Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Stephen P Mattingly, University of Texas, Arlington; Ziaur Rahman, The University of Texas at Arlington; Heather L Frost

Tagged Divisions

First-Year Programs

mathematics aptitude measured using ACT and/or SAT Math scoresand not only enrolling in, but also performing well in advanced science (i.e. physics) andmathematics (i.e. calculus) courses in high school.1-3 Additionally self-efficacy, determinedfrom student survey responses to questions designed to gauge their confidence in theirquantitative abilities, parental educational attainment and geographic location (i.e. urban versusrural home) have been found to impact engineering student persistence and achievement. 4,5 Oneof the primary first year indicators is grade point average (GPA), which is indicative of students’quantitative and analytical capabilities, as first year engineering curricula are dominated bymathematics, science and fundamental

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

Tagged Divisions

First-Year Programs

Employment Counseling, vol. 39, pp. 12–21, 2002.[7] K. J. Downing, “Self-efficacy and metacognitive development,” International Journal of Learning, vol. 16, no. 4, pp. 185–200, 2009.[8] E. Seymour and N. M. Hewitt, Talking about leaving: why undergraduates leave the sciences. Boulder, CO: Westview Press, 1997.[9] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. A. Layton, “Persistence, engagement and migration into engineering programs,” Journal of Engineering Education, vol. 97, no. 3, pp. 259–278, 2008.[10] P. A. Gore, “Academic self-efficacy as a predictor of college outcomes: two incremental validity studies,” Journal of Career Assessment, vol. 14, pp. 92–115, 2006.[11] J. B. Biggs, “The role of

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Connor Sonnier, Arizona State University

Tagged Divisions

First-Year Programs

comparison of students and expert practitioners”, Journal of EngineeringEducation, vol. 96, pp. 359–379, 2007.[26] A. R. Carberry, M. W. Ohland, “Measuring engineering design self-efficacy”, Journal ofEngineering Education, vol. 99, pp. 171–179, 2010.[27] J. Hirtz, R. B. Stone, D. A. McAdams, et al., “A functional basis for engineering design:Reconciling and evolving previous efforts”, Research in Engineering Design, vol. 13, no. 2, pp.65-82, 2002.[28] R. Bailey, "Effects of industrial experience and coursework during sophomore and junioryears on student learning of engineering design," Transactions of the ASME, vol. 129, pp. 662-667, 2007.[29] J. D. Bransford, A.L. Brown, and R.R. Cocking, “How people learn: brain, mind,experience, and school

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

performance.In just this short exercise, where the student primarily experiences organizational and proceduralautonomy, she expresses the sense of increased attainment value and potentially higherexpectancy.10,15 While high levels of structure is expected from the lecture portion of thecurriculum, the labs allow students to engage in some SDL activities. To emphasize the range ofstudent perspectives, it is important to note that this student reports that she had learned morethrough an SDL approach while the previous student indicates he had learned less despite ahigher level autonomy Clearly, students have varying comfort levels with the unstructured natureof SDL experiences and may misjudge their resulting competency and expectancy (e.g., self-efficacy

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

enhancing collaboration between peers andpotentially easing the difficulty of the engineering curriculum for some students. Strategies thathave been found to be effective for learning in engineering classrooms and promoting community-building amongst students include cooperative learning activities, model-eliciting activities,problem-based learning, inquiry-based laboratories, and learning communities.3 The use of studentself-assessment tools can help students to increase self-efficacy and confidence in theirengineering-related abilities.11 Many universities are currently utilizing multi-pronged approachesthat include improvements to mentoring and academic advising, the development of a communityof belonging, and improvements to teaching in the

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California, Irvine; Christian Fischer, University of California, Irvine; Fernando Rodriguez, University of California, Irvine; Gregory N. Washington, University of California, Irvine

Tagged Divisions

First-Year Programs

engagement with students’ course ratings andcourse performance by analyzing learning analytics data (e.g., site access, timestamps, etc.)captured within the learning management system. Additionally, students from both online and in-person sections will be invited to participate in focus group interviews to explore faculty-studentconnections and course enjoyment. Furthermore, a follow-up study will further assess theimpact on student outcomes, student motivation, effort regulation and self-efficacy between thein-person and online sections as part of a retention study.References[1] M. Borrego, J. E. Froyd, T. S. Hall, “Diffusion of Engineering Education Innovations: A Survey of Awareness and Adoption Rates in U.S. Engineering Departments,” Journal

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

improve the pedagogy and student experiences in lower divisionundergraduate engineering programs, through collaborations among engineering, education,psychology, language arts, and mathematics faculty. This is accomplished by: developing facultywho possess and incorporate the most effective pedagogical techniques in the classroom, using indepth psychological strategies that consider self efficacy, integrating technology, whereappropriate, leveraging differentiated instruction and formative assessment and using acoordinated and integrated strategy. This paper reveals our findings on reducing the time it takesto prepare our students for Calculus I, henceforth improving retention statistics, throughpromoting teaching and learning through

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Saeid Moslehpour, University of Hartford

Tagged Divisions

First-Year Programs

promoting racial understanding),self-efficacy, leadership, choice of a service career, and plans to participate in serviceafter college 2.In the past few years service-learning has become increasingly common pedagogy inengineering programs around the globe. One reason for its popularity is the industry’sdesire for individuals with the communication and collaboration skills who are betterequipped for working in a global context 3,4.In the United States, many different universities have also incorporated service-learninginto their curricula5. Perhaps the best well-known example is the Engineering Projects inCommunity Service (EPICS) program8 created by Purdue University in 1995 and now itincludes 18 universities. Under this program freshman to senior

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

J. E. Pizzolato, P. Chaudhari, E. D. Murrell, S. Podobnik, and Z. Schaeffer, “Ethnic Identity, Epistemological Development, and Academic Achievement in Underrepresented Students,” Journal of College Student Development, vol. 49, no. 4, pp. 301–318, 2008.18 J. E. Pizzolato, “Assessing self-authorship,” New Directions for Teaching and Learning, vol. 2007, no. 109, pp. 31–42, 2007.19 Masi, Barbara, “Impact on Freshman Design Experiences on Self-Efficacy in Engineering,” in the Proceedings of the 2009 ASEE Annual Conference, Session 2314. Austin, TX. Jun-2009.AppendixA1. Course content and structure Fall 2013 and 2014 Style Fall 2013 Style

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs

of contemporary issues.Quoting one student, “[Blogging] can be very useful in engineering courses and other collegelevel courses, given the right direction. Blogging should not so much be an assignment as anopportunity to pose questions, discuss challenging concepts or topics, or merely expressing one'sopinions.” An ability to balance this notion should prove beneficial to future attempts to applyblogging to engineering courses.7. References1. Cisco. (2011) The Cisco Connected World Technology Report.2. Papastergiou, M. Gerodimos, V. & Antoniou, P. Multimedia blogging in physical education: Effects on student knowledge and ICT self-efficacy. Computers & Education, 57 (2011) 1998–2010.3. Saeed, N., Yang, Y., & Sinnappan, S

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

between informal collaboration andachievement. Two recent studies involving only engineering students10 presented a convincingcase for the relationship between informal collaborative learning and improved confidence andacademic achievement. Collaborative learning strategies investigated in these studies included Page 24.747.2“sharing ideas with peers, obtaining helpful feedback from other students, and working togetherto help each other understand the material, learn new things and complete assignments”.11 Theresults from these two studies concluded that students’ self-reported collaborative learningstrategies were associated with increased self

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

toapply this “reasonableness” judgment? At some point, I developed this expertise. Howcan we teach this to freshmen?Observation #9, Self-Efficacy Matters: I am confident in my mathematical abilitiesnow and it makes a difference in my classroom mentality. Knowing you can actuallyperform, given enough time is a great feeling. As instructors, the things that we can do tobuild up the self-efficacy of our students in terms of their ability to apply what they’vebeen learning, are important. Here’s an example of how my professor enables masteryexperiences, which help shape self-efficacy7. He has 100% of his old exams – and theirsolutions – on his website, with statistics of student performance on each question. Thisallows students to practice problems

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

, GA.10. Eris, O., Chachra, D., Chen, H. L., Sheppard, S., Ludlow, L., Rosca, C., Bailey, T., Toye, G., 2010, “Outcomesof a longitudinal administration of the persistence in engineering survey,” Journal of Engineering Education, 99, pp.371-395.11. Hanson, J. H., Williams, J. M., 2008, “Using writing assignments to improve self-assessment andcommunication skills in an engineering statics course,” Journal of Engineering Education, 97, pp. 515-529.12. Carberry, A. R., Lee, H-S., Ohland, M. W., 2010, “Measuring engineering design self-efficacy,” Journal ofEngineering Education, 99, pp. 71-79. Page 24.854.14

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

identity currently evidencedin the ASEE body of literature. The CTI layers, written in italics, are followed by relevantthemes pulled from ASEE conference papers. • Personal: self-efficacy and self-confidence in engineering students [7] • Enactment: the development of professional / authentic skills [8] • Relational: creating interpersonal bonds [9] • Communal, specifically community and sense of belonging [2], [9], [10].Pertaining to the programmatic goals of student academic success and retention, the authors wereable to identify relevant literature to guide in the design of the program. Relevant literature fellinto three categories: relating mentorship programs to favorable academic outcomes, specificallyincreases in student GPA

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Hylton, Ohio Northern University; Todd France, Ohio Northern University; Louis A. DiBerardino III, Ohio Northern University

Tagged Divisions

First-Year Programs

Annual Conference and Exposition.[3] Carberry, A. R., Lee, H.-S., & Ohland, M. W. (2010). Measuring Engineering Design Self-Efficacy. Journal of Engineering Education, (January), 71–79.[4] Daher, T., & Loehring, M. (2016). Shaping the Engineering Freshman Experience through active learning in a Flipped Classroom. In 123rd ASEE Annual Conference and Exposition (pp. 1–10).[5] Estell, J. K., Reeping, D., & Reid, K. “Workshop - Envisioning the First-Year Engineering Body of Knowledge”, Seventh Annual First Year Engineering Experience Conference, August 2-4, 2015.[6] Everett, J. W., Morgan, J. K., Stanzione, J. F., & Mallouk, K. E. (2014). A hybrid flipped first year engineering course. In 6th First Year

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University; Nova Alexandria Glinski Schauss, Oregon State University

Tagged Divisions

First-Year Programs

-19 Volume 3, 20023. Veenstra, Cindy P., Dey, Eric L., Herrin, Gary D., "A Model for Freshman Engineering Retention", AEE, Volume 1, Issue 3, Winter 20094. Meyers, Kerry L., Silliman, Stephen, E., Gedde, Natalie, L., Ohland, Matthew, W., "A comparison of engineering students’ reflections on their first year experiences.", J. Engineering Education, April 20105. Hutchison, Mica A., Follman, Deborah K., Sumpter, Melissa, Bodner, George M., "Factors influencing the self- efficacy beliefs of first year engineering students", J. Engineering Education, January 20066. Landis, R. B., "Student Development: An Alternative to 'Sink or Swim'", Proceedings of 1994 ASEE Annual Conference, June 19947. Lotkowski, Veronica A., et al. "The Role of

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University, West Lafayette; Mayari I. Serrano, Purdue Polytechnic Institute; Beth M. Holloway, Purdue University, West Lafayette; Rachel Ann Baker, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

participants’ spatialperception, mental rotation, and spatial visualization skills, both the experimental group and acontrol group will complete the Purdue Spatial Visualization Test (PSVT) before the onlineworkshop, in the middle of the semester, and after completion of the workshop. Results of this pilotstudy will be analyzed to determine the value of offering online spatial reasoning content to allincoming engineering students. It is our hope to understand how to best increase spatial skills forwomen engineering students, and doing so early in their college careers might lead to increasedretention, success, and self-efficacy. This research also aims to expand representation of women inengineering by creating resources that properly address specific

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Mark Embree, Rice University; Maria Oden, Rice University

Tagged Divisions

First-Year Programs

with many common tools andbecome more familiar with the OEDK and its resources. During the prototyping phase of ENGI120, the fabrication mentors offer office hours in the OEDK to help the design teams constructand test their prototypes.Assessment of ENGI 120 ProgramStudent SurveysAssessment was conducted at the end of the semester. In the survey, student perception onimprovements in skills, including engineering design, problem-solving, technical writing, andteamwork was probed. Student’s self-efficacy toward engineering and their decision-makingregarding an engineering major were also probed. The authors recognize that these data are self-reported, and may not reflect actual improvement in skills.The students’ perceptions of how they are

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; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

apply what they learn immediately in the context of the project. Theseelements of just-in-time learning and increased emphasis on a “discipline project” level projectbased learning strategy were added to the course in an attempt to increase student motivation toapply these fundamental design concepts in a manner that would improve their ability to applythem and transfer this knowledge into other contexts14-16.To assess the effectiveness of these changes, the students’ knowledge of the design processneeds to be evaluated. Different instruments are available in the literature to assess differentaspects of the engineering design process. For example, Carberry et al.17 developed aninstrument to measure engineering design self-efficacy. McKenna and

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

three broad learning domains –affective (i.e., self-efficacy), thinking patterns (i.e., developing connections in the pursuit ofvalue creation), and content knowledge/skills [14]. Included in EML content knowledge/skillscan be design iteration and prototyping, which is the assessment focus of this paper and is anelement not seen in many of other first-year engineering design projects that harnesses EML.In the College of Engineering at Rowan University, we set out to foster EM in our first-yearengineering students by transforming a project that leverages Universal Design Principles as aframework for creating toys for children to include EM-related outcomes inspired by KEEN’sthree tenets: Curiosity, Connections, and Creating Value (the 3Cs). In

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

doctoral degrees in Civil En- gineering from North Carolina State University in the USA. Her disciplinary research interests lie in the area of sustainability in asphalt pavements using material considerations, green technologies, and efficient pavement preservation techniques. Her doctoral work focused on improving the performance of recycled asphalt pavements using warm mix asphalt additives. As a postdoctoral scholar at North Carolina State University, she worked on several NCDOT sponsored research projects including developing specifica- tions for crack sealant application and performing field measurements of asphalt emulsion application in tack coats and chip seals. Her undergraduate teaching experience includes

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University-Kingsville

Tagged Divisions

First-Year Programs

University describe an introductory course on fundamentals ofelectrical and computer engineering that employs a theme-based curriculum to link theengineering topics to be taught to real-world problems2. The authors emphasize the importanceof real-world related applications. In our cooperative learning exercises, the students have theopportunity to work with the results of an independent group, and their results, in turn, is utilizedby yet another group, giving students the experience of being engaged in real-time exercises.Hutchison et. al. investigate factors influencing the beliefs of self-efficacy of the freshmanengineering students3. The group’s work revealed nine factors that contribute to the studentconfidence. These factors are understanding

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

David R. Ely, Ivy Tech Community College, Lafayette; Jason E. Bice, Purdue University, West Lafayette; Kendra A. Erk, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

many sophomores in mechanical orelectrical engineering would only begin to be exposed to. The progress over a short time spanalone indicates progressive projects that do not simply reboot from one semester to the next aremore rewarding and beneficial for student learning and development. Additionally, the studentsgain a real sense of what the design loop is, and how it can be utilized to create a great product.Students also learned how to leverage the skills diversity within their groups to maximize theeffectiveness of each individual and function within very diverse teams.Additional evaluation and self-efficacy exams need to be developed as metrics for studentgrowth and development to accurately assess the efficacy of the course, and data

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

First-Year Programs

creative functioning. These attributes include, but are not limited to, willingness to overcome obstacles, willingness to take sensible risks, willingness to tolerate ambiguity, and self-efficacy. In particular, buying low and selling high typically means defying the crowd, so that one has to be willing to stand up to conventions if one wants to think and act in creative ways. Often creative people seek opposition; that is, they decide to think in ways that countervail how others think. Note that none of the attributes of creative thinking is fixed. One can decide to overcome obstacles, take sensible risks, and so forth.6. Environment. Finally, one needs an environment that is supportive and rewarding of creative ideas. One could

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

Tagged Divisions

First-Year Programs

motivating modern learners indicates that it is important to enable“the millennials” to overcome anxiety and believe that they can learn content and achieve theoutcomes; they must build self-efficacy and take responsibility for their own learning.According to Pryce, some of the best ways to motivate the millennial student are through guidedpractice, repeated and distributed practice, and early and frequent “low stakes formativeassessment with developmental feedback, as well as repeated and distributed practice built intothe course structure.”10 Thus, the development of appropriate class components and assessmentsis essential, especially for a course aimed at first-year students. The assessments must: 1) beperceived as both relevant and valuable to

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

Tagged Divisions

First-Year Programs

-reported survey data was alsocollected for the spring 2011 group at the end of the semester. The complete survey administeredto this group of students is included in Appendix A. The survey questions covered affectiveoutcomes related to the class. Figure 4 shows the results of the self-efficacy of the studentsassociated with skills covered in the digital logic project. Data was recorded on a five-pointLikert scale with 1 being the lowest level of confidence in performing the skill and 5 being thehighest. Both measures were reported by students at the end of the semester so that they couldbetter convey their perceived change in skill level. Since most students come in with very littlecomputer hardware knowledge, it is not surprising that initial

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

that predict student success, including academic preparedness [25],[26] and the psychological factors of motivation, self-efficacy, and attitude [27]–[30]. Ouruniversity’s school of engineering mirrors that of many engineering schools across the country asefforts of research to improve teaching and learning are made in hopes of retaining engineeringstudents into engineering careers. The longitudinal interdisciplinary research group, GEARS,that initially assembled around the research goal of focusing on first-year engineering studentretention and academic achievement has sustained in their efforts, while expanding theirexploration of first-year student retention through innovative, interdisciplinary viewpoints. Ourgroup is now poised to look at

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

withsmaller sections that focused on active learning have also been shown to increase students’retention and certainty [10].In connection with Social Cognitive Career Theory, many elements of first-year engineeringcourses are also directed towards self-efficacy, outcome expectations, and personal goals, andthese courses are proven to increase major certainty by a statistically significant amount [11],[12]. Furthermore, labs, projects, and a close relationship with their professor help studentsselect a major [11]. The retention rate of students within a specific major increased when thatstudent was taught by a professor with the same degree as their intended major for their FYEintroduction course, as well as when students attended 2 or more

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati

Tagged Divisions

First-Year Programs

Education, pp. 267-274, July 2002.4. R. Talbert, “Learning MATLAB in the Inverted Classroom,” Proceedings of the ASEE Conference, San Antonio, TX (2012).5. K. M. Kecskemety, B. Morin, “Student Perceptions of Inverted Classroom Benefits in a First-Year Engineering Course,” Proceedings of the ASEE Conference, Indianapolis, IN (2014).6. M. Stickel, S. Hari, Q. Liu, “The Effect of the Inverted Classroom Teaching Approach on Student/Faculty Interaction and Students’ Self-Efficacy,” Proceedings of the ASEE Conference, Indianapolis, IN (2014). Page 26.1698.127. N. K. Lape, R.L. Levy, D. H. Yong, K. A. Haushalter, R. Eddy, N

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Monica M Cortez, Texas A&M University; Teri Kristine Reed, Texas A&M University; P.K. Imbrie, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, developed the TESS (Teaching Engineering Self-efficacy Scale) for K-12 teachers, and rescaled the SASI (Student Attitudi- nal Success Inventory) for engineering students. As a program evaluator, she has evaluated the effects of teacher professional development (TPD) programs on K-6 teachers’ and elementary students’ attitudes to- ward engineering and STEM knowledge. As an institutional data analyst, she is investigating engineering students’ pathways to their success, exploring subgroup variations.Dr. Monica M Cortez, Texas A&M University Monica M. Cortez, Ph.D., is the Director of the Texas A&M Engineering Academy and Workforce De- velopment Programs at Texas A&M University. She received her Ph.D. and M.S