Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keyanoush Sadeghipour, Temple University; David Brookstein, Temple University; Shawn Fagan, Temple University; Cory Budischak, Temple University

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First-Year Programs

” the EAC states “Engineering design involvesidentifying opportunities,….”. Below is a diagram which shows the flow of changes made toEAC student outcome criteria associated with engineering design. Fig. 1 Flow of Changes Made to ABET/EAC Student Outcome CriteriaIn view of the current ABET Student Outcome 2, our institution is beginning to infuse theconcept of Design Thinking in many of our undergraduate engineering program curriculum. Weare basing this infusion on a concept that has been promulgated by MIT, - 10 Steps to DesignThinking. Blade Kotelly, a senior lecturer at MIT and co-instructor of the MIT ProfessionalEducation course “Mastering Innovation & Design Thinking” explains that “design thinking is aframework that helps

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

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Diversity

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First-Year Programs

based on promising results in the literature related to thepotential impacts of various personality traits on engineering student success.A variety of personality tests and inventories are available to characterize individuals. Mosthave strong proponents as well as detractors. The Big Five personality inventory [1] appears tobe one of the most well-received, in large part because it does not classify respondents intospecific ‘boxes’ but assigns them a score along continua of behavior. Multiple studies haveinvestigated the potential links between personality traits and student success (e.g., [2-7]). Foruniversity students and engineering students, in particular, two of the five factors mostcommonly identified as related to student success are

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brooke C. Morin, Ohio State University; Krista M. Kecskemety, Ohio State University; Kathleen A. Harper, Ohio State University; Paul Alan Clingan, Ohio State University

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First-Year Programs

scrambled out of order [1]. Students are tasked with placing the codesegments in order to recreate the original program. Research on Parsons Problems has suggestedthat completing these activities may have the same learning gains as writing code from scratch[2],[3], but with a reduced cognitive load that leaves room for learning [4]. They allow studentsto focus on the structure and logic of a program independent of the particulars of syntax. Someauthors have presented variations on the Parsons Problems, such as including incorrect orunnecessary code segments, called distractors [1]; providing a framework for the generalstructure of the code [5]; and using custom software to provide real-time feedback [6], [7].However, the use of Parsons Problems in

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

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First-Year Programs

students successfully completingthe CRBP, it is anticipated that these students will continue to earn one badge per semesterachieving all eight NACE competency skills before graduation. Ultimately, the opportunities forstudents to develop soft skills in conjunction with a curriculum that instructs engineering corecompetencies is important for success in the professional realm.IntroductionUniversities are revamping their first-year engineering curriculum to feature high impactactivities promoting professional development (PD) [1–5]. Oftentimes, this comes in the formof long-term design project assignments or real world case studies [1–4, 6]. Even whenlogistical challenges are vast [7, 8], as in large lecture course (> 60), it has been of

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

active speaker, facilitator, teacher and advocate for both general and minority interests in STEM, customer empathy, innovation and design. American c Society for Engineering Education, 2020 Work in Progress: Project and Design-Based Introductory Engineering Course using Arduino Kits Demetris Geddis1, Brian Aufderheide1, Herman Colquhoun Jr.2 1 Hampton University, USA 2 IBM Canada LtdAbstractThis research is a “Work in Progress.” Currently, the retention rate for engineering

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily J. Schiavone, Viterbo University

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Diversity

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First-Year Programs

SemesterEngineering CourseIntroductionSpatial visualization skills are linked to success in chemistry, computer science, engineering, andmathematics [1,2]. Studies found that females, independent of racial and ethnic background,consistently lag behind males in measures of spatial skills[3]. Brus et al. found that femalestudents entering an engineering program report less confidence than male students in threecategories: career choice, scientific preparation, and their preparation of using graphical tools[1].The combination of a lack of confidence upon entry into an engineering program and low spatialvisualization skills, in comparison to male peers, may hurt retention efforts in the case of femaleengineering students[1,2]. Studies also found that students

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk DeCosta, Northwestern University; Kathleen Carmichael, Northwestern University; Lisa M. Davidson, Northwestern University; Ordel Brown, Northwestern University; Elise Gruneisen, Northwestern University

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Diversity

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First-Year Programs

have long struggled to create inclusive and equitable learningenvironments, and many engineering administrators remain skeptical about the benefits of suchinitiatives [1]. Thus, most of such work has been spearheaded by administrative groups such asdepartments of Diversity and Inclusion and Gender Studies who typically seek to promote equitythrough changes to broader institutional culture [2-4]. Student classroom experiences, however,remain relatively neglected and thus such efforts rarely inspire STEM faculty buy-in.Consequently, students from historically underrepresented groups, especially students perceivedto have lower social capital than their peers, may still face disparities in their classroomexperiences, disparities that may include

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Irene B. Mena, University of Pittsburgh

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First-Year Programs

frequent in higher education,especially in engineering [1], [2]. Engineering is a profession guided by a code of ethics, yet theincidences of academic dishonesty in engineering students indicate that students are notpracticing the values that, per the code of ethics, practicing engineers ought to uphold. Previousresearch, such as [3], has also shown that there are differences in how cheating is defined, bothwithin a group of students, and when comparing faculty definitions to student definitions.Additionally, ongoing (though yet unpublished) research by the author and a colleague hasshown that student perceptions of and experiences with academic integrity change their first yearof engineering, with more lax definitions of what behaviors constitute

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tonya Whitehead, Wayne State University

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Diversity

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First-Year Programs

foreign. As has been seen at other universities, thiscontributed to students’ lack of engagement and dissatisfaction [1].Females and minorities are chronically underrepresented in engineering [2] and industry iscontinually calling for additional engineers [3, 4]. Extensive research has been done on ways toincrease student engagement and success in STEM fields [5-7]. The 2012 President’s Council ofAdvisors on Science and Technology report Engage to Excel lists these as strongly supportedpractices: small group discussion and peer instruction, testing, one-minute papers, clickers,problem-based learning, case studies, analytical challenges before lectures, group tests, problemsets in groups, concept mapping, writing with peer review, computer

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

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Diversity

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First-Year Programs

inquiry as wellas analyze their academic background (Input) their college experience (Environment) and gradesearned (Output) using the Input-Environment-Output model [1]. This analysis will assist indetermining the influence the RISE seminar has on the students as it provides tools andexperiences to assist them on their academic journey compared to the experiences and I-E-O datafor students who do not participate in RISE.Purpose of WIPThe purpose of this Work in Progress paper is to begin the process of developing the frameworkthat will be used to analyze the RISE first year seminar through an overarching theoreticalframework focused on phenomonological interview data and student focused analytical data.Ultimately, this information will inform

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uma Lakshman, NYU’s Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

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First-Year Programs

project-based courses in the first-year engineering experience, which usually iscomposed of the fundamentals (mathematics, physics, computer science). Many universities, including Northeastern University, Purdue University, Penn StateUniversity, and The Ohio State University, have implemented a year-long cornerstone [1-6].Before changing the first-year curriculum, the investigators for this study want to determine thestudents’ interests for this model. The learning objective of the proposed year-long cornerstone isto have students develop interdisciplinary problem solutions through the ideation andprototyping of design projects. The proposed second semester would be based around a secondmultidisciplinary semester long design project, with

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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First-Year Programs

scientist and evaluator. She leads the Applied Research, Evaluation, and Engagement area of Duke University’s Social Science Research Institute. American c Society for Engineering Education, 2020 Work-In-Progress: Engineering Self-Efficacy in First-Year DesignAbstract This work-in-progress paper describes the implementation and results of surveys tounderstand the impact of a first-year engineering design course on students. During theEngineering Design and Communication (EGR 101) course, students work in teams to learn andapply the engineering design process to a client-based problem drawn from a community partner.The learning outcomes are to 1) apply the

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

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Diversity

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First-Year Programs

practice paper will explore how a freshman and sophomore focusedresearch program has produced positive results in terms of student engagement and studentdesire to pursue an engineering degree – while also addressing the hot topic of paying forcollege. Institutions work hard to recruit and attract students to their engineering programs, andwant to do everything they can to engage and retain those students. First-year experiences andundergraduate research are both high impact practices (HIPs) [1] that can be extremely beneficialand rewarding to students from almost all backgrounds. The implementation of such HIPs forstudents in the form of co-curricular programming can be quite daunting and time-intensive.This paper will provide clear, concise

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Dawn Laux, Purdue Polytechnic Institute; Tejasvi Parupudi, Purdue University; Asefeh Kardgar, Purdue Polytechnic Institute, West Lafayette; Sarah Knapp, Purdue University

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First-Year Programs

from manyperspectives.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 Honey, Pearson, & Schweingruber11 summarized much of thecurrent integration research and put forth concrete principles of effective integration. Their reportalso acknowledged the risks and challenges of implementing integrated pedagogy. Others’reports on integration cover various program designs and strategies, and have outlined specificways of assessing such programs. Kellam et al.8 described a curricular integration among design,engineering, and social sciences threaded through 4 years of their engineering program, notingthat the goal was for disciplines to integrate “at both a content level (integration of content acrosscourses) and a meta-level (integration of meta-learning and

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

). She particularly enjoys coaching students through the difficult rhetorical situations of open-ended design projects. c American Society for Engineering Education, 2017Assessment of Peer Mentoring of Teams in a First Year Design-Build-Test-Communicate ClassAbstractPeer mentoring has been associated with beneficial outcomes in higher education, from increasedretention of minority students[1] and women[2] to learning gains for both mentors and mentees[3].Most of the peer mentoring relationships investigated in the literature are of mentors not tied to aspecific course [e.g.,2]. This paper reports on how one section of a first year, intensive, project-based learning class uses peer mentors to guide student teams

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenell Wilmot, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

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First-Year Programs

school to college, and to assist with difficult coursework.Some institutions have implemented the SI program for freshman level engineering coursework[1-10]. Most studies have looked at the correlation between SI attendance and studentperformance in the course offering the SI program. There is only limited literature on the effectof SI on the transferability of the skills gained to upper level engineering coursework. Analysisof SI attendance and grade performance has shown that SI attendance may have a relationship to    improved persistence in the degree program with fewer leaving the degree [4, 10] andcompleting more credits in their first year

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenell Wilmot, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

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First-Year Programs

semester enrollment issmaller and mainly populated by transfer students or those who did not successfully complete thecourse in the fall. This paper will investigate the differences in academic performance betweenthose attending SI or not, and explore the differences in SI usage and academic performancebetween students enrolled in fall and spring semesters.I. Review of LiteratureCurrent studies of SI in engineering courses show that students attending SI sessions perform    better on exams and SI attendance was positively correlated with final course grades [1]-[8]. SIattendance improves persistence in the degree program with fewer leaving the degree [3] andstudents attending SI complete more

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie R. Gomez, University of New Mexico; Sophia Bowers, University of New Mexico; Abhaya K. Datye, University of New Mexico; Paige Prescott, University of New Mexico; James Scacco, University of New Mexico; Jordan Orion James, University of New Mexico; Nicolai Loner, University of New Mexico

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Diversity

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First-Year Programs

Postdoctoral Fellow. Dr. Svihla studies learning in authentic, real world conditions; this includes a two- strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Jamie R. Gomez, University of New Mexico Jamie Gomez, Ph.D., is a Lecturer Title III in the department of Chemical & Biological Engineering (CBE) at the University of New Mexico. She is a co- Principal Investigator for the National Science Foundation (NSF) funded Professional Formation of Engineers: Research Initiation in Engineering

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University

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First-Year Programs

students’ familiarity with the Grand Challenges, GCSPrequirements, and opportunities at ASU to complete GCSP requirements, as well as theirconfidence in their interests, future completion of the program, and having a plan to complete theprogram. Results indicate that this course is successful at meetings its goals of increasingstudents’ familiarity with the Grand Challenges and the GCSP, and at helping them to identifytheir interests and become confident that they have a plan for completing the GCSP.IntroductionPreparing students to be globally competent engineers is an important task that many universitieshave taken on in recent years, many in the context of the National Academy of Engineering(NAE) Grand Challenge Scholars Program (GCSP) [1

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma Tevaarwerk DeCosta, Northwestern University; J. Alex Birdwell, Northwestern University; Ken Gentry, Northwestern University; Richard Wayne Freeman P.E., Northwestern University; Alan R. Wolff, Northwestern University

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First-Year Programs

-year students will generally combine math, basic science, engineering analysis, design &communication, and electives to round out their courses. The scheduling concept is calledEngineering First, and is designed to prepare students to take courses in their major beginningfall quarter sophomore year. A typical schedule is shown below in Table 1, and consists ofengineering analysis, freshmen design and communication, math, and science or elective coursesover three quarters. The number of incoming AP or IB credits a student might have coulddiminish their initial load significantly, particularly as it relates to math and basic sciencerequirements the first year. Fall Winter Spring

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

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First-Year Programs

design through the first year has remainedconstant.Description of the new programThe College of Engineering formed a taskforce in 2015 to identify areas of emphasis in the first-year engineering program to ensure the undergraduate students were receiving an education toprepare them to become engineers in modern-day society. Table 1 outlines the results of thistaskforce, and the areas of emphasis were used as a basis for the changes implemented in a newversion of ENGR 101, piloted in three sections during fall term of 2016 in which there were 110students.Table 1: First-year engineering laboratory course sequence areas of emphasis. Technical communication, organization and presentation

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

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First-Year Programs

widely recognized byeducators and employers as critical for undergraduates [1] and are evaluated under ABETstudent outcome g “an ability to communicate effectively” [2]. Even with this focused directive,engineering students’ lack of sufficient technical writing skills remains a problem nationally [3].To complicate the problem, we find that students undervalue the importance of writing skills.Undergraduate engineering students, especially early in their college years, often do notrecognize that their careers will require extensive writing. Many students have an aversion towriting, some even citing a perceived inability to write as a motivation to study engineering orbelieving themselves to be poor writers or communications based on the myth that

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily A. Bovee, Michigan State University; Daina Briedis, Michigan State University; S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

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Diversity

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First-Year Programs

describe our investigation ofbelonging as a factor that might underlie issues in retention and will consider the role of supportprogramming in the formation of students’ sense of belonging during the first year of college.In the current study, we administered an online survey to first-year engineering students at twotime points: (1) the week before they began college, and (2) March of their first year. In additionto more traditional programmatic assessments, our dataset includes a number of motivational andbehavioral indicators. We assessed motivational dimensions such as goals, perceived costs ofstudying engineering, and mindset. Students also provided information about their use of campusresources, such as tutoring and peer mentoring, and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

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Diversity

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First-Year Programs

new modules we plan to develop shown in Figure 1. Therefore, it emerged as the mostappropriate model to use and became our primary framework.Multicultural awareness focuses on an individual’s understanding of their own social identities incomparison with the identities of members from other groups (Pope, Reynolds, & Mueller,2004). The competency of awareness encourages students to engage in critical reflection abouttheir own underlying assumptions to ensure that individuals with differing cultural perspectivesare not invalidated. Multicultural knowledge focuses on the pursuit of cultural knowledge andthe comprehension of new and or existing theories regarding race, class, and gender (Pope,Reynolds, & Mueller, 2004). This competency

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Tricia Serviss, Santa Clara University

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Diversity

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First-Year Programs

common to all university students. Technicalcommunication is one of the most relevant and utilized across disciplines. Technical andprofessional communication genres and strategies are defined by their context and purpose in theworkplace (Hart-Davidson, 2001). Engineering students who understand how technicalcommunication works and deploy its strategies typically add three kinds of value to a technicalproject by effectively 1) designing documents that convey information in usable forms, 2)working with and refining collaborative practices to maximize collaborative output, and 3)recognizing patterns and structures across specific problems or projects as well as providingstrategic thinking that can productively impact large systems and data sets

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Jaqi C. McNeil, University of Louisville

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First-Year Programs

semesters) of anengineering degree program. Engineering is a complex degree program because many studentshave to start preparing for this degree while in high school by building up their mathematics andscience knowledge. For engineering students to start an engineering degree program, they startwith calculus, and are considered behind schedule starting with a lower level mathematicscourse. Although high school students may start planning for an engineering degree programduring their freshman to senior years, many students do not know what the different disciplinesof engineering are and what they do. In Changing the Conversation 1, they show that many highschool students do not have a realistic comprehension of the practice of engineering

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

. c American Society for Engineering Education, 2017Work In Progress: The Design of a First-Year Engineering Programming CourseAbstractThis work in progress study concerns the design and implementation of a first-year programming coursefor engineering students at a large public university in the Mid-Atlantic United States. Mid-AtlanticUniversity (MAU) accepts approximately 800 first-year engineering students annually, and has anenrollment of approximately 1200 students in its fall and spring Introductory Programming Class (IPC),taught in MATLAB. The IPC is currently under redesign through the process of Backward Design[1].The research around this redesign attempts to answer the following question: How can theimplementation of non-traditional

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Alicia Betsinger, Dartmouth College

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Diversity

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First-Year Programs

in engineering forunderprepared students, this goal is intricately connected with the goal of increasing retention forunderrepresented students. Of all students who matriculated with an engineering interest at theThayer School of Engineering at Dartmouth College over a 4-year period, 27% are minoritystudents. A significant proportion (39%) of these students were underprepared in mathematics(defined by the level of introductory mathematics course in which they placed), compared toonly 21% of non-minority students. As we will show below, engineering dropout rates aresignificantly higher for students who are underprepared in mathematics, and we indeed see theeffects of being underprepared for our underrepresented student groups in Table 1

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

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First-Year Programs

devolveinto solutions that students think are the best from their perspective alone rather than consideringthe needs and motivations of others5. In order to teach the entrepreneurial mindset, customersmust be integrated, in some way, into the class. However, the way in which customers areintegrated into projects varies widely in literature. There are three main approaches which havebeen identified as viable ways of incorporating customers into a project: 1) creating a fictionalsetting with fictional stakeholders5,6, 2) incorporating a real-world setting, but without directinteraction with real clients (ex. designing something for a third world population)7,8, 3)designing a product for a real client9-11. There are also other projects that involve

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield

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Diversity

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First-Year Programs

-calculus level.Survey ToolsPre-surveys and post-surveys were designed to gauge the effects on the activity on studentattitude. The surveys contained a set of matched questions, as listed in Table 1. Each survey alsogathered additional data. On both surveys, the 5-point Likert scale was defined as 5=stronglyagree, 4=agree, 3=neutral, 2=disagree, and 1=strongly disagree, while the 3-pt Likert scale wasdefined as 3=increased, 2=neutral, and 1=decreased. The pre-survey was administered before theactivity began and the post-survey was administered on the last day of the activity. Table 1: Matched attitudinal questions on the pre-survey and post-survey. Question Type