Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University

Tagged Divisions

First-Year Programs

-Year Attrition Survey: Why Do They Say They Are Still Leaving?1.0 AbstractMany retention programs measure success through the basic metrics of 1-, 2- and 3- yearretention rates and/or 6 year graduation rates. When these numbers are increasing we can inferthat the retention initiatives are successful. Further study of this retained population throughsurveys and focus groups can yield additional insight into the reasons behind student persistence.But, what if we changed our perspective and instead examined the inverse population? Whatvaluable insight can be gained by looking at the reasons behind why some still leave STEMprograms? More specifically, are there predominant factors still underlying the loss of studentsfrom an engineering program

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Chandler Gilbert Community College; Claire Louise Antaya Dancz, Arizona State University; Amy E. Landis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

summarized in Figure 1.Week 1The semester begins with a teamwork icebreaker activity on Day 1; students reflect on the bestteam they’ve ever been a part of and share with the class why it was such a good team. Duringthe discussion good teamwork characteristics are added to the white board. This activity sets thetone for the teamwork expectations for the coming term. After the icebreaker activity theinstructor introduces students to new topics through the National Academy of Engineering GrandChallenges. It is then revealed to the students that they will be tasked with working in teams to Page 26.915.3research one of the challenges and prepare a 10

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay A. Weitzen, University of Massachusetts, Lowell; Md Mamunur Rashid, University of Massachusetts Lowell; Stephen Johnston, University of Massachusetts, Lowell; Eric L. Maase, University of Massachusetts, Lowell; David J. Willis, University of Massachusetts, Lowell

Tagged Divisions

First-Year Programs

consistent thatthe course model was not providing students skills they thought necessary for them to succeed.Students also felt that they were not gaining a real understanding of what engineers in thedifferent disciplines did, to help them decide on a major. The new Dean decided that what wewere doing had to change and formed a committee consisting of the first-year instructors fromeach of the 5 College of Engineering departments: Electrical and Computer, Mechanical,Plastics, Civil, and Chemical and Nuclear. He gave the committee the following set ofrequirements when redesigning the first year introduction to engineering sequence: 1) The total credits (4) cannot increase, and he would prefer a reduction in the credits. 2) Achieve significant

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia

Tagged Divisions

First-Year Programs

 study  was  conducted  at  the  University  of  Arizona  in  the  fall  20051.    The  first  year  class  at  the  University  of  Arizona  was  divided  into  13  sections,  each  taught  be  a  different  faculty  member.    Students  in  each  section  completed  two  projects.    In  project  1,  they  designed,  built  and  tested  a  solar  oven.    In  project  2,  five  sections  worked  on  a  project  similar  to  the  solar  oven  project,  three  worked  on  a  product  dissection  project,  three  worked  with  actual  clients  on  service  learning  projects,  and  one  worked  on  a  fourth  project.    Only  the  service  learning  projects  had  significant  problem  formulation  activities.      The  instrument  used  was

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

James B. Riggs, Texas Tech University

Tagged Divisions

First-Year Programs

-year engineering courses have been added to the engineering curriculumover the past 30 to 40 years in an effort to engage the students in engineering at an earliertime1, improve retention2, provide an introduction to engineering disciplines3, inspire thestudent for the study of engineering, have students recognize the importance ofengineering in our modern way of life, etc. Even though there is general agreement onthe objectives of the course, the course content used for these courses varies widely4.First-year engineering classes take two general forms: classes taught by individualengineering departments and a common engineering class taught at the college level. Thecommon engineering approach is used by less than 1/3 of engineering colleges

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hyun J. Kwon, Andrews University

Tagged Divisions

First-Year Programs

. Visual communicationbecame enhanced by 60%; however, writing skill and technical depth decreased by 24%.According to survey results, students favored web publication over conventional term report by92% and felt that it is an effective way to deliver their projects. The results indicate that webpublication could be an exciting and effective way to develop communication skills for thedigital generation. Students still need training in the art and skill of technical writing.Introduction:As we transition from an industrial to digital age, engineering communication must also face thechallenges due to the proliferating use of the internet [1]. The internet provides many types ofcommunication opportunities. Technical communication is evolving because

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

Chris Gordon, Southern Illinois University, Edwardsville; Hasan Sevim, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

of D, F, or W (or DFW rate) for University Physics 1, a traditional lecture-based classwith an associated lab. This was largely due to pedagogical issues in a single course in whichthe DFW rate exceeded 70%. After resolving these acute issues, however, School ofEngineering administration noted that the DFW rate had not only dramatically risen in thatsemester, but was also rising at the same time that the average ACT composite and mathsubscores for incoming engineering freshmen was also increasing steadily.In Figure 1 below, the left-hand axis shows the ACT Math subscore for freshmen in the Schoolof Engineering. The right-hand axis shows the DFW rate for University Physics for theAcademic Year beginning in a given year

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

William John Palm IV P.E., Roger Williams University; Charles R Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

ofretention in the major by 2.3 times compared to first-year students from prior years, while non-participation lowered the odds of retention by 1.35 times.IntroductionIn 2011, President Obama called for U.S. engineering schools to graduate an additional 10,000engineering students every year.1 One impetus for making this appeal, as explained by the JobsCouncil, was that engineers drive innovation, creating jobs for skilled and unskilled workersalike.2 In short: more engineers can drive economic recovery, and by extension, stability. Inresponse to the appeal, many engineering school deans recognized that one solution was toimprove the retention rate of engineering students,3 specifically first-year retention, which at thetime was reported to be around

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, The Ohio State University

Tagged Divisions

First-Year Programs

approximately twenty-year history ofthe program, teams have submitted drafts of each half of the report earlier in the term forfeedback. This recursive approach is in line with recommended best practices in writing.1-2 Inspite of the heavy emphasis on technical writing in the prior semester, these drafts were oftendisappointing and time-consuming to grade. Also, it sometimes seemed that feedback on thefirst half draft had little impact on the quality of the second half draft; instructors often felt thatthey were seeing the same problems with the second half draft that they had on the first.Peer review of writing was identified as a possible technique for helping students improve theirwriting more quickly. Use of peer review has been common in other

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

and study it can be simplified to a setof usefully distinct categories along a single axis of perceived self-determination, shownin Figure 1 with degree of internalization increasing from left to right. An importantnuance regarding motivational responses lies in recognizing that the four types ofmotivation are not mutually exclusive. Depending on the situation, individuals maysimultaneously show high levels of two or more of the motivation types.15,16 Figure 1. The self-determination continuum, showing the four types of motivation measured in this study, along with example SIMS survey prompts. Figure adapted from [14].For the purposes of this study, we consider four distinct types of motivation along thecontinuum: amotivation, external

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan W. Krauss, Southern Illinois University - Edwardsville; Ryan Fries, Southern Illinois University - Edwardsville; Cem Karacal, Southern Illinois University - Edwardsville

Tagged Divisions

First-Year Programs

retention and student success, improvingstudents’ concept of what engineers do, and teaching students how to conduct the engineeringdesign process.Retention and success of engineering students is a notably complex topic and has beenextensively examined 1 . Studies agree that graduation and retention have strong links with highschool GPA, math SAT scores 2 , ACT scores 3 , and attitudes about science, math, and computers 4 .Aside from preparedness and financial factors, psychological 5 and personality 6 factors might alsoinfluence student persistence in engineering. Others have found that self-confidence was stronglylinked to retention 7,8 . Overall, many of these factors that link to the persistence of students inengineering tie to student emotions

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carmela Cristina Amato-Wierda, University of New Hampshire; Robert M. Henry P.E., University of New Hampshire; Ernst Linder, University of New Hampshire (UNH)

Tagged Divisions

First-Year Programs

engineering and science education communities has been trying toaddress the problem of: Why do students leave STEM disciplines during their first year of college?The exodus of students from the STEM disciplines contributes to what Shirley Jackson, presidentof Rensselaer Polytechnic University, calls the “quiet crisis.”1 According to a 2012 article in TheChronicle of Higher Education, “60% of students who enter college with the goal of majoring ina STEM subject end up graduating in a non-STEM field”.2 The fact that this has been a long-term problem suggests that we have not been able to address the heart of the matter.This problem has been brought to the forefront due to recent economic needs of the United Statesand the rising demand for STEM

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

strongly they identified as engineers (identity) and theirappreciation of diversity in engineering (diversity), see Table 1. Approximately one-third of theparticipants on any one survey were female, and approximately one-tenth of the participantswere underrepresented minorities (URM).ProceduresThe research team visited these two courses on the first day of class near the end of the lectureperiod. Students were presented with the research project and asked to complete a consent formif they were willing to participate. Consent forms were collected during the first week of thesemester. Consenting students were then contacted via email and asked to complete an onlinesurvey five times during the semester. The surveys were sent during weeks two, five

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin J. Reagle, George Mason University; Oscar Barton Jr., George Mason University; Kenneth S. Ball P.E., George Mason University; Sharon A. Caraballo, George Mason University; Abe Eftekhari; Rodolfo Napisa

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Admission Compact The GMU-NOVA Dual Admission Compact for Mechanical Engineering is designed tooutline a pathway from a successful completion of the Associate of Science (A.S.) degree inEngineering to the Bachelor of Science (B.S.) degree in Mechanical Engineering. Dualadmission status consists of non-degree status at GMU for students who are full-time degreeseeking students at NOVA. Access into the Compact is established using the followingeligibility requirements: 1. Plan to earn an Associate of Science (A.S.) degree from NOVA Community College 2. Plan to pursue the Bachelor of Science (B.S.) degree in GMU School of Engineering within one year of completing the A.S. degree 3. Have earned 18 or fewer transferable college credits

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary

Tagged Divisions

First-Year Programs

(1988) punctuatedequilibrium model6 (Figure 1). Gersick’s model predicts that teams show little observableprogress at first, but experience a crucial transition point around the project midpoint6.Combining Gersick’s and March’s (1991) models, a logical transition would be from exploratorylearning behaviors at first to exploitative behaviors past the midpoint. The rationale is thatexploratory behaviors are often necessary and helpful when beginning a new unfamiliar project.At those early stages, using existing knowledge may be insufficient. Thus, at early stages,exploratory behaviors are helpful while exploitative ones are harmful. Importantly, at laterstages, this relationship reverses. At some point the team needs to transition from

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, NYU Tandon School of Engineering; Yona Jean-Pierre, NYU Tandon School of Engineering

Tagged Divisions

First-Year Programs

. Authorshave focused on establishing curriculum suitable for video, techniques for video development,and assessment of video use. These studies will be used to provide insight into creating a videofor a laboratory or design project. The fundamental difference is that these videos are notreplacing lectures typically delivered during class time. Instead, they intend to reduce the amountof one on one instruction required for fundamentals of course topics.The fundamentals of video instruction are important for addressing what aspects of thecurriculum can be covered in a video and how to implement the video in the course. A rule ofthumb is for the video to focus on curriculum, student involvement, and professionalopportunities.1 A wide variety of courses

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ma Zenia N. Agustin, Southern Illinois University - Edwardsville; Marcus Agustin, Southern Illinois University - Edwardsville; George Pelekanos, Southern Illinois University; Cem Karacal, Southern Illinois University - Edwardsville

Tagged Divisions

First-Year Programs

Computer Integrated Manufacturing System project coordinator for RIT’s integrated circuit factory. He is a senior member of IIE and SME, and a member of ASEE, Alpha Pi Mu and Tau Beta Pi. c American Society for Engineering Education, 2016A holistic student-centered approach to retaining and graduating engineers at Southern Illinois University Edwardsville Ma Zenia Agustin1, Marcus Agustin1, George Pelekanos1, Cem Karacal2 Southern Illinois University Edwardsville, Edwardsville, IL 1 Department of Mathematics and Statistics 2 School of EngineeringAbstractThis work in progress describes a

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

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

Tagged Divisions

First-Year Programs

, similar to other studies11, success (passing) isdefined as getting at least a C grade.TABLE I. NUMBER OF GRADES THAT WERE AVAILABLE Assessment Week 2 Week 4 Week 9 Component Attendance 4 8 18 Homework 2 4 9 Quiz 4 8 18 Exam 0 0 1 Project 0 0 0* Open-ended 0 0 0* Problems Team 0 0 0* Evaluations* At week 9, number of available grades was different for Spring 2011 and Spring 2012. Thus, inthus study they were not included in the predictive model.For each week, we used the academic

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

piloting in 2012 as shown in Table 1 below.Approximately one third of the 2015 incoming freshmen engineering class chose to take the Fallcourse, demonstrating the successful expansion of the course with modified projects. Onaverage, students spent 3.82 hours per week outside of classroom. Students who chose not toreturn for the Winter quarter mainly cited schedule conflicts or course overload, in surveys takenat the end of the Fall quarter. However, when asked whether students would advise the incomingfreshmen to take the course, also in surveys taken at the end of the Fall quarter, the majorityrecommended the course as shown in Table 1 because of the experimental learning and team-based project. 2012-2013

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

W. Jackeline Torres, Rice University; Ann Saterbak, Rice University; Margaret E. Beier, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

being on track to graduate with a degree fromthe School of Engineering. A stratified sample was used to match course enrollees and coursenon-enrollees on observed characteristics, which were gender, URM status, and academicpreparedness. There was an 86% retention rate for engineer starters who had taken the coursecompared to a 74% engineering retention rate for engineer starters who had not. A chi-square testof independence was performed to examine the relationship between taking the course andobtaining an engineering degree (yes or no). This relationship was significant [χ2(1) = 6.59, p =0.01]. Engineer starters who took the course were more likely to persist in engineering thanengineer starters who did not.Our aim is to continue to examine

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Theiss, The Ohio State University; John E Robertson, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University; Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

overwhelming (especially at institutions like ours thatoffer 14 engineering majors), and students may not necessarily select the discipline that is thebest fit for them on their first attempt.1 Student expectation of future earnings coupled withability have been found to be critical determinates of college major; however, these perceptionsmay have errors that would influence major change.2 If a student finds themselves in a disciplinethat they do not feel is a suitable fit, their academic standing and retention within engineeringmay suffer.3 Therefore, in order to prevent students who did not find a discipline that was a bestfit for them from migrating out of engineering, it is important to study the decision making ofstudents and their discipline

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, University of Connecticut; Malgorzata Chwatko, University of Connecticut; Daniel D. Burkey, University of Connecticut; Jeffrey Ryan McCutcheon

Tagged Divisions

First-Year Programs

, preparing short written deliverables as a group throughout the course of theproject before delivering a final oral presentation about their completed device. Students alsocompleted individual weekly quizzes and two exams (a midterm and a final) on course materialin order to grant students more individual control over their final grades. The full breakdown ofstudent grades is shown in Table 1, and course grades were made up of 60% group work (20%for each project) and 40% individual work (quizzes, exams, and peer assessments). Page 26.40.3Table 1. Assignments as contributors to student grades for the Spring 2014 semesterItem Points per

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eduardo G. Perez, Inter American University of Puerto Rico; Omar Meza Castillo, Inter American University of Puerto Rico

Tagged Divisions

First-Year Programs

project. Students who completed the registration process were contacted by emailor phone two weeks before the beginning of ESIP.ProjectsThe ESIP consisted of ten days (5 hours each), from July 20 to 31, 2015, coming to a total of50 contact hours. The curriculum was based on innovative activities designed to fosterstudents’ self-confidence and understanding on STEM subjects in order to prepare them for thefirst-year engineering courses. Table 1 presents a brief description of the ESIP curriculum.Table 1. ESIP Curriculum and Contact Hours Project title STEM content and processes Contact hours General Program - 5 Orientation Motivational

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

—students wearconcert t-shirts showcasing their favorite music artists, instructors play music during class topromote a particular learning environment, groups of students listen to music as they worktogether on a project or as they attempt to solve a homework question. Previous research haslinked musical preference to personality and values, both of which correlate to social identity,and to a lesser extent, academic study habits. Pierre Bourdieu's landmark text La Distinction alsoasserts that social class influences judgments of taste and choices in cultural activities.Researchers have also used markers such as genre taste as a cultural indicator, focusing on"high" arts, such as classical music, ballet, and art museums as measures of culture.1

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne P.E., Colorado School of Mines; M Brunhart-Lupo, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

learning methods helps students to realize that “real engineering” is more than graphsand equations, and involves the sharing of ideas 1. The reflective journal has been, and willcontinue to be, a useful tool that helps students to discover the relevance of their education, aswell as to promote the type of intellectual development necessary to become effective engineers1 . We used a simple reflective learning template, in the form of a weekly 3-column table, sincethe fall 2013 semester at our technically based institution.While all of our degree programs strive to develop and strengthen creative and critical thinkingskills through instruction and practice in increasingly complex technical problems, thisdevelopment begins in the student’s first

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

items: 1. contributing to the team’s work, 2. interacting with teammates, 3. keeping the team on track, 4. expecting quality, and 5. having related knowledge, skills, and abilities.Figure 1 presents a screenshot of one of the five behaviorally-anchored scales.Figure 1. Example rating page for sample team on the characteristic “having related knowledge, skills, andabilities.” Students rated themselves and their teammates on this scale.Note that students are also asked to rate themselves. The scale gives descriptors so that studentsaren’t just assigning a value, as the temptation might be to assign all students “perfect” scores.When students see the assessment information after it is

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

conflict profilesWhile this ideal pattern of TC, RC, and PC has found little support in the literature, it is likelydue to the lack of experimental research clearly testing the complexity perspective. Accordingly,the aforementioned inter-department collaboration revealed evidence for the existence of stable,complex conflict profile structures. Specifically, four team conflict profiles were identifiedthrough latent profile analysis, which were defined by distinct patterns of TC, RC and PC (seeFigure 1). Accordingly, the four emerging profiles were labeled for ease of reference as the‘ideal’, the ‘runner up’, the ‘could be worse’, and the ‘ineffective’. While the profiles thatemerged from a latent profile analysis are referenced, the complex

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerry L. Meyers, Youngstown State University; Gregory Warren Bucks, University of Cincinnati; Kathleen A Harper, The Ohio State University; Victoria E Goodrich, University of Notre Dame

Tagged Divisions

First-Year Programs

Society for Engineering Education, 2015 Multi-Institutional Evaluation of Engineering Discipline SelectionAbstractDuring the fall of 2014, a quantitative study of first-year engineering student discipline selectionwas conducted at four dissimilar institutions in the Midwest: (1) an Urban Public, (2) a Private,(3) a Large Land Grant, and (4) a Large Urban. At all four institutions, an on-line survey wasconducted at the start and at the end of the semester. The questions related to how interestedstudents are in engineering (as compared to other academic majors), how certain they are thatengineering is the best field of study for them, which discipline of engineering they are mostinterested in studying, and how certain they are of that

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

in both courses, it is proposed that students will better be able to see therelevance and the relationship between student success and their engineering education,improving the net benefit of these individual courses.Section 1: IntroductionAmongst the most powerful high-impact practices discussed in the higher education literature,working towards creating seamless learning environments on college campuses may arguably beone of the most important with regard to student and institutional gains1, 2, 3. At a minimum,seamless learning environments involve the intentional, collaborative efforts of institutionalleaders, staff, and faculty, and a shared focus on student engagement, which facilitates astudent’s potential to learn, grow, and persist

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette; David A. Evenhouse, Purdue University; Dhinesh Balaji Radhakrishnan, Purdue University; Stephen R. Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

, assignments, and tests”15. Content analysis can be used to gathereither quantitative or qualitative data, each paradigm using similar approaches and eachpotentially reinforcing the findings of the other. The general steps we would recommend for theinformal analysis of course artifacts are: 1. Identify the objective of the analysis 2. Define of a coding scheme to captured desired data 3. Code the documents to elicit data 4. Verify coding reliability 5. Analyze data for trends 6. Validate the analysisThis method is generally standard to any content analysis, but here we are looking to describe itsuse for specifically understanding and informing curricular design.Identify the objective of the analysis The first step for