Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

Paper ID #29084WIP - Integration of Voice Technology into First-Year EngineeringCurriculumDr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an application-oriented course for engineering students placed in pre-calculus courses. He has also developed and co-teaches the Fundamen- tals of Engineering Design course that includes a wide spectra of activities to teach general engineering students the basics of engineering design using a hands-on

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deborah M. Grzybowski, Ohio State University; Xiaofeng Tang, Ohio State University; Eunjeong Park, Ohio State University; Alexia Leonard, Ohio State University; Jack DeLano, The Ohio State University; Kai Zhao, Florida State University

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Entrepreneurship & Engineering Innovation, First-Year Programs

Paper ID #30820Integration of Entrepreneurial Minded LearningDr. Deborah M. Grzybowski, The Ohio State University Dr. Deborah Grzybowski is a Professor of Practice in the Department of Engineering Education and the Department of Chemical and Biomolecular Engineering at The Ohio State University. She received her Ph.D. in Biomedical Engineering and her B.S. and M.S. in Chemical Engineering from The Ohio State University. Her research focuses on making engineering accessible to all students through the use of art-infused curriculum and integration of entrepreneurial minded learning (EML).Dr. Xiaofeng Tang, The Ohio State

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

equivalent content for all students and may lack a substantive researchcomponent that fits well with information literacy instruction. Finally, many engineeringprograms are hesitant to integrate a substantive information literacy component into an alreadyoversaturated first-year curriculum. As a result, many of the in-person ILI programs described inthe literature take the form of large, generic orientation sessions presented in a lecture hall [16].The assessments of these training programs often rely on multiple-choice assessments, whichwhile scaling effectively, cannot provide insights into student achievement of higher level skills[17]. In order to gain more nuanced understandings of student learning, the literature suggestsdesigning authentic

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

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Holly M. Matusovich, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Benjamin D. Chambers, Virginia Polytechnic Institute and State University; Matthew B. James, Virginia Polytechnic Institute and State University

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First-Year Programs

programs more relevant andengaging for our students, this is something that did not emerge from our data. Hence, weconsider we would like to explore this phenomenon better in the future.References[1] J. E. Froyd and G. J. Rogers, “Evolution and evaluation of an integrated, first-year curriculum,” in Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change, 1997, vol. 2, pp. 1107–1113.[2] C. E. Brawner, X. Chen, M. W. Ohland, and M. K. Orr, “The effect of matriculation practices and first-year engineering courses on engineering major selection,” in 2013 IEEE Frontiers in Education Conference (FIE), 2013, pp. 1217–1223, doi: 10.1109/FIE.2013.6685023.[3] H. V. Chang, Autoethnography as

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

students returned to give additionalpresentations to the freshman students to focus on the environmental and societal impacts of theirdesign projects. We report baseline engineering identity in this paper.IntroductionThis work hypothesizes that 1) peer-based interventions implemented within the existingcurriculum can help teach underclassman ‘what it means to be an engineer’ and 2) participationin these interventions will stimulate engineering identity formation during the first one and twoyears of the curriculum, which will better retain students. Multiple reports have expressed theconcern that there will be at least a one-million-person deficit between the forecasted demand forSTEM professionals and the number of STEM graduates (Chen, 2013

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: 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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Diversity

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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: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keyanoush Sadeghipour, Temple University; David Brookstein, Temple University; Shawn Fagan, Temple University; Cory Budischak, Temple University

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First-Year Programs

project involving a “traffic study project”. As aresult, we are removing that project from the curriculum and have added replacement projects.We are sharing our findings to the entire college engineering faculty to further reinforce the needto include design thinking in all subsequent engineering courses.References 1. http://news.mit.edu/2012/emeritus-flowers-wallace-robots-0507 2. J. Bordogna, E. Fromm, and E. Ernst, “Engineering education: innovation through integration,” J. Eng. Ed., vol. 82, no. 1, pp. 3-8, January 1993. 3. ABET, “Criteria for accrediting programs in engineering in the United States for programs evaluated during the 1998-1999 accreditation cycle,” [1 November 1997]. Baltimore, MD: ABET Inc., pp. 47-49

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida

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First-Year Programs

Paper ID #31280Work in Progress: Professional Development Module in First-YearEngineering CourseDr. Olukemi Akintewe, University of South Florida Dr. Olukemi Akintewe is an instructional faculty in the Medical Engineering Department at the Univer- sity of South Florida. She received a B.E. degree in chemical engineering from City College of New York, CUNY, a M.Sc in materials science and engineering from the Ohio State University and a Ph.D. in chemical engineering from the University of South Florida. Dr. Akintewe’s research focuses on project- based learning in engineering education; engineering predictive assessment

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: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

discharge desalination; interplant water network design;synthesis of natural gas; integration of solvent and process design with controllability assessment. Work-in-progress – Incorporating sustainable development fundamentals in the first year engineering program Jorge R Lara, Mark Weichold, Patrick Linke Texas A&M University, jlara@tamu.edu, m-weichold@tamu.edu, Patrick.linke@qatar.tamu.eduAbstract. In this work-in-progress paper, the authors propose an instrument to measure sustainabledevelopment literacy in first year engineering students, and based on the outcomes of the survey;implement a strategy to train freshman-engineering students on the fundamentals of engineeringfor sustainable

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

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Diversity

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First-Year Programs

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

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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: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

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

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter M. Ostafichuk, University of British Columbia, Vancouver; Susan Nesbit, University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver; Gerald Tembrevilla, University of British Columbia, Vancouver

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First-Year Programs

Paper ID #30948Developing Metacognition in First Year Students through InteractiveOnline VideosDr. Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver Dr. Peter M. Ostafichuk is a professor of teaching in Mechanical Engineering and the Chair of First Year Engineering at the University of British Columbia in Vancouver, Canada. He teaches introduction to the engineering profession and practice, and design in mechanical engineering. He has extensive experience in Team-Based Learning (TBL), curriculum development, and teaching innovation.Dr. Susan Nesbit, University of British Columbia, Vancouver Before

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

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

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uma Lakshman, NYU’s Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

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First-Year Programs

Barrier Change. She currently is the Vice President of her school’s chapter of the American Society of Civil Engineers and oversees the Concrete Canoe and Steel Bridge competition teams. She will be the president of the chapter next year.Dr. Jack Bringardner, NYU’s Tandon School of Engineering Jack Bringardner is the Assistant Dean for Academic and Curricular Affairs at NYU Tandon School of Engineering. He is also an Assistant Professor in the General Engineering Department and Civil Engineer- ing Department where he teaches the First-Year Engineering Program course Introduction to Engineering and Design. He is the Director of Vertically Integrated Projects at NYU. His Vertically Integrated Projects course is on

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney A. Lemasney, Rowan University; Hayley M. Shuster, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

. Researchers also could, in the future, consider the relationship between students’selected 3C and the “life experiences” discussed in the original reflection prompt. These effortscould lead to major improvements in undergraduate engineering curriculums, as well asempower undergraduate engineering students to recognize the importance of reflection andutilizing an EM.AcknowledgementsThe authors gratefully acknowledge the Kern Family Foundation for conference registrationfunding for the authors of this paper.References[1] J. Turns, B. Sattler, K. Yasuhara, J. Borgford-Parnell, and C. J. Atman, “Integrating Reflection into Engineering Education,” in 2014 ASEE Annual Conference & Exposition, 2014, pp. 24.776.1-24.776.16.[2] D. A. Schön

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

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First-Year Programs

ENGR 111 provides a context andpotential for addressing motivational barriers, such as interest in engineering, in a manner thattraditional classrooms cannot do. Likewise, ENGR 111 provides students the situational meansto experience problem solving in a way that wouldn’t be possible in a traditional coursestructure. While research in college retention has focused on integration into the university,research in engineering retention has focused more on integration into the engineering culture;thereby making ENGR 111 an ideal mechanism for addressing the first-year interest barrier. Thisstudy employed a post measure of students, asking about their individual interest in engineeringand how impactful their ENGR 111 course experience was on their

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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First-Year Programs

leave the coursehaving a better understanding of how important the role of communication and empathy isthroughout the design process. Once ENGR 180 is designated as an FC course, this will becomea valuable course for not only engineering students, but also students from other majors.References[1] National Academies of Sciences, Engineering, and Medicine 2018. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education: Branches from the Same Tree. Washington, DC: The National Academies Press. https://doi.org/10.17226/24988.

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kevin J. Lindsay, University of North Carolina at Charlotte; Meg Harkins, University of North Carolina at Charlotte; Rachael Ohu, University of North Carolina at Charlotte; Sherman Mumford, University of North Carolina at Charlotte; Linda A. Thurman, University of North Carolina at Charlotte

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Diversity

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First-Year Programs

positive impact based on regularassessment results, which include overwhelmingly positive student participant feedback.Changes to the program continue to be made based on student participant needs and interests,with the expectation that they will continue to enrich and enhance their academic andprofessional experience.The EFLC offers a unique college residential living experience through a holistic and integratedapproach to the freshmen experience, and is designed to facilitate students’ transition into theCollege and University communities. The program started in 2002 with 60 students, and quicklygrew to capacity at 220 students, or approximately one third of the entering COE class. TheEFLC is also an integral component of UNC Charlotte’s PFS

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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First-Year Programs

Paper ID #31125Continuing to Promote Metacognitive Awareness in a First-Year LearningStrategies CourseDr. 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 MyEngineeringLab

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

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Diversity

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First-Year Programs

learning strategies, and positive habits of mind.Dr. 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 MyEngineeringLab system.Matthew K. Miller, Clemson University Matt Miller is a Senior Lecturer in the General Engineering Program at Clemson University. His back- ground in

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Demetris Geddis, Hampton University; Brian Aufderheide, Hampton University; Herman W. Colquhoun Jr., IBM Canada Ltd.

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First-Year Programs

Paper ID #31333Work in Progress: Project and Design-Based Introductory EngineeringCourse using Arduino KitsDr. Demetris Geddis, Hampton University Demetris L. Geddis is an associate professor and Chair of Electrical and Computer Engineering at Hamp- ton University. He has extensive research experience in the areas of Integrated optoelectronics, Optics, Microelectronics, and Electromagnetics. He has worked as a Research and Design Engineer at Motorola and Bell laboratories. Also, he worked at NASA Langley Research Center as a NASA faculty fellow for the Nondestructive Evaluation Sciences Branch where he performed research

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas

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First-Year Programs

Paper ID #30458Is High School GPA a useful tool for identifying at-risk students inFirst-Year Engineering?Dr. Aysa Galbraith, University of Arkansas Dr. Aysa Galbraith is a Teaching Assistant Professor and Academic Advisor of First-Year Engineering Program at University of Arkansas. She received her PhD in Chemical Engineering from Chemical and Biomolecular Department at North Carolina State University. She is responsible from teaching Introduc- tion to Engineering classes, developing course material, and advising first-year engineering students.Mrs. Leslie Bartsch Massey, University of Arkansas Leslie Massey is an

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Sura Alqudah, Western Washington University

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Diversity

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First-Year Programs

in which to integrate newcontent in an effective manner. The total class time required for all three interventions ranges from 1-2 hourswhich equates, on the higher end, to one class session per quarter. The researchers and instructors of the courseagreed that the number of interventions and required time is reasonable without interfering with the core classmaterial. These interventions are hypothesized to improve engineering students’ sense of belonging and self-efficacy in their majors [14, 15].After considering course assignments and scheduling, the researchers chose a selection of ENGR 104 coursesin which to embed the interventions: Fall 17, Spring 18, and Fall 19. Each course was taught by a differentinstructor however, the content of

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

Engineering Education, vol. 94, no. 1, pp. 87 - 101, 2005.[11] H. A. Aglan and S. F. Ali, "Hands-on experiences: an integral part of engineering curriculum reform," Journal of Engineering Education, vol. 85, 1996.[12] F. Giralt, J. Herrero, F. Grau, J. Alabart and M. Medir, "Two way integration of engineering education through a design project," Journal of Engineering Education, pp. 219 - 229, 2000.[13] s. Cronk, D. Hall and J. Nelson, "Living with the lab: a project-based curriculum for first- year egnineering students," in ASEE Gulf-Southwest Annual Conference, 2009.[14] E. Etkina and A. Van Heuvelen, "Investigate science learning environment - a science process approach to learning physics," Research-based reform of university

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kathleen Meehan, California State University, Chico; Kevin Buffardi, California State University, Chico; Webster R. Johnson, California State University, Chico; Joseph Greene, California State University, Chico

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Diversity

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First-Year Programs

their first year at CSU Chico. The bootcamp recruited matriculating students in engineering and computer science fromunderrepresented minorities and first-generation and low-income populations. The core of thebootcamp curriculum was an intensive math program designed to stimulate deeper understandingof algebra and trigonometry and practical problem-solving skills. The curriculum also includedProblem-Based Learning (PBL) modules with projects that applied concepts from computerscience and mechanical, mechatronic, computer, and electrical engineering.The first objective is particularly impactful because of the pre-requisite chains in most of ourengineering (ENGR) and computer science (CS) curricula. A one-semester delay in graduationoccurs when a

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey; Ilene J. Rosen, Rutgers, The State University of New Jersey

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First-Year Programs

redoubled our efforts to teach and reinforce that knowledge in the subsequentsemester. The results (again, shown in Table 4) demonstrate an improvement in quiz outcomeswithout a significant alteration of quiz format. Adjustments to course curriculum were alsominor, but clearly necessary. Greater emphasis was placed on how to test code, including codethat uses different programming methods, and additional instructions were included in projectdocuments about how to test code (See Appendix A).Discussion and Conclusions Throughout the process of first combatting plagiarism, and then circumventing it, we arrivedupon some potentially useful take-a-ways. First, plagiarism is a symptom, not a disease. Second,many programming assessments may not