Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew B. James P.E., Virginia Tech; Kacie Hodges P.E.; Jenny L. Lo, Virginia Tech

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Diversity

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First-Year Programs

has worked in both the private and public sectors. Prior to her current engineering position, she was on the faculty at Virginia Tech in the Department of Engineering Education for over 8 years teaching Foundations of Engineering courses to first year engineering students.Prof. Jenny L. Lo, Virginia Tech Jenny Lo is a Senior Instructor in the Department of Engineering Education at Virginia Tech. She has taught multiple first-year engineering courses. c American Society for Engineering Education, 2019 Changes in Student Perceptions of Engineering Disciplines through Showcasing of Career PathsAbstractThis complete evidence-based practice paper describes an instructional

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Frank Blubaugh, Purdue University; Joyce B. Main, Purdue University, West Lafayette

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Diversity

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First-Year Programs

, and family members may also influence a  student’s  major  selection.  Researchers haveidentified factors, such as career prospects, personal interests, parental influence, effects ofclimate and culture, to be important. Although a few models of major choice exist, relativelylittle attention has been given to examining engineering disciplinary choice (e.g. Mechanical,Environmental, Civil, Chemical, or Industrial). Our research aims to fill this gap from a uniqueperspective—since music genre preference can represent diversity in the broad dimension ofexperiences, we explore whether there is an association between music genre preference andengineering discipline choice.Music penetrates all aspects of modern society, including academic settings

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

and challenges of implementingthe first year in an experimental pilot program. As part of a set of initiatives to transform highereducation at Purdue University, the Polytechnic Institute (PI) was designed to be a multi-disciplinary, hands-on, competency-based experience for undergraduate students in technologyprograms. In Spring 2014, the PI began recruiting students, and in Fall 2014, the programopened its doors to its first cohort. The faculty who had taken a year to design and develop thefirst year curriculum eagerly awaited their new mentees. However, students came in with theirown hopes and concerns, which impacted their desire to join and remain in the program.Students were not alone in their decision-making. They were guided and

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

for Wright State’s engineering college: to develop a first semester course experiencethat addresses the inability of first year engineering students to successfully advance quicklyenough through the traditional calculus sequence, resulting in unacceptably high attrition [3].Like at Wright State, the Engineering Math course is centered on hands-on lab experiences,emphasizing an application-oriented, active approach to studying math topics subsequentlyapplied in core engineering courses. Taught by engineering faculty, course topics includeexamples from physics, engineering mechanics, electric circuits, and programming. A goal of thecourse is for students to demonstrate their prowess in applying mathematics knowledge, so thatthey can begin to

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Maritza Paz, The University of Texas at Austin, Cockrell School of Engineering; Margo Cousins, University of Texas, Austin; Cindy D. Wilson, University of Texas, Austin; Mia K. Markey, The University of Texas at Austin

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Diversity

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First-Year Programs

College, Columbia University. Her BA is also from Columbia.Dr. Mia K. Markey, The University of Texas at Austin Dr. Mia K. Markey is a Professor of Biomedical Engineering and Engineering Foundation Endowed Faculty Fellow in Engineering at The University of Texas at Austin as well as Adjunct Professor of Imaging Physics at The University of Texas MD Anderson Cancer Center. A 1994 graduate of the Illinois Mathematics and Science Academy, Dr. Markey earned her B.S. in computational biology (1998) from Carnegie Mellon University and her Ph.D. in biomedical engineering (2002), along with a certificate in bioinformatics, from Duke University. The mission of Dr. Markey’s Biomedical Informatics Lab is to develop decision

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

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Diversity

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Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

shaping and supportingstudents’ group-learning experiences.6 While faculty practices are important in all group-learningapproaches, they can be particularly important for supporting under-represented students, whooften experience marginalization in such settings. Both faculty and peers can marginalizeindividual students in a variety of ways, including through assignment of work tasks, validationof work tasks, validation of ideas or perspectives, and the nature of the group task itself.First, at the onset of an activity, task assignment biases can often result from unconsciousexpectations about who may be more (or less) suited to certain tasks.7, 8 While each team isdifferent, with a different set of identities and personalities, there is also

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen Roberts, University of Florida; Fazil T. Najafi, University of Florida; Curtis R. Taylor, University of Florida

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Diversity

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First-Year Programs

-Year Students Stephen Roberts, Fazil Najafi, Curtis TaylorAbstractAccording to the National Science Board, an increase in the admission of students fromunderrepresented populations will be needed to improve current enrollment trends at institutionsof higher education. In particular, studies show that enrollment, retention, and graduation rates ofengineering students from underrepresented populations (i.e., women, ethnic minorities) havehistorically been lower than those of other student populations. In addition, studies suggeststudents from underrepresented populations face unique and amplified issues that impede theirpersistence and degree completion. These impediments can include inadequate K-12 preparation,social

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Kia Bazargan, University of Minnesota, Twin Cities; Susan Mantell, University of Minnesota, Twin Cities; Joshua M. Feinberg, University of Minnesota, Twin Cities; Russell J. Holmes, University of Minnesota, Twin Cities

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Diversity

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First-Year Programs

course that brings exciting, newtechnologies and skills to a first-year PBL course with the aim of enhancing engagement andproviding an authentic multidisciplinary, creative design process that includes student-proposedprojects. At the University of Minnesota, Twin Cities, a large R1 research institution, an effort todevelop engagement, community and connections between freshmen and faculty began with thedevelopment of a required, one-credit first semester course. This course covers topics importantto all new university students – selecting a major, exploring extracurricular opportunities, writinga resume, appreciating diversity and understanding ethics – and for three years it was expandedto add a faculty co-instructor, who led a small

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

1st year students cognitive and non-cognitive profiles,testing an applied engineering math course, and incrementally shifting faculty andadministrative culture from transactional relationships to higher quality studentengagement for 1st year students. Between Fall 2014 and Fall 2015 qualitative data wascollected measuring new students’ initial “grit”, motivations and career expectations.The total sample (N=509) consisted of 84% freshmen, 16% transfers, 21% women and14% minority students. Quantitative data included an analysis of the high school SATsand initial university math placement scores for Fall 2014-Fall 2015, a comparativeanalysis of the same data for the Fall 2011-Fall 2013 cohorts, and an analysis of studentoutcomes from an adapted

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jessica Ohanian Perez, California State Polytechnic University, Pomona; Cesar Moreno

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Diversity

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First-Year Programs

Poly PomonaMechanical Engineering Department’s YouTube Channel as an open educational resource [23].The title, length, and description of each episode are listed below: • Episode 1, What’s it like to be an early career engineer? (1 hr, 12 min) Two former mechanical engineering students from Cal Poly Pomona discuss their experiences working in industry during the past four years • Episode 2, What is Civil Engineering? (38 min) Two Cal Poly Pomona civil engineering faculty members discuss fundamental information about their discipline and the career paths available to civil engineers • Episode 3, What’s it like to be an engineering instructor? (1 hr, 21 min) Two engineering faculty members discuss their path to

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ryan J Meuth, Arizona State University

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Diversity

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First-Year Programs

also teaches courses in Computer Engineering for the School of Computing, Informatics, and Decision Sys- tems Engineering at Arizona State University Page 26.259.1 c American Society for Engineering Education, 2015 Assessment of Communication, Teamwork, and Engineering Motivation in Inter-Disciplinary Projects Implemented in an Introduction to Engineering CourseIntroductionInter-disciplinary project teams are a fact of engineering careers. Inter-disciplinary thought andaction are required to solve many of today’s technological and social challenges

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

aimed at improvingthe engagement, retention, and graduation of students underrepresented in engineering. Thesecomponents include: “intrusive” academic advising and support services, intensive first-yearacademic curriculum, community-building (including pre-matriculation summer programs),career awareness and vision, faculty mentorship, NSF S-STEM scholarships, and second-yearsupport.This work in progress paper describes the implementation of the Redshirt program2 at each of thesix Redshirt in Engineering Consortium institutions, providing a variety of models for how an1 For brevity, we will use the acronyms listed in this table in place of the full names of theinstitutions throughout the paper.extra preparatory year or other intensive academic

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

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Diversity

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First-Year Programs

willexplore a work in progress in understanding participants’ longitudinal progress to transfer intoengineering majors and degree completion. This discussion will be supplemented withlongitudinal and focus group data to explore the extent to which students were supported by thecomponents of the FYSE program. 2 It has been well documented in previous research that first-year summer programs arebeneficial to the academic, social, and personal development of student participants (Ackermann,1990; Cabrera, Miner, & Milem, 2013; Garcia, 1991; Walpole, Simmerman, Mack, Mills,Scales, & Albano, 2008). First-year summer programs, also known as

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University; Jack Bringardner, New York University

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Diversity

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First-Year Programs

Paper ID #15071Assessing Gender Differences between Student Motivations for Studying En-gineeringDr. Anne Dudek Ronan P.E., New York University Anne Dudek Ronan, Ph.D., P.E., is an Industry Professor in the Department of Civil and Urban Engi- neering NYU. Although her main area of interest is Water Resources Engineering, she teaches across the curriculum – from the freshman Introduction to Civil Engineering course to graduate classes in Ground- water Hydrology and Surface Water Pollution. She also advises PhD and Masters degree students and is faculty adviser for two student clubs. Previously, Anne was an Adjunct Professor

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University; Timothy J. Jacobs, Texas A&M University; Mark Weichold, Texas A&M University

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Diversity

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First-Year Programs

Paper ID #21885First Generation Engineering Student Mentoring Program: A Case Study ofa Large Engineering School in the U.S.Dr. Bimal P. Nepal, Texas A&M University Dr. Bimal Nepal is Phillips’66 First Year Engineering Faculty Fellow and Associate Professor in the Industrial Distribution Program at Texas A&M University. His research interests include integration of supply chain management with new product development decisions, distributor service portfolio optimiza- tion, pricing optimization, supply chain risk analysis, lean and six sigma, and large scale optimization. He has authored 41 refereed articles in

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sura Al-Qudah, Western Washington University ; Jill Davishahl, Bellingham Technical College; Eric Davishahl, Whatcom Community College; Michael Andrew Greiner

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Diversity

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First-Year Programs

international experiences including study abroad, internships,volunteer work, and faculty-led study tours. Western faculty plays an active role in their student’slives, not only in the classroom but also through advising student groups, supporting individualstudent career aspirations, and mentoring programs. The Engineering & Design Department atWWU is a new department formed in 2014 out of the former Engineering Technology departmentas part of a state-funded effort to transition the engineering technology programs to accreditedengineering programs. The department offers five undergraduate-only programs withdistinguished faculty in each program; the Electrical Engineering (EE) program, theManufacturing Engineering (MfgE) program, and the Plastics

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

instructor of the NDSU Pre-Engineering Education Collaboration (PEEC) during their sum- mer camps. Throughout her Ph.D. work and professional career she has focused on serving underrepre- sented populations through summer camps targeting Native American high school students, working with New American populations locally to engage them with the outdoors, and developing curriculum for sum- mer camps at regional tribal colleges. In the future, she will be working with faculty and local hospitals to develop a distance education curriculum to better meeting the needs of the NDSCS Emergency Medical Services program as they look to better serve students abroad.Ms. Megan Even, ND EPSCoRDaniel John Luecke, North Dakota State

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Matthew T. Stimpson, North Carolina State University

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Diversity

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First-Year Programs

. [1 credit hour, elective] E145: Academic and Professional Preparation for Engineers II: Engineering as a field of study and profession. Career and professional development, goal setting, decision making and effective communication strategies. [1 credit hour, elective] E201: Engineering Transfer to Success: This 8-week course will provide an overview of the NC State University policies and procedures, organizations, and resources available for enhancing the academic success of new transfer students in the College of Engineering. Lectures and discussion from departmental representatives will focus on requirements and availability for financial aid, cooperative education, career services, and campus student organizations

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas, El Paso; Giselle Andrade, STEMGrow; Diane Elisa Golding, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Melissa Stearns

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Diversity

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First-Year Programs

example) that might deriveexplanations for the findings. Bottomley concluded: “Because aspects of personality traits that make up the GRIT scale can, in fact, be taught, first year courses or programs to enhance student retention might be able to make important and impactful changes. Secondly, if GRIT is sufficiently predictive, as some earlier results suggest, some aspects of GRIT might be used to impact admissions or placement decisions, allowing students who are not able to show their capabilities on standardized metrics to have an additional input to the admission decision process.”By contrast, Williamson, Pannizo, Perriakos and

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Kyle D. Squires, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

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Diversity

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First-Year Programs

is also studying entry and persistence in engineering of first generation, women, and under-represented ethnic minorities.Dr. Kyle D. Squires, Arizona State UniversityDr. James Collofello, Arizona State University Associate Dean of Academic and Student Affairs Professor of Computer Science and Engineering School of Computing Informatics and Decision Systems Engineering Ira A. Fulton Schools of EngineeringMs. Robin R. Hammond, Arizona State University c American Society for Engineering Education, 2018 Work in Progress: Engineers from Day One: A Pilot Collective Impact Alliance Effort to Foster Engineering IdentityIntroductionThis Work in Progress paper reports on an effort that

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

the interventions was consistent for each offering of the course. Two of thesections were taught by a member of the research team and a third section was taught by a faculty memberwho worked closely with the research team. An additional class section (Fall 19) participated in this study asa control group (no interventions were embedded but students were asked to complete the surveys). It isimportant to note that the interventions were not embedded into all available sections of the 104 course duringthe research period due to inconsistency in staffing which resulted in slight variations of the course. Inadditional, not all faculty members who were scheduled to teach the course were interested in embedding theinterventions into their course

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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Diversity

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First-Year Programs

, financial assistance (even when limited), and information about resources on campus.Opportunities to meet with other students and faculty members, especially in social settings, waswelcomed and valued, although many students reported having difficulty with events conflictingwith their schedule. The students who missed the events had the opportunity to reach out to thepeer mentors in Computer Science and Computer Engineering, but based on the discussions withthe peer mentors, very few took on this opportunity. Since starting with Fall 2020 the eventswere held virtually on zoom, we decided to record the events, with the permission of theparticipants, post them on ASSURE-US website, and send an email to the stu8dents with the linkto the recording. If

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

post-secondary institutions, the study university has implemented several programs tohelp first-year students transition to college. Three such programs relevant to this study include: 1. First Year Seminars (FYS) – special sections of a three-credit core curriculum course. Compared to other sections of the core courses, FYS include only first-semester students, are limited to an enrollment of eighteen students per section, are taught by a full-time faculty member (instead of adjunct faculty), and include additional learning outcomes intended to develop academic habits of mind (i.e., reflection, explanation, etc.). 2. RWU Experience (RWUXP)41 – a non-credit course meeting one hour per week. Led jointly by a faculty

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Susan F. Freeman, Northeastern University; Jennifer Ocif Love, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University

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First-Year Programs

experience engineering as an evolving, creative, and interdisciplinary career that impacts global society and daily life. 2. Provide students with the opportunity to develop process-driven problem solving skills that recognize multiple alternatives and apply critical thinking to identify an effective solution. 3. Provide students with the opportunity to integrate math & science in an engineering context. 4. Create motivated & passionate engineering students by challenging them with authentic engineering problems across multiple disciplines. 5. Instill in our students the professional, personal & academic behaviors and common competencies needed to move to the next stage of their

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

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First-Year Programs

Kahoot overcame expectations when it came to individual reflection and peer-instruction. The fact that the quiz can be played through a cell phone increases students’engagement, since the use of new technological resources motivates students and shortenssome distances between faculty members and students. Also, using electronic devicesenriches the classroom experience due to the pluralization of the learning channels.Considering that Kahoot quizzes present a game format, the natural competition amongstudents makes the classroom a friendly and fun environment. This competitivenessenticement leads to more involvement, and Kahoot clearly motivated students to reflecton the concepts learned. Also, regarding peer-instruction, it was surprising to see

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa A. Dagley, University of Central Florida; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Andrew Patrick Daire, University of Houston; Christopher L. Parkinson, University of Central Florida; Diandra J. Prescod , Pennsylvania State University ; Christopher T. Belser, University of Central Florida

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First-Year Programs

eligible (3.0 GPA) participate in a paidundergraduate research experience. Students are paired with one of the 135 committedCOMPASS faculty mentors to participate in a one semester funded research experience as part ofthe faculty’s research team. Though students continue to identify as members until graduation,the formal portion of the program culminates with the undergraduate research experience.The fourth objective (Research) focuses on determining how Career Readiness and CareerDevelopment assessment results correlate to students selecting and being successful in STEM.This research occurs as a study comparing those students participating in the Career Planning:STEM Explorations course (experimental group) to those already decided on their STEM

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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First-Year Programs

redesigned course (n=53,taught in Fall 2016).Course and instructional materialsThe purpose of this course is to help students learn about the process of becoming a chemical orbiological engineer, the scope of careers open to chemical or biological engineering graduates,and to introduce students to engineering design practices, laboratory safety, and professionalethics.Original course. The original course included guest speaker presentations, one laboratory sessionpaired with a redesign assignment, and a culminating design challenge. Presentations typicallyincluded a research-active faculty member presenting his or her research, though there were alsovisits from student organizations and advisors.In the laboratory, students filled out a worksheet

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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First-Year Programs

globally focused career with the need to work withpeople from a variety of technical and diverse backgrounds. This trend has been reflected inengineering pedagogy with a rise in teaming experiences in first-year and capstone designcourses of engineering curriculum in the U.S.1 Additionally the ABET EAC Student Outcomescurrently require students to have “(d) an ability to function on multidisciplinary teams”2. Evenwith recently proposed changes to the following criterion, “(7) An ability to function effectivelyas a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates acollaborative and inclusive environment,” ABET Student Outcomes still emphasize the need forengineering students to be able to work in diverse

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg

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First-Year Programs

, resilient, and successful University graduates. The McCormick Administration decided to build an advising model based on a learner­centered concept sometimes called the Advising­as­Teaching paradigm.    Traditionally, First­Year students at Northwestern University were assigned to a faculty adviser, in a department based on their stated intended major. Undeclared students were randomly assigned to a faculty member. This advising model gave incoming students a home department, but not necessarily the department undeclared students wanted. In addition, students that changed majors, or were exploring majors, often needed to find their own connections with faculty in other departments. Lastly, in addition to helping students new to the university

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

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First-Year Programs

instructions compared to the 2019 in-person bootcamp was thatthe students who were not willing to reach out to the faculty or the student assistant for help,would get stuck for a while which also resulted in less engagement. In an in-person bootcamp,supervision and identifying the students that needed additional help was significantly easier.Therefore, the number of students who could complete this part of the project was lower than lastyear. A solution to this issue could be creating groups of two students similar to the in-personbootcamp, asking students to work with each other, and joining their Zoom breakout roomsevery 15-20 minutes to see their progress. On the third day, students designed a path for their robots to follow and developed the