Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miriam Howland Cummings, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Gregory Edward Simon, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

Tagged Divisions

First-Year Programs

graduationoutcomes, comparing ELC participants and non-participants for each ELC cohort (not just thefirst-year students from Fall 2019), and integrating qualitative data to provide a more complexand nuanced view of the many factors that impact student success and retention in undergraduateengineering programs.AcknowledgmentThis work is supported by NSF S-STEM #1833983.References[1] M. Matthews. “Keeping students in engineering: A research-to-practice brief.” ASEE. https://www.asee.org/retention-project/keeping-students-in-engineering-a-research-guide-to- improving-retention (accessed February 23, 2021).[2] D. Garcia. “One size fits all? One size fits none! A custom computer science education proposal,” presented at the 2nd

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregory Edward Simon, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Miriam Howland Cummings, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

undergraduate and secondary students: STEM focus,” Innovative Higher Education, vol. 29, no. 39, pp. 375-385, doi: 10.1007/s10755-014-9286-3[14] R. J. Rabb, R. W. Welch, W. J. Davis, D. D. Ragan, and J. Geathers, “Small mentoring efforts that make a big difference for retention,” paper presented at the ASEE Annual Conference and Exposition, Tampa, FL, USA, June 2019.[15] N. B. Brown, J. Velarde, and D. J. Mascaro, “Using peer mentoring to enhance student experience and increase retention in mechanical engineering,” paper presented at the ASEE Annual Conference and Exposition, New Orleans, LA, USA, June 2016.[16] C. Kiassat and R. Elkharboutly, “Peer mentoring, learning strategies course, and online math help

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica A. Kuczenski, Santa Clara University; Laura Doyle, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering Department at Santa Clara University. With additional interventions andattention to the goal of creating a welcome and inclusive atmosphere, racial discrimination,sexism and other forms of discrimination can be reduced.References [1] DiClementi, J. D., & Handelsman, M. M. (2005). Empowering students: Class-generated course rules. Teaching of Psychology, 32, 18–21. [2] Hertz, J. L., & Davis, D., & O'Connell, B. P., & Mukasa, C. (2019, June), gruepr: An Open Source Program for Creating Student Project Teams Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32880 [3] Hertz, J. L., & Freeman, S. F. (2020, June), gruepr, an Open Source Tool for Creating

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

AJ Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Nathan D. Manser, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Ken Thiemann, Michigan Technological University

Tagged Divisions

First-Year Programs

Paper ID #34189Engaging Students in Synchronous, Remote, or Hybrid First-YearEngineering CoursesDr. AJ Hamlin, Michigan Technological University AJ Hamlin is a Principal Lecturer in the Department of Engineering Fundamentals at Michigan Tech- nological University, where she teaches first-year engineering courses. Her research interests include engineering ethics, spatial visualization, and educational methods. She is an active member in the Mul- tidisciplinary Engineering and the Engineering Design Graphics Divisions of ASEE. For the Multidisi- plinary Division she has served as the Secretary/Treasurer, Program Chair, and

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, The Ohio State University; Tyler Milburn, The Ohio State University; Brooke Morin, The Ohio State University

Tagged Divisions

First-Year Programs

opportunity to integrate evidence-based education practices into the lab portion of the coursethat aimed to aid in students’ learning of technical writing practices. Table 1 compares Autumn2019’s lab schedule and associated technical writing post-lab assignments with Autumn 2020’slab schedule and associated technical writing post-lab assignments.Table 1: Autumn 2019’s lab & assignment schedule compared to Autumn 2020. Post-labs with technical writingfocus that are part of the complete quantitative analysis for this paper are denoted with blue text. Post-lab Full LabReports used for comparisons through t-tests are denoted with red **. Week Autumn 2019 Autumn 2020 Lab

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ariana Gabrielle Smies, Michigan Technological University; Erin Vandenbusch; Michelle E. Jarvie-Eggart, Michigan Technological University

Tagged Divisions

First-Year Programs

Year. Paper presented at 2012 ASEE Annual Conference, San Antonio, June. Paper ID# 21282[6] Shepard, T. (2013), Implementing First Year Design Projects with the Power of Choice. Paperpresented at 2013 ASEE Annual Conference, Atlanta, Georgia, June. Paper ID# 19722[7] Shepard, T., & Choi, J., & Holmes, T. D., & Carlin, B. W. (2015), The Effect of ProjectConstraints on First Year Microcontroller Projects. Paper presented at 2015 ASEE AnnualConference and Exposition, Seattle, Washington. June. 10.18260/p.24860[8] Dunnigan, K. A., Bringardner J., and G. W. Georgi (2019) “From Pre-Defined to Open-Ended Projects:Evaluating First-Year Ability to Innovate and Problem Solve.” American Society of EngineeringEducation’s Annual Conference

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Alley, Pennsylvania State University; Kaitlyn Pigeon, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

First-Year Programs

revising film series. Using results of customer interviews, surveys ofstudents who have viewed films, and film analytics, we have created four prototypes of the film series since Summerof 2019. After creating a minimum viable prototype of the film series, we tested the series invarious technical courses during the Fall 2019 semester. In these tests, students viewed the filmseries before a class period, responded to oral questions about the content of the film seriesduring the class, and then completed a short survey about the film series at the end of class. Thesurvey focused on biggest surprises of the film series and suggestions for making the film seriesmore effective. As a third means of developing our film series, we tracked the

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

.[6] Meyers, K. and Goodrich, V. (2019) Engineering Major Certainty: A Look at MajorDiscernment Initiatives Pre and Post. American Society for Engineering Education NationalConference, Tampa, FL.[7] Reid, K., Reaping, D., and Spingola, E. (2018) A taxonomy for introduction to engineeringcourses. The International journal of engineering education, ISSN-e 0949-149X, Vol. 34, no. 1,2018, pg. 2-19.[8] M. Jean Mohammadi-Aragh, et al., “Hybrid Engineering Matriculation Model to PromoteInformed Engineering- Major Selection Decisions,” 2015 ASEE Annual Conference &Exposition, Seattle, Washington., 2015, pp. 26.867.1 - 26.867.14[9] C. Brozina and K. Meyers, Engineering Major Discernment: A Model for Informing Studentsand Offering Choice Paper

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashish D. Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Roobini Vijayabalan; Athira Suresh Kumar Nair

Tagged Divisions

First-Year Programs

and Performance in First-Year Engineering CoursesIntroductionThis full evidence-based paper discusses an elaborate analysis conducted to compare studentparticipation and performance in two courses amidst all the changes and adjustments that tookplace due to the COVID-19 pandemic. We look at the impact of sudden interruption and transitionto remote learning in Spring 2020 and at Fall 2020, which was offered in converged (students canchoose to attend class face-to-face or synchronous remotely) and synchronous online mode.Student data from Fall 2019, where the courses were offered in the usual face-to-face setting, iscompared to the two abovementioned semesters. This section provides a brief overview on the twocourses that were analyzed and

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oziel Rios, University of Texas at Dallas; Dani Fadda P.E., University of Texas at Dallas

Tagged Divisions

First-Year Programs

, 2017.[9] Rios, O. and Fadda, D., “Using Computer Simulations in a Freshman Mechanical Engineering Course toMake Informed Design Decisions,” ASEE Annual Conference and Exposition, Tampa, FL, 2019.[10] Rios, O. and Fadda, D., “A Conceptual Design Activity for a First-Year Mechanical Engineering Course,”ASEE Annual Conference and Exposition, Salt Lake City, UT, 2018.[11] Wickert, J. and Lewis, K., An Introduction to Mechanical Engineering, Fourth Edition, CengageLearning, Boston, MA, 2017.[12] Fadda, D., Rios, O. and Vinay, R., “Teaching Modalities During the COVID-19 Pandemic,” ASEE Gulf-Southwest Section Annual Conference, Baylor University, 2021.Appendix AThe tables below show the results to the survey question. Responses were recorded on a 5

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

(if they chose to) during alternatingweeks.Student teams were formed using the CATME [16] software like previous semesters. The onlymodification was that if students notified the instructor in advance that they would join the classvirtually exclusively, they would be teamed up with other entirely virtual students if possible.Teaching materials and assessment in Fall 2020 were largely kept the same as in Fall 2019.Quizzes and exams had to be done online instead of in-person. Project presentations and demoswere switched to Zoom. Rather than students working with their teammates side by side in atraditional lab setting, they were assigned to their team’s Zoom breakout room for discussion andgroupwork. Instructor and teaching assistants

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Divisions

First-Year Programs

engineering undergraduate students," Journal of Engineering Education, vol. 94, no. 2, pp. 215-221, 2005.[14] J.W. Lounsbury, J.J. Levy, S.-H. Park, L.W. Gibson and R. Smith, "An investigation of the construct validity of the personality trait of self-directed learning," Learning and Individual Differences, vol. 19, pp. 411-418, 2009.[15] Cavalli, M.N., A. Grice, “Work in Progress: Openness, Conscientiousness, Self- Direction, and Mindset in First-Year Engineering Students”, ASEE Annual Conference and Exposition, Online, 2020.[16] “International Personality Item Pool.” Accessed on: August 15, 2019. [online]. Available: https://ipip.ori.org/.[17] K. De Castella and D. Byrne, “My intelligence may be more

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; James Coffin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Charles Minor, Clemson University; Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University

Tagged Divisions

First-Year Programs

Research in Undergraduate Mathematics Education, vol. 5, no. 1, pp. 97-128, 2019.[4] N. Klingbeil, and T. Bourne, “The Wright State Model for Engineering Mathematics Education: A Longitudinal Study of Student Perception Data,” Proceedings of the 2014 ASEE Annual Conference and Exposition. Indianapolis, IN: American Society for Engineering Education, 2014.[5] J. Ahmad, J. Appleby, and P. Edwards, “Engineering mathematics should be taught by engineers!” In N. Gordon (Ed.), Proceedings of Undergraduate Mathematics Teaching Conference (pp. 32–40). Birmingham, Alabama: University of Birmingham, 2001.[6] L.L. Long III, L.M Abrams, L. Barclay, and J. Paulson, “Emulating the Wright State Model for

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University-Daytona Beach; Angela Thompson P.E., University of Louisville; Matthew A. Verleger, Embry-Riddle Aeronautical University-Daytona Beach; Farshid Marbouti, San Jose State University; Nishith Shah; Pujan Thaker, Embry-Riddle Aeronautical University-Daytona Beach

Tagged Divisions

First-Year Programs

, "Impact of a modeling intervention in an introductory programming course," presented at the 2019 ASEE Annual Conference & Exposition Tampa, Florida, 2019. [Online]. Available: https://peer.asee.org/32918.14. K. J. Rodgers, M. A. Verleger, and F. Marbouti. " Comparing Students’ Solutions to an Open-ended Problem in an Introductory Programming Course with and without Explicit Modeling Interventions. " In American Society for Engineering Education (ASEE) 127th Annual Conference and Exposition. 2020.15. J. P. A. Omer Farook, A. Kulatunga, A. Ahmed P.E., W. Yu, Y. Lee, H. A. Alibrahim, "Freshman experience course in electrical and computer engineering technology emphasizing computation, simulation, mathematical modeling

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas

Tagged Divisions

First-Year Programs

virtually or in the lab andmore work is needed for future publications on the tradeoffs between virtual and in-person versionsof these simulations. However, the return to the lab is highly desired for the physical activities thatcould not be done at home.References[1] O. Rios and D. Fadda, 2017, “A Mechanical Engineering Freshman Course Implementing Four Design Activities,” Proceedings of the ASME International Mechanical Engineering Congress & Exposition, IMECE17, November 5-8, Tampa, Florida, USA[2] O. Rios and D. Fadda, 2019, "Using Computer Simulations in a Freshman Mechanical Engineering Course to Make Informed Design Decisions," 126th ASEE Annual Conference and Exposition, June 15 - 19, 2019, Tampa, Florida, USA[3] D

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Morin, Ohio State University; Krista M. Kecskemety, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

have been shown to have similar efficacy inimproving programming skills as writing the programs themselves [11], [12].Parsons Problems have been implemented into a first-year engineering course that teachesintroductory computer programming through MATLAB and C/++. The problems, firstimplemented in Autumn 2019, were designed to be completed in person in the classroom. Thestudents were provided slips of paper and asked to rearrange them into the correct order.Previous student feedback provided some areas of improvement for the next iteration includinglooking at the length and difficulty of the problems [13]. This process is described in thefollowing section, Background.While these challenges were being addressed, an additional challenge

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

New Hampshire in 2018.Dr. Sudarshan T. Kurwadkar, California State University, Fullerton Dr. Sudarshan Kurwadkar is a Professor in the Civil and Environmental Engineering Department at California State University, Fullerton. He is a licensed Professional Engineer and a Board-Certified En- vironmental Engineer. During his academic career, he has received numerous awards, scholarships, and fellowships. He won the Teaching Excellence Award, 2018 Excellence in Scholarly and Creative Activ- ities Award, Faculty Advisor of Distinction 2020, 2019 ASCE Outstanding Faculty Advisor in the State of California, and 2020 L. Donald Shield Award for Excellence in Scholarly and Creative Activities. He was awarded numerous summer

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, “Assessing fundamental introductory computing knowledge in a language independent manner,” Ph.D. dissertation, Georgia Institute of Technology, 2010.[11] M. C. Parker, M. Guzdial, and S. Engleman, “Replication, validation, and use of a language independence cs1 knowledge assessment,” in ICER ’16 Proceedings of the 2016 ACM Conference on International Computing Education. ACM, 2016, pp. 93–101.[12] A. E. Barach, C. Jenkins, S. S. Gunawardena, and K. M. Kecskemety, “MCS1: A matlab programming concept inventory for assessing first-year engineering courses,” in 2020 ASEE Virtual Annual Conference Content Access. Virtual On line: ASEE Conferences, June 2020, https://peer.asee.org/34958.[13] “2019 college of engineering annual

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

-intensive state university in the US. The course, Introduction toEngineering, is a 2-credit hour, 14-week course taken in the first (fall) semester by all incomingengineering students across all majors. The course is taught in two identical, large-enrollmentsections of ca. 350 students per section. For the face-to-face (F2F) version of the course, whichhas been offered in a consistent format from 2016-2019, each section met twice weekly for 60minutes of lecture and active learning exercises in a large auditorium. In Fall 2020, due to theCOVID-19 pandemic, the course was offered in an entirely online format that will be describedin more detail in a later section. For both F2F and online versions, the course was co-taught bytwo faculty instructors

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

Tagged Divisions

First-Year Programs

Library Association (JMLA) and is a Senior member of MLA’s Academy of Health Information Professionals (AHIP). His research interests include information seeking behaviors and data practices of STEM researchers and improving information literacy instruction for students in the sciences; he has published on these topics in journals such as College & Research Libraries, portal: Libraries and the academy,The Journal of Academic Librarianship, and theJournal of the Medical Library Association. His work in these areas has been recognized by the ALA Library Instruction Round Table with ”Top Twenty” awards in 2018 and 2019.Dr. Joshua Daniel Borycz, Vanderbilt University At Vanderbilt University I help graduate and

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo

Tagged Divisions

First-Year Programs

the course progresses.” We modified this from our previous prompt in Fall 2019: “Dosome initial research: use whatever sources that you would generally use to start exploring atopic. Find at least 3 of these sources.” We modified the prompt to reduce the potential impact ofstudents’ perceptions of the instructor’s expectations on this assessment for learning and avoidprompting students to select specific search methods or kinds of sources.The first prompt to find three sources enabled us to ask, “What kinds of sources did the studentsselect on their own?” We elected not to measure whether students selected paper vs. internetsources, since the pandemic made it difficult for students to access libraries. We sorted thestudents’ sources into the

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aamir Fidai, Texas A&M University; Samiha Momin; Asma Salim Maredia, Texas A&M University; Insha Ashirali Umatiya

Tagged Divisions

First-Year Programs

) design and b) control dimensions of first-year engineering education References[1] R. M. Marra, B. Palmer and T. A. Litzinger, "The effects of a first‐year engineering design course on student intellectual development as measured by the Perry scheme," J Eng Educ, vol. 89, (1), pp. 39-45, 2000.[2] F. Ö Karataş, G. M. Bodner and S. Unal, "First-year engineering students' views of the nature of engineering: implications for engineering programmes," European Journal of Engineering Education, vol. 41, (1), pp. 1-22, 2016.[3] M. J. A. Brey, M. D. Mizzy and R. Goldberg, "A maker-in-residence program to build a community of makers," in ASEE Annual Conference & Exposition, 2017.[4] *E

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; Tom Tretter, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville

Tagged Divisions

First-Year Programs

; Ralston, P. (2016, July). Continued Development and Implementation of a Two-Course Sequence Designed to Transform the First-Year Experience for Engineering Undergraduates. In FYEE Annual Conference The Ohio State University Columbus, Ohio.[14] Robinson, B. S., & Hawkins, N., & Lewis, J. E., & Foreman, J. C. (2019, June), Creation, Development, and Delivery of a New Interactive First-Year Introduction to Engineering Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32564[15] Tinnell, T. L., & Bego, C. R., & Ralston, P. A., & Hieb, J. L. (2019, June), An Interdisciplinary Research Group’s Collaboration to Understand First-Year

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anika Coolbaugh Pirkey, West Virginia University; Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs

:Introducing first year engineering students to engineering reasoning. Proc. 2017 ASEE AnnualConference & Exposition, Columbus, Ohio (2017).[5] Santiago, L., Coolbaugh, A.R., Markle, H.A., Hensel, R.A., and Morris, M.L., Board#129:Algebra-Related Misconceptions Identified in a First-Year Engineering Reasoning Course.Proc. 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah (2018).[6] Santiago, L., Coolbaugh Pirkey, A., Animashaun, M., and Morris, M.L., Board #137: CriticalThinking Skills in Non-calculus Ready First-year Engineering Students. Proc. 2019 ASEEAnnual Conference & Exposition, Tampa, Florida (2019).

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University; Isaac Macwan, Fairfield University

Tagged Divisions

First-Year Programs

Engineering.” ASEE: Annual Conference and Exposition,Tampa, Florida. June 2019[8] Siegel, C. Putting the Pieces Together: Linking Learning Outcomes, Assessment, andCurriculum. Center for Academic Excellence: Summer Institute on Integrative Learning.Fairfield University[9] ABET student outcomes. http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2017-2018/#outcomes[10] Engineering Accreditation Commission. (2011). Criteria for Accrediting EngineeringPrograms. Baltimore, MD: ABET[11] Wang, C., & Sodhi, J., & Borgaonkar, A. D. (2019, July), “GIFTS – Utilizing MATLAB’sOnline Tutorial in First-Year Engineering Courses”, FYEE Conference, Penn State University,Pennsylvania, 2019.Appendix 1 – MATLAB

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Huihui Qi, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; He Liu; Matthew Robin Kohanfars, University of California, San Diego; Edward I Lan, University of California, San Diego; Cristian H. Tharin; Tania K. Morimoto, University of California, San Diego

Tagged Divisions

First-Year Programs

the ethical principles andfederal regulations for the protection of human subjects approved by the UCSD InstitutionalReview Board. Some of the data was compared between three quarters: Fall 2019 for in-personteaching, Spring 2020 when the class was taught remotely for the first time and which presentedthe most challenges, and Fall 2020 when the class was taught remotely for the second time,implementing the changes developed during summer 2020. A. Student performance and instructor observationsClock ProjectThe final deliverables of the clock project assess Cognitive Learning Objectives 1 and 4.Students from both the in-person and remote quarters demonstrated a high level of proficiencywith hand-sketch graphics and CAD modeling for the clock

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering Identity on Retention,” ASEE AnnualConference and Exposition, Tampa, FL, June 2019.[2] Z. Hazari, G. Sonnert, P. M. Sadler, and M. C. Shanahan, “Connecting High School PhysicsExperiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A GenderStudy,” Journal of Research in Science Teaching, vol. 47, no. 8, pp. 978-1003, 2006.[3] S. Cheryan and V.C. Plaut, “Explaining Underrepresentation: A Theory of PrecludedInterest,” Sex Roles, vol. 63, no. 7-8, pp. 475 – 488, 2008.[4] M. Besterfield-Sacre, M. Moreno, L. Shuman, C. Atman, “Gender and Ethnicity Differencesin Freshman Engineering Student Attitudes: A Cross-Institutional Study,” Journal ofEngineering Education, pp. 477-489, 2001

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hossein EbrahimNejad, Purdue University at West Lafayette; David Ray Waller, Purdue University at West Lafayette; Matthew W. Ohland, Purdue University at West Lafayette; Hayaam Osman, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

. His research on the longitudinal study of engineering students, team assign- ment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.Hayaam Osman, Purdue University at West Lafayette American c Society for Engineering Education, 2021 Advanced Placement

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University at West Lafayette; Chuhan Zhou; Matthew W. Ohland, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assign- ment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS. American c