Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jennifer Lynn Schlegel, Florida Institute of Technology

Tagged Divisions

First-Year Programs

meansfor verifying design themes, aesthetics, and/or obstacles.Section 1: IntroductionAcademic engineering institutions strive to prepare students for the engineering profession.Typical engineering curriculum builds strong foundational skills in mathematics and scienceduring the first two years of engineering education. Institutions vary on when students can electto study an engineering discipline. Students often begin their engineering education in a specifieda discipline. Other institutions offer an introduction to engineering fundamentals or generalengineering course with students choosing a specific discipline after their first year. At FloridaInstitute of Technology (FIT), most students elect a discipline before matriculating. However

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

Paper ID #20575Work in Progress: Curriculum Revision and Classroom Environment Re-structuring to Support Blended Project-Based Learning in First-Year Gen-eral Engineering Laboratory CoursesProf. Brandon B. Terranova, Drexel University Dr. Terranova is an Assistant Teaching Professor in the College of Engineering at Drexel University. In his current role, he is the lead instructor for the freshman engineering program, and oversees activities in the Innovation Studio, a large-area academic makerspace. He has taught and developed courses in general engineering and mechanical engineering at Drexel. Prior to Drexel, he has taught

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

Work in Progress: Living With The Lab: A New Implementation of the Project-Based First-Year Engineering Curriculum at Campbell UniversityIntroductionThe Living With The Lab (LWTL) curriculum developed at Louisiana Tech offers an extensiveset of first-year engineering projects integrating student hands-on tool use with engineeringcontent, and has been the subject of numerous previous reports (Crittenden, Hall, & Brackin,2010; Cronk, Hall, & Nelson, 2009; Hall, Barker, & Nelson, 2008; Hall, Cronk, Brackin, Barker,& Crittenden, 2008). Campbell University is now in the process of implementing the LivingWith The Lab curriculum in their new engineering program’s first year of study in collaborationwith Louisiana Tech University

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

Paper ID #18998Longitudinal Effects of the Foundation Coalition Curriculum on Chemicaland Petroleum Engineering Student PerformanceDr. So Yoon Yoon, Texas A&M University So Yoon Yoon, Ph.D., is an assistant research scientist at the Institute for Engineering Education and Innovation (IEEI) within the College of Engineering, Texas A&M University and the Texas A&M Engi- neering Experiment Station (TEES). She received her Ph.D. in Educational Psychology with specialties in Gifted Education and her M.S.Ed. in Educational Psychology with specialties in Research Methods and Measurement both from Purdue University

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean S. Larson, Arizona State University; Medha Dalal, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Claudia Elena Zapata, Arizona State University; Nasser Hamdan, Center for Bio-mediated & Bio-inspired Geotechnics; Edward Kavazanjian Jr., Arizona State University

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First-Year Programs

Paper ID #19103Complete Research Paper: Implementation of an Introductory Module onBiogeotechnics in a Freshman Engineering CourseDr. Jean S. Larson, Arizona State University Jean Larson has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineer- ing, and many years of experience teaching and developing curriculum in various learning environments. She has taught technology integration and teacher training to undergraduate and graduate students at Ari- zona State University, students at the K-12 level locally and abroad, and various workshops and modules in business and industry. Dr. Larson

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: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

assist students. Rhee etal.9 assessed their program using surveys, focus groups, and interviews.There is strong potential for integrated and interdisciplinary curriculum to improve studentlearning and experience. Transforming engineering curricula to more thoroughly andconsistently integrate core principles of engineering design with communication and criticalthinking skills can make engineering education more valuable and more effective overall;however, such integration efforts may not always succeed. Often the work of integration ishighly demanding in terms of logistical planning, institutional support, and instructorcommitment, as Hirsch et al.12 recognized. Guthrie et al.6 noted that collaborative, integratedpedagogy “requires significant

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Colarado State University; Tammy Lynn Haut Donahue, Colorado State University; Kimberly Catton P.E., Colorado State University

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First-Year Programs

persistence rate within the college is only ~45% and the sixyear graduation rate within the college is similar at ~43%. Many students do not remain withinthe college for even a full year, as the second fall persistence rate is only 70-75% [1]. These datashow a significant portion of enrolled first-year engineering students do not remain within theprogram long enough to be exposed to foundational engineering content, which starts in thesophomore year with engineering specific courses. A current goal of the college is to improvethese retention statistics.Additionally, many students do not develop the necessary software skills required to usecomputational tools such as MATLAB, which are integral to success in the curriculum. Studentswho do not develop

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is Chair of the IEEE Curriculum and Pedagogy Committee and 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.Dr. Monica E. Cardella, Purdue University, West Lafayette (College of Engineering) Monica E. Cardella is the Director of the INSPIRE

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: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

Paper ID #18049Work in progress: First-Year Students’ Definitions of Engineering PracticeMrs. Teresa Lee Tinnell, University of Louisville Terri Tinnell is a Curriculum and Instruction PhD student and Graduate Research Assistant for the Speed School of Engineering and College of Education and Human Development at the University of Louisville. She received a Bachelors in Mathematics and Physics and Masters in Teaching STEM education from the University of Louisville. She is a prior Project Lead the Way Master Teacher and Secondary Educa- tion Engineering Instructor, leading the creation of two engineering programs for

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: 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: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

): p. 409-426. 4. Artemeva, N., S. Logie, and J. St-Martin, "From page to stage: How theories of genre and situated learning help introduce engineering students to discipline-specific communication". Technical Communication Quarterly, 1999. 8(3): p. 301-316. 5. Cross, K., M. Paretti, and H. Matusovich. "Student beliefs about learning communication skills", in 2013 IEEE Frontiers in Education Conference (FIE), 2013. 6. Ford, J.D. and L.A. Riley, "Integrating communication and engineering education: A look at curricula, courses, and support systems". Journal of Engineering Education, 2003. 92(4): p. 325-328. 7. Manuel-Dupont, S., "Writing-Across-the-Curriculum in an Engineering Program". Journal of

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

first-year curriculum. As the lead author of the ”Thinking Like an Engineer” textbook, currently in its 3rd edition, she has been the primary author team–member in charge of the development of the MyEngineeringLab system. She is also the Chief Advisor for SC Alpha Chapter of Tau Beta Pi, the engineering honor society.Dr. Jonathan R. A. Maier, Clemson University Jonathan R.A. Maier earned his PhD and MS degrees in mechanical engineering from Clemson University, and an undergraduate degree in mechanical engineering from the Georgia Institute of Technology. Dr. Maier has conducted research sponsored by the National Science Foundation, the Department of Defense, and both large and small companies. Now in his seventh year

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

interviews followed a semi-structured protocol revolving around questions of: general understanding of the program and thereason for its establishment; potential benefits of the program for the university and the college;concerns about the shift in curriculum model; and views of what constitutes success or failure ofsuch a program. The general methodology for our qualitative interview process follows thatoutlined in by Strauss (Strauss, 1987). An external evaluation center performed the interviewsand small focus groups to avoid ethical conflicts. Ethnographic data has consisted of informal notes and journals kept by members of theFYE team. The goal of such an informal structure is to preserve natural observations (Anderson,2003). Since the

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University, Tandon School of Engineering; Yona Jean-Pierre, New York University, Tandon School of Engineering

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First-Year Programs

Paper ID #19528Evaluating a Flipped Lab Approach in a First-Year Engineering Design CourseDr. Jack Bringardner, New York University, Tandon School of Engineering Jack Bringardner is an Assistant Professor in the First-Year Engineering Program at NYU Tandon School of Engineering. He studied civil engineering and received his B.S. from the Ohio State University and his M.S and Ph.D. at the University of Texas at Austin. His primary focus is developing curriculum and pedagogical techniques for engineering education, particularly in the Introduction to Engineering and Design course at NYU. He has a background in Transportation

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

developing and teaching the Introduction to Engineering course. He also teaches Thermo-Fluids, Advanced Math Methods, High Speed Aerodynamics, and other courses for the Mechan- ical and Aerospace Engineering Department at ASU. His interests include student pathways and moti- vations into engineering and developing lab-based curriculum. Recently, he has developed an interest in non-traditional modes of content delivery including online classes and flipped classrooms. c American Society for Engineering Education, 2017 Work In Progress: Incorporation of the Entrepreneurial Mindset into the Introduction to Engineering CourseAbstractThis Work In Progress paper will describe changes made

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Joseph Frank, Ohio State University; Kelly Lynn Kolotka, Ohio State University; Andrew H. Phillips, Ohio State University; Michael Schulz, The Ohio State University; Clare Rigney, Ohio State University, Engineering Education Department; Allen Benjamin Drown, Ohio State University; Robert G. Stricko III, Ohio State University; Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

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First-Year Programs

Paper ID #19733Developing and Improving a Multi-Element First-Year Engineering Corner-stone Autonomous Robotics Design ProjectMr. David Joseph Frank, Ohio State University David J. Frank is a 4th year Computer Engineering honors student at The Ohio State University and an Graduate Teaching Assistant for the Fundamentals of Engineering for Honors program. He will graduated with his B.S.E.C.E in May 2017, and his M.S.E.C.E in May 2018.Ms. Kelly Lynn Kolotka, Ohio State University Kelly L. Kolotka is a third year Chemical Engineering honors student at The Ohio State University with a minor in Biomedical Engineering. She is

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

ago.Engineering Analysis Curriculum, Advising Practices & OutcomesEngineering analysis (EA) is a four-course sequence that covers several engineering-relatedtopics. By design, engineering analysis was developed in the mid-1990s to create a single unifiedcurriculum taught by engineering professors during the freshmen year, and this shift towardsengineering courses to freshmen was largely successful. At the time, the preparation level ofincoming students in math and physics was relatively uniform, and the curriculum wassufficiently advanced that the playing field was relatively even.The first three quarters of the EA sequence are required for all engineering majors. EA1introduces linear algebra and computational methods from an applications viewpoint

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo

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Diversity

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First-Year Programs

. A., Sattler, B., Yasuhara, K., Borgford-Parnell, J., & Atman, C., “Integrating reflection into engineering education”, Paper presented at the 121st ASEE Annual Conference & Exposition, 201413. Ambrose, S. A., “Undergraduate engineering curriculum: The ultimate design challenge”, The Bridge, 43(2), 16-23, 201314. Landis, R.B., “Studying Engineering: A Road Map to a Rewarding Career”, 4th edition, Discovery Press, Los Angeles, California, 201315. Nilson, L., “Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills”, Stylus Publishing, 2013.16. Peuker, S., & Schauss, N. A. G., “Improving Student Success and Retention Rates in Engineering: An Innovative

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

University and Assistant Dean for Student Advancement and Program Assessment in the College of Engineering. Dr. Briedis is involved in several areas of education research including student retention, curriculum redesign, and the use of technology in the classroom. She has been involved in NSF-funded research in the areas of integration of computation in engineering curricula and in developing comprehensive strategies to retain early engineering students. She is active nationally and internationally in engineering accreditation and is a Fellow of ABET, ASEE, and AIChE.Dr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

not for profit in Kansas City, in the late 90’s. She earned her M.S. in Youth Development from the University of Nebraska and her B.S. in Family Studies at Kansas State University.Dr. Walter C. Lee, Virginia Polytechnic Institute and State University Dr. Walter Lee is an Assistant Professor in the Department of Engineering Education and the Assistant Di- rector for Research in the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech. His research interests include co-curricular support, student success and retention, and diversity in STEM. Lee received his Ph.D in Engineering Education from Virginia Tech, his M.S. in Industrial & Systems Engineering from Virginia Tech, and his B.S. in

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida

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Diversity

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First-Year Programs

their first semester, adecrease in loss of students from the fall semester to the spring semester, and a 90.5% retentionrate for the 2015 cohort for the first time in the history of the college.IntroductionFirst year students encounter much stress as they navigate living for the first time away fromhome, separating from their parents, and encountering a rigorous curriculum. Colleges are facinga lot of pressure to achieve over 90% first year retention rates. In this college, the admissionrequirements are for students to be eligible to start in Engineering is to be ready to takeprecalculus (set in 2013) or a higher math course by the start of their first fall semester at school.Over 40% of the students at the university are Pell grant eligible

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Pankaj Sharma, Clarkson University

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Diversity

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First-Year Programs

I can succeed in an engineering curriculum.0.814 0.188 18 I will succeed (earn an A or B) in my math courses.0.826 0.170 0.133 19 I will succeed (earn an A or B) in my physics courses.0.702 0.150 20 I will succeed (earn an A or B) in my chemistry courses.0.765 0.291 0.204 21 I will succeed (earn an A or B) in my engineering courses.Group 2: Satisfaction with Engineering, Sense of Fit At the present time, I am satisfied with my decision to0.343 0.567 0.231 14 study engineering. At the present time, I feel confident that I will keep

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney, Seattle University; Chris Swan, Tufts University

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First-Year Programs

discussions, FY introductory courses affordthe opportunity to integrate creative assignments. Turning to the interview results, oneinterviewee, who teaches a two-credit FY course required for all engineering students, usescreative assignments to facilitate ethical awareness in his students. The students create anddisplay a narrative about an ethical situation that they might realistically encounter in the next 5-10 years. The teams choose the characters, settings, and scenarios and have creative control overhow the story is shared with the class. From making videos, acting out skits, recording readings,or illustrating graphic novels, students take time to develop stories and reflect on the ethicalunderpinnings with the class. The assignment provides

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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Diversity

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First-Year Programs

Nelson Pearson is an Ph.D. student at the University of Nevada, Reno. His research interest includes, social networks and the integration of diverse populations, engineering culture as well as engineering pedagogy. His education includes a B.S. and M.S. in Civil Engineering from the University of Nevada, Reno.Ms. Jacqueline Ann Rohde, Clemson University Jacqueline Rohde is a senior undergraduate student in Bioengineering at Clemson University. Her re- search in engineering education focuses on the development student identity and attitudes with respect to engineering. She is a member of the National Scholars Program, Clemson University’s most prestigious merit-based scholarship. She is also involved in efforts to

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

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Diversity

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First-Year Programs

, Virtusis aligned with the curriculum and structure of Flexus. For example first-year students arerequired to live in a common residence hall, participate in a one credit seminar each semester,and participate in various academic, social and professional development activities.Through various types of activities, programs, and services as living and learning communities,Flexus and Virtus facilitate both academic and social integration within the Clark School. All ofliving and learning students are required to participate in the peer mentoring program.SEEDS Peer MentoringThe SEEDS Peer Mentoring program was designed to be inclusive of all first-year engineeringstudents and new transfer students in the Clark School. The primary goal of the program is

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sherry Liao, University of Portland

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First-Year Programs

, otheruniversities can adopt and adapt these activities to use in their programs.1. IntroductionChoosing a major is a daunting task for many first-year college students, especially if the choicesspan fields with which students have little exposure and experience. It is estimated that 20 – 50%of first-year college students enter college as “undecided” about their major[7]. In order toprovide first-year engineering students time to discern, a set of resources and course activitieswere created and assessed in an introduction to engineering course. The results of two studies arepresented in this paper.The structure of the remainder of the paper is as follows. The next section describes theeducational theory relevant to this study, models of introduction to