Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

Tagged Divisions

First-Year Programs

sustainability. Prior to joining the JMU Engineering faculty in 2012, Dr. Barrella was at Georgia Tech completing her Ph.D. research as part of the Infrastructure Research Group (IRG). She also completed a teaching certificate and was actively involved with the Center for the En- hancement of Teaching and Learning (CETL) at Georgia Tech. Her academic interests focus on two primary areas of sustainable transportation: (1) community-based design and planning and (2) strategic planning and policy development. Dr. Barrella is also interested in investigating how to best integrate these research interests into classroom and project experiences for her students

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

students. Nathan has bachelors degrees in Civil Engineering and Applied Mathematics from Seattle University, a masters degree in Civil Engineering from Stanford Uni- versity and a doctoral degree in Civil Engineering from the University of Colorado Boulder. Page 24.1089.1 c American Society for Engineering Education, 2014 Social Responsibility Attitudes of First Year Engineering Students and the Impact of CoursesAbstractThe goal of this research was to characterize the social responsibility (SR) attitudes of first yearengineering students, determine if these

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

26.113.7who are notoriously difficult to recruit, but they would also have the chance to practice andimprove their leadership skills.Facilitators held three meetings just before the start of the program to introduce both thechallenge and the mentorship expectations to each student organization. All mentors were giventhe same information that included the details of the challenge as well as a written mentorshipguide. The mentorship guide provided a breakdown of the engineering design process andoutlined milestones in engineering design process that they should aim for throughout thesemester. The meetings and the written guide also included information on facilitating theirteam’s progress and not just doing the work for their freshmen. The mentors were

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

system.Ms. Abigail T Stephan, Clemson University Abby is a doctoral student in the Learning Sciences program at Clemson University. Broadly, her research interests include intergenerational learning in informal settings, self-directed learning, and cultural influ- ences on the learning process. Abby currently works as a graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their develop- ment of self-regulation and time management skills, effective learning strategies, and positive habits of mind.Laurel Whisler, Clemson University Laurel Whisler is Assistant Director and Coordinator of Course Support Programs in Clemson Univer- sity’s

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida; John Pharo Morgan III, University of South Florida; Yan Wang, University of South Florida; Michelle King, University of South Florida College of Engineering; Blake A Burton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

change higher education. Its 10threcommendation states: Page 26.907.2 Research universities should foster a community of learners. Large universities must find ways to create a sense of place and to help students develop small communities within the larger whole4. (p.34)The Boyer report served as a call to action for colleges to reform their educational practices andrestructure classrooms to increase active learning among students.Scholarly research in the 1980s and 1990s provided the underpinnings of the learningcommunity concept. Vincent Tinto who studied the causes of attrition in college found thatstudents were more likely

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina H Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Jennifer Francis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-year project to develop, implement, and studyoutcomes from the curriculum to promote development of inclusive engineering identities. Todevelop our experimental curricula of inclusive engineering practices, we draw on this literaturereview as well as survey data collected from the baseline year of this research project. Thefollowing section reports on baseline findings from students in two first-year engineering coursesthat did not include diversity or identity specific curriculum.Baseline SurveyTo assess the impact of the inclusive engineering identities curriculum, a quasi-experimentalresearch design was adopted. Data collection took place at a large public university with astudent body comprised of 17% underrepresented minorities, 51% women

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Kathleen Klok Bacon; J. Alex Birdwell, Northwestern University; Ordel Brown, Northwestern University; Emma Tevaarwerk, Northwestern University; Richard Wayne Freeman P.E., U.S. Coast Guard Academy; Wendy Roldan, University of Washington; Ken Gentry, Northwestern University; Amanda Rose Pokryfky

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

] Permzadian, V., Credé, M. (2016). Do First-Year Seminars Improve College Grades andRetention? A Quantitative Review of Their Overall Effectiveness and an Examination ofModerators of Effectiveness. Review of Educational Research, 86, 277-316.[10] Young, D. G., & Hopp, J. M. (2014). 2012–2013 National survey of first-year seminars:Exploring high-impact practices in the first college year (Research Report No. 4). Columbia:University of South Carolina, National Resource Center for the FirstYear Experience andStudents in Transition.[11] Wintre, M. G., & Bowers, C. D. (2007). Predictors of persistence to graduation: Extending amodel and data on the transition to university model. Canadian Journal of Behavioural Science,39, 220–234. doi:10.1037

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Kirstin Newfield, University of Toronto; Narges Balouchestani Asli, University of Toronto; Chirag Variawa, University of Toronto

Tagged Divisions

First-Year Programs

Engineering Edu- cation, and is interested in understanding and mitigating learning barriers that affect engineering under- graduate students, especially those of diverse backgrounds. c American Society for Engineering Education, 2017 Are Students Overworked? – Understanding the Workload Expectations and Realities of First-year EngineeringAbstractA study was conducted to investigate first-year engineering undergraduate student workload atthe Faculty of Applied Science and Engineering, University of Toronto, Canada. The study wasprompted by student feedback suggesting high workload, impacting their learning experience infirst-year and motivated by a Faculty whose goal is to

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

mindfulness and its impact on gender participation in engineering education. He is a Lecturer in the School of Engineering at Stanford University and teaches the course ME310x Product Management and ME305 Statistics for Design Researchers. Mark has extensive background in consumer products management, having managed more than 50 con- sumer driven businesses over a 25-year career with The Procter & Gamble Company. In 2005, he joined Intuit, Inc. as Senior Vice President and Chief Marketing Officer and initiated a number of consumer package goods marketing best practices, introduced the use of competitive response modeling and ”on- the-fly” A|B testing program to qualify software improvements. Mark has a BSS from

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Susan Montgomery, University of Michigan; Rodney Johnson, University of Michigan

Tagged Divisions

First-Year Programs

. Engage in an ethical decision-making process, given some engineering situation. 6. Identify the ethical, environmental and global and societal impacts of engineering practice. 7. Design technical/professional communications. 8. Deliver well-structured, technically sound oral and written communication. 9. Evaluate and effectively construct arguments, using technical content at the first-year level.The technical component of the course varies by section, with some sections being very specificto a given major, such as the “Mechanics and Materials for the Design of Biomedical Devicesand Orthopedic Implants.” Others, such as ours, are broader in

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

William Palm is Assistant Professor of Engineering at Roger Williams University, where he teaches Engi- neering Graphics and Design, Computer Applications for Engineering, Machine Design, Manufacturing and Assembly, Biomechanics, and Capstone Design. He previously worked as a product design engineer and consultant and taught at the U.S. Coast Guard Academy and Boston University. He holds a PhD in Mechanical Engineering from MIT and is licensed as a Professional Engineer in the Commonwealth of Massachusetts. c American Society for Engineering Education, 2016 Can a Five Minute, Three Question Survey Foretell First-Year Engineering Student Performance and Retention?AbstractThis

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Neeraj Buch, Michigan State University; Amanda Idema, Michigan State University; Cynthia Helman, Michigan State University

Tagged Divisions

First-Year Programs

and industrial management experience. He received his BSME and MSME degrees from Michigan Technological University.Thomas Wolff, Michigan State University THOMAS F. WOLFF is Associate Professor of Civil Engineering and Associate Dean of Engineering for Undergraduate Studies at Michigan State University. From 1970 to 1985, he was a geotechnical engineer with the St. Louis District, U.S. Army Corps of Engineers. Since 1985, on the faculty of MSU, he has taught undergraduate and graduate courses in geotechnical engineering and reliability analysis. His research and consulting has focused on the design and evaluation of dams, levees and hydraulic structures, and he has been involved in several studies

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Campbell R. Bego, University of Louisville; Jason Immekus, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

that a value interest intervention may increase retentionfor students who receive a C in mathematics in their first semester at the J. B. Speed School ofEngineering. Curricular ways to improve interest in engineering include design-based learningexperiences, introducing current real-world engineering challenges, and connecting students topotential employers. Future work will include identifying or designing an interest interventionand measuring its impact with a controlled research design.In addition to designing an interest intervention for C-students, we plan to do several moreanalyses to get a better understanding of factors that influence retention at our engineeringschool. We will look in more detail at the relationship between test

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

Donald E. Richards, Rose-Hulman Institute of Technology; Michael A. Collura, University of New Haven

Tagged Divisions

First-Year Programs

perform a reality check on the software results. In most cases, the systems that engi-neers deal with have become complex and involve phenomena from multiple disciplinary do-mains. For example, digital logic, electric-circuit behavior, and heat transfer all play a role in de-signing computer chips. Does our engineering curriculum prepare our graduates to deal withsuch complexity?The authors suggest that the current approach to the engineering curriculum is out of step withthe current practice of engineering. A modification to the early engineering science courses, andpossibly the first-year science and mathematics courses, would serve to change the students’ ap-proach toward problem solving and better prepare them to apply what they learn to

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Frank J. Marsik, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Elizabeth Mann Levesque, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

course structure, choose exploration and engagement activities aligned withtheir goals and interests.As part of the University of Michigan’s Center for Research on Learning and TeachingFoundational Course Initiative, ENGR 110 has undergone a course redesign process. A centralmotivation for this work is the recognition that first-year engineering students enter college withunique questions regarding their choice of engineering majors, co-curricular engagement andfuture career options. Investing in pedagogical practices that support student autonomy has beenassociated with positive impacts on student learning. As highlighted by Self-determinationtheory (SDT), when psychological needs like autonomy, competence, and relatedness are metthrough

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaylee A. Dunnigan, NYU Tandon School of Engineering; Jack Bringardner, NYU Tandon School of Engineering; Gunter W. Georgi, NYU Tandon School of Engineering

Tagged Divisions

First-Year Programs

. APPENDIX Survey of StudentsLikert-Scale QuestionsStrongly Agree/Disagree/Neutral/Agree/Strongly AgreeCourse and Project Related Questions 1. In this course we gain an understanding of the design process. 2. In the course project we gained an understanding of contemporary engineering practice. 3. I have enhanced my ability to design a system, component, or process to meet desired needs. 4. I intend to practice, conduct research in, or teach engineering for at least 3 years after graduation. 5. Overall, this class has increased my interest in engineering or computer science. 6. The hands-on experience in this class has improved my confidence in my ability to succeed in engineering or computer science. 7. The

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

teaches a wide array of courses that includes statics, reinforced concrete design, structural analysis, and materials engineering. Dr. Brake actively integrates project based and peer assisted learning pedagogies into his courses.Dr. James C. Curry Dr. James Curry is an Associate Professor in the Lamar Industrial Engineering department. c American Society for Engineering Education, 2016 The impact of one-credit introductory engineering courses on engineering self-efficacy: seminar v. project-basedAbstractThis evidence-based practice paper presents the results of two different one-credit introductoryengineering courses: i) a project based and peer assisted learning introductory

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University, University Park; Tara Lynn Sulewski, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

AC 2012-2991: DESIGN OF A ZERO ENERGY HOME AS A FIRST-YEARDESIGN PROJECTProf. Andrew Lau, Pennsylvania State University, University Park Andrew (Andy) S. Lau is Associate Professor of engineering and Coordinator of first-year seminars for the Penn State College of Engineering. Lau is a 1977 graduate of Penn State with a B.S.M.E. and was a Research Fellow and 1983 graduate of the University of Wisconsin, Madison, with an M.S.M.E. He has worked since 1977 as an engineer in the areas of solar energy applications in buildings, simulation of building energy use, and general consulting in the energy field. Most recently, his work has involved green buildings, engineering ethics, and sustainable design. He is a licensed

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah

Tagged Divisions

First-Year Programs

represents the 2011 course, year 2 the 2012, and year 3 the 2013 course.Conclusions The first-year course taught in the College of Engineering at a research institution in thewestern US was designed to help students determine if they would like to major in engineering,and to help them choose which major is best for their interests and career goals. The courseimplements guest lectures, tours of research facilities, in-class discussions, team-based projects,and conceptual design as methods for teaching and learning that occurs both in and outside theclassroom. The course was not taught in the way it was designed during the first year, andstudents were surveyed to determine the teaching methods they preferred for learning. During the first

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

impact practice.) With 90% or more of student respondentsindicating they have strengthened their desire to pursue an engineering degree, feel moreconnected to CSU Walter Scott, Jr. College of Engineering, and would recommend the SUREprogram to their fellow students, CSU has designated SURE as a high priority program tocontinue to fund in future years. While faculty input was not statistically significant, results didshow a strong interest in continued participation in the SURE program, with some faculty evenwilling to foot part of the bill for their SURE student in the future.Additional observations:While many students are willing to volunteer in research labs in order to get experience, bypaying the students for their research hours, SURE is

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Jeffrey A. Davis, Grant MacEwan University; Olivia Tronchin, University of Alberta

Tagged Divisions

First-Year Programs

students”, ”Development of Student Assessment Software”, and ”Improving Student Engagement through Active Learning”.Miss Olivia Tronchin c American Society for Engineering Education, 2019 Using LEGO® Mindstorms and MATLAB in curriculum design of active learning activities for a first-year engineering computing courseThis paper is an evidence-based practice research study to improve course delivery in computerprogramming. Courses and materials in computer programming tend to be abstract, which canlead to many students having difficulties learning and being engaged with the material. With amore hands-on practical approach, students may find themselves immersed in the material andmotivated to understand and

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

. The project expanded in 2012 toinvolve a larger group, which resulted in more complicated logistics and longer planning. A keyto success is when everyone is invested in the outcome of student success, and the end result is anear-perfect hybrid of best practices and new ideas.Conclusion and Future WorkBy leveraging the expertise and resources of Student Affairs through joint planning andimplementation, CEAS is able to implement support services in close proximity to wherestudents live. Preliminary results of the three research pilot projects show the added value ofcollaboration to student success.Future work includes rethinking Engineering House since the community is relocating to anotherbuilding with significantly more space for fall

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

the case if the program had not beenavailable. The SAS program targeted specific areas of concern that had been previouslyidentified by researchers, and the results were strikingly positive for those students who weresuccessful in completing the program. Even though the program implemented many of theknown best practices, there was still a large portion of students who dropped from the STEMprogram or who failed to achieve their academic goals. Some part of the attrition can beattributed to the “normal” erosion experienced by all STEM programs as students becomedisenchanted or lose interest and change to a non-STEM major.There is at least anecdotal evidence that a contributing factor to a student’s failure or success canbe attributed to their

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk DeCosta, Northwestern University; Kathleen Carmichael, Northwestern University; Lisa M. Davidson, Northwestern University; Ordel Brown, Northwestern University; Elise Gruneisen, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, ethnicity, gender, first-generation status, national origin). Informed by the context surrounding our inquiry, this wouldhave allowed us to observe any differences in pre-college knowledge and experience, learningoutcome achievement, and role rotations. Going forward, researchers hope to increase thesurvey response rates to more closely examine the role of minoritized identities in students’experiences across control and experimental sections.References[1] J. Peters, “Designing Inclusion into engineering education: A fresh, practical look at how diversity impacts on engineering and strategies for change,” Royal Academy of Engineering, London, UK. July 2018.[2] C. Leicht-scholten, A. Weheliye, and A. Wolffram, “Institutionalization

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Danny King, Indiana University Purdue University, Indianapolis; Laura Masterson, Indiana University Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

. Since the inception of the program, students participating in Bridge have been retainedand graduate at a higher rate than students who do not participate in the program. Although theprogram is marketed to first generation, low income, and underrepresented students, campuswide participant GPAs continue to be statistically higher and DFW rates remain statisticallylower than the general student population. This paper will explore the success of the SB program as well as share information aboutthe unique teaching methodology and innovative practices used during the program tospecifically retain engineering students. It will present quantitative and qualitative data thatdemonstrate the various reasons for success of the program and show

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Joseph Frank, Ohio State University; Kelly Lynn Kolotka, Ohio State University; Andrew H. Phillips, Ohio State University; Michael Schulz, The Ohio State University; Clare Rigney, Ohio State University, Engineering Education Department; Allen Benjamin Drown, Ohio State University; Robert G. Stricko III, Ohio State University; Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

Tagged Divisions

First-Year Programs

student immersion and growth in mind, the programhas developed to include an engineering cornerstone project in which students work in teams todesign, build, and program autonomous robots to complete tasks on an interactive roboticscourse. In support of the project, a variety of technologies were designed and polished as theprogram grew. Classroom methodologies were also evaluated and improved with time inresponse to student feedback and research on best practices.This paper provides a historical review of practice for the program with an emphasis on thetechnologies and methodologies that have been most effective in the program as it hasdeveloped.IntroductionFor 23 years researchers in autonomous robot design have worked on the advancement of

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Dana Elzey, University of Virginia

Tagged Divisions

First-Year Programs

focused consideration ofproblem identification and definition, and the potential impact of a successful solution.In addition to being better able to meet the needs of students, this new cornerstone course is nowmore attractive to faculty, who are encouraged to draw on their own research and experience inselecting a theme for their students. Although the EIC approach, like problem-based learning, designintegration and other techniques for linking theory and practice, is intended to counter theabstraction of technical knowledge and skills advocated by the ‘engineering science’ model ofengineering education, context integration is seen as a potentially more comprehensive and unifyingapproach.IntroductionIn response to dramatic changes in the

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico; Yan Chen, University of New Mexico; Chen Qiu, University of New Mexico; Jordan Orion James, University of New Mexico

Tagged Divisions

First-Year Programs

been recognized as a Graduate Studies student spotlight recipient and teaching scholar. Jordan studies learning in authentic, real-world conditions utilizing Design-Based Research methodologies to investigate design learning and social engineering, in which he studies urban planners who design real-world interventions for commu- nities and students who use design to learn. A member of the Grand Portage Band of the Lake Superior Chippewa Jordan obtained both his Masters of Community & Regional Planning and Bachelor of Media Arts from the University of New Mexico in Albuquerque where he lives with his wife and three daughters. c American Society for Engineering Education, 2020 A

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

Paper ID #21542Tracking Skills Development and Self-efficacy in a New First-year Engineer-ing Design CourseJessica DanielsDr. Sophia T. Santillan, Duke University Sophia Santillan joined Duke as an assistant professor of the practice in summer 2017 and will work with the First Year Design experience for first-year engineering majors. As a STEM teacher and professor, she is interested in the effect of emerging technology and research on student learning and classroom practice. After earning her bachelor’s, master’s, and doctoral degrees from Duke, Santillan taught at the United States Naval Academy as an assistant professor

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Jan Collins-Eaglin, Michigan State University; Nathaniel Ehrlich, Michigan State University; Denise Fleming, Michigan State University; Timothy Hinds, Michigan State University; Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

First-Year Programs

responsible for providing vision, direction, planning and implementation regarding the use of technology in instruction of mathematics and science. Mark's research interests are in theories of cognition, how these theories inform the design of instruction, how we might best design instructional technology within those frameworks, and how the research and development of instructional technologies can inform our theories of cognition.Thomas Wolff, Michigan State University Dr. THOMAS F. WOLFF is Associate Dean of Engineering for Undergraduate Studies at Michigan State University and a faculty member in Civil and Environmental Engineering. In the fall of 2005, he was a member of the ASCE Levee Assessment