Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

First-Year Programs

Innovation II, is a required second semester, 2-credithour course for all FYE students. In this course, students learn how to use computer tools to solvefundamental engineering problems, how to make evidence-based engineering decisions, developproblem-solving, modeling, and design skills, and develop teaming and communication skills.The students were enrolled in 15 sections run over four days. Each section had a maximumcapacity of 120 students. Sections met every two hours starting from 7:30 am and ending at 5:20pm (Table 1). Students in each section met twice a week at the same time.Table 1 – Time and days of sections 7:30-9:20am 9:30-11:20am 11:30am-1:20pm 1:30-3:20pm 3:30-5:20pm Tuesday 7:30 Tu/Th a 9:30 Tu/Th a

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan F Freeman, Northeastern University; Beverly Kris Jaeger, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

universities have been introducing cornerstone design courses, using hands-on projects,looking for real-world challenges and problems to meet the many objectives named above.These reflections were deliberately gathered at the end of the first year, as students are decidingon majors, and have the projects most fresh in their minds as influencing their decision. Indeveloping their version of a cornerstone course at McMaster University, it was noted, “Theobjective of the Cornerstone is to instill in first-year engineers enjoyment from learning,motivation to continue learning, and genuine intellectual curiosity about the engineering in theworld around them.” 1 And, from the Royal Institute of Technology in Sweden, “The purpose ofcornerstone projects is to

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Lauren Elise Gentry, LeTourneau University

Tagged Divisions

First-Year Programs

improvement efforts. The SEET’s multifaceted initiatives for improvingretention include several best-practice components, namely: 1) exposure to engineering practice through two new courses employing multidisciplinary projects8, presentations by practicing engineers, presentations by students involved in co- op education, and presentations by senior capstone design project students; 2) the development of the faculty mentoring program for first-year students; 3) the development of a peer mentoring program for first-year students; 4) the development of an industrial mentoring program for first-year students.We are implementing all four initiatives, and this paper focuses on initiative #3, peer mentoring

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Caroline Liron, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi M. Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Jayathi Raghavan, Embry-Riddle Aeronautical Univ., Daytona Beach; Bereket Berhane, Embry Riddle Aeronautical University

Tagged Divisions

First-Year Programs

, teaching methods have struggled toeffectively promote conceptual understanding. Gains students achieve are usually modest and notstatistically significant; generally students are able to increase their factual knowledge only.These modest gains are predicated on students having either no preconceptions or correct butincomplete ones. However, students who have incorrect preconceptions do poorly as they mustchange their existing cognitive structure.1 Inductive teaching methods better enable students toachieve a permanent change to their cognitive structures. Students also have a difficultytransferring learning horizontally through their courses.PurposeFirst year students struggle to synthesize concepts across Programming for Engineers, Calculus I,and

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

First-Year Programs

. Page 24.922.1 c American Society for Engineering Education, 2014 Multidimensional Assessment of Creativity in an Introduction to Engineering Design CourseAbstractCreative thinking includes the capacity to combine or synthesize existing ideas, images, orexpertise in original ways and the experience of thinking, reacting, and working in animaginative way characterized by a high degree of innovation, divergent thinking, and risktaking.1 If we are to produce engineers who can solve society's most pressing technologicalproblems we must provide our students with opportunities to exercise and augment their naturalcreative abilities and we must create classroom environments that make these

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville

Tagged Divisions

First-Year Programs

to develop their own design. The parameters of the assignmentwere such that most students had similar though slightly varied solutions. After completing the design portion of the assignment, students were instructed to write a2-3 page report describing their final design and solution. Instructors and teaching assistantsprovided students with guidelines on how to write a technical design report. After completingtheir individual reports, students were instructed to bring multiple hard copies of their reports tothe next class for peer assessment. In teams of 4-5, students reviewed their own report followedby those of their team members’ using a rubric (Table 1) provided by the instructor. Studentswere encouraged to provide descriptive

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

industry), we are strongly committed to helping themdevelop greater competency in teamwork, as opposed to simply participating in an unguidedteam experience. To facilitate teamwork learning, we historically used two instruments: (1) anintra-quarter peer review and self-review and (2) an end-of-the-quarter reflective memo (benefitsand limitations of this approach have been described elsewhere1,2,3).In the fall of 2011, our first-year program partnered with the university’s Center on Leadership tooffer students more opportunities for teamwork reflection, peer- and self-assessment andteamwork improvement throughout the two courses that comprise the program. Students used acombination of online exercises and team meetings to create a team charter

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lydia Prendergast, Rutgers, School of Engineering; Eugenia Etkina, Rutgers University

Tagged Divisions

First-Year Programs

application of thescience and math conceptual knowledge to solve a problem is a part of the engineering designprocess.2,6,48,59 Engineering design begins with the identification of a design problem, followedby translation into required science/math concepts, see Figure 1. At this point, the critical stepoccurs of applying the STEM concepts to fit within the engineering design constraints. This stepis critical because it is the science (or math) that drives the engineering design decision, asopposed to ‘guess and check’. Once the scientific concepts have been used to drive theengineering design decision, a physical model is formulated. The mastery of and comfort inusing the engineering design process is a requisite skill for engineering students to

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E. Canney PE, Seattle University

Tagged Divisions

First-Year Programs

they progressthrough the engineering curriculum using a longitudinal study.BackgroundIt has been asserted that the current generation of incoming college students possesses a highdegree of civic responsibility. The Higher Education Research Institute has been studying civicresponsibility for over 40 years and reported that civic engagement has increased, evidenced bythe fact that 72% of first year college students in 2012 said that “help others in difficulty” was anobjective that was essential or very important,1 as compared to 58.7%, in 1987.2 The Associationof American Colleges and Universities (AACU) currently has an initiative to educate studentsfor personal and social responsibility, stating a goal that campuses should “prepare [students

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Brooke Morin, Ohio State University

Tagged Divisions

First-Year Programs

thegrade breakdown shown in Table 1. Table 1: First year engineering grade breakdown for the first semester course. Grade Category % of Grade Preparation Assignments 10% Application Assignments 20% Laboratory Assignments 21% Journals 3% Design Project 5% Extra Weekly Assignments BONUS 3% Quizzes 6% Midterm Exams 20

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

Association of American Colleges and Universities’ ProjectKaleidoscope (PKAL) has been a vocal advocate for widespread STEM education reform. Thethemes emerging from PKAL research regarding undergraduate STEM education are clear andconsistent: Learning should be experiential and steeped in investigation from the very first courses.1 Learning should be personally meaningful for students and faculty, it should make connections to other fields of inquiry, and it should suggest practical applications related to the experience of students.2 Learning should take place in a community where faculty see students as partners in learning, where students collaborate with one another and gain confidence that they

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University

Tagged Divisions

First-Year Programs

engineer. By the end of the semester, itis expected that the students have an understanding of: how to achieve success as an engineeringundergraduate student at GVSU; the expectations of learning outcomes achieved throughGVSU’s engineering program; the engineering profession; and the nature of the world in whichengineers work. These objectives are similar to other Introduction to Engineering courses thatfocus on introducing the career of engineering as well as skills required to be successful in futureengineering courses.1-3 As with some other Introduction to Engineering courses, it is not arequired course for graduation from the engineering program.4 Some of the skills taught in thisclass include effective studying techniques, time management

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Audra N. Morse, Texas Tech University; Richard Glenn Watson

Tagged Divisions

First-Year Programs

in 2012 and employs programadmission requirements and student performance as performance metrics. The purpose of thispaper is to document the enrollment management plan's impact on first year-retention data forthe first year of implementation as well as review the impact on student quality as indicated bythe review of the computer science program, which has experienced retention and quality issuesin the past.IntroductionEnrollment management issues and student population size is a challenge faced by universitiesand colleges nationwide. Enrollment management issues are often discussed at the universityadmission level to control entire university populations or reach a desired student populationgoal.1 Universities, whether public or private

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gail D. Jefferson, University of South Alabama; Sally J. Steadman, University of South Alabama; Tom G Thomas, University of South Alabama; Kuang-Ting Hsiao, University of South Alabama

Tagged Divisions

First-Year Programs

engineering.IntroductionRecruiting, teaching and retaining students in engineering programs is a national problem thathas been addressed in many, varied ways.1 The University of South Alabama has implemented anovel program to improve retention in engineering, especially among high achieving students. Apilot program, Freshman Research Experience in Engineering (FREE), was conducted lastsummer with extremely successful outcomes. Funding for program instruction and materialswas provided through Alabama NSF EPSCoR, so there were no costs to the participants.Students spent two weeks immersed in interdisciplinary engineering topics ranging from roboticsto composite materials. LabVIEW™ programming was integrated into each topic. The studentsexplored instrumentation, sensors, and

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Steve Haisley Patchin, Center for Pre-College Outreach - Michigan Technological University; Kimberly D'Augustino; Cody J Kangas, Michigan Technological University

Tagged Divisions

First-Year Programs

completing the wind energy module created a lab-scale wind turbine and/or Page 23.953.2created new blades for an existing base using 3D modeling and design.2 These projects wereassigned by the instructor and used in various sections of the first-year engineering courses. Forexample, in the fall semester of 2010, all three modules were used in four sections. One sectionof students completed the biomechanics module (n=41), one completed the wind energy module(n=43), and two completed the aquaculture module (n=73).In general, these projects have been received favorably with the first-year students as shown inTable 1 below, which summarizes responses

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Valerie C. Lundy-Wagner, New York University; Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

, which also allowed for alternative themes and subthemes to emerge. Toensure validity, we employed a peer debriefing process, where at least two project team membersanalyzed significant portions of the data for agreement.FindingsThe preliminary data analysis yielded three assertions, all of which are presented belowillustrated by quotes from the interviews.Assertion 1) Academic advisors were largely unable to articulate a coherent definition of SES.As Lareau and Conley16 note, terms like, low-SES, low-income, first-generation, anddisadvantaged were often confounded, despite advisors acknowledging their differences whenprobed. For example, when asked to characterize low-SES students, Martha (all names arechanged for privacy) states: Single

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Laura Darrah, Residence Life, Western Michigan University; Paul V. Engelmann, Western Michigan University; Cynthia Halderson, Western Michigan University; Bryan W. Thumme, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Divisions

First-Year Programs

Center (SSC) located at EH thatprovided tutoring in mathematics, chemistry, physics and engineering courses 7 p.m. to 1 a.m.five days a week. In 2011, the SSC expanded from one site to three.In this paper, we will describe three research pilots resulting from CEAS and SA collaboration toenhance student success -- Engineering House; Mandatory Mathematics Tutoring; and EarlyIntervention for At-Risk Students. We will describe the design of the research pilots, somepreliminary results, and the lessons learned. Success indicators include performance in first-yearscience, technology, engineering and mathematics (STEM) courses as measured by grade pointaverage (GPA) and percentage of students who successfully completed the course with a gradeof C or

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs

engineering students at WVU must complete a common“first year experience” before moving to an engineering major. Prior to registration, amathematics placement test is administered to assess Calculus readiness. Students who are notcalculus-ready at entry usually take 1.5 to 2 years to complete the courses required to move to anengineering major. This study only includes students in their first semester in college; none ofthe students have declared an engineering major. Table 1: Characteristics of the sample studied Parameter Statistics Gender Male 69

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carolyn Skurla, Baylor University; Steven R. Eisenbarth, Baylor University

Tagged Divisions

First-Year Programs

Academic Success (SAS) Program, funded through anNSF S-STEM grant, was to attract transfer students from regional community colleges and four-year institutions that do not have engineering and/or computer science programs into the fields ofengineering and computer science through an academically competitive financial assistanceprogram. The rationales for this program were the desire to increase the diversity of theengineering and computer science workforce, to improve retention to graduation, and toencourage intellectual development.Increase the diversity of the engineering and computer science workforce.According to Chubin et al 1, “Women and underrepresented minorities are not enteringundergraduate programs in engineering in the same proportions

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

First-Year Programs

second-year undergraduates to research in STEM (Science, Technology,Engineering, Math). This seminar includes numerous hands-on, inquiry- and problem-basedlearning activities, and is rooted in Vygotsky’s theory of social constructivism.1 Open toundergraduates from all majors, this year-long seminar brings together a group of students withfaculty mentors to explore a specific topic or theme and gain familiarity with some of the toolsand processes of STEM research.The seminar has been offered two times (in 2010-11, and 2012-13) and has included a total of 14undergraduates, from majors including Supply Chain Management, Astrophysics, Mathematics,Education, Human Biology, Physiology, Packaging, and several Engineering disciplines. Allstudent

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Louisiana Tech University; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

toenhance retention in engineering programs compared to programs that do not require a commonintroductory course.IntroductionAccording to a national benchmarking study, nearly three-fifths of all engineering programsrequire all engineering students to take some form of an introductory engineering course orsequence1. In this study we focus on common courses that expose students to the range ofengineering disciplines. This study compares retention rates and major selection patterns ininstitutions that require all engineering students to take a common Introduction to Engineering(CITE) course with those that do not across 11 large public universities in the United States.This study examines the questions: 1. What are the differences in retention in

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

.1 It is often referred to as a transition for the instructor from being a “sage on the stage” to a“guide on the side”.2 The inverted classroom approach has become increasingly common withthe improvement of online educational resources, which are often considered a criticalcomponent.3,4,5 Faculty have described experiences implementing the flipped classroom, mostlypositive.6,7,8 However, little has been reported regarding the effectiveness of the invertedclassroom in a first-year engineering setting.First-year engineering classrooms would appear to lend themselves well to the invertedclassroom approach for several reasons. First, most students do not have previous post-secondaryexperience. Thus, they enter the course with fewer expectations

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

Syllabus1, a cross section of engineering faculty was surveyedand asked to identify professional skills needed and most lacking. The two professional skillsthe faculty identified as needed but lacking in their undergraduate students are TimeManagement and Perseverance to Learn. Time Management is all the skills necessary toorganize work, deliver results on time and generally be viewed as a responsible student.Perseverance to Learn are the skills encompassing a lifelong desire to learn, a willingness and acuriosity to challenge oneself beyond the scope of class.There were a total of 17 categories of skills identified by faculty as lacking. The top six,including the two previously described, were: 1) Time Management 2) Perseverance

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

performance. Of the students who took math courses outside of engineering, 64%earned less than a B- and 33% received Ds or Fs in calculus I. In response to this failure at theimportant mathematics juncture to success in engineering, a new pre-calculus for engineerscourse was developed in collaboration with the Applied Math Program to prepare students with adeeper understanding of mathematical concepts beyond what they previously received andprepare them for calculus success. A pilot class of 16 took the course in spring 2012, of whichmany moved on to calculus I in fall 2012 (pilot 1). A description and modifications to the pre-calculus for engineers course are presented in the paper, including the adoption of the ALEKSLearning System to assess and

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University

Tagged Divisions

First-Year Programs

STEM Education: Innovations and Research (www.jstem.org).Dr. Chetan S Sankar, Auburn University Page 23.1295.1 c American Society for Engineering Education, 2013 Use of Multimedia Case Studies in an Introductory Engineering Course at Two Southeastern Universities: A Qualitative Evaluation StudyAbstractIt has been suggested that changes in the classroom environment and nature of instruction maypositively affect student learning of introductory engineering concepts.1 In response to recentcalls to improve engineering instruction, 2,3 an

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University

Tagged Divisions

First-Year Programs

make the system mandatory by providing paper-basedquestions for the small number of students with connection problems, or without laptop orsmartphone, but for the sake of simplicity that option wasn’t selected. Most students did use thesystem. The use of the clickers in the statics and calculus course was mandatory in the form ofparticipation grades. Students were required to purchase the clickers for those courses, and theweb-based ARS system was made free by licensing it through the course budget.APSC-100 is a team-based, project-based course to promote a sense of curiosity aboutengineering, and promote creative thought. The course is divided into three modules: Module 1.Problem analysis and modeling; Module 2. Experimentation and

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alyssa N Berg, University of Colorado Boulder; Janet Y Tsai, University of Colorado at Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Beverly Louie, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

exist in relationshipsbetween mentors and mentees. Previous papers by the authors have examined mentoring modelsand mentoring in engineering12; therefore, a simple overview is provided in the followingparagraphs.Glaser and Strauss investigated academic mentoring relationships in higher education. Besidesproviding guidance, the mentor also becomes a developmental role model, taking a personalinterest in the mentee and working to enhance their academic preparation13. Burlew offersanother model of mentoring that considers three different stages of mentoring: 1) training; 2)education; and 3) developmental14. However, one of the most comprehensive descriptions ofmentoring relationships is offered by Kram, who suggests that there are two primary

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caitlin Cairncross, University of Portland; Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Divisions

First-Year Programs

, pedagogy, and best practices for retention and engagement. Page 26.300.1 c American Society for Engineering Education, 2015 Building a Summer Bridge Program to Increase Retention and Academic Success for First-Year Engineering StudentsAbstractThis paper reports on a grant-funded summer bridge program developed for first-yearengineering students who were not academically prepared to start Calculus 1 in the fall of theirfreshman year. The primary objective of the program was to increase retention and success offirst-year engineering students by 1) allowing students to enter

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

the amount of time available.Design/MethodDuring the Fall 2015 semester, the instructor of an introductory programming course scheduledthe first exam on a Saturday with the provision that students had unlimited time. Completiontime for the exam was noted for each student. Due to an administrative request, the second andthird exam were held during a 50-minute class period. A comparison of time taken on exam 1,all three exam scores and other course performance indicators (i.e., homework and final projectscores, final course grades, course attendance) was conducted.ResultsAnalysis revealed two major findings. First, the hypothesis was confirmed; there is norelationship between exam time and course or exam performance. Second, homework, more

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

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs

associated with pre-engineering mathassessment.There are several articles that have provided valuable insight into the correlation of variousparameters associated with engineering success and retention, which in turn have provided theimpetus for examining the data for our own first-year engineering students. The focus of theliterature review was large scale studies focusing on retention. Page 26.1134.2Several authors have conducted studies of learning styles and strategies for success of first yearengineering students. Anson et al,1 through their analysis of approximately 1000 first-yearengineering students concluded that SAT math scores and high