Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Campbell R. Bego, University of Louisville; Jason Immekus, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

, “Mindfulness, anxiety, and high- stakes mathematics performance in the laboratory and classroom,” Conscious. Cogn., vol. 37, pp. 123–132, 2015.[23] R. Senkpeil, Understanding and Improving the Non-cognitive Factors that Affect First- year Engineering Performance. Dissertation, Purdue University, 2018.[24] N. B. Honken and P. Ralston, “Freshman engineering retention: A holistic look,” J. STEM Educ. Innov. Res., vol. 14, no. 2, 2013.[25] C. P. Veenstra, E. L. Dey, and G. D. Herrin, “A model for freshman engineering retention,” Adv. Eng. Educ., 2009.[26] J. Bean and S. B. Eaton, “The Psychology Underlying Successful Retention Practices,” J. Coll. Student Retent. Res. Theory Pract., vol. 3, no. 1, pp. 73–89

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

:   0.4Conclusions:The results of this study show that the Mini-Golf design project meets all of the learningobjectives in the minds of students including collaboration with peers, Excel, statistics, andtechnical communication. It is noteworthy that there is a measureable difference in student’sself-reported feelings of comfort with working with their peers. Specifically, two metricsshowed statistically significant improvements related to peer relationships including: (1) thelearning objective metric: To establish a solid relationship with engineering class peers andwork collaboratively and (2) How comfortable to you feel with your class peers? And while astudent’s individual sense of belonging can be evaluated by other metrics as well, this ismeaningful to the

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, but predominantly believed that engineering matched 13their interests (41%) or that they were either good at or interested in math, science, computerscience, or problem-solving (30%). Eighteen of these 25 students also responded to the question“If your interests have changed, what did you learn about engineering that changed your mind?”Eleven students (61%) indicated that the work was more difficult than expected and seven students(39%) indicated that they discovered engineering is not what they thought it was and is not thecareer for them. Additionally, 14 of the 25 students who indicated having academic difficulty inboth math and chemistry (56

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

David Hall, Louisiana Tech University; Stan Cronk, Louisiana Tech University; Patricia Brackin, Rose-Hulman Institute of Technology; Mark Barker, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University

Tagged Divisions

First-Year Programs

AC 2008-2281: LIVING WITH THE LAB: A CURRICULUM TO PREPAREFRESHMAN STUDENTS TO MEET THE ATTRIBUTES OF "THE ENGINEER OF2020"David Hall, Louisiana Tech UniversityStan Cronk, Louisiana Tech UniversityPatricia Brackin, Rose-Hulman Institute of TechnologyMark Barker, Louisiana Tech UniversityKelly Crittenden, Louisiana Tech University Page 13.855.1© American Society for Engineering Education, 2008 Living with the Lab: A Curriculum to Prepare Freshman Students to Meet the Attributes of “The Engineer of 2020”AbstractA project-based, freshman engineering course sequence has been developed and implemented forall new freshman engineering students with support from

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

Paper ID #23392Bridges and Barriers: A Multi-year Study of Workload-related Learning Ex-periences from Diverse Student and Instructor Perspectives in First-year En-gineering EducationMs. Darlee Gerrard, University of Toronto Darlee Gerrard is a Ph.D. candidate in Engineering Education at the University of Toronto. She received her Hon. B.Sc. from the University of Toronto, B.Ed. from Brock University, and Masters degree from Memorial University. She coordinates leadership and community outreach programs in the Faculty of Applied Science and Engineering at the University of Toronto. Her research interests include STEM

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park

Tagged Divisions

First-Year Programs

Paper ID #13336A reflection on the process of selecting, developing, and launching a new de-sign project in a large-scale introduction to engineering design courseMr. Kevin Calabro, University of Maryland, College Park Kevin Calabro is Keystone Instructor and Associate Director in the Clark School of Engineering at the University of Maryland.Dr. Ayush Gupta, University of Maryland, College Park Ayush Gupta is Research Assistant Professor in Physics and Keystone Instructor in the A. J. Clark School of Engineering at the University of Maryland. Broadly speaking he is interested in modeling learning and reasoning processes

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Michael Dailey, University of Michigan; Stacie Edington, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Education, 2018IntroductionIn 2013, the College of Engineering at the University of Michigan launched the CommonReading Experience (Edington, Holmes Jr., & Reinke, 2015). This program was developed forincoming first-year engineering students with three goals in mind: 1. Students build and develop a sense of community (including a sense of belonging and engineering student identity) 2. Students broaden their thinking about the skills (both technical and non-technical) that they need to be a successful engineer in the 21st century 3. Model intellectual engagementThroughout the history of the Common Reading Experience (CRE), program evaluations havebeen compiled annually. However, to determine if the program was meeting its

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. McKnight, Northeastern University; Michael E. Pelletier, Northern Essex Community College; Paula G. Leventman, Northeastern University

Tagged Divisions

First-Year Programs

Page 25.46.13implied, of the U.S. Department of Homeland Security.Bibliography1. Phase 1 Report, Creating a Culture for Scholarly and Systemic Innovation in Engineering Education.Washington, D.C.: American Society for Engineering Education, June 2009. < http://www.asee.org/about-us/the-organization/advisory- committees/CCSSIE/CCSSIEE_Phase1Report_June2009.pdf >.2. Piechota, Thomas C. et al, Project-Based Learning in a Freshman Engineering Course: University – High SchoolPartnership. Las Vegas, Nevada, 2003.< http://faculty.unlv.edu/piechota/proceedings/piechota-asee-psw-2003.pdf >3. Bransford, John D., Ann L.Brown, and Rodney R.Cocking, editors. How People Learn: Brain, Mind,Experience, and School: Expanded Edition

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

there was less live attendance in online SI sessions, and somestudents expressed negative feelings about attending SI online [14]. Keeping these pastexperiences with online SI in mind, we explored the effectiveness of our online SI offerings.Study contextFirst-year engineering students entering Northeastern University in September 2020 encountereda profound change in instructional strategy compared to previous years in which all classes wereoffered in-person: during the Fall 2020 semester classes were offered under a hybrid learningmodel in which a limited number of students could attend each class meeting in-person and theremainder would attend only remotely, based in part on student preferences. This study focusedon assessing consequences of

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

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

mindfulness and its impact on gender participation in engineering education. He is a Lecturer in the School of Engineering at Stanford University and teaches the course ME310x Product Management and ME305 Statistics for Design Researchers. Mark has extensive background in consumer products management, having managed more than 50 con- sumer driven businesses over a 25-year career with The Procter & Gamble Company. In 2005, he joined Intuit, Inc. as Senior Vice President and Chief Marketing Officer and initiated a number of consumer package goods marketing best practices, introduced the use of competitive response modeling and ”on- the-fly” A|B testing program to qualify software improvements. Mark has a BSS from

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Knaphus-Soran, University of Washington; Ann Delaney, Boise State University; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Jana Milford, University of Colorado, Boulder; Donna C. Llewellyn, Boise State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Michelle Ferrez, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #22007Work in Progress: Institutional Context and the Implementation of the Red-shirt in Engineering Model at Six UniversitiesDr. Emily Knaphus-Soran, University of Washington Emily Knaphus-Soran is a Research Associate at the Center for Evaluation & Research for STEM Equity (CERSE) at the University of Washington. She works on the evaluation of several projects aimed at improving diversity, equity, and inclusion in STEM fields. She also conducts research on the social- psychological and institutional forces that contribute to the persistence of race and class inequalities in the United States. Emily earned a

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

First-Year Programs

Paper ID #6188STEM inSight: Developing a Research Skills Course for First- and Second-Year StudentsDr. Dirk Colbry, Michigan State UniversityDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Director for Graduate Recruiting at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she received her Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published nearly two dozen peer-reviewed works related to her interests in educational

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohammad Esmaeili, University of Dayton; Ali Eydgahi, Eastern Michigan University

Tagged Divisions

First-Year Programs

.[8] D. E. Graff, et al. (ed.), Research and Practice of Active Learning in Engineering Education, Pallas Publication in Leiden University Press, Amsterdam, Nederland, 2005.[9] D. Paulson and J. Faust, “Active Learning for the College Classroom,” Journal on Excellence in College Teaching, Vol. 9, No. 2, pp. 3-24, 1998.[10] P. Pheeney, “Hands on, minds on: Activities to engage our students,” Science Scope, Vol. 21, No. 4, pp. 30-33, 1997. Page 23.264.14[11] S. Burd, et al. (ed.), “Virtual Computing Laboratories: A Case Study with Comparisons to Physical Computing Laboratories,” Journal of Information Technology

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Quamrul Mazumder, University of Michigan - Flint; Anita Ainsworth, University of Michigan-Flint

Tagged Divisions

First-Year Programs

AC 2010-1265: USE OF METACOGNITION STRATEGY TO IMPROVE STUDENTLEARNINGQuamrul Mazumder, University of Michigan - FlintAnita Ainsworth, University of Michigan-Flint Page 15.1306.1© American Society for Engineering Education, 2010Page 15.1306.2Page 15.1306.3Page 15.1306.4Page 15.1306.5Page 15.1306.6Page 15.1306.7[5] Black, M. (1959). Critical thinking. Englewood Cliffs, NJ: Prentice-Hall.Bransford, J.D., Brown, A.L., Cocking, R.R. (2000). How people learn: brain, mind, experienceand school. (p.20). Washington, D.C.: National Academy Press.[6] Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbalmaterials, Journal of Educational

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Norma L Veurink, Michigan Technological University; Justin Foley, University of Michigan

Tagged Divisions

First-Year Programs

major they earned their degree in, as well as how other factorsmay have influenced their completion of their initial declared major.Study ParticipantsAll students enrolled in the first-semester introductory engineering courses in the fall of 2007and 2008 were administered the survey the first day of class. Students who declared majors inany of the engineering fields including those with a declared major of Engineering Undecidedwere required to take the courses. 1559 students completed the survey. Students were told toselect their chosen major on the survey based on what they felt best represented their selection ofmajor at that time in case they declared a major during initial enrollment, but changed (or made-up) their mind over the

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah

Tagged Divisions

First-Year Programs

the National Academyof Engineering as well as the interdisciplinary nature of engineering. Students were introducedto the design process, and faculty came into the class to talk about their research with twothoughts in mind. The first was to talk about the different kinds of engineers who work on thesame research projects and to identify the role of each major. The second was to address howthey use the design process in their research. Faculty interactions occurred both through labtours and through classroom presentations. The final project for the course was to incorporatethe design concepts discussed in class by designing a new technology that would help solve asmall and focused piece of a grand challenge of their choice. At the

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Alan D. Niemi, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Divisions

First-Year Programs

Society for Engineering Education, 2012 Implementing an Industrial Mentoring Program to Enhance Student Motivation and Retention  AbstractA new industrial mentor program at our university connects practicing engineers with “FreshmanInterest Groups (FIGs)” of 6-8 students. Far too many talented young minds walk away fromengineering thinking, “I don’t want to work calculus problems in isolation the rest of my life, soI’m changing my major!” Face-time with practicing engineers, we believe, helps dispel manymisconceptions plaguing the future of our profession. In a casual setting, first semester studentscan get answers to questions such as, “What do you actually do? Should I pay attention inCalculus

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adetoun Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

Paper ID #25985A Qualitative Investigation of Students’ Problem Solving Strategies in a Spa-tial Visualization CourseMrs. Adetoun Yeaman, Virginia Tech Adetoun Yeaman is a PhD candidate in Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). She received her MS degree in 2013 in Mechanical and Nuclear Engineering and her BS degree in Biomedical Engineering in 2011, both from Virginia Commonwealth University. She is currently a Graduate Teaching Assistant. Her research interests include empathy, design education, spatial visualization and multimedia learning. Address: Virginia

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Yih-Fang Huang, University of Notre Dame

Tagged Divisions

First-Year Programs

describe the expected assessments.Research QuestionsIn the 2015-2016 academic year, engineering faculty at the University identified a need to helpstudents prepare for their first engineering courses as sophomores. The ideal solution wouldprovide course preparation by reinforcing background information and introduce topics to becovered in the first few weeks of the fall semester. In addition, the preparation was intended tobe voluntary and accessible to any student who chose to participate. The material is offered at noadditional cost to the students. Students also do not receive academic credit. With this in mind,we identified the summer as an ideal preparation time for students, much like the summer bridgeprograms that exist at many universities

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie R. Gomez, University of New Mexico; Sophia Bowers, University of New Mexico; Abhaya K. Datye, University of New Mexico; Paige Prescott, University of New Mexico; James Scacco, University of New Mexico; Jordan Orion James, University of New Mexico; Nicolai Loner, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

fromgroups typically underrepresented in engineering are still less likely to persist. We seeintroductory-level engineering courses as having the potential to play a critical role atuniversities like ours that serve a large percentage of such students. With this purpose in mind,we redesigned an introductory chemical engineering course at a research university that isminority-serving. Participants included students enrolled in two sections of the original course(n=117) and one section of the redesigned course (n=53). Data include pre/post surveys ofstudent beliefs about design and interviews. We coded student responses and interviews tounderstand how they perceived the original and redesigned course. We conducted a repeatedmeasures ANOVA to examine

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University

Tagged Divisions

First-Year Programs

Paper ID #11891A First-Year Attrition Survey: Why Do They Say They Are Still Leaving?Mr. Jeff Johnson, LeTourneau University Jeff Johnson is an Assistant Professor at LeTourneau University. He received his B.S. in Mechanical Engineering Technology from LeTourneau in 1994 then proceeded to spend 16 years in industry focusing on machine and civil design as well as project management. In 2010 he began his teaching career at his alma mater to share his experiences with engineering and technology students. He earned a masters in Engineering Project Management from Eastern Michigan University in 2014. He is currently a co-PI on

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

readiness, and itsultimate goal is increasing retention in this population [1], [2]. In addition to cohorting studentsin STEM courses, the GELC program requires students to co-enroll in a learning strategiescourse. The course is designed to develop self-regulatory, academic, and social-psychologicalcompetence for students through its three primary units: Habits of Professionals, Habits ofLearning, and Habits of Mind. An overarching goal of the course is to support students inbecoming successful STEM students and future engineering professionals. While the course is inits fourth iteration, the Fall 2020 semester marks the first use of the LASSI within the learningstrategies course. Our approach went beyond using the LASSI as a measure of

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Frank J. Marsik, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Elizabeth Mann Levesque, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

, mentioned gains from the modules and theopportunities to choose their own path through the course. These gains are expressed in terms ofachieving a deeper understanding of engineering and aligning choices to personal values andinterests. Both groups seem to gain a broad perspective of the different areas and dimensions ofengineering, as well as an understanding of the different Immersed Program opportunitiesavailable in the college. This broad perspective appears to support students who feel certainabout their interest by inspiring them to explore beyond their initial ideas and ‘remainopen-minded.’ The students who mention feeling uncertain, find in the array of modules areas ofengineering that appeal to their interests, skills and values, gaining

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; James A. Middleton, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #21161The Effects of Professional Development and Coaching on Teaching PracticesDr. Eugene Judson, Arizona State University Eugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University-Kingsville

Tagged Divisions

First-Year Programs

. Proposed MethodBecause introductory courses affect student retention and success significantly, it is paramount todevelop and implement new and novel teaching techniques that capture student interest, keeptheir attention, and ensure their active participation in the learning process. With this in mind, amulti-week collaborative project model has been developed to engage students from twodifferent universities, one with freshman engineering (Texas A&M University – Kingsville,TAMUK) and the other with engineering technology (Texas A&M University – Corpus Christi,TAMUCC), classes. The purpose of this project model is to create cooperative tasks amongstudents from different classes and universities in an effort to emphasize team and

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adetoun Oludara Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs, Mathematics

Paper ID #21999Developing a Coding Rubric for Students’ Spatial Visualization StrategiesMrs. Adetoun Oludara Yeaman, Virginia Polytechnic Institute and State University Adetoun Yeaman is a second year PhD student in Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). She received here MS in Mechanical and Nuclear Engineering and her BS in Biomedical Engineering both from Virginia Commonwealth University. She is currently a Graduate Research Assistant. In her first year, she taught two semesters of a freshman engineering course series, Foundations of Engineering. Her research

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

:“I chose the route of meeting with an academic advisor because I don’t feel like I know exactlywhat I would want to do quite yet. I have a general idea that I want to do entrepreneurship orfinance, but I don’t have a specific path in mind.”However, students who chose connecting with a student organization had a clearer idea about themajor/career they wanted to pursue and expressed a desire to explore those interests, whilegaining relevant experience for their future careers. One student said:“I chose this activity because I am interested in mechanical engineering and I wanted to join aproject team that would meet this interest.”Regardless of the chosen activity, many students indicated an interest in making connectionswith mentors and peers

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jessica Ha, Florida Institute of Technology

Tagged Divisions

First-Year Programs

next year.10) Overall, I benefited from being in a major-specific section of ASC 1000.11) I would recommend the General Engineering program to a new, incoming student.12) I would recommend the General Engineering program to a new, incoming student because of the collaboration between EGN 1000 and ASC 1000.13) What, if any, benefits do you feel you received from being enrolled in ASC 1000 with fellow General Engineering majors?14) What topics, if any, do you feel were covered in both EGN 1000 and EGN 1000? (Coverage of topics did not have to occur simultaneously.)15) Keeping the collaboration in mind, what would have been cool to see/do in either class?Questions 4-12 used a 5-point Likert scale ranging from strongly disagree to

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University, Daytona Beach; Jaqi C. McNeil, University of Louisville; Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University, Daytona Beach; Farshid Marbouti, San Jose State University

Tagged Divisions

First-Year Programs

Paper ID #25455Impact of a Modeling Intervention in an Introductory Programming CourseDr. Kelsey Joy Rodgers, Embry-Riddle Aeronautical University, Daytona Beach Kelsey Rodgers is an Assistant Professor in the Engineering Fundamentals Department at Embry-Riddle Aeronautical University. She teaches a MATLAB programming course to mostly first-year engineering students. She primarily investigates how students develop mathematical models and computational mod- els. She also conducts research around effective feedback and nanotechnology education. She graduated from the School of Engineering Education at Purdue University with

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Mark Tufenkjian, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Eva Schiorring, Research and Planning Group for California Community Colleges

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the course was very successful in increasing students’understanding of and commitment to the engineering andtechnology profession. During the focus group, studentshighlighted both the conventional aspects of ENGR1500 withcomments like “I’m a procrastinator. ENGR1500 really Figure 5. ROV competitionhelped me with time management skills” and “I thought Iwould just come to class and start out slowly. Then they[Career Development Center guest speakers and ENGR1500 faculty] told us that you have tostart thinking about finding mentors and internships and creating a resume….. from the verybeginning”, and the new aspects of the course, “I realized that doing the physical work ofengineering opens the mind,” one student commented. One of his classmates