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

Opportunity in Higher Education, 20088. Meyers, Kerry L., Silliman, Stephen, E., Gedde, Natalie, L., Ohland, Matthew, W., "A comparison of engineering students’ reflections on their first year experiences.", J. Engineering Education, April 20109. Hutchison, Mica A., Follman, Deborah K., Sumpter, Melissa, Bodner, George M., "Factors influencing the self-efficacy beliefs of first year engineering students", J. Engineering Education, January 200610. Landis, R. B., "Student Development: An Alternative to 'Sink or Swim'", Proceedings of 1994 ASEE Annual Conference, June 199411. Lotkowski, Veronica A., et al. "The Role of Academic and Non-Academic Factors in Improving College Retention", ACT Policy Report, 200412. Turns, J

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

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs

studentswith a higher probability of failure) reduce attrition through improving self-efficacy and skilllevel in mathematics. Moses et al.6, in an article devoted to math readiness and personality, stressthe need to examine math readiness to in order to improve retention of first-year students. Thisstudy consisted of participation from 129 freshman engineering majors, and used logisticregression as a means of evaluating the data. Moreover, research in engineering education has indicated that pre-university assessment of“student readiness” might be used to inform best practices in teaching first-year engineeringcourses. A substantial portion of the literature considered in this paper was devoted to theevaluation of mathematical and other pre

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale

Tagged Divisions

Design in Engineering Education, First-Year Programs

studydesign, conclusions cannot be drawn about the impact of this pedagogical strategy, incomparison to other strategies, on student engagement, situated learning and studentperformance. With the longitudinal design, this study will continue to explore the impact of themulti-semester cardiograph project on situated learning, student engagement, studentperformance, and student self-efficacy, which could support student retention in engineeringprograms. The cardiograph project provides students with the practical experience of howdevices are made/work that students and industry desire in Engineering programs.References[1] ASME, "Vision 2030: Creating the Future of Mechanical Engineering Education, Phase 1 Final Report," ASME, New York2011.[2

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Damji Heo Stratton, Purdue University, West Lafayette; Dayoung Kim, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

,” Foster. Crit. Reflect. adulthood, vol. 1, p. 20, 1990.[30] J. Dewey, Experience and education. New York: Macmillan, 1938.[31] E. Elbers, “Classroom interaction as reflection: Learning and teaching mathematics in a community of inquiry,” Educ. Stud. Math., vol. 54, no. 1, pp. 77–99, 2003.[32] A. Y. Lee and L. Hutchison, “Improving Learning From Examples Through Reflection,” J. Exp. Psychol. Appl., vol. 4, no. 3, pp. 187–210, 1998.[33] D. Boud, D., Keogh, R. & Walker, “Promoting reflection in learning: a model,” in Reflection: turning experience into learning, London: Routledge, 1985, pp. 18–40.[34] B. J. Zimmerman, “Self-Efficacy: An Essential Motive to Learn,” Contemp. Educ. Psychol., vol. 25, no. 1

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen Roberts, University of Florida; Fazil T. Najafi, University of Florida; Curtis R. Taylor, University of Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

include: o Exceptionally high stress levels associated with successful transition into the college/university, as well as, pressures related to academic performance, o Feelings of isolation and/or a lack of “belonging” within the college/campus setting (ESP. First Generation students). This may pose negative effects on student confidence and perception of self-efficacy, o Assistance avoidance behaviors related to asking for help both inside and outside of the classroom. Utilizing campus support services if efforts to avoid association with negative stereotypes historically attribute to their cultural, ethnic, or gender group (11). o Perceptions of isolation which result in USP students becoming less involved in

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

been caused by the participants’ unfamiliarity with the 3D printing software/hardware,inadequate supplementary instruction material, and/or the complexity of the device (anintermediate level project). The purpose of the second face-to-face session was to prepare theparticipants adequately for their independent project, and in retrospect, more hands-onexperience with the hardware/software is necessary for participant success. Future individualengineering projects should start with a simpler model that could be upgraded to a moreadvanced design for participants that are more skilled. The authors believe this shift inphilosophy would boost participant success and self-efficacy, as they would be more likely toconstruct their initial device

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Noah Salzman, Boise State University; Ann E. Delaney, Boise State University; Catherine Rose Bates; Donna C. Llewellyn, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

expand a student’s personal and professional networks,and provide validation and critical feedback on their academic progress. For these reasons,faculty and student interactions are critical to the undergraduate student experience. Additionalstudies done by Crisp and Cruz have found that mentoring can help with student persistence incollege and overall adjustment [14].Impact on Underrepresented StudentsSeveral studies indicate the critical role mentoring and social support networks play specificallyin the educational progress of students from racial and ethnic groups who have been traditionallyunderrepresented in the STEM fields [15], [16]. Studies have demonstrated that mentoring canlead to higher grade point averages, increased self-efficacy

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah

Tagged Divisions

First-Year Programs

. Daempfle, Peter A. "An analysis of the high attrition rates among first year college science, math, and engineering majors." Journal of College Student Retention: Research, Theory and Practice 5, no. 1 (2003): 37-52.18. Hutchison, Mica A., Deborah K. Follman, Melissa Sumpter, and George M. Bodner. "Factors Influencing the Self‐Efficacy Beliefs of First‐Year Engineering Students." Journal of Engineering Education 95, no. 1 (2006): 39-47.19. Olds, Barbara M., and Ronald L. Miller. "The Effect of a First‐Year Integrated Engineering Curriculum on Graduation Rates and Student Satisfaction: A Longitudinal Study." Journal of Engineering Education 93, no. 1 (2004): 23-35

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Itasca Community College; Gordy Savela, Itasca Community College; Mason A. Hansen, Itasca Community College; Julie Kennedy, P.E., Itasca Community College

Tagged Divisions

First-Year Programs

., Padilla, M., Zhang, G., Ohland, M., Anderson, T., Graduation Rates, Grade-Point Average, and Changes of Major of Female and Minority Students. Proceedings from 35th ASEE/IEEE Frontiers in Education Conference October 19-22, 2005, Indianapolis, IN Session T3D IEEE# 0-7803-9077-6/0510. Wilson, K. L., Boldizar, J. P. (1990). Gender segregation in higher education: Effects of aspirations, mathematics achievement, and income. Sociology of Education, 63, 62–74.11. NAE (National Academy of Engineering). 2005. Enhancing the Community College Pathway to Engineering Careers. Washington, D.C.: The National Academies Press.12. Chemers, M.M., Li-tze, H., and Garcia, B.F., “Academic Self-Efficacy and First-year College Student

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Catherine Pieronek, University of Notre Dame; Kerry Meyers, University of Notre Dame; Sara Skiles, University of Notre Dame; Sean Kelly, University of Notre Dame; Leo McWilliams, University of Notre Dame

Tagged Divisions

First-Year Programs

better in the course,and found most significantly that poor performance in chemistry or physics courses predicteddifficulties in that course.10 Finally, issues of self-efficacy have been linked to persistence, as “self-reported confidence in college-level math/science ability and the belief that an engineering degreeenhances career security at a respectable salary were found to be significant predictors of bothshort and long term persistence in engineering.”11The Center for the Advancement of Engineering conducted the Academic Pathways Study (APS),which focused on questions relating to skills identify, education and workplace.12 A nationalsurvey that resulted from APS, the Persistence in Engineering (PIE) survey13 (subsequently theAcademic

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Jeong Hwan Choi, University of Illinois, Urbana-Champaign; Jacob Marszalek, University of Missouri, Kansas City; Joyce Lee, University of Illinois, Urbana-Champaign; Susan Linnemeyer, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

. Self-efficacy of studying physics was decreased. There was nochange in motivation, willingness to work in groups, and willingness to ask for help. Page 14.596.16 Table 5. Pre-post assessment of self-assessed abilities and skills. Figure 11. Change of self-assessed ability and skill.ICE program participants perceived that the most challenging barrier of being a successfulengineering student was an intense course schedule. Difficulties with time management, poorhigh school preparation, ability to compete with top students, and financial stress followed

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oguz Hanoglu, Purdue University, West Lafayette; Aladar Horvath, Ivy Tech Community College; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

distribution. The team did not realize thatstandard deviation does not provide sufficient information about how data is distributed for thecontext of the given problem. The lecture discussion on the bell shape of a normally distributeddata set and how standard deviation helps describe that shape were not understood. This resultedin the comment about 96% of the data being included within two standard deviations. This teamdid not test the data sets they were provided for normality.Hattie and Timberley3 discuss that the way students receive feedback is dependent on theircharacteristics (e.g. self-efficacy). Students construct their own meaning out of the providedfeedback. This was observed in Team A’s case (Table 3). Student A-1 said that the

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

education, choosing and engineering, and determining their career goals.According to Eccles and Wigfield’s categories, it is a theory focused on the reasons forengagement[9]. SDT asserts that actions are motivated by the desire to fulfill three basic humanneeds: competence, autonomy, and relatedness [10]. Competence is the knowledge and skills onemust possess to succeed and feel effective in dealing with the environment. Perceivedcompetence is often compared to self-efficacy, which is a person’s beliefs about their capabilitiesto produce designated levels of performance that exercise influence over events that affect theirlives [11]. Competence is built through providing optimal challenges, promoting task feedback,and freedom from demanding

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie L. Walkup PE, Villanova University; John Komlos, Villanova University; Kevin A. Waters P.E., Villanova University

Tagged Divisions

First-Year Programs

college instructors, 3rd ed. San Francisco, CA: Jossey-Bass, 2010.14. Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.15. Mills, J. E. and D.F. Treagust (2003). Engineering education, Is problem-based or project-based learning the answer” Australasian Journal of Engineering Education. Retrieved from http://www.aaee.com.au/journal/2003/mills_Treagust03.pdf on February 316. Hirshfield, L., Chachra, D., Experience is not mastery: unexpected interactions between project task choice and measures of academic confidence and self-efficacy in first-year engineering students, International Journal of Engineering Education, 35(3), 2019, pp.806-823.

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rui Li, New York University; Jack Bringardner, New York University

Tagged Divisions

First-Year Programs

school outcomes (Chen and Jang [16];33 Ryan and Deci [17]; Ryan and Grolnick [18]; Ryan, et al. [19]). Feelings of relatedness,34 measured in terms of "school climate" and instructor-student relationships, have been linked to35 outcomes including self-efficacy, engagement, interest in school, higher grades, and retention36 (Furrer and Skinner [20]; Inkelas and Weisman [21]; Inkelas, et al. [22]).37 Relatedness has often been discussed along with autonomy and competence as one of the38 psychological needs for intrinsic motivation [23, 24]. Skinner, et al. [25] argued that "relatedness39 tends to be overlooked as a self-perception in the academic domain." In the past, relatedness is40 normally considered in the context of team

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University; Aparajita Jaiswal, Purdue University; Shawn Farrington, Purdue University

Tagged Divisions

First-Year Programs

. McKeegan, “Using undergraduate teaching assistants in a research methodology course,” Teach. Psychol., vol. 25, no. 1, pp. 11–14, Feb. 1998, doi: 10.1207/s15328023top2501_4.[5] K. A. Ritchey and S. Smith, “Developing a Training Course for Undergraduate Teaching Assistants,” Coll. Teach., vol. 67, no. 1, pp. 50–57, Jan. 2019, doi: 10.1080/87567555.2018.1518891.[6] M. Komarraju, “Ideal Teacher Behaviors: Student Motivation and Self-Efficacy Predict Preferences,” Teach. Psychol., vol. 40, no. 2, pp. 104–110, Apr. 2013, doi: 10.1177/0098628312475029.[7] J. W. Herrman and J. K. Waterhouse, “Benefits of Using Undergraduate Teaching Assistants Throughout a Baccalaureate Nursing Curriculum,” J. Nurs. Educ. Thorofare, vol. 49

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

increasing attention from many stakeholders in academia includingfaculty, staff, administrators and students. Its significance goes beyond the benefits for theacademic institutions to encompass national concerns.At a large land-grant university in the mid-Atlantic region, between 2003 and 2012, an averagethirty percent of first-year engineering students left engineering before their second year. Athree-year study (2007-2010) implemented to gain insight into this attrition rate, showed thatstudents left primarily because of lack of interest in and knowledge about engineering and theinstitution, disconnection from the engineering profession, low self-efficacy and academicdifficulty. Underrepresented minority (URM) students left at a disproportionately

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

North Carolina State University. She earned a B.S. in Biological Engineering from North Carolina State University and an M.S. and Ph.D. in Biological Systems Engineering from Virginia Polytechnic Institute and State Uni- versity. Dr. Baldwin’s primary focus is working across the Colleges of Engineering and Education on engineering education related initiatives. She teaches undergraduate courses in the First Year Engineering Program and in the Department of STEM Education. Dr. Baldwin’s research interests include self- efficacy, motivation and persistence of underrepresented populations in STEM and engineering design in K-12.Dr. Lina Battestilli, North Carolina State University Lina Battestilli is Teaching

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Anderson, Montana State University; Abigail M. Richards, Montana State University

Tagged Divisions

Design in Engineering Education, First-Year Programs

sense of community is particularly important for first yearstudents to aid in retention efforts, and professional persistence is related to one’s identity as anengineer. The formation of an engineering identity plays a part in both interest in engineeringand contributes to perseverance in the major [7, 8, 9, 10]. Exposure to mentors and/or rolemodels within the STEM discipline has a positive impact on an academic sense of belonging, aswell as a positive impact of academic self-efficacy [11], while others have noted that poorfaculty-student relationships negatively impact a sense of belonging and the persistence in themajor [12, 13]. Curricular integration within various engineering departments combined withpeer-peer interactions, specifically

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

John C. Moosbrugger, Clarkson University; Jan DeWaters, Clarkson University; Melissa Carole Richards, Clarkson University; Elisabeth A. Chapman, Clarkson University

Tagged Divisions

First-Year Programs

instruments include (references 9-10); as well as the APPLES (Academic Pathways of People LearningEngineering Survey), created by the CAEE (Center for the Advancement of Engineering Education) project andavailable online at http://caee-aps.stanford.edu/phpESP/admin/manage.php; and the LAESE (Longitudinal Page 25.34.8Assessment of Engineering Self-Efficacy) survey versions 3.0 (copyright 2006) and 3.1 (copyright 2007), which areproducts of AWE (Assessing Women and Men in Engineering), available online at www.aweonline.org.Student responses to each item were entered into a Microsoft Excel spreadsheet for analysis.Likert-type responses were

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

selected to receive NSF S-STEM funded scholarships. Annualscholarships starting at $4,500 are renewable for up to 5 years and incrementally increase by$1,000 per year through year four. Students must retain in engineering and maintain acumulative GPA of at least 3.0 to renew the scholarships.2.0 MethodologyStudent participants who receive NSF S-STEM funded scholarships are required to participate insurveys, one-on-one interviews, and focus groups each semester of their undergraduateeducation. The students provide quantitative data by completing a modified version of theLongitudinal Assessment of Engineering Self-Efficacy (LAESE) survey, the twelve questionGRIT survey, and a shortened version of the Motivated Strategies for Learning Questionnaire

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

altogether.These include concerns over the ability to earn a degree, self-efficacy, or the effort required toattain a degree.10 Another study revealed the desire for a student to fit in the standard definitionof an engineering student or self-identify as part of the program.11 Others have addressedparental pressure or financial need as issues for wanting to study engineering.12 Since many ofthese negative motivators are less apt to be addressed by curriculum changes, this paper willfocus on positive motivators.Positive motivations can be further classified into a spectrum of altruistic reasons. Evidence hasshown that social responsibility can play a large role in students motivation to choose a major.13The most common responses from students was a desire

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering students, increasing it from near87% in recent years to 90% after the block scheduling year [5].Diversity in retention effortsWhat has also been reported in literature is that unfortunate disparities and barriers related torace must also be overcome [4, 7, 8]. Studies have focused on barriers to the success of Blackand Latino STEM students [7, 8], including academic, social [7], and institutional barriers [8].Strategies have been described for helping with student retention and success, includingencouragement and maintenance of attributes like academic self-efficacy, confidence andresilience [9]. Traditional theories on retention such as that of Tinto [10], focus on the impact ofadjustment, and adaptation to the dominant culture of an

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University-Kingsville; Breanna Michelle Weir Bailey P.E., Texas A&M University-Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University-Kingsville; Mahesh Hosur, Texas A&M University-Kingsville; David Hicks, Texas A&M University-Kingsville; Michael Preuss, Exquiri Consulting, LLC

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

., and Lents, N.H. (2017). “Cultivating minorityscientists: undergraduate research increases self-efficacy and career ambitions forunderrepresented students in STEM.” J. Research in Science Teaching, 54(2), 169-194.18. Wao, H. O., Lee, R. S. & Borman, K. (2010). Climate for retention to graduation: Amixed methods investigation of student perceptions of Engineering departments and programs.Journal of Women and Minorities in Science and Engineering, 16, 293-318.19. Perrin, J., “Features of Engaging and Empowering Experiential Learning Programs forCollege Students,” Journal of University Teaching and Learning Practice, 11(2), 2014, article 2.https://ro.uow.edu.au/jutlp/vol11/iss2/2/.20. National Center for Education Statistics. (2019

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan W. Krauss, Southern Illinois University - Edwardsville; Ryan Fries, Southern Illinois University - Edwardsville; Cem Karacal, Southern Illinois University - Edwardsville

Tagged Divisions

First-Year Programs

0.1 0.0 Persisted in Discontinued Engineering Figure 2: Bernoulli persistence data for 2012 cohort.While the NFS version has a higher persistence percentage, the statistical significance of thisdifference needs to be assessed. For this analysis, n1 = 71, p1 = 0.437, n2 = 86, and p2 = 0.384.The statistical significance depends on the z score for the difference p1 − p2 . The null hypothesissays this difference should be zero. The z score measures how many standard deviations awayfrom zero the observed difference is. The null hypothesis analysis also depends on the persistencefraction for both

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

representation bygender and by race (Gleason, Boykin, Johnson, Bowen, Whitaker, Micu, & Slappey, 2010;Raines, 2012). For example, the work of Ackermann (1990; 1991), Cabrera et al. (2013), Garcia (1991),Kezar (2000), Strayhorn (2011) and Walpole et al. (2008) document the impacts of first-yearsummer bridge programs on students’ transition into college. In particular, these scholars notethat such programs can positively impact the academic, social, and personal development ofunderrepresented student populations (Ackermann, 1990; Garcia, 1991; Strayhorn, 2011). Inaddition to impacting these areas of student development, first-year summer programs canpositively influence students self-efficacy and sense of belonging (Cabrera et al., 2013; Stolle

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

students were initiallyconcerned about being seen as weak students in class and felt it was important to demonstratecompetence to others. However, these two goals were significantly lower by the end of thesemester, indicating that they decided that it was not so important if people thought they wereweak students. They may also have become more willing ask for help.For the spring 2010 students, significantly higher ratings were seen for the Academic Efficiencyand the Mastery Goal Orientation constructs. This suggests that these students gainedconfidence in their ability to master difficult work, to study more effectively and in theiracademic self-efficacy

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Walter Curtis Lee, Virginia Tech ; John Andrew Janeski, Virginia Tech; Katherine E. Winters, Virginia Tech

Tagged Divisions

First-Year Programs

of these needs lead to greater psychological well-being. Asshown in Figure 1, we hypothesize that classroom instructors and environment factors contributeto students’ fulfillment of autonomy, competence and relatedness needs, which in turn contributeto greater motivation as measured through self-reported course engagement.Figure 1: Proposed relationship between classroom environment, SDT constructs and students’engagement in lecture and workshop activitiesResearch on Student Autonomy, Competence, and RelatednessAlthough much of the work exploring self-determination among students is quantitative andfocuses on primary and secondary school students, such research has shown promising tiesbetween need fulfillment and indicators of course

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

● I am confident with Calculus ● I enjoy math ● I can apply my math skills to computing and engineering projectsThe pre- and post-bootcamp survey included the same ratings. Ten (n=10) out of seventeenstudents (59%) participated in the survey. The participation in surveys decreased 23 percentagepoints compared to the 2019 bootcamp which was held face-to-face. Table 2 shows the mean(M) and standard deviation (sd) for each item’s rating.By looking at Delta we observe that the average change in attitude represents mostly small-to-moderate increases in students’ ratings of their self-efficacy from before (pre-) to after (post-) thebootcamp. Deltas are greatest for students’ confidence with trigonometry (M = 1.05, sd = 0.21

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

María del Carmen Garcia-Higuera, Universidad Panamericana; Rocio Chavez-Telleria, Universidad Panamericana; Armando Alemán-Juárez, Universidad Panamericana ; Isabel Joaquina Niembro García P.E., Universidad Panamericana

Tagged Divisions

First-Year Programs

the last 60 years, engineering graduation rates have been around 50% [4]; similarly, inMexico, engineering graduation rates barely achieve 40%. A review of the literature conductedby Geisinger and Raman [4] identified a set of factors that contribute to the attrition of students.These factors include classroom and academic environment including teaching and advising,grades and conceptual understanding, self-efficacy and self-confidence determined by highschool preparation in math and science among others. Engineering educators have argued thatpersonal and socio-economic factors can contribute to the attrition of students; however, there isa proportion of engineering students that leave because of the educational system. Studies haveshown that