Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tony Vercellino P.E., Youngstown State University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

critical need for qualified engineering graduates to join the workforce. The mostrecent U.S. Bureau of Labor projections through 2020 show significant growth of jobs in thescience, technology, engineering, and math (STEM) disciplines. Marra1 et al states thatengineering and science fields will grow at more than 3 times the rate of other disciplines.However, in the midst of the demand, institutions of higher education are faced with thechallenge of retaining students within their engineering programs1-5. Student attrition has beenattributed to several factors including: student attitudes and a sense of belonging in discipline,preparation for the course material, and quality of teaching and compatibility with studentlearning styles1,6-10. Although

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Kyle D. Squires, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

experience. Designed as a 60-contacthours/year program directed by the university, this effort will serve 150 girls who are high schooljuniors over two years, through high school graduation to enter college. In 2017, 75 participantswere recruited from schools. Undergraduate mentors support the program with planned activitiesto explore engineering around the types of problems engineers solve and their impact on society,experiences to confront stereotypes, facilitate access to industry mentors, and university sitevisits.3) Engineering Projects in Community Service (EPICS) at the high school grades 9-12 andcommunity college encourages exploration of engineering as socially relevant through socialentrepreneurship efforts in a co-curricular experience

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hadil Mustafa, California State University, Chico

Tagged Divisions

First-Year Programs

projected goal. One of the proposedapproaches is to “Increase student success rates in courses within the target time frame,especially in gateway and past high failure rate courses [4]”. Additionally, the initiativeproposes several key activities to support this strategy. One of the key activities was to offeradditional support to students in high failure rate courses in the form of tutoring. High failurecourses, referred to as "bottleneck course," are defined as courses with high DFW (studentsearning D, W or F grade) rate (>30%) and can delay students' graduation time. Offering extrasupport to students in these courses are sought to improve the graduation rate and increaseretention rate.For many years, tutoring has been promoted in higher

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mwarumba Mwavita, Oklahoma State University

Tagged Divisions

First-Year Programs

unprecedented level of national interest.The 2003 National Science Foundation report emphasized that Science and technology willcontinue to be the engines of the US economic growth and national security 1. The report furtherindicates serious problems lying ahead that may threaten U.S. long-term prosperity and nationalsecurity. Among various trends is a reduced domestic student interest in critical areas, such asengineering and the physical and mathematical sciences1. Future projections indicate thatemployment in engineering and science will increase by 51 percent or approximately 1.9 millionjobs by the year 2008. 2 Numerous studies have examined plausible explanations and factors contributing to dropoutrates among engineering students in many of the

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Edward Randolph Collins Jr. P.E., Clemson University; Chris Porter, Clemson University

Tagged Divisions

First-Year Programs

in October, more seats are released or additional tours are scheduled. After thesecond week, it is assumed all students are registered and no add additional capacity is added.The actual tour planning and content is determined by the departments. Tours last between 45minutes and 1 hour in length, and occur in the evenings. Each department is allowed to choosethe day and time to make the tour available. The number of sessions offered by each departmentis determined by the projected enrollment and historical data on the choice of major. Thedepartments will use faculty, staff and students to conduct a combination of lecture and hands-onactivities to showcase the opportunities students will have if they decide to pursue that major.For the last

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Jeffrey Ringenberg, University of Michigan; Marcial Lapp, University of Michigan

Tagged Divisions

First-Year Programs

teachingmethods rely on the instructor providing the students with a lecture-type environment wherespecific principles of the course are delivered to the students. Alternatively, inductive teachingand learning techniques are learner-centered. As the authors note, this places an addedresponsibility on the students since they now have much more control over their learning. TheMichigan Lecturer Competition follows this methodology. In our work, the students areresponsible for providing the material for the competition which effectively places the studentsin control of developing their own learning materials. As presented in Prince et al.8, our work isrelated to the method of Project-Based Learning since students are assigned the challenge topresent the

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Steve Rippon, Arizona State University; James Collofello, Arizona State University

Tagged Divisions

First-Year Programs

anengineering career. But key to the message throughout all camp activities, from the GlobalWorkshop and Grand Challenge Curriculum to the informal time with their peer mentors, is thenotion that they can make that difference now as well. They learn that—through such activitiesas undergraduate research, applied projects, engineering service learning, and service-orientedengineering student organizations—the carrot isn’t four years away. In fact, it’s in their hands.Logistics and costsAs can be imagined, the logistics and costs for a program of this magnitude are daunting.Planning for E2 camp is on a thirteen month calendar starting with finalizing the facility bookingfor the subsequent year’s camp.In planning for the initial E2 camp for the summer of

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Kenneth Reid, Ohio Northern University; Laurie Laird, Ohio Northern University

Tagged Divisions

First-Year Programs

Assessment of Senior Design Projects,” 2006 ASEE Annual Conference Proceedings, AC 2006-853. Page 15.276.8

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

Paper ID #6165Engineering Learning Communities – USA National Survey 2012Dr. Jess W. Everett, Rowan University Jess Everett, Ph.D., P.E. is a professor of Civil and Environmental Engineering. He has over 26 years experience as an environmental engineer and professor and has published over 63 refereed journal articles, chapters, and books. He has worked on more than 60 funded projects (totaling over $6M) and has worked with more than 100 undergraduate teams (over 220 different undergraduate students). He has been the director of the Rowan University Engineering Learning Community since 2009.Ms. Maggie A Flynn M.A

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

is continually monitored andmeasured against the anticipated outcome and not an arbitrary grade assignment. Theindividually tailored dynamic syllabus will serve as a roadmap and assessment tool that willguide the student to successful mastery of the required math skills. ALEKS is web-based software designed to facilitate students‘ learning and performancein various fields including mathematics. The primary use of ALEKS in this project is to supportdifferentiation in a cost effective manner. It is used for homework assignments, quizzes,assessments, and exams. Students are given the incentive to advance at their own pace and aremotivated by their teachers to do so. Engineering Performance Tasks are embedded within thepre-calculus

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L. Newberry, Oklahoma Christian University of Science and Arts; Richard Miller, Oklahoma Christian University of Science and Arts; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

Christian University in 2005 after twelve years of industry experience. Dr. Miller earned his Bachelor of Science in Electrical Engineering (1987), Master of Science in Electrical Engineering (1989) and Doctor of Philosophy (1999) degrees from Texas A&M University in College Station, Texas.Robert Andrew Stevenson, Oklahoma Christian University Robert Andrew Stevenson is a graduate level Engineering student at Oklahoma Christian University with a bachelors in Mechanical engineering from the same school. For his senior design project he and his team entered the regular class of the SAE Aero Design East competition and won first place in the presen- tation portion. After completing his masters he plans on entering into

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brooke Morin, Ohio State University; Krista M. Kecskemety, Ohio State University; Kathleen A Harper, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

application assignments worth 20%Preparation Assignments 10% Lab Practical 3%Application Assignments 20% Weekly Quizzes (Not Preparation) 6%Extra Weekly Assignments (Bonus) 3% Midterm Exams 20%Lab Preparation & Reports 18% Final Comprehensive Exam 15%Design Project 5% Anonymous Journals 3%Results and DiscussionPerformance Compared to a Previous YearThe first evaluation of the effectiveness of the new

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, TeachStudents How to Learn [59]. Because the course was taught during a shorter summer session, timewas insufficient for students to conduct a full research project of their own. Instead, studentsworked to develop a research proposal. They chose a topic, conducted a literature review aroundthe importance of the work and any previous related work published, proposed methods to conductthe research, and listed expected results. This research proposal was presented as both a courseresearch paper submitted in hard copy and as a PowerPoint presentation. Students presented totheir class peers, while engineering faulty members were invited to the presentations to provide acritique of the students’ ideas.At the end of the course, students were surveyed again

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

First-Year Programs

Program two week summer program. Thegoal of the Academic Success Class, which had an emphasis on underrepresented minority andwomen students after the first year, was to retain the freshmen in good stead for the sophomoreyear. The students were taught time management. Not only were the students taught study tipsand given help on writing a resume, but the mere fact that the students met together every weektheir first semester helped the students cope. The students did a small team project during thesemester (incorporating the group work principle). At the beginning of the meetings, thestudents were often asked how they were doing academically. As a student would hear anotherstudent say they were struggling in a particular class, they would be

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

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

classroom to 1-to 20 in the Small classroom).This would suggest that bringing more TA resources into a Large classroom (i.e., closer to the 1-to-20 ratio) and training TAs to proactively engage in the students’ learning process may be ahigh leverage intervention that significantly impacts closeness.The role of a Friend within the classroom is also important. Closeness to a Friend had thehighest pre-course scores and highest post-course scores almost double the closeness achieved bythe TA. This can take the form of discussion and study partners, project partners and even peermentors. Activity that leverages this peer-to-peer closeness within the classroom can have asubstantial impact on inclusion within the classroom 40. This suggests that peer

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Cindy Foor, University of Oklahoma; Susan Walden, University of Oklahoma; Tyler Combrink, University of Oklahoma; Lindsey McClure, University of Oklahoma; Deborah Trytten, University of Oklahoma

Tagged Divisions

First-Year Programs

to develop trust within the competitive environment ofengineering.9 Additionally, students report that these relationships directly contribute to aricher understanding of subject material, as well as the attainment of satisfactory grades. …create that network of friends in your cohort, to help each other, because it’s so useful and it’s so nice to be able to have a student in your class that you can trust. And it’s so nice to find people that you know are on the same pages as you, you can trust to work with, and you know are going to be reliable and dependable in doing projects and whatnot. (female, IE, upper division) …it’s really a good idea to make friends in your classes so you can bounce ideas

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

22.785.1 c American Society for Engineering Education, 2011 How Instructors and Classroom Climate Contribute to the Motivation of First-Year Engineering Students.AbstractStudent perceptions of faculty and Graduate Teaching Assistants (GTAs) are important factorsfor student retention and classroom engagement in engineering. As courses become moregrounded in student-centered learning approaches through the addition of design projects,problem-based learning, and other student-centered learning activities, it is important that theinteractions between the instructors and the students allow for a positive classroom environment.Grounded in self-determination theory, our study investigates the

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Guohua Ma, Wentworth Institute of Technology; David E. Perkins, Wentworth Institute of Technology; Theodore Greene, Wentworth Institute of Technology; John Peter Voccio, Wentworth Institute of Technology

Tagged Divisions

First-Year Programs

Paper ID #34995Introduction to Engineering Virtual Labs - Challenges and ImprovementsDr. Gloria Guohua Ma, Wentworth Institute of Technology Gloria Ma is a Professor in the Department of Mechanical Engineering and Technology. She has been teaching robotics with Lego Mindstorm to ME freshmen for several years. She is actively involved in community services of offering robotics workshops to middle- and high-school girls. Her research in- terests are dynamics and system modeling, geometry modeling, project based engineering design, and robotics in manufacturing.Dr. John Peter Voccio, Wentworth Institute of Technology Assistant

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. French, University of Louisville; Campbell R. Bego, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

: https://www.asee.org/retention-project/keeping-students-in- engineering-a-research-guide-to-improving-retention. [Accessed: 09-Feb-2021].[5] D. E. Chubin, G. S. May, and E. L. Babco, “Diversifying the engineering workforce,” J. Eng. Educ., vol. 94, no. 1, pp. 73–86, 2005, doi: 10.1002/j.2168-9830.2005.tb00830.x.[6] N. W. Klingbeil and A. Bourne, “A national model for engineering mathematics education: Longitudinal impact at wright state university,” in 120th ASEE Annual Conference and Exposition, 2013.[7] PCAST President’s Council on Advisors on Science and Technology, “Engage to Excel: Producing one million additional college graduates with degrees in science, technology, engineering, and

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Steven J. Skerlos, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Abby M. Chapin, University of Michigan; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

when describing their near future steps, rather focusing their actions on thedevelopment of technical skills, for example: "...gain technical skills through an internship orpersonal project"; "these [technical] skills will help me in my career or internship..." As shownin Figure 2, the ratio of mentions of social dimensions to technical dimensions in the engineeringstatement was the inverse of those mentions in the near future steps portion of the action plan.Because students were not explicitly prompted to make these connections, and the sample weanalyzed was small, these early findings suggest the need for further examination and betteralignment between conceptual understanding and action.Figure 2. Mentions of social and technical in two

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Alley, Pennsylvania State University; Kaitlyn Pigeon, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

First-Year Programs

studentsclaimed not to have realized that different types of audiences often existed for a technicaldocument. As one student wrote, “I simply thought that because the writing is scientific, it isintended for a learned audience when in reality, scientific writing can be intended for differentaudiences,” such as users of an instruction manual or for decision makers of a project. Thesefindings supported our decision to keep those details in the film series. With regard to the question on what students most liked about the films, the top commentconcerned the high number of examples and the quality of those examples. The second portion ofthe comment was not surprising given that the examples had been vetted by so manyprofessional engineers. Also

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

theirengineering first-year students with a focus on increasing retention. The authors also wouldintroduce some early appreciation to engineering design, the building of models, prototypetesting, and actual implementation of a product/process to first-year students. An innovative wayof illustrating Senior Capstone projects targeted on solving real-world water problems andenvironmental issues will be attempted.AcknowledgmentThe PI and Co-PIs want to thank the National Science Foundation - Division Of UndergraduateEducation for the grant Undergraduate Scholarships for Excellent Education in EnvironmentalEngineering and Water Resources Management (USE4WRM) (Award #1565049) for thefinancial support that could help enhance the recruitment and the retention in

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Jacob T Allenstein, Ohio State University; Robert B. Rhoads, Ohio State University; Clifford A Whitfield, Ohio State University

Tagged Divisions

First-Year Programs

top 10 percent University Admission Profile 27-31 95% ranked in top 25 percentIn the senior year, engineering students are required to complete a capstone project to satisfytheir capstone experience. The EEIC offers a Multidisciplinary Capstone program (MDC) as anoption for students to replace their discipline specific capstone experience. Students arepartnered with industry companies to improve processes, reduce costs, or create new products.MDC also offers non-engineering students the opportunity to participate thru the EEIC’sengineering sciences minor program. This promotes discipline diversity in the program whilegiving students’ academic credit. Through

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Jean Kampe, Virginia Tech; Whitney Edmister, Virginia Tech; Matthew Stimpson, Virginia Tech; Brad Matanin, Virginia Tech; Amanda Martin, Virginia Tech; Cory Brozina, Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Divisions

First-Year Programs

the best-liked aspect was “I liked living with other engineers. We have mostof the same classes and this helps with homework, understanding concepts, and projects.” Thisbest response is counted once in “Living with other engineering students,” once in “AcademicHelp from peers,” and once in “Common Classes.” Table VI should be viewed as a summary ofthe common responses that we encountered; it does not include sporadic items that appeared veryinfrequently.Discussion We have tried to account for differences in college preparedness by creating the matchingcohorts. But there are problems with that approach. Namely, the matching cohort selection didnot screen for participation in other LLCs on campus. And, there were no matches made for in

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University

Tagged Divisions

First-Year Programs

best. As a guide, they are given a handout that summarizesrules for arguments along with their typical forms and typical flaws, drawn from A Rulebook forArguments.10 While we do not have much time to adequately develop their argumentation skills,this handout and use of the principles in the discussions and evaluations of their argumentsshould improve their abilities to defend their decisions, and hopefully to make better decisionsby recognizing flaws in their analysis.There are many excellent engineering case studies available on the internet. Because there are somany, a project was carried out to categorize the cases to aid faculty in selecting ones that meettheir needs. The resulting table is available on the ethics web site in the College

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Joe Guarino, Boise State University; Janet Callahan, Boise State University; Seung Youn Chyung, Boise State University; Randi Walters, Boise State University; Bill Clement, Boise State University

Tagged Divisions

First-Year Programs

simulationsused in this project are illustrated in Figures 1 through 5. All of the simulations, with theexception of the Materials Science simulation, were interactive. The simulations were embeddedinto the engineering modules of Materials Science, Mechanical Engineering, Vectors, CivilEngineering, and Electrical Engineering. A sixth engineering module (Matrices) was included inthe course, but had no simulation. Student use of the simulations took place in a computer lab inthe constant presence of a professor. The professor interacted with each student, providingguided feedback on their use of the computer simulations and their overall progress in meetingthe objectives of each engineering module

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

First-Year Programs

theprojects discussed in this paper. Several projects for improving the first year transition have beeninitiated and documented in engineering schools around the world, including learningcommunities, subject-based preparation and bridging programs, mentorship programming and e-mentoring, however, facilitated study groups and online orientation programs in engineeringschools have not been widely reported or researched.Examining the First Year Experience Page 13.1228.2In 2006, research was conducted to determine and describe the challenges, for both students andinstructors, in the transition to a first year engineering program. Research methodology

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Sondra Miller, Boise State University; Pat Pyke, Boise State University; Amy Moll, Boise State University; Melissa Wintrow, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

First-Year Programs

. Journal of College Student Development. 2002. 43(3): p. 395-402.6. Inkelas, K.K. and Weisman, J.L. Different by Design: An Examination of Student Outcomes Among Participants in Three Types of Living-Learning Programs. Journal of College Student Development. 2003. 44(3): p. 335-368.7. Pascarella, E.T. and Terenzini, P.T. How College Affects Students. San Francisco: Josey-Bass, 1991.8. Arms, V.M. A Learning Community for Professionals: The New Engineering Curriculum. Metropolitan Universities, 1998. 9(1): p. 63-72.9. Tinto, V., Love, A.G., and Russo, P. Building Learning Communities for New College Students: A Summary of Research Findings of the Collaborative Learning Project. University Park, PA.: National Center on Postsecondary

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amie Baisley, Utah State University; V. Dean Adams, Utah State University

Tagged Divisions

First-Year Programs, Mathematics

Pathways of Students Continuing in and Leaving Engineering,” in Proceedings of the 2010 American Society for Engineering Education Annual Conference & Exposition, Louisville, KY, 2010.[3] M. W. Ohland, A. G. Yuhasz, and B. L. Sill, “Identifying and removing a calculus prerequisite as a bottleneck in Clemson’s general engineering curriculum,” J. Eng. Educ., vol. 93, no. 3, pp. 253–257, 2004.[4] E. Litzler and J. T. N. Young, “Understanding the risk of attrition in undergraduate engineering: Results from the Project to Assess Climate in Engineering,” J. Eng. Educ., vol. 101, no. 2, pp. 319–345, 2012.[5] National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

builds metacognitive processes into student learning through the pedagogicalapproach to the course, videos from the Skillful Learning Project (skillful-learning.org)incorporate metacognition into the courseexplicitly. Cunningham and his colleaguesdeveloped a metacognition framework throughresearch and interventions in their own courses.They shared their videos for our use in the course.Each video explains aspects of their metacognitionframework, which is divided into two components(see Figure 2): knowledge of cognition andregulation of cognition [3]. The videos, designedfor advanced students in engineering majors, useclever animations to present the informationvisually. “Joe” and “Sue” are hypothetical studentswho exemplify archetypal challenges