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

Paper ID #33853WIP: Enhancing Freshman Seminars With Themes: An ArchitecturalEngineering ApproachDr. Ryan Solnosky P.E., Pennsylvania State University Ryan Solnosky is an Associate Teaching Professor in the Department of Architectural Engineering at The Pennsylvania State University at University Park. Dr. Solnosky has taught courses for Architec- tural Engineering, Civil Engineering, and Pre-Major Freshman in Engineering. He received his integrated Bachelor of Architectural Engineering/Master of Architectural Engineering (BAE/MAE), and PhD. de- grees in architectural engineering from The Pennsylvania State University. Dr

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Darryl Morrell, Arizona State University

Tagged Divisions

First-Year Programs

vectors, and then matrices. An initiative tointroduce MATLAB to students in the Mechanical and Aerospace Engineering Department (MAE)at University of Florida was undertaken, and the effectiveness of several different formats for andtiming in the curriculum was evaluated.4 It was discovered that “low risk” courses (e.g. a coursethat is not perceived as a “weed-out” course) that relate directly to students’ other coursework arebetter received by students.The course that we have developed differs from previous MATLAB courses found in the literaturein several ways. First, it is a one credit-hour course rather than all or part of a three credit-hourcourse and thus covers significantly less content than courses found in the literature. Secondly,it is

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard White, George Mason University; Eileen Patricia Mazzone, George Mason University; Vicki L. Dominick, George Mason University

Tagged Divisions

First-Year Programs

hands-on activities, and (7) encouragestudent reflection." With these criteria in mind, we created our curriculum to include thefollowing activities: College Activity Purpose/Description Readiness Skill Area Cognitive Strategies – Critical Thinking In an effort to expose students to the A student’s ability to idea of thinking at a higher level, we develop and apply posed open-ended questions similar to higher level thinking those they may encounter in a college skills such as curiosity, class. In order to respond effectively, analysis, and synthesis

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

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First-Year Programs

Paper ID #32320The Use of Virtual Design Modules in an Introduction to EngineeringCourse: Impact on Learning Outcomes and Engineering IdentityDr. Shannon Barker, University of Virginia Dr. Shannon Barker completed her PhD at the University of Alabama at Birmingham, and completed two post-doctoral fellowships at the University of Washington and Ecole Polytechnique Federale de Lau- sanne, specializing in gene delivery. Shannon has been in graduate higher education leadership for seven years both at the Georgia Institute of Technology and the University of Virginia, and is currently the Undergraduate Program Director for the

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

communication, engineering problem solving, teamwork, global/societal impacts andethics. These questions also address the students’ level of engagement with the material and theirmotivation. Students’ responses to both sets of questions provides an insight into their learning.To determine if the integration of a service-learning curriculum into Engineering 100 affectedthe student’s learning in the course, a detailed statistical analysis of the teaching evaluationresponses was performed. These analyses included a Stepwise Regression analysis, MultipleRegression analysis, Correlation analysis, and a Multifactor ANOVA test performed on theteaching evaluations for four successive semesters of ENG 100 taught by the same instructor; thefirst three without

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

Colorado Denver, and curriculum lead at Inworks, an interdisciplinary innovation lab. Her research focuses on transformative experiences in engineering education. She is currently division chair of the Technological and Engineering Literacy - Philosophy of Engineering Division (TELPhE). American c Society for Engineering Education, 2021 Comparing Student Outcomes from Four Iterations of an Engineering Learning CommunityAbstractThis Complete Evidence-based Practice paper evaluates the impact of learning communities onthe academic success of first-year engineering students. The Engineering Learning Community(ELC) at a large urban university is

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Complement an Integrated Curriculum,” in Proceedings of the 2002 International Conference on Engineering Education, Manchester, UK. August 2002, 2002.[13] Richardson, J.; Dantzler, J., "Effect of a freshman engineering program on retention and academic performance," in Frontiers in Education, 2002.[14] C. Pomalaza-Ráez and B. H. Groff, “Retention 101: Where robots go… students follow,” Journal of Engineering Education, vol. 92, no. 1, pp. 85–90, 2003.[15] A. Saterbak, M. Embree and M. Oden, "Client-based projects in freshman design," in American Society of Engineering Education Conference Proceedings, San Antonio, 2012.[16] IBM Corp. Released 2015. IBM SPSS Statistics for Windows, Version 23.0. Armonk, NY: IBM

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

William Howard, East Carolina University; Joseph Musto, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

programs have freshman-level courses that are designed to introduce studentsto the engineering profession, teach problem-solving and design skills, and motivate the students.Engineering graphics is a subject that is also usually taught at the freshman level, sometimesintegrated with the introduction to engineering course, other times as a stand-alone course. Solidmodeling software has become widely used in education over the past decade, primarily inexisting engineering graphics courses. Because solid modeling is an integral part of the productdesign cycle, it can be used as a gateway to explore engineering design and to relate courseworkto real world applications. The use of solid modeling software at the freshman level also has thepotential for

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

essential for sustaining successfulinterdisciplinary groups: 1) leadership and management, 2) effective communication, 3) personalrewards, training, and development, 4) appropriate resources and procedures, 5) appropriate skillmix, 6) positive and enabling environment, 7) individual characteristics, 8) clarity of a sharedvision, 9) quality and outcomes, and 10) respecting and understanding roles. An interdisciplinarygroup lacking in any of these ten characteristics is often what causes many higher educationinterdisciplinary collaborations to fail [3].Sustaining a longitudinal interdisciplinary research group. While the term interdisciplinarygenerally refers to the process of integrating two or more disciplines, it can also describe theissues that

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

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First-Year Programs

- orating with other faculty members in the classroom and is invested in research, classes and assignments that provide overlap and continuity within the engineering curriculum and engineering pipeline. Nick is also a mentor for the REU program at Olin which studies the educational experiences of undergraduate engineers.Ms. Lauren Van Beek, University of St. Thomas Lauren Van Beek is an undergraduate studying Mechanical Engineering at the University of St. Thomas.Laura Ann Lilienkamp, Smith College c American Society for Engineering Education, 2016 Student Identity Development through Self-Directed Learning in the First SemesterAbstractThis research paper investigates

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Robert Ricks, Southern Illinois University, Carbondale; Rhonda Kowalchuk, Southern Illinois University, Carbondale; John Nicklow, Southern Illinois University, Carbondale; Loen Graceson-Martin, Southern Illinois University, Carbondale; Lalit Gupta, Southern Illinois University, Carbondale; James Mathias, Southern Illinois University, Carbondale; Jale Tezcan, Southern Illinois University, Carbondale; Kathy Pericak-Spector, Southern Illinois University, Carbondale

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First-Year Programs

students’ persistence and success has received a great deal of attentionin the literature. According to the National Academy of Engineering (NAE)1, “Only 40-60percent of entering engineering students persist to an engineering degree, and women andminorities are at the low end of that range. These retention rates represent an unacceptablesystemic failure to support student learning in the field.” (p. 40).Noteworthy is that research has shown that predictors of retention change throughout the firsttwo years of an engineering program and predictors of graduation vary across universities.2Tinto’s3 Student Integration Theory posits that students enter university with varied backgroundcharacteristics and goal commitments which in turn influences their

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Aurand P.E., Dunwoody College of Technology; David Andrew Adolfson, Dunwoody College of Technology

Tagged Divisions

First-Year Programs

curriculum with theBuckingham Pi theorem, it is worthwhile to bring into the cornerstone class as a “check” toensure all expected quantities are accounted for. Other disciplines may not have the morerigorous Buckingham Pi coverage, so this may be the only time they encounter unit analysis.As engineering students understanding the why of calculus is often difficult as the mathematicalconcepts are taught by non-engineers who often enjoy math for its own sake and beauty.Engineering students on the other hand want to see how this tool helps them solve problems andapply engineering science to design. In our courses, we briefly spend time connecting numericalintegration to estimating areas. Numerical integration combined with dimensional analysis is

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Laurie Laird, Ohio Northern University; John-David Yoder, Ohio Northern University

Tagged Divisions

First-Year Programs

Laurie K. Laird is the Director of Corporate and Alumni Relations and Assistant Professor of Mechanical Engineering at ONU. She received a masters degree in Aerospace Engineering from the University of Cincinnati. At ONU, she teaches primarily freshman engineering courses. In addition to freshman programs, one of her areas of interest includes outreach to K-12 students. Prior to teaching, she served as a design engineer for GE Aviation.John-David Yoder, Ohio Northern University John-David Yoder is an Associate Professor of Mechanical Engineering at ONU, and serves as Chair. His Doctorate is from the University of Notre Dame. Research interests include education, controls, robotics, and

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University

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First-Year Programs

Paper ID #7390Use of Multimedia Case Studies in an Introductory Engineering Course atTwo Southeastern Universities: A Qualitative Evaluation StudyMs. Kimberly C. Huett, University of West Georgia Kim C. Huett is an instructor of technology integration at the University of West Georgia in Carrollton, Georgia. She holds an Ed.S. in Instructional Technology, an M.S. in Secondary Education, and B.A. degrees in English and Spanish from the University of Texas at Austin. Currently a doctoral student in School Improvement, Kim’s research interests include the design of distance learning environments, teacher education, and STEM

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

John C. Moosbrugger, Clarkson University; Jan DeWaters, Clarkson University; Melissa Carole Richards, Clarkson University; Elisabeth A. Chapman, Clarkson University

Tagged Divisions

First-Year Programs

engineering shape society and how society shapes science, technologyand engineering. The only prerequisite for the course was an introductory college-levelmathematics course. The course is not presently intended as a required course for engineeringmajors and it does not substitute for existing curricular content in any of the engineeringprograms. Instead, it attempts to address the KA outcomes of the common curriculum within anengineering context, providing for some engagement of first-year engineering students withengineering faculty while also meeting the Tech course needs of the non-engineering majors.The basic goals of this course were: 1. To provide an introductory exposure to the engineering professions. 2. To engage teams of first

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda Read-Daily, Elizabethtown College; Kurt M. DeGoede, Elizabethtown College; Stacey L. Zimmerman, Elizabethtown College

Tagged Divisions

First-Year Programs

withthe CSF framework would enhance our ability to mentor students to feel more confident abouttheir ability to contribute to their teams, value the talents of their teammates, and avoiddefaulting to stereotypical roles. For our Engineering students we work to instill anunderstanding of the CSF Strengths as natural talents. From this position of personal strength allstudents develop the required engineering skills, as defined through the lens of the ABET a-klearning outcomes. As each student possesses unique strengths, they will find a unique path tomastering the skills required for engineering practice. Figure 1: Strengths poster displayed in department commons.We were motivated to integrate Strengths into our Curriculum

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

First-Year Programs

Integrated, First-Year Curriculum in Science, Engineering and Mathematics at Rose-Hulman Institute of Technology, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He has authored or co-authored over 70 papers on engineering education in areas ranging from curricular change to faculty development. He is collaborating on NSF-supported projects for (i) renewal of the mechanics of materials course, (ii) improving preparation of students for Calculus I, (iii) systemic application of concept inventories. He is currently an ABET Program Evaluator and a Senior Associate Editor for the Journal on Engineering Education

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Lynnane George, U.S. Air Force Academy; Robert Brown, U.S. Air Force Academy

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First-Year Programs

will provide an overview of the Engineering 100 curriculum, the systems engineeringdesign process taught, and a description of the capstone boost glider project. Since this is nowthe seventh year the course has been offered, course development, feedback, and improvementsto the course will also be discussed. The detail in this paper is intended to provide enoughinformation for others to use a similar model for course development.IntroductionThe purpose of Engineering 100 is twofold. The primary purpose is to introduce first-yearstudents to the USAFA engineering disciplines in the context of the systems engineering designprocess. Students integrate these disciplines using a semester-long boost glider design project.They must use aeronautical

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

was 2.13, while the students whohad taken the robotic version of Engineering Problem Solving 2 scored 3.00 in Mechatronics.While the difference in the grades is noteworthy, the small number of data points made a class-by-class comparison inconclusive. This will require further study in subsequent semesters.ConclusionsIn order to better serve engineering students who respond to hands on learning, a robotic versionof a MATLAB programming course was developed through a pilot program. After being taughtunder the pilot for two years it was integrated into the regular curriculum. It was brought into thecourse offering as a variant of the regular version, and so uses the same syllabus and book as theregular version. Some modifications to the course

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #26333Intended and Unintended Consequences of Rapidly Expanding an Engineer-ing Mathematics Intervention for Incoming First-Year StudentsDr. Janet Y. Tsai, University of Colorado, Boulder Janet Y. Tsai is a researcher and instructor in the College of Engineering and Applied Science at the University of Colorado Boulder. Her research focuses on ways to encourage more students, especially women and those from nontraditional demographic groups, to pursue interests in the eld of engineering. Janet assists in recruitment and retention efforts locally, nationally, and internationally, hoping to broaden the image of

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ryan Fries, Southern Illinois University, Edwardsville; Ryan W. Krauss, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

semester, the researchers met at least every two weeks to share and recordobservations from the different sections and to discuss pedagogy, ensuring consistent instruction.These observations are integrated into the findings in the following section.Test performance data was measured on the final exam, based on student descriptions of thesesame two definitions. Again, Atlas software was used to compile the response and identify thecommonly-used words. Next, the researchers compared the trends in the use of common wordsfor each definition, respectively.Analysis and FindingsWhen asked, “What does an engineer do?” the findings suggest that the most significant changeswere increases in words such as product (+350%), problem (+315%), efficient (+300

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Colarado State University; Tammy Lynn Haut Donahue, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Divisions

First-Year Programs

persistence rate within the college is only ~45% and the sixyear graduation rate within the college is similar at ~43%. Many students do not remain withinthe college for even a full year, as the second fall persistence rate is only 70-75% [1]. These datashow a significant portion of enrolled first-year engineering students do not remain within theprogram long enough to be exposed to foundational engineering content, which starts in thesophomore year with engineering specific courses. A current goal of the college is to improvethese retention statistics.Additionally, many students do not develop the necessary software skills required to usecomputational tools such as MATLAB, which are integral to success in the curriculum. Studentswho do not develop

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rezvan Nazempour, University of Illinois at Chicago; Houshang Darabi, University of Illinois at Chicago; Renata A. Revelo, University of Illinois at Chicago; Peter C. Nelson, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Jeremiah T. Abiade, University of Illinois at Chicago

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Diversity

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First-Year Programs

design. c American Society for Engineering Education, 2020 Paper ID #31208Prof. Didem Ozevin P.E., University of Illinois at Chicago Dr. Ozevin is an associate professor of the Department of Civil and Materials Engineering. Dr. Ozevin received her Ph.D. from Lehigh University in 2005. She worked as a research scientist at Physical Acous- tics Corporation till 2010. Her research is integrating structural design and damage assessment methods, and real time process and damage detection.Prof. Jeremiah T Abiade, University of Illinois at Chicago Mechanical and Industrial Engineering Laboratory for Oxide

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Renée S DeGraaf M.A., Lansing Community College; Louise Paquette, Lansing Community College; Ruth Heckman, Lansing Community College; Neeraj Buch, Michigan State University; Thomas F. Wolff P.E., Michigan State University

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First-Year Programs

specific approaches to problem solving. Over the last decade, Dr. Sticklen has pursued engineering education research focused on early engineering with an emphasis on hybrid course design and problem-based learning; his current research is supported by NSF/DUE and NSF/CISE.Dr. Daina Briedis, Michigan State University Dr. Diana Briedis is a faculty member in the Department of Chemical Engineering and Materials Science at Michigan State University and Assistant Dean for Student Advancement and Program Assessment in the College of Engineering. Dr. Briedis has been involved in several areas of education research including student retention, curriculum redesign, and the use of technology in the classroom. She is a co-PI on

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keyanoush Sadeghipour, Temple University; David Brookstein, Temple University; Shawn Fagan, Temple University; Cory Budischak, Temple University

Tagged Divisions

First-Year Programs

project involving a “traffic study project”. As aresult, we are removing that project from the curriculum and have added replacement projects.We are sharing our findings to the entire college engineering faculty to further reinforce the needto include design thinking in all subsequent engineering courses.References 1. http://news.mit.edu/2012/emeritus-flowers-wallace-robots-0507 2. J. Bordogna, E. Fromm, and E. Ernst, “Engineering education: innovation through integration,” J. Eng. Ed., vol. 82, no. 1, pp. 3-8, January 1993. 3. ABET, “Criteria for accrediting programs in engineering in the United States for programs evaluated during the 1998-1999 accreditation cycle,” [1 November 1997]. Baltimore, MD: ABET Inc., pp. 47-49

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida

Tagged Divisions

First-Year Programs

Paper ID #31280Work in Progress: Professional Development Module in First-YearEngineering CourseDr. Olukemi Akintewe, University of South Florida Dr. Olukemi Akintewe is an instructional faculty in the Medical Engineering Department at the Univer- sity of South Florida. She received a B.E. degree in chemical engineering from City College of New York, CUNY, a M.Sc in materials science and engineering from the Ohio State University and a Ph.D. in chemical engineering from the University of South Florida. Dr. Akintewe’s research focuses on project- based learning in engineering education; engineering predictive assessment

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Thomas Wolff, Michigan State University; Wolfgang Bauer, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Nathaniel Ehrlich, Michigan State University; John Courtney, Michigan State University; Ruth Heckman, Lansing Community College; Denise Fleming, Michigan State University; Louise Paquette, Lansing Community College; Renee Mickelson, Lansing Community College; Mark Urban-Lurain; Clifford Weil, Michigan State University

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First-Year Programs

; Mathematics Teacher Imperative and team leader of The Leadership Collaborative. He is a member of the Steering Committee for MSU’s PROM/SE (Promoting Rigorous Outcomes in Mathematics and Science Education) NSF grant.Daina Briedis, Michigan State University Daina Briedis is an Associate Professor in the Department of Chemical Engineering and Materials Science at Michigan State University. Dr. Briedis has been involved in several areas of education research including student retention, curriculum redesign, and the use of technology in the classroom. She is a co-PI on two NSF grants in the areas of integration of computation in engineering curricula and in developing comprehensive strategies to

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University

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Diversity

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First-Year Programs

ranged from improvingstudy habits to learning technical skills that would not only help them successfully complete thepilot bridge camp, but also provide academic skills that would potentially help them to be moresuccessful in an undergraduate program. Participants also learned life skills to prepare them forprofessional careers. The learning experiences integrated math and technology into hands-onengineering and science projects over three months in 2-3 week intervals. After the completionof each face-to-face session, participants had the needed tools, skills, and information toaccomplish each related independent project. The independent projects engaged the participantsthroughout the summer, built skills and self-confidence in each successive

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is Chair of the IEEE Curriculum and Pedagogy Committee and an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.Dr. Monica E. Cardella, Purdue University, West Lafayette (College of Engineering) Monica E. Cardella is the Director of the INSPIRE

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tanya D Ennis, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

performance, teaching effectiveness and collaborative learning.Dr. Daniel Knight, University of Colorado, Boulder Daniel W. Knight is the engineering assessment specialist at the Integrated Teaching and Learning Pro- gram (ITLL) and the Broadening Opportunity through Leadership and Diversity (BOLD) Center in CU’s College of Engineering and Applied Science. He holds a B.A. in psychology from the Louisiana State University, and an M.S. degree in industrial/organizational psychology and a Ph.D. degree in counseling psychology, both from the University of Tennessee. Dr. Knight’s research interests are in the areas of re- tention, program evaluation and teamwork practices in engineering education. His current duties include