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

at all good.Thus, there may have been a significant change in UTA quality between the 2012 and 2013classes. Second, there is a tendency to recalibrate grading metrics based on current information.When students perform better, our expectations for their abilities also rise. Thus, the return tomore traditional grade distribution may be due to a normalization of grades based on theprevious years’ experience.2.3 Department of Chemical EngineeringImplementation of the UTA strand in the Department of Chemical Engineering has focused onthe first three courses students will take within the department, namely Introduction to ChemicalEngineering, Introduction to Materials Science, and Material and Energy Balances. In each ofthese courses, the UTAs

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donald E. Richards, Rose-Hulman Institute of Technology; Michael A. Collura, University of New Haven

Tagged Divisions

First-Year Programs

questions used in the new SAM cur-riculum were similar to those from the traditional courses. Comparison of student performanceshowed that SAM students performed as well as or better than traditional students in both multi-ple choice and work-out problems in the area of dynamics. A similar study, but with a smallsample size, was conducted at the University of New Haven in the chemical engineering pro-gram23. The original sequence of two sophomore courses (Fundamentals of Chemical Engineer-ing I and II) focused on material and energy balance applications using a traditional approach.The new curriculum included a SAM course discussed earlier followed by a course that providedmore depth in material and energy balances. Student performance on the final

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashraf Badir P.E., Florida Gulf Coast University; Jeanette Hariharan, Florida Gulf Coast University

Tagged Divisions

First-Year Programs

Symposium on Computer Science Education. 2. A. Edgcomb, F. Vahid, and R. Lysecky. Students Learn More with Less Text that Covers the Same Core Topics, Frontiers in Education Conference (FIE), IEEE, 2015. 3. Liberatore, M., Reading analytics and student performance when using an interactive textbook for a material and energy balances course, American Society for Engineering Education, Paper ID#18452, 2017 4. Reynolds, J., Adams, R., Ferguson, R., and Leidig, P., Programming in the IS Curriculum: Are Requirements Changing for the Right Reason?. Information Systems Education Journal, 15(1), 80, 2017. 5. Rapanta, C., Botturi, L., Goodyear, P. et al. Online University Teaching During

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua A. Enszer, University of Delaware; Jenni M. Buckley, University of Delaware

Tagged Divisions

First-Year Programs

Paper ID #30242Algorithm for Consistent Grading in an Introduction to Engineering CourseProf. Joshua A Enszer, University of Delaware Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to process control, capstone design, and mathematical modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations: electronic portfolios as a means for assessment and professional

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University

Tagged Divisions

First-Year Programs

recitation sessionsattended by sophomores in ECHM 201. Recitation sections enroll approximately 20-25 studentsand are 50 minutes in length. In each session, the senior students will be tasked with helpingstudents as they work on a multi-unit material and energy balance problem using Excel. At thispoint in the semester, the sophomore students will have just learned the basics of material andenergy balances while the seniors will have applied a larger system-wide material and energybalance as a part of their design projects. The seniors will possess knowledge of the contextualrelevance of this exercise, having recently completed one of their own based on their designproject, while the sophomore students will be expanding on their newly acquired skills

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

structure and fundingmodel inhibited our ability to offer tutoring beyond the foundational math and science courses,despite frequent student requests. However, starting in fall 2011, we will add tutoring for a rangeof second- and third-year engineering courses, such as Circuits, Thermodynamics, FluidDynamics, and Probability and Statistics. Our past effectiveness in helping students in theCircuits and Material and Energy Balances courses in spring 2009 (which had numerousrepeating students who worked in groups with the same tutors each week) leads us to the Page 22.40.11conclusion that we can play a strong role in guiding student study groups that

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

For- mation (PFE: RIEF) for the project- Using Digital Badging and Design Challenge Modules to Develop Professional Identity. She is a member of the department’s ABET and Undergraduate Curriculum Com- mittee, as well as faculty advisor for several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone De- sign courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to innovative pedagogical methods aimed at improving student learning and

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Anderson, Montana State University; Abigail M. Richards, Montana State University

Tagged Divisions

Design in Engineering Education, First-Year Programs

structured so each group receives an initial, vague deliverable from the mentor. Over the Fallsemester, the students address a series of deliverables related to background research on theproject, markets, material and energy balances, equipment sizing, safety, and impacts to thecommunity and environment. Each deliverable is graded and returned to the groups to beupdated and incorporated into a final semester report. The following Spring semester, the samestudent teams revisit their design, address any deficiencies identified in their Fall final report,and incorporate safety and engineering economic analyses to complete their design.In the Fall 2016 semester, aspects of the Capstone Senior Design course were integrated into twounique chemical

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone Design courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to innovative pedagogical methods aimed at improving student learning and retention.Dr. Pil Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His academic interests include change management, change model validation, and mindset evolution. He may be reached at pilkang

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware

Tagged Divisions

First-Year Programs

District in Wilmington, DE. In her role, Amy works collaboratively with secondary science teachers to develop and implement standards-based curricula and assessments. She also provides mentoring, coaching, and co- teaching support to secondary science teachers across the entire trajectory of the profession. Her research focuses on teacher education, classroom assessment, and P-16 environmental and engineering education.Prof. Joshua A. Enszer, University of Delaware Dr. Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to