Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

1 deadlines for a given timeframe; documents team progress, planning and evolution of design plan ● Primary Research Lead: Plans and leads client interview, user observations, user testing; oversees documentation of this research ● Secondary Research Lead: Establishes relationships and conducts interviews with subject-matter experts, discovers and extracts standards, ideas, and opportunities from relevant and credible sources; oversees analysis, synthesis, and documentation of these findings ● Training-Building-Testing Lead: Establishes relationships with shop staff, lab directors, and key equipment vendors, arranges training on equipment, places materials orders, coordinates team

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Briceland McLaughlin, Boise State University; Nick Hudyma, Boise State University; Robert Hamilton P.E., Boise State University; Bhaskar Chittoori P.E., Boise State University; Mojtaba Sadegh, Boise State University; Sondra M Miller P.E., Boise State University

Tagged Divisions

First-Year Programs

of cohort, andstudent burnout. To avoid these barriers, which disproportionately affect students fromunderrepresented backgrounds [5], it is critical to help students understand their plans of studyand the rigor of these plans, and provide accessible support mechanisms early in the collegeexperience.In order to begin addressing these barriers to academic success and degree attainment, the CEprogram at Boise State conducted a review and subsequent remodel of its curriculum. Thisreview included input from faculty, current students, alumni, academic advisors, and theirIndustry Advisory Board. After these narratives were gathered, the faculty and a member of theadvising staff worked to address major negative themes such as a lack of a sense of

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Chiki, Ohio University; Braden Vale Jay Robinson, Ohio University

Tagged Divisions

First-Year Programs

].IntroductionOhio University is a public, residential college located in the Midwest with approximately18,000 undergraduate students, including 1,800 undergraduates in the Russ College ofEngineering and Technology. At our institution, students must pass every course required fortheir major in three attempts or fewer, often with a grade of C or better, or they are dismissedfrom the major. To reduce the number of students being dismissed, we created a self-assessmentand contract based on appreciative and proactive advising for use during individual meetingswith students on their third attempt of a class. Appreciative advising uses a positive approach tohelp students identify their strengths and co-create a plan to reach their goals using thosestrengths [2

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

practical opportunity tofeel the “temperature” of the classroom in order to decide to either review some conceptsor move forward to another subject. There are many cases in literature about the use ofclickers as an immediate feedback system. The clicker itself is neither a tool to directlyteach concepts, nor it is meant to replace quality lesson preparation and planning. Theclicker is a powerful tool to augment and enhance active learning in classroom, and mostimportantly, it is a mean to provide accurate situational awareness to the instructor.However, implementing this solution is usually expensive, since it costs about US$ 50each one. Kahoot is an online classroom-response system that eliminates the need to givestudents handheld clickers

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Joseph Menicucci, Montana State University; James Duffy, Montana State University; Betsy Palmer, Montana State University

Tagged Divisions

First-Year Programs

isshown in Figure 1.For the past three years a significant portion of the laboratory has been a student-designedexperiment where groups of two to three students design their own experiments, run theexperiments, analyze the collected data, run follow-up experiments, and present theirresults to their peers. The student-designed experiment provided a much neededcomponent to the introductory laboratory: application of learning. The student-designedexperiment offers students the opportunity to take what they’ve learned and apply it to anexperiment of their choosing. Students had dedicated time with an instructor forexperimental plan development. Students were then required to propose their ideas toboth instructors and other lab groups prior to

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

Tagged Divisions

First-Year Programs

-Year Pr ogr amready for college-level mathematics ctg"tghgttgf"vq"cu"Ðrtg-gpikpggtkpiÑ"uvwfgpvu."cpf"must passintermediate algebra before they are eligible for the five-year program. Unfortunately it ishighly unusual that pre-engineers are able to successfully complete the engineering curriculum6.Note that all math classes mentioned require a C to proceed.While developing the curriculum, five freshmen engineering courses were specifically designedto bring students into immediate contact with both the engineering faculty and student peers7.Two courses were designed exclusively for students on the five-year plan. These are ENGR103, Principles of Problem Solving, and ENGR 104, Applied Problem Solving5.Three courses were designed for all students

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lydia Yang Yang, Kansas State University; Bette Grauer P.E., Kansas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

focused on the effectiveness of a peertutoring and supplemental instruction program implemented in the College ofEngineering at Kansas State University, a Midwestern large land grant researchinstitution.Background and Need for the StudyIn order to increase the retention rates of freshmen and sophomores, the College ofEngineering developed and implemented a free tutoring program called ScholarsAssisting Scholars, SAS. SAS was implemented in 2005 as a part of an NSF STEMTalent Expansion Program grant addressing barriers and adversity encountered by firstyear students. As we planned this program, we found a need for research regarding bestpractices for training tutors and the types of assistance offered by tutors, such assupplemental instruction

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail M. Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #22175Work in Progress: Baseline Survey about Community and IdentityAbigail M. Clark, Ohio State University Abigail Clark is a graduate student at The Ohio State University. Prior to coming to OSU, she earned a B.S. in Mechanical Engineering from Ohio Northern University and spent several years working at Battelle Memorial Institute in Columbus, Ohio. Her research interests include women in engineering. She is currently a Master’s student in STEM Education and is planning to pursue a Ph.D. in Engineering Education.Dr. Rachel Louis Kajfez, Ohio State University Dr. Rachel Louis Kajfez is an Assistant Professor in

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

Tagged Divisions

First-Year Programs

Architecture from the University of California.Prof. L. D. Timmie Topoleski, University of Maryland, Baltimore County c American Society for Engineering Education, 2020 Engineering State of Mind Instrument: A tool for self-assessmentIntroduction Undergraduate student recruitment and retention in engineering continue to be animportant topic in higher education, especially as it relates to diversity and inclusion. In 2016about 45% of freshmen indicated they planned to major in an S&E field (up from about 8% in2000); [1]. While the number of degrees awarded in the STEM fields has increased steadily inthe past 10 years, only 16% of bachelor’s degrees awarded were engineering degrees. Best practices (i.e

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Graham Talmadge Fennell, Ohio Northern University; Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

Delphi procedure is administered online. The initial invitations to participate came from alist generated by the steering committee, e-mail invitations to listserves for ASEE divisions withinterest including the First-Year Programs Division, invitations to participants in the 2012 First-Year Engineering Experiences conference, and targeted e-mail requests sent to a variety ofuniversities with first-year engineering programs identified through ASEE and through recentliterature.Results of all three methods will be used to define the classification scheme which is planned forpresentation and discussion at a culminating workshop during the 2013 First-Year EngineeringExperience conference.Results:Analysis of syllabi:A total of 28 syllabi were found

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

Tagged Divisions

First-Year Programs

progress was assessed through nine homework assignmentsand three exams. Students that completed the course and received a passing grade were allowedto register for calculus even if their original placement score would have prohibited them fromdoing so. Page 25.897.4Methods of AssessmentThe evaluation plan for the bridge program in this study centers on implementing assessmentmodels in three impact areas: student learning, engineering retention rates, and instructionaltools. Table 1 summarizes evaluation goals for each impact area, assessment method, or vehicleused, and performance indicators or markers for success of the participants.Table 1:Summer

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Steve Rippon, Arizona State University; James Collofello, Arizona State University

Tagged Divisions

First-Year Programs

the camp and how it differs from othercollege freshmen camps. The paper also presents the logistical challenges of planning andexecuting a camp for over 700 freshmen as well as the role of undergraduate student mentors andtheir recruitment and training. Since the successful camp experience also depends onengineering faculty involvement, the paper will describe the creation and deployment of theFreshmen Teaching Academy.Finally the paper will describe detailed assessment results from two years of camp experience.The paper will also detail data regarding student retention and the first year experience for thefreshmen population as a whole as well as for female and underrepresented minorities.BenchmarkingThe notion of a freshmen engineering camp

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa A. Pruitt, University of California, Berkeley

Tagged Divisions

First-Year Programs

Page 22.966.3pathways process for implementing mission statements and plans of action; and offersopportunities for strategic thinking, problem solving and brainstorming; and utilizes teamworkin diverse settings for societal and k-12 service learning including outreach teaching activities.The technical foundation of this module is centered upon the process of engineering design andimplementation of ingenuity projects in collaboration with our local children’s museum, theLawrence Hall of Science (LHS).Lecture description A module on the topic of leadership and service provides the framework for professionaldevelopment. The lecture aspect (3hrs/week) of the module presents mechanisms fordeveloping personal and team leadership styles

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

William Berg, University of Texas, Brownsville

Tagged Divisions

First-Year Programs

2013SP 2015 To graduate Page 25.1203.6Student 5: Took Dual Enrollment Precalculus in Fall 2005. Freshman in Fall 2008 in B.S.Computer Science program. Plans to graduate in Spring 2012.Student 6: Took Dual Enrollment Precalculus in Fall 2005. Freshman in Fall 2008 in B.S.Computer Science program. Plans to graduate in Spring 2012.Student 7: Seems to have found his niche in Psychology. However, has only take one upperdivision course. Needs 33 more hours of upper division courses and 20 hours of lower divisioncourses to graduate.Student 8: Completed only one semester. Accepted into Calculus I but then earned “D

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

Joint Regional Fall Conference Planning Committee Member CIC/McNair SROP 2008 National Conference Planning Committee National Consortium for Graduate Degrees for Minorities in Engineering and Science, Inc. (GEM) University Representative, 2007-Present Advancing Minorities Interest in Engineering (AMIE) Membership Committee, 2007-Present Institu- tional Service Staff Adviser, National Society of Black Engineers, Michigan State University Chapter, 2006-Present Staff Adviser, Society of Hispanic Professional Engineers, Michigan State University Chap- ter, 2008-2009 MSU Pre-College Committee, 2006-2009 MSU IDEA Coordinators, 2007-PresentKyle P. Foster, Diversity Programs Office, College of Engineering, Michigan State

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Barbara Bogue, Pennsylvania State University; Chia-Lin Tsai, University of Missouri; Fleur Gooden, Virginia Tech

Tagged Divisions

First-Year Programs

Engineering from Massachusetts Institute of Technology, M.S. in Computer-based Management Information Systems from the University of the West Indies, and is currently pursuing a PhD in Planning, Governance, and Globalization from Virginia Polytechnic Institute and Sate University. Page 15.945.1© American Society for Engineering Education, 2010 Peer Mentoring: Impact on Mentees and Comparison with Non-ParticipantsAbstractPeer mentoring programs are a method often implemented to help addressretention in engineering especially during the first and second years of study. Thisstudy examines the

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs

aimed at understanding the reason to select engineering as adiscipline to pursue, their perception of their first semester experience in college, and the level ofinterest in pursuing engineering.Reflective EssaysStudents were asked to write reflective essays about their college experience. In those essays,student wrote about which engineering discipline they plan to pursue, about challenges facedduring the semester, and about how their first semester affected their interest in pursuingengineering. Student submitted reflective essays at the middle and at the end of the semester.Results Page 23.1045.3First Year Engineering Program: All

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Global Engineering Leadership in the University of Maryland’s A. James Clark School of Engineering. He supports Clark School students in incorporating global experiences into their academic plan and oversees engineering global programming. In addition, he supports the onboarding initiatives for new Clark School students. During his time at Maryland, he has taught courses in international culture both on campus and abroad in Australia, the Netherlands, and Spain. Brian joined the University of Maryland from AMIDEAST where he administered Fulbright students from the Middle East and North Africa. In addition, he has experience teaching and working abroad, primarily in Taiwan. He received his MA in International Training

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering design skills. Ongoing efforts to further this work are twofold.First, we implemented a parallel data collection process with a second wave of studentparticipants in fall 2019; this will allow us to both build our sample size and determine if theeffects are evident across multiple course offerings. Second, current work is underway toevaluate whether these changes persist into students’ second year. Particularly, the study willexplore whether academic engagement (i.e., declaring a major) is a function of any of thesemeasure parameters. The combination of this current and planned research trajectory willcontribute to improve our evidence-based understanding of the contributions of a first-yeardesign-focused course on undergraduates

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

secured – this is true whether you arestarting a project in industry or academia. “Sponsorship” is used in many contexts, and the exacttype and level of sponsorship required depend on the project in question. Therefore, it is usefulto define the key sponsorship roles required for an undergraduate research program.Sponsorship – theoretical descriptionThe theoretical description of the project sponsorship roles is shown in Table 1.Table 1: Theoretical description of sponsorship roles Role Description Strategic This person is high enough in the organization to ensure an undergraduate Champion research program fits with and supports the college’s strategic plan, and in a position to decide an undergraduate research

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

academicadvisers who are tasked with advising the incoming class as well as teaching (Freeman,2016). These advisers work with incoming engineering students, starting the summer beforethey arrive, and continuing through their first year. The advisers utilize the Advising-as-Teaching model and collaborate on advising and mentoring students, facilitated by having co-located offices in a suite. Advisers work with each student to collaboratively determine thestudent’s educational goals and develop a path for her to achieve those goals.Each adviser’s primary objectives are to: • Each assist ~100 first-year students with their major selection and academic planning, then serve as a resource throughout their undergraduate careers; • Teach three courses

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Jan Collins-Eaglin, Michigan State University; Nathaniel Ehrlich, Michigan State University; Denise Fleming, Michigan State University; Timothy Hinds, Michigan State University; Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

First-Year Programs

responsible for providing vision, direction, planning and implementation regarding the use of technology in instruction of mathematics and science. Mark's research interests are in theories of cognition, how these theories inform the design of instruction, how we might best design instructional technology within those frameworks, and how the research and development of instructional technologies can inform our theories of cognition.Thomas Wolff, Michigan State University Dr. THOMAS F. WOLFF is Associate Dean of Engineering for Undergraduate Studies at Michigan State University and a faculty member in Civil and Environmental Engineering. In the fall of 2005, he was a member of the ASCE Levee Assessment

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler

Tagged Divisions

First-Year Programs

complete design to include procedures used, lessons learned,hand-drawn plans and material costs must be part of the lab report. Students are informedabout the need to draw plans for their final design project using PC paint or somethingequivalent. Many teams choose to draw the plans of their bridges using a drawingpackage even in this first laboratory. Some students will take apart a working bridge ifthere is time left to go for a more efficient design that carries the full 7 books…passionateengineers, future civil engineers? Most student groups focus their lessons learned on thefact that triangular shapes are more stable and stronger, shorter members make thestructure more stable, and connection design is critical (note: the purple connectors

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne Ph.D., University of Colorado, Boulder; Peter Gyory, University of Colorado, Boulder; Hannie Ngo; Tamara Sumner, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education, First-Year Programs

scientists and STEMeducation researchers from the University of Colorado, and the I Have A DreamFoundation(IHAD). IHAD is a national program, organized into local chapters, that supportslow-income youth through long-term educational and cultural enrichment programs(www.ihaveadreamfoundation.org.)Youth who were part of the program were asked to develop a solution to a problem: how tosurvey and provide relief to a town that has been damaged and isolated due to a natural disaster.We outlined the engineering practices that youth needed to engage in during each session inorder to make progress on the driving questions for each session. Engineering practices [21] thatwe emphasized included asking questions and defining problems, planning and carrying

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

domestically and internationally. His work spans various engagements with engineering ed- ucation, including collaborations with the Royal Canadian Navy on resiliency projects, graduate students on multi-institutional studies of teaching assistant efficacy and engineering curriculum planning, as well as using sentiment analysis and natural language processing to interpret large-scale student feedback. c American Society for Engineering Education, 2018 Bridges and barriers: A multi-year study of workload-related learning experiences from diverse student and instructor perspectives in first-year engineering educationIntroductionThis paper reports on the work of a multi-year

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette; David A. Evenhouse, Purdue University; Dhinesh Balaji Radhakrishnan, Purdue University; Stephen R. Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

instructors and likely designed and maintained by an instructional team1–4. In many ofthese cases, it could be argued that the most significant factors influencing student performancein, and perception of, a large format class come not from the students, nor the instructors, butfrom the curricular decisions of the cross-disciplinary course planning team charged with thedesign of the content, assessment and pedagogy employed within the classroom. Literature concerning methods for high-quality engineering course design is wellestablished, and should form the foundation of any initial course design, or major redesign, in anengineering curriculum. Experts advise that this practice begin with a thorough review of thelearning objectives

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

and encouragement.C. Sustaining the Projects and Partners10. Reuse your STEM lessons with different audiences of middle school students. Developing new curriculum can be time-consuming and when working with middle school students, the activities and lessons really need to be tested. So even if it means that it limits how much design and creativity your university students will have, reusing your STEM lessons in several service-learning projects can save a lot of time and problems. One example is having a few lessons pre-planned, and having the engineering students be helper teachers. This shows the engineering students what is contextually appropriate for middle and high school students and what to expect in a classroom

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise H Bauer, University of Idaho, Moscow

Tagged Divisions

First-Year Programs

Topics (learning objective) First half of semester Second half of semester Expectations Class Management (3,4) Introductions (1) Personal Development (3,5) Keys to Success (3) Diversity (7) Pre-Calculus, Trigonometry (3,4) Well-being (5,6) Engineering Profession (2) Design Project Planning (7) Learning and Teaching Styles (5) Teamwork (7) Career Fair (2,6) Design Project (7,8) Professors and Other Resources (6) Reflection Paper (2,3,4,5,6,7,8) Advising (3,6)The course began by providing supplemental instruction for

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

increase student learning. These benefitscould include more opportunities for teamwork, an avenue for collaborative learning intraditional lecture-based courses, development of professional skills by preparing and deliveringtechnical presentations to diverse audiences, curricular integration, and engineering identityformation. The benefits of teamwork are well established and updated ABET criteria includespecific language on teamwork as an outcome: ‘Establish goals, plan tasks, meet deadlines,manage risk and uncertainty, and function effectively on teams.’ [2]. Furthermore, a previousstudy focused on a single institution showed that their engineering graduates valued ABETcriteria related to teamwork highly [3]. This teamwork facilitates a

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Keyvani, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

First-Year Programs

communication is important for presentations and meetings that engineers will often take part in. Presentations should be informative well-planned, and brief in order to hold the attention of the room. Graphical communication is important as well because engineers deal in numbers and physical objects. Numerical data can be confusing and unhelpful if not presented well. Diagrams and sketches of physical parts need to be accurate and standardized so they can be understood by people who fill different roles on a project.”Q2: What skill(s) do you think you need to work on most and WHY?When coding the results to this question we foundalmost every student felt the need to choose one skill SKILLS STUDENTS SELFthat