Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M Gillespie, University of New Haven; Goli Nossoni, University of New Haven

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Diversity

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First-Year Programs

integrating the makerspace into the existing curriculum are discussed, as well asthe guidelines for the revised class periods and final project.This paper also provides an analysis regarding whether integration of a makerspace into a first-year engineering course positively or negatively impacted first-year students developing: 1) anengineering or maker identity, 2) technical skills, and 3) general engineering skills such ascuriosity, problem solving, and/or teamwork. Students completed pre/post surveys regardingprior makerspace experience, their first-year makerspace experience, engineering identity, andgeneral engineering skills. The survey results of students who participated in the maker-sectionsof the course are compared with survey results of a

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Asma Idries, North Carolina State University; Akira Angel Romero-Berube, North Carolina State University ; Rachel Lee Tilly, North Carolina State University; Laura Bottomley, North Carolina State University; Raegan Santana Reeves, North Carolina State University; Miles Xavier Davis

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Diversity

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First-Year Programs

collaborationcentered extra-curricular resources can improve the project experience for first-year engineeringstudents.Background and Motivation First-year engineering education and its impact on student retention, culture, andexperience is an important topic to current educators trying to improve university levelengineering education. Persistence in an engineering program is directly related to the first-yearexperience [1]. The first-year curriculum and surrounding environment are essential componentsto providing students with points of both learning and discovery that will ultimately impact theirdecision to stay within their chosen path [1]. Although the engineering path may not be the bestpath for every student, there is a serious concern over

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Sinclair Curtis, University of California, Davis

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Diversity

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First-Year Programs

graduation rate is only 50%, withhalf of these students leaving engineering after the first year. Many of these students lack first-hand knowledge of the wonderfully creative and diverse types of work in which engineers areengaged. The idea is to introduce students to a wide variety of practicing engineers who are verypassionate about and fulfilled in their work – giving the students more reasons why they shouldstick it out early on in the engineering major when the time commitment to their studies issignificant and the first year curriculum is less engineering courses and more math, chemistry,physics and general education courses. As an additional note, we also simultaneously instituted acollege-wide mentoring program in which all of our beginning

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Mohana Seelan, University of Texas at Austin; Ramakrishna Sai Annaluru, University of Texas at Austin

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Diversity

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First-Year Programs

programmingexperience, a variable which was explored in our study. The ability to increase performance ingroups across all prior programming experiences, especially groups with low prior programmingexperiences is an important step to increasing the graduation rate of underrepresented groupswithin computing majors.Online modality of teachingThe coronavirus pandemic that hit the globe in 2020, required all our first year engineeringcourses in our school to be offered online. Prior to the fall 2020 semester, none of our first yearcourses had online offerings, and none of the instructors teaching first year engineering courseshad any experience with online teaching, or incorporating active learning components into thecourse curriculum. This added another dimension

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Amena Shermadou, Ohio State University; Amy Rachel Betz, Kansas State University

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Diversity

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First-Year Programs

Engineering from Wright State University, in Day- ton, Ohio. Her experience with teaching first-year engineering students has led to research interests in curriculum development, student empowerment and the development of holistic engineers through the collaboration with engineering stakeholders.Prof. Amy Rachel Betz, Kansas State University Dr. Amy Betz is an Assistant Professor and the director of the Multiphase Microfluidics Laboratory at Kansas State University. She received her PhD from Columbia University and her Bachelor of Science in Mechanical Engineering from the George Washington University. Her research aims to acquire new fundamental understanding of phase-change processes. She is passionate about research

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Adams, Chandler Gilbert Community College; Mary Beth Burgoyne

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Diversity

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First-Year Programs

five of the NAE’s 14 Grand Challenges for Engineering and integrates project-based learning and information literacy strategies into an application experience that challengesthe students’ worldviews and perception of engineering.Chandler-Gilbert Community College (CGCC) is one of ten colleges in the Maricopa CountyCommunity College District (MCCCD) and has a student annualized headcount of 14,630,drawing students primarily from east valley communities in the Phoenix area. According to theMaricopa Trends Report (2016), 72% of CGCC student body is part-time credit seeking, and81% of the student population is 24 years of age and under. Females constitute 53% of totalstudent population and males at 47% of the total student population. American

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

W. Jackeline Torres, Rice University; Ann Saterbak, Rice University; Margaret E. Beier, Rice University

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First-Year Programs

Complement an Integrated Curriculum,” in Proceedings of the 2002 International Conference on Engineering Education, Manchester, UK. August 2002, 2002.[13] Richardson, J.; Dantzler, J., "Effect of a freshman engineering program on retention and academic performance," in Frontiers in Education, 2002.[14] C. Pomalaza-Ráez and B. H. Groff, “Retention 101: Where robots go… students follow,” Journal of Engineering Education, vol. 92, no. 1, pp. 85–90, 2003.[15] A. Saterbak, M. Embree and M. Oden, "Client-based projects in freshman design," in American Society of Engineering Education Conference Proceedings, San Antonio, 2012.[16] IBM Corp. Released 2015. IBM SPSS Statistics for Windows, Version 23.0. Armonk, NY: IBM

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Franklin W. Olin College of Engineering; Lauren Van Beek, University of St. Thomas; Laura Ann Lilienkamp, Smith College

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Diversity

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First-Year Programs

- orating with other faculty members in the classroom and is invested in research, classes and assignments that provide overlap and continuity within the engineering curriculum and engineering pipeline. Nick is also a mentor for the REU program at Olin which studies the educational experiences of undergraduate engineers.Ms. Lauren Van Beek, University of St. Thomas Lauren Van Beek is an undergraduate studying Mechanical Engineering at the University of St. Thomas.Laura Ann Lilienkamp, Smith College c American Society for Engineering Education, 2016 Student Identity Development through Self-Directed Learning in the First SemesterAbstractThis research paper investigates

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder; Kenneth M. Anderson, University of Colorado Boulder

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Diversity

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First-Year Programs

Paper ID #26333Intended and Unintended Consequences of Rapidly Expanding an Engineer-ing Mathematics Intervention for Incoming First-Year StudentsDr. Janet Y. Tsai, University of Colorado, Boulder Janet Y. Tsai is a researcher and instructor in the College of Engineering and Applied Science at the University of Colorado Boulder. Her research focuses on ways to encourage more students, especially women and those from nontraditional demographic groups, to pursue interests in the eld of engineering. Janet assists in recruitment and retention efforts locally, nationally, and internationally, hoping to broaden the image of

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rezvan Nazempour, University of Illinois at Chicago; Houshang Darabi, University of Illinois at Chicago; Renata A. Revelo, University of Illinois at Chicago; Peter C. Nelson, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Jeremiah T. Abiade, University of Illinois at Chicago

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First-Year Programs

design. c American Society for Engineering Education, 2020 Paper ID #31208Prof. Didem Ozevin P.E., University of Illinois at Chicago Dr. Ozevin is an associate professor of the Department of Civil and Materials Engineering. Dr. Ozevin received her Ph.D. from Lehigh University in 2005. She worked as a research scientist at Physical Acous- tics Corporation till 2010. Her research is integrating structural design and damage assessment methods, and real time process and damage detection.Prof. Jeremiah T Abiade, University of Illinois at Chicago Mechanical and Industrial Engineering Laboratory for Oxide

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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Diversity

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First-Year Programs

ranged from improvingstudy habits to learning technical skills that would not only help them successfully complete thepilot bridge camp, but also provide academic skills that would potentially help them to be moresuccessful in an undergraduate program. Participants also learned life skills to prepare them forprofessional careers. The learning experiences integrated math and technology into hands-onengineering and science projects over three months in 2-3 week intervals. After the completionof each face-to-face session, participants had the needed tools, skills, and information toaccomplish each related independent project. The independent projects engaged the participantsthroughout the summer, built skills and self-confidence in each successive

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James M Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Peter Schuster, California Polytechnic State University

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Diversity

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First-Year Programs

finish thefreshmen year with the same core set of courses completed and with ample opportunity to makesocial connections. Although the larger goal of integrating general science, math andcommunication proved unrealistic at this time, the core ME curriculum was integrated. Finally,to achieve the objectives related to teamwork, project management and professionalresponsibility, the faculty decided to include a long-term service-learning design projectspanning the first year. For this project, students would work in teams to address the needs of anexternal client. Many similar models exist in the literature. For example, the ROXIE9 program atVirginia Tech engages a cohort of freshmen in the design process through a large number ofservice projects

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noel Kathleen Hennessey, The University of Arizona; Rebecca Primeau, University of Arizona

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Diversity

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First-Year Programs

andcomplex problems,” can be achieved through educational practices, such as first-year seminars,learning communities, E-Portfolios, service learning courses, internships and capstone projects(7). Barriers that exist for integrative learning in higher education today often point to afragmented undergraduate curriculum (collections of independent classes in general education,specialized study, and electives) and the organization of knowledge into distinct and separatecolleges and departments, “even though scholarship, learning, and life have no such artificialboundaries” (p. 16) (7). Learning communities, capstone experiences, and service learningprojects can transcend these barriers by organizing around interdisciplinary themes, linkingcross

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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First-Year Programs

several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone Design courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to innovative pedagogical methods aimed at improving student learning and retention.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 be reached at pilkang

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

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Diversity

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First-Year Programs

backgrounds. From these goals and commitments, programs such asthe RISE first year seminar were developed.The RISE first year seminar started as PRiSE, Promoting Retention in Science and Engineering,in the 2013 academic year. Students joined PRiSE to build community, receive mentorship,tutoring, and academic advising as well as be supported by the Center for STEM Diversity.Since its inception, PRiSE has transformed into RISE, the program it is today. During thistransformation, RISE has grown into an official Registrar approved two-semester seminar coursewith a curriculum focused on building a cohort of students who can support one another as theybuild their sense of belonging, self-efficacy and academic expertise. In creating andimplementing this

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

One Machine”, 3D Printing Industry, available at http://3dprintingindustry.com/crowd-funding-2/ (accessed September 24, 2014).21. Fidan, I., Patton, K. (2004), “Enhancement of Design and Manufacturing Curriculum through Rapid Prototyping Practices”, Proceedings of IMECE04 2004 ASME International Mechanical Engineering Congress and Exposition, November 13-20, 2004, Anaheim, California USA.22. Flynn, E.P. (2011) “From Design to Prototype –Manufacturing STEM Integration in the Classroom and Laboratory”, 1st IEEE Integrated STEM Education Conference (ISEC), April 2, 2011, Ewing, NJ, pp. 3B1- 3B423. Flynn, E.P. (2012) “Design to Manufacture –Integrating STEM Principles for Advanced Manufacturing Education”, 2nd IEEE Integrated STEM

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

encouraging to see so many students in Differential Calculus who are visiting the Center.Based upon the limited amount of data available to us at this time we conclude that the programhas been successful. At the end of this year we plan to correlate Study Center visits with gradesin pre-requisite courses and persistence in engineering.Further StepsWe have initiated a number of additional programs to help students from underpreparedbackgrounds succeed in engineering. Amongst these initiatives are opportunities for students toparticipate in events at our engineering school, a voluntary bridge course (no course credit) tohelp students transition from Differential Calculus to Integral Calculus, an optional 4-day courseon programming internet-connected

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

Engineering Education, 1998. 87(4): p. 469-480.12. Parsons, J.R., et al., The engage program: Implementing and assessing a new first year experience at the University of Tennessee. Journal of Engineering Education, 2002. 91(4): p. 441-446.13. Al ‐ Holou, N., et al., First-Year Integrated Curricula: Design Alternatives and Examples*. Journal of Engineering Education, 1999. 88(4): p. 435-448.14. Torres, W.J., A. Saterbak, and M.E. Beier, Long-Term Impact of an Elective, First-Year Engineering Design Course, in ASEE Annual Conference & Exposition: Jazzed about Engineering Education. 2016: New Orleans.15. Carlson, E., H. Lee, and K. Schroll, Identifying attributes of high quality special education teachers

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University

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Diversity

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First-Year Programs

Paper ID #23690Work in Progress: Strategic, Translational Retention Initiatives to PromoteEngineering SuccessDr. Elizabeth Anne Stephan, Clemson University Dr. Elizabeth Stephan is the Director of Academics for the General Engineering Program at Clemson University. She holds a B.S. and a Ph.D. in Chemical Engineering from the University of Akron. Since 2002, she has taught, developed, and and now coordinates the first-year curriculum. As the lead author of the ”Thinking Like an Engineer” textbook, currently in its 4th edition, she has been the primary author team–member in charge of the development of the

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

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Diversity

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First-Year Programs

qualitative interviews withunderrepresented minority engineering students. These allowed us to explore their classroombelonging experiences and showed that classroom belonging is a familiar concept and a functionof two separate sources of belonging: academic belonging and social belonging. Academic self-efficacy, curriculum content motivation and an ability to share academic struggles with otherswere important contributors to academic belonging. Social similarity, successful teamexperiences and a general sense of caring were also considered helpful to building socialbelonging in the classroom. Implications and ideas to build engineering classroom belongingfrom this research are discussed.Key Concepts: social belonging, engineering identity

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, Northeastern University; Susan F Freeman, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Kris Jaeger-Helton, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University

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Diversity

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First-Year Programs

the first-year engineering curriculum. It will be a repository ofopinions on diverse learning environments, as authored by first-year engineering students.Specifically, an online questionnaire asks students – anonymously – about their pre-conceivedassumptions as they entered first-year engineering at Northeastern University. These questionsattempt to uncover what first-year students had thought about with respect to what they thoughttheir professor would be like, what they would look like, how diverse their classroom would be,etc. This data is collected in addition to non-specific demographic information, which is used tobroadly connect common misconceptions to background at a future date.BackgroundDiversity levels in STEM have been and are

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

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Diversity

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First-Year Programs

similar to pre-pandemic semesters and have far fewer U (unsatisfactory) grades than inSpring 2020 when the whole campus went online midway.IntroductionTeam-teaching has a long history when many educators had attempted integration acrossdifferent disciplines [9], curriculum [4] [14], and even country borders [12]. Besides traditionallecturing, projects [1]-[3],[5][6], and service-learning [8] could also be used in team-teaching.Despite the challenges in implementation, team teaching provided a wide array of benefits, evenfor faculty mentoring [13] and team-building [11]. Communication [10] and faculty help hadbeen deemed important ever since the remote-working technology was emerging [7].Traditional team-teaching may involve multiple instructors

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

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Diversity

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Design in Engineering Education, First-Year Programs

, planning, and implementing design solutions. Theauthors found that students who participated in the creative lab demonstrated a higher confidencein continuing in engineering coursework than those who did not. As the study states, “Creativityis an important attribute for engineers practicing their profession in a global society” [12].Although students struggled with the open-ended nature of the design problems, they enjoyed thecourse and saw the value in the addition to their curriculum. Illustrating the importance of incorporating real-world engineering design problems, Odehet al. write, “Nowadays, engineering education needs to meet the requirements and needs ofbusiness and industry. This can be achieved by collaborating with the local

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico; Chen Qiu M.Sc., University of New Mexico; Christopher Riley

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Diversity

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First-Year Programs

Paper ID #22582Using Design Challenges to Develop Empathy in First-year CoursesJordan Orion James, University of New Mexico Jordan O. James is a Native American Ph.D. learning sciences student and lecturer at the University of New Mexico’s School of Architecture and Planning in the Community & Regional Planning program. He has served as a graduate research assistant on an NSF-funded project, Revolutionizing Engineering De- partments, and has been recognized as a Graduate Studies student spotlight recipient and teaching scholar. Jordan studies learning in authentic, real-world conditions utilizing Design Based Research

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University

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Diversity

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First-Year Programs

replacement for Chalk based teaching, each interactive way to learn with internet and PowerPoint presentation, posting coursework materials and communicating with the instructor) 5. In your student perspective, provide other suggestions to improve the teaching (technologically) that might enhance the future students’ learning process.Appendix – B: Final Examination 1. What is academic integrity? Provide an example that you have held in this semester as a part of academic integrity. 2. Have you registered for Spring 2019 semester? YES | NO If YES, how many credit hours did you register? Who helped you in advising in selecting your courses and in guiding the registration process? If NO, state the cause and how

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Kim M. B. Tucker, Boise State University; Samantha Schauer, Boise State University

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Diversity

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First-Year Programs

Paper ID #26713Work in Progress: First-Year Engineering College Students: Value Createdfrom Participating in a Living/Learning CommunityDr. Krishna Pakala, Boise State University Krishna Pakala, Ph.D., is an Clinical Associate Professor at Boise State University, Idaho. His academic research interests include innovative teaching and learning strategies, use of emerging technologies, and mobile teaching and learning strategies.Ms. Kim M. B. Tucker, Boise State University Kim Tucker is currently completing her Doctoral Degree in Curriculum and Instruction and works as the Coordinator of Residential Learning for in the Living

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

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Diversity

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First-Year Programs

encourage greater engagement for all students.More effort and attention should be placed in future onboarding efforts to highlight theimportance of active engineering engagement and the benefits of seeking support from peers,engineering faculty, and staff.References[1] C. Clark, “Diversity initiatives in higher education: Intergroup dialogue as pedagogy acrossthe curriculum,” Multicultural Education, vol. 12, no. 3, p. 51, 2005.[2] A. B. Dessel and N. Rodenborg, “An evaluation of intergroup dialogue pedagogy:Addressing segregation and developing cultural competency,” Journal of Social WorkEducation, vol. 53, no. 2, pp. 222-239, 2017.[3] A. Dessel, M. Rogge, and S. Garlington, “Using intergroup dialogue to promote social justiceand change,” Social

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Knaphus-Soran, University of Washington; Ann Delaney, Boise State University; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Jana Milford, University of Colorado, Boulder; Donna C. Llewellyn, Boise State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Michelle Ferrez, University of California, San Diego

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First-Year Programs

after students have beenoffered admission to the College of Engineering. Recruitment largely targets students whoparticipate in programs that bring students to campus, including the IDEA Engineering StudentCenter Overnight Program, which overlaps significantly with the desired student population forRedshirt. The marketing plan for recruiting Redshirt scholars also includes distributing flyers atUCSD’s Triton Day for admitted students, an email campaign specifically targeting potentialRedshirt students, and phone calls from UCSD engineering students. The Redshirt program alsoworked with UCSD’s Summer Success Program to integrate the Redshirt application intoUCSD’s “Common Application” for all summer programs, since all Redshirt students

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

Paper ID #18609Work in Progress: Increasing Interest in STEM and Improving Retention forAt-Risk Students - A Two-Year StudyDr. Melissa Danforth, California State University, Bakersfield Melissa Danforth is an Associate Professor and the Chair of the Department of Computer and Electrical Engineering and Computer Science at CSUB. Dr. Danforth is the PI for a NSF Federal Cyber Service grant (NSF-DUE1241636) to create models for information assurance education and outreach. Dr. Danforth is the Project Director for a U.S. Department of Education grant (P031S100081) to create engineering pathways for students in the CSUB service

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado Boulder; Beth A Myers, University of Colorado Boulder; Jacquelyn F. Sullivan Ph.D., University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

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Diversity

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First-Year Programs

engineering degree, with the ultimate goal of broadening participation among those who attend engineering college. Sullivan was conferred as an ASEE Fellow in 2011 and was awarded NAE’s 2008 Gordon Prize for Innovation in Engineering and Technology Education.Dr. Derek T Reamon, University of Colorado, Boulder Derek Reamon is the Co-director of the Integrated Teaching and Learning Program (ITLP) and the Gen- eral Engineering Plus (GE+) degree program, and a Senior Instructor in the Department of Mechanical Engineering. As ITLP co-director, he coordinates 19-22 sections of First-year Engineering Projects, a course that has a proven benefit on retention within engineering and is also a nationally recognized model for