Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee - Knoxville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

different views of SRL, in general SRLtheorists “view students as metacognitively, motivationally, and behaviorally active participantsin their own learning process” [5]. Thus, we can summarize most major SRL theories with thegeneralized framework of SRL, shown in Figure 1. Performance Phase Self-Control Self-Observation Forethought Phase Self-Reflection Phase Task Analysis Self-Judgment Self-Motivation Beliefs Self-Reaction Figure 1 Phases and Sub

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julianne D. Vernon, University of Michigan; Lorelle A Meadows, Michigan Technological University; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

visions and responsible for their own experiences and decisions1. Self-authorship includes a number of different enrichment processes, which most higher educationinstitutions strive for their students to achieve1-4. The enrichment process for studentdevelopment focuses on intellectual, identity and relationship development5. Self–authorship isseen as growth from internal to external ideas1, 2. Starting the process of developing self-authorship for students at the freshman level will be beneficial in laying the groundwork forthem to continue the development throughout their undergraduate education1.To address this need, we modified an elective first year survey course, Engineering (Engr.) 110.This change reflects an initial effort to educate the

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

understand and reflect upon its valueto each component of STEM. A significant emphasis was placed on the teaching methods andapproaches used in math to prepare participants for sessions 2 and 3. Math was implemented, notas rote memory and use/re-use of given formulas, but as a form of project-based learning; as thelanguage of science, technology, and engineering; and, as a place of critical thinking anddiscovery [8].Because the theme of the camp was sustainability, the authors titled the first math activity “TrashMath.” To begin the activity, seven participants and six instructors formed three groups of fourto five individuals and collected roadside trash at three sites near the TMCC campus. The goal ofthis activity was to have participants

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gustavo B. Menezes, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles; Ni Li, Northwestern Polytechnical University; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

designed considering theEbbinghaus’ Forgetting Curve, to provide students with learning opportunities in 6-day cycles:(i) day 1: a pre-class learning activity (reading or video) and a quiz; (ii) day 2: in-class Kahootlow-stakes quiz with discussion, a short lecture with embedded time for problem-solving anddiscussion, and in-class activities (labs, group projects); (iii) day 4: homework due two days afterthe class; (iv) day 6: homework self-reflection (autopsy based on provided solutions) two daysafter homework is due. The assessment of course performance is based on the well-characterized force concept inventory (FCI) exam that is administered before the intro tomechanics course and both before and after the Physics I course; and on student

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

Tagged Divisions

First-Year Programs

measures of success for under-represented minority engineering students, including programs administered at the college levelthat include financial assistance, academic intervention, and graduate school preparation andadmission.These studies and resources all point to the need for a transition in engineering undergraduateeducation in the US from the traditional emphasis on the acquisition of technical knowledge tothe integration of innovative learning experiences that more accurately reflect current practiceand more effectively prepare students to meet these demands and to be successful practitioners1.Curricular settings that encourage cognitive and professional growth include hands-on learning,laboratory instruction, and authentic or relevant

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carrie Robinson, Arizona State University; James Collofello, Arizona State University

Tagged Divisions

First-Year Programs

% Page 25.1455.4We have been particularly pleased with the number of female participants in the program, whichexceeds our overall female population of about 25%. Given the important peer-mentoring role,the Ira A. Fulton Schools of Engineering will place more emphasis on selecting a diverse UGTApool in the future. Though more ethnic diversity is needed, female students have been wellrepresented in the UGTA program, creating a stronger peer-modeling environment. One UGTAeven noted in her final reflection paper, “my favorite part of this experience was to be able toshow these freshmen that a girl can be just as successful as a guy in the computer engineeringfield.”UGTA training and preparationUnlike programs in many other places, our recognition of

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason Scott Smith, Michigan State University

Tagged Divisions

First-Year Programs

the conclusion of the week’s first laboratory was graded according tothe unlimited attempt modality, whereas the second assignment afforded the students only 2 attemptsas described in the previous section. This method was the same for all students in the class.3.2 SurveysAt the conclusion of each assignment, students are asked to complete a reflective activity (survey) thattracks their homework habits, self-assessment of competence, and interest in the material. Threequestions from these surveys may help quantify differences in student experience between modalities. 1. How difficult did you find this assignment (Scale of 1-10)? 2. How comfortable would you be using “skill x” in the future? 3. How long did this assignment

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Gulf Coast University; Janusz Zalewski, Florida Gulf Coast University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

networkgame, to verify how a two-semester sequence may reflect on the quality of the final product.The students worked on a team to design and develop the software requirements and relateddocuments in addition to building the software. The objective of the demonstration to the freshmen class was twofold: (1) illustrate theprocess of software development comprising multiple stages over two semesters, and (2)outline typical game programming technology with the use of professional tools. Page 26.769.63.2 Detailed Project Descriptions The data acquisition and control projects were all developed in LabVIEW and focused on acompletely different kind of

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

observations and from the first-year engineering students’ ownobservations and feedback about their experiences. As a result of faculty members’ experiences,observations and reflections, 15 success factors have been identified for first-year engineeringstudents and engineering faculty to consider before implementing meaningful service-learningengineering projects in an urban community. The purpose of this paper is to share these 15success factors with other engineering educators who may be considering STEM educationservice-learning projects in their curriculum, especially those who will be initially managing theprojects all by themselves. “What Sticks” refers to what has been successful and meaningful forboth the first-year engineering students and

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

Tagged Divisions

First-Year Programs

incorporate real-world problems, issues, and scenarios into mini or majorprojects that are devised to prompt students to investigate, gather, and apply knowledge.Project-based learning aims to engage students in realistic, thought-provoking problems;typical projects present a problem to solve, a phenomenon to investigate, a model todesign, or a decision to make3.    At the core of project-base learning are the following4:   ● Students learning knowledge, processes, and methods in order to wrestle with realistic problems they would encounter in the “real-world” ● Increased student control over their personal learning ● Teachers serving as coaches of inquiry and reflection ● Students working in

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina H Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Jennifer Francis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

2Presentations from Professional Engineers 5.59 1.11 2 Page 26.418.11Proposed Experimental ActivitiesIn this section, we propose six experimental activities to facilitate the growth of inclusiveengineering identities: student trading cards, egalitarian social norms, panel of professionalengineers, reflective writing assignments, examples of diversity benefiting engineering practice,and interactive theater sketch. We identified these activities based upon criteria for developingprofessional identities25, 26, review of literature, and student feedback from the surveys. Inselecting these activities we have sought to identify

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

suggesting that students may be at risk or facing academic challenges.The analysis uncovered the opportunity to refine intrusive advising principles. Research on theimpact of advising reflects the correlation which exists between successful academic advisingand an increase in student retention and graduation rates. Intrusive advising involves themandatory requirement for a student to meet with the academic advisor. Through therequirement of the advising discussion, advisors can collaboratively develop strategies forengagement with resources that will promote academic success. Theories and research focusingon academic advising approaches and student engagement guide advising discussions. We hopeto realize a significant improvement in freshmen

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

gauging elements of students’ affect that can be immensely useful in encouraging students andhelping them succeed. However, simply gauging students’ feelings may also give insight intotheir experiences as an engineering student.In this work, we focus on data that resulted from a larger study investigating students’perceptions of engineering, sense of belonging, and sense of community as they participate in aCommon Read first-year program. In the study, incoming first-year students participated in apre- and mid-summer survey and a post-program survey. A subset of these students alsoparticipated in focus groups, held with students of all levels who were prompted to reflect ontheir experiences starting college and participating in first-year

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Javarro Russell, James Madison University; Olga Pierrakos, James Madison University; Megan France, James Madison University; Ronald Kander, James Madison University; Robin Anderson, James Madison University; Heather Watson, James Madison University

Tagged Divisions

First-Year Programs

largely unavailable,especially for PBL projects specific to undergraduate engineering.One reason for the unavailability of tools used for classifying PBL projects is the lack ofprogram and course assessment studies for those implementing PBL. PBL-driven assessmentshould (1) be based in a practice context, (2) reflect the students’ development from novice to anexpert practitioner, and (3) engage in self-assessment and reflection6. Assessment at the programand course level provides opportunities for engineering educators to assess the types of PBLprojects they are using. These assessment processes identify how well learning outcomes arebeing obtained by the students. By applying assessment methods to PBL projects andunderstanding how learning

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Frank J. Marsik, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Elizabeth Mann Levesque, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

that when given theopportunity to choose their own paths through the course, students do indeed take advantage ofthis opportunity. Specifically, we observe multiple pathways through the course via theExploration and Engagement Modules, explained below. Student survey responses andself-reflection within the Personal Action Plan assignment further suggest that students deepenedtheir self-understanding through the course. Ultimately, this research suggests that incorporatingchoice in first-year engineering courses may be a useful alternative to a “one size fits all”approach, given that the former allows students to explore their different interests and goals withrespect to engineering.MotivationAs part of the Foundational Course Initiative, a

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Irene B. Mena, University of Pittsburgh

Tagged Divisions

First-Year Programs

International Center for Academic Integrity [5]: honesty, trust/trustworthiness, respect, responsibility, fairness, and courage • Time to read and discuss an article on the importance of integrity • Student teams (consisting of typically 3 students) submit answers to short reflection questions about the textModule 2: Connecting Professional Integrity to Academic IntegrityThe second module was implemented on week 6 of the fall semester (there are 15 weeks in thesemester), and consisted of the following: • Introduction to the engineering code of ethics – the code of ethics provided by the National Society of Professional Engineers [6] was used • Connecting integrity in the engineering field to integrity in the school setting

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

Margot Vigeant, Bucknell University; Karen Marosi, Bucknell University; Ronald Ziemian, Bucknell University

Tagged Divisions

First-Year Programs

University of Virginia [7]. We felt strongly, however,that students needed to be able to explore at least two possible majors, and thereforesettled on the seminar model, starting in the Fall of 2002. We know of only one otherprogram running their introductory course in this manner; Vanderbilt piloted theirmodular program in the same year [8]. The change from the single-class to the seminar model represented a significantinvestment of faculty time and university resources. In this paper, we reflect on fiveyears of accumulated first-year data and one year of graduate data to conclude that, yes,the seminar model is superior to the single course model in numerous ways, bothquantitative and qualitative. We wish to note that the single-class model

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Jonathan Rice, University of Maryland-Baltimore County; Taryn Bayles, University of Maryland-Baltimore County; Greg Russ, University of Maryland-Baltimore County; Julia Ross, University of Maryland-Baltimore County

Tagged Divisions

First-Year Programs

final design.System performance was judged based on the power generated, system efficiency anddevice cost index as used in the formula below: Power Generated x Overall System Efficiency x Device Cost IndexPower generated refers solely to the ability of the system to light the light bulb. It isdetermined by the maximum current and voltage that the device produces as measuredusing a multi-meter. The overall system efficiency is calculated by dividing the usefulwork output by the energy input. The useful work output reflects the amount of workthat the system outputs in lighting the light bulb while the energy input reflects theamount of energy put into the system during the collection time. The device cost indexsimply refers to the

Conference Session

Projects and Problems in First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Senay Purzer, Purdue University

Tagged Divisions

First-Year Programs

problem. Eric’sagreements with his team members were short and mostly in the form of “yeah”; however, thefact that his team members frequently sought his approval reflected his decision-making role. E2: Eddie Ok. I think. You think we should get going on some design concepts now? E3: Eric Sure E2: Eddie If we can’t think of any more criteria and constraints. E3: Eric Yeah E2: Eddie To put across E3: Eric Yeah. E1: Elvin All right so, traffic light E3: Eric And then, to improve on that solar power traffic light. E1: Elvin Solar… (writing) E3: Eric And then just a simple stop light, red light, you stop, no red light you don’t. E1: Elvin So, solar powered pedestrian? E3: Eric Yeah, solar powered

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yang Yang, Kansas State University

Tagged Divisions

First-Year Programs

own experiencesregarding the topic of interest, in this case, learning and understanding engineering inintroductory courses. Participants are instructed to initially sort all the statements into three pilesbased on their agreement or disagreement with the statements, like my view of the nature ofengineering, neutral, and unlike my view of the nature of engineering. Participants then distributethe statements, each on a separate strip of paper, on the forced distribution grid similar to the oneshown below (Figure 1). Once participants are satisfied with their statement distribution, theyrecord the statement numbers in the grid. The complete sort essentially reflects a participant’ssubjectivity of the topic, which is intrinsically qualitative

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

1, Green indicates the course topic. Grey indicates the background knowledge required for this course, which students need to achieve in other core courses in the college. Red indicates the big idea, and Blue indicates the enduring understanding. Purple reflects important to know ideas and yellow shows good familiar with. The concept map indicates the relationship between all concepts of infographic design. Table 1: Visual table for infographic designBig Ideas Guiding Essential Enduring • Important to Good to be Concepts Questions Outcomes Know familiar withUnderstan • Data • What is data? • Determine

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Peter Burton, Royal Melbourne Institute of Technology

Tagged Divisions

First-Year Programs

Islam in his 2001 paper “Reflections on large class teaching in the social sciences”2 talks about the need for students to be active, as opposed to passive learners, and the need forlarge classes to be interesting. An interactive teaching style helps significantly to achieve this.The Importance and Role of Tutorial GroupsTutorial groups are an essential follow-on from lectures and a valuable opportunity forstudents to get extra assistance in a small group environment after first attending the lecture.They are often opportunities, particularly in respect of large first year classes, for students topose questions that they might not want to ask in a large group, to go over material covered inthe lecture in more depth and to benefit from each

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Blair Rowley, Wright State University; Kumar Yelamarthi, Central Michigan University; Thomas Bazzoli, Wright State University

Tagged Divisions

First-Year Programs

limited to 60 watts. The use a compact florescent lamp whose light output exceeds that of a 60 watt light bulb would not be recommended. _____ 7. My car gets 34 mpg on the highway. That hybrid car also gets 34 mpg on the highway. So, my car’s contribution to global warming is about the same as the hybrid. _____ 8. My elected officials are familiar with global warming issues. _____ 9. Global warming will cause spreading of disease. _____10. A good investment would be a vacation/retirement home on the coast of Florida. ____11. The most common greenhouse gas emitted from human activities is methane. _____12. Greenhouse gases are not good for humans. _____13. Cutting down trees contributes to global warming. _____14. Greenhouse gases reflect

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emine Celik Foust, York College of Pennsylvania

Tagged Divisions

First-Year Programs

students in developing certain design qualities. Sheppard andJenison [2] outlined these qualities as communication skills, effective teamwork, reflection,problem-solving skills, being resourceful, and considering various aspects of a problemincluding socioeconomics and environment. Depending on the institution, different approacheshave been taken to achieve these qualities such as weekly labs, class demonstrations, smallprojects, and multi-week large-scale projects. Examples of these projects include a mousetrapvehicle project, a balsa bridge project, building airplane out of a soda can, an egg dropcompetition, a cantilever beam competition, a tennis ball launcher, and building catapults andtrebuchets [3].In fall 2013, the Engineering Practice and

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

. Her teaching at Olin continues to inspire her to realize the potential for education in the twenty-first century.Prof. Paul Ruvolo, Franklin W. Olin College of EngineeringDr. C. Jason Woodard, Franklin W. Olin College of Engineering Jason Woodard is an associate professor and associate dean at Olin College. American c Society for Engineering Education, 2021 Work in Progress: Crafting a Virtual Studio: Some Models and ImplementationsAbstractStudio is an active form of pedagogy that can help train collaborative, reflective engineers.However, traditional studio pedagogy is predicated on a shared physical space---it is not clearhow to translate the benefits of the studio to

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Susan Freeman, Northeastern University; Beverly Jaeger, Northeastern University; Richard Whalen, Beverly Jaeger and Richard Whalen are members of Northeastern University's

Tagged Divisions

First-Year Programs

design process represented by Voland18: NeedsAssessment, Problem Formulation, Abstraction and Synthesis, Analysis, Implementation, andReflection. Along with a design-to-construction project, which is a key component in the course,the students are continuously required to apply the process, innovate, and take advantage ofopportunities to reflect on what was learned. This keeps the students involved at every step, andthe instructor is rarely lecturing to a sleepy, inert group. This certainly is a desirable outcome.The students, who often work in teams, appear enthusiastic about their numerous projects andactivities. Through continuous involvement, the engineering design process becomes integral tothe students’ thinking, and they subsequently are

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Ariel Cervantes Lafuente; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Shani O'Brien, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

corresponding formula: 𝑒𝜋 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 𝑜𝑓 𝑅𝑒𝑡𝑒𝑛𝑡𝑖𝑜𝑛 = (2) 1+𝑒 𝜋This formula is then used to calculate the probability of retention and used to make inferencesabout students in engineering at out University across the entire range of possibilities. Theprobability relationship generated by these models reflects the idea that having a higher GPA atthe end of the first year is associated with having a higher probability of being retained. Itrepresents the affiliation between retention and GPA and is not a direct correlation. The resultsalso reveal that this relationship is enhanced for

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

of the institution. Formore than four decades researchers and practitioners have created an extensive body of literatureexploring retention. But while the field possesses infinite theoretical schemas, Tinto 7 suggeststhat complex theoretical principles are unbeneficial for practitioners who have to translateresearch into effective practice.In previous years retention was simply viewed as a reflection of a student’s lack of individualattributes, skills, and motivation. With this view students were expected to assimilate and “riseto the task” at their institutions. This view prohibited institutions from recognizing their intricaterole in providing a successful platform for students. Since then our institutions and theoristshave begun to

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan K. Donohue, University of Virginia

Tagged Divisions

First-Year Programs

following objective common to all sectionsof ENGR 1620, Introduction to Engineering, be achieved? Objective #1: Introduce students to the real world of engineering and design Outcome #1: Understand and apply the structured approach used by engineers to solve open-ended design problems11Assessment and evaluation of student abilities to internalize and eventually “own” theengineering design process is done with a mixed methods approach. Improvement in definingproblems and designing solutions is tracked through performance on appropriate sections ofdocumentation deliverables and exam questions; qualitative evaluation of reflections on thechallenge and process in student engineering notebooks is used to validate

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

Both Sides of the Equation: Learner and TeacherAbstractAn engineering professor decided to retake a first-semester calculus course under thetutelage of the chair of mathematics at Boise State University. While completing thecourse with 37 other students, she had in-depth experiences as a student of a calculusclass as well as an experienced educator with a strong background on STEM retention.During the course, she recorded her observations and experiences in the classroom. Themath professor also shared reflections on his teaching, observations of his students, andperspectives on the influence of her presence in his class.The two professors’ reflections enabled us to identify a set of student assumptions andlearning