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

Lizzie Santiago, West Virginia University; Oyemayowa Luqman Abioye, West Virginia University

Tagged Divisions

First-Year Programs

student centeredenvironment.The objective of this project was to introduce a new module on electronics to students enrolled ina first year engineering program. The module was incorporated in an engineering problemsolving course and was designed to include reading material, practice problems, hands-onactivities, and a project. This paper describes the content of the module, how the module wasimplemented, and its impact in students’ perception of engineering.Methodology:Sample Size: 42 students enrolled in an engineering problem solving course participated in thisstudy. All students were enrolled in a first year engineering program at a land-grant institution inthe mid-Atlantic region; none of the students have been accepted in a major

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Patricia Dee Zobel, Rowan University

Tagged Divisions

First-Year Programs

intellectual engagement. Journal of College Student Development,46(4), 429-441.13. Schroeder, C. C., Minor, F. D., & Tarkow, T. A. (1999). Freshman interest groups: Partnership for promoting student success. New Directions for Student Services, 87, 37-49.14. Denzine, G., & Kennedy, A. (1997). Creating learning communities across the lifespan. Journal of College Student Development, 38, 668-9.15. Elkins, S., Braxton, J., & James, G. (2000). The impact of a living learning center on students’ academic success and persistence. Research in Higher Education, 41(2), 251-268.16. Pike, G. (1997). The effects of residential learning communities on students’ educational experiences and learning outcomes during the first year of college

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

of the intended purpose of each link andthe observed impact on student performance metrics. This paper should be a great value toengineering programs interested in understanding the student success strategies implemented atNC State University and their impact.A. IntroductionIn the College of Engineering at NC State University, measures of student success such asretention, matriculation, and graduation rates had remained largely unchanged for decades. Abenchmark study, and review of the literature, on student success in undergraduate engineeringeducation revealed several practices not adopted within the college. From this insight a set ofprocesses/programs aimed at pre-college, first-time fulltime, and transfer students weredeveloped into the

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; James Coffin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering + Technology at Western Carolina University. His teaching and research interests include design, robotics, automation, and controls.Prof. James Coffin American c Society for Engineering Education, 2021 Team-teaching a Project-based First-Year Seminar in PandemicAbstractComplete Evidence-based Practice – This paper presents a team-teaching strategy for a project-based first-year seminar during the pandemic. Three faculty members team-taught three sectionsof a First-Year Seminar course in Fall 2020 using project-based learning with students from fiveEngineering and Engineering Technology programs in the department, which encompasselectrical, computer, mechanical

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F. James Boerio, University of Cincinnati; Joni A. Torsella, University of Cincinnati

Tagged Divisions

First-Year Programs

electrical energy from the reaction of hydrogenand oxygen. Each of the experiments lasts for two weeks.In Engineering Foundations, students are also introduced to a number of professional skills, suchas technical writing, communication, engineering ethics, and the engineering design process.Technical writing is covered by requiring the students to prepare laboratory reports for each ofthe four hands-on experiments. Communication is emphasized through a group presentation thatrequires the students to research one of the fourteen Grand Challenges9 identified by the NationalAcademy of Engineers and to present their findings to the class. Ethics is covered during alecture that uses practical examples and role playing to emphasize the challenges in

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Yevgeniya Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

.” The Chronicle of Higher Education, 22 Jan. 2009. 3. Errington, Edward. "The impact of teacher beliefs on flexible learning innovation: some practices and possibilities for academic developers," Innovations in Education and Teaching International, 41(1), (2004).4. McKenna, Ann F., Yalvac, Bugrahan, and Light, Gregory J. “The Role of Collaborative Reflection on Shaping Engineering Faculty Teaching Approaches,” Journal of Engineering Education, 98(1), 17-26 (2009) (and citations therein.)5. Kane, Ruth; Susan, Sandretto and Heath, Chris. "Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics," Review of Educational Research, 72(2), 177-228 (2002

Conference Session

FPD1 - Early Success and Retention

Collection

2008 Annual Conference & Exposition

Authors

Alicia Boudreaux, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University; James Nelson, Louisiana Tech University; Galen Turner, Louisiana Tech University

Tagged Divisions

First-Year Programs

partnering with area high school math and science teachers in Discovery Weekends for high school students. • Louisiana Tech’s S-STEM Scholarship Program – NSF-0631083 – scholarship program supporting the Freshman Enrichment Program (FrEP) students. • Innovation through Multidisciplinary Projects and Collaborative Teams (IMPaCT) – NSF-0536082 – motivates students to look at the “big picture” in a horizontally and vertically integrated program centered on year-long design projects. • Living with the Lab – NSF-0618288 – encourages students to develop a “can do” attitude by giving students ownership of a mobile experiment platform. • University Seminar

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

course will include further instruction and explicit feedback on writing.STEM engagement studyIn addition to assessing their competence in course material, students completed a questionnaireat the end of the course designed to measure whether their attitudes towards STEM had changed.Specifically, we were interested in whether students were more interested in STEM relatedtopics, and whether their career choices were impacted by taking the course. The results for thequestions on engagement for the 2018 cohort are shown in Figure 3. The 2017 cohort reportedresponses on a 4-point scale, and 2018 students reported on a 10-point scale, however, resultsfrom the 2017 cohort (not shown) mirrored the trends shown in Figure 3.Figure 3: Results from student

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Susan F. Freeman, Northeastern University; Jake Alexander Levi, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

see future careeror volunteer roles and can become more engaged volunteers and citizens through service.Thoughts for future research could investigate: the possibility of future roles being tied to thecommunity and community partner, whether the type of service completed is impacted by theincoming identity status, and whether there is growth in identity during service.Campus Compact [11] is known for their studies in S-L, and this one contains a great summary ofwhat has made partnerships truly good and successful for all stakeholders. The paper walksthrough the process, the research, and the practicalities of how to build successful partnershipsand research in S-L. A set of great lists allow us to look for where we have done well or whatwe

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

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary; Bob Brennan, University of Calgary

Tagged Divisions

First-Year Programs

assessment. He is director of the Individual and Team Performance Lab and the Virtual Team Performance, Innovation, and Collaboration Lab at the University of Calgary, which was built through a $500K Canada Foundation for Innovation Infrastructure Grant. He also holds operating grants of over $300K to conduct leading-edge research on virtual team effectiveness. Over the past 10 years Tom has worked with organizations in numerous industries includ- ing oil and gas, healthcare, technology, and venture capitals. He is currently engaged with the Schulich School of Engineering at the University of Calgary to train, develop, and cultivate soft-skill teamwork competencies in order to equip graduates with strong interpersonal and

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

to measure students’ self-evaluation of their participation and potential distractions during the learning activity.Since 2017, the StRIP instrument has been completed by more than 1,000 students in US universityengineering programs. Seventeen engineering faculty have also been interviewed by researchers[14]. While many students embrace active learning and report positive learning experiences [15-17], the evidence-based results have also revealed a few reasons for their resistance. One of themajor concerns was lack of motivation. In other words, some students would not see the value inthe new learning techniques. Additionally, distraction coming from the internet or social mediasometimes negatively impacts their learning efficiency. It

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-locatedmeetings among the researchers, categories were iteratively compared to identify themes relatedto the students’ perspectives, as suggested in [21]. The resulting themes were developed into acodebook [4].Quantitative Survey DevelopmentIn order to reach a broader population and gather more data, a survey was developed. Followingthe exploratory sequential study design, the qualitative findings were used to inform the contentof the survey. To first develop the survey, the authors of the paper worked independently andwrote several items pertaining to each theme in the codebook. The authors then worked togetherto edit the items and narrow it down to five items per theme, considering the best practices ofsurvey development: ensuring wording was clear

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Vanderlinded and E. Kim, "A Multi-level Assessment of the Impact of Orientation Programs on Student Learning," Research in Higher Education, p. 320–345, 2010.[7] K. J. Nelson, C. Quinn, A. Marrington and J. Clark, "Good practice for enhancing the engagement and success of commencing students," Higher Education, pp. 83-96, 2012.[8] A. M. Williford, L. C. Chapman and T. Kahrig, "The university experience course: A longitudinal study of student performance, retention, and graduation," Journal of College Student Retention: Research, Theory and Practice, pp. 327-340, 2001.[9] M. Karp, S. Bickerstaff, Z. Rucks-Ahidiana, R. Bork, M. Barragen and N

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

of precedent materials, and experienced instructional designers’ beliefs about design character. These studies have highlighted the importance of cross-disciplinary skills and student engagement in large-scale, real-world projects. Dr. Exter currently leads an effort to evaluate a new multidisciplinary degree program which provides both liberal arts and technical content through competency-based experiential learning.Iryna Ashby, Purdue University Iryna Ashby is a Ph.D student in the Learning Design and Technology Program at Purdue University with the research interests focused on program evaluation. She is also part of the program evaluation team for the Purdue Polytechnic Institute – a new initiate at Purdue

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Chandler Gilbert Community College; Claire Louise Antaya Dancz, Arizona State University; Amy E. Landis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

having obtained her PhD in 2007 from the University of Illinois at Chicago under the supervision of Dr. Thomas L. Theis. She has developed a research program in sustainable engineering of bioproducts. Her research ranges from design of systems based on industrial ecology and byproduct synergies, life cycle and sustainability assessments of biopolymers and biofuels, and design and analy- sis of sustainable solutions for healthcare. Since 2007, she has lead seven federal research projects and collaborated on many more, totaling over $7M in research, with over $12M in collaborative research. At ASU, Dr. Landis continues to grow her research activities and collaborations to include multidisciplinary approaches to

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Promiti Dutta, Columbia University; Alexander Haubold, Columbia University

Tagged Divisions

First-Year Programs

engineering careers in industry, government agencies and other organizations concerned with the environment and the provision of primary materials and secondary materials and energy, as well as graduate studies in related disciplines. • This course teaches the basic concepts and skills needed for the practice of Earth and Environmental Engineering, including measurement and control of material and contaminant flows through the environment, assessment of environmental impact of past, present and future industrial activities, and analysis and design of processes for remediation, recycling, and disposal of used materials. • This course ensures that the technical training of our students is based on a strong liberal arts

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Theodore Demetrius Caldwell, Michigan State University, Diversity Programs Office, College of Engineering; Kyle P. Foster, Diversity Programs Office, College of Engineering, Michigan State University; Tonisha Brandy Lane, Michigan State University; Rickey Alfred Caldwell Jr, Michigan State University; Claudia Elena Vergara, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

First-Year Programs

Page 22.1681.5 materials, and other materials shared among partner institutions and broadly disseminated. · Share best practices for engaging undergraduates in research early in their academic careers with campuses around the state and more broadly and provide consulting services to campuses interesting in establishing, expanding, or enhancing their capabilities to engage first and second year students in research.Student participation in the URC activities will be apportioned annually based on graduationrates at the end of each academic year.Engineering and Science Summer AcademyAs a component of the MI-LSAMP Pre-First Year initiative and through funding from the 3MFoundation, Alcoa Corporation and the DTE

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

1, 2, and 3 . This ability can be used as a prognostication factor for achievement andattainment in science, technology, engineering, and mathematics (STEM) 4, 5 . It is well documentedthat 3D spatial skills can be developed through practice. Sorby has shown that a course aimed atdeveloping the 3D spatial skills of first-year engineering students has a positive impact on studentsuccess, especially for women 6 . The research team has developed a semester-long online, spatialskills workshop. The content incorporates online resources related to mental rotation, 2D and 3Dspatial visualization, and abstract reasoning. An experimental group of female first-yearengineering students will participate in the weekly online workshop. To assess

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Chirag Variawa, University of Toronto

Tagged Divisions

First-Year Programs

first-year engineering.The intended outcome of this work is to establish a set of guidelines or principles that willinform the work of the first-year community at the instructional, advising, recruitment, andoutreach levels. This study will ultimately situate across factors for success in post-secondaryeducation (access, persistence, engagement, performance, graduation), with implications for boththe student, instructor, and administrator, to better align preparation, expectations and supportwith what students anticipate and actually face in their first-year.The principal research question leading this investigation asks: What experiences are reported aspreparing for (bridging) or limiting (acting as barrier to) success in the first-year? As

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the secondary level. Nathan was a former middle and high school technology educator in Montana prior to pursuing a doctoral degree. He was a National Center for Engineering and Technology Education (NCETE) Fellow at Utah State University while pursuing a Ph.D. in Curriculum and Instruction. After graduation he completed a one

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Jon Harcum, Clemson University; Laurel Whisler, Bristol Community College; Elizabeth Anne Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #33015Using the Learning and Study Strategies Inventory (LASSI) to TrackStudents’ Growth and Evaluate the Effectiveness of a Learning StrategiesCourseMs. Abigail T. Stephan, Clemson University Abigail Stephan is a doctoral candidate in the Learning Sciences program at Clemson University. Broadly, her research interests include intergenerational learning in informal settings and self-directed learning. Since 2017, Abigail has been the graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their development of self-regulation and time

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University

Tagged Divisions

First-Year Programs

feedbackwould greatly shorten the feedback cycle, and supplement more detailed summative feedbackprovided when a student work is graded.If the system is woven throughout the lecture it may be helpful to have a teaching assistant inclass to help with the system, as it is challenging to simultaneously look for questions coming in,look for good student responses to post and discuss, answer questions, and lecture.ReferencesBunce, D. M., VandenPlas, J. R., & Havanki, K. L. (2006). Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes. Journal of Chemical Education, 83(3), 488.Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE-Life Sciences

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; Evan T. Curtis, University of Nebraska, Lincoln

Tagged Divisions

First-Year Programs

, 26, 349-361.7. Zamani, E.M. (2001). Institutional responses to barriers to the transfer process. New Directions for Community Colleges, 114, p. 15 – 24.8. University of Nebraska-Lincoln Fact Book (2010-2011). Retrieved from http://irp.U___.edu/dmdocuments/fb10_11.pdf9. Tsapogas, J. (2004). The role of community colleges in the education of recent science and engineering graduates. Info Brief Science Research and Statistics: National Science Foundation Directorate for Social, Behavioral, and Economic Sciences.10. Ishitani, T.T. & McKitrick, S.A. (2010). After transfer: The engagement of community college students at a four-year collegiate institution. Community College Journal of Research & Practice, 34, p

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doina Bein, California State University, Fullerton; Jidong Huang, California State University, Fullerton; Yu Bai, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Paulina Reina, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

received a stipend to assistASSURE-US leadership team members in conducting research projects that included: • Real-Time Object Detection using Artificial Intelligence • Self-driving Lego Robot using Artificial Intelligence • Hardware Accelerated Deep Neural Networks • High-Performance Computing using Non-Volatile Memory (NVM) • Study of Radio Frequency Energy Harvesting for IoT Devices • Design, Fabrication, and Analysis of Low-Cost Solar Powered Energy Harvesting Micro Air Vehicles using 3D Printing • Design, Fabrication, and Analysis of Low-Cost Customized Electric Skateboards • Data science projects using Jupyter Notebook The SURE took place in the labs associated with each discipline. The students were

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

receiving funding from NSF through SPARK and Texas State STEM Rising Stars. SPARK is a four years grant that looks to increase the recruitment and retention of female in engineering, computer science, and related fields by providing scholarships for low-income and talented students. Texas State STEM Rising Stars is a four years grant committed to increase the first and second year retention and graduation rates of students in STEM. Dr. Novoa is also the advisor of the Society of Women Engineers. She is committed to research on strategies to achieve gender equity and cultural inclusiveness in science and engineering.Dr. Araceli Martinez Ortiz, Texas State University - San Marcos Araceli Martinez Ortiz, Ph.D., is Assistant

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Paper ID #7230The Inverted Classroom in a First-Year Engineering CourseMrs. Brooke Morin, Ohio State University Brooke Morin is a Lecturer in the College of Engineering at Ohio State University, teaching First-Year Engineering for Honors classes in the Engineering Education Innovation Center. She also worked with the program as an Undergraduate Teaching Assistant and a Graduate Teaching Associate. Brooke earned her bachelor’s degree and master’s degree in Mechanical Engineering at Ohio State.Dr. Krista M. Kecskemety, Ohio State University Krista Kecskemety received her B.S. in aerospace engineering at The Ohio State

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

Tagged Divisions

First-Year Programs

Paper ID #32774Meaning to Succeed: Learning Strategies of First-Year EngineeringTransfer StudentsMrs. Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Uni- versity, where she teaches first year engineering design as a foundation course for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking as

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Rosalind Archer, University of Auckland; Paul Denny, University of Auckland; Margaret Hyland, University of Auckland; Chris Smaill, University of Auckland; Karl Stol, University of Auckland

Tagged Divisions

First-Year Programs

throughconsequent structural and curriculum amendments to the present. The strengths, challenges,weaknesses and ongoing evaluations of that program are presented, with particular referenceto innovations in delivery and assessment.At this time when research is showing that the process of “becoming an engineer”15 and theconstruction by students of their engineering identity16,17 are important issues for retention, Page 14.736.4the opportunity for the early development of the sense of belonging and affiliation, providedby a common program taught entirely in-house suggests that this paper may provideexemplars of best practice for other programs.History and

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lacey Jane Bodnar, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Jacqueline Q. Hodge, Texas A&M University; Travis Austin Smith, Engineering Student Services and Academic Programs; Jesus A. Orozco; Joshua Grant Corso; Cristian R. Sanchez; Jillian Kathleen Freise, Texas A&M ELLC Children's Museum; Hannah Ringler, Texas A&M University; Ivan Cortes, Texas A&M University

Tagged Divisions

First-Year Programs

, and the National Research Council’sBoard of Engineering Education.7-9 The latter report identified a need for “including earlyexposure to ‘real’ engineering and more extensive exposure to interdisciplinary, hands-on,industrial practice aspects, team work, systems thinking, and creative design.” Employers’ needsparalleled these new educational paradigms, as changes in the marketplace placed greaterimportance on communication and persuasion, team leadership and problem solving, and anunderstanding of the multiple factors affecting engineering design.10The criteria for implementing the above educational changes were codified by ABET as a set ofsix professional skills. Effective in 2001, these standards include: communication, teamwork

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Valerie C. Lundy-Wagner, New York University; Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Matthew W. Ohland is Professor of engineering education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by more than $12.4 million from the National Science Foundation and the Sloan Foundation and his team received the William Elgin Wickenden Award for the Best Paper in the Journal of Engineering Education in 2008 and 2011. Ohland is Past Chair of ASEE’s Educational Research and Methods division and a member of the Board of Governors of the IEEE Education Society. He was the 2002