Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bethany Luke, Valparaiso University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

First-Year Programs

show three discernable constructsthat align with the three dimensions of student attitudes previously defined by Aiken [5]. Items inthe affective dimension focus on how students feel while programming (i.e., I find programmingfrustrating or programming is boring), items in the behavioral dimension focus on the actions ofbecoming a better programmer (i.e, I take part in programming projects if I get the chance, I doresearch in order to be a good programmer, or I follow the developments in programming) anditems in the cognitive domain focus on the value of programming in solving problems (i.e,programming makes human life easier or programming improves your problem-solving skills).While self-reported scales do have some limitations in

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University; Baker A. Martin, Clemson University; Matthew K. Miller, Clemson University

Tagged Divisions

First-Year Programs

environmentallydevastating.” Considering the potentially devastating consequences, many students highlightedthe need for immediate attention in nuclear terror: “I enjoyed looking at your presentationbecause I believe this issue [Preventing Nuclear Terror] should be addressed as soon as possible”and “if a solution is not found to prevent these nuclear terror attack methods millions of livescould be lost, ecosystems ruined, and endless destruction/war.”Especially relevant to current circumstances within our world, many students made connectionsbetween these issues and the COVID-19 pandemic. Some highlighted the priority status given tomitigate the impact, stating that “many projects that were in place to help achieve this goal [goodhealth and well-being] were put on

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Susan Freeman, Northeastern University; Beverly Jaeger, Beverly Jaeger, and Richard Whalen are members of Northeastern University’s; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

college campuses, and in programswhich tend to share 3 common elements: (1) activities based on a STEM knowledge domain, (2)an element of socializing, and (3) a guided structure. These programs develop, capitalize on, orprovide a knowledge base as the fundamental ingredient. They also may create a discovery paththrough hands-on, building, and problem-solving activities. These educational programs are verydeliberate in generating a great deal of interaction, which in turn promotes the notion ofteamwork along with enjoyment and a sense of collective pride in engineering project work.Finally, the fun and accomplishments are directed and overseen by individuals seeking to ensurethe safety, education, and enjoyment of the participants. Dozens of camps

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

would have for college students like me whoare still trying to find their path."Students who chose to explore an engineering student organization valued becoming an activemember of a team, gaining hands-on experience and putting skills into practice. One studentsaid:"I expected (the student organization) to be more hands-off for me, only allowing the olderstudents or leaders of the group to work on the project. However, this is not the case! (Thestudent organization) creates teams and sub-teams so that everyone, from freshman to seniors,get the opportunity to engage in the project."Assignment #7 also asked students to report the learning, benefits and overall gains obtainedafter participating in the selected activity. The analysis suggests

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter M. Ostafichuk, University of British Columbia, Vancouver; Susan Nesbit, University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver; Gerald Tembrevilla, University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

teaching achievements have been cited by engineering educators across North America for their excellence.Prof. Naoko Ellis P.Eng., Naoko Ellis is a Professor in the Department of Chemical and Biological Engineering at the University of British Columbia (UBC). She holds a Ph.D. (UBC, 2003); M.E.Sc. (Western, 1993); and a B.Sc. (Hon- ours, Waterloo, 1991). She is a member of the Association of Professional Engineers and Geoscientists of BC. Her expertise lies in the area of multiphase reaction engineering with emphasis on biomass utiliza- tion. Some current projects include: biomass gasification and pyrolysis; CO2 capture, including chemical looping combustion; pyrolysis product utilization; and biofuels. She is also

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Danielle D. Gagne, Alfred University; Bethany C. Johnson, Alfred University; Steven M. Pilgrim, Alfred University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #19346Creating a Psychological Profile of Successful First-Year Engineering Stu-dentsDr. Danielle D. Gagne, Alfred University Dr. Gagne is an Associate Professor of Psychology at Alfred University. Although her formal training is in discourse processing, her professional interests in learning and cognitive theory have provided op- portunities to serve as a consultant for classroom and program assessment across disciplines. In 2010 she served as Project Faculty for a U.S. Department of Education grant for Preparing Leaders in the Educa- tion and Training of the Next Generation of School Psychology Practitioners, and

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

declare a pre-major.Additionally, some students may be exposed to the different engineering disciplines throughliving-learning communities, student project teams, and other organizations. These types ofexposures are beyond the first-year engineering program, but they may have a significantinfluence in students’ major selection and their learning more broadly.In order to create a representative data set for the disciplines, responses were only analyzed if thestudent answered all three of the surveys. This could be done as students were given an identifierthat persisted throughout each survey. Through the identifiers, we were able to not only track themovements of the students as a group, but the identifiers allowed the students to beindependently

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carmela Cristina Amato-Wierda, University of New Hampshire; Robert M. Henry P.E., University of New Hampshire; Ernst Linder, University of New Hampshire (UNH)

Tagged Divisions

First-Year Programs

Paper ID #13484”It’s Too Hard,” to ”I Get It!” – Engaging Developmental Science as a Tool toTransform First Year Engineering EducationProf. Carmela Cristina Amato-Wierda, University of New Hampshire Carmela Amato-Wierda is Associate Professor of Materials Science at the University of New Hampshire. She shifted her research focus several years ago to the area of cognitive development of STEM concepts and practices in grades K-16. She has held NSF funded curriculum projects in General Chemistry and Materials Science, and has recently developed two science courses for non-scientists, titled: The Science of Stuff and

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #16755Early English Language Assessment to Improve First-Year Student SuccessDr. Penny Kinnear, University of Toronto Penny Kinnear currently works with the Engineering Communication Program at the University of Toronto where she focuses on the development and delivery of Professional Language support for a highly student body. She has a background in applied linguistics, second language and bilingual education and writing education. She is co-author of the book, ”Sociocultural Theory in Second Language Education: An in- troduction through narratives.” Her current research projects include a longitudinal study on

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

, our goal was to prepare students for success intheir first mathematics course, whether that placement was pre-calculus or calculus. Toaccomplish this goal, we designed a summer course to engage students in challengingmathematics through hands-on modeling projects using collaborative group learning. Thefollowing section of this paper describes the design of the course and its implementation. Thenext section describes results of the students’ performance both within the course and in theirsubsequent courses in mathematics. We then conclude with comments on lessons learned fromthe first implementation of the course, the continuing re-design of the course andrecommendations for future efforts.Course DesignThe overarching objective of this course

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University

Tagged Divisions

First-Year Programs

to measure its success, but the feedback provided through this group has provided many Page 22.1457.18 suggestions for educational activities and improvements to the program. This activity is perceived to be extremely useful and successful.• Participation in external projects/competition – Several groups have participated in bridge building contests at the U of A and other external projects. It has been very difficult to measure the success of this activity. The student feedback on this type of activity is very positive. However, the students devote a tremendous amount of time to these activities and it is

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University; Gary LeRoy Hunt, Boise State University; Joe Guarino, Boise State University; Doug Bullock, Boise State University; Susan Shadle, Boise State University; Cheryl B. Schrader, Boise State University

Tagged Divisions

First-Year Programs

, technology, engineering and mathematics (STEM) retention efforts at Boise State. She functions on campus as both the project coordinator for a $1 million grant from the Na- tional Science Foundation and the Idaho Science Talent Expansion Program (STEP), and as the first ever campus coordinator for STEM retention. Garzolini has a long term professional interest in increasing the participation and success of students in STEM fields. Throughout her career, she has provided extensive professional leadership and service to the Society of Women Engineers at the national level, and in 2007 was national society president. Garzolini has a bachelor’s degree in chemical engineering from Wayne State University and an MBA from UC

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

Engineering embarked on an exciting project. The goal was todevelop and pilot test a second-semester intervention course for students whose first semestergrades placed them on academic warning status at the university. Previously, no such courseexisted.The literature on student retention is very rich, and research shows that the issue involves acomplex1 and convergent2 set of factors. Retention at colleges and universities is important forschools as well as society3. Indeed, it is more cost effective to retain current students than torecruit new ones4. The retention of students continues to be a concern for college administratorsin higher education institutions. Some of the literature on retention suggests that it is critical forretention programs to

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Divisions

First-Year Programs

from Fall 2019 were also reanalyzed toinclude information about retention to Fall 2020 (the students’ third regular semester).Experimental Methods/Materials/Project ApproachDue to the ongoing pandemic and associated restrictions, respondents for the Fall 2020 surveywere recruited virtually; the survey was also administered online. All first-time in any college(FTIAC) students in the College of Engineering and Applied Sciences were invited to participatevia email. Students were invited to participate in both a start-of semester survey and end-ofsemester survey, but only start-of-semester results are reported here. Participant consent wasgathered as the first page of the online survey before moving on to the main questions. Studentswho completed

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas

Tagged Divisions

First-Year Programs

. Fadda and O. Rios, 2018, “Introduction to Heat Transfer in a First-Year Mechanical Engineering Course,” ASEE Annual Conference and Exposition, June 24-27, 2018, Salt Lake City, UT, USA[4] O. Rios and D. Fadda, 2018, “A Conceptual Design Activity for a First-Year Mechanical Engineering Course,” ASEE Annual Conference and Exposition, June 24-27, 2018, Salt Lake City, UT, USA[5] D. Fadda and O. Rios, 2017, “Designing a Scalable Statics Project for a First-Year Mechanical Engineering Course,” ASEE First Year Engineering Experience (FYEE) Conference, August 6-8, Daytona Beach, Florida, USA[6] D. Fadda and O. Rios, 2019, "Online Computer Aided Design Class," 126th ASEE Annual Conference and Exposition, June 15 - 19, 2019, Tampa

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University, West Lafayette; Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #30255WIP: First-year Engineering Students’ Study Strategies and TheirAcademic PerformanceAhmed Ashraf Butt, Purdue University, West Lafayette Ahmed Ashraf Butt is a doctoral student at the School of Engineering Education, Purdue University. He is currently working as a research assistant on the CourseMIRROR project funded by the Institute of Education Sciences (IES). He is interested in designing educational tools and exploring their impact on enhancing students’ learning experiences. Before Purdue University, Ahmed has worked as a lecturer for two years at the University of Lahore, Pakistan. Additionally, he has

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

’ experience and academic outcomes.Data Collection Process and AnalysisThis research project will begin with IRB approval, allowing the researchers authority to performresearch with human subjects. Once secured, the researchers will invite students to participate.The populations involved in this study will consist of RISE Scholars and non-RISE Scholarsfrom Tufts University as they travel through their first year to senior year at Tufts University.All the students invited to participate in the study will possess equivalent entrance scores andwill be underrepresented in science, technology, engineering and math (STEM).Students will receive an email inviting them to participate in this research in the beginning oftheir first academic year. Once they

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenell Wilmot, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

Tagged Divisions

First-Year Programs

encouraged to draw from their own junior and senior level coursework(especially their senior design projects) to help students gain perspective, and learn how to applyfundamental laws to more difficult and complex circuits. The purpose was to help thesefreshman students understand why EE 302 is a foundational course in the curriculum, and SIleaders participated in weekly professional development meetings to discuss best practices indirecting student learning of both the content and study skills. Leaders maintained detailed lessonplans and were asked to identify content and study skill objectives for each week’s lesson. FourSI sessions were offered weekly and efforts were made to ensure that the sessions did notconflict with lecture or lab timesIII

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Anne Blackowski, Virginia Tech; Holly M. Matusovich, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies.Prof. Tamara Knott, Virginia Tech Tamara Knott is Associate

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soundouss Sassi, Mississippi State University; Abigail Clark, Ohio State University; Jane Petrie, Ohio State University ; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. In the second study, Reid et al., [4] focus on the course content in first yearengineering programs and found that objectives of engineering courses can be grouped into majorcategories (e.g., engineering skills, professional skills, orientation to the program from theviewpoint of the university, orientation to the engineering profession). These studies are criticalefforts that begin to tease out the differences in first-year engineering programs and courses, butthey do not provide insight into the direct experiential impact on students.This Work in Progress paper will give an overview of our interview procedures, recruitmentmethods, and selected participant. The larger project examines first-year engineering differences inthe context of the

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

Catherine Pieronek, University of Notre Dame

Tagged Divisions

First-Year Programs

AC 2007-793: ADVANCED PLACEMENT CREDIT: A DOUBLE-EDGED SWORDIN ENGINEERING EDUCATIONCatherine Pieronek, University of Notre Dame Catherine Pieronek is Director of Academic Affairs and Women's Engineering Program at the University of Notre Dame College of Engineering. She earned her B.S. in Aerospace Engineering and her J.D. from the University of Notre Dame, and her M.S. in Aerospace Engineering from UCLA. Her work experience includes eight years as a systems engineer with TRW Space & Defense Sector, working on NASA spacecraft projects. Page 12.185.1© American Society for Engineering Education

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

Sean Brophy, Purdue University

Tagged Divisions

First-Year Programs

thischallenge the majority of the students favor its use. We need to use a more diverse set ofproblems to capture the interest of all the students.References 1. Diefes-Dux HA, Moore T, Zawojewski J, Imbrie PK, and Follman DA. A framework for posing open-ended engineering problems: model-eliciting activities A framework for posing open-ended engineering problems: model-eliciting activities. Frontiers in Education, 2004. FIE 2004. 34th Annual, edited by Moore T, 2004, p. F1A-3-8 Vol. 2. 2. Schwartz, D. L. and J. D. Bransford. "A Time For Telling." Cognition and Instruction 16(4): 475-5223. 1998 3. Bransford, J.D., Vye, N., Bateman, H., Brophy, S. P., and Roselli, R.. Vanderbilt’s AMIGO Project: Knowledge of how people learn

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

First-Year Programs

complete the task only to achieve the grade and nothing more. Ifthe work is to be done with longer reaching consequences, then the activity is well worth doing.It is therefore imperative that that rationale for letting students investigate the university beclearly stated to them. The varieties of scavenger hunts required of students at the freshman levelhave included the following, but are not limited in any way to: • In building – College of Engineering • On campus – specific • On campus general – as a total project • On campus – as part of a teamIn-Building Hunts Page 13.1280.2When starting with a simple scavenger hunt that

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Srikanth Tadepalli, University of Texas, Austin; Mitchell Pryor; Cameron Booth, University of Texas, Austin

Tagged Divisions

First-Year Programs

Robotics Research Group and teaches in the Mechanical Engineering Department. As a researcher, his efforts have focused on software development for robotic systems. Recent research efforts include human/robot interactions, mobile manipulation, and robotic workcell integration including projects funded by NSF, DARPA, DOE/NNSA, and ONR among others. In the ME Department, he has taught graduate and undergraduate courses in programming, numerical methods, and robotics, as well as co-developed a nuclear automation interdisciplinary graduate program. Additionally, he has received academic development funding to study presence and stability in online PSI courses.Cameron Booth, University of

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Gary D. Herrin, University of Michigan; Cindy Veenstra, University of Michigan

Tagged Divisions

First-Year Programs

students take eitherEngineering 100 or Engineering 101 in the first term of their freshman year. Engineering 100 isa project-based introduction to engineering course and Engineering 101 is a course on Page 11.1415.2programming with engineering applications. There are no remedial sections or coursesassociated with Engineering 100 or 101.For Calculus, correct placement includes a decision on whether to place a student into Calculusor Pre-Calculus. For Chemistry, correct placement includes a decision on whether to place astudent into the regular or remedial sections of Chemistry. For Engineering 100 or 101, correctplacement is equivalent to asking

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech, Department of Engineering Education; Diana Bairaktarova, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

essay. You don’t go into an essay without having an idea whether in your head or onpaper. The same goes for designing something. You must have an idea of what you want tocreate and sketching is the way to get that idea down and also allows you to share your ideaswith others for critiquing.”The understanding that sketching itself is a way of thinking was very important for students torealize so they could begin using it as a tool rather than as something to perfect by showing totheir peers or instructor. Many students noted how they regretted not having more sketchesleading up to their final design project, which further underlines the newfound importance theyplaced on sketching as a tool to improve their end-product.DiscussionThe exploratory

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Norma L Veurink, Michigan Technological University; Justin Foley, University of Michigan

Tagged Divisions

First-Year Programs

series in a way to provideoptimal mathematics placement and support for students, increased their graduation rate inengineering. A study of graduation rates at nine southeastern universities by Borrego, Padilla,Zhang, Ohland, and Anderson (2005), found that one’s gender is also predictive of successfulcompletion of an engineering degree, where females left engineering at higher rates than males.More recently, Zahorian, Elmore, and Temkin (2013) examined factors that influenced students’selection of engineering major. They found class lectures, labs and projects in required ExploringEngineering and Engineering Design courses intended to expose the students to all options ofengineering major were less significant factors in major selection than

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

prioritize what to review for the exam.Works Cited[1] M. Prince and R. Felder, "Inductive teaching and learning methods: Definitions, comparisons, and research bases," Journal of Engineering Education, vol. 95, no. 2, pp. 123-138, 2006.[2] L. Benson, M. Orr, S. Biggers, W. Moss and S. Schiff, "Student-Centered Active Cooperative Learning in Engineering," International Journal of Engineering Education, vol. 26, no. 5, pp. 1097- 1110, 2010.[3] R. Beichner, J. Saul and D. Abbot, "Student Centered Activities for Large Wnrollment Undergraduate Programs (SCALE-UP) project," in Research Based Reform of University Physics, College Park, MD, American Association of Physics Teachers.[4] H. Oliver-Hoyo and R. Beichner, "SCALE-UP: Bringing

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meg Harkins, University of North Carolina - Charlotte

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-5 take away ideas. TheMoodle gradebook provides a low maintenance method of measuring student progress throughthe program. Content and goals for the modules are briefly discussed below.Cultivating Perseverance. Based heavily of the work of Angela Duckworth’s Grit Scalestudents are asked to rate a series of statements such as “I have difficulty maintaining my focuson a project that takes more than a few months to complete” according to how similar thestatement is relative to how they see themselves [11]. The students are directed to view aTedTalk by Angela Duckworth about Grit and the importance of perseverance in achievingsuccess [12]. This module about perseverance is aimed at helping students see the relationshipbetween their daily

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

Nora Honken, University of Cincinnati; Patricia A Ralston, University of Louisville; Thomas Tretter, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the end of first semester only26% of the cohort had a GPA of 3.5 or above and 44% had a GPA of 3.0 or above.Justification of Variables Used to Create the Step Out to Stars Framework The review of literature presented here shows interest in engineering is a key reason thatstudents choose to study engineering, while loss of interest is also a key reason students leaveengineering. Since the other top indicators of value explored in the literature, job outlook orsalary projections for engineers, are not mentioned in studies investigating why students leaveengineering, interest is a logical measure of value to use when looking at engineering students’decisions to leave or to continue to study engineering. In fact, the justification for