Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

specialist at the Integrated Teaching and Learning Program (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 coun- seling psychology, both from the University of Tennessee. Dr. Knight’s research interests are in the areas of retention, program evaluation and teamwork practices in engineering education. His current duties in- clude assessment, evaluation and research for the ITL Program’s and BOLD Center’s hands-on initiatives.Dr. Jacquelyn F. Sullivan, University of Colorado, Boulder

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

Paper ID #17246Using Concept Maps as a Tool for Assessment and Continuous Improvementof a First-Year CourseDr. Elise Barrella, James Madison University Dr. Elise Barrella is an Assistant Professor of Engineering at James Madison University, who focuses teaching, scholarship, service, and student mentoring on transportation systems, sustainability, and engi- neering design. Dr. Barrella completed her Ph.D. in Civil Engineering at Georgia Tech where she con- ducted research in transportation and sustainability as part of the Infrastructure Research Group (IRG). Dr. Barrella has investigated best practices in engineering

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine M. Ehlert, Clemson University; Maya Rucks, Clemson University; Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

First-Year Programs

included in the “In Engineering” category as this indicated that they were stillpursuing an engineering degree but had not officially declared an engineering major in the Fallof 2018.As a note, intercepts for logistic regressions will be reported but will not be discussed. For eachlogistic regression, the intercept does not provide conceptually relevant material. In traditionalregressions, the intercept would be the average y-value when x is equal to zero which may haveconceptual value. This is not true for our case; however, it is best practice to report all regressionvalues.ResultsMajor Confidence and Retention in MajorWe began by first visually examining the distribution of confidence in major choice for studentswho enrolled in their initial

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

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Diversity

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First-Year Programs

, S. P. (1991). The benefits of summer bridge programs for underrepresented and low income transfer students. Community/Junior college quarterly of research and practice, 15(2), 211-224.Cabrera, N. L., Miner, D. D., & Milem, J. F. (2013). Can a summer bridge program impact first-year persistence and performance?: A case study of the New Start Summer Program. Research in Higher Education, 54(5), 481-498.Garcia, P. (1991). Summer bridge: Improving retention rates for underprepared students. Journal of the First-Year Experience & Students in Transition, 3(2), 91-105.Gleason, J., Boykin, K., Johnson, P., Bowen, L., Whitaker, K. W., Micu, C., ... & Slappey, C. (2010). Integrated Engineering Math

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Susan F. Freeman, Northeastern University; Jennifer Ocif Love, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University

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Diversity

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First-Year Programs

development.The Cornerstone courses are currently offered in 5 sections of the 8 credit hour course (FullCornerstone) and 20 sections of the 2 separate 4 credit hour course (Split Cornerstone). Eachsection is populated with approximately 30 first-year students from a total first-year class sizeexceeding 700 students. Following the design process taught in the course, there has beencontinual reevaluation and redesign of the course over the past two years. This redesign has beenthose iterative steps of identifying new problems with the delivery and implementation, doingmore research, finding many creative options for improvement, working as a team to pilot andevaluate each, and repeating the process. The data used to drive this redesign has come from

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Mark Tufenkjian, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Eva Schiorring, Research and Planning Group for California Community Colleges

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Diversity

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First-Year Programs

-based interventions. In the United States, less than 40%of incoming engineering freshman will actually complete an engineering degree. At Cal StateLA, where more than 65% are from underrepresented groups and the vast majority is first-generation college students, the retention and graduation rates are lower than the nationalaverage. For many years, faculty and staff at the College of Engineering, Computer Science, andTechnology (ECST), Cal State LA, have implemented a number of evidence-based practices inthe summer and first-year to help students transition into college and succeed in their engineeringprogram. However, integration and systemization of these interventions have proven to bechallenging. The summer bridge program (STEP) was

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adetoun Oludara Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs, Mathematics

Paper ID #21999Developing a Coding Rubric for Students’ Spatial Visualization StrategiesMrs. Adetoun Oludara Yeaman, Virginia Polytechnic Institute and State University Adetoun Yeaman is a second year PhD student in Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). She received here MS in Mechanical and Nuclear Engineering and her BS in Biomedical Engineering both from Virginia Commonwealth University. She is currently a Graduate Research Assistant. In her first year, she taught two semesters of a freshman engineering course series, Foundations of Engineering. Her research

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska, Anchorage; Matthew E. Calhoun, University of Alaska, Anchorage

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Diversity

Tagged Divisions

First-Year Programs

issues with engineering identity. Therefore, the professors should also look into other areasto improve retention such as mentoring and tutoring [2], [3].Bibliography[1] M. Matthews, “Keeping students in engineering: A research-to-practice brief.” American Society for Engineering Education, Washington, DC, pp. 1–7, 2016.[2] B. L. Yoder, “Going the distance: Best practices and strategies for retaining engineering, engineering technology and computing students,” Washington, DC, 2012.[3] M. Atwater, “Why students leave engineering,” Engineering.com, Mississauga, Ontario, Jul-2013.[4] M. Yatchmeneff and M. Calhoun, “Exploring engineering identity in a common introduction to engineering course to improve retention,” in

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Arizona State University

Tagged Divisions

First-Year Programs

AC 2008-654: TINKERING INTERACTIONS ON FRESHMAN ENGINEERINGDESIGN TEAMSArlisa Labrie Richardson, Arizona State University Arlisa Labrie Richardson graduated from Grambling State University with a BS in Physics. After ten years of engineering experience in the semiconductor industry, she returned to graduate school to earn a MS in Engineering of Materials from Arizona State University. In May 2008 she completed her PhD in Curriculum and Instruction with an emphasis in Science Education at Arizona State University. Her research interest includes freshman engineering and retention efforts for female engineering students. In her current position as the Coordinator of Instructional

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 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

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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

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Doug Bullock, Boise State University; Seung Youn Chyung, Boise State University

Tagged Divisions

First-Year Programs

University. His research interests are in low dimensional topology, representation theory, quantum topology, and STEM education at the post-secondary level.Dr. Seung Youn Chyung, Boise State University Seung Youn (Yonnie) Chyung is a professor in the Department of Instructional and Performance Tech- nology in the College of Engineering at Boise State University. She received her doctorate of education degree in instructional technology from Texas Tech University and teaches graduate-level courses on evaluation methodology. Page 25.267.1 c American Society for Engineering Education, 2012

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Richard Cassady, University of Arkansas; Gigi Secuban, University of Arkansas

Tagged Divisions

First-Year Programs

Engineering Center in the College of Engineering at the University of Arkansas. In this role, she is administratively responsible for the management of a 5,500 square foot center as well as directing the college’s orientation program, tutoring resources for first-year students, chair of the undergraduate research symposium and coordinator for sophomore retention initiatives. Gigi previously served as the first female and first Asian American Director of the Multicultural Center at the University of Arkansas. In addition to her campus experience, Gigi has held multiple positions on the regional and national level for NASPA (National Association of Student Personnel Administrators). Gigi’s past

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Benjamin Mertz, University of Notre Dame

Tagged Divisions

First-Year Programs

things” and Chemical Engineeringstudents indicating “practical or broad” as motivating factors for studying engineering.Introduction:Several notable National reports have called attention to concerns for STEM education,specifically decreasing student interest at a time when there is increased demand for well trainedscientists and engineers needed to maintain competitiveness in a global market2,5,10. This has Page 22.52.2prompted many research studies from engineering educators to consider what are studentmotivations are for pursing engineering degrees.A survey of Dean’s from various engineering programs was conducted and reported theircollective

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Brett P. Conner, Youngstown State University; Andrew Scott Morgan

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Diversity

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First-Year Programs

development and implementation of courses that utilizelow-cost, entry level 3D printers for K-12, undergraduate, graduate, and distance educationstudents has the potential for significant impact [26]. With only a few prior educational studieson the use of low-cost, entry level 3D printers in design project experiences, the current studysought to assess student perceptions in a First-Year Engineering Cornerstone design coursewhich address the following research questions.Research Questions 1. Is the use of 3D printing technologies in a First-Year Engineering design project interesting to students? (male / female and honors / non-honors) 2. Is the use of 3D printing in a First-Year Engineering design project deemed relevant from a

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Christine C Murphy, Clemson University Academic Success Center

Tagged Divisions

First-Year Programs

Society for Engineering Education, 2013 Helping Students find the Right Track: A Partnership for Student SuccessClemson University combines the benefits of a major, land-grant, science- and engineering-oriented research university with a strong commitment to quality teaching and individual studentsuccess. Clemson is a student-centered community characterized by high academic standards,inclusiveness, collaboration and a drive to excel1.The General Engineering (GE) Program at Clemson University is designed to introduce studentsto the various engineering disciplines from both an academic and professional prospective. Allengineering students at Clemson begin their academic journey as a general engineering

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Rebecca Damron, Oklahoma State University

Tagged Divisions

First-Year Programs

AC 2007-1744: ARE FRESHMAN ENGINEERING STUDENTS ABLE TO THINKAND WRITE CRITICALLY?Karen High, Oklahoma State University KAREN HIGH earned her B.S. from the University of Michigan in 1985 and her M.S. in 1988 and Ph.D. in 1991 from the Pennsylvania State University. Dr. High is an Associate Professor in the School of Chemical Engineering at Oklahoma State University where she has been since 1991. Her main research interests are Sustainable Process Design, Industrial Catalysis, and Multicriteria Decision Making. Other scholarly activities include enhancing creativity in engineering practice and teaching science to education professionals. Dr. High is a trainer for Project Lead the Way pre

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University; Aparajita Jaiswal, Purdue University; Shawn Farrington, Purdue University

Tagged Divisions

First-Year Programs

College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the secondary level. Nathan was a former middle and high school technology educator in Montana prior to pursuing a doctoral degree. He was a National Center for Engineering and Technology Education (NCETE) Fellow at Utah State University while pursuing a Ph.D. in Curriculum and Instruction. After graduation he completed a one year appointment

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer S Mullin, UC Davis

Tagged Divisions

First-Year Programs

through maker activities [9], [10], [11], [12], [13], [14], [15], [16]. 2Jordan and Lande’s [17] research highlights the common technical problem-solving practicesbetween adult makers and working engineers. Given the learner-centered creative technicalproblem-solving fundamentals, they make a compelling case for making activities inundergraduate engineering education. Preliminary studies of making in undergraduateengineering education are promising as these activities may appeal to a broader diversity ofstudents [18] [19].Physical Computing Design Solutions for FarmersMain objectives of the open-ended team-based Physical Computing Design

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Amena Shermadou, Ohio State University; Amy Rachel Betz, Kansas State University

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Diversity

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First-Year Programs

diverse individuals and more in alignment with current research on decision-making. With a focus on qualitative research methods, she is working to better understand the ways in which undergraduate engineering students experience design and ill-structured problem solving. Her interests also include neuroscience, growth mindset, engineering ethics, and race and gender in engineering. In general, Dr. Dringenberg is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve engineering education.Amena Shermadou, Ohio State University Amena Shermadou is an Engineering Education graduate student at The Ohio State University. She received her Bachelors and Masters in Biomedical

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Richard Newman, Arizona State University

Tagged Divisions

First-Year Programs

2006-1878: USING SYSTEMS DESIGN TO CONSTRUCT A NEW FRESHMANCOURSEJohn Robertson, Arizona State University John Robertson is a professor in the College of Science and Technology at the ASU Polytechnic in Mesa, Arizona. His research interests are in process control and data management for integrated circuit production, especially novel non-volatile memories. From 1994 to 2001, he was a Director in Motorola’s Semiconductor Products Sector and before that, he held the Lothian Chair of Microelectronics at Edinburgh University, UK.Richard Newman, Arizona State University Richard Newman is Director of Training for the Microelectronics Teaching Factory at the ASU Polytechnic campus. He has

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

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

actions of the facilitators have been studied, little research has examinedhow students experience the facilitator and how the facilitator’s enactment of his or her rolecontributes to student motivation. The time-intensive nature of facilitation makes it even morecritical to understand its impact on student motivation. Therefore, we have designed a study thatexamines the intersection of PBL and student motivation, giving particular attention to the roleof the facilitator.MUSIC Model of Academic MotivationThis research project is grounded in the MUSIC Model of Academic Motivation conceptualizedby Jones to provide a practical resource for educators who want to increase students’motivation18 (see www.MotivatingStudents.info for more information and

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

Migration in Engineering Programs." Journal of Engineering Education, 2008: 259-278.11. Evensky, Jerry, Wayne Grove, Yue Hu, and Timothy Wasserman. "Closing the Loop: Enhancing Collegiate Performance by Empowering Self-Assessment." American Economic Association Annual Conference. 2008. 647. Page 26.92.1012. ASEE. Going the Distance: Best Practices and Strategies for Retaining Engineering, Engineering Technology and Computing Students. American Society for Engineering Education, 2012.13. Cabrera, Nolan L.,l Danielle D. Miner, and Jeffrey F. Milem. “Can a Summer Bridge Program Impact First- Year Persistence and Performance

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Laura Girardeau, Washington State University; Jennifer Beller, Washington State University; Greg Crouch, Washington State University

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First-Year Programs

2006-1278: USING REFLECTIVE ESSAYS AS PART OF A MIXED METHODAPPROACH FOR EVALUATING A FRESHMAN LIVING-LEARNINGCOMMUNITY FOR ENGINEERING AND SCIENCE STUDENTSJennifer Light, University of Washington Jennifer Light is a 2005 Ph.D. graduate in Engineering Education from Washington State University and was recently awarded a National Academy of Engineering post doctoral appointment with the University of Washington Center for Engineering Education. She is the author of several publications on engineering learning communities and assessment.Laura Girardeau, Washington State University Laura Girardeau, M.S., is a Learning Designer at Washington State University’s Center for Teaching, Learning, and

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Robin Fowler, University of Michigan; Elizabeth S. Hildinger, University of Michigan

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First-Year Programs

total artificialImplants hearts. In this section, we will examine various engineering aspects of these implant systems with particular focus on mechanics and materials. Topics will also cover a broad spectrum of integrated engineering disciplines including biomedical engineering (biocompatibility and implant fixation), corrosion, design, mathematics and statistics. This research-oriented section should be particularly well suited for students interested in materials science and engineering, mechanical engineering, and biomedical engineering.Engineers In this section of Engineering 100, we explore the responsible practice of engineering

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Louisiana Tech University; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton, Rose-Hulman Institute of Technology

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First-Year Programs

at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by more than $12.4 million from the National Science Foundation and the Sloan Foundation and his team received the William Elgin Wickenden Award for the Best Paper in the Journal of Engineering Education in 2008 and 2011. Ohland is Past Chair of ASEE’s Educational Research and Methods division and a member of the Board of Governors of the IEEE Education Society. He was the 2002-2006 President of Tau Beta Pi.Dr. Richard A. Layton

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William Travis Horton, Purdue University

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First-Year Programs

Environments and Experiences) Research Group. Her research focuses on the development of engineering thinking skills (primarily operationalized as design thinking and mathematical thinking) amongst students as young as 4-years-old, college students, as well as practicing professionals.Dr. William Travis Horton, Purdue University Page 24.782.1 c American Society for Engineering Education, 2014 Integration of a First-Year Learning Community with a Vertically-Integrated Design ProgramIntroductionGetting students to experience the excitement of engineering has been a

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

-relianceand critical thinking skills of the participants. The authors also believe that this enhancement ofknowledge and skills will be a necessary component for all future bridge camps developed byND EPSCoR. ND EPSCoR is planning to conduct four bridge camps during the summer of 2020and will continue to refine the camp and track participants throughout their academic careers. Insubsequent research, in an effort to determine the overall impact of these camps, ND EPSCoRwill compare the college matriculation rates of the bridge camp participants to the collegematriculation rates of all AI high school graduates in ND.AcknowledgmentsThe development and implementation of the ND EPSCoR NATURE bridge camp was madepossible through funding provided by NSF

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen Roberts, University of Florida; Fazil T. Najafi, University of Florida; Curtis R. Taylor, University of Florida

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Diversity

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First-Year Programs

student transition support [8], [9].This paper examines the various impediments that contribute towards first-year student attritionfrom the engineering major. Further, it provides a case study of a summer bridge program calledthe Successful Transition and Enhanced Preparation for Undergraduates Program (STEPUP)created specifically to address the above challenges. The paper will propose STEPUP as ageneralized program model and best practice to be utilized by colleges and universities to promotethe success of first-year engineering students in general, and USP, in particular. 3 Figure 3. Framework for admission and retention of USP at public universities.Overview of the STEPUP ProgramHistoryIn