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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Diversity

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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: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge R. Lara, Texas A&M University; Mark Weichold, Texas A&M University; Patrick Linke, Texas A&M University at Qatar

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First-Year Programs

used.IntroductionThe United Nations Environment Programme Industry and Environment Centre (UNEPIE), inconjunction with the World Federation of Engineering Organizations (WFEO), the WorldBusiness Council for Sustainable Development (WBCSD), and the French Ecole des Ponts, hosteda conference in Paris in 1997 on the topic of 'Engineering Education and Training for SustainableDevelopment' [1]. The findings were that "many practicing engineers currently have no educationin sustainable development. In the future, sustainable development should be included in bothundergraduate and post-graduate courses. Because the transition to sustainable development mustbe made in the next 20 years, major changes will be required in ongoing education" and alsoconcluded that

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

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First-Year Programs

, approaches to learning, interestsor goals. This approach lacks consideration for student motivation, which is an importantelement of student engagement in the first year experience, leading to the development of a senseof belonging and persistence in the engineering program [1] - [3]. Self-determination theory(SDT) approaches motivation from the perspective of three psychological needs: autonomy,competence, and relatedness [4]. Competence is portrayed as feelings of mastery that allowindividuals to complete tasks, relatedness concerns our desire to feel connected to others inmeaningful ways, and autonomy refers to an individual's ability to control experiences in theirlife [5]. In educational contexts, autonomy support involves a cluster of

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua L. Hertz, Northeastern University; Richard Whalen, Northeastern University; Constantine Mukasa, Northeastern University; John Sangster P.E., Northeastern University

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First-Year Programs

, rank, research or teaching focus,and attitude and influencing tactics [1]–[4]. A few studies seek to explore nuance with longlists of questions about faculty behavior, looking to correlate specific actions with SET [5].Ultimately, meta-studies are employed, such as the oft-cited article by Pounder whichsystematically assesses the various forms of bias in SET and espouses a move towardcapturing the “richness and diversity of what happens in a typical classroom” a concept notencompassed by SET [6].An often examined question is whether time of day impacts the teaching evaluation, andmany studies have looked at various aspects of this question. A number of studies thatlooked at time of day found it to not be significant, instead finding that other

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

before postdoctoral studies at City College of New York. He is currently an associate professor at Montana State University.Dr. Carrie B Myers, Montana State University Dr. Carrie B. Myers is a professor in Adult and Higher Education graduate program at Montana State University in Bozeman, Montana. Her research areas include (1) socialization experiences of undergrad- uate and graduate students in STEM, with a special interest in underrepresented groups; (2) institutional factors and faculty practices that enhance students’ learning and socialization experiences; and (3) the P20 context and how it increases students’ higher education outcomes. American c

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

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First-Year Programs

arecommonly considered successful. A large number of studies in education research haveaddressed the attrition phenomena and the factors affecting graduation rates. Representativeexamples include the works by Spady [1], Tinto [2], and Bean [3], that established a baseknowledge on the reasons why students leave and became seminal works for dozens ofsubsequent publications on the subject. Studies have found that the level of success experiencedby first-year students significantly impacts the rest of their academic life [4].Engineering programs offered at the University of Puerto Rico at Mayaguez (UPRM) College ofEngineering (CoE) are five-year long. Longitudinal data obtained for over one decade denotes asustained high retention rate for first-year

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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Diversity

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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: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico; Yan Chen, University of New Mexico; Chen Qiu, University of New Mexico; Jordan Orion James, University of New Mexico

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First-Year Programs

selected as a National Academy of Education / Spencer Postdoctoral 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 fo- cused 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. Pil Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His academic interests include change management, change model validation, and mindset evolution. He may

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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Diversity

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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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Diversity

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First-Year Programs

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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Diversity

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First-Year Programs

, 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: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cara Mawson, Rowan University; Cheryl A. Bodnar, Rowan University; Scott Duplicate Streiner, Rowan University

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First-Year Programs

Mastery Learning Experiences and Academic MotivationIntroduction The National Academy of Engineers present the advancement of personalized learning asone of fourteen grand engineering challenges. Personalized learning has the potential to optimizethe learning process by taking into account the unique learning fingerprint of each student. Everystudent will bring to a class different cultural outlooks, levels of motivation, interests in thematerial, and preferences for learning[1]. When students are properly supported, a greater degreeof learning can occur both within the classroom and during independent practice[1,2]. Onepromising method of personalized learning is mastery learning, a theory described by Dr.Benjamin Bloom

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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First-Year Programs

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: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

differences in course grades and students’ self-reported use of metacognitive strategiesbetween SI and no-SI groups. Our analyses highlighted a statistically significant difference incourse GPA and QDFW rates for SI attendees (students who attended 2 or more sessions) vs.non-SI attendees (students who attended 0 or 1 session). The difference was even morepronounced when breaking the groups down by SAT score categories, with the SI groupoutperforming their counterparts in all categories. When polling students on aspects ofmetacognition, we discovered that both SI and no SI groups had similar rates of awareness anduse of “knowledge of cognition” strategies, yet SI groups had higher rates of awareness and useof “regulation of cognition” strategies. Thus

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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Diversity

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First-Year Programs

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: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catalina Cortazar, P. Univ. Católica de Chile

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First-Year Programs

article focuses on the continuous improvements made to a cornerstone course. Theseimprovements are related to how to determine work topic, team composition, and teamassessment methods for each semester.Cornerstone courses are engineering design courses that provide first-year students with an earlyintroduction to competences for solving real-world problems [1]. This type of course is usuallytaught using project-based learning (PBL) methodology, which introduces students at earlystages to ill-structured problems. PBL methodology has proven to have several benefits forstudents by enabling them to generate original opinions and express individual standpoints,improve their active participation in self-learning processes, enhance communication skills

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J.w. Bruce, Tennessee Technological University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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First-Year Programs

a greater percentage than working engineers.As to persistence in engineering, a number of studies [1], [2], [4], [5], [14] found that students’abilities, perception of abilities, especially in mathematics play a big part. Another largecontributing factor to persistence is student aspirations and how well the discipline – or moreaccurately, their perception of the discipline – lines up with their career aspirations and personalinterest. To improve retention, engineering programs need to ensure that students recognize howtheir career aspirations and personal interests align with their chosen field early in their studies.Toward this end, an accurate picture of student interest is needed.Study PopulationThe authors teach an introductory course

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary E. Goodwin, University of South Florida

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First-Year Programs

entering collegethat affected their high school academic performance. The theory and research are reviewed,along with the implication of finding so many students with depressive symptoms foradministrators, faculty, and advisors working with this cohort of students.IntroductionHigh school performance and standardized test scores have been shown to be strong predictors ofretention and strong academic performance, but they do not fully explain the variance instudents’ success rate. Research has shown there are many factors affecting academicachievement including emotional and behavioral variables [1], [2], [3]. One of these variables isdepression. In the past 20 years, the American College Health Association has continued toreport depression as one

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mayari I. Serrano, Purdue University, West Lafayette; Suzanne Zurn-Birkhimer, Purdue University, West Lafayette

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Diversity

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First-Year Programs

positively affectedparticipants’ spatial reasoning and, if so, which origami/CAD combination resulted in a greaterimprovement in skills. The Purdue Spatial Visualization Tests (PSVT) were used to assess spatialaptitude. This study examined the change in PSVT scores before, during, and after completion ofthe workshop modules. These scores were also evaluated in the context of the participants’ countryof origin, prior origami and/or CAD experience, as well as whether participants’ parents orguardians are engineers.Introduction and Related WorkThe mental steps for representing, analyzing, and outlining inferences from spatial relations arecalled spatial reasoning 1 . Previous research shows that well-developed spatial skills have asignificant

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda Christine Bordelon, Utah Valley University; Susan L. Thackeray , Utah Valley University; Sean S. Tolman, Utah Valley University; Jane M. Loftus, Utah Valley University

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First-Year Programs

truss, testing waterquality, performing a traffic study, and attending a public planning commission meeting instead of usingArduinos. The students were often registered for the version that matched their schedule rather thanbased on the version that matched their discipline of interest, so all three sections in both semesters had adistribution of the student’s preferred programs.The survey results after 1 semester of each delivery method (114 students completing the survey fromboth semesters) did not show any statistical difference between the discipline-specific and the generalizedversion of the course. The survey regardless of which approach was delivered did verify that 65% of thestudents felt it was engaging, 72% said it increased their

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University; Ryan Munden, Fairfield University

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First-Year Programs

preparing technical reports and PowerPoint andposter oral presentations. On the last day of the program, students presented their group projects.We report on a 9-year exercise conducted using the WOW project including detailed studentfeedback from the most recent year. 1. IntroductionEngineering design is defined as the communication of a set of rational decisions obtained withcreative problem solving for achieving certain stated objectives within prescribed constraints [1].The role of design in an engineering curriculum is a key factor contributing to its success [1]. 1Engineering design projects provide students with a broad view related to the material presentedin lectures. Through project-based

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Woo J. Kim, Miami University; Brielle Nikole Johnson, Miami University; Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University

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First-Year Programs

correlated with amotivation. However, amotivation was buffered by the intervention condition; students in the intervention condition did not have their performance affected by their amotivation. Students in the control condition still did. This work is supported by NSF grant 1540627.IntroductionThe demand for engineers in the market is increasing as technology continues to increase incomplexity. However, college students in engineering fields often experience decreases inmotivation due to loss of interest and reduced competence beliefs [1, 2], which leads to thereduced retention in an engineering major and career [3].Motivation is an important component in predicting a variety of academic outcomes such asperformance

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Ludvik Alkhoury, New Jersey Institute of Technology; Nicole Bosca

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First-Year Programs

engineering and introduces some tools used for the design and implementation of devices and systems.Nicole Bosca American c Society for Engineering Education, 2020 Work-in-Progress – Integration of Voice Technology into First-Year Engineering CurriculumIntroductionThis is a work-in-progress paper. Voice technology is a growing field and is becoming moreprominent in our day-to-day lives. National Public Research, in a study conducted in early 2020,found that an estimated 60 million people (24% of total U.S. adult population) own a voice-enabled smart speaker [1]. The number of smart speakers in the U.S. household has grown by anastounding 135% in last

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines

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First-Year Programs

transferringregulation of behavior from outside to inside the individual is called internalization; hence whenindividuals are self-determined, the reasons to engage in this behavior are fully internalized [1].So, it is not just about the individual on his or her own, but how the individual interacts with thesocial context. In the absence of adequate support, intrinsic motivation is undermined thusdiminishes sense of self [2]. In this case, we are interested in investigating team dynamics in theclassroom as the social context.At this time, this study consists of a pilot project conducted in a semester-long first yearengineering design course. The authors evaluated motivation in teams, for which “Psych Safe”modules were used in the classroom to support team

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University, West Lafayette; Rui Wang, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Gaurav Nanda, Purdue University, West Lafayette

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First-Year Programs

commentsAbstractDe-identifying qualitative datasets is time-consuming and expensive but is a critical step inprotecting the confidentiality of study participants. Peer-to-peer comments are an importantsupplement to peer evaluation ratings in team-based learning courses. Those comments comprisevaluable research data for educational study to investigate but they usually contain identifiableinformation, such as names. In this work in progress, we study and propose a pipeline tool toidentify all names appearing in CATME team peer evaluation comments and replacing thosenames with pseudonyms such as Rater 1 and Rater 2. We explored several natural languageprocessing techniques empowered by machine learning methods and then optimized to the finalalgorithm. At its

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

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Diversity

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First-Year Programs

within teams, and to develop empathy towardstheir clients.Structure of Communication in Design Thinking CourseOur course designer completed the Center for Teaching and Learning Course Design Institute 1.0during summer 2019. Through this institute, the castletop method is utilized to develop thecourse and ensure that LOs are closely tied to course activities and assessments.The ENGR 180 LOs that a student must be able to meet after successful completion of the coursewere: 1. Analyze a communication situation to determine the audience and their information needs 2. Identify the appropriate rhetorical approach to use (or that is in use) in that situation 3. Apply the design process to generate a solution that addresses an identified user

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony T. Cahill, Texas A&M University; Andrea M. Ogilvie P.E., Texas A&M University; Mark Weichold, Texas A&M University

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First-Year Programs

Partnering with PhysicsAbstractThis work-in-progress paper will describe an effort at curriculum reform for the first yearengineering program at Texas A&M University. A variety of motivations for, and challengesencountered in this effort are discussed, which highlight how educational change often takesplace in tension between educational theory and institutional constraints. Preliminary discussionof results and future plans for assessment are discussed.IntroductionRetention of engineering students continues to be a concern nationally [1]. There are perhapsadditional pressures for improvement in retention at large state institutions, where legislatureskeenly watch metrics such as retention, and where the institutions have a mission to serve

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University, West Lafayette; Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

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First-Year Programs

science con- cepts by creating innovative instructional resources and conducting interdisciplinary quasi-experimental research studies in and out of classroom environments. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by the American Society for Engineering Education. Dr. Menekse also received three Seed-for-Success Awards (in 2017, 2018, and 2019) from Purdue University’s Excellence in Re- search Awards programs in recognition of obtaining three external grants of $1 million or more during each year. His research has been generously funded by grants from the Institute of Education Sciences (IES), Purdue Research Foundation (PRF), and National Science Foundation (NSF

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M. Blum, Syracuse University

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First-Year Programs

question portion, indicating that they comprehendedthe IBL lessons. Initial exam comparisons indicated that the IBL approaches support increasedstudent learning of the conceptual aspects of technical concepts.IntroductionMany educational experts recommend that a fundamental paradigm shift needs to occur inengineering education [1]. Both students and teachers need to acquire and implement pedagogicalskills that currently are not prevalently found in college teaching of engineering. This work aimsto address the following problems; first, the majority of university engineering classes are stilltaught in an archaic presentation lecture style [2]. Second, most students are unaware of thebenefits of inductive learning and think that they prefer