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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Diversity

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First-Year Programs

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 Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Matthew Long, Deakin University; Sivachandran Chandrasekaran P.E., Deakin University; Simon William Cavenett

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First-Year Programs

institution andaugmented with ad-hoc communication between academics and students, often on a one-to-one basis by telephone and mail correspondence. During the 21st century the ubiquitousadoption of Internet-enabled technologies and methods has most significantly changed themethods and technologies relied upon for distance education, such that these students nowtypically obtain and interact with their study materials, academics, and fellow students via theInternet, and hence known as ‘online’ students. A combination of technologies and methods in conjunction with on-campus and online learningmodes for distance education is defined by Huang as a mixed-mode e-learning environment(MMEL).1 To accommodate on-campus as well as online students the term

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

Tareq Daher, University of Nebraska - Lincoln; Stuart Bernstein, University of Nebraska - Lincoln; Brett Meyer, University of Nebraska - Lincoln

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First-Year Programs

providerecommendations for engineering faculty teaching freshman courses who want to explore theblended approach to teaching. Examples for online learning activities and how to integrate themwithin class active learning activities to increase student engagement and success rates areincluded. Key words: Engineering Freshman, Active learning, Blended course Design, & StudentPerceptions. 1. Introduction College instructors aim to craft curriculum and learning experiences which align withboth the needs of the learners and the content they are teaching in order to meet expected courseoutcomes. College instructors are content experts who have a multifaceted role. They serve asdiagnosticians who explore

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

the amount of time available.Design/MethodDuring the Fall 2015 semester, the instructor of an introductory programming course scheduledthe first exam on a Saturday with the provision that students had unlimited time. Completiontime for the exam was noted for each student. Due to an administrative request, the second andthird exam were held during a 50-minute class period. A comparison of time taken on exam 1,all three exam scores and other course performance indicators (i.e., homework and final projectscores, final course grades, course attendance) was conducted.ResultsAnalysis revealed two major findings. First, the hypothesis was confirmed; there is norelationship between exam time and course or exam performance. Second, homework, more

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

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First-Year Programs

engineers,etc., as indicated in Table 1.Although these studies have identified key factors influencing retention, the approaches theyused can be lengthy, invasive of student privacy, closed-ended, and/or confusing. For example,an extensive study conducted in 1966 considered attrition at three Midwestern universities.3Academically proficient male students, selected at random from a group of qualified students,were categorized as persisters or non-persisters based on their academic performance and theirretention in the engineering program during their freshman and sophomore years. Studyparticipants were first asked to complete a 35 question, fill-in-the-blank and multiple choicequestionnaire examining educational, personal, and family history

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University; James C. Curry

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First-Year Programs

are placed into groups of 4-5 and are required to worktogether to solve several hands-on projects. Both courses are one-credit to minimize operatingcosts and avoid exceeding the 120 credit hour limit imposed by the State University system.According to data collected in a paper published by Honken and Ralston18, the top four reasonsfor choosing a major are: 1) interest, 2) job availability, 3) salary, and 4) confident in one’sability to succeed in the respective discipline. There is need to better understand the differencesbetween career-based and project-based seminar courses and their respective impacts onengineering self-confidence. In this paper, two different one-credit, first-year introduction toengineering courses: seminar and project

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee - Knoxville

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First-Year Programs

presented inthe full paper.Introduction Many students enter the engineering disciplines vastly unprepared to be successful in therigors of engineering academia. Student retention numbers in engineering are low [1] and someresearchers attribute this low retention rate to a lack of academic skills needed to beacademically successful [2]. This work in progress paper, framed by the theory of self-regulatedlearning, discusses a quantitative study conducted to look at the impact of an academic studentsuccess course developed to teach self-regulated learning skills to engineering students in thefirst year. This paper focuses on the initial data collection round as well as implications from thedata analysis that will inform the second iteration of

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Huihui Qi, Grand Valley State University; Hugh Jack, Western Carolina University

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First-Year Programs

Appendix A. The course wasoffered as a two weekly 1.5 hour meetings for 14 weeks. The number of students in any sectionvaried from 15 to 30. Typically one or two graduate students helped during the classes asteaching assistants.The CAD and engineering graphics topics used the software Solidworks and were supported by atextbook by Shih [1]. Throughout the semester Solidworks was used with hand sketching andCNC machining. By the end of the semester students were able to design and build moderatecomplexity geometries, produce dimensioned drawings, and understand the basics of tolerancing.Other topics such as project management, fasteners, and energy based design were introduced.The software and electronic topics focused on an Arduino kit [2], a free

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Brett P. Conner, Youngstown State University; Andrew Scott Morgan

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Diversity

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First-Year Programs

technologies could be used as aneducational method to teach the design process. Students participated in three anonymoussurveys. The surveys were administered at: (1) the start of the fall semester to all students(honors and non-honors) for baseline data, (2) after the first 3D Print experience (a car), and (3)after the second 3D print experience (flying disc). Findings indicate that 3D Printing basedprojects are perceived to be both interesting and relevant by students; further there were nostatistically significant differences between male and female or honors and non-honors studentsin terms of their prior experiences with the technology or in their interest in learning about thetechnology.IntroductionNational attention has been given to the need to

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

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Diversity

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First-Year Programs

and showed a strong andsignificant correlation with closeness. Structural equation modeling shows that closeness is oneof four major predictors of grade performance, along with mechanics self-efficacy, personalqualities such as URM and First Generation College status and class size. Finally, empathy levelswere a meaningful predictor of closeness as had been expected. Implications are discussedincluding suggestions for ways to improve closeness within engineering classes and futureresearch opportunities.IntroductionThe instruction technique of large class (400 students +) lectures have been a part of universityeducation for at least the past 900 years 1. The impact of class size on learning has beenrigorously studied for the past 60 years and

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Universidad EAFIT, Medellin - Purdue University, West Lafayette; S. Zahra Atiq, Purdue University, West Lafayette; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette

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First-Year Programs

Major? A Qualitative Study of Values and Expectations    1. Introduction    Decision making is a complex phenomenon which has been studied by researchers in variousfields like sociology, psychology, and neurology1. In STEM education, student decision makingis often linked to persistence. Hence, theories like the Social Cognitive Theory (SCT)2,3 andMotivation theory4 are often employed to investigate students’ decision to enroll in a certainmajor. Such studies repeatedly discuss ideas like interest, values, and expectations as factors thatdrive student decision making process.Bandura classifies expectations into performance (self-efficacy) and outcome expectations2. Inturn, outcome expectations comprise anticipation of physical (e.g. monetary

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wendi M. Kappers, Embry-Riddle Aeronautical University - Daytona Beach

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First-Year Programs

of a perceived social elementinclusion, (b) changes in learning from the perspective of the reviewer rather than the receiver offeedback, and (c) improvement in perceived information literacy. Additionally, this researchexamines Canvas attributes as identified by Sondergaard & Mulder(1) (2012) of (a) Automation,(b) Simplicity, (c) Customizability, and (d) Accessibility, which support statements from theliterature that indicate a lack of investigation of more modern peer review tools. Survey results,both qualitative and quantitative, were analyzed across three different peer-reviewed assignmentsfor this examination. Of the 91 respondents, representing a 32% response rate, descriptiveanalysis revealed themes ranging from Changes in Student

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University; Liya Ni, California Baptist University

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Diversity

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First-Year Programs

quality of life of the general public withtheir skill sets. The long term outcomes of the course are: 1) to be able to communicate andwork with the general public as the ultimate recipients of our engineering goods; 2) to be able totransfer the knowledge to younger generations and to continue to produce professional engineers.Our curriculum includes the service learning requirement as a course for all of our engineeringmajors. This has been a successful class to provide the students with the mindset of an engineer,serving the community. The course also helped our college to be involved with local countyaffairs and helped surrounding elementary schools to high schools with many Science,Technology, Engineering and Math (STEM) activities.How is the

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Manaz Rusi Taleyarkhan, Purdue University; Chandan Dasgupta, Purdue University; John Alexander Mendoza-Garcia MSSEC, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

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First-Year Programs

CADsoftware in a group setting. While these are preliminary findings, they highlight the potentialvalue of engaging first year engineering students with a CAD software in a group setting withinformal classroom environment.IntroductionDesign has become an integral part of how engineering colleges prepare their students forprofessional practice. Prior work suggests that it is important to help students become “informeddesigners.” This is the designer’s mindset with a level of design expertise that falls between anovice designer and an expert designer (p.779)1. Strategies for facilitating this process have beenpreviously reported in the literature with undergraduate students (e.g., Alien Centered designprojects2), and with high school students3 (e.g

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University

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Diversity

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First-Year Programs

students are high need Generation 1.5 students—U.S. educated Englishlearners. At SJSU, they struggle to complete their English and writing requirements, requirementsmeant for their native English peers. Often, these struggles impact their retention and graduationrates from SJSU. The challenges presented by this complicated skill set in Generation 1.5 studentscan be seen most clearly in English writing, a critical competency for academic success at SJSUwhich encompasses retention and graduation. According to Singhal [1], high needs Generation1.5 students have unique needs in the areas of academic writing; in particular, these students needto develop their mastery of academic literacy. Literacy is not only the ability to read and write butit also

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Fraley, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amy J. Hamlin, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

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Diversity

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First-Year Programs

spreadsheets. This work further explores student confidence andcompetence on several computational problem solving skills. To determine this, a short pre-assessment was given to students on the first day of their beginning First-Year Engineeringcourse. This pre-assessment included topics that are important for using computational tools tosolve problems. Following each question, students were asked to rate their confidence in theiranswer on a five-point Likert scale (1 = completely confident to 5 = not at all confident). Theresults from the pre-assessment were compared to similar questions (both skill and confidencequestions) on the midterm and final exams. Additional post-assessment measures includeperformance on two lab practical exams, one using

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University

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First-Year Programs

(www.sparkfun.com) for the BOE-Bot (www.parallax.com) mobile robotics platform. • Use of Arduino microcontroller. After a two-term trial implementation of the LWTL curriculum, we switched microcontrollers from the BASIC-Stamp, which is standard on the BOE-Bot, to the Arduino platform. • Checklists for project management. To help prevent teams from slipping behind on project work, we created a series of checklists that are used to grade weekly homeworkTable 1: History of enrollment and retention for the FE course sequence since it was first implemented. ME 122 was not taught during the experimental offering in AY 2009-10. R1−2 is the retention from the first class to the second class. R1−3 is the retention from the first

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

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Diversity

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First-Year Programs

largest share of newcomers, nearly one-third (over380,000). Most of the immigrants between 2006 and 2011 have come from Asian and MiddleEastern countries with the second largest group coming from European countries. As 61.2% of [1]the immigrant population and 66.8% of the newcomer population speak one of Canada’s officiallanguage and one or more non-official languages , it would be surprising not to find this [1]diversity reflected in the classroom. The ten most common non-official languages are in order ofprevalence: Chinese (including Cantonese and Mandarin), Tagalog, Spanish, Punjabi, Arabic,Italian, German

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Cincinnati; Patricia A Ralston, University of Louisville; Thomas Tretter, University of Louisville

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First-Year Programs

an analyticmechanism to investigate other variables’ effects on retention.Research MethodsParticipants The participants in this study were all first-time, full-time students in fall of 2012 at onelarge metropolitan research institution. The freshman cohort consisted of 430 students. Datafrom 352 students (82% of the cohort) were used in analysis to determine the threshold value forinterest. The ethnic and gender distributions of the participants were similar to the entire 2012cohort and other recent cohorts at the same university (see Table 1). The sample was lessethnically diverse and had a higher percentage of females than the national population ofengineering students41.Table 1Ethnic and Gender Distribution of Participants Compared

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

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First-Year Programs

, aerospace,electrical and chemical engineering majors in sections of 40 students. It meets twice a week for a50 minute lecture and a 2 hour and 50 minute lab throughout the 15-week semester. It introducesthe engineering design process, basic engineering skills, and provides opportunities to learnabout and use various engineering tools and software. The course also teaches basic written andoral communication skills important for communicating technical information effectively.Students also learn to work in a team environment, using design methods to address multi-disciplinary real world engineering design problems. Specific learning objectives of this courseare: 1. Students will, as part of a design team, use the engineering design process to

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

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First-Year Programs

“make solar energy economical” challenge,students were asked to design, build, and test a solar power plant at relatively low cost that couldprovide consistent electrical power throughout the day (despite the changing position of the sun)for villagers living next to the Taklamakan desert in China. A project testing setup that simulatedthe sun’s movement over time on a small scale (shown in Figure 1) was created to test theeffectiveness of the functional prototypes. Figure 1. Project testing setupFor the two challenges just described, villages located in rural areas around the world were usedto provide students with the opportunity to consider the real needs of a community that they arenot familiar with and to

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria E Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame

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First-Year Programs

, waterproofing, and appearance. Student groups exploitedcomputational tools for their design by creating an engineering drawing in Creo Parametric forvisualization and by developing equations and an expected performance plot in MicrosoftEXCEL for analyzing their system. Finally, they were able to build and demonstrate theirplatforms using course purchased construction materials which included: poster board, shippingtape, plastic wrap, aluminum foil, and a handful of other similar products. Some positive traitsof the project include: (1) The modelling equations are simple and do not require physics or calculus knowledge to design the system, so they are appropriate for first-semester students. However, finding a solution to the project is

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University

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Diversity

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First-Year Programs

Paper ID #16190Enculturation of Diverse Students to the Engineering Practices through First-Year Engineering College ExperiencesDr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Helm, Arizona State University; Tami Coronella, Arizona State University

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First-Year Programs

State University was 62%, equal to the Arizona State Universityinstitution’s average 6-year graduation rate of 62%, and the national average 6-year graduationrate of 59%1. One-year freshman retention rates for the Fulton Schools of Engineering reflectedrates higher than the national average. The first-year freshman retention rate for studentsadmitted in 2012 within the engineering program was 88%1. By comparison, 84% of all 2012freshman were retained at Arizona State University after one year and nationally, retention offreshmen was 60% after one year1Table 1 reflects the one-year freshman retention rate in the Ira A. Fulton Schools of Engineering:Table 1: One-Year Freshman Engineering Retention Rate by Term Initial Admit Term First Term

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; James Collofello, Arizona State University; Bethany B. Smith, Arizona State University

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First-Year Programs

experiences that bothintroduce and encourage faculty to trial new tools and techniques, but that also run for the long-term, supporting collaborative organizations of faculty working together to transform earlyengineering experiences.IntroductionRecent research has shown that learner centered practices are infrequently used in engineeringpedagogy. Learner Centered instruction is defined by the American Psychological Association ascomprising a set of cogntive and metacognitive factors, motivational and affective factors,developmental and social factors, and individual differences (see Table 1) 1. It is assumed,generally, that to be learner centered, pedagogies need to simultaneously address key concepts,skills, and dispositions in a domain, and

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah B. Lee, Mississippi State University; Hunter Lovvorn, Mississippi State University

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Diversity

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First-Year Programs

atMississippi State University (MSU) for computer science (CS) and software engineering (SE)majors to a project-based, hands-on approach to building skills in computational thinking andteamwork. While critical thinking ability and the dynamics of working in a team have beenemphasized in the class through individual and team-based assignments previously, the use oftechnology has been limited.Recent experience with a summer outreach program for middle and high school studentssuggests that students build confidence in problem solving by using a simple programminglanguage with robotic concepts.1 Building off of this experience, students in this first yearengineering course were introduced to programming with a “drag and drop” interface and arobot. Teams

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

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First-Year Programs

science, technology, engineering and math (STEM)student retention rate is 56% vs. 67% for all majors, and that 16% of STEM majors are femalewhile 57% of all undergraduate students are female. Using these statistics, the authors identifiedthe need to offer motivating experiences to freshman in STEM while creating a sense ofcommunity among other STEM students. This paper reports on the impact of two interventionsdesigned by the authors and aligned with this need. The interventions are: (1) a one-day multi-disciplinary summer orientation (summer15) to give participants the opportunity to undertakeprojects that demonstrate the relevance of spatial and computational thinking skills and (2) asubsequent six-week spatial visualization skills training

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

James B. Riggs, Texas Tech University

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First-Year Programs

-year engineering courses have been added to the engineering curriculumover the past 30 to 40 years in an effort to engage the students in engineering at an earliertime1, improve retention2, provide an introduction to engineering disciplines3, inspire thestudent for the study of engineering, have students recognize the importance ofengineering in our modern way of life, etc. Even though there is general agreement onthe objectives of the course, the course content used for these courses varies widely4.First-year engineering classes take two general forms: classes taught by individualengineering departments and a common engineering class taught at the college level. Thecommon engineering approach is used by less than 1/3 of engineering colleges

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hyun J. Kwon, Andrews University

Tagged Divisions

First-Year Programs

. Visual communicationbecame enhanced by 60%; however, writing skill and technical depth decreased by 24%.According to survey results, students favored web publication over conventional term report by92% and felt that it is an effective way to deliver their projects. The results indicate that webpublication could be an exciting and effective way to develop communication skills for thedigital generation. Students still need training in the art and skill of technical writing.Introduction:As we transition from an industrial to digital age, engineering communication must also face thechallenges due to the proliferating use of the internet [1]. The internet provides many types ofcommunication opportunities. Technical communication is evolving because