Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Liya Ni, California Baptist University; Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University

Tagged Divisions

First-Year Programs

Mathematics Education for the last 6 years and saw significantretention improvement in all three majors: Civil Engineering, Electrical & ComputerEngineering, and Mechanical Engineering programs. Students in those three majors came from adiversified high school math background, ranging from AP calculus to basic Algebra. Studentswith weak math background have one thing in common: they all struggle with trigonometry, akey engineering skill for success in all three majors. To equip students with necessary trig skillsin our first engineering math course taught by engineering professors, we implemented a threestep approach in our class: (1) Made a connection between the classroom trigonometry calculations with the robotic welding operations on

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

First-Year Programs

tool.PROCESS is an acronym for seven stages of problem solving: Problem definition, Representing Page 26.1278.3the problem, Organizing information, Calculations, Evaluating the solution, Solutioncommunication, and Self-Assessment. PROCESS was offered to faculty as a learning aid theycould use in the first year engineering courses to focus on developing engineering problemsolving skills. Figure 1 depicts PROCESS as described to instructors before when decidingwhether to utilize it in their classes.Figure 1: Problem Solving PROCESS. Start with conceptualizing the problem (PRO), thencomplete Calculations and Evaluate the solution for reasonableness and

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University; Nova Alexandria Glinski Schauss, Oregon State University

Tagged Divisions

First-Year Programs

almost universally viewed as a good thing” 8.A new innovative approach has been developed to increase engineering student success andretention by linking student development focused first-year engineering courses and a projectcalled “Design Your Process of Becoming a World-Class Engineering Student”. It is importantto emphasize the “engineering” student development focused first-year courses to distinguishfrom general student development focused courses. The first-year engineering courses at theUniversity of Alaska Anchorage and Oregon State University were developed after the modelpresented by Raymond B. Landis who outlines five cornerstone objectives which will benefitengineering students: 1) improve their peer environment; 2) teach them

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stacie Edington, University of Michigan; Archie L Holmes Jr., University of Virginia; Petra Reinke, University of Virginia

Tagged Divisions

First-Year Programs

and BackgroundCommon reading programs offered at the start of the first year provide a valuable opportunity tomodel intellectual engagement among engineers, broaden students’ thinking about the role ofengineers in society and forge connections between first year students and the larger engineeringcommunity, including faculty. The purpose of a common reading program is “to provide acommon academic experience for all first year students and to strengthen the academicatmosphere of the institution from the first day the student arrives on campus.” [1] Most programsinvolve the entire first year class reading the same book and participating in a guided discussionof 20 students or less. While many institutions offer university-wide common reading

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B. Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University; Claire Y. Yan, University of British Columbia - Okanagan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

on whostayed in engineering based off of their first math course grade12.ResultsTable 1 below shows the breakdown of the 2007 and 2012 engineering freshman cohorts. 2007 Cohort Total Male Female Number of Students 720 576 144 Number of Leavers 167 146 21 Number of Movers 191 146 45 Number of Stayers 362 284 77 % Leavers 23% 25% 15% % Movers 27% 25% 31

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Elmore, Binghamton University; Sharon B Fellows, Binghamton University; Koenraad E Gieskes, Binghamton University; Lee A Cummings, Binghamton University

Tagged Divisions

First-Year Programs

projects where Fig. 1. First-Year Engineering Course Structurestudents work collaboratively on student driven, inquiry based problems, and creating aclassroom format that puts instructors into the role of facilitators of knowledge in the learningprocess has transformed the classroom into a challenging and more interesting environment. TheEngineering Communications discussion sections are studies in controlled chaos. Weekly, threeteams of eight members each (the same teams are in the linked engineering labs) are activelyengaged in different levels of project work. The teams arrange the classroom so that the eightteam members can more easily talk and share work. Computers are opened. White and blackboards are used, as team

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

First-Year Programs

popularity and many universities have beenintroducing them into their curriculum.1-10, 14-18 These courses may be taught by a dedicatedgroup of faculty with engineering experience in industry, who may be more design-oriented (asopposed to research-oriented), and who may have demonstrated exemplary teaching abilities thatengage first-year engineering students.11,12 Additional motivations for this approach includebetter career preparation for engineering students and improved engineering education ingeneral.The University of Virginia found that cornerstone courses had better course ratings by studentsthan traditional sections and that graduation retention rates were higher with students who hadtaken the cornerstone courses compared to the traditional

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

learning.Educational Philosophy of Experiential LearningIn his seminal work, Kolb draws upon the work of Dewey, Lewin, and Piaget to discuss thecharacteristics associated with the process of experiential learning; key among thesecharacteristics, given the context of the research presented in this paper, are the propositions that“learning is a continuous process grounded in experience,” and that “learning involves Page 26.1280.2transactions between the person and the environment.”1 Experiential learning places an emphasison the emergent process where thoughts and ideas are not fixed but are formed and reformedthrough experiences instead of specific outcomes

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

James M Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Peter Schuster, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

each year and a total of 1177students. The previous freshmen year was somewhat traditional in approach and consisted ofseveral classes on design communication, a broad introductory course including a lecture thatprovided an overview of various Mechanical Engineering subjects (e.g. mechanics,thermodynamics, mechatronics, and design) and supported those with a three hour/ week hands-on laboratory. There was a strong feeling among the faculty that the freshmen year could beredesigned to better support the overall program goals. One often cited goal of the redesign offreshmen engineering programs is to increase retention through discipline-specific designactivities.1-3 At Cal Poly, the one-year retention rate of Mechanical Engineering students

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University - West Lafayette; Andrew Jackson, Purdue University - West Lafayette; Dawn Laux; Max Renner, Purdue Polytechnic Institute, Purdue University

Tagged Divisions

First-Year Programs

,” “innovative learning environments,” and “a context-richapplication of English, Communications and Technology” 1. Specifically, this project aims toimprove students’ writing skills, oral communication skills, and presentation skills by reinforcingthe importance of these skills in realistic, project-based design contexts. Administrators andinstructors within all 3 departments hope the integration will improve students’ learning in alldisciplines, increase academic engagement overall, and create a stronger sense of communityamong students. Large-scale integration on this level is an intervention in the traditional university model,which often times includes strict discipline-based divisions of coursework. In this newarrangement, students in each

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

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Divisions

First-Year Programs

surveyscollected at the mid- and end-of-semester points to allow for both qualitative and quantitativerepresentation of their opinions. Implications and transferability of our findings and lessonslearned to other courses or programs in the field will be discussed.IntroductionThe globalization, knowledge economy, and rapid technology evolution of today threaten thecomplacency of narrow professional fields. In today’s world, for business and even nations tostay competitive, engineers need to adapt quickly to the change and be first to advance [1, 2, 3].Baccalaureate engineering education often struggles to keep up with this change. According toHewlett Packard’s estimations, technical knowledge and skills gained at school are outdated asearly as 18 months

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

587 557 544 555 489 497 480 MATH_0701 MATH_0702 MATH_1015 MATH_1021 MATH_1022 MATH_1031 MATH_1041 Chart 1: Incoming 1st Year Engineering SATs versus Initial Assigned Math Course (2011-2013)Using the 2011-2013 data as comparative baselines, a descriptive and regression analysisfor Fall 2014 and Fall 2015 revealed continued and significant deficiencies in actual mathreadiness - 60% of the incoming 2014 cohort and 42% of the incoming 2015 cohortplaced below Calculus I. (Most transfer students had already completed at least 2courses in the calculus sequence and are not included in this

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

Tagged Divisions

First-Year Programs

engineering” or “disciplinary engineering” courses.2Chen (2014) also analyzed course descriptions of 2,222 non-repeated first-year engineeringcourses to identify topical key words using a revised First-Year Engineering CourseClassification Scheme2,3. On average, first-year engineering courses listed 5-6 different topics,with 8% listing only one topic and less than 1% listing twenty or more topics. The mostfrequently listed topics (not in rank order) included engineering profession, disciplines ofengineering, engineering careers, and roles and responsibilities of engineers, problem solvingskills, laboratory experiments, software tools, programming skills, Computer Aided Design(CAD), graphics, circuits, problem solving skills, basic design concepts

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicolas N. Brown, University of Utah; Joy Velarde, University of Utah; Debra J. Mascaro, University of Utah

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

mentor program will impact retention by creating a sense of belonging inthe department and at the university.Peer mentor programs have been shown to increase both (1) levels of student success during thetransition to higher education and (2) the likelihood of students identifying with the universitycommunity. In an effort to help new students feel included, the Department of MechanicalEngineering at the University of Utah has implemented a peer mentor program to serve allstudents new to the major, including incoming first-year and transfer students. The programdistinguishes itself from similar peer mentor programs in several ways. First, the program isadministered by the mechanical engineering department and services only mechanicalengineering

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course style and content. In the United States, retention of underrepresentedminorities including women continues to be significantly lower than non-underrepresented men.[1] Our engineering college continues to have a large gender and ethnicity gap, with just 19.9 %female, 3.5% Latino, 1.8 % African American, 0.8 % American Indian/ Alaskian Native, and 0.2% Native Hawaiian/ Pacific Islander as of Fall 2014. Our engineering college is concerned aboutthis lack of diversity and we are hoping to make significant improvements in retention of URMsincluding women.History of Introduction to Engineering CoursesOur first introduction to engineering course was introduced in 1986 (Intro 101), and wasessentially a survey course that covered various

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

disciplines andasked to post a response to the following questions on an online discussion board: 1. What questions do you have for faculty and/or students in these disciplines? (This can be discipline-specific or general for all engineering disciplines) 2. What interests you most about each discipline? 3. What similarities and differences do you notice about the various disciplines?Department faculty retained autonomy in developing their presentations, so there was no pre-determined format. Some departments brought graduate and undergraduate students for aquestion and answer session. Some departments brought faculty and department heads that gavecompelling presentations, and some brought demonstrations of projects students may work on

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

collaboration, besides in-class presentations on phases of teamformation, each student team was given a copy of the Five Dysfunctions of a Team book as areading assignment followed by an in-class discussion and individual written reflectionassignment. Students practiced team collaboration skills by working in teams throughout thecourse on the projects. Finally, the communication module included presentations and videos oneffective communications and e-portfolios. Students practiced communication skills withtechnical reports, in-class presentations, and videos. Below we describe the two major projects.Project I – The first project was focused on the Raptor Reloaded hand, shown in Fig. 1 and 2.Raptor Reloaded is a design developed by collaborators of E

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

successful interactions and learning outcomes.1-3 One important challenge centers onthe interactions between students from groups negatively stereotyped as poor performers inengineering (e.g., women and under-represented racial minorities) and others. A body of researchin psychology indicates that students from these marginalized groups may have qualitativelydifferent group work experiences compared to others, which may contribute to their self-selection from engineering and thus their group’s under-representation in engineering fields.Recent research suggests that the negative experiences of people from marginalized groups onengineering student design teams can influence many factors that contribute to persistence andsuccess, such as development of

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noel Kathleen Hennessey, The University of Arizona; Rebecca Primeau, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

developmental spaces our students share. Wedo this by supporting academic foundations in engineering, promoting community responsibility,and teaching principles of leadership. Our programming model includes cohort-style engineeringcoursework, bi-weekly course reviews, and a collaborative service-learning project in whichsecond-year students are project managers and first-year students are team members.The Engineering Leadership Community started as a retention strategy in 2009. Students who donot integrate socially and academically into their institution of higher learning are more likely todepart from college before earning a degree (1). In fact, student engagement can actuallycompensate for academic under preparedness, giving students the opportunity

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bruce W. Char, Drexel University; Isuru Daulagala, Drexel University; Nagarajan Kandasamy, Drexel University; Thomas T. Hewett, Drexel University

Tagged Divisions

First-Year Programs

against reference solutions submitted by theinstructors on various data sets. This computation task is run in the back end as is done through acloud hosting service such as Amazon Web Services (AWS).The web interface from a student’s point-of-view is shown in Figure 1. In Cody Coursework allquestions should be part of an “assignment”. Each assignment can have any number of questions.A start and end time can only be set at the assignment level, hence all questions in a givenassignment have a common administering time frame.When a student selects a question, its description will be shown in the right panel. The studentthen goes on to submit the solution to a given solution in a specified space. The solution is runthrough multiple tests and the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura A. Ruhala, Kennesaw State University; Hillary Steiner, Kennesaw State University; Catherine L. Bradford, Kennesaw State University; Ruth Ann Goldfine, Kennesaw State University; Nirmal Trivedi, Kennesaw State University; Scott Larisch, Kennesaw State University

Tagged Divisions

First-Year Programs

FRESHMENAbstract:This Work-In-Progress paper describes ongoing efforts at Kennesaw State University to combinea two-credit introduction-to-major course with a three-credit first-year seminar course. We arealso implementing learning communities that will tie first-year introduction-to-major courseswith other first-year courses such as English Composition 1 (ENGL 1101) and Introduction toGraphics. Since Mechanical Engineering is the largest engineering department at KennesawState, we are piloting this idea with a three-credit Introduction to Mechanical Engineering (ME1001) course that includes learning outcomes typically found in a first-year seminar course.While trying to create a learning community for this project last fall, we experiencedcomplications

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

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; Bob Brennan, University of Calgary

Tagged Divisions

First-Year Programs

present an example of how instructors arecurrently using the tool in their classrooms.Team CARE scalesOur assessment tool utilizes several scales in order to evaluate how teams are functioning in eachof the four CARE dimensions (Communicate, Adapt, Relate, Educate). For an example of survey Page 26.1495.4items used for each CARE dimension please see Table 1. All scales used in the currentassessment are derived from well established measures that have demonstrated stable andpredictable relationship with several important team outcomes (e.g., team satisfaction, learning,potency, cohesion, and performance). Thus, although we have yet to

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Michael Chajes P.E., University of Delaware; Lori Pollock, University of Delaware; Kevin R. Guidry; Michael L. Vaughan, University of Delaware; Jeannie S. Stephens, University of Delaware

Tagged Divisions

First-Year Programs

, University of Delaware, Newark, DEIntroduction First Year Experience (FYE) engineering courses at large, research-focused universitiespresent a unique challenge from a curricular and administrative perspective. Prior researchindicates large lecture-style courses should be interdisciplinary and highly interactive, whilesimultaneously presenting enough technical and career-specific content within each engineeringdiscipline to aid or reinforce students’ choices of majors [1-5]. These course characteristics aremost effectively supported by student-centered pedagogical approaches, such as Problem BasedLearning (PBL) [7,8], where experienced faculty instructors provide some course structure withperiodic lectures and ample time for break-out

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

Noah Salzman, Boise State University; Janet Callahan, Boise State University; Gary LeRoy Hunt, Boise State University; Carol Sevier, Boise State University; Amy J Moll, Boise State University

Tagged Divisions

First-Year Programs

by (1) integrating new student orientation with math assessment and learning, (2) linking STEM faculty educational training with STEM freshman learning communities and with orientation, and (3) integrating and expanding, based on research best practices, existing programs such as learning communities, undergraduate research, and faculty development. The program targets all first year students for success and is expected to have a significant impact on at-risk students. Students at-risk for not earning or completing a STEM degree include those who are underprepared in math, those with financial need, Hispanic students, women, and students with low self-efficacy.”The grant was motivated by significant

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heidi Cian, Clemson University; Michelle Cook, Clemson University; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to approximateeliciting problem solving skills that would be utilized in an actual workplace setting (althoughnone would actually be defined as ill-defined). Table 1 details the data collection for the study.Student commentary was coded by researchers for evidence of metacognition and strategy use.Students were included in the count for contributing codes if their work was coded for eithermetacognition or strategy use.Table 1: Data collection by semester Semester Total Number of students Number of students Number of students students in contributing codes contributing codes for contributing codes for sample for story problem open-ended problem exercise problem Fall

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Franklin W. Olin College of Engineering; Lauren Van Beek, University of St. Thomas; Laura Ann Lilienkamp, Smith College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the ways first-year engineering students develop their identity.Research on first-year students suggests the first semester plays a major role in student retention,particularly in fields such as engineering, as many students know whether or not they willcontinue studying engineering by the end of the fall semester and few students transfer intoengineering after the first year.1 Motivational psychologists such as Deci (1995) have argued thatautonomy is essential to student identity development, as well as lifelong learning.In this study researchers investigated how first-year students spent six hours of free time as partof a first year, first semester course at a small engineering college. The instructor designed thesesix hours to encourage

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ryan J Meuth, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Students were evaluated on performance of the design (based onquantitative results), cost, creativity of design, and craftsmanship and aesthetics. Deliverables forthis project included a project schedule, project definition and requirements, a design proposalpresentation and report, design prototype presentation with demonstration, and a final designreport.ResultsThe first three questions in the survey instrument requested information about the academic statusof the student population, and their level of college experience. Figure 1 shows that the surveyedpopulation is primarily composed of students with freshman level academic standing and fewupper level students. 200 180

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University; Christopher Leslie, New York University; Gunter W. Georgi, New York University; Alyssa Marie D'Apice, New York University

Tagged Divisions

First-Year Programs

material. This way, the authors did not know whichstudents chose to participate and which did not. This teamwork agreement was then changedappropriately to gain consent and converted into a document that students could completeelectronically.After gaining approval of the IRB, results of this experience were studied quantitatively in thespring semester. Approximately 110 students registered for the spring semester. These werebroken into 9 sections for undergraduates, some visiting high school students also take thecourse, but in special sections. Six sections were designated as treatment sections. A surveyusing Qualtrics was distributed to the class immediately before the teamwork skit. As seen inFigure 1, survey questions addressed several aspects

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

Todd R Hamrick, West Virginia University

Tagged Divisions

First-Year Programs

outcomes. Additionally,transition issues from pilot to regular course and solutions to implementation difficulties aredescribed. Future work toward continuous improvement is also considered. This work extendsand expands upon previously published conference proceedings by following students after pilotcourses, and by describing the process, challenges, and efficacy of solutions in transitioning frompilot to regular course.Introduction and BackgroundWest Virginia University (WVU) uses a common first year engineering curriculum, includingtwo consecutive introductory courses in engineering problem solving, This has become commonfirst year engineering curricula in many institutions.1-4 Of interest in this work is the secondcourse, which is taught as a

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park

Tagged Divisions

First-Year Programs

 through the NSF sponsored Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL) program.  The main effort made under the ECSEL program was centered on creating a project­driven approach to teaching engineering design to incoming students 1 .  In 1992, seventeen students participated in the pilot section of ENES 100, which was anchored around the design and construction of a swing set. Afterwards, five design projects were developed to form a design project cycle.  Those projects were based on the development of a wind mill, a solar desalination still, a weighing machine, a postal scale, and a human­powered water pump.  The motivation was that the design project cycle would ensure that the projects remained fresh for