Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Aurand P.E., Dunwoody College of Technology; David Andrew Adolfson, Dunwoody College of Technology

Tagged Divisions

First-Year Programs

importance of engineering communication within the design project.Our students author several reports of varying lengths and formality. Examples of these includethe engineer interview report, field trip reports, guest speaker reflections, and the formal designreport for the project. There is also a fair bit of oral communication. We have discussed thecompany presentations, but there are also presentations associated with the project and animpromptu speech occurs occasionally. Some of the assignments also include graphicalcommunication with 3D modeling or hand sketches to show how various components or partswork together to accomplish a process.Lesson 10: Encourage metacognition and reflectionAs stated above, one of the primary goals of the course is

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania; Ashley J. Earle, York College of Pennsylvania

Tagged Divisions

First-Year Programs

developing pedagogy that encourages students in reflective learning and personal self reflection in engineering classes in addition to her passion for engineering ethics and conceptual learning. American c Society for Engineering Education, 2021 Work in Progress: Leveraging Curriculum to Mitigate Engineering Killer Courses Historically Engineering curriculums dropout rates have hovered around 50% over thepast 60 years despite attempts to mediate the losses. Most students don’t enjoy Calculus,Differential Equations, or Physics. Moreover, given the heavy course load at typicallyengineering schools it is very difficult for some students to

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello; Esmeralda Campos, Tecnologico de Monterrey, Monterrey, Mexico; Carlos Eduardo Martinez-Torteya, Tecnologico de Monterrey

Tagged Divisions

First-Year Programs

highlighted areas to improve to save students time inimplemented activities. The latter could be due to the course's implementation during theCOVID-19 pandemic, i.e., through synchronous distance education. Finally, the course alsohelped students reflect on their degree choices by making them solve problems they would nothave faced if they did not take the course.Keywords: challenge-based learning, higher education, educational innovation, competency-based education, integrated course.IntroductionAn integrated globalized world, new competencies demanded by the job market, new educationalmodels, and technological advances challenge universities to reflect on the social concerns aboutthe effectiveness of traditional higher education. Our institution, a

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohammad Usama Zahid, University of Illinois, Urbana-Champaign; Evin Scott Groundwater, University of Illinois, Urbana-Champaign; Yanfen Li, University of Illinois, Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign; Dallas R Trinkle, University of Illinois, Urbana-Champaign; Kelly Ritter, University of Illinois Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

engineering writing. Also included are rhetorical reflections that ask studentsto consider the choices made in their own writing and to understand writing as a process inwhich they engage.The Writing in Engineering Fields pilot course was designed to be delivered in three units: Unit1: Basic Skillsets for Rhetoric/Why do Engineers Write?”, Unit 2: Writing to EngineeringAudiences, and Unit 3: Writing to Wider Audiences—with each unit designed to meet three corelearning objectives (Table 2). Unit 1 began with an introduction to the Grand Challengesconcepts, culminating in an assignment that asks students to analyze, along with providing arhetorical reflection on, the written and rhetorical choices made across three texts that reflect aGrand Challenge

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jessica Ha, Florida Institute of Technology

Tagged Divisions

First-Year Programs

was returned at the beginning of theASC 1000 class. That day’s topic was time management skills with a similar type of assignmentgiven as homework. The students were encouraged to look back at what they believed theirweekly schedule would be based on limited college experience. This allowed the students toreflect on the first third (roughly) of the semester and adjust habits accordingly. At this iteration,no forced reflection or follow-up was included in either course.Career planning was addressed in both courses by utilizing the University’s fall career fair.Students were required to attend the career fair and speak to, at a minimum, two differentemployers about what the company does and what opportunities exist for engineering students

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

Tagged Divisions

First-Year Programs

, design projectassignments, engineering analysis, formal design process, teamwork, engineering ethics, writingskills, data estimation, and academic advising. The least frequently listed topics (though stillpresent) included stress management, academic integrity, interviewing, poster communication,brainstorming (design fundamental), social entrepreneurship, empirical math functions, clientinteractions, and qualitative research skills. These skills were only included in one or two courseseach2. The range in both number and categories of course content reflects the variability in firstyear course experiences for engineering students.A call was put forth several decades ago (i.e., the mid-1980’s) to postsecondary education tofocus on the first-year

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

social media in comparisonto other in-person interactions. In response to this shift from the more traditional tendencies ofstudents, educators have been somewhat coerced into implementing Internet-based technologiesinto their course curriculum.Web logs (also known as blogs) are one of the emergent Web 2.0 technologies being used. Thisonline, computer-mediated communication tool (CMC) allows users to publish information inthe form of posts, comments and self-reflection. It is driven by user-generated content and isavailable in several formats. The type of information that may be exchanged in a blog rangesfrom text, pictures, hyperlinks, audio, video, images and other formats2. Although single userblogs seem more common in the past, recent

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Engineering Design course6. These activities related tothe following recognized dimensions of learning styles presented by Felder and Brent4: (1) sensing(concrete, practical, oriented to facts) versus intuitive learners (conceptual, innovative, oriented to theory);(2) visual (pictures, diagrams, etc) versus verbal learners (written and spoken); (3) active (tries things out,works with others) versus reflective learners (learns by thinking through, works alone); and (4) sequential(linear, orderly, learns in steps) versus global learners (holistic, systems thinkers, learns in large leaps).There were over 20 learning modes assessed in both the student and faculty surveys. These modes havebeen described in detail in the previous papers5,6, and are again

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

on a four-stage cycle shown in Figure 1 that, while it can beentered into at any stage, is explained as follows. Concrete Experience (Facts) Active Reflective Experimentation Observation (Futures) (Feelings) Abstract Conceptualization (Findings) FIGURE 1. KOLB’S CYCLE OF EXPERIENTIAL LEARNING.First

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ariana Gabrielle Smies, Michigan Technological University; Erin Vandenbusch; Michelle E. Jarvie-Eggart, Michigan Technological University

Tagged Divisions

First-Year Programs

prototyping, such as 3D printing.First-year engineering programs that include maker/tinker spaces and 3D printers for rapidprototyping can increase persistence within engineering programs, as well as within universities10.Additionally, as the trend of more students coming into first year programs with previousengineering design experience continues4, students will increasingly begin college with the skillsto tackle prototyping and may desire the greater challenge posed by open ended projects.Three recent studies, in particular, involved the use of open-ended toy design and are highlightedin this work4,11,12. Bitetti and Danahy11, of Tufts University, wanted to examine the change in firstyear engineering students’ reflections around success in

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Danielle D. Gagne, Alfred University; Bethany C. Johnson, Alfred University; Steven M. Pilgrim, Alfred University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

ability tomonitor progress towards self-generated goals, and the ability to reflect on performance andmake adjustments and manage time effectively, to comprise the overarching construct of self-regulation in learning [4].Students who are better at self-regulation often outperform those who have not developed theseskills [5]. Although the literature on this topic heavily focuses on students’ use of strategies orperformance, there is a growing body of research focused on students’ backgrounds andunderlying beliefs regarding learning. These individual difference variables may globallyinfluence a student’s disposition, use of strategy, and thus, performance [4, 6]. Although thereare several potential lines of inquiry available, the present study was

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Divisions

First-Year Programs

requirements, the process for obtaining eachbadge included at least the following: introduction to the new topic (e.g., participation and animpromptu classroom presentation or discussion, hands-on activity in class); reflections on thedesign and development of the project and on their own learning; application of new materials;and finally, the final project itself accompanied by the narrative/reflection and artifact(s). Whilesome projects were to be completed independently, for others, students were encouraged orrequired to work with peers. In addition, some projects could be in part used to meet sub-competencies across multiple badges. Students completed projects on their own timeframe and inthe order they preferred. While there were soft deadlines

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Keyvani, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

First-Year Programs

skills for our first-year engineering students. Although this skill can betaught and assessed, the results of past surveys show that engineering students are inadequatelyequipped to meet this need.This need is addressed by teaching and assessing the three pillars of engineering communication:written, oral and graphical through a series of lectures, activities and group assignments. Forinstance, a series of biweekly group assignments, designed to assess and improve the three pillarsof engineering communication are woven into the project-based curriculum, culminating with afinal project exhibition and written reflection. These assignments, not only assess thepresentation, graphical communication and writing skills of the teams but also their

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Page 24.880.1 c American Society for Engineering Education, 2014 Making a First-year Impression: Engineering Projects that Affect and ConnectIntroductionAfter years of having passed through multiple assessments, iterations, and updates of the coreGeneral Engineering courses in the first-year program at Northeastern University (NU), severalengineering professors wondered the following, “With our engineering courses so full ofactivities, topics, and projects, how can we identify which of those elements have the greatestimpact on our students?” It was time for a more detailed reflection on all that had been put inplace in the first-year courses in order to identify which

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

David Kazmer, University of Massachusetts-Lowell; John Duffy, University of Massachusetts-Lowell; Beverly Perna, Tsongas Industrial History Center

Tagged Divisions

First-Year Programs

impact on student motivation and success.2. IntroductionEngineering education seems to have come under increased criticism lately, with manycompanies and students arguing that engineering curricula are too abstract and disconnected [1,2]. It is interesting to reflect upon similar concerns of Henderson [3] and Grinter [4] dating backto 1983 and even 1955. These studies consistently indicate that engineering education shouldhave the following properties: 1. Relevance to the lives and careers of students, preparing them for a broad range of careers, as well as for lifelong learning involving both formal programs and hands-on experience; 2. Attractiveness so that the excitement and intellectual content of engineering will

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky; Joshua Parsons; Shannon Lee Sampson; Brad A. Hubbard, University of Kentucky

Tagged Divisions

First-Year Programs

presentation as well. These included: information sessions; parity of teammembers; construction of learning objectives; differing pedagogies; adopting and adaptingmaterials from major courses; administrative; and housing members within departments. Wemade a number of initial conclusions, including that students were acutely aware of the novelnature of the course, and forgiving of issues surrounding them. Also, the themes of the courseoutlined in the learning objectives and outcomes were reflected in student responses, and theywere aware of the importance of the new FYE program in the context of a larger college mission.Methodology The current mode of analysis is a thematic one, consistent with methods of thematicanalysis (Braun & Clarke

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eduardo G. Perez, Inter American University of Puerto Rico; Omar Meza Castillo, Inter American University of Puerto Rico

Tagged Divisions

First-Year Programs

mechanical engineering) was designed to provide an acclimation tocollege life, provide an introduction to engineering careers and promote self-confidence.Physics and Math topics were included in the theoretical part of the projects developed duringthe summer program to promote the student’s interest in Physics and Mathematics courses.The 2015 summer program impacted 67 students (34 mechanical, 18 computer, 8 industrialand 7 electrical) with a wide range of College Board scores, reflecting a variety of collegepreparedness levels. Students were divided in five groups. Each group was placed in adifferent classroom to work a hands-on project with an instructor and a student mentor.Groups were chosen to be multidisciplinary. To promote professional

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Neeraj Buch, Michigan State University

Tagged Divisions

First-Year Programs

areas. The number of students enrolling from the natural sciences has been growing overthe last five years.Currently, the enrollment for CSE 131 is approximately 250 students for both autumn and springsemesters, and approximately 30 students for summer semester. Class enrollment has beendeclining over the last five years, which is a reflection of generally declining engineeringenrollments both at MSU and on a national basis. Enrollment hit a high point of approximately400 students per term in 2001.CSE 131 is a lecture/lab course. Students meet in lecture once per week in an 80-minute session,and in two lab meetings per week both for 80-minute sessions. Students enroll in one of twolecture sections of approximately 125 students each, and in one

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Darryl Morrell, Arizona State University

Tagged Divisions

First-Year Programs

problem solving process. For every assignment, the student is asked to self-assesswhether they have demonstrated the competencies associated with the assignment and to describethe evidence that supports their assessment. Every assignment also requires a short reflective state-ment, which includes what was learned and what was still unclear. Most of the assignments requirestudents to create a MATLAB solution (often MATLAB script files) from scratch-no sample or par-tially completed solutions are given as part of the assignments.Each assignment is based on a more-or-less real-world problem that is appropriate for the analyticalskills of freshman-level students. The MATLAB skills addressed in the assignments and associatedproblems used in the Fall

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

study. In particular, the motivational factors that have previously beenidentified were found to be quite relevant to the current study. Prior work has primarily focusedon individual student interviews at a certain time in their academic career but has never linkedmotivations to persistence directly. The current study took a differing approach to prior work byreviewing individual student reflections from students entering an engineering program in thefall of 2007, as the class prepares to graduate this year (2011) their initial motivations werelinked to their educational persistence (or non-persistence).Methods:The primary source of data in the current study was student essays written for a class assignment.These qualitative reflections were

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University

Tagged Divisions

First-Year Programs

identity fromSeniors, Freshmen, and Sophomores.Theoretical Framework: This study draws on three determinants of identity development: roleacquisition theory and identity, socialization process, and peer interactions. Our theoreticalframework is shown in Figure 1. Role acquisition theory postulates that individuals set goals,make decisions, form relationships, and develop their personal and professional identitiesthrough their college experiences (Kraus, 2012). This means that faculty have an opportunity tointentionally design activities that allow engineering students to engage in behaviors andinteractions where they can learn new roles and reflect on how they fit into the new roles.Thornton and Nardi (1975) conceptualize role acquisition in four

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida

Tagged Divisions

First-Year Programs

,there is a unique difficulty in creating cognitive objectives inherent to the three primarychallenges to implementing PD. A critical aspect is providing a structure that is comprehensiveyet flexible enough to accommodate different backgrounds. Upon completion, students must beable to reflect upon their experiences and communicate its value to potential employers andother professionals in the engineering field. In turn, institutions need an effective way to assesslearning outcomes.Over the past 10 years, digital badging has gained momentum in formal and informal settings asa way to document skills achieved [13–17]. Digital badging is best understood as a merit-basedaward given to students when particular criteria are met to demonstrate a

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

are in writing in the disciplines, discourse analysis of talk about writing and corpus-based analysis of written texts. Page 12.253.1© American Society for Engineering Education, 2007 Are Freshman Engineering Students Able to Think and Write Critically?Abstract“Critical Thinking is defined as reasonable reflective thinking that is focused ondeciding what to believe or do. More precisely, it is assessing the authenticity, accuracy,and/or worth of knowledge claims and arguments. It requires careful, precise, persistentand objective analysis of any knowledge claim or belief to judge its validity

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Gretchen Hein, Michigan Technological University; Jean Kampe, Michigan Technological University; Amber Kemppainen, Michigan Technological University

Tagged Divisions

First-Year Programs

ENG1001 (approximately 100 students), however, the project did not end with thisactivity. Page 14.852.5 Prior to coming to Michigan Tech’s orientation week, the first-year students read Three Cupsof Tea: One Man’s Mission to Promote Peace… One School at a Time. 13 Each year, theuniversity selects a book that first-year students read as part of the “Reading as Inquiry”program.14 For the past three years, the program has selected books that reflect social orenvironmental issues. The purpose of this program is to prepare the entering students for collegelevel reading and analysis. During orientation week, students meet with their orientation

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Sondra Miller, Boise State University; Pat Pyke, Boise State University; Amy Moll, Boise State University; Melissa Wintrow, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

First-Year Programs

ERC was such thatstudents lived in suites with a shared common meeting space, which facilitated collaborativework and study. Through structured activities outside of the classroom, the FiR facilitatedlearning that enhanced engineering academics (e.g., advising, study groups, tutors), communitybuilding (e.g., informal drop-in coffee nights, rock climbing), and supported the RC programcommon values. Success of these programmatic activities was assessed qualitatively (i.e.,student’s perceptions articulated through reflective writing) and quantitatively (i.e., academicperformance in key freshman engineering courses).Qualitative Life Skills SuccessesTo fully assess the successes of the ERC, we chose to first qualitatively examine the experiencesof

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

’ development, achievement, and persistence through encouraging the integration of social and academic lives within a college or university and its programs, and through quality interaction with peers, faculty members, and the campus environment5. (pp. 49–50)Learning communities help students to make friends right away so that they can then settle inand focus on academics. Johnson et al8, wrote about how using cooperative learning in learningteam environments helps to reduce anxiety, helps to increase motivation, and promotesemotional bonding. In the learning teams, the first year seminar course, and the academicstrategies course students are asked to reflect and write about their experiences. Research asshown the importance of

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Universidad EAFIT, Medellin - Purdue University, West Lafayette; S. Zahra Atiq, Purdue University, West Lafayette; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

, 3) utility, and 4)relative cost9. Attainment value is defined as how an individual’s perception of a task reflects ontheir self-concept. Intrinsic or interest value is defined as the enjoyment that people experiencewhile performing that task, 3) Utility value is defined as perception a student has in the futureengagement of a certain task, and 4) The relative cost is the cost associated with engaging in acertain task, in terms of time, effort or the psychological factors associated with it9,10.Sampling and ParticipantsThe interview participants were recruited from the 2014 cohort of FYE students. A mass emailwas sent to the desired population, out of which 40 students volunteered to participate in thestudy. Purposeful sampling was done to

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

competitiveness, economic prosperity, and security. Creativity isdefined by some cognitive researchers as the introduction of new variables, significant leaps,or novel connection, and is a process resulting in a novel products1,2. Torrance concludedthree characteristics of creativity: originality, idea fluency, and flexibility, and claimed thatevery person has his or her creativity and that creativity could be cultivated3. Amabileestablished a psychological model of creativity that includes four factors: intrinsicmotivation, domain knowledge, creative skills, and environment4. Metacognition refers to theawareness of and reflection on one’s learning process and is higher-order mental processes5,6.Metacognition includes making plans for learning and

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, MacEwan University

Tagged Divisions

First-Year Programs

for MathAdvisory exam) might indicate a decline in the performance of engineering students on the mathassessment exam, the data does not support the anecdotal hypothesis nor the quantitativeevidence of markedly declining math skills in first-year engineering students at our institution, atleast during the time period considered.Assessment tools are often used in a predictive way to gauge the overall skills of engineeringstudents. They are also useful in setting engineering program directives. It is clear from thisarticle that the academic averages obtained in high school, may not necessarily reflect the skilllevel of the students entering first-year, especially in mathematics. A further analysis of theseassessment results in light of first

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Diana G. de la Rosa-Pohl, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

First-Year Programs

oftenhave college-educated parents who can help them navigate the transition into university.Regardless of this apparent advantage, our experience is that Honors students too often leavewithout completing an engineering degree. Thus HEP students, just like their PROMEScounterparts, benefit from participation in a community of peers and supportive faculty and staffirrespective of family support or financial circumstances. Page 25.749.2 Participation in both of these communities is voluntary and therefore one might argue that anydifferences in outcomes for participating students are a reflection of self-selection. Our dataindicate that there is no