Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, West Virginia University; Melissa Lynn Morris, West Virginia University; Anne Marie Aramati Casper, Colorado State University ; Robin A. M. Hensel, West Virginia University; Jeremy Clinton Schwartz, West Virginia University; Rebecca A. Atadero, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

lower retention rates than theirmajority peers with similar grades and test scores [7]–[9]. Instead, problems with climate,teaching style, and misperceptions of students’ abilities by peers, faculty, and advisers, allinfluence the retention of students from under-represented groups [7]–[9]. While programs thatsupport under-represented students can be helpful, larger-scale systemic changes are needed atthe instructional and engineering culture level to address the “chilly climate” that some studentsface [9], [10].Recent work in the problem-solving fields has identified that diverse teams are better problemsolvers and innovators than homogenous teams, even if individual ability is lower on the diverseteams [4], [11]. Focusing on the importance of

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Christopher Rowe, Vanderbilt University; Stacy Klein-Gardner

Tagged Divisions

First-Year Programs

view “MultiplePerspectives” of others commenting on the challenge and possible ways to address it. Studentsthen participate in extended “Research and Revise” activities where data and information wouldbe gathered to help the student address the challenge, followed by “Test your Mettle” a formative Page 12.125.3self-assessment and “Going Public” where students solutions would be made public to peers andothers. While having been implemented in a limited, but growing, number of K-12 studies'2-3results were positive for students working with this design, referred to as the “Legacy Cycle”, bythe developers.The VaNTH Engineering Research Center (ERC

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenni Buckley, University of Delaware; Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware

Tagged Divisions

First-Year Programs

be mitigatedthrough scaffolded assignments, regular peer evaluations, and more frequent opportunities forindividual and team-based self-reflection [2], [8], [12].The transition to online instruction due to the COVID-19 pandemic this past year onlycompounded the pre-existing logical and pedagogical challenges associated with engineeringdesign in FYE courses. The most pressing challenge for these courses in an online-onlyenvironment was ensuring students access to essential equipment and materials to design andconstruct a physical prototype. In general, programs responded to this challenge in one of threeways: (1) abandoning physical prototyping for an entirely “paper design” project; (2) requiringstudents to purchase third party construction

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary E. Goodwin, University of South Florida

Tagged Divisions

First-Year Programs

timeso that even mild mental health problems can have a long-term detrimental effect [2]. Asadolescents and young adults, students begin to separate from their parents and make decisionsregarding peer group affiliations, intimate relationships, and educational choices. Depression canalter these career decisions and educational and vocational progress. Kessler et al. [2] wrote: …we estimate that more than 7.2 million people in the United States prematurely terminated their education because of early-onset psychiatric disorders, and only a fraction will later complete either high school or college….There are many societal consequences, such as less training of the workforce, less capability of full functioning in

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

lives” [6].Additionally, a sense of belonging “refers to a students’ perceived social support on campus, afeeling or sensation of connectedness, and the experience of mattering or feeling cared about,accepted, respected, valued by, and important to the campus community or others on campussuch as faculty, staff and peers” [7]. Due to these outcomes, the addition of the first yearseminar is becoming increasingly more common in colleges and universities and--whenimplemented well--offers a robust focus on critical thinking, opportunities for writingproficiency, collaborative learning, and the ability to obtain and process information. Together,these elements work to develop students’ academic and applied capabilities. Moreover, highimpact classes

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Saeid Moslehpour, University of Hartford

Tagged Divisions

First-Year Programs

suggest that increasing interactions among students withphysical disabilities can considerably improve their peer interaction and social skills.In the rest of this paper we elaborate on our methodology and outcomes and look at howthe service-learning project improved communication and teamwork skills amongparticipating engineering students.2. BackgroundService-learning is defined as a credit-bearing educational experience in which studentsparticipate in an organized service activity in such a way that meets identified communityneeds 1. Studies suggest that service-learning can significantly impact various educationaloutcome measures, including academic performance (GPA, writing skills, criticalthinking skills), values (commitment to activism and

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ding Yuan, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I. Jaksic, Colorado State University, Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

First-Year Programs

). Engle and Tinto11 address various obstacles to college success for low-income students.They state that “After six years, only 11 percent of low-income, first-generation students hadearned bachelor‟s degrees compared to 55 percent of their more advantaged peers.” One of theirrecommendations includes cohort development. Furthermore, the learning community modelimproves the persistence of the low-income and the first generation students12.A learning community is an environment that encourages student-student, and faculty-studentinteraction. At Colorado State University - Pueblo, a pilot learning community was initiated inthe Department of Engineering in fall 2009. Two first-year courses were linked with shared

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gerald Gallego Tembrevilla, McMaster University; Susan Nesbit P.Eng., University of British Columbia, Vancouver; Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

, and have developed and/or co-facilitated several faculty development workshops, including UBC’s three-day course design institute, and, under the guidance of Bill Oakes, the one-day ASEE Service Learning workshop. I am a trained peer reviewer of teaching, and have over 10 years experience providing both formative and summative peer reviews. Currently, in addition to being curious about how best to train engineering students to work effectively in transdisciplinary teams, I am working with the Municipal Natural Asset Initiative to embed natural asset management techniques into engineering education.Dr. Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver Dr. Peter M. Ostafichuk is a professor of

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenell Wilmot, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

Tagged Divisions

First-Year Programs

instance SI in history coursesstresses skills to improve literature analysis and essay writing while SI in calculus coursesstresses heuristic problem solving skills. As administrators developing this program, weencountered limited literature pertaining to the implementation and resulting effects of SI inengineering courses at other universities. To adapt this pilot SI model to fit the needs of studentsin engineering coursework, we designed this study to gain understanding of the studentpopulation, their motivations for attending SI, and whether or not SI attendance was linked toincreased academic performance.Another objective was to provide feedback to the instructors of this course (and other freshmencourses) regarding the level of student

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

program requirementsand higher expectations of academic preparedness, particularly in mathematics and sciences. Asignificant number of students enrolled in a minority institution like a Historically Black Collegeand University (HBCU) are still first-generation college students in their families. Hence, thechallenges they have to overcome as the first-year students are greater than their peers. Thissituation warrants a first-year course that is specifically designed to help the first-year studentwho intends to pursue an engineering major to successfully navigate their academic life withinthe campus. The first-year students are challenged with a number of issues including financialmanagement, time management, student advising and alcohol, and drug

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Jean Kampe, Virginia Tech; Whitney Edmister, Virginia Tech; Matthew Stimpson, Virginia Tech; Brad Matanin, Virginia Tech; Amanda Martin, Virginia Tech; Cory Brozina, Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Divisions

First-Year Programs

%)Program Likes/Dislikes: For both runs of both communities, residents were surveyed at the end of the fallsemester as to the aspects of the community that they liked best and least. This survey was Page 12.763.8administered by passing out 3x5 inch lined index cards and asking the students to write whatthey liked least on the lined side and what they liked best on the blank side of the card. TheseTable VI. The frequently cited best and least liked aspects of the living-learning communities. Hypatia Women Galileo Men Community 2005-06 2006-07 2005-06

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Bert Davy, Morgan State University; Indranil Goswami, Morgan State University; Jiang Li, Morgan State University; Gbekeloluwa Oguntimen, Morgan State University; Charles Oluokun, Morgan State University; Arcadio Sincero, Morgan State University

Tagged Divisions

First-Year Programs

groups project grade. The weighed factor is calculated as shown inTable 5.Table 4. Peer Rating of Team Members Name__________________________________________ Project Group _________ Please write the names of all of your team members, INCLUDING YOURSELF, and rate the degree to which each member fulfilled his/her responsibilities in completing the project assignments. The possible ratings are as follows: Excellent Consistently went above and beyond—tutored teammates, carried more than his/her fair share of the load Very good Consistently did what he/she was supposed to do, very well prepared and cooperative Satisfactory

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University

Tagged Divisions

First-Year Programs

computerizedscoring of student work (Jordan & Mitchell, 2009) and computer-supported peer review (Wood,2009), and considerable success has been found by enhancing lecture time using an interactiveclassroom format and frequent in-class assessment (Hake, 1998; Knight & Wood, 2005).Instructors employing in-class assessment frequently turn to technology including audienceresponse systems (ARS) which are most often dedicated handheld transmitters often known as“clickers”, which include TurningPoint (“Turning Technologies,” n.d.) and iClicker (“iClicker,”n.d.). These approaches have been widely used and their impact on engagement and learning hasbeen presented widely.Clickers have been shown to improve student outcomes (Caldwell, 2007) such as improved

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

Tagged Divisions

First-Year Programs

of low-income,academically talented students (LIATS). This paper describes the design of a novel engineeringlearning community (ELC) introduced as part of the PEARLS project interventions. The ELC isfostered through activities included in a course designed for PEARLS first-year students. Duringthe course, first-year and senior students engaged in different ways: through senior design andcapstone projects, peer demonstrations of team projects, and lab visits. We discuss the coursestructure, activities, and early findings of its implementation.IntroductionGraduation and attrition rates are commonly used metrics when assessing the level of student’ssuccess in higher education institutions. Colleges with high graduation rates and low attrition

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

3Correlation 0.278 0.308 0.375Sig. 0.021 0.010 0.001AnalysisExam 1 versus TimeAs Figure 1 shows, there is no meaningful relationship between time spent and exam grade. TheSpearman’s Rho correlation was nearly 0 and statistically insignificant (ρ = -0.029, p = 0.811).While students would generally argue that additional time would result in a higher exam score,they typically fail to account for similar increases in their peers scores. Students are also unlikelyto dramatically overcome exam unpreparedness with additional time. Students who don’t knowthe course material won’t magically learn it during the exam if given the opportunity. The examaverage was

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

involve their experience with writing and programming, as well astheir university schedule and location. Based on the responses from these questions, each pair ofstudents are matched with another pair of students with complementary skills. Another uniquecharacteristic of this course involves students having the ability to change teams after the firstdesign project. Students may desire to change teams if they feel that the rest of their team isunderperforming, or if they feel that the other students on their team are overly demanding.These practices are informed by the above studies to encourage students to develop moredependent learning styles.A self-reporting measure of team performance was given to first-year engineering students toexamine

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout; Matthew Wigdahl, Oaklawn Elementary School; Charis Dawn Collins, Oaklawn Elementary School

Tagged Divisions

First-Year Programs

in the areas of creative writing and movie making. She teaches ”Script to Screen” workshops to grades K-8 and coordinates the Gifted/Talented program at Oaklawn Elementary School. c American Society for Engineering Education, 2017 Assistive Technology for Freshmen Design and K-12 OutreachAbstractThis Work in Progress paper presents on the design of project-based learning approach focusedon assistive technology as applied in a freshmen level engineering course which also integratesoutreach with the local K12 system. The university course targets general education topics as wellas an introductory engineering design experience and includes content on the engineering designprocess, societal

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wujie Zhang, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering; Anne Alexander, Milwaukee School of Engineering; Jill Meyer, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

Academy is a summer programdesigned to provide Milwaukee School of Engineering (MSOE) incoming undergraduateengineering students with extra support through providing a bridge experience to refresh theirmath, science, and writing skills as well as assimilate them to campus facilities. Students areexpected to attend all the disciplines regardless of their background and intended area of study.Beginning in the summer of 2013, the chemistry portion has focused on student preparation forChemistry I, which is required for almost all the undergraduate engineering programs at MSOE.However, due to the diverse student backgrounds and lack of motivation, as noticed through theyears by faculty teaching Carter Academy, the chemistry enrichment experience was

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Blair Rowley, Wright State University; Kumar Yelamarthi, Wright State University; Cory Miller, Wright State University; Thomas L. Bazzoli, Wright State University

Tagged Divisions

First-Year Programs

“perceived lack of relevance of much of theircourse work.”Another study by Amenkhienan and Kogan suggested that individual effort andinvolvement, peer interaction, and faculty contact had a positive impact on their academicperformance.2 This study involved 34 second year students in nine focus groups selectedfrom 200 student volunteers. They were selected based upon gender, ethnicity, and GPA. Page 12.764.2Study habits, completing homework, willingness to seek outside help, study groups,networking, and faculty teaching styles and office hours were found to be important forsuccess.A study by Besterfield-Sacre, et.al. involved seventeen engineering schools over

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Jordan Michelle Hornback, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

typical first-yearcourse. Students encounter no exams, self- and peer-reflections (i.e., writing!) are assigned, andcollaborating with fellow classmates is expected. A problem-based learning (PBL), activeapproach is used to guide the learning experiences of these students. After the formation ofsemester-long teams, students take on challenging, open-ended projects in diverse topics such asassistive technology, Rube Goldberg, sustainable technology, science concept demonstrations,recreating existing devices and robotics challenges. Along the way, students must developsufficient proficiency in technical drawing, testing, machining, electronics, and/or

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

First-Year Programs

useful todiscern how well our students could learn to reflect and think critically during their first year ofcollege, even with minimal guidance in reflection.Two theoretical models are useful when evaluating student performance on reflective learningtasks. The Perry Model of intellectual development [4], as interpreted by Pavelich and Moore[5] suggests that students with extensive practice in open-ended problem solving involvingreflection will be more successful than their peers. Similarly, the King and Kitchener ReflectiveJudgment Stages model [6] contains a scale which is useful for measuring increased complexityof reflective thinking over time, another indicator of future success. Both models emphasize thatknowledge is largely contextual

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

and writing components to the two freshman introduction to engineering coursesat the University of Pittsburgh, though continued practice through various course and universityactivities was also encouraged. Specifically for engineers, we can look to the attributes listed forThe engineer of 202013 – strong analytical skills tops the list, but here the list starts to match andexpand the list in the introduction. The engineer of 2020 needs skills in practical ingenuity,creativity, communication, business and management, leadership, along with high ethicalstandards, sense of professionalism, dynamism, agility, resilience and flexibility. Encompassedin this is the imperative for engineers to be lifelong learners.8 Here is the telling paragraph

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

Grade Percentile mean of the completeobservations dataset was 56.2, indicating that participants with higher than average grades weremore likely to complete both the pre-and-post course surveys.Mechanics Self-Efficacy – This self-efficacy scale has been used in previous research 31 tomeasure student confidence in a range of mechanics-related activities. Items include draw afree-body diagram, write the equations of equilibrium for a system, carry out the problem-solving process to analyze a system and overall, the skill and knowledge needed to complete allof the above tasks. These items had a high Cronbach alpha (α = 0.90) so they were averaged intoa combined score creating a variable called Mechanics Self-Efficacy.Empathy – This measure is

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Jeong Hwan Choi, University of Illinois, Urbana-Champaign; Jacob Marszalek, University of Missouri, Kansas City; Joyce Lee, University of Illinois, Urbana-Champaign; Susan Linnemeyer, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

support services to increase the retention of first-year engineeringstudents 7, 9. In addition, particular high attrition rate of underrepresented groups in engineering,e.g., female and minorities demand the exploration of alternative support options in transition 10,11 . In the transition process of their first year at college of engineering, new engineering studentsare influenced by academic performance (GPA), social interactions with peers and faculties aswell as family, support programs, pre-college characteristics, innate personalities, and perceptiontoward engineering. 7, 10-15.The purpose of this study is to identify and understand the effects of support programs toacademic performance and retention in the first year. The study also

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Olin College of Engineering; Kevin A. Nguyen, Texas Tech University; Chris Gewirtz, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

, professional behavior) were successfullycoded and compared between groups of students19. In a different student fourth and fifth yearmedical students reflected on two interactive video cases and were assigned a reflection score bytheir peers based on a specially developed rubric20. Kember’s most recent rubric for determininglevels of reflection from student writing comes from nursing education5,7,21. Though reflective practice has been shown to be instrumental in promoting deeperunderstanding of educational material, and allows students to evaluate their mode of thinking andtheir actions, and is considered by some to be a necessary aspect of design, we are onlybeginning to study the relationship between engineering student’s learning and

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; Beverly Jaeger, Northeastern University; John K. Estell, Ohio Northern University

Tagged Divisions

First-Year Programs

University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, user interface design, and the pedagogical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi Epsilon. Page 12.1122.1© American Society for Engineering Education, 2007 One-Minute Engineer, Nth Generation: Expansion to a Small Private UniversityAbstractThe concept of having first-year students conduct ‘One Minute Engineer’ (OME) presentationswas presented at the 2006

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

anengineering degree and write a reflective comprehensive report at the end of the course.Previously published results reported a positive impact on first-year engineering studentretention and performance after the first year of implementation of the DYP program. The resultsof the four-year longitudinal study confirm an increase in overall GPA and persistence for thefirst-year, but more remarkably it shows that the DYP program has a long term sustainable effecton student success. Results show statistically significant differences in GPA and persistence ratesbetween the DYP cohort and control cohort for all years. The DYP cohort showed higher overallGPAs: +0.53 year one, +0.33 year two, +0.31 year three and +0.26 year four (p<0.001, exceptfor year

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College; Carmen Sidbury, Spelman College

Tagged Divisions

First-Year Programs

  Page 23.389.6• Generate  shapes  • Hypothesize  and  correct  for  distortions  in  the  shape  • Write  a  technical  paper  and  deliver  a  technical  presentation  of  findings    These  are  detailed  below.    • Mechanical  Assembly  The  mechanical  assembly  task  proved  to  be  an  effective  means  of  immediately  engaging  the  students  in  the  project.    In  particular,  harvesting  the  laser  diode  from  a  common  laser  pointer  and  re-­‐purposing  it  for  the  project  offered  a  “tear-­‐down”  7  and  re-­‐engineering  opportunity  that  elicited  many  questions  about  how  the  device  functioned  and  how  the  laser  pointer  itself  is  manufactured.    Further,  de-­‐soldering  unwanted

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beverly K. Jaeger, Northeastern University; Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

. This second semester ‘programming’ course had not fullymade the connection between software written to solve a practical problem and how it might be used todrive hardware/devices in a visible experiential way. As a result, students were skeptical, expressing adisconnect with real-world and career applications. This weak cause-and-effect association at timesresulted in a somewhat uninterested learning population. It became apparent that students did not deeplyunderstand the importance of writing code in relation to engineering problem solving. We as instructorssaw an opportunity to take a role in bridging this gap.Challenge #2: Resources. A further challenge relates to resources: How can we demonstrate the value ofprogramming and problem

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University; Duncan Davis, Northeastern University; Brian Patrick O'Connell, Northeastern University; Constantine Mukasa, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

of therequired criteria for accreditation of engineering colleges [2]. Micheaelsen et al. [3] argued thatteam-based learning transforms the classroom experience into one that is enjoyable for bothinstructors and students.At the core of this pedagogy is the creation of effective teams to exploit the benefits of peer-to-peer interaction and instruction. Team formation is a complex task that has been extensivelystudied in psychology [4], management [5], and related fields [6]. In these studies, severalcharacteristics including prior knowledge, student’s skills, motivation, competence, homophily[4], diversity, familiarity with other students, personality, and scheduling, have been suggested tosignificantly influence the effectiveness of the team