Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

and intellectual cohesiveness. The second project is a several week project,where teams develop a computational model. Typically the model is tool to support a feasibilitystudy of a client. The third project lasts the entire semester and involves developing anautonomous robotic system to serve a kind of seek and act type of mission (e.g. seek a locationand deliver or pick up cargo, repair a subsystem, mark a location). The combination of thesethree projects in the fall and spring semesters provide an excellent opportunity for teams toengage in an authentic design process.Table 1 – Overview of possible sequence of Design Challenges Fall Semester Week Title Description (main purpose) 1 Biomedical measurement A

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

analysis. The poolof students was also expanded to include students in other majors; this increased the sample sizeand also offered the opportunity to evaluate differences between majors.A comparison of the motivations stated in the essays with the motivations frequently cited in theliterature helped to generate the list of motivations. This list was included in the Likert scalesurvey constructed for this research. The process of developing the list of motivations to includein the survey is indicated at the top of Figure 1. Unlike the essay prompt which did not provide alist of motivations to choose from, nor instructions to quantify the relative importance of eachmotivation, the survey needed to list a selection of possible student motivations

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F James Boerio, University of Cincinnati

Tagged Divisions

First-Year Programs

employer evaluations completed at the end ofcoop rotations. All students are required to participate in the coop program beginning theirsophomore year. Results from the first cohort of students to participate in both these courses andcompleted their first coop rotation is analyzed to understand the effects of the first-year courseson student preparation and performance, particularly related to professional skills and problemsolving abilities.IntroductionEngineering programs across the country have seen a significant decrease over the past severaldecades in the number of students both enrolling and persisting.1-2 This has led to a lack ofindividuals with the necessary qualifications to fulfill the demands of industry within the UnitedStates.3 A

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

Krista M Kecskemety, Ohio State University; Gregory Warren Bucks, University of Cincinnati; Kerry L. Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

universityEach institution uses an inverted classroom approach with first-year engineering students.University A is a large university with an undergraduate student population of around 32,000.The university is a public institution which draws heavily from the surrounding area.Approximately 79% of the students come from within the state, with 14% of the studentpopulation comprised of ethnic minorities. Overall, there is a 16:1 student to faculty ratio. TheCollege of Engineering and Applied Science currently admits approximately 1000 undergraduatestudents each year with a total undergraduate enrollment of around 4000 and has a similar ethnicprofile to the university as a whole. Students are able to matriculate directly to a major, withapproximately 15

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

Tagged Divisions

First-Year Programs

academic year of 2011-2012. Without the ENGR 101 course, students only have oneengineering course in their first-year.    Engineering Opportunities Course Overview    This paper represents the redesign and relaunch of ENGR 101 as the Engineering Page 26.509.2Opportunities course with a focus on the structure and assessment of the course.    Learning Materials    The course content focuses on:   1) Human Centered Design & Design Thinking - a problem solving approach that enables students to tackle design challenges in teams. 2) Systems Thinking - Helping students understand the world as interconnected systems

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado Boulder; Beth A Myers, University of Colorado Boulder; Jacquelyn F. Sullivan Ph.D., University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

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Diversity

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First-Year Programs

at the beginning and end of each implementation forthose students who did not originally pass. Our implementation approaches to improve students’SV skills included: Page 26.590.2  Intervention 0: No special training in SV outside of regular design coursework (that is, hope for the best); pre- and post-test data available as baseline  Intervention 1: In-course SV curriculum and homework assignments, with the potential to earn extra credit  Intervention 2: Voluntary out-of-class SV workshops with homework assignments  Intervention 3: A mandatory out-of-class, four-part SV workshop series for students who did not

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F Freeman, Northeastern University; Kris Jaeger-Helton, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

Education, 2015 No Lab? No Shop? No Problem: Intentional Design of a First Year Engineering Learning Center with Enlightening OutcomesAbstractIn Fall 2013, the First Year Engineering Program at Northeastern University opened a new 1600ft2 Learning Center that was designed to provide first-year engineering students with: (1) acollaborative teaching and learning space that fosters communication, teamwork, applied activelearning and self-directed learning, (2) a dedicated workshop setting with accessible hand toolsto facilitate their hands-on design projects, (3) a central office and meeting location in which toengage with their first-year instructors for office hours, extra help and advising, and (4) anacademic resource and community

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elisabeth A. Chapman, Clarkson University; Elisabeth Maria Wultsch, Clarkson University; Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Peter R Turner, Clarkson University; Michael W. Ramsdell, Physics Dept. Clarkson University; Robert Prout Jaspersohn, Clarkson University

Tagged Divisions

First-Year Programs

University, where he received his master’s degree, also in Physics. He received his bachelor’s degree at the University of Massachusetts, Amherst, in Astronomy, in 2006. Page 26.967.1 c American Society for Engineering Education, 2015 Innovating Engineering Curriculum for First-Year RetentionAbstractAn ongoing effort to improve retention rates for first- and second-year engineering students atClarkson University has resulted in the modernization of the curriculum including 1) the design,development, and rollout of a new course that emphasizes the links between engineering andsociety for

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

encouraging them to develop technical andprofessional skills. Projects can also improve students’ self-efficacy by providing them withopportunities to participate in “mastery experiences.” Mastery experiences in engineering aretasks that encourage students to feel that they will be more successful as engineers. Everystudent’s experience in a project-based course is affected by the mastery experiences that theycomplete, which in turn affects which skills they develop and also how their engineering self-efficacy changes. A previous study focused on the mastery experiences that students took onthroughout a project and their subsequent changes in engineering confidence or self-efficacy.1–3Here, we focus on why students choose to take on the tasks that

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

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Diversity

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First-Year Programs

available atCarson, 2015b) was used to assess critical and creative skills listed in Table 1.Table 1: Skills assessed by the Common Rubric.Raising questions, formulating problems 3 Articulating the issue and its scopeGathering and assessing relevant information Selecting and analyzing information Influence of context and assumptionsSynthesizing and generating ideas Combining elements or ideas in ways that are coherent and logical Embracing contradictions Generating and judging alternatives Originality of thought Adaptability and flexibility of thoughtConsidering alternatives and reaching reasoned conclusions Judging appropriateness Taking intellectual

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Ann Saterbak, Rice University; Michael Wolf, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, only 5% of B.S. engineering graduates have been AfricanAmerican and only 7-8% have been Hispanic.2Shoring up the leaky STEM pipeline, particularly for underrepresented groups, is of nationalimportance. The first two years of college are particularly important for STEM retention.1 Onestrategy employed by some universities to remedy the gap in retention rates is the creation ofsummer bridge programs.3. Research BackgroundResearch suggests this achievement gap does not reflect a difference in student ability but ratherstructural inequalities in K-12 educational experiences between students from high-performing,well-resourced schools and students from under-performing, low-resource schools.4 Studiesshow abilities, attitudes, and college

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette, IN; Juan David Ortega-Alvarez, Universidad EAFIT, Medellin, Colombia - Purdue University, West Lafayette, IN; S. Zahra Atiq, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

School of Engineering Education at Purdue University, with responsibilities for the First-Year Engineering Program. Page 26.877.1 c American Society for Engineering Education, 2015 Identifying sources of information that first year engineering students use in deciding which engineering major to pursueAbstractThis study explores the sources of information that first year engineering students use to decidewhich engineering major to pursue for their undergraduate studies. The purposes of this study aretwofold: (1) to understand how students make an informed decision of which

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

Denise H Bauer, University of Idaho, Moscow

Tagged Divisions

First-Year Programs

thesegroups leave engineering, not because they are incapable of the work.1-4To help alleviate this lack of preparation and sense of belonging, a new non-major specificintroductory engineering course, ENGR 204, was developed for these students that come inneeding to take Math 143. Based on other successful programs at the university outside of theCollege of Engineering and at other institutions as well as the research of Raymond Landis onsuccessful introductory course material5-7, ENGR 204 was designed to bring engineeringstudents together who would normally go unseen in the College of Engineering until the eighthweek of class. ENGR 204 is a supplemental course to Math 143 that addresses the uniquesituations they will encounter in the first semester

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

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati

Tagged Divisions

First-Year Programs

to analyze the effectiveness of the various modifications made forthe 2014-2015 academic year offering of the course.IntroductionIn a flipped pedagogy, traditional lecture content is assigned as homework, freeing the instructorto use the designated lecture time to focus on solving problems and addressing commonmisconceptions.1 Flipped classrooms have been implemented in a variety of math, computingand engineering courses. A comprehensive survey of the research on flipped classrooms isprovided by Bishop and Verleger2 who found that students tend to prefer in-person lecturesrather than videos but prefer the active learning opportunities that the flipped classroom affords.Many of the early research studies focus only on student attitudes and

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chao Wang, Arizona State University; Jennifer Mott, California Polytechnic State University San Luis Obispo

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Diversity

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First-Year Programs

teaching pedagogy isbriefly introduced in the background section. Its implementation in the freshman introduction toengineering course is described next, followed by the assessment and results. Lessons learnedand recommendation for future improvement is presented next, followed by conclusion.BackgroundTeam-based learning is a flipped classroom teaching methodology that is different from otherforms of collaborative or cooperative learning. There are four essential elements of TBL5: 1. Teams must be properly formed and managed. Diverse and permanent teams of five to seven students are required. 2. Students are held accountable for pre-class preparation and contributing to teamwork during class. 3. Students are given frequent and

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

in2013, an existing engineering seminar course was transformed into a project based learning(PBL) engineering course, following previous success with curricular revision in a math coursefor the bridge program. The goals for the PBL course included: 1) establishing meaningfulfaculty-student interactions during the program, 2) introducing first-year students to real-worldengineering projects and problem solving, and 3) enhancing the students’ enthusiasm forengineering, effective teamwork, and attitudes towards persistence in Engineering and ComputerScience. Our results show that the design of this course had a significant positive impact onstudents’ interest in their majors, their attitudes about persistence in Engineering and ComputerScience, and

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rolfe Josef Sassenfeld, New Mexico State University; John Ross Tapia, New Mexico State University

Tagged Divisions

First-Year Programs

further engagestudents in their coursework and to introduce freshman to some of the basic concepts ofengineering. A form of “student-centered education” where the instructor acts as a guide to theexperiential learning process is preferred over the traditional class lecture format according toSpencer & Mehler[10]. Hixson[4] refer to this as instructor “role-modeling,” where the instructoradvises and nudges the students through a thought process. The decisions are ultimately made bythe students and they are the owners of their solution. The research presented by Ambrose[1]similarly advocates the use of experiential learning opportunities. To better provide students withtimely feedback, the in-class methods of peer instruction, case studies, and

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

Society of India. He is the editor-in-chiefof the Journal of STEM Education: Innovations and Research c American Society for Engineering Education, 2016 Nanotechnology Solutions to Engineering Grand ChallengesAbstractThis research paper describes the implementation of educational modules that use the NationalAcademy of Engineering’s (NAE’s) Grand Challenges as a framework for teaching engineeringfreshmen about nanotechnology and the societal importance of engineering. The introductorymodule includes multimedia presentations and activities to introduce students to EngineeringGrand Challenges and nanotechnology. Modules on specific Grand Challenges include 1) adiscussion of the ‘current state of the art’ for a

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, Northeastern University; Susan F Freeman, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Kris Jaeger-Helton, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University

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Diversity

Tagged Divisions

First-Year Programs

important as instructors try to design and understand strategies for creating inclusivelearning environments.Fostering an inclusive learning environment is a goal of engineering educators, especially at thefirst-year level. First, research has shown that feeling a sense of belonging is an essentialcomponent to retention. According to a recent White House report, students leaving science,technology, engineering and mathematics (STEM) cite an uninviting atmosphere along with lackof topic relevance as top reasons for leaving the field.1 This may be addressed by acknowledgingthis deterrent and putting forth intentional efforts to create a culturally-relevant and inclusiveclimate for all students.Second, as students enter university, they bring with

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Brian Scott Robinson, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Divisions

First-Year Programs

assistants. Although only one credit hour, many topics are covered, includingintroductions to the different engineering disciplines, instruction in critical thinking, teambuilding and communication, ethics, professionalism, and introduction to engineering design.Critical thinking instruction, in particular, has been one area the instructors have aimed toimprove and reinforce in each iteration of the course. Students in this course are providedexplicit instruction in the Paul-Elder (PE) critical thinking framework (Figure 1).1 The PEframework was adopted by the university to improve critical thinking skills for allundergraduates across the curriculum. In addition to explicit instruction of the PE framework inthe Introduction to Engineering course

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Mark Urban-Lurain, Michigan State University; Amanda Idema, Michigan State University; Timothy J Hinds, Michigan State University; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the areas of integration of computation in engineering curricula and in developing Page 26.1390.1 comprehensive strategies to retain early engineering students. She is active nationally and internationally in engineering accreditation and is a Fellow of ABET and of the AIChE. c American Society for Engineering Education, 2015 Spatial Visualization Skills Intervention for First Year Engineering Students: Everyone’s a Winner!IntroductionThe connection between spatial visualization skills and performance in engineering courseworkis becoming more evident 1-3

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint; Vasudha Kilaru, University of Michigan - Flint

Tagged Divisions

First-Year Programs

motivation andlearning strategies of two groups of students are different from each other, the current study wascarried out. The current study did not compare student performance with similar HS GPA andtest scores as general students.HypothesisThe current study examined four hypotheses to understand the diversity makeup of the studentsand differences in their motivation and learning strategies listed below:H (1): There is no significant difference between high school students and university students inmotivation strategies.H (2): There is no significant difference between high school students and university students inlearning strategies.H (3): There is no significant difference between male and female students in high school anduniversity in

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa A. Dagley, University of Central Florida; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Andrew Patrick Daire, University of Houston; Christopher L. Parkinson, University of Central Florida; Diandra J. Prescod , Pennsylvania State University ; Christopher T. Belser, University of Central Florida

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Diversity

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First-Year Programs

beginning of their second term, after the CareerPlanning or STEM Seminar interventions. The STEM majors, grouped by college, included forthis study are: (a) College of Engineering and Computer Science (Aerospace, Civil,Construction, Computer, Electrical, Environmental, Industrial, Photonics and MechanicalEngineering, Computer Science), (b) College of Medicine (Biomedical Sciences, Biotechnology)and (c) College of Sciences (Biology, Chemistry, Forensic Science, Mathematics, Physics andStatistics). Table 1 outlines the breakdown of those who started in COMPASS by college(declared major beginning of second term), gender and ethnicity and the total university STEMpopulation for each cohort year. Gender and ethnicity data are calculated as a percentage

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

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Diversity

Tagged Divisions

First-Year Programs

supported by parentswho themselves had both expectations and concerns about their children entering anexperimental pilot program. This paper explores those hopes and concerns, and facultymembers’ responses to them. Page 26.677.2Literature ReviewTransition to college life holds many promises of independence, new friends, experiences, andcareer prospects. However, along with the excitement comes anxiety and fear that mayundermine positive feelings and, if left unchecked, may make it difficult for some students tocontinue their academic career. After all, the freshman year is the toughest one students face intheir lifetime [1]. If these fears are not

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Biegalski P.E., University of Tennessee, Knoxville; Kevin Kit, University of Tennessee, Knoxville; Rachel McCord Ellestad, University of Tennessee, Knoxville

Tagged Divisions

First-Year Programs

their own experiments, an additional intention of the redesigned laboratorieswas that the students could better experience the fascination of the science and thus haveincreased passion for engineering.When students are presented with an application and take control of their own learning, researchin cognition and learning theories and evidence from implementation in practice at universitiesindicates that students gain a more profound and comprehensive understanding of the material inaddition to developing “the critical thinking and self-directed learning skills that characterizeexpert scientists and engineers.” 1 Dym provides an overview of the substantial researchevidence that first year cornerstone design-oriented engineering programs enhance

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meg Harkins, University of North Carolina - Charlotte

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

challenges that lie ahead of them at college [1] [2] [3] [4]. Mostexisting programs are on-campus, small-scale programs that focus on one or two areas of studentpreparation, such as mathematics or science. An on-campus summer bridge program for theentire College of Engineering freshman class would be cost prohibitive. Instead, in an effort toincrease the retention and success rate of its engineering students, the University of NorthCarolina at Charlotte (UNC Charlotte) Lee College of Engineering implemented an onlinesummer bridge program for all incoming freshmen. This work explores the program anddiscusses its early results.Identifying the ProblemEngineers are the problem solvers of the future. The President’s Council of Advisors onScience and

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph Anthony Gulotta, Rowan University; Nicholas Steven Parisi, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

First-Year Programs

thegamification platform impacted their course experience.IntroductionFreshman level courses play an important role in a student's decision to stay in or leaveengineering, as it is shown that the largest exodus out of engineering occurs after the first year ofcollege.1 A report from the U.S. Dept. of Education in 2009 demonstrated that out of engineeringmajors enrolled in their program in 1995-1996 only approximately 60% of them stayed withinengineering by the time they completed their degree program.2 Similarly, a recent case study byHonken and Ralston showed that only 76% of freshman engineering students were retainedwithin engineering.3 Although the trend in increased retention is promising it is far from whereeducators would like it to be.Factors

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lilianny Virguez, Virginia Tech; Kenneth Reid, Virginia Tech; Tamara Knott, Virginia Tech

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First-Year Programs

: identity, utility, belonging, and expectancy, alongwith other questions to collect demographic and course specific data. We analyzed data during the firstand second semester when the revised version of the course was offered. During the first semester, Fall2013, 851 out of 1100 students enrolled in the classic version of the course and 184 out of 240 enrolledin the revised version of the course consented to participate. For the fall 2014 semester, of 1400 total,1161 (at the beginning of the semester) and 1065 (at the end of the semester) completed the survey andconsented to participate in the study.Specifically, we address the following research questions:1) How did first year students' identity, utility, belonging, and expectancy motivation

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

Lindsay Corneal, Grand Valley State University

Tagged Divisions

First-Year Programs

presents an overview of the guided approach as well as the outcomes and feedbackfrom the students that participated in the class. The plans for further modifications andimprovements to this approach will also be presented.IntroductionBeing able to effectively communicate technical information is a skill required of engineers;however, there can often be a limited focus on or interest in technical writing by engineeringstudents and faculty. It is not uncommon to encounter the thinking that “we are engineers, we arenot English majors.”1 Therefore, engineering students are often required to take a generalwriting course taught by English or Writing Departments to fulfill writing requirements

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Ernzen, Arizona State University; Eugene Judson, Arizona State University; Stephen J Krause, Arizona State University; James Collofello, Arizona State University; Ying-Chih Chen, Arizona State University; Kendra Rae Beeley; Robert J Culbertson, Physics Department, Arizona State University

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Diversity

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First-Year Programs

-preparedstudents and students from under-represented groups. Page 26.578.2 c American Society for Engineering Education, 2015Effect of Student-Centered Programs on Retention of Engineering Students Page 26.578.3Background/RationaleRecent research indicates that engineering students tend to leave their major at a rate similar tostudents enrolled in the humanities, business, and education. However, students who changemajors are then far less likely to select engineering as their next career choice.1 This relativeoutflow without a