Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Michael Hagenberger, Valparaiso University; Barbara Engerer, Valparaiso University; Doug Tougaw, Valparaiso University

Tagged Divisions

First-Year Programs

significant projects in civil,electrical/computer, and mechanical engineering. The remaining lectures covered many of theprevious general topics such as problem solving, ethics, and careers.The revised course dealt with one of the weaknesses of the original course, but still included thelarge lectures. Faculty did not like to give these lectures since it was very hard to connect withthe students in a large lecture hall. Students did not like to attend the classes, and it was veryeasy to go to sleep in them. Furthermore, the perception of the students was that the course waseasy and that engineering was not going to challenge them as much as their math or physicscourses. Based upon these concerns, a major course evaluation was planned for the 2004

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

. In addition to being introduced to the departments in the College of Engineering and tothe grand challenges, students in the class learn about the engineering design process. Thisoccurs throughout the course and within the context of the departments and challenges discussedin class. The final project is a conceptual design project where students work in small teams to Page 24.47.4identify a reasonable problem and need associated with a challenge of their choice. The studentscreate solutions to the problems and needs identified by designing prototypes and testingmethods for demonstrating that their conceptual technology will function as planned

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julia H. Chariker, University of Louisville; Patricia A Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Carrye Y Wilkins, University of Louisville

Tagged Divisions

First-Year Programs

Page 23.148.3intervention program. The analysis focused on three main questions. First, how well did the AREpredict performance in the engineering calculus course? Second, did participation in the summeralgebra intervention program improve participants’ algebra skills? Third, if algebra skillimproved, did this lead to improved performance in the engineering calculus course? Afterpresentation of results, plans for the continued development of the program and improvements toour classroom research methodology are discussed.Materials and Program DescriptionsPre- and Post-Intervention Algebra Assessment Tools Faculty from the Department of Engineering Fundamentals created the ARE based onyears of experience with the errors that students

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Everaldo Marques de Aguiar Jr., University of Notre Dame; G. Alex Ambrose, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Nitesh Chawla, University of Notre Dame

Tagged Divisions

First-Year Programs

) as an assessment tool for their Introduction toEngineering course sequence. While each year the ePortfolio assignments have expanded, theyhave been focused largely in three types of reflections: (1) student experiences within the collegebut outside of the course, (2) the skills gained specifically through course projects, and (3) theirfour year plan to be a successful engineering student as defined by the ABET a-k criteria.ePortfolio assignments were initially included to allow students to reflect on their education,develop evidence of their blossoming skills, and take control of their graduation plan. After thefirst year of practice, there was a clear secondary benefit to the faculty and student advisors.Anecdotally, student reflections

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Itasca Community College; Gordy Savela, Itasca Community College; Mason A. Hansen, Itasca Community College; Julie Kennedy, P.E., Itasca Community College

Tagged Divisions

First-Year Programs

to student academic success and adjustment during the 1st year of college12. Engineering Development – Students complete three engineering/design projects in their Introduction to Engineering and then one semester-long project in each of the following EPD courses. These projects increase in complexity and significance each semester as students learn the project management and teamwork skills needed to successfully Page 22.1475.6 integrate their engineering knowledge with practical application. Example projects include city bicycle path planning, carbon footprint studies for city traffic routes, energy

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; James Coffin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to share the teaching load and learn bestpractices from each other such as project design and LMS (online learning management system)usage. This team-teaching model can readily continue even after the pandemic is over.Throughout the course, the instructors met weekly or biweekly to share observations of the classand adjust plans for the next few weeks. Content-wise, the instructors were able to share theirexpertise on different topics in several formats. Besides learning about multiple topics, thestudents conducted two team-projects with typically three students on a team. The first projectwas to build a touchless candy dispenser. We invited community children and their families tovisit the project room, one family at a time, for a safe

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University-Daytona Beach; Angela Thompson P.E., University of Louisville; Matthew A. Verleger, Embry-Riddle Aeronautical University-Daytona Beach; Farshid Marbouti, San Jose State University; Nishith Shah; Pujan Thaker, Embry-Riddle Aeronautical University-Daytona Beach

Tagged Divisions

First-Year Programs

someway proportional to represents buildings, the actual plane. The same applies for cars, something else that etc. trains, and buildings. The model is just a is bigger. much smaller representation of something that is from the real world, with the dimensions being in someway proportional. A model in the A city A city plan can be a 3d design on a computer Physical, STEM fields is a 3d plan & a of cubes and other shapes that represent and rendering that is model car buildings, trees and sidewalks. A model car Graphical/ used for reference

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University-Kingsville; Breanna Michelle Weir Bailey P.E., Texas A&M University-Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University-Kingsville; Mahesh Hosur, Texas A&M University-Kingsville; David Hicks, Texas A&M University-Kingsville; Michael Preuss, Exquiri Consulting, LLC

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

well as Europe, and spent time as a researcher in the software industry. His research inter- ests include knowledge management, software engineering, mobile computing platforms, and computer science education. Dr. Hicks received his B.S. degree in computer science from Angelo State University, and his MCS and Ph.D. degrees in computer science from Texas A&M University.Dr. Michael Preuss, Exquiri Consulting, LLC Michael Preuss, EdD, is the Co-founder and Lead Consultant for Exquiri Consulting, LLC. His primary focus is providing assistance to grant project teams in planning and development, through external eval- uation, and as publication support. Most of his work is on STEM education and advancement projects

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

support services. They found thatinteractions students have with faculty, staff, and peers can directly influence undergraduateretention, and the mechanism of action of this direct influence is that it affects students’ sense ofcommunity and connection to the university, their ability to navigate the college experience andmeet academic expectations. We acknowledge that the SI program could achieve this type ofinfluence, but that intentional planning and action had to be taken to create and enact theseholistic approaches.I. Motivation for StudyThe coronavirus pandemic that hit the globe in 2020 forced our university to conduct all our firstyear engineering courses virtually. Despite previous research on the positive impact of SI onstudent outcomes

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Students 1 Give examples of previous project designs Attend team meetings outside of class time (including open 2 labs, presentation practice, planning meetings, etc.) Give examples of previous technical communication 3 deliverables 4 Rehearse their ROV/bathysphere presentation 5 Give feedback on reports 6 Help with technical content 7 Provide other

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Jon Carson, Pennsylvania State University - Wilkes-Barre

Tagged Divisions

First-Year Programs

dislikes. The instructor may find themselves as a conflict mediator.Classroom group operations do not save instructor time5,6. Insufficient structure or explanation ofworking in groups can lead to dysfunctional team processes, poor team performance, and ageneral reduction in the interest in team operations by the student.6ConclusionsEvaluation of individual effort on group projects requires significant planning, testing, andimplementation by the instructor. Students receive the greatest benefit from working in groupswhen they are fully informed about how groups work and the roles and responsibilities of groupmembers. Qualitative methods of data collection including daily reports and close observation ofclass can be used with quantitative methods

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

-3,2 -0.469 -3.721 * 2.965 5. 1,2-3,2 -0.467 -3.710 * 2.965 6. 2,1-3,1 -0.372 -2.956 * 2.965 7. 2,3-3,3 -0.352 -2.794 2.833 8. 1,1-2,1 0.322 2.553 2.833 18. 1,2-2,2 0.001 0.010 −Table 4. Summary of sequential Bonferroni planned contrasts ( = .05). The first number of eachpair member indicates group membership (1 = program, 2 = comparison, 3 = NESP), and thesecond number indicates semester (1 = Fall 2007, 2 = Spring 2008, and 3 = Fall 2008). Contrastsare sorted in order of observed magnitude as

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kathleen Meehan, California State University, Chico; Kevin Buffardi, California State University, Chico; Webster R. Johnson, California State University, Chico; Joseph Greene, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

retention in their majorswill be presented. Open-ended responses in the survey provided formative evaluation of thebootcamp and will be used to improve the curriculum. Finally, steps planned to further supportthe bootcamp cohort’s progress towards graduation will be described.I. MotivationThis section describes how the bootcamp project is expected to improve student success inrelation to the campus graduation goals. The targets of Graduation Initiative 2025 at CaliforniaState University, Chico (CSU Chico) are a four-year graduation rate of 41% and a six-yeargraduation rate of 74%, which were established to address the demand for a highly educatedworkforce in the State of California [1]. To achieve these targets, the University must alsoeliminate

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

introduction of student choice in two assignmentsfor a first year experience course as a relevant variable in increasing motivation and supportingstudent autonomy in the exploration of academic major, planning for experiential learning andeducational decision-making. We will also present recommendations for connecting first yearstudents with various mentors, including alumni, and will discuss future opportunities for studentchoice in a first year experience course.Course StructureEngineering 110 (ENGR 110): Design Your Engineering Experience is a first year, non-technicalelective course designed to introduce students to the field of engineering, to encourage theexploration of academic and co-curricular opportunities within Michigan Engineering, and

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stacey Leigh Kelly, Virginia Tech; Darren K. Maczka, Virginia Tech; Jacob R. Grohs, Virginia Tech

Tagged Divisions

First-Year Programs

report they planned to change their major than students with low engineeringidentification. They also found that engineering identification was the best predictor of the likelihood that studentswould change majors, even more so for women than for men.Engineering utility. Engineering utility is a measure of the perceived usefulness of engineering for an individual’sshort- or long-term goals.14 The utility value construct is commonly studied in the context of the expectancy-valuemodel of motivation.16 Expectancy-value theory suggests that an individual’s attitude, choice, and performance canbe explained by their competence and value beliefs. Jones et al. [14] found that engineering utility was one of themost significant predictors of first-year

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jenai Kelley Brown, Clemson University; Natalie Stringer, Clemson University; Rachel K. Anderson, Clemson University; Laurel Whisler, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

work together in practice groups (Community of Practice).There are typically 2 to 4 practice groups in each section of the course. During the first half ofthe semester, the leaders participate in case clinics [10] where each week one member of thepractice group poses a real situation or question from their sessions to the group for discussion(Practice-based Activities). Another member of the group documents the discussion and adds itto a folder accessible by all leaders in the class. The presenter then reflects on the conversationand writes a short summary of the discussion and how the leader plans to handle a similarsituation in the future (Documented Deep Learning). These case clinics continue each week untilevery leader has presented a case

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nisha Abraham, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

Tagged Divisions

First-Year Programs

collecting attendance at each session and administering programmaticassessment tools throughout the semester.In an effort to continually improve the program, the SI Program Coordinator reformed thetraining activities for the fall 2017 semester, based on the learning outcomes of the University ofMissouri Kansas City’s Supplemental Instruction Training Conference program in the summer of2017. The program strongly emphasized implementing peer-led, collaborative practices inside SIsessions, conducting observations early and often, and requiring all SI leaders to plan theirsessions with engaging activities that they submitted prior to the session for feedback anditerative cycles of improvement.At the end of each semester, the SI coordinator collates all

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

learning course is to provide freshmen the opportunity not only to complete a hands-on project but also to learn and develop real skills that would benefit them in future coursework, student group activities, research and internships. Moreover, the course was also designed to meet in small (24 students) sections to allow engagement between students, and between the faculty instructor and the students. Lastly, the project focus affords students the opportunity to gain experience with the design process, teamwork, and communication. In this paper, the course is described in detail along with examples, results, impact and future plans.    Course Organization and Development   An important first consideration in the development of

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Alicia Betsinger, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Ray Helm, Dartmouth College; Yanmin Zhang, Dartmouth College; Pritish Ponaka, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-engineering major”​ .More students were confident in their Calculus abilities (76% “Confident” or “Veryconfident”) versus Physics (52%), Computer Skills (45%), or Chemistry (36%).Eighty-nine percent of the respondents thought they had strong problem-solving skills,75% felt confident in their ability to succeed in engineering and 70% thought theyneeded to spend more time studying. Over half planned to join a student engineeringorganization. Interestingly, 42% did not feel they knew what an engineer does and 62%tend to procrastinate, putting off the things they need to do.Overall students gave very positive feedback to the DEE program and to the teachingassistants. Nearly all respondents (98% “Agree” or “Strongly agree”) would recommendDEE to other

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Divisions

First-Year Programs

undergraduate education that students should learn to merge and make connectionsbetween “previously separate disciplines to attack problems that have no recognizableboundaries” (p.17) [9]. Today’s engineers need strong analytical skills, the ability to demonstrateskills in planning and adapting (or “practical ingenuity,” p. 24 [2]); creativity, communication, as Page 26.1786.2well as business and management. But even more so, they need to be flexible, resilient, mobile,dynamic thinkers, change managers, and self-regulated lifelong learners, who can work in teamsand alone and use technology proactively [2, 6, 9, 10, 11]. While some of these competencies

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, University of Connecticut; Malgorzata Chwatko, University of Connecticut; Daniel D. Burkey, University of Connecticut; Jeffrey Ryan McCutcheon

Tagged Divisions

First-Year Programs

data is preliminary, initial trendsin student attitudes are useful at this stage of course development. The paper will conclude withalterations that are currently being enacted upon in the current semester offering of the course(Spring 2015). Ultimately, a longitudinal study is being planned to assess if these methods havean impact on students’ skills moving forward from the introductory course.2. Course StructureThe Foundations of Engineering course (ENGR 1166) is offered only in the spring semester ofthe freshman year at the University of Connecticut. While the course is a general engineeringclass, each separate engineering department teaches one section of the course. The purpose ofthe course is to provide freshmen with general engineering

Conference Session

FPD8 - Early Intervention & Retention

Collection

2008 Annual Conference & Exposition

Authors

Mukul Shirvaikar, University of Texas at Tyler; David Beams, University of Texas at Tyler; Sagun Shrestha, University of Texas at Tyler

Tagged Divisions

First-Year Programs

year included two women and one Hispanic-American.The program expenditures for the 2006-2007 academic year were $36,955. This was 25% lowerthan the previous year. The 2006-2007 program survey showed that 47 engineering students tookadvantage of the program. Of these, 17 were electrical engineering majors, resulting in a cost perof $2,174 per student, which is consistent with the original plan, and much below the 2005-2006cost per student. The expenditures over the first two years of the program totaled $82,998. Thisamount is below the original projected expenditure of $125,000 over two years and leaves abalance of roughly $42,000. This can be attributed mainly to the decreased number of enteringstudents in the program. The program project

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

Anthony Dean, Old Dominion University; Bonita Anthony, Old Dominion University; Linda Vahala, Old Dominion University

Tagged Divisions

First-Year Programs

, plans, and intrusive interventions into thecollege freshmen's life. Conversion into an active learning format with hands-on experience wasnecessary decrease student attrition in these disciplines.Student AdvisingA key component of the Engineering Fundamentals division is advising. The first-yearengineering student has a safety net inclusive of a professional advising team, faculty mentors,learning cohorts, and supplemental instruction that promotes nurturing. The professionaladvising team consists of an academic advisor, a freshman success advisor, and a career advisor.The freshman success advisor works with students categorized as such that special attention isneeded to ensure their success, based upon high school grades, SAT scores, math

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Christine C Murphy, Clemson University Academic Success Center

Tagged Divisions

First-Year Programs

information at 4.21 (Likert scale: 1 strongly disagree, 5strongly agree), and the facilitator’s presentation at 4.72. For the Fall 2012 semester, 98% ofattendees plan to use strategies presented in the workshop, and 96.4% would recommend theworkshop to a friend.Figure 1. Percentage of students who participated in ASC workshops during first-yearengineering courses. Page 23.658.4Figure 2. Average number of workshops attended by students during first-year engineeringcourses.Impact on Grades and RetentionSince the inception of this program, the ASC has seen a large increase in the number of studentsparticipating in workshops. In Fall 2011, GE students

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

implement an on-going and schoolwide program to “improving the critical thinking skills of undergraduate students and to moreeffectively prepare them to contribute to society”1. The JB Speed School of Engineering hasdeveloped its plan and made progress towards its implementation. The alignment of criticalthinking improvement with ABET outcomes is also a motivating factor in the school ofengineering’s efforts to comply with the university’s QEP. The recently introduced freshmanexperience course, Introduction to Engineering, is an important component of the plan and itsimplementation. As the required introductory class for incoming engineering students, thecourse is ideally suited to provide students with explicit critical thinking instruction

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jesse J. French, LeTourneau University; Paul R. Leiffer, LeTourneau University

Tagged Divisions

First-Year Programs

divided into six categoriesand are presented in Table 1. Table 1: What Do Engineers Do? Theory and DecisionGeneral Tasks Competencies Communication Practical Practice MakingSolve technical Deal with cost Apply math and Give oral Take theory to Analyze designs problems issues science Presentations practice Use technical Oversee Transform Plan projects Lay out systems Analyze data

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xiang Gong, Beihang University, Beijing, Institute of Higher Education; Monica E. Cardella, Purdue University, West Lafayette; Qing Lei, Beihang University, Beijing

Tagged Divisions

First-Year Programs

framework.Compared with FEHP-US, FEHP-CN was newly launched in September 2002, the 50thanniversary of the founding of Uni-CN. In China, numerous engineering-oriented universitieswere founded around early 1950s due to the policy of restructuring of universities and colleges.On the one hand, it was an appropriate time to summarize previous practices of engineeringeducation programs as Uni-CN stood on the milestone of 5 decades; on the other hand, inspiredby the“985 Project”, a number of honors programs had been launched or planned to launch byother engineering-oriented universities in China since then. Hence, Uni-CN took the advantage Page 22.346.5of the

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

George Roesch Johnson, University of Wisconsin, Madison, Engineering Professional Development

Tagged Divisions

First-Year Programs

on writing and critical reading; planning, preparing, and revising informative and persuasive communication; adapting writing for intended audiences; grammar, usage and style; critical reading of prose models in the sciences and humanities; using information resources; videotaped oral presentations; collaborative writing using computers.”Along with these “standard” goals for composition classes, the university also sets the goal ofimproving retention and academic support for new students, particularly for under-representedgroups in the STEM fields. These high expectations pose a challenge for a two-creditcomposition class. In order to meet these challenges, the instructor for this class has beenengaged in a continuing Action Research

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan F Freeman, Northeastern University; Beverly Kris Jaeger, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

Kris Jaeger, PhD has been a member of Northeastern University’s Gateway Team, a selected group of full-time faculty expressly devoted to the First-year Engineering Program at Northeastern Uni- versity. Recently, she has joined the expanding Department of Mechanical and Industrial Engineering at NU to continue teaching Simulation, Facilities Planning, Human-Machine Systems, and Senior Capstone Design. Dr. Jaeger has been the recipient of several honors in engineering education for both teaching and mentoring and has been involved in several award-wining engineering educational research initiatives through ASEE and beyonDr. Richard Whalen, Northeastern University

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reza Kamali, California State University San Marcos

Tagged Divisions

First-Year Programs

years, universities are looking toimprove their retention and completion rates and the first two years of study are playing a big rolein these two parameters. In addition, the average number of new enrollments in undergraduate EEprograms is flat or increased slowly nationwide, while the same number for the other programsincreased [1]. On the other hand, many of the EE employers are looking only for highly skilledworkers or the students with a graduate degree. Getting graduate degree will result in more yearsof study to get hired in Electrical Engineering.The previous course plan in the EE program at California State University San Marcos was startingwith math, science, and general study courses. Then the plan proceeds into basic circuit theory