Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Susanne Wolf, Technische Universitaet Darmstadt; Manfred Hampe, Technische Universitaet Darmstadt

Tagged Divisions

First-Year Programs

support facilities are offered to the student teams:1. A support team, consisting of an engineering assistant and a coach (a student with psychological training) is assigned to each student team. The assistant supports the students with technical aspects concerning the given problem. The coach assists the use, acquisition and development of teamwork ability. They also alternately supervise the team, give feedback and guide members of the team to reflect their teamwork. For example the assistant gives them feedback on how they are proceeding methodologically, Page 11.701.5 the coach supplements this by talking about the teamwork techniques

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico; Yan Chen, University of New Mexico; Chen Qiu, University of New Mexico; Jordan Orion James, University of New Mexico

Tagged Divisions

First-Year Programs

direct such procedures, including howand when to use them, in light of the ambiguity of ill-structured design problems [18]. Therefore,much of design problem framing is implicit.Previous research has contrasted novices and more experienced designers to understand howexperience impacts capacity to design and quality of design work; both reflect a combination ofexplicit and implicit design knowledge. More experienced designers produce better designs, andthis may be due to their early efforts to frame the problem [19]. For instance, seniors, comparedto first-year students, gather more information, work in a more iterative fashion, consider abroader problem space, and generate more solution ideas [19-21]. This suggests differences inimplicit design

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer S Mullin, UC Davis

Tagged Divisions

First-Year Programs

the pilot study because they completed (i) both the preand post technology and tinkering surveys, and (ii) the in-class lecture handout.Data collected  Technical Problem Solving & Tinkering Survey [17] assigned in the first week of classes (pre) was given again after the design showcase during finals week (post). See below for further information regarding instrument.  Lecture handout administered in the last week of classes had a series of reflective items relevant to participation in the team-based design project.The handout developed by instructor included three items used in this study. One item askedstudents to indicate their perceived challenge level of the project (i.e., easy, somewhatchallenging, very

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeremy C. Helm, Arizona State University; Tami Coronella, Arizona State University; Tim Rooney, Arizona State University

Tagged Divisions

First-Year Programs

average 6-year graduation rate of 67.1%,and above the national average 6-year graduation rate of 59%. One-year freshman retentionrates for the Fulton Schools of Engineering reflected rates higher than the national average.The first-year freshman retention rate for students admitted in 2016 within the engineeringprogram was 86.1%. By comparison, 85.7% of all 2015 freshman were retained at ArizonaState University after one year and nationally, retention of freshmen was 60% after one year(source: ASU institutional data). Table 1: One-year Freshman Engineering Retention Rate by Term Initial Admit Term First Term (Spring) Second Term (Fall) Fall 2012 95.60% 88.10% Fall 2013

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; James Collofello, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

First-Year Programs

faculty developingstudent-centered conceptual change instructional methods. Faculty worked collaboratively withlearning scientists to promote effective task and instructional sequence design. The researchersfound that the greater the extent of collaborative reflection between engineering faculty andlearning scientists, the greater the shift toward student-centered practices.5Other researchers (e.g., Borrego et al.) have used Everett Rogers’ model of diffusion ofinnovations to characterize faculty change through professional development.6,7 They found thatfaculty tend to only progress through the earliest stages of change: awareness and interest, andtend not to move to actual practice. The key issue here is that, without change in

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maria Perez-Colon, Rowan University

Tagged Divisions

First-Year Programs

) guidancedocuments provided by an advising center are important to effective advising.Some recent advances in advising include various uses of the Internet. Online surveys can beused by faculty to identify students in need of advising.8 Surveys can also be used by students toguide reflection that may lead to greater independence and proactive participation in school.Some colleges are using social media, such as Facebook, to improve advising.9 Various Internet-based automatic advising systems have also been used.10,11 The effectiveness of social media isnot certain. A survey of students in undergraduate teacher education programs at the Universityof West Florida indicated a strong preference for learning about deadlines and other schoolinformation through

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sydney N Hallman, University of Oklahoma; Chad Eric Davis P.E., University of Oklahoma

Tagged Divisions

First-Year Programs

. Page 26.1147.6Assignments are given during these weeks that require students to submit a critiqued resume andto document research about three different companies that will appear at the career fair. Thisassignment aims to help prepare students for the research they will be expected to do prior to aninterview. Course evaluations reflect that students really value the Mentor Resume Workshopand the Internship Panel where other mentors can give advice regarding the job search and sharetheir personal experiences. On the Resume Workshop day, the course TA, who also serves in thementorship program, discusses recommended practices for a successful career fair and answersquestions about the career search process.For the next mentor activity, a faculty

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rolfe Josef Sassenfeld, New Mexico State University; John Ross Tapia, New Mexico State University

Tagged Divisions

First-Year Programs

Page 26.1461.2student’s first year in college. An integral part of this comprehensive approach is the ENGR100“Introduction to Engineering” course. The data reported in this paper reflects a first pass at ournew approach. At this point, it is too soon to know to what extent this course has affectedgraduation rates; however we can see if our stated goals for the course have been met.Additionally we can look at how many of the freshmen successfully complete their first year incollege.Student retention within the NMSU College of EngineeringOur college of engineering has seven departments and an average undergraduate enrollment ofapproximately 2100 students. The retention rates for the past twelve academic years ofengineering students in our

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

Stephen E Silliman, Gonzaga University; Toni Boggan, Gonzaga University; Vladimir A Labay, Gonzaga University; George D. Ricco, Gonzaga University, Spokane; Suzann Girtz, Gonzaga University

Tagged Divisions

First-Year Programs

senior cohorts who were originally enrolled in engineering or computer science were askedto reflect on major influences on their decision to remain within, or leave, engineering. Resultsshowed statistically significant differences (p =0.05) between students who participated in theLLC versus students who participated in other dorms in, among others, the following areas: dormlife in the first two years and interaction with students. This result is interpreted as direct impactof the LLC experience and is consistent with prior studies. This work contributes to the existingliterature as it indicates that higher retention from an LLC, even in a very simple LLC such theone at Gonzaga University, may derive from a combination of both differences in the

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education, First-Year Programs

functionalcardiograph that estimates heart rate and respiratory rate. This set of project-based learningactivities addresses industry’s complaint that students lack practical experience (“how devicesare made/work”).The cardiograph project, including learning outcomes for the first semester and ABET studentoutcome for the entire project are discussed. We hypothesized that participating in theseprojects facilitates engagement in the course and Engineering Science major. Each learningoutcome is assessed by the instructor using a custom rubric. In addition to student performance,we also consider how this project may support student engagement and retention viainstructors’ reflections and student surveys. The findings demonstrated that the students wereactively

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leila Keyvani Someh, Northeastern University; Brian Patrick O'Connell, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Jake Levi, Northeastern University; Whitney Elise Hansberry; Vishrudan Swami

Tagged Divisions

First-Year Programs

theprogram’s inception in fall 2017 to fall 2019. The survey included four sections: courseinformation, peer-mentor description, final project reflection, and open-ended commenting ontheir peer-mentor experience. In the first section, participants indicated their professor and theyear they participated. This identified under what technique they participated in. Students werefirst provided an opportunity to indicate their mentor through an open-ended response and thenthrough a pre-populated drop-down menu of past mentors if they could not remember. This stepwas included to examine if any trends were indicated by remembering the name withoutassistance vs with assistance, erring on that potential being more valuable than simplifying thesurvey.Then

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Devin R. Berg, University of Wisconsin-Stout; Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

disappointing results may simply reflect the length oftime it takes to realize learning outcomes in this area.This work is supported by the National Science Foundation under Grant No. EEC-1540301. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.The scope of this current work is to develop a better understanding of engineering students’perceptions and opinions on topics within the areas of social justice, social responsibility, andethics within engineering and the impact, if any, of a first-year course in fostering changes inperceptions and opinions among students. The outcomes of this work are limited by thechallenge

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

: ● helping students establish new relationships with other incoming STEM students, and enhancing students’ feelings of social belonging through peer mentoring ● fostering faculty interaction ● acclimating students to the campus environment ● helping students develop study and life skills to support academic goals and persistence through their first year and beyond Table 1. Overview of Program Changes By Year Program Year Overview of Program Structure Notable Changes/Circumstances 2015 STEM Summer Adventure (outdoor program) and LSAMP Bridge Day (on-campus program) were separate programs (data shown here only reflect participants in

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

assumptions?” Thestandards are used to evaluate the elements, “Are the assumptions valid?” Traits are used to describethe characteristics of a good critical thinker, and are the most subtle. Figure 1. The Paul-Elder Framework of critical thinking1. Page 25.529.3Various instruction methods have proven effective in encouraging critical thinking in engineeringstudents. In a review of the educational literature, Cooney et al. found two primary areas for bestpractices in critical thinking education: writing for reflection and problem-based learning2. Similarly,Romkey and Cheng highlighted interdisciplinary problems, open-ended

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Isaac W. Wait, Marshall University

Tagged Divisions

First-Year Programs

activity that has been developed, andoutline the pedagogical benefits that can arise in an environment that promotes critical thinkingby employing a sequence of staged questioning, student reflection, and instruction offundamental concepts in the context of practical hands-on activities.The benefits of exposing freshman engineering students to design are important and varied.Improvements in the understanding of fundamental concepts2, specific skills and body of Page 25.1167.2knowledge3 and increased attainment of the program outcomes associated with accreditation4 areassociated with freshman design project implementation. In the eyes of new

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie J. Parish, Texas A&M University; Kristi J. Shryock, Texas A&M University; Dimitris C. Lagoudas, Texas A&M University

Tagged Divisions

First-Year Programs

to introduce their missions and activities. The final area included in the curriculumconcerns career opportunities. Here, activities are prepared to help students better understand thebroad range of career options available in the aerospace industry and how to prepare for anemployment search. To support each of these topics, students are given both individual and teamassignments to engage them in critical thinking about aerospace engineering problems.Furthermore, each of these components is supplemented by a mentoring program session with anassignment that reflects the content of the component. Page 22.1287.3These three parts of the

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

First-Year Programs

” (Figure 4) on two actual design projects. Students were organizedinto multidisciplinary teams of three to four members; the group had a total of thirty-eightstudents (15 male). The “Concepts” section uses quizzes given in nearly every session toascertain whether students have understood the material in their pre-class reading assignments.In addition, we encourage students to write brief reflective journal entries to further solidify andreinforce their own understanding, as well as demonstrate that improved understanding for animproved quiz grade. Universidad de las Américas Puebla’s Chemical, Environmental, and Foodengineering students have in the studied course a great opportunity for a multidisciplinarycollaborative experience

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

James A. Coller, University of Michigan; Magel P. Su, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Robin Fowler, University of Michigan

Tagged Divisions

First-Year Programs

this skill developmentmore intentionally. Specifically, we will add two additional short readings on leadership ofdiverse teams, and we will ask mentors to write short reflections (a few paragraphs) at three orfour time points during the semester. We believe this scaffolded reflection will enhance mentors’learning and retention of this critical information, as shown in other studies of double looplearning and scaffolded reflection [10,11].Suggested Best Practices for Working with Peer MentorsOver five years of teaching this course, we have found that certain practices for mentorrecruitment and facilitation have improved the project experience for students, mentors, andinstructors. For example, we:  Recruit excellent former students of the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

First-Year Programs

impactof their tower. Environmental impact was calculated by summing the CO2 emission value foreach of their supplies. During each of the build weeks, teams could purchase additional suppliesat twice the cost, and they could not return any supplies that were ordered through their bill ofmaterials for each iteration. During weeks 2 and 3, there were also team oral presentations andwritten assignments based on their tower designs.During the last three weeks of ENGR 102, a common curriculum will also run through allsections with the professional skill building focused on project management and engineeringethics. In addition, activities will prompt students to reflect on their experiences during their two7WMPs and how they might impact their decisions

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

, such as Solid Mechanics, Mechanism Analysis and Design, Mechanical Design, Computer Aided Engineering, etc. Her interests include inno- vative teaching pedagogies for increased retention and student motivation, innovations in non-traditional delivery methods, as well as structured reflective practices throughout the engineering curriculum.Dr. Benjamin Emery Mertz, Arizona State University Dr. Benjamin Mertz received his Ph. D. in Aerospace Engineering from the University of Notre Dame in 2010 and B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology in 2005. He is currently a part of a lecturer team at Arizona State University that focuses on the first-year engineering experience, including

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Jon Carson, Pennsylvania State University - Wilkes-Barre

Tagged Divisions

First-Year Programs

assigned task. The project isevaluated and graded based on meeting the criteria or objectives in the problem statement.Grades assigned to each individual depend on the expectations of the instructor. The simplestapproach is to assign the same grade to all members of the group regardless of the individual’scontribution to the project. Assigning grades that reflect an individual’s effort requiremeasurement and assessment of criteria to allow differentiation within the group.If one of the educational objectives is learning to work in groups, then evaluation of team skillsshould be part of the grading process. Techniques, skills, and methods of working togethershould be incorporated into the group project. Measurement of the student’s application of

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

the students straight into an engineering way of thinking” Interview with Dean of Engineering, July 1997 from Godfrey20The new structure embraced the ideas of: reducing the workload to make time for moreindependent learning and reflection, increasing the use of project based learning in allsubjects, including at least one Design course in each year of each specialization andincluding explicit common core courses to prepare graduates for professional life includingsocial and environmental responsibilities. “The IEAust Review came out soon after we started, and I felt we could have written it, our new degree matched what they wanted done – so our thinking was really up there with current

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Pankaj Sharma, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

ofdifficulty in psychometric testing and thus the items might require additional testingmethodologies to ascertain their internal consistency [24].Factor Analysis was used to support the validity of the survey. Confirmatory Factor Analysiswas applied based on the four a priori item groupings we had previously identified on aconceptual basis, yet while the group of items reflected a great deal of homogeneity within theseconstructs, the methodology failed to identify the underlying latent patterns. Exploratory FactorAnalysis (EFA) has long been used by psychologists to test the latent factors of humanintellectual abilities. Proposed in late 19th/ early 20th century by the English Statistician SirFrancis Galton and later propagated by statisticians like

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

coursecoordinator. After hiring, a coordinator reflects with the UGTAs regarding their efficacy andhow they might improve on a weekly basis.Research Methods and Data CollectionThe study followed a sequential explanatory mixed method design with emphasis on thequalitative phase as showed in Fig 1. This approach was followed as it was necessary tounderstand in depth different perspectives of the topic under study [12]. The purpose of using anexplanatory mixed methods design is to allow one dataset to build on the results from other dataset. Here, students’ perceptions about whether the UGTAs are valuable were collected throughquantitative surveys. The survey research method was used as helps identify the perceptions of alarge group of participants. The

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

Visualizer) to help them visualize the transition from 2D models to 3Dmodels with the UAV augmented to the scene.Our research examines how using 3D modeling with AR can enhance youth spatial reasoningskills. We collected both product and process data in the form of artifacts generated duringdesign iterations, pre and post activity mental rotation tests, screen-recordings of youth using the3D AR Visualizer, and youth design reflections. Our results indicate that youth were able tobetter understand the strengths and weaknesses of pre-designed 3D models with the help of theAR application, and they made better and more informed design decisions that resulted insuccessful delivery of supplies to the disaster area.IntroductionAs Osborn and Agogino [1

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Kia Bazargan, University of Minnesota, Twin Cities; Susan Mantell, University of Minnesota, Twin Cities; Joshua M. Feinberg, University of Minnesota, Twin Cities; Russell J. Holmes, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course is to spread the more experienced studentsbetween teams. In this way, those more experienced students can help the less experiencedlearn. Figure 2 shows the flow diagram and specifications for the team projects. Students areintroduced to the project in Week 3 or 4 and challenged to think of a problem or goal statementfor a project. In this short exercise, students consider the project specifications (see Fig. 2. right)and project categories such as “Tools and Fixtures”, “3D Model or Visualization” and “HelpingOthers”. Students also reflect on their own interests and their experience so far in the course asthey think of a problem or goal statement. Further, several examples are provided to help themunderstand the elements of a well

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elisabeth A. Chapman, Clarkson University; Elisabeth Maria Wultsch, Clarkson University; Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Peter R Turner, Clarkson University; Michael W. Ramsdell, Physics Dept. Clarkson University; Robert Prout Jaspersohn, Clarkson University

Tagged Divisions

First-Year Programs

linking the formal course content to assignments and assessments that directlyrelate to the to the students’ future professional lives (e.g., real-world problems, “decision- Page 26.967.8making). Each of the course topics is covered with a similar combination of reading questions,class activities, reflection opportunities, and a closely-linked summative assessment in the formof a “concept exam” that serves as a part of the actual learning process. The various assessmentcategories allow more frequent, more appropriate assessments that are organized to link closelywith the key concepts. As the semester progresses, the similarity in the coverage of

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

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University; Christopher Leslie, New York University; Gunter W. Georgi, New York University; Alyssa Marie D'Apice, New York University

Tagged Divisions

First-Year Programs

backgrounds.This increased demand is reflected in the proposed revision to the ABET teamwork guideline inCriterion 3, now labeled number 7: one outcome of an engineering education should be thatstudents have gained the ability to function on teams, but also that these teams should “establishgoals, plan tasks, meet deadlines, and analyze risk and uncertainty.” In previous work at theNYU Tandon School of Engineering (previously known as Polytechnic University) in Brooklyn,New York, it was found that many students thought that they had experience working on teams,but it was suspected that many of those team experiences were working on a projectsimultaneously. Engineering programs will have to do more to demonstrate their effort forgenuine teamwork outcomes

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jillian Beth Schmidt, Missouri University of Science & Technology

Tagged Divisions

Design in Engineering Education, First-Year Programs

this technology Provide any additional feedback you Free response haveIn this initial module deployment, collection of student feedback was somewhat limited in aneffort to keep the module similar in workload and structure to the other software options. Notwanting to deter interested students during the pilot test of this module, the feedback wasrestricted to a single online survey at the conclusion of the module. In future semesters,instructors plan to survey students both before and after completing the module (weeks 1 and 4)to investigate changes in perceived knowledge and attitudes about the technology. In addition,students will be asked to complete a short reflection about their experience during the module,whether they consulted