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Displaying results 691 - 706 of 706 in total
Conference Session
First-Year Programs: Mathematics in the First Year
Collection
2019 ASEE Annual Conference & Exposition
Authors
Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel
Tagged Divisions
First-Year Programs, Mathematics
University. His technical research focuses on the intersection of soil-structure interaction and structural/geotechnical data. He encourages students pushing them toward self-directed learning through reading, and inspiring enthusiasm for the fields of structural and geotechnical engineering. Dr. Wood aims to recover the benefits of classical-model, literature-based learning in civil engineering education.Dr. William J. Davis P.E., The Citadel William J. Davis is Dept. Head & D. Graham Copeland Professor of Civil Engineering and Director of Construction Engineering at The Citadel in Charleston, SC. His academic experience includes: transporta- tion infrastructure planning and design, infrastructure resilience, traffic
Conference Session
FPD and DEEDs Joint Postcard Sessions
Collection
2018 ASEE Annual Conference & Exposition
Authors
Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University
Tagged Topics
Diversity
Tagged Divisions
Design in Engineering Education, First-Year Programs
, planning, and implementing design solutions. Theauthors found that students who participated in the creative lab demonstrated a higher confidencein continuing in engineering coursework than those who did not. As the study states, “Creativityis an important attribute for engineers practicing their profession in a global society” [12].Although students struggled with the open-ended nature of the design problems, they enjoyed thecourse and saw the value in the addition to their curriculum. Illustrating the importance of incorporating real-world engineering design problems, Odehet al. write, “Nowadays, engineering education needs to meet the requirements and needs ofbusiness and industry. This can be achieved by collaborating with the local
Conference Session
The Best of First-year Programs Division
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
George James Lamont, University of Waterloo; Kari D. Weaver, University of Waterloo; Rachel Figueiredo, University of Waterloo; Kate Mercer, University of Waterloo; Andrea Jonahs, University of Waterloo; Heather A. Love, University of Waterloo; Brad Mehlenbacher, University of Waterloo; Carter Neal, University of Waterloo; Katherine Zmetana, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo
Tagged Divisions
First-Year Programs
stage, only 34 of 251students explicitly applied at least one criterion to assess credibility, but 153 of 279 students atleast significantly used reliable sources to support their final projects.Conclusions and Future WorkThis pedagogical reflection on this pilot project reveals some important limitations. Since this isnot a research project, we did not create a control group, since doing so would deprive somestudents of the originally planned pedagogy of the course, which was central to accreditationlearning outcomes. Also, we cannot confidently explain the discrepancy between theconsiderable use of peer-reviewed sources and the limited awareness of assessing credibility inthe students’ initial reflections. This reflection also cannot discern
Conference Session
First-year Programs: Student Perceptions and Perspectives
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
everybody else”. Student A said this was very different from theexperiences of their classmates, “Yeah, definitely very tight-knit, where you know everybody inthe community. You know, I know everybody in the grade, and then the grade above, gradebelow, which is crazy talking to people now, they're not used to that.”Student E shared a similar sentiment commenting when at home, “I can go to the store and I'llrun into so many people. I have to plan for extra time whenever I'm going anywhere. I run intopeople and talk with them for a while.” Later in the interview, they shared that being on at alarge campus “it's very easy to feel like just a number in the class”. This student shared thedesire to make campus feel smaller by joining a living learning
Conference Session
FPD XI: Tidbits and Cookies
Collection
2012 ASEE Annual Conference & Exposition
Authors
Peter Thomas Tkacik, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley P.E., University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte
Tagged Divisions
First-Year Programs
Conference Session
Potpourri of First-Year Issues
Collection
2010 Annual Conference & Exposition
Authors
Rod Paton, University of Auckland; Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland
Tagged Divisions
First-Year Programs
don’tconcentrate that much. I go to the lectures and they go through things once and they gothrough it pretty fast. Not like high-school. Where they take one week to explain stuff youcan get it already. And you can get good results. So like I wasn’t that good last semester and Iam going to catch up. I don’t have a plan yet. But I just have to do all the work that they giveus. The work they give us today I will have to do it tonight.” The above comments reflect theimportance of students viewing themselves as their own teachers, building on and extendingtheir pre-existing knowledge, skills and approaches.Peer AssessmentAnother ‘way into’ the subject was through effective feedback from formative assessment. In
Conference Session
Administering First-Year Programs
Collection
2010 Annual Conference & Exposition
Authors
Russell Korte, University of Illinois, Urbana-Champaign; David Goldberg, University of Illinois, Urbana
Tagged Divisions
First-Year Programs
afrequency and time determined by their members.iCheckpoint and iExpoThe iCheckpoint meeting was held at midterm (14 October 2009). After a box-dinner meal, thewhole community assembled briefly and then was broken into two breakout presentationsessions where the teams presented their organization, plans, and progress regarding (1) identityand social networking, academics and advising and (2) the world of work and service. TheiTeams conducted various social and academic events. For example there were skating parties,movie nights, including a gathering to watch TED.com presentations, trips to corporate sponsors,travel to Silicon Valley conferences, international service projects, helping with Habitat forHumanity projects, and more.The iExpo meeting
Conference Session
Mentoring First Year Students
Collection
2010 Annual Conference & Exposition
Authors
Dan Budny, University of Pittsburgh; Alaine Allen, University of Pittsburgh; Jeremy Tartt, University of Pittsburgh
Tagged Divisions
First-Year Programs
], thus, the freshman program has developedprocedures within our courses that establish an environment that reinforces the existing studentsupport system.ACADEMIC TRANSITIONSThe final transition that many engineering students encounter is within the academic milieu,which is often compounded by the additional challenges these changes elicit. As a studentmoves from high school to college he/she is channeled through the high school highly structureddaily schedule of planned activities. Upon entering college, the same student is now in charge ofcreating and implementing their own schedule that is typically different each day, may includenight classes, and also has free time throughout the day. In addition to time management, otherchanges that
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
engagement. Middle school science studentswho reported fulfillment of their needs for autonomy, competence, and relatedness were morelikely to continue enrolling in science courses and plan to pursue careers in science.5 Incomparing junior-high and elementary students’ autonomous motivation to complete homeworkassignments, researchers attributed the older students’ decreased motivation to their teachers’poor support of the students’ psychological needs, when compared to elementary school studentsand teachers.6 Students in physical education classes that perceived a more supportiveenvironment reported greater need fulfillment and engagement in physical education activities.7While fewer researchers have utilized self-determination theory among college
Conference Session
First-year Programs Poster Session
Collection
2012 ASEE Annual Conference & Exposition
Authors
Jess W. Everett, Rowan University; Patricia Dee Zobel, Rowan University
Tagged Divisions
First-Year Programs
). Measuring outcomes of living- learning programs: Examining college environments and student learning and development. The Journal of General Education, 55(1), 40-76.6. Knight, W. (2003). Learning communities and first-year programs: Lessons for planners. Planning for Higher Education, 31(4), 5-12.7. Meath-Lang, B. (1997). Dramatic interactions: Theater work and the formation of learning communities. American Annals of the Deaf, 142, 99-101.8. Johnson, J. (2001) Learning communities and special efforts in retention of university students: What works, what doesn’t, and is the return worth the investment? Journal of College Student Retention: Research, Theory, and Practice, 2(3), 219-238.9. Johnson, W. G. (2006) Strategies for enhancing student
Conference Session
FPD 3: Research on First-year Programs and Students, Part I
Collection
2011 ASEE Annual Conference & Exposition
Authors
Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech
Tagged Divisions
First-Year Programs
Conference Session
FPD 4: Peers and Perceptions
Collection
2014 ASEE Annual Conference & Exposition
Authors
Joseph Pow, Chester F. Carlson Center for Imaging Science, RIT; María Helguera, Rochester Institute of Technology; Elizabeth Pieri, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Sadie Wolters; Michael Glynn Augspurger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Briana A. Neuberger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Victoria Scholl, Rochester Institute of Technology; Elizabeth Bondi, Rochester Institute of Technology
Tagged Divisions
First-Year Programs
technicalperformance parameters by assessing the needs of prospective users of their system. Once thoseperformance parameters are established, the students are responsible for creating their own workbreakdown structure, as well as planning and executing the entire design and development effort.The only major milestones the students are required to meet are two formal design reviews forexternal evaluators at the end of the fall and winter quarters, and a public demonstration of thefinished product at an annual campus-wide innovation festival at the end of the academic year.An instructor of record is assigned responsibility for the course but there are no requiredtextbooks or formal lectures. The students jointly construct a common understanding of newconcepts
Conference Session
FPD 8: Engineering Math Issues
Collection
2013 ASEE Annual Conference & Exposition
Authors
Tanya D Ennis, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder
Tagged Divisions
First-Year Programs
also use ALEKS as a self-pacedlearning method to help students improve their knowledge and scores so as to qualify for higherlevel courses20. The ALEKS online learning environment supports students in courses from pre-calculus through calculus II, either for homework and self-testing, or to self-remediate baselineconcepts that enable better understanding of more advanced topics 28,27,26,23.The use of ALEKSshows positive correlations to success in calculus I22. Benefits to using the system include easywebsite access, individualized learning plans, visual feedback of one’s mastery level of topicareas, and the ability to work at one’s own pace 23,29.Math Assessment and Preparation at University of Colorado BoulderThe Applied Math program is
Conference Session
Learning as a Community
Collection
2009 Annual Conference & Exposition
Authors
Robert Ricks, Southern Illinois University, Carbondale; Rhonda Kowalchuk, Southern Illinois University, Carbondale; John Nicklow, Southern Illinois University, Carbondale; Loen Graceson-Martin, Southern Illinois University, Carbondale; Lalit Gupta, Southern Illinois University, Carbondale; James Mathias, Southern Illinois University, Carbondale; Jale Tezcan, Southern Illinois University, Carbondale; Kathy Pericak-Spector, Southern Illinois University, Carbondale
Tagged Divisions
First-Year Programs
Conference Session
Assessment and Curriculum Development
Collection
2009 Annual Conference & Exposition
Authors
Elizabeth Godfrey, University of Auckland; Rosalind Archer, University of Auckland; Paul Denny, University of Auckland; Margaret Hyland, University of Auckland; Chris Smaill, University of Auckland; Karl Stol, University of Auckland
Tagged Divisions
First-Year Programs
conducted in every course in every semester.These are considereda “quick and dirty” monitoring system, but do allow a fast response where difficulties orweaknesses are identified. The results from these surveys are not used for staff promotionpurposes, and evaluative instruments are tailored by the Centre for Academic Developmentwhere a staff member wishes to seek feedback of a personal nature or to evaluate a specificinitiative in teaching or assessment. The School of Engineering also complies with theUniversity-wide three-year rolling plan of course evaluation. There is a perception thatcourses are comprehensively evaluated, and in fact there is some talk of “survey overload”.ChallengesOver the period of thirteen years that this program has run
Conference Session
First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education
Collection
2015 ASEE Annual Conference & Exposition
Authors
Mary E. Goodwin, University of South Florida; John Pharo Morgan III, University of South Florida; Yan Wang, University of South Florida; Michelle King, University of South Florida College of Engineering; Blake A Burton, University of South Florida
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
cooperative learning6 techniques to facilitate activelearning on the subject matter for an hour. The LTMs ranged in size from 10 students to up to 20students. The students would meet on campus in a classroom with a peer mentor one hour aweek. Additional optional study sessions were also offered throughout the week. In addition,social activities were planned to help the students to get to know each other. To make sure thatthe one hour a week meeting appeared on the students’ schedules, a zero credit course wascreated. Students signed up for the LTM session during summer orientation with their advisor’sassistance. Once registered, the LTM course would then reserve the classroom space and showup on the students’ class schedule which reminded students to