Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kevin J. Lindsay, University of North Carolina at Charlotte; Meg Harkins, University of North Carolina at Charlotte; Rachael Ohu, University of North Carolina at Charlotte; Sherman Mumford, University of North Carolina at Charlotte; Linda A. Thurman, University of North Carolina at Charlotte

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First-Year Programs

programenrollment in the United States. Additionally, for the fall 2019 semester, only 13% of freshmenstudents in the COE were women, as compared to an average 26% for all engineering programenrollment in the United States [1]. The increase in variability of the new student highereducation experience, and the goals of the COE, have led to the creation of new freshmen studentsupport programs. Within OSDS, this has created an evolving partnership between new andexisting freshmen student support programs to work toward optimizing student outreach,community connection, and ease of transition. The primary goal of this outreach effort is tomaximize inclusivity and connection by providing a comprehensive set of resources for allstudents.Experimental Project

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julianne Vernon, Vanderbilt University; Yin Huang, Vanderbilt University

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First-Year Programs

modules [1]. The modules are 4.5 weeks long. Modules meet threetimes a week for 50 minutes. Engineering departments usually offer 2 to 3 sections of thisintroductory module focusing on a specific interest for the major. There have been 13introductory modules offered previously. The main goal of the modules is to showcase tostudents, what they will learn and give students enough information about the major so they candecide what major to study. At Vanderbilt undergraduate students are not required to takedepartmental courses until the start of the second year. Chemical engineering historically hasoffered only 2 sections of this introductory module. The chemical engineering sections have beenpredominately lecture only. Focus areas that have been

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

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First-Year Programs

Framework to Support Engineering Student SuccessMotivationThis work in progress describes a program recently implemented at our institution to proactivelyprepare students to deal with poor mental health, periods of intense stress, and mental andemotional disorders (MED) generally. In a review of 11 articles, Storrie et. al. determined thatthe number of students with documented MEDs is increasing dramatically [1]. Approximatelyhalf of the students involved in the various studies reported that their MED started after theybegan their undergraduate studies [1]. At our institution we are seeing dramatic increases in thedemand for counseling services. A related concern is the prediction of an impending enrollmentcrisis in

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

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First-Year Programs

HispanicServing Institution (HSI) and Minority Serving Institution (MSI). The service region is alsomarked by low educational achievement and low socioeconomic status. Only 16.1% of residentsin the region have college degrees, compared to 31.5% nationwide. The percentage of people inpoverty in the service region is 20.5%, which is 1.5 times that of the state and national rates [1].Students from local high school districts lag behind their statewide peers in mathematics testingand readiness for college. In the past five years of assessment, only 22.0% of the region’s highschool students met or exceeded the state standard for mathematics, compared to the 31.6% ratestatewide [2]. In Fall 2016 at CSUB, more than one-fourth of all entering freshmen and 37

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Sura Alqudah, Western Washington University

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discuss the challenges and limitations faced during theproject including survey design limitations, inconsistency of survey interpretation, questions related toeffectively measuring sense of belonging, and student ability to discern change in sense of belonging. Theteam shares the methods they used to overcome these challenges and presents the lessons learned with anemphasis on best-practices and future recommendations. All work was completed with IRB approval andstudent identity protection.Introduction & BackgroundSense of belonging generally relates to self-perceptions of fit within a given context including classrooms,campus community, and affinity groups [1, 2]. Increased sense of belonging among students leads to higherlevels of

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamau Wright, University of Hartford

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, thisapproach may highlight deficiencies which may be used to inform STEM-based or discipline-specific cohort programs. The paper discusses 1) the implementation of the program, changesand improvements made from Year One to Year two; 2) success garnered by the first Cohort,only fully quantifiable after completion of the first year and start of the second year; 3) life afterthe first year for students who were a part of Cohort 1, and 4) success of students in Cohort 2. Itshould be noted that due in part to the experiences and success reported in Cohort 1, Cohort 2was doubled in size. The goals and associated success indicators of the program, how they weremet, and how they continue to be measured and monitored are described here. GPAs were aprimary

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University

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UniversityDr. Jean Ostrom-Blonigen, As the Project Administrator for the North Dakota (ND) Established Program to Stimulate Competitive Research (EPSCoR) State Office and the co-PI on our NSF and ND State awards, I work with leadership to manage the daily operations of several programs that operate to: 1) improve ND’s scientific capacity through interdisciplinary STEM research and education, 2) promote STEM workforce development, and 3) encourage economic development along STEM pathways. c American Society for Engineering Education, 2020 Paper ID #31365Dr. Kelly A. Rusch, North Dakota EPSCoR and North Dakota

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

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and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Gulf Coast University; Janusz Zalewski, Florida Gulf Coast University

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a sensor based around a color camera, an infrareddepth sensor, and a multi-mic array. It allows controlling computing devices via motion andvoice instead of mouse and keyboard or joystick, making the interaction much more natural. The goal of the original project was to be able to control all of the limbs of the robot viamotion instead of having to use more complicated control systems. In short, instead of havingto manipulate a controller of some sort one could simply move an arm into the position onewould like the NAO robot to move its arm, capture this with Kinect, and the software wouldhandle moving the NAO into the correct position, see Figure 1. The goals of the demonstration to the freshmen class were: (1) to make students aware

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

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First-Year Programs

. Purpose of the Study The purpose of this study is to investigate the longitudinal progress of studentsparticipating in the FYSE program, focusing on L&S students’ transfer into the School ofEngineering and engineering students’ progress toward degree completion. As a work inprogress, we ultimately seek to assess the impact of the FYSE program on engineering studentdevelopment and their progress toward an engineering degree. Methodology From summer 2012 to 2017, there have been 240 FYSE participants, including 106students majoring in engineering and 134 students in the Letters & Sciences division as reportedin Table 1. Ninety-three percent of the FYSE participants successfully completed

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Louisiana Tech University; Katie Evans, Louisiana Tech University; Stacey McAdams; Julie Gaudin; Madison Abigail Walker, Society of Women Engineers; Tyler Scott Fontenot

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First-Year Programs

lifeexperiences. One of the most challenging transitions for someone to make is to move from thecontrolled environment of high school to the more independent atmosphere of college. Manyuniversities implement mentorship programs to help their students make this transition. In thepaper “Engineers Need Mentors Too!” the authors describe a successful mentorship programcalled GUIDE where they pair first-year engineering students with an upperclassman and agraduate student. From the survey data collected by the authors, they concluded that “having amentor made adjusting to college life an easy transition. [1]” Similarly, Southern IllinoisUniversity, Carbondale instituted a program with their residential first and second yearengineering students. The students

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

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compared tostudents who attended better-resourced schools [1]. Four-year engineering and computer sciencecurricula are designed for students who are calculus-ready, but many students who are eager tobecome engineers or computer scientists need additional time and support to succeed. The needfor an extra year of targeted support to prepare highly-motivated but underprepared studentsdrove the creation of the Engineering GoldShirt Program at the University of Colorado Boulder(CU-B) in 2009. The name was derived from the practice of “redshirting” in college athletics -providing athletes with an extra performance-enhancing year to prepare them to compete at thecollege level [2]. The NSF-funded Redshirt in Engineering Consortium was formed as

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University, West Lafayette; Mayari I. Serrano, Purdue Polytechnic Institute; Beth M. Holloway, Purdue University, West Lafayette; Rachel Ann Baker, Purdue University, West Lafayette

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1, 2, and 3 . This ability can be used as a prognostication factor for achievement andattainment in science, technology, engineering, and mathematics (STEM) 4, 5 . It is well documentedthat 3D spatial skills can be developed through practice. Sorby has shown that a course aimed atdeveloping the 3D spatial skills of first-year engineering students has a positive impact on studentsuccess, especially for women 6 . The research team has developed a semester-long online, spatialskills workshop. The content incorporates online resources related to mental rotation, 2D and 3Dspatial visualization, and abstract reasoning. An experimental group of female first-yearengineering students will participate in the weekly online workshop. To assess

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

-predictedacademic success. The results of the first semester of the program pointed to success for somecategories of students, suggesting the overall concept is promising.BackgroundAll engineering students at Clemson begin their academic journey as a GE major and arerequired to complete a first-year curriculum sequence before declaring their intendedengineering major, shown in Figure 1. To matriculate outof GE and into a degree-granting engineering major,students must pass the following classes with a C or better,and meet the grade point ratio (GPR) requirement for thedesired engineering department: Chemistry, one semester;Calculus I and II; Physics, one semester; GeneralEngineering, two semesters; and English Composition.Most departments require a 2.0 GPR

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

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phones:Kahoot (getkahoot.com). Kahoot is an online classroom-response system that eliminatesthe need to give students handheld clickers. Through Kahoot, teachers create onlinequizzes or surveys and mirror the questions on a big screen or interactive whiteboard; it’salso possible to embed videos.How Kahoot worksIt’s very easy to create questions in Kahoot platform (Fig.1). Firstly, it’s necessary to geta free account (Fig.1 - step 1). Then, after being logged in, it’s possible to create questionsand answers (Fig.1 - steps 2 and 3). After that, it is necessary to get the questionaries’ aname (Fig.1 - step 4) and also, it’s possible to add a cover image to the quiz (Fig.1 -step 5). In order to allow students to play (Fig.2 – step 1), the teacher needs to

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati

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Diversity

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First-Year Programs

practice system compared to the traditionallecture preparation options.IntroductionIn a flipped pedagogy, the roles of in-class and out-of-class activities are switched. In mostimplementations, this manifests itself by moving content delivery outside of class, freeing theinstructor to use the designated lecture time to focus on solving problems and addressingcommon misconceptions.1 Flipped classrooms have been implemented in a variety of math,computing and engineering courses. A comprehensive survey of the research on flippedclassrooms is provided by Bishop and Verleger2 who found that students tend to prefer in-personlectures rather than videos but also appreciate the active learning opportunities that the flippedclassroom affords. Much of the

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

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Diversity

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First-Year Programs

similar to pre-pandemic semesters and have far fewer U (unsatisfactory) grades than inSpring 2020 when the whole campus went online midway.IntroductionTeam-teaching has a long history when many educators had attempted integration acrossdifferent disciplines [9], curriculum [4] [14], and even country borders [12]. Besides traditionallecturing, projects [1]-[3],[5][6], and service-learning [8] could also be used in team-teaching.Despite the challenges in implementation, team teaching provided a wide array of benefits, evenfor faculty mentoring [13] and team-building [11]. Communication [10] and faculty help hadbeen deemed important ever since the remote-working technology was emerging [7].Traditional team-teaching may involve multiple instructors

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., State University of New York at Binghamton; Koenraad E. Gieskes, State University of New York at Binghamton

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First-Year Programs

ofEngineering and Applied Science at Binghamton University have been asked to complete a two-question survey in the first week of classes regarding their intended engineering major. The two,multiple choice questions are: (1) what is your intended engineering major? (2) how sure are youof your decision? Responses have shown that between a third and a half of the 1st-yearengineering students express some uncertainty in their intended choice of engineering major,indicating that they are either very unsure, unsure, or neither sure nor unsure of the strength oftheir engineering major interest.Out of programs that offer a combined 1st-year experience for engineering students, many do notrequire that students declare their major until the end of the first

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Keough, University of Michigan; Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

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First-Year Programs

), from three different introductory courses: 1. A hands-on section focused on naval architecture, involving physically building a vehicle, and framed as a competition (students S1 and S2) 2. A hands-on section, focused on food science and chemical engineering (student S3) 3. A research-based section with no hands-on component, focused on biomedical engineering and materials (students S4 and S5)Data Analysis: Codebook DevelopmentFirst, the transcripts were coded by two researchers using open coding, in which key themeswere identified. Next, the transcripts were coded by the whole research team, at which pointsome codes were expanded or reworked. After this, the research team realized that the codes fellinto three categories, each

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

completed three co-ops at early stage biopharmaceutical companies. She will be entering a Ph.D. program in Fall of 2021.Ms. Amanda Dee, Northeastern University Amanda Dee is a second-year undergraduate student at Northeastern University, majoring in bioengi- neering and minoring in mathematics and music. This is her first year with the Connections Chemistry Review program. In the past, she has been a first-year tutor for the College of Engineering and is currently a CRLA Level 1 tutor for the Northeastern Peer Tutoring Program. She is also passionate about research and is currently developing tools for engineering and evaluating transgenic root cultures. Outside of aca- demics, she is an avid musician and performs with

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

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Diversity

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First-Year Programs

challenge for many engineeringprograms [1]. Most inclusive and equitable learning initiatives are spearheaded by departmentssuch as Diversity and Inclusion and Gender Studies with a focus on broader institutional culture[2-3]. Such efforts, however, grapple with inspiring STEM faculty [4] as STEM classroomsremain relatively neglected. Consequently, STEM students from historically underrepresentedgroups, particularly those with perceived lower social capital, may still experience inequities inthe classroom; inequities that include exclusion from high-profile team roles [5-9].Research shows that first-year, team-based design courses present a unique opportunity toaddress such inequities by providing early cooperative and collaborative learning

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doina Bein, California State University, Fullerton; Jidong Huang, California State University, Fullerton; Yu Bai, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Paulina Reina, California State University, Fullerton

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First-Year Programs

, with many of them as first-year freshman students. In this paper, we present preliminary findings of two first-yearenrichment programs in ASSURE-US: the student teacher interaction council (STIC) and thestudent summer research, as well as lessons learned from two years’ implementation of theproject in order to improve the project implementations for future years. 1. Introduction Billions of dollars are allocated every year to fund research, program development, and directservices aimed at increasing the number of women, minorities, and underrepresented populationsentering the STEM major/career pipeline. Nevertheless, disparities in STEM representation ofthe Hispanic community prevail. Hispanics account for 17.4% of the US population, and

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

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First-Year Programs

study is informed by the need to address the well-documentedunderrepresentation of low-socioeconomic status (SES) and minoritized students in engineeringand other related careers [1]–[3]. Researchers advanced that, in addition to intellectual andscientific reasons, low-income students are attracted to the major by the potential prospect ofemployment after completing a degree [1], [4]. Financial considerations are critical for low-SESengineering students; this includes considerations of financial aid and differential tuition [5].Programs such as the National Science Foundation Scholarships in STEM (S-STEM) have beenimplemented to address financial assistance of low-SES students. This study is part of alongitudinal five-year S-STEM project

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

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University of Michigan. Her research interests lie in assessing and amending curricula to help students transition from undergraduate to professional practice. American c Society for Engineering Education, 2021 Motivating factors that encourage rural students to pursue engineeringIntroductionThis complete research paper describes a qualitative study conducted at a large midwesternuniversity exploring the motivations rural students cite as reasons for pursuing engineering.According to the United States Department of Education, rural communities account for 32% ofpublic elementary and secondary schools, serving 24% of students in the United States [1].27.1% of rural students

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaya Dofe, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton

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First-Year Programs

Project-Based Learning: Contrasting Experience between Traditional Face- to-Face Instruction and Virtual Instruction Jaya Dofe1, Sudarshan Kurwadkar2 1 Department of Computer Engineering 2 Department of Civil and Environmental Engineering California State University, Fullerton, CA, USA *Corresponding author: jdofe@fullerton.eduAbstractThe Introduction to engineering (EGGN-100) is a project-based course offered every fall semesterto first-year students with undecided engineering majors at California State University, Fullerton(CSUF). The primary

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. French, University of Louisville; Campbell R. Bego, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville

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development of evidence-based interventions to promote retention and student success in engineering. Her fields of technical expertise include process modeling, simulation, and process control. American c Society for Engineering Education, 2021 Psychological Cost, Gender, and Retention Among Engineering Students AbstractThere is great interest in developing interventions to improve retention in engineering programsby exploring influential factors at the institutional, curricular, and student levels, especially forunderrepresented minorities. According to expectancy-value theory [1], students’ perceptions oftask-related

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

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the previous year willhighlight opportunities for improving virtual bootcamp delivery for preparing future engineers.I. MotivationThe Math and Engineering bootcamp was established at California State University, Chico (CSUChico) in Summer 2019 [1]. During the COVID-19 pandemic, faculty decided to continueholding the bootcamp in Summer 2020, but in an exclusively online format for compliance withrequired safety protocols. The paper explains how the bootcamp contributed to the campusgraduation goals, the improvements that were made to the Summer 2019 bootcamp to develop anonline and more inclusive bootcamp, the challenges of delivering an online bootcamp, how weattempted to address the challenges, and how we can improve our experience in the

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Mohana Seelan, University of Texas at Austin; Ramakrishna Sai Annaluru, University of Texas at Austin

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California, San Diego in Computer Science Engineering.Mr. Ramakrishna Sai Annaluru, University of Texas at Austin Ramakrishna (Sai) Annaluru is a 3rd Year MS/PhD student in Electrical and Computer Engineering at the University of Texas at Austin, researching at the intersection of machine learning and signal processing. Sai’s educational background include 1 semester of graduate Teaching Assistant experience for Signals and Systems and Introduction to Computing, 2 semesters of head instructor experience for a 1 credit hour spatial visualization course, and 2 years of undergraduate tutoring experience in introductory electrical engineering and mathematics classes. American

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krista M. Kecskemety, Ohio State University; Ada Barach, Ohio State University; Connor Jenkins, Ohio State University; Serendipity S. Gunawardena, Ohio State University

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First-Year Programs

averageself-reported skill level for women was lower than that of men, there was no significant differencein assessment scores. Finally, it was also found that honors students performed significantly betteron the assessments than standard students, however those differences are likely related to theextra programming instruction that those students received. The goal of this study is to provideinsight into the programming skills of first-year engineering students with a variety of priorexperience and perceived ability.Introduction and BackgroundConcept inventories are validated assessments which test student understanding of broad conceptsin a given field[1]. They are a collection of multiple-choice questions[2]. Since the developmentof the Force

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

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First-Year Programs

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