Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University-Daytona Beach; Angela Thompson P.E., University of Louisville; Matthew A. Verleger, Embry-Riddle Aeronautical University-Daytona Beach; Farshid Marbouti, San Jose State University; Nishith Shah; Pujan Thaker, Embry-Riddle Aeronautical University-Daytona Beach

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First-Year Programs

engineering students discuss based onboth previous literature and students’ responses to survey questions about models. In Fall 2019,the survey was administered to first-year engineering students to investigate their awareness oftypes of models and understanding of how to apply different types of models in solvingengineering problems. Students’ responses to three questions from the survey were analyzed inthis study: 1. What is a model in science, technology, engineering, and mathematics (STEM)fields?, 2. List different types of models that you can think of., and 3. Describe each differenttype of model you listed. Responses were categorized by model type and the framework wasupdated through an iterative coding process. After four rounds of analysis of

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rui Li, New York University; Jack Bringardner, New York University

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First-Year Programs

engineering, and transportation. He is active in the American Society for Engineering Education and is the Webmaster for the ASEE First-Year Programs Division and the First-Year Engi- neering Experience Conference. He is affiliated withthe Transportation Engineering program in the NYU Civil and Urban Engineering Department. He is the advisor for NYU student chapter of the Institute for Transportation Engineers. American c Society for Engineering Education, 2021 1 Understanding Remote Student Motivation in Hybrid and Remote 2 Engineering Lab Modes 3 4 Abstract 5 The evidence-based practice paper describes a study investigating

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anika Coolbaugh Pirkey, West Virginia University; Lizzie Santiago, West Virginia University

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First-Year Programs

[1-2]. These students start in college either at the Algebra, Trigonometry,or Pre-calculus level.Since these students are initially enrolled in math and science courses to remediate theirdeficiencies, it is expected that once they complete those basic courses, they will perform betterin upper level courses. However, based on our experience, these students continue struggling andmany drop out of college.This study addresses the educational path followed by students enrolled in engineering, but notready for Calculus when they start in college. Questions addressed in this study include: Areremedial math courses sufficient to promote the success of these students in engineering?, Whatis the timeline for the migration of non-calculus ready

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Daniel Chambers, Virginia Tech

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First-Year Programs

paper assesses theassignment, and reports the results of these student explorations.Specifically, this paper addresses the research questions: 1) Can students identify stakeholderconsiderations in the design of elements of the campus built environment? 2) What designelements of the campus built environment are students most likely to notice and discuss? 3)What human and non-human stakeholder groups are students most likely to notice and discuss?1.2 Course ContextThis assignment was given as part of the two-semester first-year general engineering program atVirginia Tech, which all engineering students must complete before selecting a specific major.This program serves over 2000 students each year, and feeds into 14 discipline majors. In thefirst

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krista M. Kecskemety, Ohio State University; Ada Barach, Ohio State University; Connor Jenkins, Ohio State University; Serendipity S. Gunawardena, Ohio State University

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Diversity

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First-Year Programs

averageself-reported skill level for women was lower than that of men, there was no significant differencein assessment scores. Finally, it was also found that honors students performed significantly betteron the assessments than standard students, however those differences are likely related to theextra programming instruction that those students received. The goal of this study is to provideinsight into the programming skills of first-year engineering students with a variety of priorexperience and perceived ability.Introduction and BackgroundConcept inventories are validated assessments which test student understanding of broad conceptsin a given field[1]. They are a collection of multiple-choice questions[2]. Since the developmentof the Force

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Jon Harcum, Clemson University; Laurel Whisler, Bristol Community College; Elizabeth Anne Stephan, Clemson University

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Diversity

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First-Year Programs

readiness, and itsultimate goal is increasing retention in this population [1], [2]. In addition to cohorting studentsin STEM courses, the GELC program requires students to co-enroll in a learning strategiescourse. The course is designed to develop self-regulatory, academic, and social-psychologicalcompetence for students through its three primary units: Habits of Professionals, Habits ofLearning, and Habits of Mind. An overarching goal of the course is to support students inbecoming successful STEM students and future engineering professionals. While the course is inits fourth iteration, the Fall 2020 semester marks the first use of the LASSI within the learningstrategies course. Our approach went beyond using the LASSI as a measure of

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

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First-Year Programs

engineering design courses have shown to have a positive impact onstudent’s motivation, engineering identity formation, intellectual and skill development to meetthe challenges of the 21st century [1-4]. Many such courses are delivered in a makerspace typeenvironment, where hands-on physical prototyping and teamwork are essential parts of thecourse experience.Due to the COVID-19 pandemic, most courses are forced to switch from face-to-face instructionto either entirely online or to a hybrid mode. This transition poses special challenges for this typeof project-based courses that require access to physical tools and building materials [5-7]. Manycourses adapt to this transition by switching to computer/online simulation and/or shippingparts/project

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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First-Year Programs

region of south Texas where manycounties have Hispanic/Latinx majority populations [4]. As a result, TAMUK has a highpercentage of undergraduates that identify as Hispanic/Latinx, 75% in fall of 2020 [5]. Researchin higher education has identified challenges for Hispanic students at all levels, communitycolleges [6,7], universities [8,9], and in graduate study [10,11]. Recently completed research hasaffirmed that these challenges exist for Texas A&M University-Kingsville students [12,13,14].Rendón et al.’s report of perceived challenges to Latinx student success in STEM (based on theNSF award # 1759134 to Laredo College) provides a succinct summary: “(1) Lack of culture ofsupport, (2) Lack of educational resources, (3) Academic deficiencies

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oziel Rios, University of Texas at Dallas; Dani Fadda P.E., University of Texas at Dallas

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First-Year Programs

resultsdemonstrate our expectation that students are fundamentally changing the way they communicateduring this pandemic. The intent of this study is to continue monitoring the trends during the pandemicand post-pandemic to understand how students prefer to communicate and allow us to incorporate thosepreferences so course content can be more effectively delivered to them. This paper also provides adescription of the student population sampled and a description of the team activities.IntroductionPre-pandemic studies have described how social media, when implemented in a structured manner, canhelp increase engagement in course topics [1], encourage communication [2], and facilitatecommunication between group members [3]. Social media is defined as [4

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregory Edward Simon, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Miriam Howland Cummings, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

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Diversity

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First-Year Programs

year of researching the impact ofSTEM identity on student success. Each of the three participating universities have developedand implemented a unique set of supports that are designed to promote STEM identitydevelopment and academic success in a population of academically talented students with unmetfinancial needs. To formatively and summatively evaluate the project as it continues into itssecond year, project participants had previously outlined the need to determine the effectivenessof the individual project components [1]. With each of the universities designing andimplementing a partially unique set of supporting activities and mechanisms, it is difficult butimperative to understand and relate the unique components to student identity

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

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First-Year Programs

project-based learning developed around the National Academy of Engineering’s GrandChallenges for Engineering [1]. The Grand Challenges for Engineering, which span a broadrange of societal, real-world problems in need of technical solutions, effectively demonstrate tofirst-year engineering students how they can make an impact in the world by studyingengineering [2]. While many of the fundamental courses students study in their first year mayseem abstract and disconnected from real-world applications, the Grand Challenges forEngineering connect fundamental coursework to actual careers, industries, and broader societalproblems [3]. Consequently, working within the framework of the Grand Challenges may helpstudents envision which engineering fields

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica A. Kuczenski, Santa Clara University; Laura Doyle, Santa Clara University

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Diversity

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First-Year Programs

students creating the normsthemselves follows research by DiClementi & Handelsman [1] that classroom civility increaseswhen students are involved in the creation of the norms. Discussions during class resulted inrefined rules, norms or actions presented to the class and recorded on a physical or virtual whiteboard and submitted to the class or Learning Management System (LMS).The CourseOur Introduction to Engineering course has 2 parts, a lecture (1 unit) and a lab (1 unit). Theseparts are divorced, meaning that the content presented in one does not follow or rely on the other.Students may opt to take both the lab and lecture in a single quarter, or to take one or the other, inany order. Students who are enrolled in both simultaneously will

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aamir Fidai, Texas A&M University; Samiha Momin; Asma Salim Maredia, Texas A&M University; Insha Ashirali Umatiya

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First-Year Programs

engineeringstudents. First-year engineering courses serve as an introduction for students to the concepts,ethics, and the eco-system of the field of engineering. These courses also help budding engineerssolidify their engineering identities. Recent years have seen a greater call for developingengineers who are able to diverse and ambiguous real-world problems [1]. This call for reformcomes from the industry as well as the call from the Accreditation Board for engineering andTechnology (ABET) [2]. Engineering students often go on to becoming committed professionalsbut also leaders in their communities. Therefore, it is extremely important to develop studentengineers who are able to work collaboratively in interdisciplinary teams [3]; take on short- andlong

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Steven J. Skerlos, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Abby M. Chapin, University of Michigan; Frank J. Marsik, University of Michigan

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First-Year Programs

number of meteorology courses within the Department of Climate andSpace Sciences and Engineering and is the Director for an NSF-funded Research Experience for Under-graduates site program. American c Society for Engineering Education, 2021Work in Progress: Engineering as a Social Discipline: Shaping First YearStudents’ UnderstandingIntroduction & BackgroundStudents enter the engineering discipline with perceptions that engineering is an applied fieldinvolving problem solving and teamwork, but have often not considered engineering as acomplex discipline that requires both technical knowledge and contextual understanding ofsocial and societal factors [1]. To be successful, engineering

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; M. Kevin Parfitt, Pennsylvania State University; Sez Atamturktur Ph.D., Pennsylvania State University; Moses Ling P.E., Pennsylvania State University

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First-Year Programs

c Society for Engineering Education, 2021 Work in Progress: Enhancing Freshman Seminars with Themes: An Architectural Engineering ApproachAbstract This article presents the development, implementation, and early results of arevitalization effort for engineering first-year seminar (FYS) classes offered by the ArchitecturalEngineering (AE) Department at The Pennsylvania State University. At our university, based ona faculty senate resolution, all students must take a 1-credit FYS in their first year. FYS coursesat Penn State are intended to help students develop good study habits; introduce students to PennState and their intended major of study; and help them develop relationships with faculty andother

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Briceland McLaughlin, Boise State University; Nick Hudyma, Boise State University; Robert Hamilton P.E., Boise State University; Bhaskar Chittoori P.E., Boise State University; Mojtaba Sadegh, Boise State University; Sondra M Miller P.E., Boise State University

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First-Year Programs

graduatewithin 6 years of starting their program [1]. Despite rising numbers of bachelor’s degrees beingawarded nationally [2], [3], many colleges and universities are seeing lower total enrollments,especially institutions that serve non-traditional student populations.The civil engineering program at Boise State University, a mid-size institution without a STEM-based, common-core curriculum has seen a significant number of students leave the programover the last five years. A large majority of students who have left the program switched to non-engineering majors. This attrition has usually been seen within the first two to four semesters ofcoursework and affects traditional and non-traditional students alike. Students who left the civilengineering

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica B. Setien, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Matthew B. A. McCullough, North Carolina Agricultural and Technical State University; Stephen B. Knisley, North Carolina Agricultural and Technical State University

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Diversity

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First-Year Programs

the Department of Chemical, Biological and Bioengineering at North Carolina Agricultural and Technical State University. American c Society for Engineering Education, 2021Work in Progress: Impact of COVID-19 Pandemic on the Learning Methods, Personal Decisions, and University Experiences of First-Year Engineering StudentsAuthors: Monica B. Setien, Tobin Walton, Matthew McCullough, Stephen KnisleyIntroduction The rapid outbreak of COVID-19 as a highly contagious respiratory disease has impactedthe way every person lives day to day [1]. Specifically, this pandemic has caused educationalinstitutions all around the world to take immediate

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Belue Buckley, University of Louisville; Brian Scott Robinson, University of Louisville; Tom Tretter, University of Louisville; Alexandria Hammond, University of Louisville; Angela Thompson P.E., University of Louisville; James E. Lewis, University of Louisville

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Diversity

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First-Year Programs

via an NSF RAPID award createdby the IUSE program in the Division of Undergraduate Education (Education and HumanResources Directorate), using funds from the Coronavirus Aid, Relief, and Economic Security(CARES) Act.1. IntroductionIn response to COVID-19, institutions have required students to pursue online, hybrid (withdesignated times to attend in-person and online), hyflex (with flexibility to attend in-personand/or online) and other remote course formats to contribute to student and societal health andsafety. At the same time, such shifts in course formats raise potential concerns for students’learning and experiences in class, especially students’ sense of belonging, or sense of “perceivedsocial support on campus” and “connectedness” [1

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Goli Nossoni, University of New Haven

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First-Year Programs

, learning preference and their performance in different disciplines [1-8]. All ofthese studies are aimed at helping faculty be more effective in the classroom and improve studentlearning in technical courses. Some of the findings from these studies are summarized here.Characteristics of Gen Z StudentsToday’s Gen Z students are different from millennials in the following ways [9-12]: • Gen Z students generally have a shorter attention span than millennials. Typically, they pay attention to only 8 seconds of exposure to a video or to other learning materials before deciding whether to continue. Approximately 11% of Gen Z students have been diagnosed with ADHD. 1 • As

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deana R. Delp Ph.D., Arizona State University

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Diversity

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First-Year Programs

footnote:  broke down the syllabus into three parts and discussed the parts of the syllabus overthree different classes,  had a fourth handout with all the assignment due dates and lecture topics that wasdelivered on the day the first assignment was posted,  used the same format for all assignments including specific submission instructions,  made lecture slides available at least 24 hours before class,1  directed group work with specific instructions for the class period,1 and  made project assignments more concise with specific due dates for intermediate tasks,in lieu of a single final due date for the project report and demonstration.Due to the success of these modifications, they were continued into the fall 2018

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Alley, Pennsylvania State University; Kaitlyn Pigeon, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

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First-Year Programs

severalcourses on general writing. Although valuable, these courses by themselves are not enoughpreparation for the challenges that students face when called upon to write as an engineer.Engineering writing is significantly different from general writing. For one thing, the content ofengineering documents is, on the whole, both more specific and more complex than the contentof essays in general writing courses [1]. Second, not only do the types of audiences vary more inengineering, but so do the levels of knowledge that the audiences have about the content. Yet athird difference is that the expected level of precision in engineering writing is higher than theexpected precision in general writing [2, 3]. Still a fourth difference concerns the

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

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Diversity

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First-Year Programs

: ● begin to feel a sense of belonging, that they matter, and are a connected part of the Clark School community; ● feel a sense of psychological and physical safety within the Clark School and campus community; ● have an understanding of campus and Clark School values related to leadership and diversity; ● have an understanding of a Strengths-based leadership philosophy; ● develop an awareness of the importance of diversity and inclusion in the engineering design process; and ● begin to develop leadership skills for facilitating a respectful, safe, and inclusive team environment.Table 1. Half-day ClarkLEAD onboarding schedule 12:30-12:45 PM Welcome by Dean; overview of Clark School and commitment to diversity

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hossein EbrahimNejad, Purdue University at West Lafayette; David Ray Waller, Purdue University at West Lafayette; Matthew W. Ohland, Purdue University at West Lafayette; Hayaam Osman, Purdue University at West Lafayette

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First-Year Programs

effect of takingAP credits on GPA computed at the end of the first year. To reduce the bias, propensity scoremethods were used to analyze the data. A doubly robust approach was used to estimate the averageeffect. The findings show that students who come into engineering with AP credits have a first-year college GPA that is 0.222 higher, on average, than those who do not come into engineeringwith AP credits.BackgroundIn 1952 the Advanced Placement Program, also known as AP, was initiated by the College Board.The goal has been to offer high school students with college level courses to close the gap betweenhigh school and college[1]. These courses are offered in a majority of high schools across thenation, however, not all of these schools offer

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peter L.L. Walls, Dunwoody College of Technology; Jonathan Aurand P.E., Dunwoody College of Technology

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First-Year Programs

goalsThe Introduction to Engineering course at Dunwoody College of Technology is required for firstsemester Electrical, Mechanical, and Software engineering students. The intent of the course is toexpose students to real engineering work with the expectation that students will determinewhether engineering is right for them and which discipline is the right fit for them to pursue. Oneof the ways the course explores these questions is through an interdisciplinary, semester longdesign project. Specifically, in fall 2020 (when we had 30 students across three course sections),we developed and administered a balance design project. The benefits of these types of projectshave been well documented in the literature [1, 2, 3, 4, 5]. One of the authors

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lea Wittie, Bucknell University; James Bennett, Cornell University; Carly Merrill, Bucknell University ; Jove Graham, Geisinger; Troy Schwab, Bucknell University

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Diversity

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First-Year Programs

peer evaluations is often employed. These peer evaluations can beutilized by instructors to gain a greater understanding of the dynamic of a team, and sometimesinfluence the grading of students in the class 1 . It is noted across literature that the method of peerevaluations is met with both praise and adversity from both educators and students, as it givesstudents the opportunity to share opinions on the dedication of fellow team members, but alsopresents opportunities for unfair assessments 2? ,3,4,5 . It is undeniable that peer evaluations aresusceptible to biases. Specially, there are both implicit and explicit biases, both of which mayresult in assessing peers in a partial manner, deviant of the actual team dynamic or work done byeach

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Jeffrey L. Newcomer, Western Washington University

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Diversity

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First-Year Programs

SessionsTraditional freshman orientation sessions are designed to facilitate student transitions to collegeby providing information about student resources, college and department services, institutionalpolicies, advising, course selection, technology, and an introduction to physical facilities such asmakerspaces and labs. Studies suggest that well-designed freshman orientations can have apositive impact on students including improved student retention, persistence and academicsuccess [1] – [8]. In addition, orientation programs have been shown to lead to strong personalconnections between students and facilitate their overall social development [1] [6] [9] [10].More specifically, Gentry et al (2006) found that students who participate in orientation

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Sangster P.E., Northeastern University

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Diversity

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First-Year Programs

ReviewThere are a handful of book resources that played a significant role in the development of thetalking points document as a pedagogical tool. These influencers are explicitly pulled out aslonger-form literature review, provided in the order in which the author first encountered thematerial. The various readings build on each other, each modifying the pedagogical world-viewslightly to support the use of a tool such as Talking Points to meet the needs of students in theclass. At the end of the literature review, a brief section is provided on related articles in the areaof optional work, both from the student and instructor perspectives.Learner-Centered Teaching: Five Key Changes to Practice [1]Weimer’s book on learner-centered teaching proposes

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

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Diversity

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First-Year Programs

(withdraws). To improve academic success, traditional SI programs provide voluntary, non-remedialweekly group sessions led by previously successful students known as SI Leaders, who aretrained to design and facilitate collaborative activities that combine application of difficultcontent and transferable study effectiveness skills, with opportunities for practice that requiresactive engagement of student attendees. The SI model was built upon theories including themediation of learning by social constructivism and interdependence [1, 2] so while developmentof content knowledge and study skills are intentional in sessions, there are often incidentalbenefits, such as developing interpersonal skills, teamwork and a sense of community andbelonging

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Morin, Ohio State University; Krista M. Kecskemety, Ohio State University

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Diversity

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First-Year Programs

-based practice paper examines the impact of a classroom activity toteach programming to first-year engineering students. Programming and logic are vitalcomponents of an engineering education. While some may assume programming is onlyimportant in computer science, many engineering disciplines use computer software, whichrequires programming and logic. This is why it is common to teach introductory programmingand computation to all engineering disciplines [1]. However, students often struggle to learnprogramming and come into the first year of engineering with a wide range of priorprogramming experience[2], [3]. The differences can be due to access of computer sciencecourses at the high school level [4], the level of instruction in these courses

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Riya Aggarwal, Franklin W. Olin College of Engineering; Caitlin Anna Coffey, Franklin W. Olin College of Engineering; Arwen Sadler, Franklin W. Olin College of Engineering; Stephanos Matsumoto, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Paul Ruvolo, Franklin W. Olin College of Engineering; C. Jason Woodard, Franklin W. Olin College of Engineering

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First-Year Programs

widely-used technology. He has several projects that aim to improve the security of the Web public-key infrastructure (PKI) by building on existing technology, and he is currently studying and improving the economic incentives underlying cryptocurrency. He is also interested in computer science education, particularly in the field of security, and focuses on designing courses that build students’ (1) competence in technical fields, (2) confidence to tackle important and interesting problems, and (3) context in non-STEM fields. Before coming to Olin, Steve was a postdoctoral researcher in the Cybercrime group in the Institute for Software Research at Carnegie Mellon University, supervised by Nicolas Christin. He earned