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

excellence. One of the signature programs offered is the “Academic ExcellenceWorkshop” (AEW). This program is offered as a one-credit pass/fail course for students in theirfirst and second years in the College and has met with varying levels of success, as measured bystudent performance, feedback on student surveys, and faculty perceptions of their effectiveness.Approximately 100 AEW courses are offered throughout the academic year for mathematicscourses (pre-Calculus through Calculus III) and select engineering classes. Students register forAEWs that correspond to the particular mathematics and/or engineering course(s) in which theyare enrolled. Because Syracuse University students pay block tuition, there is no financialdisincentive to enrolling

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Tkacik, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley P.E., University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

, which are two engineering-specific social engagement variables. Amelink andCreamer’s30 multi-institutional research with female engineering students also demonstrated thattwo survey items associated with peer-oriented social engagement (“getting along with otherstudents in the engineering major” and “feeling as though they are treated with respect by malestudents” in their program) were significantly correlated with their intent to pursue anengineering-related career. Espinosa’s study31 reported that some categories of socialengagement are positively related to the persistence of female students as a whole while othersonly have a meaningful association with women of color. Brown et al.’s study32 conducted withAfrican-American engineering

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaya Dofe, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

edu-cational setting. Future work will examine if the online offering of EGGN 100 impacted theretention of students.AcknowledgmentsThe author(s) acknowledge that the research work presented in this manuscript is based upon thestudent participants who were enrolled with the National Science Foundation-funded grant,“Building Capacity: Advancing Student Success in Undergraduate Engineering and ComputerScience” under NSF grant number: 1832536.” The contribution of Co-author Sudarshan Kurwad-kar is directly supported through this grant. References1. Mills, J. E, Treagust, D. F. (2003). Engineering Education – Is Problem-based or Project-based Learning the Answer. Australian Journal of Engineering Education http

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter M. Ostafichuk, University of British Columbia, Vancouver; Susan Nesbit, University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver; Gerald Tembrevilla, University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

average score earned). All statistical analyses were conducted usingIBM SPSS 25.The inter-rater reliability between the coders measured using Cohen’s kappa and is shown inTable 3. The two values in each cell of the table represent the reliability for the pre-interviews(left) and post-interviews (right). Agreement between Coders 1, 2, and 4 ranges from roughly“moderate” to “strong,” while agreement with Coder 3 is “minimal” to “weak” [32]. However,unless otherwise noted, Coder 3’s ratings are included in the aggregate results that follow as theeffect of removing Coder 3 is inconsequential, as will be shown.Table 3. Inter-rater reliability: Cohen's kappa for the four coders for pre / post interviews Coder 2

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaqi C. McNeil, University of Louisville; Angela Thompson P.E., University of Louisville

Tagged Divisions

First-Year Programs

interested in. This was done over two class periods. Almost all the ofcomments about time were negative, ranging from the presentations being too short (, or therewasn’t enough time to answer questions or students felt rushed. One student seemed to enjoy thepresentations but thought they should be longer, “It would have been helpful if the presentationswere a little longer because some of the speakers had a lot of great info in their presentations butcouldn't get through all of it because of the time constraints” (DP196). Some students wantedone-on-one time with the department presenters, “I have considered switching majors but theydon't give you enough time to talk one on one to the presenters about what it mean(s) to switchor compare the 2 fields

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Olin College of Engineering; Kevin A. Nguyen, Texas Tech University; Chris Gewirtz, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

.”Perspective Respect does not just “When you talk they will listen. They respect your happen ideas, so be willing to admit your flaws because other[s] might not.”ConclusionEngineering Student Reflection Based on our findings we believe engineering students learn a great deal aboutthemselves and their teams when they have time to reflect on those experiences. A larger samplesize may be required to satisfactorily tell whether or not there actually is a difference betweenprompts that are used to promote learning and the possible differences in gender ratings suggeststhe need for further research and confirmation in that area. Though the assignment

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Matthew Long, Deakin University; Sivachandran Chandrasekaran P.E., Deakin University; Simon William Cavenett

Tagged Divisions

First-Year Programs

community of inquiry amongst students,the students need to experience a diversity of interactions across both, and possibly within eachof the, online and on-campus modes of student presence involved in blended learning.Weighing up the advantages and disadvantages of residential schools, we conclude that theyare a very important component in an online undergraduate engineering program. As far asonline education in engineering is concerned, a balance needs to be found between ensuringproper training and assessment of trainee engineers and the very worthwhile goal of providingengineering education “anywhere, anytime”.42AcknowledgementsThe authors express their sincere thanks to K.L. Chenery, W.B. Stannard, S. Palmer, andM. Khalife who gave invaluable

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Jeffrey L. Newcomer, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

point, it is essential tointegrate this content into both curricular and co-curricular efforts. It is not enough to spend asingle hour engaged in this work. It is important to find ways to encourage students to explorethese topics in more depth and to allow them to continue to engage in meaningful discussions asthey develop their personal and professional identities.References[1] B. O. Barefoot, C. L. Warnock, M. P. Dickinson, S. E. Richardson and M. R. Roberts, "Exploring the Evidence: Reporting Outcomes of First-Year Seminars. The First-Year Experience. Volume II. Monograph Series, Number 25.," National Resource Center for the First-Year Experience and Students in Transition, 1998.[2] C. Boudreau and J. Kromrey, "A longitudinal

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ordel Brown, Northwestern University; Susanna C. Calkins, Northwestern University; Lisa M. Davidson, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

practice. Then, transfer that knowledge and experience to the final steps in theprocess, when they are fully immersed abroad.The guided CIAs are individual writing, out-of-class assignments that are followed by in-classdiscussions on the significance of the analyses. The papers are structured around the threequestions [24] given below for CIA #1:1. What? – A brief description of: o the most salient emotion(s) experienced so far in your attempt to contextualize and define the design problem o the incident, encounter or activity that evoked the emotion(s)2. So What? o How has the experience impacted your assumptions, expectations and perspectives of the co-learners or design process?3. Now What? o What specific

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew B. James, Virginia Tech; Homero Murzi, Virginia Tech; Jason Forsyth, James Madison University; Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida

Tagged Divisions

First-Year Programs

. Anderson, “On the development of a professional identity: Engineering persisters vs engineering switchers,” in 2009 39th IEEE Frontiers in Education Conference, 2009, pp. 1–6.[5] K. L. Meyers, M. W. Ohland, A. L. Pawley, S. E. Silliman, and K. A. Smith, “Factors relating to engineering identity,” Global Journal of Engineering Education, vol. 14, no. 1, pp. 119–131, 2012.[6] J. A. Rohde, L. Benson, G. Potvin, A. Kirn, and A. Godwin, “You Either Have It or You Don’t: First Year Engineering Students’ Experiences of Belongingness,” presented at the 2018 ASEE Annual Conference & Exposition, Jun. 2018, Accessed: Feb. 02, 2020. [Online]. Available: https://peer.asee.org/you-either-have-it-or-you-don-t-first-year-engineering

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Devin R. Berg, University of Wisconsin-Stout; Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, B. M. Wallen, and J. A. Starke, “An Environmental Engineering Sequence: Deliberately Addressing and Evaluating Environmental Attitudes and Knowledge (presentation & 6-page paper),” presented at the 2017 Mid-Atlantic Section Fall Conference, 2017.[3] S. Dexter, E. Buchanan, K. Dins, K. R. Fleischmann, and K. Miller, “Characterizing the Need for Graduate Ethics Education,” in Proceeding of the 44th ACM Technical Symposium on Computer Science Education, New York, NY, USA, 2013, pp. 153–158, doi: 10.1145/2445196.2445245.[4] A. R. Bielefeldt and N. E. Canney, “Changes in the Social Responsibility Attitudes of Engineering Students Over Time,” Sci Eng Ethics, vol. 22, no. 5, pp. 1535–1551, 2016, doi: 10.1007/s11948-015

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Michael Hagenberger, Valparaiso University; Barbara Engerer, Valparaiso University; Doug Tougaw, Valparaiso University

Tagged Divisions

First-Year Programs

Engineering Programs,” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (2004).6. P. Hirsch, J. Anderson, J.E. Colgate, J. Lake, B. Shwom, and C. Yarnoff, “Enriching Freshman Design Through Collaboration with Professional Designers,” Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition (2002).7. P. Larochelle, J. Engblom, and H. Gutierrez, “A Cornerstone Freshman Engineering Design Experience,” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (2004).8. H. K. Qammar, H. M. Cheung, E. A. Evans, S. Prettyman-Spickard, F. S. Broadway, and R. D. Ramsier, “Impact of

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Arizona State University

Tagged Divisions

First-Year Programs

completed a task that required hands-on use of 1 2 3 4 5 3 equipment 4 Abandoned a task that required hands-on use of equipment 1 2 3 4 5 Verbally encouraged team member/s to get involved with tinkering 1 2 3 4 5 5 use of equipment, tools and materials Verbally discouraged team member/s from getting involved with 1 2 3 4 5 6 tinkering

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wendi M. Kappers, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

industry mentorship planning used to increase enrollments of woman and minorities with declared majors in the areas of Computer Sci- ence (CS), Engineering (E), Mathematics (M), and Science (S). Currently, Dr. Kappers is the Program Chair/Assistant Professor of the M.S. in Information Security & Assurance (MISA) within Embry-Riddle Aeronautical University’s (ERAU) College of Business, Worldwide Campus, and teaches within the Col- lege of Engineering for the Daytona Beach Campus of ERAU. Teaching responsibilities include: RSCH 202 – Introduction to Research, CS120 – Introduction to Computing in Aviation, and MISA Program Curriculum as needed. Both positions allow her to stay focused upon real-life educational and

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

Tagged Divisions

First-Year Programs

). Page 23.564.11Figure 1: Opinion off EXCEED students s on how h well thee program met m the primaary objectivees.The EXC CEED studen nts were alsoo asked to raate how well the program m accomplishhed morespecific learning l objeectives, Tablle 1. Studennt opinion inndicates the program p wass successful inmeeting the t specific learning objectives. Thiis data also indicated i thaat the studennts were not as

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nora Honken, University of Cincinnati; Angela Boronyak, University of Cincinnati; James Edward Roethler, Spalding University; Aimee M. Frame, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Divisions

First-Year Programs

. Malkawi, M. Glowatz, R. Burton, P. Magni, and S. Lam , “COVID-19: 20 countries’ higher education intra-period digital pedagogy responses”. Journal of Applied Learning & Teaching, vol.3 issue 1, pp. 1 – 2, 2019.[2] V. Tinto. Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press, 5801 S. Ellis Avenue, Chicago, IL 60637, 1987.[3] V. Couch. “ Research Brief: 2018 Your First College Year Survey”. Higher Education Research Institute, UCLA Los Angeles, 2016. Available: https://heri.ucla.edu/briefs/YFCY/YFCY-2018-Brief.pdf [Accessed March 1, 2021][4] Satyanarayana, A., & Goodlad, K., & Sears, J., & Kreniske, P., & Diaz, M. F., & Cheng, S. “Using Natural

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Keough, University of Michigan; Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

like, no, screw you. I'm actively going to go against which is like what my friend is like who was on my team…for the girls on my team, you kind of knew it was going to be this way and I feel like you have to actively get on that. I don't know. Yeah and that sounds s****y and I feel bad saying it but it's, it can't be fixed right now, so you need to do what you can, be on that to not let it get worse.Data Analysis: Graphical RepresentationsAfter developing the codebook, we developed a way to graphically represent male studentperceptions of gender dynamics. Each of the three spectra described previously are representedon the graphs, as follows: ● Does the student indicate conscious awareness of a gender-related

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

available resources and5/15/21 3constraints. While all three approaches to learning involve decisions related to the product(s) ofstudy and one or more processes for studying, the “surface” approach is more stronglyinfluenced by the products of study, and the “deep” approach by processes [11]. Thecombination of task, motive, resources and strategies has been labeled as “metalearning”, whichis a form of metacognition [11].How Transfer Students Differ from First-Year StudentsBoth transfer and first-year engineering students face the major challenges of adjusting to a newand often much larger institution. However, transfer students have experience as collegestudents because they had already attended a two-year

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University; Jack Bringardner, New York University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

; Sheppard, S., & Atman, C. J., & Chachra, D. (2011, June), Motivation Makes a Difference, but is there a Difference in Motivation? What Inspires Women and Men to Study Engineering? Paper presented at 2011 Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/1881613. Canney, N. E. and Bielefeldt, A. R. (2015). Differences in Engineering Students’ Views of Social Responsibility between Disciplines. Journal of Professional Issues in Engineering Education and Practice, 04015004.14. Watson, M., Ghanat, S., Michalaka, D., Bower, K., Welch, R. (2015) Why Do Students Choose Engineering? Implications for First-Year Engineering Education. Paper presented at 2015 FYEE Conference, Roanoke, Virginia

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Maritza Paz, The University of Texas at Austin, Cockrell School of Engineering; Margo Cousins, University of Texas, Austin; Cindy D. Wilson, University of Texas, Austin; Mia K. Markey, The University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-generation peers when a given situation causes opposing valuesto confront, such as prioritizing familial responsibilities versus individual responsibilities.Further analyses of the survey and other measures, such as the VAI, will help better understandthese connections.Many of the FIG mentors commented how much they enjoyed incorporating the DEI panel torepresent a more diverse group of students. Though many of the same themes reoccurred fromone panel to another, such as seeking tutoring services and getting involved on campus, eachgroup of panelists was dynamic and unique.The panelists were interviewed to get their perceptions about the DEI panel(s) and suggestionsfor future panels. Interesting subjects emerged from the interviews that offered some

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette (College of Engineering); Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Jill Anne Folkerts, Purdue University; Taylor V. Williams, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

students’ understanding of a mathematical topic.20,21 Theexamples in engineering education target interpretation and feedback processes that takes intoaccount student cognition. Diefes-Dux et al.’s framework is on feedback in model-elicitingactivities.22 In engineering design, Beyerlein and colleagues present an assessment frameworkfor capstone design courses23 building on the assessment triangle model by Pellegrino,Chudowsky, and Glaser.18 To our knowledge, there are no assessment frameworks thatspecifically target first-year introductory engineering courses.Competencies and Learning ObjectivesHigher-level skills encompass multiple distinct components (i.e., core competencies) associatedwith each skill. Table 1 presents five competencies among a

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

prioritize what to review for the exam.Works Cited[1] M. Prince and R. Felder, "Inductive teaching and learning methods: Definitions, comparisons, and research bases," Journal of Engineering Education, vol. 95, no. 2, pp. 123-138, 2006.[2] L. Benson, M. Orr, S. Biggers, W. Moss and S. Schiff, "Student-Centered Active Cooperative Learning in Engineering," International Journal of Engineering Education, vol. 26, no. 5, pp. 1097- 1110, 2010.[3] R. Beichner, J. Saul and D. Abbot, "Student Centered Activities for Large Wnrollment Undergraduate Programs (SCALE-UP) project," in Research Based Reform of University Physics, College Park, MD, American Association of Physics Teachers.[4] H. Oliver-Hoyo and R. Beichner, "SCALE-UP: Bringing

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

of 0.85 wasdetermined which provides a p-value of .40 and indicates no significant difference. Comparingengineering retention rates at the fifth semester, a z-score of 0.92 was calculated which provides ap-value of .36 and indicates no significant difference. Moving onto STEM College retention ratesat the third semester, a z-score of 0.60 with a p-value of .55 indicates no significant differencebetween Group 1 and Group 2. And lastly, STEM College retention rates at the fifth semester werecompared between groups with a z-score of 0.87 with a p-value of .38 indicates no significantdifference.Even though Group 2's retention rates declined slightly, overall there was no significant differencebetween the old model and new model with regards to

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yang Yang, Kansas State University

Tagged Divisions

First-Year Programs

, “Specialreport: The research agenda for the new discipline of engineering education,” Journal ofEngineering Education, vol. 95, pp. 259–261, 2006.[2] B. K. Hofer and P. R. Pintrich, “The development of epistemological theories: Beliefs aboutknowledge and knowing and their relation to learning,” Review of Educational Research, vol. 67,pp. 88-140, 1997.[3] W. G. Perry, Forms of Intellectual and Ethical Development in the College Years: A Scheme.New York: Holt, Rinehart and Winston, 1970.[4] P. M. King & K. S. Kitchener, The Development of Reflective Judgment: Understanding andPromoting Intellectual Growth and Critical Thinking in Adolescents and Adults. San Francisco:Jossey-Bass, 1994.[5] M. Schommer, “Effects of beliefs about the nature of knowledge

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail M. Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] N. A. of Engineering., “Educating the engineer of 2020 : adapting engineering education to the new century.” National Academies Press, Washington, D.C., 2005.[2] N. Nielsen, N. R. C. (U.S.)., and P. C. on E. on S. I. in U. S. Education., “Promising practices in undergraduate science, technology, engineering, and mathematics education : summary of two workshops.” National Academies Press, Washington, D.C., 2011

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

good There is too muchtextual balance of visual balance of visual written information.composition information, with information, with written information. written information.Effective use of There is a good balance Bright font colors There is not a goodcolor and contrast of color. on bright balance of color or background or vice contrast. versa.Fonts By using an appropriate Some fonts in the The font(s) used in font, it is easy to view infographic are too

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

Tagged Divisions

First-Year Programs

Architecture from the University of California.Prof. L. D. Timmie Topoleski, University of Maryland, Baltimore County c American Society for Engineering Education, 2020 Engineering State of Mind Instrument: A tool for self-assessmentIntroduction Undergraduate student recruitment and retention in engineering continue to be animportant topic in higher education, especially as it relates to diversity and inclusion. In 2016about 45% of freshmen indicated they planned to major in an S&E field (up from about 8% in2000); [1]. While the number of degrees awarded in the STEM fields has increased steadily inthe past 10 years, only 16% of bachelor’s degrees awarded were engineering degrees. Best practices (i.e

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney A. Lemasney, Rowan University; Hayley M. Shuster, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

KEEN “3Cs” - Curiosity, Connections, and Creating Value.ReflectionIt is a practice of human nature to reflect on experiences of the past and present. However, in thecase of reflection, most people fail to recognize the use of these experiences to aid in the future.True reflection “on experience can be framed as an intentional and dialectical thinking processwhere an individual revisits features of an experience with which he/she is aware and uses one ormore lenses in order to assign meaning(s) to the experience that can guide future action (and thusfuture experience)” [1]. It takes various elements and perspectives to achieve reflective thinking.Schon simplified reflection down to two categories known as “reflection-on-action” and“reflection

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Corey Kiassat, Quinnipiac University; Ruby ElKharboutly, Quinnipiac University

Tagged Divisions

First-Year Programs

personalized for each student, covering the topics needed, and progressing at the pace chosen by the student. At the onset, the student completes a self-test. The questions cover all the topics to be covered in an upcoming math course. Once in the math course, the instructor would expect the student to know all the prerequisite topics. However, this theoretical expectation is not always matched in practice. Upon completion of the self-test, the student is aware of the percentage of prerequisite topics s/he has mastered. ALEKS will then provide tutorials, along with quizzes, to ensure the student covers all the gaps that remain. 2.3. Learning Strategies Course First-year students were given the option to enroll in a zero-credit course

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mwarumba Mwavita, Oklahoma State University

Tagged Divisions

First-Year Programs

variables; self-regulated learning and classengagement. The two variables accounted for a small percentage of calculus variance (1.1%), (F(2, 223) = 1.217; p = .2).The regression analysis results prompted further investigations on the data. A comparisonbetween passing and failing students was done by examining distribution of self-regulatedlearning variable with calculus grades (see Figure 1). Page 11.1113.5 80.00 S e l f r 70.00 e g u l a 60.00 t e d 50.00 l e a r n 40.00 i n g 30.00 Fail Pass Calculus performance Figure 1. Distribution of Self-regulated by calculus