Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

William John Palm IV P.E., Roger Williams University; Charles R Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

post-secondary institutions, the study university has implemented several programs tohelp first-year students transition to college. Three such programs relevant to this study include: 1. First Year Seminars (FYS) – special sections of a three-credit core curriculum course. Compared to other sections of the core courses, FYS include only first-semester students, are limited to an enrollment of eighteen students per section, are taught by a full-time faculty member (instead of adjunct faculty), and include additional learning outcomes intended to develop academic habits of mind (i.e., reflection, explanation, etc.). 2. RWU Experience (RWUXP)41 – a non-credit course meeting one hour per week. Led jointly by a faculty

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky

Tagged Divisions

First-Year Programs

conversations reported by the faculty indicate that students begin sharing informationthey did not know would help them in their engineering careers. The third course in the sequence being more of a team design course, employs methodsfrom other design courses from FYE institutions in contact with our team (Adams, 2002; Atmanet al., 2007; Crismond & Adams, 2012; Turns et al., 2006). One engagement protocol that mixesbest practices from Adams’ work and is similar to the liberative ones employed by Riley is usedby one faculty member who requires all students to stand while discussing an element of designfrom the project, and the next speaker must amplify the previous student’s statement in terms ofhis own. Students in this scenario must engage

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

]. Although the need to re-build the curriculum was identified based ondeficiencies, the desire to produce graduates equipped to impact society, or change agents,became the vision” [2].This qualitative study shares multiple teaching assistant and instructor perspectives regarding theimpact of the wholesale curriculum redesign, detail components of the newly created curriculum,and concludes with an exploration of a framework for addressing and managing the need tomaintain an evolving curriculum going forward. Due to the many impacting factors over the pastthree years, such as layered deployment of student success courses and the challenges of thepandemic, limited time will be spent exploring the previous curriculum or performance metriccomparisons

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

experience engineering as an evolving, creative, and interdisciplinary career that impacts global society and daily life. 2. Provide students with the opportunity to develop process-driven problem solving skills that recognize multiple alternatives and apply critical thinking to identify an effective solution. 3. Provide students with the opportunity to integrate math & science in an engineering context. 4. Create motivated & passionate engineering students by challenging them with authentic engineering problems across multiple disciplines. 5. Instill in our students the professional, personal & academic behaviors and common competencies needed to move to the next stage of their

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Lauren Elise Gentry, LeTourneau University

Tagged Divisions

First-Year Programs

.  Maintains the role of academic advisor throughout the entire first year and will continue through the academic career of each FIG member in most cases (unless they change major).Peer Mentor  PMs (locally called peer advisors) are selected by the faculty mentors, FIG Director, and the Director of Student Achievement.  Each PM is compensated for about 5 hours/week for FIG work.  Attends the Success4Students seminar with the FIG members.  Meets with the FIG group once a week to facilitate accountability in the areas of class attendance, homework completion and time management.  Provides homework and study group assistance to FIG members at least once during the week.  Meets with the faculty mentor

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Kahoot overcame expectations when it came to individual reflection and peer-instruction. The fact that the quiz can be played through a cell phone increases students’engagement, since the use of new technological resources motivates students and shortenssome distances between faculty members and students. Also, using electronic devicesenriches the classroom experience due to the pluralization of the learning channels.Considering that Kahoot quizzes present a game format, the natural competition amongstudents makes the classroom a friendly and fun environment. This competitivenessenticement leads to more involvement, and Kahoot clearly motivated students to reflecton the concepts learned. Also, regarding peer-instruction, it was surprising to see

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

eligible (3.0 GPA) participate in a paidundergraduate research experience. Students are paired with one of the 135 committedCOMPASS faculty mentors to participate in a one semester funded research experience as part ofthe faculty’s research team. Though students continue to identify as members until graduation,the formal portion of the program culminates with the undergraduate research experience.The fourth objective (Research) focuses on determining how Career Readiness and CareerDevelopment assessment results correlate to students selecting and being successful in STEM.This research occurs as a study comparing those students participating in the Career Planning:STEM Explorations course (experimental group) to those already decided on their STEM

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University, University Park; Tara Lynn Sulewski, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

been well received by students and by faculty. There are several notableattributes. Most significant is that the project provides the context for nearly all of the learningobjectives during the first half of the course. Rather than a hodgepodge of many seeminglyunrelated topics, each new topic is introduced when it is needed for the project.Form StudyFor example, isometric sketching is introduced as a tool in visualizing how a house’s geometryaffects the potential energy performance. This exercise also presents an opportunity forintroducing parametric studies as well as using a spreadsheet for analysis. Figure 2 illustrates theproduct of the form study that students do in class while the professor steps through the processon a tablet computer

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah

Tagged Divisions

First-Year Programs

goals, and have graduated at a high rate; however, there is nomechanism to allow students to explore majors in engineering. Therefore, there needed to be amechanism, which would allow students to explore engineering, while still gaining experience inengineering. The structure of the institution in question did not permit for a first-year course to be Page 24.47.3taught with the rigor implemented at other institutions. Furthermore, the course was nottransferrable to many of the departments. Therefore a 0.5 credit hour course was designed toprovide rigor and to give students an experience with the engineering design process. The coursewas

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Kate Baxter, University of Southern California; Louise Yates, University of Southern California

Tagged Divisions

First-Year Programs

whomight be at risk and work with them in determining ways they can become more successfulstudents. The Academic Success Workshop Series that is offered as part of this programincludes topics such as time management, networking with faculty and a career educationcomponent. In addition, there is an academic resource center that provides peer tutoring,supplemental instruction for key gatekeeper courses and a resource library.Freshmen Academy ProgramIn most engineering curricula, students spend the first two years in core classes such as math,physics, computer programming and foundational engineering courses. Research has shown thatearly academic engagement directly impacts the freshmen experience and can significantlyincrease freshmen retention. As

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Susan Montgomery, University of Michigan; Rodney Johnson, University of Michigan

Tagged Divisions

First-Year Programs

completed), 2 (Strong team member, got own work done and helped others when requested), 1(Completed own work only), 0 (Not a team player, seldom showed up to scheduled meetings, unprepared, or brought a negative attitude to team)Students are instructed that they will encounter this peer review process in their careers, so that itis important that they learn how to provide feedback professionally and diplomatically, and alsoto receive and learn from feedback. Each student receives copies of all evaluations about them,with the name of the evaluator kept private. These evaluations help strong team members feelappreciated for their efforts, and give weaker members an opportunity to improve theirperformance. Teaching staff review all peer

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Freeman, Northeastern University Susan Freeman, is a member of Northeastern University’s Gateway Team, a group of teaching faculty expressly devoted to the first-year Engineering Program at Northeastern University. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience that endorses the student-centered, professional and practice-oriented mission of Northeastern University.Dr. B. Kris Jaeger, Northeastern University Beverly Kris Jaeger, PhD is on the full-time faculty in the Department of Mechanical and Industrial Engineering at Northeastern University teaching Simulation Modeling and Analysis, Facilities Planning, and Human-Machine Systems. She has also been an

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

Tagged Divisions

First-Year Programs

engineering degree will guarantee me a job when I graduate. ● A faculty member, advisor, teaching assistant or other university affiliated person has encouraged and/or inspired me to study engineering. ● A non-university affiliated mentor has encouraged and/or inspired me to study engineering. ● A mentor has introduced me to people and opportunities in engineering. ● I feel good when I am doing engineering. ● I like to build stuff. ● Engineering skills can be used for the good of society. ● I think engineering is interesting. ● I like to figure out how things work. 6. Select an answer that best describes your opinion about each of the following statements.(For each of the items below, survey

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sally J. Steadman, University of South Alabama; Gail D. Jefferson, University of South Alabama; Tom G. Thomas, University of South Alabama; Kuang-Ting Hsiao, University of South Alabama

Tagged Divisions

First-Year Programs

engineeringand mechanical and materials engineering. LabVIEW™ and the LEGO MINDSTORMS®platform were selected as the tools for the program. LabVIEW is an especially useful tool,which engineering students repeatedly encounter during their undergraduate careers. LEGOMindstorms give students an intuitive approach to programming, with immediate, visual results.As a result of strong teaming experiences in the workshops, the students work more effectivelyand collaboratively in their coursework. The students also interact one-on-one withundergraduate and graduate engineering students who exhibit enthusiasm for engineering. Theserelationships continue into the academic year, providing a support community for the newstudents

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware

Tagged Divisions

First-Year Programs

-intensive state university in the US. The course, Introduction toEngineering, is a 2-credit hour, 14-week course taken in the first (fall) semester by all incomingengineering students across all majors. The course is taught in two identical, large-enrollmentsections of ca. 350 students per section. For the face-to-face (F2F) version of the course, whichhas been offered in a consistent format from 2016-2019, each section met twice weekly for 60minutes of lecture and active learning exercises in a large auditorium. In Fall 2020, due to theCOVID-19 pandemic, the course was offered in an entirely online format that will be describedin more detail in a later section. For both F2F and online versions, the course was co-taught bytwo faculty instructors

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaylee A. Dunnigan, NYU Tandon School of Engineering; Jack Bringardner, NYU Tandon School of Engineering; Gunter W. Georgi, NYU Tandon School of Engineering

Tagged Divisions

First-Year Programs

requires students to develop a problemstatement of their own. Students evaluate global, personal, ecological, social, technological, andother diverse sets of problems to determine the focus of their project. Students are required tocreate a working prototype, though it is not expected to be as fully functional as the predefinedprojects. The final product is a realistic solution that can be described as marketable,manufacturable, and applicable. At NYU Tandon School of Engineering two types of OEPs are being explored for first-year curriculum. In the Fall of 2018, 13 groups, an increase from the 6 from previoussemesters, participated in free-choice open-ended design projects where students were taskedwith generating their own problem

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie R. Gomez, University of New Mexico; Sophia Bowers, University of New Mexico; Abhaya K. Datye, University of New Mexico; Paige Prescott, University of New Mexico; James Scacco, University of New Mexico; Jordan Orion James, University of New Mexico; Nicolai Loner, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

redesigned course (n=53,taught in Fall 2016).Course and instructional materialsThe purpose of this course is to help students learn about the process of becoming a chemical orbiological engineer, the scope of careers open to chemical or biological engineering graduates,and to introduce students to engineering design practices, laboratory safety, and professionalethics.Original course. The original course included guest speaker presentations, one laboratory sessionpaired with a redesign assignment, and a culminating design challenge. Presentations typicallyincluded a research-active faculty member presenting his or her research, though there were alsovisits from student organizations and advisors.In the laboratory, students filled out a worksheet

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

globally focused career with the need to work withpeople from a variety of technical and diverse backgrounds. This trend has been reflected inengineering pedagogy with a rise in teaming experiences in first-year and capstone designcourses of engineering curriculum in the U.S.1 Additionally the ABET EAC Student Outcomescurrently require students to have “(d) an ability to function on multidisciplinary teams”2. Evenwith recently proposed changes to the following criterion, “(7) An ability to function effectivelyas a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates acollaborative and inclusive environment,” ABET Student Outcomes still emphasize the need forengineering students to be able to work in diverse

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

John Simmons, University of Queensland; Elise Barrella, Bucknell University; Keith Buffinton, Bucknell University

Tagged Divisions

First-Year Programs

weremulti-disciplinary and mandatory for first-year students were analyzed to determine bestpractices; the University of Queensland’s Introduction to Professional Engineering coursewas used as a case study.1.0 IntroductionAccording to feedback from employers, a major weakness of engineering programs continuesto be producing graduates with an unrealistic view of the role of professional engineers andinadequate professional skills.4 Today, universities are actively trying to better preparestudents with the communication, teambuilding, business and interpersonal skills tocomplement their technical engineering knowledge. Many universities are beginning thispreparation during the first year with introductory professional engineering courses.A

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, resilient, and successful University graduates. The McCormick Administration decided to build an advising model based on a learner­centered concept sometimes called the Advising­as­Teaching paradigm.    Traditionally, First­Year students at Northwestern University were assigned to a faculty adviser, in a department based on their stated intended major. Undeclared students were randomly assigned to a faculty member. This advising model gave incoming students a home department, but not necessarily the department undeclared students wanted. In addition, students that changed majors, or were exploring majors, often needed to find their own connections with faculty in other departments. Lastly, in addition to helping students new to the university

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Helm, Arizona State University; Tami Coronella, Arizona State University

Tagged Divisions

First-Year Programs

that course. While we recommend that faculty report on your academic progress, this reporting tool is optional for faculty members to use. If you have questions about your progress in classes without a status report, we encourage you to speak with each of your instructors directly. Academic Status Report System AcademicStatusReportSystem@asu.eduEmail #2: Engineering schools email to students who received an ASR From: academicservices@asu.edu Subject: Academic Status Report Dear «First» «Last», Academic Status Reports (ASRs) are a tool through which your instructors can provide early, personalized feedback regarding your progress in a class. The system allows faculty to identify under

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen Zahorian, Binghamton University; Mike Elmore, Binghamton University; Kyle J. Temkin, Binghamton University

Tagged Divisions

First-Year Programs

major selection process: (1) Personal AcademicInterests; (2) Potential for Societal Contributions; and (3) Job Prospects. Students also had ahigh degree of support for “Decision Before Freshmen Program.”IntroductionAs at many universities, Binghamton University has a common first year for engineeringmajors. Binghamton University is a medium sized state-supported comprehensive university,with approximately 12,000 undergraduate students and 3000 graduate students . Engineeringdisciplines within the college of engineering and sciences include bioengineering (BE), computerengineering (CoE), electrical engineering (EE), industrial and systems engineering (ISE), andmechanical engineering (ME). Students with initial interest in any of these

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Neeraj Buch, Michigan State University; Amanda Idema, Michigan State University; Cynthia Helman, Michigan State University

Tagged Divisions

First-Year Programs

College offers multidisciplinary programs in the social sciences founded ona model of liberal education and designed to prepare students for law school, graduate study,decision-making roles in public and private enterprise. Students examine how public policyproblems are identified, analyzed, and resolved in the United States and globally.13Residential College in the Arts and HumanitiesThe Residential College in the Arts and Humanities (RCAH) is an interdisciplinary college forundergraduate students interested in the global connections between literature, history, ethics,culture, world languages, the visual and performing arts, and their own civic engagement in thesefields of work and study. Students, faculty, visitors, and staff are able to

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Divisions

First-Year Programs

AC 2012-3524: THE UNWRITTEN SYLLABUSMr. Stanley M. Forman, Northeastern University Stanley Forman and Susan Freeman are members of Northeastern University’s Gateway Faculty, a group of teaching faculty expressly devoted to the First-year Engineering program at Northeastern University. The focus of this team is on providing a consistent, comprehensive, and constructive educational ex- perience that endorses the student-centered, professional and practice-oriented mission of Northeastern University.Dr. Susan F. Freeman, Northeastern University Page 25.1350.1 c American Society for

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale

Tagged Divisions

Design in Engineering Education, First-Year Programs

engaged in the project and appreciated the active learning approach. Students hadminimal prior experience with complicated devices and had many concerns about completingthe project. Based on faculty observations and students’ responses on surveys, studentsmaintained engagement in the cardiograph project and experienced a sense of accomplishment,even when they did not successfully produce a working cardiograph.IntroductionIn 2009, the American Society of Mechanical Engineers (ASME) surveyed 80 ME departmentheads, 1,404 industry supervisors, and 1,198 early-career MEs for their Vision 2030 project.Survey results revealed that the skills managers believed required strengthening in new graduatesdid not match the skills faculty and early-career MEs

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University

Tagged Divisions

First-Year Programs

students are different than the 2002 students. The students come to the universityknowing more about what engineers do and having more developed teamwork and technicalskills. This is an important consideration in evaluating the importance of the wow factor onoverall retention rates.Assessment of the “Wow Factor”A survey was administered to students who completed ENGR 10 during the previous 18 months,which explicitly explored why students originally chose engineering as a major, whether theyintend to continue in the major, and what factors were important in their decisions. The surveywas founded on work done by the NSF-funded Assessing Women and Men in EngineeringProject13 (AWE). The AWE project has developed assessment instruments for K-16

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Louisiana Tech University; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

First-Year Programs

American Evaluation Association affiliate organization and is a member of the Amer- ican Educational Research Association and American Evaluation Association, in addition to ASEE. Dr. Brawner is also an Extension Services Consultant for the National Center for Women in Information Technology (NCWIT) and, in that role, advises computer science departments on diversifying their under- graduate student population. Dr. Brawner previously served as principal evaluator of the NSF-sponsored SUCCEED Coalition. She remains an active researcher with MIDFIELD, studying gender issues, trans- fers, and matriculation models in engineering.Dr. Marisa Kikendall Orr, Louisiana Tech UniversityDr. Matthew W. Ohland, Purdue University and

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

instructions compared to the 2019 in-person bootcamp was thatthe students who were not willing to reach out to the faculty or the student assistant for help,would get stuck for a while which also resulted in less engagement. In an in-person bootcamp,supervision and identifying the students that needed additional help was significantly easier.Therefore, the number of students who could complete this part of the project was lower than lastyear. A solution to this issue could be creating groups of two students similar to the in-personbootcamp, asking students to work with each other, and joining their Zoom breakout roomsevery 15-20 minutes to see their progress. On the third day, students designed a path for their robots to follow and developed the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

academically advised by a faculty member. STEM career exploration and research support: lab tours, faculty presentations, and interactions with local STEM professionals from industry Cohort building activities (Houston/Rice acculturation).Details on Curriculum: Chemistry, Physics and CalculusAll concepts covered in the summer residential program are topics in the first two semesters ofChemistry, Physics and Calculus. Both foundational and conceptually difficult topics areselected for the summer. Topics are covered at the same rate in the summer (e.g., 3 hrs onReaction Stoichiometry) as in the fall (e.g., 3 hrs on Reaction Stoichiometry). Curriculum is alsoselected that helps students learn and master solving complex word problems. RESP

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan F Freeman, Northeastern University; Beverly Kris Jaeger, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

beingaccomplished. Upon further investigation, we noticed that many students told us that they hadalready decided on their major, so the projects or activities did not influence that choice. NUhas approximately 40% of the incoming first-year class as undecided in a major, meaning 60%have made an advance commitment in some form. In addition, the survey was given at the endof the year, and it is likely that a combination of factors had helped students to decide already.For example, they are required to be in a one-credit course titled Introduction to the Study ofEngineering, for which they attend events and meetings designed to help them explore majorsand make informed decisions, along with the work we do in these two foundational 4-creditcourses