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

understanding and a disposition that a student builds across thecurriculum and co-curriculum, from making simple connections among ideas and experiences tosynthesizing and transferring learning to new, complex situations within and beyond thecampus”10, 11. The Integrative Knowledge Portfolio Survey was designed “in order to create apedagogy and technology to help students know and articulate what they have learned”9, 11especially valuing how they learn and implementing this in their career choices11. Pizzolato’sSAS is the first tool of its kind to assess self-authorship quantitatively. The capacity to assessself-authorship quantitatively can help institutions create and implement new practices by havinga tool that could be used for assessment. Prior to

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California - Irvine; Robert M. Cassidy, University of California - Irvine; J Michael McCarthy, University of California - Irvine; John C. LaRue, University of California - Irvine; Gregory N. Washington, University of California - Irvine

Tagged Divisions

First-Year Programs

, significantly improved student retention, motivation and satisfaction of theengineering curriculum6.We report on the initial and continuous development of a two-quarter first-year engineeringcourse titled Introduction to Engineering, spanning Fall and Winter quarters, to provide studentsa basic understanding of the engineering design principles and various disciplines. In addition,the concepts of product development, project management, technical communication, teamworkand professional development are integrated into the course simulating “real-world” scenarios tobetter prepare our students for career paths in industry. An additional component focused onentrepreneurship was integrated in the course during the Winter quarter.Course DevelopmentTo

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

conversations with the teachers and administrators in the K-12 system it was revealed thatmost believed that Alaska Native students were not interested in pursing careers in engineeringor science. Many teachers stated that their Alaska Native students did not have the interest,motivation or capacity to complete chemistry, physics, and trigonometry by the time theygraduated from high school. These courses were often not offered in most of the non-urban highschools that had high populations of Alaska Native students. Most of the Alaska Native studentswe were meeting stated that they could not have a career in engineering or science.The situation at UAA was similar. Many of the Alaska Native students who arrived at UAA hadtaken very few high school

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jessica Ohanian Perez, California State Polytechnic University, Pomona; Cesar Moreno

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Education, 2020 Creation of “The Engineering Student Experience” podcast to enhance engineering student readiness for school and the workforceAbstractThis “Complete Evidence-based Practice” paper describes an institutional strategy to supportstudent success using technology. Over the past decade, audio podcasts have become a popularformat for entertainment, news, and education. Although there are many podcasts that focus onscience and engineering topics, none of them focus exclusively on helping students make moreinformed decisions about whether to pursue engineering, which engineering discipline bestmatches their interests, and how to prepare for a career as an engineering professional. This workdetails the creation and distribution

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University; Jack Bringardner, New York University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

.13,14 There is a potential fortheir previous work to be explored more thoroughly in the curriculum of a new course project.Other positive motivations can be classified as individualistic. These reasons are closely relatedto psychological enjoyment or behavioral preferences. The common student responses in thiscategory are being good at math and science, liking to build a final product, and understandinghow things work.10,11,13,14 Behavioral reasons have been shown to be the most popular, which iswhy they should be classified into subcategories like the ones above to determine what is moreimportant. The individualistic reasons, or the opposite end of the altruistic spectrum, are oftenreferred to as utilitarian. This includes career opportunities

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; Tom Tretter, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville

Tagged Divisions

First-Year Programs

(for engineering context) 8-item, validated instrument focused on longer-term,maintained interest. The methods that follow were developed to explore a multi-subfactordepiction(s) (from literature) of maintained interest, including conceptualizing and analyzingstudent responses. Two associated research questions thusly addressed in this study are: 1) whatis the strongest factor structure for measuring the construct of first-year engineering students’long-term, stable maintained interest in the choice of pursuing an engineering career?; and 2)how strong is the fit of theoretically-grounded structural models of the construct of first-yearengineering students’ maintained interest in engineering careers? Results show significantempirical support in

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda Christine Bordelon, Utah Valley University; Susan L. Thackeray , Utah Valley University; Sean S. Tolman, Utah Valley University; Jane M. Loftus, Utah Valley University

Tagged Divisions

First-Year Programs

be delivered as a discipline-specific or as a universal cross-disciplinary version.For this study, students were assessed with Likert-based survey questions about how they felt the classprepared them or engaged them for a career in engineering and if they planned to remain in their program.The survey was given at the end of the semester they took their respective Introduction to Engineeringcourse. Statistical p-values were calculated from the Likert scores with respect to the discipline area of thestudent, the instructor, the semester, and the demographics of the student class population. The coursewas delivered in one semester as a generalized mechanical-engineering focused design approach and thenin a second semester as the three

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jamie Bracey, Temple University; Keyanoush Sadeghipour, Temple University; Carnell Baugh, Independent; Shawn Fagan, Temple University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

1st year students cognitive and non-cognitive profiles,testing an applied engineering math course, and incrementally shifting faculty andadministrative culture from transactional relationships to higher quality studentengagement for 1st year students. Between Fall 2014 and Fall 2015 qualitative data wascollected measuring new students’ initial “grit”, motivations and career expectations.The total sample (N=509) consisted of 84% freshmen, 16% transfers, 21% women and14% minority students. Quantitative data included an analysis of the high school SATsand initial university math placement scores for Fall 2014-Fall 2015, a comparativeanalysis of the same data for the Fall 2011-Fall 2013 cohorts, and an analysis of studentoutcomes from an adapted

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

exposure to engineering design and createrealistic expectations for a major and a career in engineering.Introduction Within the College of Engineering at the University of Utah, there are eight majorsoffered. While the retention rate of students in the program has not been low, there are barriersin place that do not allow for an easy transition between departments. Furthermore, otherresearch universities across the US have implemented first-year engineering courses to helpstudents gain a better understanding of engineering and design at an earlier point in theiracademic programs.1-9 These universities have reported higher retention rates because not onlyhave students gained more realistic expectations of engineering, but they have also

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Frank Blubaugh, Purdue University; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, and family members may also influence a  student’s  major  selection.  Researchers haveidentified factors, such as career prospects, personal interests, parental influence, effects ofclimate and culture, to be important. Although a few models of major choice exist, relativelylittle attention has been given to examining engineering disciplinary choice (e.g. Mechanical,Environmental, Civil, Chemical, or Industrial). Our research aims to fill this gap from a uniqueperspective—since music genre preference can represent diversity in the broad dimension ofexperiences, we explore whether there is an association between music genre preference andengineering discipline choice.Music penetrates all aspects of modern society, including academic settings

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lacey Jane Bodnar, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Jacqueline Q. Hodge, Texas A&M University; Travis Austin Smith, Engineering Student Services and Academic Programs; Jesus A. Orozco; Joshua Grant Corso; Cristian R. Sanchez; Jillian Kathleen Freise, Texas A&M ELLC Children's Museum; Hannah Ringler, Texas A&M University; Ivan Cortes, Texas A&M University

Tagged Divisions

First-Year Programs

-authors.Six questions were posed to freshman students via e-mail, from the ESSAP office. Studentswere asked to provide input in the following areas, with a half page paragraph describingpositive and / or negative impacts for each question: 1. What was the impact of your interaction with other freshman engineering students working on the same projects? 2. What was the impact of your interaction with the sponsor? 3. What was the impact of your interaction with upper division engineering students or graduate students? 4. Did the team project experience have any impact on your engineering career? 5. What kind of skills did you acquire that you consider of value to your engineering career? 6. What would you change to make

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Racheida S. Lewis, University of Georgia; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

the Dissertation Institute, a one-week workshop each summer funded by NSF, to help underrepresented students develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding be ingnearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty, an Outstanding Teacher Award and a Faculty Fellow Award. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paa Kwasi Adusei, University of Cincinnati; Nora Honken, University of Cincinnati; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

determine if there is a correlation between these two. Specifically, thisstudy investigates the number of reasons students cited for choosing to study engineering and theirretention in engineering.Background Literature There are many theories as to why students choose a career or educational path. For thisstudy two main theories stand out: Social Cognitive Theory and Expectancy Value Theory.Social Cognitive Theory The Social Cognitive Theory (SCT) is a relatively new theory that sheds light on howbasic academic and career interests develop, how educational and career choices are made, andhow academic and career success is obtained. The basic building blocks of this theory are self-efficacy beliefs, outcome expectations, goals or

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

Youssef Allam, Ohio State University; David Tomasko, Ohio State University; John Merrill, Ohio State University; Bruce Trott, Ohio State University; Phil Schlosser, Ohio State University; Paul Clingan, Ohio State University

Tagged Divisions

First-Year Programs

activities. The labactivities included a quarter-length design, build, and test problem utilizing project managementand team building skills found in the standard lab sections.The new course offering represents a significant effort to transfer graduate level researchfindings to a freshman engineering setting. This exposed students to cutting-edge research topicsand fostered an early interest in academic and professional careers in new fields such asnanotechnology and biomedical devices. The project also demonstrates a safe method ofincorporating more chemical and biological based engineering disciplines into a freshmanlaboratory course as an alternative to the traditional electro-mechanical emphasis. In fact, thelab-on-a-chip platform provides a

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

and discuss summer internship options.Following are comments from two professors that have taught students both the previouscurriculum and the new curriculum: • “The previous foundational courses had minimal coding using MATLAB, which is still used in some following courses, but did not supply the programming foundation required to code confidently. Students were left to develop this ability on their own when needed later in their collegiate career” [5]. • “Having just completed two decades in the auto industry, I was surprised that foundational courses did not include significant coding, so, previously, I had my students complete programming activities beyond those in the initial standard curriculum” [6

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Okan Caglayan, University of the Incarnate Word; Sreedevi Ande P.E., University of the Incarnate Word; Erik Coronado; Max Joseph Martinez, University of the Incarnate Word; Samuel Jacob Handowski

Tagged Divisions

First-Year Programs

presentations made by the guestspeakers from various industries, such as Southwest Research Institute, Boeing, Rackspace, andFirst Year Engagement Office at UIW. Their presentations emphasized the followingskills/attributes that students need in order to be successful in college and career:  Time management – class attendance, planning, class assignments.  Networking and communication – soft skills, participation in student clubs, gaining information about internships.  Creativity and problem solving – applications of MATLAB5 used in industry by STEM experts.The outcome of the second objective was achieved by developing and implementing technicalsolutions to problems in computer programming, robotics, and presenting the

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

0.95 3.83 0.98 0.05 0.2710.Confident dealing with problems 3.77 0.99 3.88 0.83 0.14 0.7511. Adopting engineering approach 3.27 1.21 3.00 1.18 -0.23 -1.2812. Wish to be engineering major 2.84 1.53 2.35 1.42 -0.35 -1.9313. Professional identity 2.64 1.40 2.51 1.43 -0.09 -0.5414. Career identity 1 2.44 1.49 2.14 1.39 -0.21 -1.1715. Interests in opinion for engineers 2.64 1.44 2.35 1.38 -0.21 -1.2016. Belong to engineering

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

Helen Burn, University of Michigan; James Holloway, University of Michigan

Tagged Divisions

First-Year Programs

instructors can directly influence student motivation. The treatmentgroup was no more likely than the comparison group to believe that the ideas from the coursewould be useful in their future careers. This finding is partly attributable to our inability tocontrol for the nature of the weekly assignments in the untreated group, which confounded ourability to fully evaluate the effect of the intervention on students’ perception of the usefulness ofthe course. Gender, race/ethnicity, and prior programming experience were not significantpredictors of perceptions of importance or usefulness. Student interest in the weeklyprogramming assignments was the biggest predictor of agreeing that the course was importantand useful, followed by a student’s self

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University-Kingsville; Breanna Michelle Weir Bailey P.E., Texas A&M University-Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University-Kingsville; Mahesh Hosur, Texas A&M University-Kingsville; David Hicks, Texas A&M University-Kingsville; Michael Preuss, Exquiri Consulting, LLC

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

their experiences as engineers, as other programshave done [3]. Three other panels presented for the benefit of the participants, one panel perweek of the SBP. The first panel consisted of persons who were recent engineering graduates ofTexas A&M University-Kingsville. They were asked to speak about the transition from anacademic to professional work environment. The second panel consisted of engineeringgraduates who worked in other professions outside of engineering, and they discussed how theyused their engineering skills in performing non-engineering jobs. The third panel consisted ofseasoned or retired engineers, who spoke about the variety of things each had accomplished overthe course of their careers. There were 16 guest speakers. Of

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

mentors, adesignated space for team learning and tutoring, common courses, quality academic advising, afreshman orientation course, social events, and financial aid in the form of renewable scholarships.1.2 Brief Description of the AcES ProgramAcES, founded in 2012, has evolved to include a one week summer bridge experience, a two credithour professional development course, a three credit hour course designed to communicate howengineers throughout history have shaped society, an industrial mentor program, and scholarshipopportunities. Since cohort building, student success skill development, career guidance, andsupport system creation are main objectives of the program, the program enrollment is limitedeach year to 20-25 first-time full-time

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sherry Liao, University of Portland

Tagged Divisions

First-Year Programs

Engineering Students Select a MajorAbstractThis evidence-based practice paper evaluates a set of resources to help first-year engineeringstudents choose their major among four fields. Choosing a major can be a daunting task for first-year college students, especially if the choices span fields with which students have littleexperience. In order to provide first-year engineering students time to discern, a set of resourcesand course activities were designed to assist students in this decision-making process. Theeducational theory that serves as a framework for this study is social cognitive career theory,developed by Lent, Brown, and Hackett in 1994. In particular, resources, activities, andexperiences in the introduction to engineering course were

Conference Session

Multidisciplinary First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Amanda Idema, Michigan State University; Neeraj Buch, Michigan State University; Carmellia Davis-King, Michigan State University

Tagged Divisions

First-Year Programs

Orleans levees in hurricane Katrina. As Associate Dean, he oversees curriculum, advising, career planning, study abroad, early engineering and other related initiatives.Neeraj Buch, Michigan State University NEERAJ BUCH is a Professor in the Department of Civil and Environmental Engineering at Michigan State University. He is also the Director of the Cornerstone Engineering and Engineering Residential Experience program at Michigan State University. He earned his M.S. degree in pavement engineering in 1988 from the University of Michigan, Ann Arbor, and his Ph.D. in pavement and materials engineering from Texas A&M University, College Station, in 1995. Dr. Buch began his academic

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

supportservices and resources to build a sense of community and to ensure retention through thecompletion of their degree. SAS Scholars were familiarized with campus resources that providesupport, encourage success, and help students improve study skills. Mentoring activitiesincluded teaching life and career skills, providing faculty and industry mentors, encouragingstudents to seek summer internships, and providing them with services, resources, and events toassist them in the transition to engineering and computer science programs at a 4-year university.The introduction of SAS scholars to each other provided the students with an instant supportnetwork of classmates and student-mentors. Through career counseling and focusedstudent/faculty interaction

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Joseph Reese Jr., Johns Hopkins University; Michael L. Falk, Johns Hopkins University; Joanne F. Selinski, Johns Hopkins University; Sara Miner More, Johns Hopkins University; Ali Darvish, Johns Hopkins University; Ivan Sekyonda, Johns Hopkins University; Amy Brusini, Johns Hopkins University; Alejandra J. Magana, Purdue University-Main Campus, West Lafayette (College of Engineering); Ahmed Ibrahim, Johns Hopkins University; Nathan Graham, Johns Hopkins University; Paul Huckett, Johns Hopkins University

Tagged Divisions

First-Year Programs

for the later integration of computing into advanced coursework. It also helpsstudents’ careers [2], [3]. This shift has led to a diversification of the coursework by whichengineering students are introduced to computing. These courses are taught in a variety ofprogramming languages, chosen often due to their degree of application and perceived utility inthe host discipline.A major research university in North America undertook a redesign of its freshmen-yearcomputing curriculum after seeing a proliferation of computing courses across engineeringdisciplines. The primary goal was to better align the learning outcomes across computingcourses offered by various engineering disciplines. This curriculum redesign also provided anopportunity to

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

College of Engineering Student Success Strategic Plan. In developing thestrategic plan four organizing themes emerged: messaging, structural, support, and community.Table 1 provides details of the strategic plan themes.B. Strategy DetailsThe structure chosen to improve student experiences and performance in the college includedelements as given above in Table 1. Details are provided below.B.1. Messaging ThemeThis theme concerns how the college messages about engineering to various audiences. Thisincludes the type of work engineers do, studying engineering, preparing for careers inengineering, the nature of engineering work and its impact, and how engineers intersect withothers in society to drive progress and prosperity. In this regard, the 2008

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Alan D. Niemi, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Divisions

First-Year Programs

? Do you like your job?” This program is part of a larger retention and career-boostinginitiative including overhauling the first-year course experience and hiring student peer advisors,funded in part through NSF-STEP.Our industrial mentors commit to 9 hours (including drive time) for the year including: attendingmentor orientation, providing student feedback, attending two informal student meetings (withthe 6-8 member FIGs), and completing a feedback survey. Several optional activities forinterested mentors include giving class presentations, electronic mentoring, and reviewing first-year student team design presentations. In this 2011-12 pilot year, 9 mentors are connected withFIG groups of approximately 7 students each.This paper details

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University

Tagged Divisions

First-Year Programs

both withinclass cohorts and between upper and lower division students. Students who identify with anotherperson who is succeeding in school may believe such a goal is attainable (Fox et al., 2015). Foxet al. (2015) linked first year and senior year engineering design teams and showed that earlyacademic career engineering students were able to effectively decide on whether engineering wasan appropriate career path. An important aspect relative to this linkage was the need for seniordesign teams to assume a mentoring role (Fox et al., 2015). An additional study showed that rolemodel exposure had positive effects on both STEM and non-STEM students’ interest in STEMas well as their perceived identity compatibility between the self and STEM (Shin

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jessica Ha, Florida Institute of Technology

Tagged Divisions

First-Year Programs

semester, four topics/assignments were interwoven into both courses in avariety of ways: time management, career planning, personal ethics, and a design project thatincorporated teamwork and communication skills. First, time management was introduced in thesecond week of EGN 1000. Students sat through lectures and completed a homeworkassignment wherein they were to schedule what they expected to be a typical week. The studentswere given general guidelines focusing on how to succeed in an engineering program (how manyhours to budget for studying, relaxing, etc.), and the students had to comment on how sustainabletheir proposed schedule would be. The homework assignment was graded but never returned.Four weeks later, the EGN 1000 homework assignment

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward W. Davis, Auburn University; Joni M. Lakin, Auburn University; Virginia A. Davis, Auburn University; P.K. Raju, Auburn University

Tagged Divisions

First-Year Programs

Institute of Chemical Engineers Nanoscale Science and Engineering Forum’s Young Investigator Award (2012), the Presidential Early Career Award for Sci- entists and Engineers (2010), and a National Science Foundation CAREER Award (2009). Her Auburn University awards include the Excellence in Faculty Outreach (2015), an Auburn University Alumni Pro- fessorship (2014), the Auburn Engineering Alumni Council Awards for Senior (2013) and Junior (2009) Faculty Research, the Faculty Women of Distinction Award (2012), and the Mark A. Spencer Creative Mentorship Award (2011). Dr. Davis is the past chair of Auburn’s Women in Science and Engineering Steering Committee (WISE) and the faculty liaison to the College of Engineering’s