Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Dawn Laux, Purdue Polytechnic Institute; Tejasvi Parupudi, Purdue University; Asefeh Kardgar, Purdue Polytechnic Institute, West Lafayette; Sarah Knapp, Purdue University

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First-Year Programs

from manyperspectives.1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 Honey, Pearson, & Schweingruber11 summarized much of thecurrent integration research and put forth concrete principles of effective integration. Their reportalso acknowledged the risks and challenges of implementing integrated pedagogy. Others’reports on integration cover various program designs and strategies, and have outlined specificways of assessing such programs. Kellam et al.8 described a curricular integration among design,engineering, and social sciences threaded through 4 years of their engineering program, notingthat the goal was for disciplines to integrate “at both a content level (integration of content acrosscourses) and a meta-level (integration of meta-learning and

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

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First-Year Programs

). She particularly enjoys coaching students through the difficult rhetorical situations of open-ended design projects. c American Society for Engineering Education, 2017Assessment of Peer Mentoring of Teams in a First Year Design-Build-Test-Communicate ClassAbstractPeer mentoring has been associated with beneficial outcomes in higher education, from increasedretention of minority students[1] and women[2] to learning gains for both mentors and mentees[3].Most of the peer mentoring relationships investigated in the literature are of mentors not tied to aspecific course [e.g.,2]. This paper reports on how one section of a first year, intensive, project-based learning class uses peer mentors to guide student teams

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenell Wilmot, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

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First-Year Programs

school to college, and to assist with difficult coursework.Some institutions have implemented the SI program for freshman level engineering coursework[1-10]. Most studies have looked at the correlation between SI attendance and studentperformance in the course offering the SI program. There is only limited literature on the effectof SI on the transferability of the skills gained to upper level engineering coursework. Analysisof SI attendance and grade performance has shown that SI attendance may have a relationship to    improved persistence in the degree program with fewer leaving the degree [4, 10] andcompleting more credits in their first year

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenell Wilmot, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

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First-Year Programs

semester enrollment issmaller and mainly populated by transfer students or those who did not successfully complete thecourse in the fall. This paper will investigate the differences in academic performance betweenthose attending SI or not, and explore the differences in SI usage and academic performancebetween students enrolled in fall and spring semesters.I. Review of LiteratureCurrent studies of SI in engineering courses show that students attending SI sessions perform    better on exams and SI attendance was positively correlated with final course grades [1]-[8]. SIattendance improves persistence in the degree program with fewer leaving the degree [3] andstudents attending SI complete more

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

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Diversity

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First-Year Programs

Postdoctoral Fellow. Dr. Svihla studies learning in authentic, real world conditions; this includes a two- strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Jamie R. Gomez, University of New Mexico Jamie Gomez, Ph.D., is a Lecturer Title III in the department of Chemical & Biological Engineering (CBE) at the University of New Mexico. She is a co- Principal Investigator for the National Science Foundation (NSF) funded Professional Formation of Engineers: Research Initiation in Engineering

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

students’ familiarity with the Grand Challenges, GCSPrequirements, and opportunities at ASU to complete GCSP requirements, as well as theirconfidence in their interests, future completion of the program, and having a plan to complete theprogram. Results indicate that this course is successful at meetings its goals of increasingstudents’ familiarity with the Grand Challenges and the GCSP, and at helping them to identifytheir interests and become confident that they have a plan for completing the GCSP.IntroductionPreparing students to be globally competent engineers is an important task that many universitieshave taken on in recent years, many in the context of the National Academy of Engineering(NAE) Grand Challenge Scholars Program (GCSP) [1

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma Tevaarwerk DeCosta, Northwestern University; J. Alex Birdwell, Northwestern University; Ken Gentry, Northwestern University; Richard Wayne Freeman P.E., Northwestern University; Alan R. Wolff, Northwestern University

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First-Year Programs

-year students will generally combine math, basic science, engineering analysis, design &communication, and electives to round out their courses. The scheduling concept is calledEngineering First, and is designed to prepare students to take courses in their major beginningfall quarter sophomore year. A typical schedule is shown below in Table 1, and consists ofengineering analysis, freshmen design and communication, math, and science or elective coursesover three quarters. The number of incoming AP or IB credits a student might have coulddiminish their initial load significantly, particularly as it relates to math and basic sciencerequirements the first year. Fall Winter Spring

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

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First-Year Programs

design through the first year has remainedconstant.Description of the new programThe College of Engineering formed a taskforce in 2015 to identify areas of emphasis in the first-year engineering program to ensure the undergraduate students were receiving an education toprepare them to become engineers in modern-day society. Table 1 outlines the results of thistaskforce, and the areas of emphasis were used as a basis for the changes implemented in a newversion of ENGR 101, piloted in three sections during fall term of 2016 in which there were 110students.Table 1: First-year engineering laboratory course sequence areas of emphasis. Technical communication, organization and presentation

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohammad Usama Zahid, University of Illinois, Urbana-Champaign; Evin Scott Groundwater, University of Illinois, Urbana-Champaign; Yanfen Li, University of Illinois, Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign; Dallas R Trinkle, University of Illinois, Urbana-Champaign; Kelly Ritter, University of Illinois Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

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First-Year Programs

widely recognized byeducators and employers as critical for undergraduates [1] and are evaluated under ABETstudent outcome g “an ability to communicate effectively” [2]. Even with this focused directive,engineering students’ lack of sufficient technical writing skills remains a problem nationally [3].To complicate the problem, we find that students undervalue the importance of writing skills.Undergraduate engineering students, especially early in their college years, often do notrecognize that their careers will require extensive writing. Many students have an aversion towriting, some even citing a perceived inability to write as a motivation to study engineering orbelieving themselves to be poor writers or communications based on the myth that

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily A. Bovee, Michigan State University; Daina Briedis, Michigan State University; S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

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Diversity

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First-Year Programs

describe our investigation ofbelonging as a factor that might underlie issues in retention and will consider the role of supportprogramming in the formation of students’ sense of belonging during the first year of college.In the current study, we administered an online survey to first-year engineering students at twotime points: (1) the week before they began college, and (2) March of their first year. In additionto more traditional programmatic assessments, our dataset includes a number of motivational andbehavioral indicators. We assessed motivational dimensions such as goals, perceived costs ofstudying engineering, and mindset. Students also provided information about their use of campusresources, such as tutoring and peer mentoring, and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

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Diversity

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First-Year Programs

new modules we plan to develop shown in Figure 1. Therefore, it emerged as the mostappropriate model to use and became our primary framework.Multicultural awareness focuses on an individual’s understanding of their own social identities incomparison with the identities of members from other groups (Pope, Reynolds, & Mueller,2004). The competency of awareness encourages students to engage in critical reflection abouttheir own underlying assumptions to ensure that individuals with differing cultural perspectivesare not invalidated. Multicultural knowledge focuses on the pursuit of cultural knowledge andthe comprehension of new and or existing theories regarding race, class, and gender (Pope,Reynolds, & Mueller, 2004). This competency

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Tricia Serviss, Santa Clara University

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Diversity

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First-Year Programs

common to all university students. Technicalcommunication is one of the most relevant and utilized across disciplines. Technical andprofessional communication genres and strategies are defined by their context and purpose in theworkplace (Hart-Davidson, 2001). Engineering students who understand how technicalcommunication works and deploy its strategies typically add three kinds of value to a technicalproject by effectively 1) designing documents that convey information in usable forms, 2)working with and refining collaborative practices to maximize collaborative output, and 3)recognizing patterns and structures across specific problems or projects as well as providingstrategic thinking that can productively impact large systems and data sets

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Jaqi C. McNeil, University of Louisville

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First-Year Programs

semesters) of anengineering degree program. Engineering is a complex degree program because many studentshave to start preparing for this degree while in high school by building up their mathematics andscience knowledge. For engineering students to start an engineering degree program, they startwith calculus, and are considered behind schedule starting with a lower level mathematicscourse. Although high school students may start planning for an engineering degree programduring their freshman to senior years, many students do not know what the different disciplinesof engineering are and what they do. In Changing the Conversation 1, they show that many highschool students do not have a realistic comprehension of the practice of engineering

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

. c American Society for Engineering Education, 2017Work In Progress: The Design of a First-Year Engineering Programming CourseAbstractThis work in progress study concerns the design and implementation of a first-year programming coursefor engineering students at a large public university in the Mid-Atlantic United States. Mid-AtlanticUniversity (MAU) accepts approximately 800 first-year engineering students annually, and has anenrollment of approximately 1200 students in its fall and spring Introductory Programming Class (IPC),taught in MATLAB. The IPC is currently under redesign through the process of Backward Design[1].The research around this redesign attempts to answer the following question: How can theimplementation of non-traditional

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

in engineering forunderprepared students, this goal is intricately connected with the goal of increasing retention forunderrepresented students. Of all students who matriculated with an engineering interest at theThayer School of Engineering at Dartmouth College over a 4-year period, 27% are minoritystudents. A significant proportion (39%) of these students were underprepared in mathematics(defined by the level of introductory mathematics course in which they placed), compared toonly 21% of non-minority students. As we will show below, engineering dropout rates aresignificantly higher for students who are underprepared in mathematics, and we indeed see theeffects of being underprepared for our underrepresented student groups in Table 1

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

devolveinto solutions that students think are the best from their perspective alone rather than consideringthe needs and motivations of others5. In order to teach the entrepreneurial mindset, customersmust be integrated, in some way, into the class. However, the way in which customers areintegrated into projects varies widely in literature. There are three main approaches which havebeen identified as viable ways of incorporating customers into a project: 1) creating a fictionalsetting with fictional stakeholders5,6, 2) incorporating a real-world setting, but without directinteraction with real clients (ex. designing something for a third world population)7,8, 3)designing a product for a real client9-11. There are also other projects that involve

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

-calculus level.Survey ToolsPre-surveys and post-surveys were designed to gauge the effects on the activity on studentattitude. The surveys contained a set of matched questions, as listed in Table 1. Each survey alsogathered additional data. On both surveys, the 5-point Likert scale was defined as 5=stronglyagree, 4=agree, 3=neutral, 2=disagree, and 1=strongly disagree, while the 3-pt Likert scale wasdefined as 3=increased, 2=neutral, and 1=decreased. The pre-survey was administered before theactivity began and the post-survey was administered on the last day of the activity. Table 1: Matched attitudinal questions on the pre-survey and post-survey. Question Type

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah Corinne Rowlinson, University of Florida; Elizabeth Anne Stephan, Clemson University; Jonathan R. A. Maier, Clemson University

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Diversity

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First-Year Programs

workforce.Science and Mathematics (GSSM) to 1) cultivate and maintain in-state engineering talent, 2)attract more women and minorities into engineering, especially from under-resourced schooldistricts, and 3) keep gifted students challenged while developing collegiate study skills.Beginning in their sophomore year, motivated high school students enroll in an integrated set ofcourses in mathematics, engineering, English, and science. The engineering courses are taughtremotely by the General Engineering faculty from Clemson University. Upon completion of theprogram and graduation from high school, students earn college credit hours that, upon acceptance,can be applied to an engineering degree at three universities in South Carolina, including Clemson,the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University

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First-Year Programs

family obligations outside of the university, all of whom CampbellUniversity wishes to serve.Therefore, after the two first-year LWTL courses, the Campbell University engineering facultyselected six additional courses, mandatory for all students in all concentrations, to serve as theflagship experiential learning spine of the overall curriculum. Students pursuing courseworkaccording to the recommended course schedule will have exactly one LWTL or LWTL-likecourse in most semesters. The additional courses selected are Materials Science & Processing,Statics & Mechanics, Circuits, Fluid Mechanics, and Senior Design 1 and 2. CampbellUniversity faculty are currently preparing course curricula for Materials Science & Processing,Statics &

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Arthur L. Chlebowski, University of Southern Indiana; David J. Ellert PE, University of Southern Indiana

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First-Year Programs

within a freshmanengineering design course in which students are asked to conceive, design,implement and operate a Six-Section Rube Goldberg machine. Often in the firstyear of an engineering curriculum there is a project based class designed tointroduce students to, motivate students about, and retain students within theengineering discipline. They also begin to instill skills such as: 1. Team Work 2. Systems Engineering through Experimentation, Testing, and CAD & physical Modeling 3. Written Communication 4. Oral Communication 5. Time Management 6. Team ManagementAt this institution, project based classes allow students to develop these skills andexpressly enforces two avenues of technical communication: between and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky

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First-Year Programs

dynamic view of how aFYE team changes in response to overarching course structures.Current Results and Discussion Student perceptions from feedback The student feedback (N=893 complete) consisted of traditional surveys of satisfactionwith the course, teacher competency, and chances for open response. So far, with N=80 of theessay responses fully coded and a preliminary coding structure for the others in development, thefollowing themes emerged: 1. Students are hyper-aware of circumstances of the class. Students had an implicit and explicit awareness of the course’s effect on the college and the greater context at the university itself. While no students indicated (so far in the analysis) the new program

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Chiki, Ohio University; Braden Vale Jay Robinson, Ohio University

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First-Year Programs

College of Engineering and Technology for the Spring Semester 2017. c American Society for Engineering Education, 2017 Work in Progress: The Impact of a Self-Guided Assessment Tool on Success and Retention of At-Risk StudentsAbstractThis work-in-progress paper will describe an online self-guided goal-setting tool designed tohelp students retaking courses without a significant increase in advisor workload. The aim is toreduce the number of students requiring a third attempt of a course, thereby decreasing time tograduation and increasing retention, as emerging research on the “murky middle” has shown thatattrition is driven by the number of failed courses rather than overall decline in GPA [1

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Khushikumari Patel, Clemson University; Claire L. A. Dancz, Clemson University; Eliza Gallagher, Clemson University; Charity Watson

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First-Year Programs

have a face-to-facecomponent as well as an online self-paced component using ALEKS R (Assessment and LEarningin Knowledge Spaces).Self-paced component: ALEKS RALEKS R is an online assessment and learning system that individualizes learning paths usinga proprietary web of conditional probabilities for topic acquisition 1 . ALEKS R includes contentinformation, practice problems, and integrated learning resources 1 . Each student takes an InitialKnowledge Check (IKC) in order for ALEKS R to determine what the student already knows andwhere to start the student’s individual path.ALEKS R can be configured in many ways to meet an institution’s specific instructional designneeds. At Clemson University the course content, ranging from adding fractions

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Cory Brozina, Youngstown State University

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First-Year Programs

regarding their intended major.The study was conducted at a medium sized, Midwestern, public institution and compares twocohorts of students that experienced two different approaches to exploring engineering majorselection, one starting in Fall of 2013 compared to the group stating in the Fall 2014. Theoriginal course, Fall 2013, involved a large lecture class with 200+ students, one instructor, andguest instructors from each department that lectured for 2 – 50 minute class periods on theirdiscipline of engineering. The course was revised for Fall 2014 and involved 10 sections of 20-25 students that completed a hands on activity each week, 1 – 50 minute class period, related toeach engineering discipline. Students rotated each week to a new

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech, Department of Engineering Education; Diana Bairaktarova, Virginia Tech

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Diversity

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First-Year Programs

improve three-dimensional visualization skills” [1]. The professor’sinnovative instruction included creative ways of learning which targeted students’ spatialreasoning skills. Through the semester, students practiced freehand sketching, learned ComputerAided Design (CAD), designed for additive manufacture, and created 3D printed tangibleobjects. The instructor consistently encouraged the students to freehand sketch objects, as a wayto enhance their ability to see the physical environment and improve their spatial visualizationskills. The instructor employed various exercises throughout the semester to challenge thestudents to think creatively to let their artistic talent shine as well as aiming to instill confidencein their freehand sketching

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Mark T. Holtzapple, Texas A&M University; Bonnie J. Dunbar Ph.D., Texas A&M University

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First-Year Programs

, the FC curriculumincluded the following four themes: integrated curriculum, active/cooperative learning,technology-enabled learning, and continuous improvement (Morgan & Bolton, 1998; Froyd &Ohland, 2005).Integrated curriculum. The FC curriculum is designed to integrate with both the freshman andupperclassman years. To support the freshman year, the curriculum reinforces physics,chemistry, and mathematics. To support the upperclassman years, the curriculum includesfoundational topics, such as thermodynamics, rate processes (e.g., fluids, heat transfer, andelectricity), and “engineering accounting,” which is discussed later. A detailed description of thetwo engineering foundational course content is provided in Table 1.Active

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida

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Diversity

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First-Year Programs

either the summer orfall semester. In this college, the high school grade point average (HSGPA) was determined to bethe best predictor of graduating within six years. The HSGPA is a weighted GPA determined bythe admissions office. It uses a scale that ranges from zero to five and it gives extra quality pointsfor students who take advanced level coursework (see Table 1). For a reference point, theaverage HSGPA of students who had graduated from engineering was 3.81.Table 1. Number of Quality Points Added to HSGPA for Advanced-Level Courses Course Type Quality Point Advanced Placement 1.0 International Baccalaureate 1.0 Dual Enrollment 1.0 AICE 1.0 Honors

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paa Kwasi Adusei, University of Cincinnati; Nora Honken, University of Cincinnati; Patricia A. Ralston, University of Louisville

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First-Year Programs

liberty to check as many as applied to them. Table 1shows the available reasons and the relationship of this reason to the Social Cognitive Theory orthe Expectancy-Value Theory. Table 1. Available Reasons for Majoring in Engineering and Relationship to Framing TheoriesReasons Social Cognitive Theory Expectancy-Value theoryParent(s) recommended it Social SupportOthers (teachers, friends etc.) Social Supportrecommended itHeard engineering provides Outcome Expectation Valuegood job opportunitiesKnow an engineer Social SupportResearched what engineers do Intrinsic Interest Valueand think I'd like doing thatGood at Math and Science

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Candace Auburn Rainwater, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Adrienne Gaines, University of Arkansas

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First-Year Programs

Questions 1. Does the way a student places into Calculus I make it more or less likely that they will pass Calculus I? 2. Does the way a student places into Calculus I affect their likelihood of earning a specific letter grade in Calculus I? 3. Does the way a student places into Calculus I make it more or less likely that they will pass Calculus II? 4. Does the way a student places into Calculus I affect their likelihood of earning a specific letter grade in Calculus II?Background of the University of ArkansasIn Fall 2015, the institution studied was a land grant, public, university serving 26,754undergraduate and graduate students, 57% of which came from within the state. Minimumadmission requirements for new freshman

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

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this study, and provide a detaileddescription of the instrument development and validation component of the study.Theoretical FrameworkWe developed this instrument based on a theoretical framework developed during an earlier partof this study. We conducted phenomenographic interviews with 33 first-year engineeringstudents, and analyzed these interviews to develop an outcome space11 consisting of fivecategories of description12 of ways that these students experienced the transition from pre-collegeengineering programs and activities to their first-year introduction to engineering courses. Inorder of increasing integration in their first-year engineering course, as shown in Figure 1, theseways of experiencing the transition were Foreclosure