Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Noah Salzman, Boise State University; Ann E. Delaney, Boise State University; Catherine Rose Bates; Donna C. Llewellyn, Boise State University

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Diversity

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First-Year Programs

, as well as several years of electrical and mechanical engineering design experience as a practicing engineer. He received his Bachelor of Science degree in Engineering from Swarthmore College, his Master’s of Education degree from the University of Massachusetts, and a Master’s of Science in Mechanical Engineering and Doctorate in Engineering Education from Purdue University.Ms. Ann E. Delaney, Boise State University Ann Delaney is the Diversity, Equity, and Inclusion Coordinator and the SAGE Scholars Program Director in the College of Engineering at Boise State University. SAGE Scholars is an NSF-funded S-STEM scholarship program which is part of the Redshirting in Engineering Consortium. As part of this program

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

Research and Education c American Society for Engineering Education, 2020 Implementation of an Introductory Engineering Course and its Impact on Students’ Academic Success and RetentionAbstractThis Complete Research paper will describe the implementation of an introductory course(ENGR194) for first semester engineering students. The course is meant to improve retention andacademic success of engineering first-year students in the College of Engineering at the Universityof Illinois at Chicago. The implementation of this course is part of an ongoing National ScienceFoundation (NSF) Scholarships in Science, Technology, Engineering, and Math (S-STEM)project. This paper reports on the impact of combinatorial

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

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Diversity

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First-Year Programs

Education, 2021Exploring the Evolution of Engineering Students’ Feelings of Inclusion in Their Collegeand the Broader Scientific Community.AbstractThis complete research paper discusses how students’ feelings of inclusion change throughouttheir undergraduate career. Student responses acquired through focus groups and one-on-oneinterviews were examined to determine how included the students felt in their engineeringcollege and also the broader scientific community.A small group of non-calculus ready engineering students enrolled in a large land grantinstitution in the Mid-Atlantic region consented to participate in the study. The student cohortparticipated in an NSF S-STEM funded program aimed at fostering a sense of inclusion inengineering by

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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Diversity

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First-Year Programs

multiple“layers”, including senior mentors, graduate students, and faculty. A majority, but not all, of thepeer mentors and mentees are recipients of scholarship funds from a NSF S-STEM grant.The researchers focus on the peer mentorship component of the ELC program as a critical andcatalyzing practice that promotes STEM identity, which is corelated with academic success andretention. Furthermore, the relational and communal aspects of the mentorship program areposited as particularly critical supports in context of the global pandemic. The researchershypothesize that participation in the LMP will be correlated with improvements in studentretention and academic performance, and that there will be a change in students’ STEM identityas they progress

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

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Diversity

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First-Year Programs

in the engineering college which, ultimately, may increase diversity inthe engineering workforce. The program focuses on cohort building, teamwork, mentorship, anddeveloping an engineering identity. Students participate in a week-long summer bridge componentprior to the start of their first semester. During their first year, students take a class as a cohorteach semester, participate in an industrial site visit, and interact with faculty mentors.Since 2016, the Academy of Engineering Success (AcES) program has been funded by a NationalScience Foundation (NSF) S-STEM grant which provides scholarships to eligible programparticipants. Scholarships start at $4,500 during year one and are renewable for up to five yearswith an incremental increase

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

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Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

group as a senior engineer, and later brought his real-world expertise back into the classroom at Purdue University Calumet. He is currently a Clinical Associate Professor at the University of Illinois at Chicago where he enjoys success in teaching and education research.Prof. Jeremiah Abiade c American Society for Engineering Education, 2019 Execution Details and Assessment Results of a Summer Bridge Program for First-year Engineering StudentsAbstractThis paper reports the execution details and the summary assessment of a Summer Bridge Program(SBP) that is a part of an ongoing National Science Foundation (NSF) Scholarships in Science,Technology, Engineering, and Math (S-STEM

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

study is informed by the need to address the well-documentedunderrepresentation of low-socioeconomic status (SES) and minoritized students in engineeringand other related careers [1]–[3]. Researchers advanced that, in addition to intellectual andscientific reasons, low-income students are attracted to the major by the potential prospect ofemployment after completing a degree [1], [4]. Financial considerations are critical for low-SESengineering students; this includes considerations of financial aid and differential tuition [5].Programs such as the National Science Foundation Scholarships in STEM (S-STEM) have beenimplemented to address financial assistance of low-SES students. This study is part of alongitudinal five-year S-STEM project

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: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada, Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

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Diversity

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First-Year Programs

-fall bridge experience and two common courses, was founded in 2012 and has beenoperating with National Science Foundation (NSF) S-STEM funding since 2016. Students whoreceived S-STEM funded scholarships are required to participate in focus groups, one-on-oneinterviews, and complete Longitudinal Assessment of Engineering Self-Efficacy (LAESE),Motivated Strategies for Learning Questionnaire (MSLQ), and GRIT questionnaires eachsemester.The researchers applied qualitative coding methods to evaluate student responses from focusgroups and one-on-one interviews which were conducted from 2017 to 2019. Questions examinedin this paper include:1) How would you describe an engineer?2) Please describe what you think an engineer does on a daily basis.3

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University

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Diversity

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First-Year Programs

, understanding majors and careers,academic requirements, student responsibilities, and financial management, it was notcompletely tooled to handle some issues pertinent to engineering disciplines.In 2016, the authors received an S-STEM Grant from NSF (Undergraduate Scholarships forExcellent Education in Environmental Engineering and Water Resources Management(USE4WRM)) to address the challenges being faced by first-generation minority students inengineering programs and to improve recruitment and retention of financially deprived studentswith high academic credentials who would pursue their undergraduate degrees in EnvironmentalEngineering or Water Resources Management. Since Fall 2016, the authors have taught a sessionof FYS 1101 for these majors as a

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Ann Delaney, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives; Donna C. Llewellyn, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Alliance as a method toincrease retention among prospective first-year underrepresented minority STEM students. The one-dayBridge program aimed to increase student belonging among first-year LSAMP students. The universityLSAMP program is housed in the Institute for STEM & Diversity Initiatives (ISDI). The LSAMPprogram has been on campus at Boise State University since 2011 and moved to ISDI in 2015. Thisorganizational shift has helped leverage funding and collaboration for LSAMP’s Bridge component, andhelped the program evolve into a multiple day Bridge experience. The program is now co-organized byLSAMP and an NSF-funded S-STEM scholarship program, SAGE Scholars, which follows the Redshirtin Engineering model ​[23]–[25]​.Program

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

Technical College Jill Davishahl is a faculty member in the engineering department at Bellingham Technical College where she teaches courses ranging from Intro to Engineering Design to Engineering Statics. Outside of teach- ing, Jill is working on the development of a Bachelor of Applied Science in Engineering Technology and is currently PI on the NSF funded ATE project grant in renewable energy as well as PI on an NSF funded S-STEM project. She holds a Master of Science in Mechanical Engineering from the University of Washington.Mr. Eric Davishahl, Whatcom Community College Eric Davishahl is faculty and engineering program coordinator at Whatcom Community College. His teaching and research interests include

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle E. Jarvie-Eggart, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Jason Mathews, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas

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Diversity

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First-Year Programs

-27 (or SAT of 1290-1550), and high school address with rural zip code). Rural zipcodes were identified using the Center for Medicare and Medicaid Services (CMS) Rural Zip Codelist [57]. PTG eligible students were also identified through conversations during recruitmentevents, and through other University programs and offices that work with students in rural areas.A PTG website was created to promote the program and the NSF S-STEM scholarship [58], whilefurther information was shared through initial and follow up correspondence (e-mails, phone calls,mailings). An Office of Admissions staff member located in Eastern Arkansas and dedicated torecruiting underrepresented students assisted in recruiting potential PTG students by

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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Diversity

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First-Year Programs

the Co-PI of an NSF Funded Step 1B program called COMPASS, a Co-PI of the NSF-funded S-STEM program at UCF entitled the ”Young Entrepreneur and Scholar(YES) Scholarship Program” as well as the NSF-funded STEP program entitled ”EXCEL:UCF-STEP Pathways to STEM: From Promise to Prominence.” Dr. Young’s interests are in improving student learning in mathematics and increasing success in STEM education.Dr. Michael Georgiopoulos, University of Central Florida Michael Georgiopoulos received the Diploma in EE from the National Technical University in Athens, his MS degree and Ph.D. degree in EE from the University of Connecticut, Storrs, CT, in 1981, 1983 and 1986, respectively. He is currently a Professor in the