Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

anengineering degree and write a reflective comprehensive report at the end of the course.Previously published results reported a positive impact on first-year engineering studentretention and performance after the first year of implementation of the DYP program. The resultsof the four-year longitudinal study confirm an increase in overall GPA and persistence for thefirst-year, but more remarkably it shows that the DYP program has a long term sustainable effecton student success. Results show statistically significant differences in GPA and persistence ratesbetween the DYP cohort and control cohort for all years. The DYP cohort showed higher overallGPAs: +0.53 year one, +0.33 year two, +0.31 year three and +0.26 year four (p<0.001, exceptfor year

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Sura Alqudah, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

on the initial results. Readers are encouraged to review the work-in-progress paper for a discussion of prior work including literature review, survey development, and discussionof initial results.Interventions: Design & Implementation:The interventions were chosen and designed specifically to encourage students to connect with other studentsin their classes, engage in self-reflective processes, and utilize available institutional resources. Theresearchers designed simple interventions to maximize the potential impact on students while minimizing thetime required to administer the interventions. As is true with most engineering curriculum, course content isfocused on course outcomes and, as such, there is often little unstructured time

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Lorelle Meadows, University of Michigan; Samantha Jarema, University of Michigan

Tagged Divisions

First-Year Programs

was to explore the impact that service-learning might have on students’ learning, including their level of engagement and motivation, ina required first year course.One method for assessing student learning is an anonymous instructor evaluation questionnaire;at the University of Michigan, such a questionnaire is required for all courses at the end of thesemester The Likert-scale questions are divided into two categories. The first four questionsaddress students’ perceptions of the quality of the course and instructor, the extent to which they“learned” in the course, and their desire to enroll in the course. The second set of questions isdirected at the specific teaching outcomes for the course. These reflect outcomes centered ontechnical

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Clemson University. Broadly, her research interests include self-directed learning and motivation, learning within communities of prac- tice, the cultural influence on informal and formal learning, and intergenerational learning. Abby currently works as a graduate assistant for the General Engineering Learning Community, which supports freshmen engineering students in building effective learning strategies that are transferable to the workforce, includ- ing collaboration, self-regulation, and reflection. c American Society for Engineering Education, 2018 Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering SuccessAbstractThis Work in

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University

Tagged Divisions

First-Year Programs

structured reflective practices throughout the engineering curriculum. c American Society for Engineering Education, 2017Work in Progress: An Interdisciplinary Course Designed to Assist First YearStudents in Planning and Preparing for Success in the NAE Grand ChallengeScholars ProgramAbstractThis Work in Progress paper describes an interdisciplinary course for first year engineeringstudents focused on exploring the National Academy of Engineering (NAE) Grand Challenges,and recognizing societal issues that influence engineering solutions to those challenges. Thiscourse is offered as a part of the NAE Grand Challenge Scholars Program (GCSP) at ArizonaState University (ASU) to help students develop a personal plan for

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Ying-Chih Chen, Arizona State University

Tagged Divisions

First-Year Programs

Attitudes Toward Engineering scaleand the Reformed Teaching Observation Protocol, respectively. There were significantdifferences in the extent and connectedness of faculty across departments, reflecting departmentalinstructional climate [3].In this follow-up, we examine the social networks of faculty, many of whom were not included inthe original sample, who were recruited to participate in a 1-year series of workshops on learner-centered pedagogy, active learning methods, and use of advanced instructional technology andassessment. Forty-three faculty participated in eight professional development workshops(approximately one every two weeks for each of the two semesters in Fall, 2016 and Spring,2017) on Evidence Based Instructional Practices (EBIS

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, West Virginia University; Melissa Lynn Morris, West Virginia University; Anne Marie Aramati Casper, Colorado State University ; Robin A. M. Hensel, West Virginia University; Jeremy Clinton Schwartz, West Virginia University; Rebecca A. Atadero, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering can beexplored.MethodsStudy contextIn fall 2017, students in a total of eight sections of a common first-year engineering course tookfour surveys throughout the semester and were taught by three distinct instructors. Eachinstructor had an equal number of intervention (four sections, n =116) and comparison sections(four sections, n = 137).The students in the intervention sections participated in multiple activities, which are describedsubsequently. Table 1 shows when each of the activities occurred throughout the fall term.Table 1. Activities and Timeline Activity Week of Semester Dean’s Talk and Reflection Questions 2 Teamwork

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky

Tagged Divisions

First-Year Programs

of how to provide students with opportunities to explore other majors (guided or directedchoice) while still helping them feel grounded in their own tentative choice. From informalconversations, it is clear that our students have a perception of engineering that may notnecessarily be real – and certainly that difficulty is key (Stevens, 2007). Part of the goal oflearning objectives within our program is to make them available to students and reiterate themthroughout the course sequences in order to demonstrate that difficulty is not the endgame, nor isit productive to think in that fashion. Use of Reflective and Liberative Pedagogies Both the first and third introductory course make significant use of reflective responsesand

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Dwight Tolliver, University of Tennessee; Lauren Hines, University of Tennessee; J. Roger Parsons, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

group processing. Team time isstructured so that students have time to reflect on group dynamics and interpersonalfactors that influence successful project completion. This focus helps reinforce the teamtime and develop and solidify skills in working with technical teams.This study was designed to explore the ways in which students perceive team experiencesand the impact of these experiences on attitudes toward teamwork and its relevance toengineering. It is not unusual for students to express uncertainty about working on teamsor to question the necessity of group projects. It is widely recognized that the skillsgained from working on teams are important for engineers to possess. Therefore, it isessential that students not only gain these

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech, Department of Engineering Education; Diana Bairaktarova, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the researchers to see which students were comfortable inidentifying as artistic. From these results, we were able to further discern characteristics of the‘artistic’ students from their answers to the previous star questionnaire both from the start andend of the semester.In addition to the survey questions, the students also were tasked with a reflection on the processof designing a Christmas ornament through sketching and then with CAD, which resulted in 3Dprinted physical objects. The open-ended reflections shed light on how the students approachedthe process of design and what they wish they had focused on more. Through this study, weaimed to gather a better understanding of the artistic profiles of first-year engineering studentsand will

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

(NU), it was time for more concentrated reflection on the neweducational landscape we had created. As educators in general, we have worked to make theclassroom more than a “square” by venturing outside its traditional boundaries in order tobecome more effective and to retain students in our discipline on a genuine level. In makingthese incremental –and occasionally radical– adjustments in our course formats, it is alsoessential to continually evaluate the suitability of each of the activities and components of ourcourses in terms of learning effectiveness and the level of interest and engagement on the part ofthe students; this is to ensure that the modifications that have been made are worthwhile. We alsoneed to consider that just because we

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole L Hird, Ohio State University; Deborah M. Grzybowski, Ohio State University

Tagged Divisions

First-Year Programs

majorrequiring fluid mechanics were asked two questions reflecting basic fluid mechanics, to testwhether the course had in fact been helpful in overcoming common misconceptions.Grade data was separately gathered without identifying information using the StudentInformational System (SIS). Data was gathered for all students having taken major-requiredfluid mechanics courses and one of the design course options from the honors first-year program.Not all majors had students from both the nanotechnology and robot courses; those majors werenot used in determining relative performance. A non-usable number of students from theinfrastructure option had taken a fluid mechanics course, so only the robot and nanotechnologycourses were compared. Data was used for

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Susan F. Freeman, Northeastern University; Jake Alexander Levi, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

included in the communitypartnerships with two main foci: middle school robotics leagues and a community makerspace.Two surveys (Pre and Post course) helped to identify initial impressions and changes in students’(1) understanding of community partner’s geographic location, (2) impressions of location, (3)propensity to frequent a business in that location, and (4) knowledge of actual persons residing inthe community. Students were asked to write reflections after S-L site visits which acted asassessments of their growth in understanding of course concepts. The reflections were also usefulto see the students’ perception of professional growth and their perception of the community andtheir impact on it.Initial surveys indicated that news and word of

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney, Seattle University; Chris Swan, Tufts University

Tagged Divisions

First-Year Programs

, engineeringdecisions under uncertainty, ethical failures/disasters, and sustainability. The teaching andassessment methods used in first-year courses were described for 143 introductory courses and56 design courses. The most common methods used to teach students about ethics/societal issuesin these courses were: case studies, in class discussions, lectures, and examples of professionalscenarios. Design courses also commonly included design and project based learning as methodsto teach ethics. Common assessment methods for ethics/societal impacts learning were:individual reflective essays, test/quiz questions, individual homework, and group writtenassignments. Ten percent of the introductory courses and 9% of the first-year design courses didnot assess ethics

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

, analyzes, and reflects on intellectual work. These eight elements leadto eight categories of questions present in critical thinking: (1) what is the purpose, (2) what isthe question that is being answered, (3) what is the point of view, (4) what are the assumptions,(5) what are the implications, (6) what information is needed, (7) what inferences are being Page 15.798.3made, and (8) what is the most fundamental concept? The intellectual standards describe thecriteria used to evaluate the quality of the critical thinking and the intellectual traits are thecharacteristics associated with a mature critical thinker. For more information on the Paul

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

100 course are discussedin Section 5.2. Critical ThinkingThe term ―critical thinking‖ is one with which most people are familiar, but is difficult to easilydefine, as shown in1 where 89% of teachers interviewed claimed critical thinking to be animportant education objective, but only 19% were able to give a clear explanation of criticalthinking. One of the classic definitions of critical thinking comes from Robert Ennis: ―Criticalthinking is reasonable, reflective thinking that is focused on deciding what to believe or do‖2.This definition does a good job of briefly capturing three key elements of critical thinking:reason, reflection, and judgment (or as Ennis puts it so well – ―deciding what to do or believe‖).The element of reason in

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

globally focused career with the need to work withpeople from a variety of technical and diverse backgrounds. This trend has been reflected inengineering pedagogy with a rise in teaming experiences in first-year and capstone designcourses of engineering curriculum in the U.S.1 Additionally the ABET EAC Student Outcomescurrently require students to have “(d) an ability to function on multidisciplinary teams”2. Evenwith recently proposed changes to the following criterion, “(7) An ability to function effectivelyas a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates acollaborative and inclusive environment,” ABET Student Outcomes still emphasize the need forengineering students to be able to work in diverse

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-order thinking skills canbe developed through practice, feedback, and reflection. (Miri, 2007; Sawyer, 2013).In order to build the STEM workforce of tomorrow, faculty must be trained to implementevidence-based pedagogies that foster higher-order thinking skills. Specifically, learningenvironments must foster and support critical and creative thinking skills. While there arecountless examples of institutions focusing faculty development efforts on promoting criticalthinking, very few place an explicit emphasis on the creative aspect of higher-order thinking. Thesingular example we identified that emphasized critical and creative thinking was focused in theliberal arts (Five Colleges of Ohio, 2012). Higher education must shift the paradigm that

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Mary Roth P.E., Lafayette College

Tagged Divisions

First-Year Programs, Mathematics

dynamics course [4], and student preconceptions in anintroductory transportation engineering course [5], among other applications.In a pilot project [1], students were asked to develop a concept map on the first day of class inresponse to the prompt, “What is engineering” (Figure 1 shows the assignment) and were askedto construct a new map using the same prompt on the last day of class. The authors then used acommon rubric focused on desired student learning outcomes to evaluate changes between theinitial and final concept maps and created radar plots to display the results. Both authors werestruck by differences in what we had expected to see and what students actually reported, as wellas by how strongly students reflected some of what we tried

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adia Radecka, University of Illinois at Urbana-Champaign; Alyssa Bradshaw, University of Illinois at Urbana-Champaign; Javi Cardenas, University of Illinois at Urbana-Champaign; Sara Xochilt Lamer, University of Illinois at Urbana-Champaign; Ilalee Harrison James, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

most usefulgains connected to their careers.Assessment and Evaluation Student outcomes were evaluated by analyzing results of the Undergraduate ResearchStudent Self-Assessment (URSSA) survey. As part of this program, we administered the URSSAsurvey at the end of the first semester (UIUC IRB #21284) [9]. This scale developed byUniversity of Colorado Boulder evaluates skills-based student outcomes of undergraduateresearch experiences to identify students' perceptions of gains from engaging in research. Whilethe survey response was positive, due to the small size of the current cohort (n=6 students), wechose to use the survey as a reflection tool for program organizers (faculty and staff). See belowfor reflections on the pilot program

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

anengaging platform. In order to present students and teachers perception about this newmethodology, Kahoot system is presented in five different approaches: Introduction of anew concept or topic; Reinforcement of knowledge; Encouragement of reflection andpeer-led discussion; Connection of classrooms and Challenge for learners to make theirown Kahoot quizzes. Some of these purposes presented were studied in Physics I andChemistry courses for freshman students and Physics II course for sophomore students inan Engineering School.IntroductionImmediate feedback enhances students’ learning. For students, it’s a chance to go furtherby breaking misconceptions and changing learning routes. For teachers, it’s a practicalopportunity to feel the “temperature

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine M. Ehlert, Clemson University; Maya Rucks, Clemson University; Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

First-Year Programs

] revised the DMCI to better map to theSRMDM and revealed a three-factor model addressing the elements of the decision-makingprocess for engineering students. Factor one contains questions relating to the generation andevaluation of options phases of the SRMDM and many of the original DMCI questions. Factortwo contains questions that reflect the lack of a decision-making process or impulsive decisionmaking. Factor three contains questions that relate to reflection in the decision-making process.These factors more accurately map to the original SRMDM phases and are a valuable addition tothis study because they allow specific aspects of decision-making to be isolated for predicting achange in major. Students were asked to rate statements relating to

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

in developing theepistemic frame of many professions, especially those that require innovation, is some form ofprofessional practicum7,8, which is an environment in which a learner takes professional actionin a supervised setting and then reflects on the results with peers and mentors. Skills andknowledge become more and more closely tied as the student/learner learns to see the worldusing the epistemic frame of the profession. Cornerstone and capstone design courses inundergraduate curricula are examples of professional practica in engineering.Prior work has also shown that epistemic games—learning environments where students game-play to develop the epistemic frame of a profession—increase students’ understanding of andinterest in the

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University at West Lafayette; Chuhan Zhou; Matthew W. Ohland, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

]. In engineering design education, analyzing variouspedagogical approaches to combine teamwork experience with reflective activities indicates thatengineering students can make a connection between effective teamwork and key engineering designabilities such as open-mindedness, innovation, and communication [4]. In a similar research setting,study suggests that first-year engineering students gradually become more effective team membersduring a semester and compared to reflections, their teamwork behaviors are the better predictor oftheir academic performance [5]. – 1 of 9 – Teamwork is integrated into teaching to a varying extent in engineering schools. Many universitieshave developed

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Janet Meyer, Indiana University-Purdue University, Indianapolis; Patrick Gee, Indiana University-Purdue University, Indianapolis; Laura Masterson, Indiana University-Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

opportunities in engineering. Additionally, somestudents have a very specific idea of an engineer. Through the use of the tours we are able tointroduce them to a variety of different job opportunities in engineering.In 2007 and 2008 we took the students on selected tours of engineering research areas at IUPUI.In both groups students were to write a reflection paper about the tours. The papers includedevidence that students were excited about what they had visited. It was clear that for many ofthem, the research areas they saw were new and informative. In the first year the reflections weredone as an assignment in their learning community class. In the second year those takingEnglish did it as part of their English class. However it was graded by their

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder; Kenneth M. Anderson, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

students, one instructor, and fiveteaching assistants, with course activities spread across multiple lecture, lab, and recitationsections meeting at different places in time and space.This research paper explores the consequences of this scaling for the students enrolled in thecourse, as well as for the instructors, teaching assistants, and facilities involved in courseimplementation. A mixed-methods approach featuring quantitative data including studentacademic performance metrics, demographic characteristics, and pre- and post-survey resultsrelated to attitudes and motivations to persist in engineering are combined with qualitative datafrom individual student interviews and textual responses to biweekly reflection questions tounderstand how the

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Jim Chamberlain, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

First-Year Programs

approaching the exit surveys, we were especially interested in the hand-writtencomments that were made to these latter two questions. All students were asked torespond to the first question. Responses to the second question tended to be either furtherelaborations of the first question response or incidental comments, both positive and Page 13.643.4negative, about the General Engineering program or other engineering programs withinthe college. In both cases it can be assumed that students were not given, and did nottake, much time to think through reasoned, reflective responses. Rather we assume thatwe are reading first-impression, instinctive reactions that

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Philip A. Dunn Jr. P.E., University of Maine

Tagged Divisions

First-Year Programs

6- Failure Rate of 1st Year Students in GEE 103Failure reflects students that do not pass in assignments and who have frequent absencesfrom class. The lack of commitment in such a survey class shows general lack of effortsince the performance criteria is relatively low.discussion and future studyThe development of a Pre-Engineering program at the University of Maine began in 2014 togive academically under-prepared students interested in engineering an opportunity to enterengineering study through another entry point. Many of these students don’t have theacademic skill set to satisfy the entry requirements to enter the College of Engineering butmeet the general requirements for admission to the University of Maine. These students areaccepted

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

student engagementsurvey also asked students to reflect on what they learned in the course, and asked them to reflecton how the course could be improved.Skills assessmentStudent performance was evaluated through a pre and post exam in mathematics, several quizzesand a final exam in the course, and through assignments and presentations. In addition, studentsself-evaluated themselves at the beginning and end of the course on a list of skills that werecovered. Students rated their confidence in each skill on a 4-point scale at the beginning and endof the course. The average score for skills in each category is shown in Figure 1 for both the2017 and 2018 cohort of students. At the beginning of the course, students felt the mostconfident in chemistry

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

Data Analytics: Final Project: Final MATLAB5: to define a Study the data Research & Project & How to use function to allow types in Development: Reflections MATLAB as a input to it when it MATLAB; how Final Project: on the sophisticated initiates its to produce Presentation & Camp: calculator, create execution and heterogeneous Report Writing: Individual plots. output from it collections of Teams will presentations when it is done. data via structs prepare a Power and reports. Matrices and and cells. Point Operators