Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

Tagged Divisions

First-Year Programs

engineers,etc., as indicated in Table 1.Although these studies have identified key factors influencing retention, the approaches theyused can be lengthy, invasive of student privacy, closed-ended, and/or confusing. For example,an extensive study conducted in 1966 considered attrition at three Midwestern universities.3Academically proficient male students, selected at random from a group of qualified students,were categorized as persisters or non-persisters based on their academic performance and theirretention in the engineering program during their freshman and sophomore years. Studyparticipants were first asked to complete a 35 question, fill-in-the-blank and multiple choicequestionnaire examining educational, personal, and family history

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

Nicholas Andres Brake, Lamar University; James C. Curry

Tagged Divisions

First-Year Programs

are placed into groups of 4-5 and are required to worktogether to solve several hands-on projects. Both courses are one-credit to minimize operatingcosts and avoid exceeding the 120 credit hour limit imposed by the State University system.According to data collected in a paper published by Honken and Ralston18, the top four reasonsfor choosing a major are: 1) interest, 2) job availability, 3) salary, and 4) confident in one’sability to succeed in the respective discipline. There is need to better understand the differencesbetween career-based and project-based seminar courses and their respective impacts onengineering self-confidence. In this paper, two different one-credit, first-year introduction toengineering courses: seminar and project

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee - Knoxville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

presented inthe full paper.Introduction Many students enter the engineering disciplines vastly unprepared to be successful in therigors of engineering academia. Student retention numbers in engineering are low [1] and someresearchers attribute this low retention rate to a lack of academic skills needed to beacademically successful [2]. This work in progress paper, framed by the theory of self-regulatedlearning, discusses a quantitative study conducted to look at the impact of an academic studentsuccess course developed to teach self-regulated learning skills to engineering students in thefirst year. This paper focuses on the initial data collection round as well as implications from thedata analysis that will inform the second iteration of

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Huihui Qi, Grand Valley State University; Hugh Jack, Western Carolina University

Tagged Divisions

First-Year Programs

Appendix A. The course wasoffered as a two weekly 1.5 hour meetings for 14 weeks. The number of students in any sectionvaried from 15 to 30. Typically one or two graduate students helped during the classes asteaching assistants.The CAD and engineering graphics topics used the software Solidworks and were supported by atextbook by Shih [1]. Throughout the semester Solidworks was used with hand sketching andCNC machining. By the end of the semester students were able to design and build moderatecomplexity geometries, produce dimensioned drawings, and understand the basics of tolerancing.Other topics such as project management, fasteners, and energy based design were introduced.The software and electronic topics focused on an Arduino kit [2], a free

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Brett P. Conner, Youngstown State University; Andrew Scott Morgan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

technologies could be used as aneducational method to teach the design process. Students participated in three anonymoussurveys. The surveys were administered at: (1) the start of the fall semester to all students(honors and non-honors) for baseline data, (2) after the first 3D Print experience (a car), and (3)after the second 3D print experience (flying disc). Findings indicate that 3D Printing basedprojects are perceived to be both interesting and relevant by students; further there were nostatistically significant differences between male and female or honors and non-honors studentsin terms of their prior experiences with the technology or in their interest in learning about thetechnology.IntroductionNational attention has been given to the need to

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, College of Engineering, University of Wisconsin-Madison; John Murphy, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

asked to complete a survey on the use oflaboratory design notebooks in our course that semester. Although nearly 50% of students didnot use the ELN, response to the notebook survey was very good, with a 76% response rate. Ofour lab instructors, 6 used the ELN, 1 used both ELN and paper, and 6 used paper only.Instructors that used paper only did not respond to the survey. Overall, the percentage ofstudents who would choose to use the LabArchives ELN in the future was low at just 40 %.Here, we report some preliminary data related to time spent learning LabArchives (Figure 1),resources used to learn LabArchives (Table 1), and multivariate plots of ELNs vs. papernotebooks performance in logistical categories (Figure 2). Figure 3 shows a

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

and showed a strong andsignificant correlation with closeness. Structural equation modeling shows that closeness is oneof four major predictors of grade performance, along with mechanics self-efficacy, personalqualities such as URM and First Generation College status and class size. Finally, empathy levelswere a meaningful predictor of closeness as had been expected. Implications are discussedincluding suggestions for ways to improve closeness within engineering classes and futureresearch opportunities.IntroductionThe instruction technique of large class (400 students +) lectures have been a part of universityeducation for at least the past 900 years 1. The impact of class size on learning has beenrigorously studied for the past 60 years and

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

Tagged Divisions

First-Year Programs

Outcome FrequencyIntroductionFirst-year programs nationwide typically feature an introductory curriculum featuring a semesteror yearlong “Introduction to Engineering” course or sequence. Examining a number of thesecourses shows that the content can vary significantly. For example, one course could focus onMATLAB programming while another course could emphasize technical communication. Mostcourses are a combination of these topics to varying degrees; therefore, an NSF-sponsoredproject to classify these courses was conducted which resulted in the First-Year Introduction toEngineering Course Classification Scheme.1 This taxonomy allows programs or instructors toquantify the content of their course(s) using the scheme. As a result, the scheme has

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

Jess W. Everett, Rowan University; Maria Perez-Colon, Rowan University

Tagged Divisions

First-Year Programs

Engineering at Rowan University, aNorth-Eastern public university, to switch from entirely faculty-led advising to a dual system,where a professional advisor assists first-year students with course registration while facultycontinue to provide career related guidance. In addition, the Introduction to Engineering coursetaken by all engineering first-year students is used to support the advising program. The goal ofthis paper is to describe the dual system and assess it using surveys and observations of theprofessional advisor.BackgroundA recent national survey of members of the National Academic Advising Association(NACADA) can be used to get a sense of the current state of higher education academic advisingin the US.1 Mandatory advising was reported

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

Julianne D. Vernon, University of Michigan; Lorelle A Meadows, Michigan Technological University; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

“whole engineer” and to begin to transformthe educational environment of our college by emphasizing engaged and reflective learningexperiences for engineering students. Our vision was to advance the curriculum by intentionallyproviding students with greater opportunity to explore their identities, values and goals, and thebroad educational opportunities provided to them through the unique learning environments atthe University of Michigan.To accomplish this vision, we: 1) revised the first year course schedule from 2 large lectures to amixture of delivery mechanisms that include facilitated discussions of 20 students or less; 2)developed a curriculum in support of self-authorship via identity awareness; 3) engaged trainedpeer facilitators as

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Universidad EAFIT, Medellin - Purdue University, West Lafayette; S. Zahra Atiq, Purdue University, West Lafayette; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Major? A Qualitative Study of Values and Expectations    1. Introduction    Decision making is a complex phenomenon which has been studied by researchers in variousfields like sociology, psychology, and neurology1. In STEM education, student decision makingis often linked to persistence. Hence, theories like the Social Cognitive Theory (SCT)2,3 andMotivation theory4 are often employed to investigate students’ decision to enroll in a certainmajor. Such studies repeatedly discuss ideas like interest, values, and expectations as factors thatdrive student decision making process.Bandura classifies expectations into performance (self-efficacy) and outcome expectations2. Inturn, outcome expectations comprise anticipation of physical (e.g. monetary

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Anna Stevenson Blazier, University of Virginia; Alyssa Becker, University of Virginia

Tagged Divisions

First-Year Programs

dividescuriosity into two dimensions: 1. Exploration (alternatively “stretching”) refers to appetitive seeking out of novel and challenging information or experiences; and 2. Absorption (alternatively “embracing”) refers to the propensity to be fully engaged in activities 4.We measured both using the “Curiosity and Exploration Inventory” 5 – a ten item Likert-scaleinventory in which respondents self report their seeking of new knowledge or experiences, andtheir response to uncertainty and unpredictability.Grit: “Grit” as a psychological construct is defined as perseverance and passion for long-termgoals 6 and can be divided into two aspects: 1. Consistency of interests over time, and 2. Perseverance of effort over time.We used their 12

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eliza A Banu, Auburn University; Sai Maharaja Swamidason, Auburn University; P.K. Raju, Laboratory for Innovative Technology & Engineering Education (LITEE); Pramod Rajan, Laboratory for Innovative Technology & Engineering Education (LITEE)

Tagged Divisions

First-Year Programs

format of the test. They can choose either a regular multiple-choiceassessment or a game-based assessment. Quantitative and qualitative results show that students find such materials useful;furthermore, the students preferred this method to complement a lecture. We report thedevelopment methodology of the tutor and evaluation results in this paper.Keywords: Pedagogy (Didactics) of Higher Education, Knowledge Gain, EngineeringEducation Research, Course Construction, Computer Aided Learning1. Introduction: Universities have continued to improve in the use of technology in teaching-learningmethodologies. Tools like videoconferences, chats and blogs, podcasting [1], webcasting andwebinars [1], video streaming [2], and networked

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

Joseph Blais Dannemiller, Texas Tech University; Audra N. Morse, Texas Tech University; Stephen Michael Morse, Texas Tech University

Tagged Divisions

First-Year Programs

semester.IntroductionThe cost of procrastination is often not quantifiable. However, analysis of two assignments froman introduction to engineering course at Texas Tech University produced a relationship betweenassignment grade and submission time as a function of time between the start and submittaldates. The relationships discovered in the Fall 2013 semester clearly illustrate the adverseeffects of procrastination on student performance. The data used herein comes from 4 of 13sections of an undergraduate ENGR 1315 - Introduction to Engineering course offered in the Fallof 2013, 2 of 13 from Spring 2014 and 4 of 13 from Fall 2014, at Texas Tech University. Thethree-hour course lesson meetings are on Tuesdays and Thursdays for 1 hour and 20 minutes,with 28 course

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wendi M. Kappers, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

of a perceived social elementinclusion, (b) changes in learning from the perspective of the reviewer rather than the receiver offeedback, and (c) improvement in perceived information literacy. Additionally, this researchexamines Canvas attributes as identified by Sondergaard & Mulder(1) (2012) of (a) Automation,(b) Simplicity, (c) Customizability, and (d) Accessibility, which support statements from theliterature that indicate a lack of investigation of more modern peer review tools. Survey results,both qualitative and quantitative, were analyzed across three different peer-reviewed assignmentsfor this examination. Of the 91 respondents, representing a 32% response rate, descriptiveanalysis revealed themes ranging from Changes in Student

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University; Liya Ni, California Baptist University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

quality of life of the general public withtheir skill sets. The long term outcomes of the course are: 1) to be able to communicate andwork with the general public as the ultimate recipients of our engineering goods; 2) to be able totransfer the knowledge to younger generations and to continue to produce professional engineers.Our curriculum includes the service learning requirement as a course for all of our engineeringmajors. This has been a successful class to provide the students with the mindset of an engineer,serving the community. The course also helped our college to be involved with local countyaffairs and helped surrounding elementary schools to high schools with many Science,Technology, Engineering and Math (STEM) activities.How is the

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angel Ari Perez-Mejia, Quinnipiac University; John E. Greenleaf P.E., Quinnipiac University; Priscilla C Fonseca P.E., Quinnipiac University; Chris Hakala, Quinnipiac University

Tagged Divisions

First-Year Programs

tested: 1) informal conversations, 2) topical music, and 3) no activity. Theinfluence of other variables such as gender, year, and major are also examined.Recommendations to enhance both are given based on the findings. Given the potentialbenefit, this work also examines some of the practical aspects of pre-class activities,including instructor preferences and the transition to regular class time.Background:The effects of music on cognitive abilities have been a topic of discussion since Rauscher etal.1 published an article detailing the “Mozart Effect”. In their study, a group ofundergraduates were administered a spatial abilities test after listening to a Mozart piece orsitting in silence while listening to relaxation instructions. The

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Jeunghwan Choi, East Carolina University; Tyler D. Holmes, University of Saint Thomas; Broderick William Carlin

Tagged Divisions

First-Year Programs

, from 3.26-4.44 on the Likert scale (3 = neutrally interested, 4 = somewhat interested, 5 =very interested)1. By assigning those students to the project for which they had the most interestthe average Likert score for the assigned project rose to 4.61 and 96% of the students completeda project in which they had an interest. Further, results from this study reveal that first-yearengineering students feel strongly that the material they learn in a class or lab should overlapwith their interests, though they did not rate their other courses as doing so. Meadows, Fowlerand Hildiner2 have shown that student interest and perception in engineering increased whenstudents explore topics aligned with the incoming interests. Additionally, by having

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Manaz Rusi Taleyarkhan, Purdue University; Chandan Dasgupta, Purdue University; John Alexander Mendoza-Garcia MSSEC, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

CADsoftware in a group setting. While these are preliminary findings, they highlight the potentialvalue of engaging first year engineering students with a CAD software in a group setting withinformal classroom environment.IntroductionDesign has become an integral part of how engineering colleges prepare their students forprofessional practice. Prior work suggests that it is important to help students become “informeddesigners.” This is the designer’s mindset with a level of design expertise that falls between anovice designer and an expert designer (p.779)1. Strategies for facilitating this process have beenpreviously reported in the literature with undergraduate students (e.g., Alien Centered designprojects2), and with high school students3 (e.g

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

students are high need Generation 1.5 students—U.S. educated Englishlearners. At SJSU, they struggle to complete their English and writing requirements, requirementsmeant for their native English peers. Often, these struggles impact their retention and graduationrates from SJSU. The challenges presented by this complicated skill set in Generation 1.5 studentscan be seen most clearly in English writing, a critical competency for academic success at SJSUwhich encompasses retention and graduation. According to Singhal [1], high needs Generation1.5 students have unique needs in the areas of academic writing; in particular, these students needto develop their mastery of academic literacy. Literacy is not only the ability to read and write butit also

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University; Amy Barton, Mississippi State University; Rani Warsi Sullivan, Mississippi State University; Bill B Elmore, Mississippi State University; Jane Nicholson Moorhead, Mississippi State University

Tagged Divisions

First-Year Programs

curricula.Ms. Jane Nicholson Moorhead, Mississippi State University c American Society for Engineering Education, 2015 Hybrid Engineering Matriculation Model to Promote Informed Engineering Major Selection Decisions1. IntroductionStudents who chose an engineering major because they identify with the engineering-relatedactivities of that field are more likely to be retained. The limited knowledge of engineering thatmost students posses when they choose an engineering major negatively effects theircommitment to their selected major 1. Introduction to engineering courses are one way topromote informed engineering major decisions among engineering students 2,3.However, one of the most prominent

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Fraley, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amy J. Hamlin, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

spreadsheets. This work further explores student confidence andcompetence on several computational problem solving skills. To determine this, a short pre-assessment was given to students on the first day of their beginning First-Year Engineeringcourse. This pre-assessment included topics that are important for using computational tools tosolve problems. Following each question, students were asked to rate their confidence in theiranswer on a five-point Likert scale (1 = completely confident to 5 = not at all confident). Theresults from the pre-assessment were compared to similar questions (both skill and confidencequestions) on the midterm and final exams. Additional post-assessment measures includeperformance on two lab practical exams, one using

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

Nikitha Sambamurthy, Purdue University, West Lafayette; Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Jing Lv; Yukiko Maeda, Purdue University, West Lafayette; Syafiah Mahfuzah Johari, Engineering Education Department, Purdue University

Tagged Divisions

First-Year Programs

used to describe learners andinstructors in their contexts for optimizing learning and analytics to produce action atinstitutional, regional, and national/international levels5. These statistical analytics have oftenbeen accompanied by the use of visual thinking to illustrate data patterns and insights7, and thesevisualizations come with their own set of unique challenges based on the type of data visualizedand the technique used. Keim8 described six categories of data that can be visualized: (1) one-dimensional data,(2) two-dimensional data, (3) multi-dimensional data, (4) text and hypertext, (5) hierarchies andgraphs, and (6) algorithms and software. Displaying large quantities of these data types can becomplex due to technical

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Maritza Paz, The University of Texas at Austin, Cockrell School of Engineering; Margo Cousins, University of Texas, Austin; Cindy D. Wilson, University of Texas, Austin; Mia K. Markey, The University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

about allowing time in three classperiods in the semester, at the discretion of the facilitators. Each date was dedicated to the VAIwriting exercise, the DEI student panel, or the post-intervention survey. Figure 1 shows theoverall process to deliver the interventions and survey in the 22 FIGs that participated. The firstclass period (50 minutes) allotted 10 minutes for the study to be introduced and to seek consentaccording to Institutional Review Board requirements for accessing grades and GPA in thefuture, followed by 20 minutes for the VAI writing exercise. The VAI has been found to be mosteffective when given before a challenging academic task. While this was something that ourstudy tried to pursue whenever possible, it was difficult to

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University

Tagged Divisions

First-Year Programs

(www.sparkfun.com) for the BOE-Bot (www.parallax.com) mobile robotics platform. • Use of Arduino microcontroller. After a two-term trial implementation of the LWTL curriculum, we switched microcontrollers from the BASIC-Stamp, which is standard on the BOE-Bot, to the Arduino platform. • Checklists for project management. To help prevent teams from slipping behind on project work, we created a series of checklists that are used to grade weekly homeworkTable 1: History of enrollment and retention for the FE course sequence since it was first implemented. ME 122 was not taught during the experimental offering in AY 2009-10. R1−2 is the retention from the first class to the second class. R1−3 is the retention from the first

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexander Nikolaevich Solovyev, Moscow Automobile and Road Construction State Technical University (MADI); Larisa Petrova, MADI; Viatcheslav Prikhodko, Moscow Automobile and Road Construction State Technical University (MADI); Ekaterina Makarenko, MADI

Tagged Divisions

First-Year Programs

[1] from Swanson Schoolof Engineering (United States) notes that “The most significant changes come as a part of threemajor areas of transition: Academic Transitions; Family Transitions; Personal Transitions”.Below we shall use this definition and discuss these challenges in Russian educational system.The inability to overcome these challenges leads to the high dropout rate of freshman. D. Budny[1] suggests to overcome the difficulties of Family Transitions by making “parents part of thefirst year orientation and educational process” in spite of the United States’ law “Family EqualRights and Protection Act of 1974 (FERPA)”. But the realities of Russian universities are notquite the same, in particularly, concerning the so called “Family

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill S. K. Nakatsu, University of Hawaii at Manoa

Tagged Divisions

First-Year Programs

introduce a student mentored first semester freshmenengineering design challenge, called the Holmes Hall Freshmen Challenge, with goals toincrease retention from first to second year while building community and support for first yearfreshmen. The challenge is introduced to freshmen at the college orientation, which draws agreater number of students than the previously mentioned programs. Typically over 100incoming engineering freshmen, participate in the college orientation so the program is offered toover half of the incoming freshmen.Research has shown that combinations of programs for first year freshmen such as learningcommunities, peer and faculty mentoring, introductory courses, and team projects.1 have positiveeffects on retention. Engaging

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

the Introduction to Engineering course was Page 26.472.2designed and implemented. This course is the first required engineering course in the onlineprogram. As a direct equivalent to the on-site version of the course, which is a 2 credit hourcourse with a 1 hour lecture and 3 hour lab offered during each 15-week semester, the course islargely activity based with a large team component. The 7.5 week online course has been offeredtwice during each semester since Fall 2013.It has been considered a best practice for introduction to engineering classes to contain “hands-on”, team based projects6-10. However, incorporating team based projects and

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica E S Swenson, Tufts Center for Engineering Education and Outreach; Marya H Schnedeker, Center for Engineering Education and Outreach, Tufts University; Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts Center for Engineering Education and Outreach / Federico Santa Maria Technical University

Tagged Divisions

First-Year Programs

 Problems in a   First­Year Engineering Design Course     Many first­year programs begin with a course that includes one or a few projects to excite and  1​engage students in engineering. These projects vary from real world clients based​  to socially  2​ 3​ 4​relevant discipline based​  to design­build­test­compete​  to robotics based challenges​ . Each of these courses contain various learning goals including the engineering design process

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, Quinnipiac University; Nebil Buyurgan, Quinnipiac University; Julia Leeds

Tagged Divisions

First-Year Programs

different genders and ethnic groups. Theinformation about the students’ perception and attitude on IE is collected at the beginning andthe end of the semester to investigate an increase of knowledge in IE as well as students’preference in choosing it as their major.1. IntroductionSimulations are widely used in engineering education as one of the most efficient and effectiveways of teaching and learning engineering topics (Antao et al.)[1]. Simulation-based approachesare developed and used to provide an interactive, cooperative, and experimental learningenvironment where engineering students acquire practical experiences and master a specific skill.In addition, well-structured simulations encourage students to develop their computational,analytical