Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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First-Year Programs

Katherine Goodman is assistant professor at the University of Colorado Denver, and curriculum lead at Inworks, an interdisciplinary innovation lab. Her research focuses on transformative experiences in engineering education. She is currently division chair of the Technological and Engineering Literacy - Philosophy of Engineering Division (TELPhE). American c Society for Engineering Education, 2021 Work in Progress: A Layered Mentorship Program for Engineering Student Success and RetentionAbstractThis Work in Progress paper of an Evidence-based Practice examines the impact of a LayeredMentorship Program (LMP) on the retention of first-year

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

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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 Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caitlin Cairncross, University of Portland; Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Divisions

First-Year Programs

form of summer bridge programming available for engineering students,indicating that many institutions recognize the importance of summer bridge programs in theeffort to increase retention. The development of the University of Portland’s summer bridge wasinfluenced by the best practices that have arisen out of other institutions’ summer bridgeprograms. Two programs that were particularly important in the designing of the summerprogram were Oregon State University’s LSAMP Summer Scholar Program9 and University ofSouthern California’s Discover Engineering course14. Page 26.300.4OSU’s program is a 3-week program for underrepresented STEM students

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

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Diversity

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First-Year Programs, Pre-College Engineering Education

,increasing research participation, increasing student retention and increasing student graduationrate have been taken into consideration. For example, Yoder [8] identified summer bridgeprograms as a best practice for retention in engineering. Pickering-Reyna [9] also showed thatstudents who participate in summer bridge programs are more likely to be retained in their major.Tomasko et al. [10] found that URMs who attended the summer bridge program had higher third-year retention rates in their STEM discipline in comparison with the general population of studentsadmitted to STEM majors at the same university. Strayhorn [11] reported that these programs wereespecially beneficial for low-income, academically underprepared students. Moreover, Brown [12

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Adams, Chandler Gilbert Community College; Mary Beth Burgoyne

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Diversity

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First-Year Programs

and project-based learning pedagogy is a core value and practice for Chandler-GilbertCommunity College. It is integrated in courses, programs, and service learning and crosscurricular initiatives. “PBL is learning that best be an active and contextualized process”allowing students to actively construct their own knowledge and apply it, rather than the passiveexposure of knowledge via the traditional lecture model (Maurer and Neuhold, 2012). Acomprehensive problem or project-based learning approach incorporates multiple skills andmeasurements for content and communication. The engineering design process requiresteamwork, interpersonal, and both oral and written technical communication skills. Workplacereadiness studies have indicated there is

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

improvement efforts. The SEET’s multifaceted initiatives for improvingretention include several best-practice components, namely: 1) exposure to engineering practice through two new courses employing multidisciplinary projects8, presentations by practicing engineers, presentations by students involved in co- op education, and presentations by senior capstone design project students; 2) the development of the faculty mentoring program for first-year students; 3) the development of a peer mentoring program for first-year students; 4) the development of an industrial mentoring program for first-year students.We are implementing all four initiatives, and this paper focuses on initiative #3, peer mentoring

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell Pryor, University of Texas, Austin

Tagged Divisions

First-Year Programs

facilitators when they must grade 30-50 tests/day compared to 5-10 tests/day earlier in the semester. • Procrastination has been cited as a reason for cheating when students are confronted with plagiarized work. • Students do not spend as much time studying the material. A reason often cited for repeated failures in a single module is a desperate attempt to learn the material while taking a test since they procrastinated too long to budget time for practice and study.It is our hope that quantified procrastination metrics allow instructors to evaluate the effective ofnew course strategies designed to combat these issues. The next section offer insights intopredisposition towards procrastination in the traditional form

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Divisions

First-Year Programs

a worthwhile endeavor for learning andmaintained positive beliefs about their skill development. However, the students’ perceptions ofthe course’s potential impact on personal values remained relatively the same. This suggests thatthe curriculum was effective considering its course outcomes. Ultimately, this paper provides anexample for curriculum design and evaluation that may help frame service-learning courses inthe future and encourage future research on attitude change in similar contexts.BackgroundIn 1979, Robert Sigmon defined service-learning as an educational approach reliant on“reciprocal education” achieved through interactions in the community [4]. Other early uses ofthe term described service-learning as a learning experience

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Brittany Strachota, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

Stefanou et al.’s framework, student autonomycan be promoted at three different levels: organizational, procedural, and cognitive. These threelevels include varying degree of student choice: organizational autonomy takes into account theenvironment (e.g., due dates), procedural autonomy incorporates form (e.g., deliverable form),and cognitive autonomy involves content (e.g., designing projects). This range of possible SDLexperiences allows for a wide interpretation of the role and value of SDL and student autonomyby both students and faculty. Using methods of grounded theory, three research questions wereaddressed: (a) How do the pedagogical practices in the first-year mathematics, physics, andengineering classes fit into Stefanou et al.’s

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

Stacie Edington, University of Michigan; Archie L Holmes Jr., University of Virginia; Petra Reinke, University of Virginia

Tagged Divisions

First-Year Programs

programs,primarily designed for liberal arts majors, [2] few institutions have implemented a common readfor engineering students. Common reading programs provide a valuable mechanism to set thestage early for educational goals that will be developed later in the engineering curriculum.University of Virginia-School of Engineering and Applied Science (UVa-SEAS) and theUniversity of Michigan, College of Engineering offer successful engineering common readingprograms, with 80% and 97% participation among first year students respectively. During thelast twenty years, UVa-SEAS has developed best practices for designing and implementingcommon reading programs specifically for engineering students. Michigan Engineering outlinesa recently developed program

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

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Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and group members are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and re- cently tenured faculty and research staff primarily evaluated based on their engineering education research productivity. She can be contacted by email at

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Gray, Duke University; Ann Saterbak, Duke University; Sophia T. Santillan, Duke University; Michael Rizk, Duke University; Jessica Sperling, Duke University

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Diversity

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First-Year Programs

Engineering Educa- tion.Dr. Sophia T Santillan, Duke University Sophia Santillan joined Duke as an assistant professor of the practice in summer 2017. As a STEM teacher and professor, she is interested in research in student learning and classroom practice. After earning her bachelor’s, master’s, and doctoral degrees from Duke, Santillan taught at the United States Naval Academy as an assistant professor. She has also worked at the high school level, where she taught across the four-year math curriculum, including advanced courses. She also designed, proposed, and taught two introductory engineering courses for high school students.Michael Rizk, Duke UniversityDr. Jessica Sperling Dr. Sperling is an applied social

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

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First-Year Programs

Paper ID #30932Engineering State of Mind Instrument: A tool for self-assessmentDr. Jamie R Gurganus, University of Maryland, Baltimore County Dr. Jamie Gurganus works in the Mechanical Engineering Department at UMBC, focusing in the field of Engineering Education. She serves as the Associate Director of Engineering Education Initiatives for the College of Engineering and IT at UMBC and recently as Co-Director of Advancing Engineering Ed- ucation Excellence (AEEE). Her research is focused on solving problems relating to educating engineers, teachers, and the community. She seeks to identify best practices and develop

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Ann Kos, University of Colorado, Boulder; Sarah Miller, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

from Yale University in chemical and environmental engineering, where her doctoral research produced a bio-based water purification system for removing arsenic from developing world water supplies. c American Society for Engineering Education, 2017 Grade-a-thons and Divide-and-Conquer: Effective Assessment at ScaleABSTRACTThis complete evidence-based practice paper will describe our successful grading andassessment practices of a large freshmen engineering course. In the Fall of 2016 we taught“Introduction to Engineering”, a course designed to help students transition from high school tocollege and learn strategies to help them become successful engineering students. Over 70% ofthe students had not yet

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail E. Heinz, Rowan University; Matthew Strauss; Mary Staehle, Rowan University

Tagged Divisions

First-Year Programs

unchanged from the validated form. The surveywas administered at the start of the semester (within the first week of class) and at the end of thesemester (within the last week of class). The completion of this survey was entirely voluntaryand did not impact student grades in any way.Development of the Introductory Activity and Its AssessmentPrevious course iterations had included random prompts developed by the instructor prior toclass. To study the effects of the activity, the prompts were designed with intention for Spring2020.Prompts were compiled through a series of brainstorming sessions between two undergraduatestudent researchers who were not otherwise associated with the course or its material. Thecriteria determined for acceptable prompts

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meg Harkins, University of North Carolina - Charlotte

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Diversity

Tagged Divisions

First-Year Programs

. R. Kelly, "Grit: Perseverance and Passion for Long-Term Goals," J. of Personality and Social Psychology, vol. 92, no. 6, pp. 1087-1101, 2007.[11] A. Duckworth and P. Quinn, "Development and Validation of the Short Grit Scale," Journal of Personality Assessment, vol. 91, pp. 166-174, 2009.[12] The Key to Success? Grit. [Performance]. 2013.[13] S. A. Sorby, "Educational Research in Developing 3-D Spatial Skills for Engineering Students," International Journal of Science Education, vol. 31, no. 3, pp. 459-480, February 2009.[14] N. Veurink and A. Hamlin, "Spatial Visualization Skills: Impacts on Confidence and Success in An Engineering Curriculum," Vancouver, B.C., 2011.[15] S. Metz, D. Matt and P

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

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Diversity

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First-Year Programs

-based practice paper reports on the first trial of two language screening anddiagnostic instruments at two research intensive institutions, the University of Toronto in a largecity and Queens University in a mid-sized city, partly in response to the growing linguisticdiversity of the student body. The universities chose to use the Diagnostic English LanguageNeeds Assessment (DELNA) jointly developed by the University of Auckland and theUniversity of Melbourne, both of which had similar student demographics to the Canadianuniversities. DELNA has two parts, a screening and a diagnostic. The screening comprises avocabulary section and a speed reading section that screen for academic vocabulary knowledgeand academic literacy. The diagnostic is a

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elisabeth A. Chapman, Clarkson University; Elisabeth Maria Wultsch, Clarkson University; Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Peter R Turner, Clarkson University; Michael W. Ramsdell, Physics Dept. Clarkson University; Robert Prout Jaspersohn, Clarkson University

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First-Year Programs

is part of the development team for Clarkson’s First Year Engineering/Interdisciplinary course described in this paper. Her current research interests include the implementation and evaluation of evidence-based effective learning practices in STEM education, environmental education, and energy education.Dr. John C. Moosbrugger, Clarkson University John C. Moosbrugger, PhD, is a Professor of Mechanical and Aeronautical Engineering and Associate Dean for Academic Programs for the Wallace H. Coulter School of Engineering at Clarkson University.Prof. Peter R Turner, Clarkson University Currently Dean of Arts & Sciences having previously served as Chair of Mathematics and Computer Science, and before that on the

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

James A. Coller, University of Michigan; Magel P. Su, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Robin Fowler, University of Michigan

Tagged Divisions

First-Year Programs

Paper ID #18478Assessment of Peer Mentoring of Teams in a First-Year Design-Build-Test-Communicate ClassMr. James A. Coller, University of Michigan James Coller is an engineering graduate student at the University of Michigan where he also completed his B.S. in Naval Architecture and Marine Engineering in 2017. He spent three years during his undergraduate education as an Instructional Assistant for a first year engineering course. His research interests include autonomous robotics for both land and marine environments as well as naval ship design problems.Mr. Magel Su, University of Michigan Magel Su is a current

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey

Tagged Divisions

First-Year Programs

Paper ID #19698Work In Progress: From Scratch - The Design of a First-Year EngineeringProgramming CourseDr. Philip Reid Brown, Rutgers, The State University of New Jersey Philip Brown is an Assistant Teaching Professor in Undergraduate Education at Rutgers University in the School of Engineering. Philip received his PhD from the Department of Engineering Education at Virgnia Tech. His research interests include the use of motivation, cognition and learning theories in engineering education research and practice, pedagogy for programming courses, and better understanding student perspectives in engineering programs

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catalina Cortazar, P. Univ. Católica de Chile

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Diversity

Tagged Divisions

First-Year Programs

Paper ID #29434Teaching human-center design to engineers: continuous improvement in acornerstone courseProf. Catalina Cort´azar, P. Univ. Cat´olica de Chile Catalina Cort´azar is an Adjunct Assistant Professor at DiLab the Design initiative at the School of Engi- neering at Pontificia Universidad Cat´olica de Chile. Catalina holds a bachelor degree in Civil Engineering, with concentration in Structural Design. After graduating and working at an Engineering firm in Chile, Catalina completed a master’s degree in media studies at The New School, and a MFA in Design and Technology @ Parsons The New School for Design

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kamau Wright, University of Hartford

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Diversity

Tagged Divisions

First-Year Programs

maximize their academic skills; contribute to and benefit from productiveuniversity communities; offer best practices to help them navigate their college careers; andwork individually and collectively to further promote the goals of the program. The effortsdescribed in this study may provide a model for a wide range of retention and success programs,based around diverse populations and affinity groups, or general cohorts of students. Aggregateresults indicate that this cohort was able to achieve significantly higher GPAs and complete ahigher number of credits as compared to similar populations of students. This paper furtherdiscerns the impact on the engineering students, who coincidentally made up over 40% of thegroup, showing that first year

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

active member of Northeastern’s Gateway Team, a select group of teaching faculty expressly devoted to the first-year Engineering Program at NU. She also serves as a Technical Faculty Advisor for Senior Capstone Design and graduate-level Challenge Projects in Northeastern’s Gordon Engineering Leadership Program. Dr. Jaeger has been the recipient of numerous awards in engineering education for both teaching and mentoring and has been involved in several engineering educational research initiatives through ASEE and beyond.Dr. Richard Whalen, Northeastern University Dr. Richard Whalen is a Teaching Professor at Northeastern University in Boston, MA and a core member of the Engineering Gateway Team. The focus of this team

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

Library Association (JMLA) and is a Senior member of MLA’s Academy of Health Information Professionals (AHIP). His research interests include information seeking behaviors and data practices of STEM researchers and improving information literacy instruction for students in the sciences; he has published on these topics in journals such as College & Research Libraries, portal: Libraries and the academy,The Journal of Academic Librarianship, and theJournal of the Medical Library Association. His work in these areas has been recognized by the ALA Library Instruction Round Table with ”Top Twenty” awards in 2018 and 2019.Dr. Joshua Daniel Borycz, Vanderbilt University At Vanderbilt University I help graduate and

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Demetris Geddis, Hampton University; Brian Aufderheide, Hampton University; Herman W. Colquhoun Jr., IBM Canada Ltd.

Tagged Divisions

First-Year Programs

enables designers and others withinenterprise level organizations to address a wide range of complex business and social issues. Ineducation, it enables students to learn from a practical approach before they become designcandidates; and bridge a skills gap that IBM is currently witnessing exists with graduates comingfrom design related programs.Business and social solutions are derived by first understanding the problem and identifying themost impacted needs (emotionally- and efficiency-based) that a problem creates. EDTencompasses three principles: a focus on user outcomes, diverse empowered teams, and restlessreinvention [9]. These principles that mirror the DNA of Agile methodology taught to engineers –clarity of outcomes, self-directed teams

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel

Tagged Divisions

First-Year Programs, Mathematics

operations, highway safety, and geographic information systems. His research interests include: constructing spatial databases for bet- ter management of transportation infrastructure, improving transportation design, operation, safety and construction, understanding long-term effects of urban development patterns, and advancing active living within the built environment for improved public health. He teaches courses in interchange design, trans- portation engineering, highway design. engineering management, geographic information systems, and land surveying. He has served in numerous leadership positions in ITE, ASCE and TRB.Dr. Kevin C. Bower, The Citadel Dr. Kevin Bower is a Professor and the Associate Provost for

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Jenahvive K. Morgan, Rowan University; Kaitlin Engle Mallouk, Rowan University

Tagged Divisions

First-Year Programs

given to the studentsis considered when utilizing team-based activities in the classroom. It is important for the projectassigned to be complex enough to require the work of the entire team and challenge the studentsthat are involved.3 Time limits, and deadlines that encourage the assignment to be completedthrough collaboration, are essential when designing a team project. If one student can accomplishthe task on their own, then there is no need for the team to work together.Several researchers have written about the use of assigned roles for student teams. For example,Schaffer and Lei explored the advantage of requiring students in a senior-level course to assignand define roles on teams and found that students who were required to take on and

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andria Costello Staniec, Syracuse University; Helen M. Doerr, Syracuse University

Tagged Divisions

First-Year Programs

developmental theory for higher education. Journal of College Student Development, 40, 518-529.7. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.8. Treisman, U. (1992). Studying students studying calculus: A look at the lives of minority mathematics students in college. The College Mathematics Journal, 23(5), 362-372.9. Arendale, D.R. (2004). Pathways of persistence: A review of postsecondary peer cooperative learning programs. In Duranczyk, I.M., Higbee, J.L., Lundell, D.B. (Eds.). Best practices for access and retention in higher education (pp. 27-40). Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne Ph.D., University of Colorado, Boulder; Peter Gyory, University of Colorado, Boulder; Hannie Ngo; Tamara Sumner, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education, First-Year Programs

-week long study was implemented. We describe the design of our ARapp and how it was used and evaluated in the study. We discuss our initial findings from thiswork-in-progress and share our ideas for future implementations.Related workWe have built our design framework for this project off of two key past observations. The firstobservation being that 3D modeling has a positive impact on enhancing spatial skills. Second,that 3D modeling coupled with AR leads to enhanced spatial understanding of virtual objects.3D Modeling helps enhance spatial skillsFactors like age and experience matter in the improvement of spatial skills but it has been foundin prior research that this skill can be enhanced with the help of 3D modeling. Researchers likeDevon

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Kia Bazargan, University of Minnesota, Twin Cities; Susan Mantell, University of Minnesota, Twin Cities; Joshua M. Feinberg, University of Minnesota, Twin Cities; Russell J. Holmes, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

University of Minnesota Morse Alumni Award for Teaching.Prof. Joshua M. Feinberg, University of Minnesota, Twin Cities Joshua Feinberg is a Professor and Director of Undergraduate Studies in the Department of Earth Sciences at the University of Minnesota. His research is focused on magnetic materials. He has developed courses and undergraduate majors at the departmental and college level, and runs a national multi-user facility at the University of Minnesota.Prof. Russell J. Holmes, University of Minnesota, Twin Cities Russell J. Holmes is a Professor and the Director of Graduate Studies for Materials Science and Engineer- ing in the Department of Chemical Engineering and Materials Science at the University of Minnesota