Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Carrie Slater, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Jean Kampe, Virginia Tech

Tagged Divisions

First-Year Programs

Assistant Director of the Center for the Enhancement of Engineering Diversity at Virginia Polytechnic Institute and Sate University. She received her M.S. in Counselor Education, Student Affairs Administration from Radford University and M.S. in Career and Technical Education and B.S. in Human Nutrition, Foods and Exercise both from Virginia Polytechnic Institute and Sate University. Page 11.887.1© American Society for Engineering Education, 2006 Lessons Learned: Implementing a Large-Scale Peer Mentoring ProgramAbstractBeginning in 1992 with the creation of the

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Rosemary Patterson, Virginia Tech; Erin Crede, Virginia Tech; Kaitlyn Hines, Virginia Tech; Tyler Aarons, Virginia Tech; Jean-Louis Bile, Virginia Tech; Jared Chelko, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Divisions

First-Year Programs

, W., Watford, B. (2009). Implementing a Peer Led Model in a Large Scale PeerMentoring Program.[5] Watford, B., Clater, C., Kampe, J., Edmister, W. (2006). Lessons Learned: Implementing aLarge-Scale Peer Mentoring Program. Proceedings of the annual meeting of the AmericanSociety for Engineering Education. Retreived 25 September fromhttp://soa.asee.org/paper/conference/paper-view.cfm?id=2138. Page 15.528.9

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

Paper ID #27366Facilitating a Student-Led, Large-Scale Engineering Bridge Camp: TwelveYears of Tips from the TrenchesAdrienne Steele, Louisiana State University Adrienne Steele has 20 years experience in STEM education. Currently, Adrienne works at Louisiana State University as the Assistant Director of Student Programs and Outreach in the Chevron Center for Engineering Education. Her current responsibilities include managing a large peer mentoring program, fa- cilitating all aspects of a first year student bridge camp, assisting faculty members with outreach activities and grant proposals, and working with other

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Neeraj Buch, Michigan State University; Amanda Idema, Michigan State University; Cynthia Helman, Michigan State University

Tagged Divisions

First-Year Programs

in the same residence hall community, it is hoped that an academicallysupportive peer group will enhance the overall experience.Such integration does not come easily. A coordinated plan has been developed to join the Page 14.749.3Cornerstone Experience and the Residential Experience to address the challenges encountered bythe development and implementation teams. These issues include facility location andcomposition including design and construction, gender balancing in a residence hall withpredominantly engineering degree program students, segregating engineering students or mixingwith other majors on single residence hall floors, development

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

of precedent materials, and experienced instructional designers’ beliefs about design character. These studies have highlighted the importance of cross-disciplinary skills and student engagement in large-scale, real-world projects. Dr. Exter currently leads an effort to evaluate a new multidisciplinary degree program which provides both liberal arts and technical content through competency-based experiential learning.Iryna Ashby, Purdue University Iryna Ashby is a Ph.D student in the Learning Design and Technology Program at Purdue University with the research interests focused on program evaluation. She is also part of the program evaluation team for the Purdue Polytechnic Institute – a new initiate at Purdue

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Jean Kampe, Virginia Polytechnic Institute and State University; Whitney Edmister, Virginia Polytechnic Institute and State University; Christi Boone, Virginia Polytechnic Institute and State University; Bevlee Watford, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

that native studentsalready know and that resident freshmen living together learn quickly, but they are new andunfamiliar to the more isolated transfer students until someone takes the time to explain. In thefall 2006 offering of EngE2984, we also recognized and seized the opportunity we had to buildcommunity among new transfer students, and that, in itself, made a considerable difference. Oneof the key things involved in community building was a peer mentoring program for transferstudents, the Network for Engineering Transfer Students (NETS), which was established in fall2005 through funding from an NSF STEP grant (STEP: STEM Talent Expansion Program,where STEM = Science, Technology, Engineering, and Math).Peer-Mentoring (NETS) and EngE2984

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Timothy J Hinds, Michigan State University; Carmellia Davis-King, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

academic spaces (e.g., project and computer laboratories) ● serves as the first point of contact for inquiries regarding the academic programThe co-curricular director: ● coordinates with the housing department to secure residential space for participants ● plans and implements co-curricular programming ● manages a staff of tutors and resident mentors (termed Peer Leaders) ● serves as the first point of contact for inquiries regarding the residential program and co- curricular activitiesFour additional staff members provide advising, instructional, and programmatic support on afull-time or part-time basis. In support of the professional staff, a number of graduate studentsserve as teaching assistants (TAs) for the courses

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Pitcher is the Director of Academic Technologies at the University of Texas at El Paso. He has had experience in learning in both a traditional university program as well as the new online learning model, which he utilizes in his current position consulting with faculty about the design of new learning experiences. His experience in technology and teaching started in 1993 as a student lab technician and has continued to expand and grow over the years, both technically as well as pedagogically. Currently he works in one of the most technically outstanding buildings in the region where he provides support to students, faculty, and staff in implementing technology inside and outside the classroom, researching new

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Thomas Wolff, Michigan State University; Wolfgang Bauer, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Nathaniel Ehrlich, Michigan State University; John Courtney, Michigan State University; Ruth Heckman, Lansing Community College; Denise Fleming, Michigan State University; Louise Paquette, Lansing Community College; Renee Mickelson, Lansing Community College; Mark Urban-Lurain; Clifford Weil, Michigan State University

Tagged Divisions

First-Year Programs

, and in synergy with large-scale developments in the MSU College of Engineering.The two most salient developments that the EEES program articulates with are (a) a program toredefine the first year engineering experience and (b) a large scale program to expand our currentresidency program in undergraduate engineering to encompass most first year engineeringstudents. An important focus in both efforts is on community building for early engineeringstudents. These programs and the synergy with EEES will be described later in this paper.The four EEES components are: • a program of Supplemental Instruction for the key core courses taken by early engineering students. For local reasons, we call this subprogram “peer assisted learning

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

, the list and definitions of professional skills varies widely, as does howthese skills are learned. Some methods focus on direct learning, via workshops, skill-buildingclasses, mentoring or direct required practice. Other methods are more indirect, such as rolemodeling, practice as part of project and assignments or from the indirect lessons of theUnwritten Syllabus itself.The engineer of 2020 has a set of guiding strategies that may be of help in forming teachingtechniques. The set of strategies is:  Engage in a comprehensive effort  Consider the linkages  Focus on levers for change  Pursue student-centered education  Develop a research base  Communicate, communicate, communicateWhile some of these do not apply

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jesse J. French, LeTourneau University; Paul R. Leiffer, LeTourneau University

Tagged Divisions

First-Year Programs

engineering hasbeen reworked and implemented at LeTourneau University. This new course, required for all first year engineering students, is intended to increaseretention in the engineering program by providing “iY Generation” students with a realistic viewof what “real” engineers do and what is expected of engineering students. The course attempts toengage this new type of first semester engineering student with engineering flavored in-classactivities and labs (e.g. wind generator design with wind tunnel testing) to provide a balance tothe non-engineering core courses (Calculus, Chemistry, English) that fill the first year of theengineering curriculum. Lesson modules lay the foundations for success in engineering education by