tutoring orlearning centers. Except for the base year of 2004-05, voluntary enrollment exceeded theexpected or proposed enrollment projected by CEAS. Because the sample size from the 2004-05 year is small, retention data uses the 2005-06 cohort of

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacqueline Q. Hodge, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Angie M. Harris, Texas A&M University; Jefferey E. Froyd, Texas A&M University; Margaret Hobson, Texas A&M University; Jasmine Alysse Pope

Tagged Divisions

First-Year Programs

services offered atELLC. All Veterans are required to hold a GPA above 2.75. Faculty members and/oradministrators devote time to students through academically-focused group activities to provideearly connections to the COE. Academic advisors hold office hours in the residence hall andanswer student questions about class registration and their specific departmental curriculum. Inaddition, student organizations are also involved at the ELLC with events that aim to engagefreshman in their activities. Overall, the ELLC offers students both academic and social supportand opportunities to connect with engineering.Demographics of ParticipantsTables 1 and 2 show the demographics of students who lived in the ELLC from 2007 to 2010.The Non-ELLC cohort

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa A. Pruitt, University of California, Berkeley

Tagged Divisions

First-Year Programs

develop teamwork skills. The course aims to deliver the criteria for graduatingcompetent engineers as recommended by the Accreditation Board of Engineering andTechnology. These criteria are summarized in Table 1. Page 22.966.2 Table 1. ABET criteria for competent engineersCriteria Description of competency (a) An ability to apply mathematics science and engineering principles (b) An ability to design and conduct experiments and interpret data (c) An ability to design a system, component, or process to meet desired needs (d) an ability to function on multidisciplinary teams (e) an ability to

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

maintain student engagement and promote motivation for learning. Specifically, westudy the motivational effects of offering optional challenge projects to freshmen engineeringstudents enrolled in an introductory engineering course.FrameworkMotivation directly relates to engagement in learning in classrooms 1. In particular, researchshows that motivation influences the strategies students use to approach learning 2. Because we Page 25.306.2examine motivation and learning, our study is situated in a self-regulated learning (SRL)conceptual framework proposed by Pintrich 3. Generally, SRL models take into considerationcognitive, motivational and

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Mark Embree, Rice University; Maria Oden, Rice University

Tagged Divisions

First-Year Programs

fabricating prototypes in the OEDK.Assessment of the course over two semesters is presented. Survey results indicate that freshmanstudents felt ENGI 120 helped them develop skills in engineering design, prototyping, andwriting and editing technical documents. The course was less effective in helping studentsdecide on an engineering major and see applications for their fundamental math and sciencecourses in engineering design.IntroductionFirst-year programs for engineering students are very common across the country.1 Differentuniversities, college, and departments often take different approaches to the content and deliveryof the courses. Whereas some courses focus on engineering skills such as technicalcommunication and computer-aided design

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas J. Vasko, Central Connecticut State University; Peter F. Baumann, Central Connecticut State University

Tagged Divisions

First-Year Programs

 Problem-solving and solution presentation using the engineering method and format  Recording data, displaying it graphically, and representing it statistically  Using customary and international (SI) units of measure interchangeably  Applying basic engineering formulae to machine and process design  Working effectively on teamsOriginally explained in a previous work [1], FYE activities added to the introductory course fallinto three categories: informative, instructional, and support services. “Informative elementsincluded a general engineering (and engineering) technology curriculum review, a welcome andmembership invitation by student leaders of the technical student organizations on campus, and asession with the Career

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel Ed.D., West Virginia University; Todd R. Hamrick Ph.D., West Virginia University

Tagged Divisions

First-Year Programs

in early math courses by: (1) requiring entering students to take a math placementexam to determine appropriate initial math course placement; (2) requiring a grade of C or betteras a pre-requisite to move to the next math course in sequence (this requirement exists for allmath courses prior to Differential Equations); and (3) transferring out students who earn a D or Ftwo times in any math course up to and including Calculus 1. So, for example, if an enteringfreshman places into College Trigonometry and earns a D in it during his first semester, repeatsthat course during his second semester and earns a B, then takes Calculus 1 and earns a D in hisfirst attempt, that student is transferred out of engineering and sent to “General Studies

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

First-Year Programs

civil engineering and calls for increasing accessibilityto physical structures by incorporating accessibility as a priority in the design process. Appliedto education, this design philosophy attempts to “make instruction accessible to the greatestextent for the largest number of people possible”.1 The literature on this subject suggests the useof seven principles that guide teachers to create accessible learning material by increasing clarity,transparency, flexibility and usability of instruction. However, the use of UID has not beenrigorously examined within the context of engineering education as a tool to create moreinclusive learning environments. The premise of our study is to use a UID-inspired approach tomake engineering education more

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Danielle M Fitch, Department of Aerospace Engineering, Texas A&M University; Kristi J. Shryock, Texas A&M University; Dimitris C. Lagoudas P.E., Texas A&M University

Tagged Divisions

First-Year Programs

mentors need to truly want to provide assistance andbe a resource for younger students. Mentors need to also make sure they are encouraging thestudents to continue to pursue aerospace engineering rather than discouraging them fromcontinuing due to current struggles they may be encountering in senior-level courses. Due tothese past observations, the mentoring program now screens using an application. A good placeto start looking for volunteers to mentor is through student organizations in your department orarea. A few sample questions from the current mentor application at TAMU include: 1. How do you feel about your experience as a whole in the Aerospace Engineering Department at TAMU? 2. Why do you want to be a mentor, and why do you

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University, University Park; Tara Lynn Sulewski, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

. Thethird meeting room is a computer lab with custom-designed tables allowing teams of fourstudents to sit together and each have a computer. This room is mainly used to teach and applysolid-modeling software, but is also used to teach use of spreadsheets, web page design, andother computer-intensive applications.Over the last three years, the EDSGN 100 faculty have worked on improving the course learningobjectives and associated learning outcomes. Currently, our objectives are that studentscompleting the EDSGN 100 course will be able to: 1. Conceptually design a system, component, product, service, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeff M. Citty , University of Florida; Angela S. Lindner, University of Florida

Tagged Divisions

First-Year Programs

has projecteda need for 12,200 more engineering positions over the 10-year period between 2008-201826,which does not include the replacement of many retiring engineers. The number of engineeringbachelor degrees awarded in the U.S is also contributing to this problem. In 2010, the U.S.produced 79,000 new engineering bachelor’s degrees. Undergraduate engineering enrollment in2010 grew by 5.3% from 427,503 to 450,685 (a notable improvement from the 1% growth from2005-200911), but weakening interest in studying engineering among graduating high schoolstudents lends credence to growing concerns of a decrease in engineering degree production in Page

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason Bazylak, University of Toronto; Susan McCahan, University of Toronto; Peter Eliot Weiss, University of Toronto

Tagged Divisions

First-Year Programs

removing some of the obstacles for students Page 25.507.3struggling with the English language.Methodology – Service EnvironmentCourse lectures take place in a large 1750 seat theater that has been retrofitted to serve part-timeas a lecture hall (see Figure 1). There are two small and one large projection screens at the frontof the room along with an elevated stage and podium (see Figure 2).Figure 1 –View of two thirds of the studied course student populationFigure 2 – Reference view of the stage and projection screens, (not lecture capture view)The podium mounted teaching station consists of a Personal Computer (PC) and monitor running

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

John C. Moosbrugger, Clarkson University; Jan DeWaters, Clarkson University; Melissa Carole Richards, Clarkson University; Elisabeth A. Chapman, Clarkson University

Tagged Divisions

First-Year Programs

requirements are outcomes-based, sothat courses designated as satisfying any of the six Knowledge Areas (KAs), or as a Tech course,must meet specified learning outcomes.1 One of these KAs is Science, Technology and Society(STS) for which a student successfully completing a so-designated course should: 1. Analyze relationships among science, technology, and the health and welfare of humans and sustainability of the environment. 2. Gain an awareness of information technologies and their impact on society, culture, business, and education. 3. Understand the social and contextual nature of scientific research and technological developments 4. Analyze conflicting cultural values in scientific and technological research. 5. Analyze

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, Petroleum Institute; Nicholas J. Dimmitt, Petroleum Institute

Tagged Divisions

First-Year Programs

, and General Studies (See Figure 1). Students must take these requiredcourses in a sequence. Figure 1. The Petroleum Institute Academic Department StructureCoursework plan and sequence overview for improving skillsThe general studies department offers a sequence of two freshmen design courses calledSTEPS, which stands for Strategies for Team-based Engineering Problem Solving. InSTEPS courses students integrate what they are learning in science, mathematics andcommunications, couple it with teamwork and project management tools and build aworking prototype of a useful machine. The requirement to start the STEPS courses isthat they should complete the first course of Physics and two levels of communicationclass. The framework of the

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

into first-yearengineering courses include 1) the cost and complexity of equipment, 2) lack of instructorexpertise in computer control applications, and 3) lack of appropriate models and teachingmaterials for such a curriculum, and, more broadly, a lack of time and ability to develop suchmaterials. We report here on a collaboration to introduce such computer-control project-basedlearning into a new EST104 “Engineering Essentials and Design,” first-year, engineering courseat Northern Essex Community College (NECC) in Haverhill, MA. The collaboration includesthe NECC classroom instructor, the NECC engineering program leader and fellow-instructor,and a faculty member from Northeastern University who directs the Education Thrust of theDepartment

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Clifford A. Whitfield, Ohio State University; Dustin W. West, Ohio State University; Lowell Toms P.E., Ohio State University; John A. Merrill, Ohio State University

Tagged Divisions

First-Year Programs

robots,3-5 and themost recent being a model-scaled autonomous advanced energy vehicle (AEV).There are a number of instructional elements common to all of these team-based cornerstoneprojects. The First-year Engineering Program (FEP) has settled on a project team size oftypically four students, which matches well with the project workload and typical kinds of tasksto be completed. The teams are formed, mentored, and reviewed to ensure that the studentsreceive timely feedback on their performance. The three main curriculum objectives andtechnical references6,7 are used for each design-build project include; 1. Project Management and Teamwork - which includes, but is not limited to; time management and task scheduling, team communications

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard M. Bennett, University of Tennessee, Knoxville; William Schleter, University of Tennessee, Knoxville; D. Raj Raman, Iowa State University

Tagged Divisions

First-Year Programs

original score.The SEP program is only available for the first test. This paper describes the program in detail,examines the participation in this optional program, and examines the effect of the program onthe overall course grade.The SEP program has some similarities to the Grade Recovery Program described by Hensel1.In the Grade Recovery Program, students who had a D or F midterm grade in Calculus 1 wereallowed to replace one of the first two test grades with their grade on the final exam (maximum Page 25.109.2replacement score of 70) if they fulfilled a contract for the second half of the semester wherethey attended all classes, completed all

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Ruth Archer, Michigan Technological University; Meral Jackson, Michigan Technological University; Mary A. Fraley, Michigan Technological University; Crystal Lynn Payment, Michigan Technological University

Tagged Divisions

First-Year Programs

, stimulates interest in engineering and enhancescommunication, teaming and time management skills.6,7,8IntroductionThe first-year engineering courses at Michigan Technological University (Michigan Tech)emphasize hands-on, active learning where student teams work to solve engineering problems.Our first-year curriculum has two paths as shown in Figure 1: one for calculus-ready students(ENG1101 and ENG1102) and one for pre-calculus ready students (ENG1001, ENG1100, andENG1102). About 75% of the incoming students are calculus-ready when they arrive on campus.Each of the courses has a heavy design component and students learn about design through thecompletion of design exercises ranging from a design/build/test process in ENG1001 andENG1101 to a design

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julie M. Little-Wiles M.S.M., Ph.D. (A.B.D.), Purdue University, West Lafayette; Stephen Hundley, Indiana University-Purdue University, Indianapolis; Wanda L. Worley, Indiana University-Purdue University, Indianapolis; Erich J. Bauer, Indiana University-Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

be challengingto the most veteran student and especially difficult for new freshman. Any type of tool that mayaid them in this endeavor is most certainly welcomed by not only the students, but also facultyand administrators. One such tool is a learning management system (LMS) and is the focus ofthis particular study at an urban institution. Page 25.146.2But what exactly is a learning management system? Carliner (2004)1 explains that an LMS“refers to software that performs administrative tasks.” The LMS can also perform severalfunctions for both face-to-face and online courses as well as administrative duties such as“registration, testing

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Helen M. Doerr, Syracuse University; Jonas Bergman Arleback, Syracuse University; AnnMarie H. O'Neil, Syracuse University

Tagged Divisions

First-Year Programs

AC 2012-5236: AN INTEGRATED MODELING APPROACH TO A SUM-MER BRIDGE COURSEProf. Helen M. Doerr, Syracuse University Professor of mathematics and mathematics educationDr. Jonas Bergman Arleback, Syracuse UniversityMrs. AnnMarie H. O’Neil, Syracuse University Page 25.170.1 c American Society for Engineering Education, 2012 An Integrated Modeling Approach to a Summer Bridge CourseCurrent data on the participation of women and minorities in the STEM disciplines continues toshow that women and minorities are underrepresented in nearly all fields of engineering at theundergraduate level.1 Two decades of research on the

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

Experience,” “GoodCareer,” and “How things Work.” A description of the different coding categories alongwith example statements which would fall into each category are shown in Table 1. Thestudents’ responses were grouped into these categories and then tallied. These categorieswere found to encompass all of the student responses found in the present study. Table 1: Coding for Student Motivation Essays Category Description Example StatementsMath/Science Indicate aptitude or enjoyment of a math or “I have always liked math and science class (also includes comments about science classes” or “My best specific math/science class

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

andmathematics over the next decade2.Like the rest of the country, Boise State University has implemented research projectsand initiatives to study and improve mathematics success among engineering students,with particular emphasis on freshman retention. An engineering professor who has ledseveral of these initiatives decided to experience freshman-level calculus firsthand by re-taking Calculus 1 nearly 30 years after her own freshman days. Her instructor was thechair of the mathematics department, a professor with whom she has collaborated onnumerous research projects. The evidence presented in this paper is based on the Page 25.267.2experiences of these two