Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University

Tagged Divisions

First-Year Programs

was, “my way of preparing for exams has worked wellall these years, I don’t need to change it now”.9 Prerequisite knowledge is also a factor. Overthe last few years the incoming freshmen have shown more proficiency with Excel® than in thepast, so they do not perceive the Excel® exercises to be as challenging as previously. The ENGR10 team plans to revise the Excel® content to better match the skills of current incoming students.Figure 4, taken from the 2002 study9, summarizes the responses from the same survey, with oneexception. The current course does not use MATLAB® but instead requires students to do 3Dsolid modeling using SolidWorks®, so the 2002 question about understanding of MATLAB® wasreplaced with a question about understanding of

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica E.S. Swenson, Tufts Center for Engineering Education and Outreach; Merredith D. Portsmore, Tufts University; Ethan E. Danahy, Tufts University

Tagged Divisions

First-Year Programs

other design activity in previous work -- discussion about finding pieces,putting pieces in a specific location, finding a particular programming component, or connectingthe LEGO NXT to the appropriate cables.The Group Discussion (GRO) code was created to identify conversation pieces in the group thatincluded students organizing themselves, transitioning between tasks, and planning their nextdesign steps. Previous work included codes for making design decisions and communicatingdesign ideas but didn’t include codes for students working collaboratively in a busy classroom.As this task took place in a classroom setting where instructors and teaching assistants werepresent facilitating the task, the Instructor Explanation (IEXP) code was created

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

Tagged Divisions

First-Year Programs

sustainability. Prior to joining the JMU Engineering faculty in 2012, Dr. Barrella was at Georgia Tech completing her Ph.D. research as part of the Infrastructure Research Group (IRG). She also completed a teaching certificate and was actively involved with the Center for the En- hancement of Teaching and Learning (CETL) at Georgia Tech. Her academic interests focus on two primary areas of sustainable transportation: (1) community-based design and planning and (2) strategic planning and policy development. Dr. Barrella is also interested in investigating how to best integrate these research interests into classroom and project experiences for her students

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Quinn, University of South Australia; Elizabeth J. Smith, University of South Australia; Syed Mahfuzul Aziz, University of South Australia

Tagged Divisions

First-Year Programs

collapse of compulsory student unionism in Australia in 2006 there are fewer social orsporting activities available to students on our suburban campus and less opportunity to formfriendships.To help commencing engineering students transition smoothly into university life; a space wascreated at the Mawson Lakes Campus for them to study, do group work, and develop peernetworks. It was conceived as a space that would enhance students’ social and learningengagement by giving them a sense of community and belonging. The space became operationalin 2009 and is called the Experience 1 Studio. This space is open plan with a flexible layout.Apart from individual or group study and project work students use the space in a variety ofways, for example, to

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

createimprovement plans to strengthen specific facets of their learning approach. Although pre-intervention scores are often given little attention after submission, the students in this studywere responsible for revisiting their initial scores through a series of reflection assignmentsincorporated into each major unit of the course throughout the semester.The LASSI dimensions can be divided into three categories: skill, will, and self-regulation [4].To better accommodate course content, the designers of GELC’s learning strategies coursecategorized the ten LASSI dimensions to align with the three primary course units: Habits ofProfessionals, Habits of Learning, and Habits of Mind (Figure 1). Within Habits ofProfessionals, the LASSI dimensions included

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Susan F. Freeman, Northeastern University; Jake Alexander Levi, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

positive learning outcomes for students,but clearly guide faculty to plan carefully, as it is not just doing S-L, but how and what studentslearn depends on the quality achieved. The goal in this work was to consider that the type ofneighborhood could have a positive, negative or neutral effect on learning and students’perception and continued interest in community service.Even in 2006, the idea that the hallmark of S-L was its focus on relationship and reciprocity wasbecoming recognized. [9] Though not the main focus of this work, being able to really give andtake requires knowledge, comfort, closeness and acceptance, which may come if students feellike they are a part of the neighborhood, rather than merely visitors. By this method, the

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Doug Bullock, Boise State University; Seung Youn Chyung, Boise State University

Tagged Divisions

First-Year Programs

the semester. The next two sections are thethoughts of the two professors after reading each others’ commentary and the third partyanalysis. Finally, a set of actions that have already been taken or that are planned as aresult of being experiencing “both sides of the equation,” are listed.[1] The Learner’s ExperienceOur professor came to class today with a giant packet of exams. By now, he knows allour names, having practiced daily with index cards we created on the first day, with ourname and favorite movie. I admit I am a little nervous about getting my exam back. Ibelieve I did okay; I think it’s possible that I did very well. I was able to answer all thequestions, but I have a superstition about this – when I think I’ve done well on an

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Odis Hayden Griffin Jr. P.E., East Carolina University; Sandie J. Griffin

Tagged Divisions

First-Year Programs

thatcombinations of chance encounter and planned encounter combine to create opportunities forlearning or career choice. The encounters may be a product of structured educational settings, orthey may be a product of encounters that, while governed by chance at some level, have beenencouraged during structured settings, as pointed out by Mitchell, et al10 who also point out: Planned happenstance theory includes two concepts: a. Exploration generates chance opportunities for increasing quality of life, and b. Skills enable people to seize opportunitiesand further point out that according to planned happenstance theory career counselors shouldhelp their clients develop five skills: curiosity, persistence, flexibility, optimism

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Jean Kampe, Virginia Polytechnic Institute and State University; Whitney Edmister, Virginia Polytechnic Institute and State University; Christi Boone, Virginia Polytechnic Institute and State University; Bevlee Watford, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

very different for transferstudents, and so too are their motivations. So, in the presentation of course content, adjustmentswere made from the basic freshman plans to teach at a somewhat higher level but to maintain thefreshman expectations when grading work. In the design of assignments, it was important tomake strong links between class time activities/content and assigned homework. Also, makinglinks between course efforts and real-life engineering was mandatory to keep students engaged.For the team-based design project, we needed to create a project that would be interesting andchallenging, but also one that would ensure a team effort from these students who had so littlebeyond the class connecting them. The project statement for

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Divisions

First-Year Programs

and interpret data, and use engineering judgment to draw conclusions. 4. An ability to communicate effectively with a range of audiences. 5. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. 6. An ability to recognize the ongoing need for additional knowledge and locate, evaluate, integrate, and apply this knowledge appropriately. 7. An ability to function effectively on teams that establish goals, plan tasks, meet deadlines, and analyze risk and uncertainty.”Outcomes 2, 4, 7 pertain to

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

into future plans for makerspaces on the Boise State campus. As an undergraduate and graduate student, she has been involved with the Society of Women Engineers, and also taught a materials science laboratory course as a graduate teaching assis- tant. She has volunteered at numerous STEM outreach activities on and off of the Boise State campus throughout her time as a student and is passionate about increasing diversity in STEM and helping girls and women to recognize that STEM is a path that is open to them if they want to take it.Ms. Katherine Christine Tetrick, Washington State University Katherine directs the Washington STate Academic RedShirt (STARS) program at Washington State Uni- versity. She holds a Master

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Stacy Bamberg, University of Utah; Debra Mascaro, University of Utah; Robert Roemer, University of Utah

Tagged Divisions

First-Year Programs

an appropriate shift in Page 15.789.2focus) or common first-year curricula. The organizational syllabus for this class showing lecturetopics, lab topics, and assignment due dates is available in Appendix 1.Three companion papers give descriptions of our initial experiences with: the overall plan andgoals of the two-year program,4 the integration and spiraling of concepts and tools,5 andengineering communication skills.6 Those papers also indicate some of the modifications andchanges we have already made based on our initial experiences.Implementation of Interactive LearningMore than 140 students were enrolled in the first semester of this new

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Colleen A. McDonough, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Renée S. DeGraaf, Lansing Community College; Jon Sticklen, Michigan State University; Sarah J. Stoner, Michigan State University; Mark Urban-Lurain, Michigan State University; Claudia E. Vergara, Michigan State University; Thomas F. Wolff, Michigan State University

Tagged Divisions

First-Year Programs

neering and technology education. c American Society for Engineering Education, 2011Thomas F. Wolff, Michigan State University Dr. Thomas F. Wolff is Associate Dean of Engineering for Undergraduate Studies at Michigan State University. In this capacity, he is responsible for all activities related to student services (academic ad- ministration, advising, career planning, women and diversity programs, etc.) and curricular issues. He is principal investigator on several NSF grants related to retention of engineering students. As a faculty member in civil engineering, he co-teaches a large introductory course in civil engineering. His research and consulting activities have focused on the safety

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Guohua Ma, Wentworth Institute of Technology; David E. Perkins, Wentworth Institute of Technology; Theodore Greene, Wentworth Institute of Technology; John Peter Voccio, Wentworth Institute of Technology

Tagged Divisions

First-Year Programs

transitioned to 100% online teaching due to theonset of COVID-19, and this modality continued through Summer 2020. Responding to studentand parent requests, WIT introduced plans to return to limited in-person teaching for Fall 2020.These plans included adoption of CDC guidelines published at that time which required:face coverings to be worn at all times, individuals to maintain six feet of distance from others,and robust protocols for cleaning and disinfecting. To satisfy distancing requirements, a de-densified model for academic spaces was introduced leading to reduced student capacity inclassrooms and labs. This created logistical challenges with the execution of several labs in theENGR 1000 course. In addition, enhanced cleaning protocols raised

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania; Ashley J. Earle, York College of Pennsylvania

Tagged Divisions

First-Year Programs

vectors, linear and rotational motion, Newton’s laws, friction, work andenergy, conservation of linear and angular momentum, collisions, and moment of inertia. Inaddition to foundational physics principles, the course has a heavy focus on teaching students howto develop a solution to a problem while reinforcing their critical thinking skills. The problem-solving method for all questions requires students to explicitly write out their approach in thefollowing steps: Given, Find, Figure, Plan, Assumptions, Estimations, Solution, and Reflections[14]. As PHY160 is taken during the first year, the requirement of the problem-solving approachon all homework and exams and lays the foundation for a good engineering and science problemsolving approach that

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Abiade, University of Illinois at Chicago; Joanne Moliski, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

pilot beyond the first year and toincorporate student comments for program improvement for the summer of 2019. Of the studentsin Cohort 1who responded to a follow-up survey, all said that they had utilized the informationpresented in the program in the subsequent semesters.The second iteration of the program experienced higher rates of engagement, less attrition (23students were present on the last day out of the original 27), and unprompted articulation fromthe students on how they planned to implement the things they learned in their lives. Studentsalso expressed consistent interest in having a longer program that could go more in depth on thematerial. Further analysis will be conducted once first-term and first-year grades for Cohort 2and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey

Tagged Divisions

First-Year Programs

interpreting and measuring constructs of course-level motivation that relate tolearning[14-18]. The following sections are an overview of both frameworks and how they relate to theredesign of the IPCCourse Design FrameworkBackward Design [1] is a widely used framework for course development and assessment of courses andcurricula. It has three main steps: 1. Identify desired results: Come up with high-level course outcomes. 2. Determine acceptable evidence: Draft demonstratable objectives and assessments that measure them. 3. Plan learning experiences and instruction: Come up with coursework and course-related interactions that guide students towards demonstratable objectives.Once the process is complete, best practice is to use

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Alicia Betsinger, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

sight of one’s engineering goals when all one does is take prerequisiteclasses and other college requirements. Students from underprepared backgrounds tend tostruggle especially hard during their first year and often end up dropping their plans to studyengineering quite early on in their college career. These students are especially vulnerable duringtheir first year here since, after having been high achievers in their high schools, they now mightexperience their first class in which they struggle and receive a poor or even failing grade.Students’ confidence often drops after one such event, and it is our goal to supply the academicand emotional support to prevent a first poor grade from derailing a student’s path through ourschool.The Thayer

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Promiti Dutta, Columbia University; Alexander Haubold, Columbia University

Tagged Divisions

First-Year Programs

,while Figure 4 shows the complete overall proposed design solution. The team also successfullyimplemented their proposed design plans in Ford Hall even after the completion of the projectterm. Table 2: Ford Hall Food Pantry project in the civil/architectural designs genre. Comparison of current situation versus proposed design solution for the three rooms in Ford Hall Food Pantry. Current Situation Proposed Design Front Room Middle Room Back Room Page 12.623.7In most instances, projects in this genre usually terminate with a design plan for feasibleimplementation. Lack of available resources results

Conference Session

Projects and Problems in First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Vinod Lohani, Virginia Tech; Ganesh Balasubramanian, Virginia Tech; Ishwar Puri, Virginia Tech; Scott Case, Virginia Tech; Roop Mahajan, Virginia Tech

Tagged Divisions

First-Year Programs

engineeringeducation experts. In this paper, we discuss the proposed modules that are being/alreadyimplemented in support of the spiral theory based nanotechnology option within the ESMprogram. Additionally, we cover implementation details of a freshman module that is targeted atintroducing basic nanotechnology concepts. This module, which sits at the bottom of the spiralframework, was successfully implemented in a freshman engineering course with ~1500 studentsin Fall 2008. Finally, we discuss our plans for implementing the remaining components of thenanotechnology spiral. Page 14.1192.4   Nanotechnology Option

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Sondra Miller, Boise State University; Pat Pyke, Boise State University; Amy Moll, Boise State University; Melissa Wintrow, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

First-Year Programs

scholarship were provided with additionalfunding for University Housing costs to encourage participation in the ERC because communitybuilding is one of the scholarship’s tenets. Academic eligibility for this scholarship is relativelymoderate, giving financially needy students with diverse backgrounds the opportunity to attendcollege. In this way, students participating in the ERC and NSF scholarship recipients arerepresentative of our engineering student population. Participation in the ERC by NSFscholarship recipients included: 10 of 28 in the fall 2007 semester, 9 of 26 in the spring 2008semester, and 6 of 22 in the fall 2008 semester).Each RC community is supported by a program assistant (PA) who works in close relationshipwith the FiR in planning

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Tom Bramald, Newcastle University; Sean Wilkinson, Newcastle University

Tagged Divisions

First-Year Programs

world) ≠ Environmental ≠ Social ≠ Financial ≠ ManufacturedThe remainder of the lecture identifies and explains the RAE’s 12 guiding principles as they arepresented and explained in the document. The authors would encourage anybody interested inteaching sustainability in any engineering discipline to review the document. Its 12 guidingprinciples are given below: Look beyond your own locality and local future Innovate and be creative Seek a balanced solution Seek engagement from all stakeholders Make sure you know the needs and wants Plan and manage effectively Give sustainability the benefit of any doubt If polluters must pollute ... then they must pay as well Adopt a

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul R. Hottinger, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(except in cases where there was no instruction) was planned to follow theAssociation of Colleges and Research Libraries (ACRL) IL standards for science andtechnology. There were four different delivery methods of the IL: “one-shot” library instructionwith the engineering librarian in the classroom, “one-shot” library instruction with theengineering librarian in the library classroom, an extended three-part series in the libraryclassroom with the engineering librarian and no instruction with the engineering librarian at all.To determine the effectiveness of the instruction, various statistical techniques includingANOVAs were completed to compare the gains in perceived skill, as well as to compare thescores across sections of the synthesis

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

competitiveness, economic prosperity, and security. Creativity isdefined by some cognitive researchers as the introduction of new variables, significant leaps,or novel connection, and is a process resulting in a novel products1,2. Torrance concludedthree characteristics of creativity: originality, idea fluency, and flexibility, and claimed thatevery person has his or her creativity and that creativity could be cultivated3. Amabileestablished a psychological model of creativity that includes four factors: intrinsicmotivation, domain knowledge, creative skills, and environment4. Metacognition refers to theawareness of and reflection on one’s learning process and is higher-order mental processes5,6.Metacognition includes making plans for learning and

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Gerold Willing, University of Louisville; Thomas D. Rockaway, University of Louisville

Tagged Divisions

First-Year Programs

awarded in biology, chemistry, geosciences, mathematics and physics in the College of Arts & Sciences by 2016. 2. Increase by 25% the number of Bachelor’s and Master’s degrees in Engineering awarded in the J.B. Speed School of Engineering by 2016.The rationale underlying these two goals is real and compelling. The University of Louisville’s2020 Strategic Plan, a business and growth blueprint for the current decade, states that we will“Implement STEM initiatives leading to more graduates with science, technology andmathematics majors; more students majoring in engineering; and an increased cohort of scienceteachers for K-12.”. The 2020 Strategic Plan Scorecard sets year-by-year targets using 2008graduation statistics as

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., The Citadel; Jason Howison, The Citadel; Kevin Skenes, The Citadel

Tagged Divisions

First-Year Programs

of 2014. The number of students who enrolled as mechanical engineeringmajors was double the anticipated number and created some anxiety on resourcing the newprogram in subsequent years.As a new mechanical engineering program being offered for the first time in the fall of 2014, notall of the planned faculty has yet been hired to fulfill the needs of the program or the student’sinterests. It is critical that the current faculty communicate with the students about theconstraints facing a new program. For instance, the number of current faculty must match therequired teaching load based on the student population. Similarly, hiring faculty to oversee anddevelop one of the focus areas may not be necessary if there is little student interest or

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

W. Jackeline Torres, Rice University; Ann Saterbak, Rice University; Margaret E. Beier, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the role of engineer starters’ early academic experiences,including participation in project-based courses, on retention. Future work will broaden bothpredictors and outcomes. In particular, we plan to assess engineer starters’ attitude toward STEM(e.g., interest, self-concept, self-efficacy) and academic performance and retention. Future workwill include pre-tests and post-tests to control for pre-existing differences in attitude and interestby course enrollment. We will also examine the impact of other early academic experiences onretention, including research experiences and participation in other courses with hands-onlearning components.IntroductionIn order to remain competitive in science, technology, engineering, and mathematics (STEM

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

David R. Ely, Ivy Tech Community College, Lafayette; Jason E. Bice, Purdue University, West Lafayette; Kendra A. Erk, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engages critical design concepts, andintroduces as many analytical methods as possible, while not overwhelming students with moreinformation than they can digest. Basic circuit analysis and introductory statics meets thesecriteria. Both subjects involve basic engineering design and problem solving methods that spanthe entire discipline of engineering. Beyond analytical skills, design development wasimplemented by teaching introductory SolidWorks CAD techniques along with Arduinoprogramming. Both build a foundation for logical thinking and develop planning skills. Once thestudents complete the first half of the semester, they have a set of skills that enable them to worktogether to complete a multidisciplinary project, completely utilizing all of

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Damji Heo Stratton, Purdue University, West Lafayette; Dayoung Kim, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

-regulated for a variety ofreasons [15] such as explicit peer feedback [42], [43], discussion to promote planning andevaluation of tasks [44], and also to promote social interactions and equity in classrooms [20],[45], [46]. Although previous studies have discussed the role of reflection as an important aspect ofthe collaborative learning environment [36], for blended learning [47] and also for fosteringtransformative learning [48], [49], they have not discussed the relationship between these twoteaching strategies of SRL. The above-discussed studies have focused on three aspects: 1) role ofself-reflection in SRL, 2) the role of teamwork in SRL, and 3) role of reflection in fostering acollaborative environment. Considering these two

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Andrew I. Neptune, Clemson University

Tagged Divisions

First-Year Programs

mindset and reflect on their experiences to create a plan for actiongoing forward.Within the learning strategies course, peer sharing presentations are employed to allow studentsto become familiar with a number of personal and professional strategies for success within thestructure of the learning strategies course. The goal of the peer sharing presentations is to createa learner-centered approach for exploring evidence-based practices and sharing their findingswith peers. The peer sharing presentations are an innovative way for content to be delivered toand from students, allowing students to engage as active learners in the collaborativeconstruction of new knowledge. The purpose of the current study is to answer how, if at all, peersharing