Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

participation for women.MethodsThis work presented here is part of a larger mixed-methods study, employing an exploratorysequential study design: first, qualitative data were collected and analyzed, which then informedthe development of a survey to collect quantitative data [5].Qualitative Interview AnalysisAs part of the qualitative study [4], fifteen interviews were conducted with female students,prompting them to reflect on their team project in their first-year engineering course and discusswhat contributed to their satisfaction, or dissatisfaction, with their team experience. Studentswere asked to describe their team project; discuss which tasks they performed in the project andwhether there were any tasks they wished they did more or less of; and

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

lower diagonalshows p-values.* p < 0.05 VI. DiscussionThis study relies on previous work about the first-year engineering program at TexasA&M University. However, the findings of this study are expected to advance the state ofknowledge and understanding of (a) diverse pathways to and through engineering, and(b) the development of engineering-specific theories of how engineers are formed.A pilot study conducted in 2014-2015 showed that RATS and CFU scores on activitiesrelated to algorithmic thinking (AT) were significantly correlated with moderate to largeeffect sizes, ranged from 0.31 to 0.7315. This implies that students who already had beenexposed to algorithmic thinking seemed to perform better

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the engineering college.While aspects of university-specific environments could be considered, what has been reportedin literature in various studies is that high school preparation and ranking is a factor which canhave a large impact on retention through the first year of college up to and through graduation[1-3] [4]. Such results have encompassed STEM students [1-3]; business students [3]; emphasison underrepresented minority (URM) students[4].; and more [2, 3].For example, a team out of University of North Texas (UNT), tracked cohorts of studentsthrough a seven-year continuum, in their three largest “majors”– STEM, Business, andEducation – to discern the number of students dropping out of the university, switching majors,and/or graduating

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gustavo B. Menezes, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles; Ni Li, Northwestern Polytechnical University; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

at the college of engineering, computer science and technology (ECST).Prof. Paul S Nerenberg, California State University, Los Angeles Dr. Paul S. Nerenberg is currently an Assistant Professor of Physics and Biology at California State University, Los Angeles. He received his PhD in Physics from MIT and has a strong interest in improving the quality of introductory physics education, particularly for students who enter college with little or no previous physics coursework.Ni Li, Northwestern Polytechnial University Ni Li, Ph.D., was an Assistant Professor of the Department of Mechanical Engineering at California State University, Los Angeles. Now, she is working in the school of Aeronautics at Northwestern

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

work is part of a larger study exploring the experiences of rural engineering students. Inaddition to investigating the motivations behind rural students’ decisions to pursue engineering,the study explored the formation of engineering identity and barriers rural students face whileentering an engineering community of practice [20]. A sample of the questions developed tospecifically probe the research question of this paper is as follows: • Why did you choose to attend college? • Why did you choose this university? • Why did you choose an engineering major? • What motivates you? • After graduation, do you plan to return to your rural community? Why or why not?Data AnalysisInterviews were recorded and transcribed by a

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paige E. Smith, University of Maryland, College Park; Elizabeth R. Kurban, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, Virginia Tech Dr. Amelink is Director of Graduate Programs and Assessment in the College of Engineering, Virginia Tech. She is also an affiliate faculty member in the Departments of Engineering Education and Educa- tional Leadership and Policy Studies at Virginia Tech. c American Society for Engineering Education, 2017 A Multi-Program Approach to Student Retention and SuccessAbstractPrograms that address the needs of first year engineering students have traditionally beendesigned to create community and facilitate inclusion. Students are more likely to be retainedinto their second year when guided by structures of engagement and support throughpurposefully-designed programs (Soldner, Rowan-Keyon

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jamie Bracey, Temple University; Keyanoush Sadeghipour, Temple University; Carnell Baugh, Independent; Shawn Fagan, Temple University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

well understood that financial aid and academic supports are a large part ofthe retention equation, this study examines the impact of exposure to engineering math asa cognitive support on two successive years of freshmen that matriculated in Fall 2014and Fall 2015. This paper suggests that math remediation is critical, but must be done inan institutional context that successfully leverages student determination to succeed.The traditional faculty-led argument that “we are admitting poorly prepared students”could no longer serve as an explanatory factor, as the university’s undergraduate programadmissions had become increasingly competitive, and were generally more productiveyielding graduates. In the College of Engineering, SAT scores had

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

experiences, new types of pressures may impact both students and their families. Toidentify some of the pressures that should be anticipated when introducing a new program, thisexploratory case study focused on the hopes, concerns, and fears of the first cohort of studentsenrolled in the first semester of a pilot program at the Purdue Polytechnic Institute – a new multi-disciplinary, hands-on, competency-based program. Since students do not act in isolation,additional considerations are given to expectations and concerns of their parents, and facultyresponse to those concerns. Students and parents were surveyed, and in-depth interviews wereconducted with both students and faculty. Qualitative and quantitative analyses found that whilethe majority of

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

classroombelonging, but the more factors evident the greater the likelihood that a student would experiencethe feeling of classroom belonging.5.5 LimitationsThis study suffers from many of the drawbacks of pilot work. The sample size was small,meaning that effect sizes had to be quite large to register as statistically significant. This can beremedied through expansion to a broader base of students and additional institutions. Thesestudents were from only a handful of majors (mostly mechanical and civil engineering) andresults might differ significantly through inclusion of other majors.The engineering identity measure (EI) is new and adapted from Godwin et al.’s (2016)definitional work and has not been qualified as a valid and reliable measurement scale

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

) has thehighest impact to students’ grade outcomes, retention and graduation rates, as well as their senseof connection, belonging and positive experience in their first year. This complete research paperexamines the quantitative and qualitative impact of intentionally creating small,registration-based cohorts of students to regularly attend SI sessions, implemented at ouruniversity in a first year engineering course in fall 2020. Our results indicate that (as in othersemesters), students who attended SI sessions had statistically significant higher course GPAsthan those who did not attend, but an added benefit was that almost 40% of students in the courseregularly attended SI this fall, compared to previous fall semesters where only 12-22

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

William John Palm IV P.E., Roger Williams University; Charles R Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-engineering fields. Research on Engineering LLCshas focused primarily on student engagement. Two studies to examine performance and retentionfound that LLCs had little effect on first-semester grades but increased first-year retention inengineering by 2 to 12%. Unfortunately, one of these studies did not control for differences inincoming student characteristics, and another used a comparison group that differed little fromthe LLC group, possibly causing them to understate the LLC’s true effects. To improve ourunderstanding, this paper examines performance and retention in the inaugural EngineeringLLCs at a small, private non-profit, regional university in the northeastern United States.Results indicate that 82% of the Engineering LLC participants

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Ann Saterbak, Rice University; Michael Wolf, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Inequality: Toward a Student-Based InquiryPerspective,” REVIEW OF EDUCATIONAL RESEARCH, vol. 77, no. 3, pp. 310–333, Sep. 2007.5. P. L. Ackerman, R. Kanfer, and M. E. Beier, “Trait complex, cognitive ability, and domain knowledge predictorsof baccalaureate success, STEM persistence, and gender differences,” Journal of Educational Psychology, vol. 105,no. 3, pp. 911–927, 2013.6. M. Meyer and S. Marx, “Engineering Dropouts: A Qualitative Examination of Why Undergraduates LeaveEngineering,” Journal of Engineering Education, vol. 103, no. 4, pp. 525–548, Oct. 2014.7. T. E. Murphy, M. Gaughan, R. Hume, and S. G. Moore, “College Graduation Rates for Minority Students in aSelective Technical University: Will Participation in a Summer Bridge Program