Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica B. Setien, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Matthew B. A. McCullough, North Carolina Agricultural and Technical State University; Stephen B. Knisley, North Carolina Agricultural and Technical State University

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Diversity

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First-Year Programs

departments are well-known to be “hands-on” departmentsas most core courses require laboratory experiences. Thus, distance learning was rarely used forengineering-related curriculum. Possible advantages from online education include the ability toaccess material and notes at the student’s own pace at any time, which in turn, may help studentsto grasp concepts more efficiently. Moreover, the information and content of courses is startingto become widely available among multiple institutions [3]. However, many challenges existrelated to the execution and delivery of online classes. The face-to-face interactions students andinstructors had become accustomed to have suddenly transitioned into minimal interactionswhere mostly the instructor is doing all

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Goli Nossoni, University of New Haven

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First-Year Programs

. • Sensing learners prefer to learn facts, solve problems through well-established approaches, and don’t like complications and surprises. They tend to be patient with detailed information, doing hands-on laboratory work, and good at memorizing facts. They are practical and careful. They don’t like being tested on material that has not been explicitly covered in class. They don’t like to receive content that is not connected to the real world. • Intuitive learners prefer discovering relationships and possibilities. They dislike repetition and like innovation. They are good at grasping new concepts and comfortable with mathematical formulations and abstractions. They tend to work fast and are innovative

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Morin, Ohio State University; Krista M. Kecskemety, Ohio State University

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Diversity

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First-Year Programs

puzzles by handing pieces of paper back and forth and discussing where the strips belonged. The new solution had to replicate this process as closely as possible. • Easy to disseminate: The instructional team responsible for the course were already transitioning courses and laboratories online, along with dealing with the inherent work overhead of an online course. The solution could not require an instructor to create duplicate documents, copy and paste code for multiple teams, or other work-intensive operations. • Self-checking: In the in-person implementation, the instructional team (one faculty member and multiple undergraduate teaching assistants) would rotate around the classroom

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adia Radecka, University of Illinois at Urbana-Champaign; Alyssa Bradshaw, University of Illinois at Urbana-Champaign; Javi Cardenas, University of Illinois at Urbana-Champaign; Sara Xochilt Lamer, University of Illinois at Urbana-Champaign; Ilalee Harrison James, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

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Diversity

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First-Year Programs

) multiple molds of hydrogel actuators, (d) student researcher prepping prototyping materials, (e) silicone actuators in a dynamic test rig developed by students, (f) student researcher building test rig.Weekly Group Meeting In addition to technical, laboratory skills, students were provided a variety of workshopsrelated to research and their professional development. Workshops were delivered by subject-matter experts, further facilitating networking and community building. In weekly groupmeetings, students presented progress on goals, discussed current literature, practiced career-readiness skills and brainstormed independent projects.Progress reports. Each week students prepared a one slide progress

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashish D. Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Roobini Vijayabalan; Athira Suresh Kumar Nair

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First-Year Programs

MATLAB’s Online Tutorial in First-Year Engineering Courses, 11th Annual First Year Engineering Experience (FYEE) Conference,July 2019, University Park, PA.[6] Sodhi J. S. and Roman M., A Novel 2D Vectors Hands-on Lab Exercise for a First YearEngineering Mathematics Laboratory, 10th Annual First Year Engineering Experience (FYEE)Conference, July 2018, Glassboro, NJ.

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University, West Lafayette; Rui Wang, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Gaurav Nanda, Purdue University, West Lafayette

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First-Year Programs

. Informatics Assoc., vol. 14, no. 5, pp. 550–563, Sep. 2007, doi: 10.1197/jamia.M2444.[8] F. Dernoncourt, J. Y. Lee, O. Uzuner, and P. Szolovits, “De-identification of patient notes with recurrent neural networks,” J. Am. Med. Informatics Assoc., p. ocw156, Dec. 2016, doi: 10.1093/jamia/ocw156.[9] “Standards for privacy of individually identifiable health information. Final rule,” 2002.[10] A. Rudniy, “De-Identification of Laboratory Reports in STEM | Journal of Writing Analytics,” J. Writ. Anal., vol. 2, pp. 176–202, 2018.[11] Y. Lecun, Y. Bengio, and G. Hinton, “Deep learning,” Nature, vol. 521, no. 7553. Nature Publishing Group, pp. 436–444, 27-May-2015, doi: 10.1038/nature14539.[12] A. Krizhevsky, I. Sutskever, and G

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenahvive K. Morgan, Michigan State University; Roya Solhmirzaei, Michigan State University; Hadi Salehi, Michigan State University

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First-Year Programs

. Her interests include innovative laboratory experiments for undergraduate instruction, engineering design for first-year students, and encouraging women to study engineering. For the three years prior to teaching at Michigan State University, she taught freshman and sophomore engineering courses at Rowan University. While at Rowan University she was Co-Director of RILED (Rowan Instructional Leadership and Educational De- velopment), the advisor for the student chapter of the Society of Women Engineers (SWE), and given the ASEE Campus Representative Outstanding Achievement Award. Her teaching experience also includes work as a graduate student facilitator and engineering teaching consultant at the University of

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Claribel Bonilla, University of San Diego; Leonard Perry, University of San Diego

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First-Year Programs

Graduates and Their Impact on Curriculum Design," J. Engr. Ed., 82(4), Oct 1993 4. R. A. Guzzo and M. W. Dickson, "Teams in organizations: recent research on performance and effectiveness," Annual Review of Psychology, vol. 47, pp. 307, 1996. 5. J. R. Katzenbach and D. K. Smith, The Wisdom of Teams: Creating the High Performance Organization. Boston, MA: Harvard Business School Press, 1993. 6. J. S. Byrd and J. L. Hudgkins, "Teaming in the design laboratory," Journal of Engineering Education, vol. 84, pp. 335, 1995. 7. E. Seat and S. M. Lord, "Enabling effective engineering teams: a program for teaching interaction skills," Journal of Engineering Education, vol. 88, pp. 385, 1999. 8. Personal Strength

Conference Session

FPD6 - First Year Curricula Development

Collection

2008 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University

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First-Year Programs

instructor. In high enrollment courses that have both lecture and laboratory components, studentratings of the lead faculty instructor may have two components: student attitudes about thecourse based on perceptions of the lead faculty person, and student attitudes about the coursebased on perceptions about the student’s teaching assistant (TA). It could be conjectured thatthese two sources of attitudes about the course merge in the perception of a student, and that animportant factor in the rating a student gives to a faculty person is the rating the student gives tohis TA or vice versa. Certainly, anecdotal evidence is available that if a student is unhappy witha TA, the same student may be unhappy with the course in general, and with the

Conference Session

FPD6 - First Year Curricula Development

Collection

2008 Annual Conference & Exposition

Authors

Laura Ruhala, University of Southern Indiana; Richard Ruhala, University of Southern Indiana; Eric Sprouls, University of Southern Indiana

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First-Year Programs

Engineering) and ENGR 108 (Intro to Design). Other courses she is teaching are Dynamics, Dynamics of Machinery, and Engineering Materials. She is a member of ASEE and is developing a biomechanics laboratory as a center for research in bone and joint care.Richard Ruhala, University of Southern Indiana Richard Ruhala earned his BSME from Michigan State in 1991 and his PhD in Acoustics from The Pennsylvania State University in 1999. He has three years industrial experience at General Motors and three years at Lucent Technologies. He has been an Assistant Professor rank in the Engineering Department at USI since 2002, and has taught several of the freshmen engineering courses, including ENGR 103 and

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Charles McDowell, University of California, Santa Cruz; Adrienne Harrell, University of California, Santa Cruz

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First-Year Programs

shown how tonavigate the student portal, with specific tips and tools from the Peer Mentors about accessingand updating information on this key campus information network. They were also given toursof four faculty research laboratories led by their program Peer Mentors and other undergraduatestudent researchers.The primary goal and intended outcome of the Engineering Transfer Transition Program was toease the transition of incoming transfer students to facilitate their academic success andpersistence to graduate within engineering in a timely manner. We hoped to achieve this largelyby connecting ETTP students to faculty, staff, and other transfer engineering students, while alsoexposing them to the academic demands and opportunities of upper

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa DeWitte, University of Florida; Pamela L. Dickrell, University of Florida

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First-Year Programs

Paper ID #25368Students Using Sensors: Multi-Disciplinary Interactive Demonstrations forFirst-Year Design CoursesMs. Lisa DeWitte, University of Florida Lisa DeWitte is a 4th year Engineering Student at the University of Florida majoring in Mechanical and Aerospace Engineering. She has been involved in Undergraduate Research since her freshman year designing course curriculum for a freshman design course and providing manufacturing support for an aerospace controls laboratory. Her research interests are in engineering education, advanced manufactur- ing, and the design process. She intends to pursue an advanced degree in

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Campbell, Imperial College London; Deesha Chadha, Imperial College London

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First-Year Programs

laboratory projects andgroup/design projects throughout the degree course. Starting with teamwork allows us aseducators to highlight the importance of collaborative working within the student cohort, witha view to creating an open culture, whereby students are supportive of each other, and canexpect support from their peers and staff. The workshop should not only highlight theimportance of formal group work, but to allow students to see themselves as an “effective”team throughout their course, even outside of assessments. If students are able to effectivelysee themselves as a team throughout their degree course, they can maximise their educationthrough peer-to-peer learning and co-operation[6].The main aims of carrying out the transferable skills

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oai Ha, Western Carolina University; Martin L. Tanaka, Western Carolina University; Sudhir Kaul, Western Carolina University

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First-Year Programs

admission requirements for studentsapplying to the two programs. This distinction is typically characterized by the adoption ofdifferent curricula, instructional approaches, a mix of lectures and laboratories, and textbooks. Itis broadly expected that such an approach would facilitate the development of different domainsof knowledge, ranging from more abstract and theoretical for engineering students to moreapplied and hands-on for engineering technology students. Considering the disproportionatedifferences in the spatial contents, tools of spatial representation, and associated spatial reasoningprocesses in fundamental courses such as solid mechanics or fluid dynamics, this study seeks tofind a relationship, if any, between students’ spatial

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

tracked for five semestersbeyond.Foundationally, this engineering major discernment study is theoretically founded in SocialCognitive Career Theory (SCCT) to consider students decisions14-15. SCCT is used to evaluate thegoals, outcomes expectations, and self-efficacy beliefs14. An engineering education based studyon engineering major discernment used SCCT by VanDeGrift and Lao reported that courseprojects, faculty advisory interactions, and other laboratory experiences were influential inengineering major selection. The current study expects to reveal that other targeted courseexperiences would likewise influence students16.Research Questions: 1. How effective is the engineering informed decision making module at meeting its intended goals

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

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First-Year Programs

, T., Imbrie, P. K., Haghighi, K., Radcliffe, D. F., Brophy, S., Ohland, M. W., et al. Creating the ideas to innovation learning laboratory: a first-year experience based on research. 10. Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2005). EPICS: Engineering projects in community service. International Journal of Engineering Education, 21(1), 139-150. 11. Dally, J. W., & Zhang, G. M. (1993). A Freshman Engineering Design Course. Journal of Engineering Education, 82(2), 83-91. 12. Roselli, R. J., & Brophy, S. P. (2006). Effectiveness of Challenge-Based Instruction in Biomechanics. Journal of Engineering Education, 95(4), 311-324. 13. Pellegrino, J. W., & Brophy, S. (2008). From

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

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Diversity

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First-Year Programs

decades, each slightly different. Currently, inour largest course (~1000 students per year out of 1200-1300 total engineering freshman),Introduction to Engineering and Design (Intro 160), students participate in lectures coveringdesign topics that span multiple disciplines of engineering. In the laboratory section of thiscourse, they work in teams of 8-12 to solve a real-world, client-based engineering designproblem proposed mostly by individuals in the local community and industries. The otherintroduction to engineering courses (Intro 101 and 102) are much smaller (~100 studentscollectively), and do not have hands-on labs with client-based projects.As a result of budget constraints, the college has recently decided to end all existing college

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

James A Middleton, Arizona State University; Stephen J Krause, Arizona State University; Kendra Rae Beeley; Eugene Judson, Arizona State University; John Ernzen; Ying-Chih Chen, Arizona State University

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First-Year Programs

mostly lecture with pauses for questions inone of the physics classes, to shared problem solving in one of the mathematics classes, tostudent led activities in engineering. Student interactions with each other during class rangedfrom very little, particularly in the large lecture halls, to almost constant collaboration in classeswith laboratory formats. Implications for faculty development for the improvement of freshmanengineering programs are discussed.Introduction This study examines the relationship between the pedagogical beliefs and practices offaculty teaching required freshman courses for engineering students. Research shows that facultymay hold beliefs about teaching that, in the ideal, are learner-centered, but in reality

Conference Session

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

Collection

2015 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

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First-Year Programs

powered car.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 Challenges10 identified by theNational Academy of Engineers and to present their findings to the class. Ethics is coveredduring a lecture that uses practical examples and role playing to emphasize the challenges inmaking ethical decisions in an engineering context.As mentioned previously, the Engineering

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University, West Lafayette; Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Jing Lv; Yukiko Maeda, Purdue University, West Lafayette; Syafiah Mahfuzah Johari, Engineering Education Department, Purdue University

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First-Year Programs

. Page 26.1124.1 c American Society for Engineering Education, 2015 Making Meaning of Data: Exploring Representations of Classroom Activities from a First Year Engineering CourseAbstract Real-time, pedagogical feedback can be useful for instructors and graduate teachingassistants in assessing the effectiveness of their instructional activities. This is especially usefulin first-year engineering classes, where laboratory and team activities may be more common.The G-RATE, Global Real-Time Assessment Tool for Teaching Enhancement, is a tool toprovide research- based feedback for instructors about their classroom interactions across fourareas based on the “How People Learn” framework1

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Mark Urban-Lurain, Michigan State University; Amanda Idema, Michigan State University; Timothy J Hinds, Michigan State University; Daina Briedis, Michigan State University

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Diversity

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First-Year Programs

Paper ID #12230Spatial Visualization Skills Intervention for First Year Engineering Students:Everyone’s a Winner!Dr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S. and Sc.D. while working jointly with researchers at the Shriners Burns Hospital and Massachusetts General Hospital. While at MIT, he was awarded a Shell Foundation Fellowship and was an NIH biotechnology Predoctoral Trainee. Upon completion of his doctoral studies, he

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

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First-Year Programs

began teaching com- puter science and engineering to high school students, while completing his graduate classes. Richard is a graduate of both UMBC and DeMatha and has served as DeMatha’s rowing coach for 9 years.Mr. Ryan ReinhardtDr. Charles D. Eggleton, University of Maryland Baltimore County Dr. Charles Dionisio Eggleton is a Professor in the Department of Mechanical Engineering at the Uni- versity of Maryland Baltimore County. He has twenty-two years of experience teaching theoretical and laboratory courses in thermo-fluids to undergraduate students and was Department Chair from 2011 - 2017. Dr. Eggleton earned his M.S. and Ph.D. in Aeronautics and Astronautics from Stanford University and his B.S. in Naval

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Arizona State University

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First-Year Programs

such as furniture, toys or model plane according to instructions 1 2 3 4 5 4 Assembled items such as furniture, toys or model plane without instructions 1 2 3 4 5 5 Used common household tools such as screwdrivers, saw, hammer, drill, etc. 1 2 3 4 5 Created or modified an existing mechanical items to improve or change it's 6 1 2 3 4 5 operation, (i.e. toy, small appliance, computer, cell phone, etc.) Used common science laboratory equipment

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Blair Rowley, Wright State University; Kumar Yelamarthi, Central Michigan University; Thomas Bazzoli, Wright State University

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First-Year Programs

of laboratories to afocus on two areas of interest to engineers that involved global warming. The lectures focused onalternative energies and alternative fuels and the labs focused on solar and wind energy sources,and hydrogen fuel cells. In addition, the length of the lectures was increased by a half hour. Thisadditional time was used to present the DVD “An Inconvenient Truth” and its update over a fourweek period, and provided discussion time on global warming. At the beginning and end of thecourse the students answered a global warming perception instrument. This paper focuses on theresults obtained from this perception instrument. Page

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

S. Keith Hargrove, Morgan State University; Marie Dahleh, Harvard University

Tagged Divisions

First-Year Programs

needand desire to reduce the gap in student learning and real world problem solving asgraduates enter the workforce. The National Academy of Engineering has appealed toengineering programs to integrate theory and practice in the curriculum, and introducemore innovative learning methods that simulate industrial decision making in theclassroom and laboratory [1]. Hence, the challenge for engineering educators is the useof more innovative methods for instruction and learning to replicate real world problemsolving, and provide an environment for intellectual exchange of ideas and solutions in aclassroom setting. This is further reinforced by the Accreditation Board for Engineeringand Technology (ABET) to encourage the use of a cadre of tools and

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Edward Randolph Collins Jr. P.E., Clemson University; Chris Porter, Clemson University

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First-Year Programs

to co-op and internship to departmental research toorganizations and clubs, to be able to answer questions during the tour based on their ownexperiences. Each department is allotted between 35 and 45 minutes for their presentation. Amajority of the guests have taken a general University campus tour in the morning, allowing theCES tours to focus solely on curriculum, research opportunities, study abroad, cooperativeeducation, awards, student clubs/organizations, and graduate school/job placement within eachdepartment. The tour allows guests to visit department classrooms, laboratories, and researchfacilities. In addition to the student guides, many of the departments will have faculty, staff, andeven department chairs speak with the

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lizzie Y. Santiago, West Virginia University; Robin A.M. Hensel Ed.D., West Virginia University

Tagged Divisions

First-Year Programs

proposed steps. 4. Private Tutors Available for student in need of a one-one tutoring experience. 5. Out of Class Students are exposed to scientific and non- Page 25.538.8 Experiences engineering lectures and attend field trips, all activities outside the classroom. 6. Study Laboratory (also Students are required to attend the Engineering known as Study Lab) Learning Center for at least 2 hours a week to

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Deborah Worley, University of North Dakota; Jeremiah J. Neubert, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, University of North Dakota

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First-Year Programs

watching them completethe exercises has a positive effect8. Second, students do not feel that they had enough access tohelp. While they were encouraged to email the instructor with questions, this was not enough.These problems will be addressed by offering video chat sessions several times a week. Studentswill be required to attend a minimal number of these sessions. The video sessions will be used toanswer student questions and force them to think about their assignments. Page 25.897.9AcknowledgementThe authors would like to acknowledge the support of the National Science Foundation throughthe Course, Curriculum, and Laboratory Improvement

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Kenneth Reid, Ohio Northern University; Laurie Laird, Ohio Northern University

Tagged Divisions

First-Year Programs

. The All-in-One Guitar-Playing Robot Video and Game. Online. URL: http://www.youtube.com/watch?v=YEFxJFFA5OQ2. J.-D. Yoder, B. Jaeger, and J. K. Estell, “One-Minute Engineer, Nth Generation: Expansion to a Small Private University,” 2007 ASEE Annual Conference Proceedings, AC 2007-1599.3. J. Renaud, C. Squier, and S. C. Larsen, “Integration of a Communicating Science Module into an Advanced Chemistry Laboratory Course,” Journal of Chemical Education, vol. 83, no. 7 (July 2006), pp. 1029-1031.4. J. K. Estell, L. Laird, and J.-D. Yoder, “Engineering Personified: An Application of the One Minute Engineer,” 2008 ASEE Annual Conference Proceedings, AC 2008-171.5. J. K. Estell and J. K. Hurtig, “Using Rubrics for the

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Benjamin Flores, UTEP; James Becvar, UTEP; Ann Darnell, UTEP; Helmut Knaust, UTEP; Jorge Lopez, UTEP; Josefina Tinajero, UTEP

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First-Year Programs

Page 15.685.7of PLTL activities. This exercise led to the development of general peer leader selectionstandards and training activities. Selection standards required a minimum gpa of 2.9 and acourse grade of an A or B in the course for which they would be a peer leader. Trainingrecommendations resulted in the addition of a formalized pre-semester and post-semesterworkshop with all peer leaders meeting together, rather than in discipline-specific trainings. Inphysics, a decision was made to effect change in laboratory experiments to de-emphasizeformulaic outcomes and produce better interconnection with lecture and workshop materials.One of the members of the advisory board worked with the chemistry faculty on a programoutcome that promotes peer