Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

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

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-Birkhimer’s research has focused on broadening participation of women and underrepresented group in STEM fields. Recently, she has been investigating the intersec- tion of education and career path with cultural identity and is developing strategies to inform programming and policies that facilitate recruitment and retention of underrepresented populations in academia. In 2012 Dr. Zurn-Birkhimer was presented with an Outstanding Alumni Award from the Department of Earth, At- mospheric, and Planetary Sciences at Purdue University. She also serves on their Alumni Advisory Board. Dr. Zurn-Birkhimer earned her B.S. in Mathematics from the University of Minnesota, and an M.S. and Ph.D. in Atmospheric Science from Purdue

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

turn predict students’ major and career goals in engineering [15]. Therefore, it isimportant to explore how students perceive the engineering discipline, specifically, first-yearengineering students who are just beginning to understand what being an engineer means andwhat role they can play in the engineering field.Introductory engineering courses offer a good place to explore students’ perceptions of theengineering discipline. These courses are usually the classes wherein students are first exposed tomore specific engineering activities during the first year in an engineering program. Extensiveresearch has suggested that during the first year, students make important persistence-relatedchoices. In fact, certain studies have suggested that

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

Michael Haungs, California Polytechnic State University; John Clements, California Polytechnic State University; David Janzen, California Polytechnic State University

Tagged Divisions

First-Year Programs

present in cornerstone courses aswell.It is also important that students gain confidence early in their college careers. They should workin a domain that is familiar and, in which, they can immediately contribute. This is important fortwo reasons. First, some suggest that self-esteem issues could be one of the reasons for the lowrepresentation and retention rates of women and minorities.15 In general, improving the firstexperiences of college life for freshman significantly increases retention rates.7 Second, it solves Page 13.715.3the pedagogical issue of teaching students with wide and varied backgrounds. For example,first-year Computer

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicky Wolmarans, University of Cape Town, Department of Civil Engineering and Centre for Research in Engineering Education (CREE); Corrinne Shaw, University of Cape Town, Department of Mechanical Engineering and the Centre for Research in Engineering Education (CREE)

Tagged Divisions

First-Year Programs

in both the public (as an educator) and pri- vate sectors before returning to postgraduate study and embarking on an academic career. As with many South Africans, growing up under Apartheid has had a profound impact on my worldview and life choices. This has included influencing the choice of a career in education, both as a practitioner and scholar. I cur- rently convene a postgraduate programme in Engineering Management and teach undergraduate courses in Engineering Management. I draw on multiple theoretical constructs for the design of learning contexts, including complexity and systems theory. My research is primarily focussed on student experience of learning events and student learning more broadly both in

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 Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

Tagged Divisions

First-Year Programs

Paper ID #17216Can a Five-Minute, Three-Question Survey Foretell First-Year EngineeringStudent Performance and Retention?Stephanie M. Gratiano, Roger Williams University Stephanie Gratiano is a Junior Undergraduate Mechanical Engineering student at Roger Williams Uni- versity. She is an officer of both the American Society of Mechanical Engineers (ASME) and Engineers Without Borders (EWB) Chapters at the university. Her future career interests include Product Design or Mechanical Design, and she wishes to further her education in Industrial Design after graduating.Dr. William John Palm IV P.E., Roger Williams University

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

supported by parentswho themselves had both expectations and concerns about their children entering anexperimental pilot program. This paper explores those hopes and concerns, and facultymembers’ responses to them. Page 26.677.2Literature ReviewTransition to college life holds many promises of independence, new friends, experiences, andcareer prospects. However, along with the excitement comes anxiety and fear that mayundermine positive feelings and, if left unchecked, may make it difficult for some students tocontinue their academic career. After all, the freshman year is the toughest one students face intheir lifetime [1]. If these fears are not

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

perceived needs from their future degree programs and careers. The variability of studentperceived needs itself leads to difficulty for instructors seeking to motivate and engage allstudents working toward learning objectives of the course, but it is further complicated by theprior knowledge of students. As varied as their expectations are, their levels of experiencerelating to the various learning outcomes of the course are equally diverse. Some students havecollege-level credit in programming, experience with robotics summer camps, or extensivebuilding/construction experience, while many other students had no opportunity to participate inthese kinds of activities. Working toward the goal of increasing retention and success ofengineering students

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

David Hall, Louisiana Tech University; Stan Cronk, Louisiana Tech University; James Nelson, Louisiana Tech University; Patricia Brackin, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

can be embedded in engineering curriculathat promote independent learning, assessing the level at which lifelong learning has beenachieved is difficult. The first year engineering curriculum at Louisiana Tech Universityprovides activities that support development of lifelong learning skills. Examples include therequirement of student attendance at professional society meetings or service functions andindependent research into global and societal issues that are likely to influence their careers. Ourproject-based curriculum requires skills beyond those imparted in the classroom. For example,students must learn with little or no classroom instruction to create parts and assemblies with a3D modeling tool, to diagnose technical problems with

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kathleen Meehan, California State University, Chico; Kevin Buffardi, California State University, Chico; Webster R. Johnson, California State University, Chico; Joseph Greene, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

received a Ph.D. in Chemical Engineeringin 1993 from the University of Michigan. Joe began teaching at California State University, Chico in1998 after a 14-year career with General Motors Corporation in Detroit, Michigan. His research inter-ests include biobased and biodegradable polymers, recycled plastics, marine biodegradation testing, andanaerobic digestion. c American Society for Engineering Education, 2020 Assessing a Summer Engineering Math and Projects Bootcamp to Improve Retention and Graduation Rates in Engineering and Computer ScienceThis complete Evidence-Based Practice paper discusses the efforts made to increase four-yearand six-year graduation rates of students

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ordel Brown, Northwestern University; Robin A.M. Hensel Ed.D., West Virginia University; Melissa Lynn Morris, West Virginia University; Joseph Dygert, West Virginia University

Tagged Divisions

First-Year Programs

higher ratethan non-URM students. In an attempt to address these issues, a modified, integrated first-yearorientation program, consisting of a summer bridge and in-semester curricular and co-curricularcomponents, was implemented and funded first by a NASA Space Grant and later by NSF. Theprogram targeted first-time, full-time (FTFT) students from URM groups, including females, andprovided opportunities for students to develop strategies for academic success, exploreengineering careers, and start building a professional network through a multi-level peer, facultyand alumni mentoring system.The challenges, logistics and results of the implementation of this program are detailed in thispaper. Preliminary results not only advance retention efforts

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

; Business Administration; Medicine and Engineering.Dr. Renata A. Revelo, University of Illinois, Chicago Renata A. Revelo is a Clinical Assistant Professor in the department of Electrical and Computer Engi- neering at the University of Illinois at Chicago. She earned her B.S. and M.S. in Electrical and Computer Engineering and her Ph.D. in Education Organization and Leadership from the University of Illinois.Dr. Yeow Siow, University of Illinois, Chicago Dr. Yeow Siow has over fifteen years of combined experience as an engineering educator and practi- tioner. He received his B.S., M.S., and Ph.D. from Michigan Technological University where he began his teaching career. He then joined Navistar’s thermal-fluids system

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Theiss, The Ohio State University; John E Robertson, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University; Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

selection patterns. This is an essential first step towardsunderstanding the perspectives of students as they select their intended major and potentialcareer. This idea of major and career selection relates to teaching and learning in the first yearwhile we have not studied it directly.This paper examines discipline selection and transfer for first-year engineering students. Throughthe use of a survey administered at three different points throughout at the first year (beginning,middle, and end), we were able to track students answers to two questions important to thiswork: 1) What was their current intended major, and 2) what was the student’s confidence in thischoice of discipline (using a Likert-type scale). These questions would allow us to

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

communication, ethics,professionalism, and an introduction to engineering design.Similar to first-year courses at other engineering schools1-3, the various disciplines have typicallybeen presented to the students through department seminars in which faculty from each of theengineering departments give presentations to students. Our department is currently re-vampingthe Introduction to Engineering course and has added some activities to see if it would helpstudents decide their choice of major within the first semester or year rather than later in thestudent’s engineering program. In addition to department presentations, 24 engineeringcompanies were invited to the school through a unique collaboration with the Engineering Co-opand Career Development

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

becomingproficient in them may require inculcation throughout a student’s academic career. It may beinstructional for students to experience interdisciplinary courses and even projects for whichstudents could take full responsibility: from assessing requirements, designing an initial plan,assigning and managing workload, to creating a prototype and collaboration with other studentsand faculty.Badges as Competency Credentialing and Life-Long LearningThe challenges that emerge with teaching competencies required for the 21st century are alsoaligned with challenges of evaluating and credentialing those competencies in the classroomsetting and “selling” them to a potential employer. Recently, digital badges or microcredentialshave gained attention in the world

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

Tagged Divisions

First-Year Programs

engineering education. He was trained as a Manufacturing Process Specialist within the textile industry, which was part of an eleven- year career that spanned textile manufacturing to product development.Dr. Justin J HenriquesMr. Sancho Sequeira Page 26.509.1 c American Society for Engineering Education, 2015Work in progress: Development and Implementation of a Cornerstone Course: Engineering Opportunities    Abstract    In response to the vision presented in the Engineer of 2020 Project, many engineeringeducators are redesigning courses

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise H Bauer, University of Idaho, Moscow

Tagged Divisions

First-Year Programs

course topics were developed.Student Learning OutcomesBy the end of the course, students should be able to: 1) Great each student in the class by their first and last name. 2) Convey to another person a broad notion of “What is engineering?” 3) Set both short- and long-term goals in their academic careers. 4) Create (and stick to) a personal schedule for studying. 5) Understand their preferred learning style and be aware of all learning styles. 6) Be aware of the resources available to them for tutoring, academic advice, personal advice, and professional advice. 7) Work cohesively and effectively as a member of a team. 8) Communicate their ideas in both verbal and written form. Table 1. ENGR 204

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

study is informed by the need to address the well-documentedunderrepresentation of low-socioeconomic status (SES) and minoritized students in engineeringand other related careers [1]–[3]. Researchers advanced that, in addition to intellectual andscientific reasons, low-income students are attracted to the major by the potential prospect ofemployment after completing a degree [1], [4]. Financial considerations are critical for low-SESengineering students; this includes considerations of financial aid and differential tuition [5].Programs such as the National Science Foundation Scholarships in STEM (S-STEM) have beenimplemented to address financial assistance of low-SES students. This study is part of alongitudinal five-year S-STEM project

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aamir Fidai, Texas A&M University; Samiha Momin; Asma Salim Maredia, Texas A&M University; Insha Ashirali Umatiya

Tagged Divisions

First-Year Programs

from underprivileged families to aim for college education and careers in STEM fields. Aamir’s research interests include equity in STEM education and infusion of open source hardware and software in STEM classrooms through Internet of Things (IoT) Technology. Aamir is also interested in expanding the academic research opportunity to undergraduate students in in-service teachers in K-12. Aamir is an Aggie Research Leader and is active in mentoring undergraduate research scholars. Aamir has presented his research both at regional (SERA, TAMU LAUNCH) and at international (FIE, AERA) educational research conferences. Aamir has published his research in a high impact peer reviewed jour- nal, conference proceedings

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julianne Vernon, Vanderbilt University; Yin Huang, Vanderbilt University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course has been predominatelylecture-based. In this project, the intervention course was redesigned to include predominatelyhands-on activities that connect to chemical engineering concepts, i.e. conservation of mass andsurface tension, and chemical engineering jobs. These activities were designed to engagestudents’ curiosity and connection to what chemical engineers do in the real world.In this study, approximately 70 students took the intervention section of this course, whichpredominately consisted of hands-on activities and connections to real-world chemicalengineering careers. The control section, which was predominately lecture-based, hadapproximately 90 students. Students in both sections were asked to take pre- and post-surveysthat

Conference Session

First-Year Program Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University

Tagged Divisions

First-Year Programs

students about the modules or suggesting topics todiscuss in their advice, it was very interesting to see that so many of the points discussed in themodules were the focus of the advice that was given by the students that had completed theengineering program (see Figure 2). This highlights the fact that these are important skills andthat successful students may be able to identify and develop them on their own, however, givingall students these insights upfront can help them develop these skills earlier. Establishing theseskills early in their college careers can prevent some initial poor performance, which can lead todiscouragement and attrition. “The amount of time needed to do engineering homework is so much more than in high school. Make sure

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

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Lorelle Meadows, University of Michigan; Samantha Jarema, University of Michigan

Tagged Divisions

First-Year Programs

engineers that are important in this service capacity. These include “an ability tofunction on multidisciplinary teams,” “an understanding of professional and ethicalresponsibility,” “an ability to communicate effectively,” “the broad education necessary tounderstand the impact of engineering solutions in a global and societal context,” and “aknowledge of contemporary issues.” Service-learning courses are an ideal mechanism to meetthese critical program outcomes in the training of the next generation of engineers 1, 5-9.Service-learning opportunities in the engineering curriculum have an additional potential bonusof increasing the diversity of the profession. Altruistic reasons for choosing a career in science orengineering are predominantly

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Kim M. B. Tucker, Boise State University; Samantha Schauer, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

hassupported close to 350 students over the past 5 years. Fall 2014 was the first time teaching afreshmen class for the FIR, and they had to adjust their teaching style to motivate 18-year-oldstudents. As someone who typically teaches upper-division Mechanical Engineering courses, theFIR had to change their classroom approach in order to work with first-year college students.The class contained several homework assignments which culminated into a final report. Theclass also had several seminars where faculty members came to the class as guest speakers, andthe FIR worked with the career center to host workshops. The EIRC’s class was more structuredduring the first semester.The second semester was more unstructured, meaning teams were allowed work on

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, understanding majors and careers,academic requirements, student responsibilities, and financial management, it was notcompletely tooled to handle some issues pertinent to engineering disciplines.In 2016, the authors received an S-STEM Grant from NSF (Undergraduate Scholarships forExcellent Education in Environmental Engineering and Water Resources Management(USE4WRM)) to address the challenges being faced by first-generation minority students inengineering programs and to improve recruitment and retention of financially deprived studentswith high academic credentials who would pursue their undergraduate degrees in EnvironmentalEngineering or Water Resources Management. Since Fall 2016, the authors have taught a sessionof FYS 1101 for these majors as a

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Carol Gattis, University of Arkansas; Bryan Hill, University of Arkansas; Abraham Lachowsky, University of Arkansas

Tagged Divisions

First-Year Programs

tour ◊ Go to mentoring events ◊ Meet over coffee, lunch, or dinner ◊ Go to educational events such as lectures, talks, documentaries ◊ Go to student organization meetings ◊ Other activities I want to do with my mentor: _________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________I hope my mentor and I will discuss: ◊ Academic subjects that will most benefit my future career ◊ Job opportunities, co-op opportunities, Career Development Center ◊ The realities of the university and

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

career in engineering, retention ofcertain subgroups of students, i.e. underrepresented minorities and first-generation students, isdifferentially lower6,7. This issue means that students who have the potential to be excellentengineers are subject to higher attrition rates, possibly due to their lack of preparation in areassuch as transitioning and being successful in college and engaging in strategies necessary to besuccessful engineering students. This demonstrates the need for increased focus on first-yearengineering education through strengthening a student’s commitment and efficiency to graduatewith an engineering degree.A study by Meyers et al.8 investigated why students stay in engineering and found that increasingthe first-year student’s

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #23514Reported Changes in Students’ Perceptions of Their Abilities to Succeed onthe ABET Student Outcomes During the First-year Engineering ProgramDr. Tanya Dugat Wickliff, Texas A&M University Delivering significant results in pivotal roles such as Sr. Consultant to high-profile clients, Sr. Project Manager directing teams, and Executive Leader of initiatives and programs that boost organizational effectiveness and optimize operations have been hallmarks of Dr. Wickliff’s career spanning more than 24 years with leaders in the oil & gas and semiconductor industries. As an expert in the areas of

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

project report at the end of the course. A general handout of "Design your Process forBecoming a World-Class Engineering Student" has been published in Appendix A of “StudyingEngineering: A Road Map to a Rewarding Career”11. The project challenges students to evaluatethemselves against a benchmark student—referred to as a "world-class" engineering student—based on the following objectives: 1. Setting goal(s), e.g. which major to pursue, graduating with an engineering degree, etc. 2. Developing a strong commitment to the goal of graduating in engineering, setting-up a plan to graduation 3. Being prepared to deal with inevitable adversity 4. Managing various aspects of personal life including interactions with family and friends