Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

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First-Year Programs

educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the secondary level. Nathan was a former middle and high school technology educator in Montana prior to pursuing a doctoral degree. He was a National Center for Engineering and Technology Education (NCETE) Fellow at Utah State University while pursuing a Ph.D. in Curriculum and Instruction. After graduation he completed a one year appointment with the Center as a postdoctoral researcher. American c Society for Engineering Education, 2021Factors Impacting Engagement and Achievement in a First-Year Design Thinking

Conference Session

First-Year Programs: First-Year Experiences

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2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

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First-Year Programs

Fall of 2015 taking online courses learning how to construct and de- liver online courses. This resulted in a MSEd from Purdue University in Learning Design and Technology (LDT). This widely varied background prepared me well for my next big adventure. Beginning in August 2018 I became the Texas A and M Professor of Practice for the Texas A and M Engineering Academy at Blinn College in Brenham. Texas A and M Engineering Academies are an innovative approach to providing the planet with more Aggie Engineers. I am focused on enhancing the high school through first-year college experience and am an engaged member of the Texas A and M IEEI (Institute for Engineering Education and Innovation). My foundations were

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

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Diversity

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First-Year Programs

Laboratory on campus where she works with lithium ion coin cells. She has completed two co-ops, where she has worked on grid-scale energy storage technologies and electrochemically medi- ated CO2 capture devices. She is an NSF Graduate Research Fellowship recipient and will begin pursuing a PhD in Materials Science and Engineering at Brown University this Fall.Ms. Hannah Boyce, Northeastern University Hannah Boyce is a fourth year undergraduate student pursuing a B.S. in Chemical Engineering at North- eastern University. She has been involved in the Connections Chemistry Review program for a three years, is a peer mentor, President of AIChE and Conference Chair for the 2021 AIChE Northeast Regional Con- ference. She

Conference Session

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

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2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

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First-Year Programs

ofperspectives and lived experience to the challenge at hand. Research shows that having diverseteams working on complex challenges produces more effective and impactful solutions thanworking in uniform teams or as lone individuals [31-35]. In the case of predominately onlineinstruction environment, teams also offer the opportunity for social connection and peer support.The class was divided into teams with the assistance of the Comprehensive Assessment forTeam-Member Effectiveness (CATME), an online tool that aides instructors in forming studentsteams based on best practices, and stayed in their assigned team for the entire semester.Synchronous class sessions: These sessions were held on Mondays via Zoom. This time wasdedicated to discussing and

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Frank J. Marsik, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Elizabeth Mann Levesque, University of Michigan; Stacie Edington, University of Michigan

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First-Year Programs

course structure, choose exploration and engagement activities aligned withtheir goals and interests.As part of the University of Michigan’s Center for Research on Learning and TeachingFoundational Course Initiative, ENGR 110 has undergone a course redesign process. A centralmotivation for this work is the recognition that first-year engineering students enter college withunique questions regarding their choice of engineering majors, co-curricular engagement andfuture career options. Investing in pedagogical practices that support student autonomy has beenassociated with positive impacts on student learning. As highlighted by Self-determinationtheory (SDT), when psychological needs like autonomy, competence, and relatedness are metthrough

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

Katherine Goodman is assistant professor at the University of Colorado Denver, and curriculum lead at Inworks, an interdisciplinary innovation lab. Her research focuses on transformative experiences in engineering education. She is currently division chair of the Technological and Engineering Literacy - Philosophy of Engineering Division (TELPhE). American c Society for Engineering Education, 2021 Work in Progress: A Layered Mentorship Program for Engineering Student Success and RetentionAbstractThis Work in Progress paper of an Evidence-based Practice examines the impact of a LayeredMentorship Program (LMP) on the retention of first-year

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail E. Heinz, Rowan University; Matthew Strauss; Mary Staehle, Rowan University

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First-Year Programs

unchanged from the validated form. The surveywas administered at the start of the semester (within the first week of class) and at the end of thesemester (within the last week of class). The completion of this survey was entirely voluntaryand did not impact student grades in any way.Development of the Introductory Activity and Its AssessmentPrevious course iterations had included random prompts developed by the instructor prior toclass. To study the effects of the activity, the prompts were designed with intention for Spring2020.Prompts were compiled through a series of brainstorming sessions between two undergraduatestudent researchers who were not otherwise associated with the course or its material. Thecriteria determined for acceptable prompts

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

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

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charmane V. Caldwell, Florida A&M University-Florida State University College of Engineering; Roxanne Hughes, National High Magnetic Field Laboratory

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Diversity

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First-Year Programs

andstudent affairs, and adequate resources), as well as a supportive academic (e.g., common courses,faculty advising, academically supportive climate) and co-curricular (e.g., study groups, socialactivities, career workshops) environment. The pinnacle of the best practices is an integration ofthese various layers and an assessment plan that allows practitioners to make changes.There are two types of research that has been conducted on LLCs: those that compare acrossmultiple programs and those that focus on one particular program. Research comparing LLCsacross programs have shown that they can have a positive impact on first-generation participants'transitions to college [2]; increased sense of belonging in their college [3]; and increasedopenness to

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peter L.L. Walls, Dunwoody College of Technology; Jonathan Aurand P.E., Dunwoody College of Technology

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First-Year Programs

College of Technology since 2016. Prior to joining the faculty at Dunwoody, Aurand practiced as an engineer in the power industry serving as a consulting engineer for Heat Recovery Steam Generators (HRSGs) in combined cycle power plants. Aurand is a registered professional engineer in Minnesota and holds an MSME degree from the University of Minnesota. He currently resides in Minneapolis, MN. American c Society for Engineering Education, 2021 Balancing the engineering disciplines!: An interdisciplinary first-year design projectAbstractWhen engineering students graduate and begin work as an engineer, they are confronted with

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

Engineering + Technology at Western Carolina University. His teaching and research interests include design, robotics, automation, and controls.Prof. James Coffin American c Society for Engineering Education, 2021 Team-teaching a Project-based First-Year Seminar in PandemicAbstractComplete Evidence-based Practice – This paper presents a team-teaching strategy for a project-based first-year seminar during the pandemic. Three faculty members team-taught three sectionsof a First-Year Seminar course in Fall 2020 using project-based learning with students from fiveEngineering and Engineering Technology programs in the department, which encompasselectrical, computer, mechanical

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Jeffrey L. Newcomer, Western Washington University

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First-Year Programs

. Vanderlinded and E. Kim, "A Multi-level Assessment of the Impact of Orientation Programs on Student Learning," Research in Higher Education, p. 320–345, 2010.[7] K. J. Nelson, C. Quinn, A. Marrington and J. Clark, "Good practice for enhancing the engagement and success of commencing students," Higher Education, pp. 83-96, 2012.[8] A. M. Williford, L. C. Chapman and T. Kahrig, "The university experience course: A longitudinal study of student performance, retention, and graduation," Journal of College Student Retention: Research, Theory and Practice, pp. 327-340, 2001.[9] M. Karp, S. Bickerstaff, Z. Rucks-Ahidiana, R. Bork, M. Barragen and N

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

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First-Year Programs

professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the secondary level. Nathan was a former middle and high school technology educator in Montana prior to pursuing a doctoral degree. He was a National Center for Engineering and Technology Education (NCETE) Fellow at Utah State University while pursuing a Ph.D. in Curriculum and Instruction. After graduation he completed a one

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Jon Harcum, Clemson University; Laurel Whisler, Bristol Community College; Elizabeth Anne Stephan, Clemson University

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Diversity

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First-Year Programs

Paper ID #33015Using the Learning and Study Strategies Inventory (LASSI) to TrackStudents’ Growth and Evaluate the Effectiveness of a Learning StrategiesCourseMs. Abigail T. Stephan, Clemson University Abigail Stephan is a doctoral candidate in the Learning Sciences program at Clemson University. Broadly, her research interests include intergenerational learning in informal settings and self-directed learning. Since 2017, Abigail has been the graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their development of self-regulation and time

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doina Bein, California State University, Fullerton; Jidong Huang, California State University, Fullerton; Yu Bai, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Paulina Reina, California State University, Fullerton

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First-Year Programs

received a stipend to assistASSURE-US leadership team members in conducting research projects that included: • Real-Time Object Detection using Artificial Intelligence • Self-driving Lego Robot using Artificial Intelligence • Hardware Accelerated Deep Neural Networks • High-Performance Computing using Non-Volatile Memory (NVM) • Study of Radio Frequency Energy Harvesting for IoT Devices • Design, Fabrication, and Analysis of Low-Cost Solar Powered Energy Harvesting Micro Air Vehicles using 3D Printing • Design, Fabrication, and Analysis of Low-Cost Customized Electric Skateboards • Data science projects using Jupyter Notebook The SURE took place in the labs associated with each discipline. The students were

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

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Paper ID #32774Meaning to Succeed: Learning Strategies of First-Year EngineeringTransfer StudentsMrs. Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Uni- versity, where she teaches first year engineering design as a foundation course for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking as

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

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Diversity

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First-Year Programs

training of mathematics teachers that is at the core of this problem. Since enrollment at UIC, Janet had dedicated her studies and research efforts on Mathematics Socialization and identity amongst pre-service elementary teachers, an effort at understanding the reasons for lack of interest in the subject with a view to proffer solution and engender/motivate interest amongst this group that will eventually reflect in their classroom practices. She is currently a Graduate Assistant with UIC Engage, a commu- nity focused project that provides help for less-privileged students from K-8 in mathematics, reading and writing. She continues to work as a substitute teacher occasionally to keep abreast with current practices

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

Paper ID #32711Mechanical Engineering Activity-Based Freshman Course Online During aPandemicProf. Dani Fadda P.E., University of Texas at Dallas Dr. Fadda is Associate Professor of Practice in Mechanical Engineering. His background includes two decades of engineering practice in the energy industry where he has held numerous positions. Dr. Fadda has worked in product research and developed patented products for chemical, petrochemical, and nuclear applications. He is an ASME Fellow and a Professional Engineer.Dr. Oziel Rios, University of Texas at Dallas Dr. Oziel Rios earned his Ph.D. in mechanical engineering from

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

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First-Year Programs

. Provide exemplar reports for studies of interest to early career engineering students. c. Document pathway of lab report to research paper to funding to deployment. d. Student product is student interpreting a simple lab and producing a lab report based on the guidelines shared.12. Re-inforce electricity basics involving voltage (V), current (I), and resistance (R). a. Use PhET.colorado.edu to support practices in this area. b. Use the online Tinkercad Arduino website (tinkercad.com/learn/circuits) to encourage electrical product designs. c. Tie parallel resistance evaluation to rational function analysis in precalculus. d. Student product is their work associated with the many

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

. Meyer, Land, R., & Baillie, C. Ed., no. Book, Whole). Leiden U6: Rotterdam ; Boston: Sense Publishers, 2010, ch. Why is geologic time troublesome knowledge?, pp. 117-129.[11] Meyer and R. Land, "Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising," in Improving Student Learning - Theory and Practice Ten Years On, C. Rust and D. Oxford Centre for Staff Eds. Oxford: Oxford : Oxford Centre for Staff & Learning Development, 2003, pp. 412-424.[12] J. Kabo and C. Baillie, "Seeing through the lens of social justice: a threshold for engineering," European Journal of Engineering Education: Educational research impacting engineering education, vol. 34, no. 4, pp

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

academic interests include biology, philosophy and religion. He is a researcher and writer for Lawyer-Ed, a legal publication. His research and career interests include medical law, legislation research, and engineering education.Dr. Kate Mercer, University of Waterloo Kate Mercer is the Systems Design Engineering, Electrical and Computer Engineering and Earth and Environmental Sciences, and is an Adjunct Assistant Professor in Systems Design Engineering at the University of Waterloo. Kate’s main duties include providing instruction and research services to students, faculty and staff. Kate graduated with a MI from the University of Toronto and completed her PhD at the University of Waterloo’s School of Pharmacy. Most

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie L. Walkup PE, Villanova University; John Komlos, Villanova University; Kevin A. Waters P.E., Villanova University

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First-Year Programs

motivation and interest and improvestudents’ engineering skills16. Thus, the design project is a key element of the course that waskept intact as the course shifted from second-year to first-year.It is important to note that Fundamentals was designed by the faculty to be an in-person courseand it was taught as such for the second-year iteration. However, the first-year iteration wastaught during the Spring 2020 semester and was transitioned to an online course for the lastseven weeks of the fifteen-week semester due to the Covid-19 pandemic. Possible implicationsof this transition on the results of this study will be discussed. In addition, future research will beconducted when the course transitions back to full in-person learning to determine the

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Sangster P.E., Northeastern University

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First-Year Programs

five key changes for practice, including:(1) the balance of power, (2) the function of content, (3) the role of the teacher, (4) theresponsibility for learning, and (5) the purpose and process of evaluation. As a source of bestSangster, J. Page 1practices in pedagogy, this book was the first of its kind encountered by the author, andsubsequently has had the greatest impact on practice. The discussion on the balance of power introduces the idea that students should haveagency in what they are learning and how they are learning it. Not that the instructor shouldabdicate authority entirely, but that it is possible to meet the learning needs of more

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

Paper ID #32931Longitudinal Effects of Team-Based Training on Students’ Peer RatingQualityMr. Siqing Wei, Purdue University at West Lafayette Siqing Wei received BSEE and MSEE from Purdue University. He is currently pursuing a Ph.D. degree in Engineering Education program at Purdue University. After years of experience of serving the peer teacher and a graduate teaching assistant in first-year-engineering courses, he is now a research assistant at CATME research group studying how cultural diversity impacts teamwork and how to help students improve intercultural competency and teamwork competency by interventions

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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First-Year Programs

University of Michigan. Her research interests lie in assessing and amending curricula to help students transition from undergraduate to professional practice. American c Society for Engineering Education, 2021 Motivating factors that encourage rural students to pursue engineeringIntroductionThis complete research paper describes a qualitative study conducted at a large midwesternuniversity exploring the motivations rural students cite as reasons for pursuing engineering.According to the United States Department of Education, rural communities account for 32% ofpublic elementary and secondary schools, serving 24% of students in the United States [1].27.1% of rural students

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

Sciences program at Clemson University. Broadly, her research interests include intergenerational learning in informal settings and self-directed learning. Since 2017, Abigail has been the graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their development of self-regulation and time management skills, effective learning strategies, and positive habits of mind.Baker A. Martin, Clemson University Baker Martin is a Ph.D. Candidate in the Department of Engineering and Science Education at Clemson University and teaches in the General Engineering Program as part of the first-year engineering curricu- lum. His research interests include choice

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

previousiterations of the ELC, as well as higher levels of academic resilience than other first-yearstudents who began in Fall 2019 but did not participate in the ELC. This all provides evidencethat the ELC, its high-impact practices, its iterations, and the availability of an S-STEMscholarship for financially qualified students are indeed promoting student success inundergraduate engineering.Limitations of this study include a small sample size, a timeframe too short to consider long-termretention and graduation outcomes, and the somewhat narrow understanding of complex in-vivosocial science phenomena that occurs when only quantitative data are considered. Suggestionsfor future research include gathering longitudinal data that includes retention and

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; M. Kevin Parfitt, Pennsylvania State University; Sez Atamturktur Ph.D., Pennsylvania State University; Moses Ling P.E., Pennsylvania State University

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First-Year Programs

exposure. Just-in-time modifications withTeaching Assistant (TA) support aiding in educating those practices were needed. In Fall 2020, one section of AE 124 was designated as remote only for students whowere not on campus. The same instructor taught a second mixed-mode section for on-campusstudents. Unfortunately, the number of students impacted by the pandemic, either directly orindirectly, made it necessary to hold all but one class remotely as well. Even so, the studentevaluation of teaching effectiveness (SRTE) indicated up to a one-point variant between on-campus and at-home students, from 7/7 to 6/7. The only significant difference between the twosections is the ability for students to visit the building site independently, most

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Briceland McLaughlin, Boise State University; Nick Hudyma, Boise State University; Robert Hamilton P.E., Boise State University; Bhaskar Chittoori P.E., Boise State University; Mojtaba Sadegh, Boise State University; Sondra M Miller P.E., Boise State University

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First-Year Programs

discipline cited a lack of community and support systems as reasons for leaving.They also suggested a high degree of difficulty in foundational courses (math, chemistry,physics) without an understanding of how the knowledge gained would be practically applied tomajor-specific coursework in the future.While major change is no longer a taboo action across higher education, it is an ever-increasingbarrier to degree attainment and these barriers increase as time continues before a change ismade [4]. Major changes for STEM students, especially at colleges without a common first- andsecond-year curriculum, place large burdens on students. These burdens come in the form ofincreased time to graduation, increased use of often finite financial resources, loss

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joshua Bourne Reed, Rowan University; Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut; Michael F. Young, University of Connecticut

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First-Year Programs

ethics and ethical frameworks. With the knowledge gainedfrom this research, first-year engineering programs can better explore how incoming students viewdecision-making and design more effective instructional practices. BackgroundIntroductionEthics is the “standards of conduct that apply to everyone” [1]. It is the difference between rightand wrong. People use ethics to determine how to act when confronted with any situation; askingquestions such as “who will this benefit?”, “who will this harm?”, and “what are theconsequences?”. However, engineering ethics is different from everyday ethics. Engineeringethics are a set of professional ethics, or “those special morally permissible standards of conductthat