Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University; Robin R Hammond, Arizona State University

Tagged Divisions

First-Year Programs

understand and internalize the vision and mission of the school, andhelping freshmen develop a personal identity as an Engineer. This paper focuses on the latter.Most engineering programs incorporate career exploration as one of the topics in theIntroduction to Engineering course or a separate course or seminar. This Introduction toEngineering course is typically taught as either a discipline-specific course or as a general courseopen to all majors. In both cases the content and delivery of the engineering career explorationtopic is heavily influenced by the faculty member teaching the class. In the Ira A. FultonSchools of Engineering at Arizona State University, there are program-specific Introduction toEngineering courses in which discussion of

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Brittany Strachota, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

AC 2011-1727: SELF-DIRECTED LEARNING CONTENTION: FACULTYAND STUDENT VIEWSCasey Canfield, Franklin W. Olin College of Engineering A recent systems engineering graduate from Franklin W. Olin College of Engineering, Class of 2010.Brittany Strachota, Franklin W. Olin College of Engineering Brittany Strachota is a member of the Class of 2013, studying engineering at Franklin W. Olin College of Engineering.Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering Yevgeniya V. Zastavker is an Associate Professor of Physics at Franklin W. Olin College of Engineering. Her research interests lie at the intersection of project-based learning and gender studies with specific emphasis on the curricula and pedagogies

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie J. Parish, Texas A&M University; Kristi J. Shryock, Texas A&M University; Dimitris C. Lagoudas, Texas A&M University

Tagged Divisions

First-Year Programs

first year students a more concrete picture of what type of work they might performin the aerospace industry and the breadth of employment options available.Guest speakers from both government and industry were invited inside the classroom to discusstheir actual work, career path, and opportunities with their employer. As a reflection of U.S.government involvement in aerospace, a NASA astronaut presented a seminar and reflected onhow aerospace engineers at both NASA and supporting industry contractors are shaping thefuture of space exploration. The speaker also addressed concerns about the future of U.S.government investment in space programs. Another guest speaker specifically outlined the co-op program at their organization, which provided an

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Odis Hayden Griffin Jr. P.E., East Carolina University; Sandie J. Griffin

Tagged Divisions

First-Year Programs

whether to actually practice engineering aftergraduation while somewhat smaller, but still significant, percentage had no intention ofpracticing engineering. They mention “the quixotic nature of many students’ decisions abouttheir careers” and also the importance of chance events in career decisions. They report … during the span of students’ tenure as undergraduates, their thoughts about career options were strongly swayed—we could even say disproportionately swayed—by a single experience, such as an internship, interaction with faculty or even staff, or advice from a mentor. The movement could be in either direction.The importance of “third party individuals” in major decisions is reinforced by Degiorgi et al9who

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; Susan Donner Bibeau, U.S. Coast Guard; K.L. Burns, U.S. Coast Guard Academy; Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy

Tagged Divisions

First-Year Programs

Officer and the Construction Officer. In this latter capacity, she was the Contracting Officer’s Technical Representative (COTR) as well as Civil Engineering Project Manager for the Academy’s $5.2 million dollar construction program. In 2003, she was selected for graduate school and attended the University of Texas, Austin where she earned a M.S.C.E with an emphasis on Construction Engineering and Project Management. In December 2004, she joined the USCGA faculty as an Instructor. During her time at the Academy, she has been the advisor for both the American Society of Civil Engineering and Society of American Military Engineers student chapters, a member of the SUPT Gender Policy Group, and worked with CGA Admissions

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley, University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

institutions are committed to the intellectual and social growth of students; that is, theyare committed to their education and not just retention.Community BuildingThe ability to successfully adjust to the emotional, cognitive, and social challenges of living onone‟s own for the first time, develop new friends and support networks, examine personal valuesand beliefs, explore various career options, and choose/succeed in a major is dependent on robustself-efficacy.24,25,26,27,28,29,30,31,32,33,34 Self-efficacy is the belief in one‟s ability to organize andexecute courses of action to achieve specific outcomes.24 The rigor of the engineering curriculumaffects self-efficacy appraisals and students‟ choices about persisting in the major, particularlyfor

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

has over ten years of experience in the management of funded research, both technical and educa- tional. Dr. White’s most recent award was from NASA’s University Research Center program to establish the Center of Excellence in Systems Engineering for Space Exploration Technologies. As the Associate Dean for Morgan State University’s School of Engineering, Dr. White’s primary tasks are to provide support for the research endeavors conducted by faculty and associate researchers within the School of Engineering, to oversee the quality of the graduate program offerings, and to manage recruitment and retention programs in order to establish and sustain a pipeline of quality engineering graduate students and research

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia R. Backer, San Jose State University; Emily L. Allen, San Jose State University; Janet Sundrud, San Jose State University

Tagged Divisions

First-Year Programs

Page 22.255.7engineering students: Engineering Student Success Center and MESA (Mathematics,Engineering, and Science Achievement) Engineering Program.The Charles W. Davidson College of Engineering Student Success Center (ESSC) includes aninfrastructure that provides academic, career, co-curricular, and advising programs forengineering students. It is an inclusive environment that fosters collaboration and responsibilityamong students, staff, and faculty. The mission of the ESSC is to empower engineering studentsfrom application to graduation, to support their academic and personal growth, and to engagethem as lifetime members of the college learning community.The ESSC’s main goal is to support engineering students and the college learning

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Robert W. Warke, LeTourneau University

Tagged Divisions

First-Year Programs

, we recommended that initialimprovements be made in our freshman year. These should focus on an early introduction to theengineering field and the creation of first-year interest groups with significant faculty and peermentor interactions. The development of a new first-semester course to provide experiences inengineering practice was also recommended.This report details our findings and supports our recommendations.IntroductionFor the five freshman cohorts (1998–2002) that were considered in this study, the averagegraduation rate for LETU engineering and engineering technology students was 42%. This wassubstantially below the roughly 55% US national average graduation rate in recent years forundergraduate engineering students. In addition to