Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech, Department of Engineering Education; Diana Bairaktarova, Virginia Tech

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Diversity

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First-Year Programs

abilities. Because artistic and engineering skills are often seen asdistinct, challenging students who do not identify as artistic or creative to begin flexing theircreative muscles can be rather difficult. For classes that require creative thought, it becomesimperative for students to first, realize that creative practices and artistic endeavors are possibleand even necessary to be successful in engineering and are not just for aesthetic appeal. Second,students may not view creativity as a trait that can be enhanced so it can be necessary to redefinecreativity in students’ minds such that it is regarded as malleable something that can be learned.The concept may be difficult for students to grasp fully and can result in a more

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. French, University of Louisville; Campbell R. Bego, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville

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Diversity

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First-Year Programs

mathematics,” Washington, DC: Office of the President, 2012.[8] N. B. Honken and P. Ralston, “Freshman engineering retention: A holistic look,” J. STEM Educ. Innov. Res., vol. 14, no. 2, 2013.[9] J. S. Eccles and A. Wigfield, “In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs,” Personal. Soc. Psychol. Bull., vol. 21, no. 3, pp. 215–225, 1995, doi: 10.1177/0146167295213003.[10] J. L. Meece, A. Wigfield, and J. S. Eccles, “Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics,” J. Educ. Psychol., vol. 82, no. 1, p. 60, 1990, doi: 10.1037/0022-0663.82.1.60.[11] T. Perez, J. G

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isabel Cristina Jimenez-Useche, School of Engineering Education, Purdue University; Matthew W. Ohland, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

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Diversity

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First-Year Programs

students in their academic programs. International students experience a variety of adjustment issues that affect the teaching andlearning processes that take place in the classrooms. The primary issues are associated withcultural differences, communication, psychological states of mind and academic challenges 6–8.For example, students from Asia who come from very structured and hierarchical societies areused to a passive-learning, instructor-led approach to education. Those students must adapt to themore active, student-driven education style, found in U.S. institutions 9. Developing teamwork skills is essential for any engineering professional since engineering isby nature a collaborative discipline 10. The importance of this skill is

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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Diversity

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First-Year Programs

together, even if you don't want to. I didn't mind it because ... you definitely can't do those [tasks] by yourself because that's an hour with a group. That's ridiculous if you want to do it by yourself. (Peter) As projects become larger scale, and more complicated there’s a limit to what one person can accomplish. (Stanley)When expanding their discussion to examine the role of diversity in engineering teams, the teamviewed diversity as a necessity to provide perspectives to achieve a pragmatic goal. If you're an individual, you would only have one perspective, and working in a team gives you multiple perspectives. It would help improve on things you didn't see by yourself. (Xander) There are

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Chandler Gilbert Community College; Claire Louise Antaya Dancz, Arizona State University; Amy E. Landis, Arizona State University

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Diversity

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First-Year Programs

notyet been completed; we are in the midst of collecting data for the semester. Our initial resultsshow that conative understanding increases satisfaction and confidence, which we hypothesizewill lead to improved retention. This paper summarizes the conative interventions in engineering,the research methods, and preliminary results.IntroductionIn engineering advanced cognitive skills are highly valued and consistently rewarded. However,the mind consists of three separate domains: cognitive, affective and conative (Hilgard 1980 andTallon 1997). By focusing only on one of the three, students who don’t fit the typical mold mayfeel marginalized and discouraged from completing an engineering degree. We suspect that byexploring this idea we may

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Ernzen, Arizona State University; Eugene Judson, Arizona State University; Stephen J Krause, Arizona State University; James Collofello, Arizona State University; Ying-Chih Chen, Arizona State University; Kendra Rae Beeley; Robert J Culbertson, Physics Department, Arizona State University

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Diversity

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First-Year Programs

balanced influx has created issues of high attrition within engineering schoolsacross the country. Possibly, administrators keep this imbalance in mind as universities enroll farmore students in their freshman engineering courses than will graduate from these programs.Despite this, nearly all future projections call for an increase in the number of students trained inthe STEM (Science, Technology, Engineering, and Mathematics) fields, particularly engineering.Even with this growing spotlight, however, studies have still shown how the number of studentsentering college as STEM majors has actually declined in recent years.2 This issue of lowmatriculation combined with growing national attention thus results in a need to place higherpriority on the

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

Tagged Divisions

First-Year Programs

boyfriend was [also an] engineer. And I spent a lot of time with them just 'cause they were really close friends of mine. So I felt like you're spending a lot of time with them also like interested me in engineering because I remember why I went, and this was not really little. I went to stay with my cousin and her boyfriend at his college, Purdue. And he was just showing me all this stuff he was working on and it was really interesting. And I remember I was like nine and he described to me, natural selection and it blew my mind. I was blown away. He also explained to me the very basic derivatives. And I was like, "This is so cool." But, even though I didn't know, like really understand it, it just, it was

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University

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Diversity

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First-Year Programs

, because I work best when I know what Ineed to be doing, my mind is settled, and I am not distracted.” Although Mary intended to solveher distraction problem by studying alone, cutting herself off from others, working ineffectivelywith others, or not attempting her homework alone first, these strategies may have prevented herfrom learning from others what she did not realize she did not know. Mary is able to connecther work as a student broadly to her future career as an engineer when prompted and expresses adesire to use her Industrial Engineering degree to do good in the world. Mary received Bs innon-STEM courses, Ds in engineering and chemistry, and a failing grade in math.Geoffrey: Geoffrey initially had difficulty adjusting to the pace of the

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

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Diversity

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First-Year Programs

Paper ID #18164Classroom Belonging and Student Performance in the Introductory Engi-neering ClassroomDr. Mark Schar, Stanford University The focus of Mark’s research can broadly be described as ”pivot thinking,” the cognitive aptitudes and abilities that encourage innovation, and the tension between design engineering and business management cognitive styles. To encourage these thinking patterns in young engineers, Mark has developed a Scenario Based Learning curriculum that attempts to blend core engineering concepts with selected business ideas. Mark is also researches empathy and mindfulness and its impact on gender

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Christopher Peter Scianna, Northeastern University

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Diversity

Tagged Divisions

First-Year Programs

college. The University tries tokeep a finger on the pulse of its entering classes. In addition, the University would like toconnect students to their new community. As it recognizes the newest trends, it must adjust itsstructure and curricula to accommodate. This research aims to help with this continuousimprovement.The Cornerstone course has, since its origin, been trying to provide what the students are lookingfor in their first engineering course. A cornerstone course at McMaster University was developedwith this quote in mind, “The objective of the Cornerstone is to instill in first-year engineersenjoyment from learning, motivation to continue learning, and genuine intellectual curiosityabout the engineering in the world around them [16

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Oziel Rios, University of Texas, Dallas; Dani Fadda, University of Texas, Dallas

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Diversity

Tagged Divisions

First-Year Programs

Paper ID #21825A Conceptual Design Activity for a First-year Mechanical Engineering CourseDr. Oziel Rios, University of Texas, Dallas Dr. Oziel Rios earned his Ph.D. in mechanical engineering from the University of Texas at Austin in 2008 where his research focused on design of robotic systems with an emphasis on kinematic and dynamic modeling for analysis and control. Dr. Rios teaches the first-year and CAD courses in the Mechanical Engineering Department at the University of Texas at Dallas. Dr. Rios has also taught kinematics and dynamics of machines and graduate-level CAD courses. Dr. Rios’ research and teaching

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

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Diversity

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First-Year Programs

from that university are pursuing research to study the enculturation ofstudents to the engineering profession. Enculturation is the process by which an individual learnsthe traditional content of a culture and assimilates its practices and values (Richard et al., 2016).In the study, we began by being mindful of the culture, norms and behaviors of the universityand engineering department. From the initial study, we arrived at enculturation factors that havecontinued to serve as the framework for our research. The university is conservative and richwith traditions that influence the norms and behaviors of the students, faculty and staff.Additionally, the college of engineering is actively engaging its nearly 17,000 students to pursuehigh impact

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kamau Wright, University of Hartford

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Diversity

Tagged Divisions

First-Year Programs

Paper ID #27235Freshman-year Initiative for a Cohort of Largely Engineering Minority Stu-dentsDr. Kamau Wright, University of Hartford Kamau Wright is an assistant professor of mechanical engineering at the University of Hartford. He spe- cializes in thermo-fluids and plasma engineering. His technical research interests include applications of high voltage plasma discharges to liquids and wastewaters; plasma decomposition of carbon dioxide; foul- ing prevention and mitigation for heat exchangers; oxidation of organic matter in water; and inactivation of bacteria using high voltage plasmas. c

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Gray, Duke University; Ann Saterbak, Duke University; Sophia T. Santillan, Duke University; Michael Rizk, Duke University; Jessica Sperling, Duke University

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Diversity

Tagged Divisions

First-Year Programs

Paper ID #28631Work-In-Progress: Engineering Self-Efficacy in First-Year DesignMegan Gray, Duke University Megan Gray is a Research Analyst in Evaluation and Engagement at Duke University’s Social Science Research Institute (SSRI). She serves as a project manager and researcher for both qualitative and quanti- tative evaluation and research efforts, in partnership with community-based programs as well as campus- based initiatives. Megan came to Duke from the nonprofit field, where she evaluated and monitored implementation of county-wide early childhood programs. Her prior experience includes school-based social work

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Danielle D. Gagne, Alfred University; Bethany C. Johnson, Alfred University; Steven M. Pilgrim, Alfred University

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Diversity

Tagged Divisions

First-Year Programs

Paper ID #19346Creating a Psychological Profile of Successful First-Year Engineering Stu-dentsDr. Danielle D. Gagne, Alfred University Dr. Gagne is an Associate Professor of Psychology at Alfred University. Although her formal training is in discourse processing, her professional interests in learning and cognitive theory have provided op- portunities to serve as a consultant for classroom and program assessment across disciplines. In 2010 she served as Project Faculty for a U.S. Department of Education grant for Preparing Leaders in the Educa- tion and Training of the Next Generation of School Psychology Practitioners, and

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

mechanical. Students entered civil engineeringto build things, environmental engineering to help the environment, and mechanical engineeringbecause they like math and science. Both civil and environmental engineering students changedtheir mind in their senior year and felt that an impact on society was the most important.13Differences seen between disciplines appear negligible for men, but can vary for women.17There have been limited findings on the details of gender differences for choosing engineering.Several studies have found women place a higher value on motivation from mentor or parentalinfluence.12,17,18 These studies have also found that men are more motivated to study engineeringby intrinsic behavior.12,17 Each of these findings provides

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, Northeastern University; Susan F Freeman, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Kris Jaeger-Helton, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University

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Diversity

Tagged Divisions

First-Year Programs

Paper ID #11862First-year Student Assumptions on Diversity in Engineering EducationDr. Chirag Variawa, Northeastern University Dr. Chirag Variawa teaches first-year engineering design at Northeastern University. He received his Doctorate in Industrial Engineering, focusing on Language Inclusivity in Engineering Education from the University of Toronto. His undergraduate degree is from the same institution, from the Dept. of Materials Science and Engineering.Dr. Susan F Freeman, Northeastern University Susan Freeman, is a member of Northeastern University’s Gateway Team, a group of teaching faculty expressly devoted to

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #21696Work in Progress: Assessing the Impact of the First-year Summer ExperienceProgram on Engineering Student Development and Transfer into Engineer-ingDr. Elizabeth R. Kurban, University of Maryland, College Park Elizabeth Kurban serves as the Assistant Director of Retention for the Women in Engineering Program at the University of Maryland Clark School of Engineering. Elizabeth’s professional and research interests broadly surround STEM-field access and persistence for women and underrepresented minoritized student populations. She is passionate about equity, diversity, and inclusion in higher education

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

scores of five had statistically lower first semester GPAs than students withscores of 4. Negative openness scores of 3 or higher for these students were statistically relatedto higher first semester GPAs than scores of 2. Only negative mindfulness score was found to bestatistically significant for Algebra II students’ enrollment in Spring 2020, with studentsreporting mid-range scores (3), being less likely to be enrolled than students at either extreme.Students in Algebra II are under-prepared for a course of study in engineering, so the statisticalsignificance of a mindfulness factor is consistent with previous work [10,11]. This was the onlytime that negative mindfulness score was found to be statistically significant.ConclusionsIn addition

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica A. Kuczenski, Santa Clara University; Laura Doyle, Santa Clara University

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Diversity

Tagged Divisions

First-Year Programs

students noted the importance of collaboration, connecting collaboration to a successfullearning environment and for their future as an engineer. Some student quotes in this areaincluded "I think that the concepts we were taught in the growth mindset are good for making mea better person and teammate, which is important in the collaborative environment ofengineering.” and "At a macro level, I understand now the power of teams, collaboration, andfeedback in creating a successful learning environment."Overall, these reflection results illustrate that having assignments related to teamwork keeps theteamwork topic on students’ minds as they progress through their coursework. Althoughteamwork was not specifically requested as a target of this

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily J. Schiavone, Viterbo University

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Diversity

Tagged Divisions

First-Year Programs

Paper ID #30736Work in Progress: Spatial Visualization Intervention in First SemesterEngineering CourseDr. Emily J. Schiavone, Viterbo University Dr. Emily Schiavone is currently an assistant professor of physics and engineering at Viterbo Univer- sity. She received her PhD in Materials Science and Engineering at the University of Illinois at Urbana- Champaign. She also holds a bachelor’s degree in mathematics and physics from Carthage College. American c Society for Engineering Education, 2020Work in Progress: Spatial Visualization Intervention in First

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

 Future CitiesThe focus of The Engineering Place programs, curricula, publications, and materials isconsistent with the goals of the strategic plan relative to messaging. Approaches include:  Promoting competency while making engineering fun,  Focus on the process-oriented nature of engineering (engineering design cycle, engineering habits of mind [7]),  Represent diverse populations and problem-types in engineering,  Focus on the innovation and creativity aspects of engineering,  Utilize the NAE construct for engineering as a means to communicate that engineers make the world a better place through helping people.The 2009 NAE report Engineering in K-12 Education [8] defined the

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

fields thatmatch their values and view of the world. The project’s hands-on activities are designed toengage students in hands-on STEM experiences to improve their understanding offundamental concepts in a way that capitalizes upon their design, visualization, creativity andteamwork skills and yearnings.Incorporating mathematical and scientific fundamentals via engineering design-basedmethodology that infuses engineering habits of mind has proven to be a highly effectivemodel for STEM education. The National Academy of Engineering found that engineering inK-12 education has the power to improve learning and student achievement in science andmath, as well as develop student interest in, and preparedness for, the STEM workforce [1].An increasing

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne P.E., Colorado School of Mines; M Brunhart-Lupo, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

). Inside Higher Ed,http://www.insidehighered.com/print/views/2012/07/19/how-colleges/can-best-connect-with-prospective-students-essay. (accessed October 1, 2013)16. Kaplan-Leiserson, E. 2008. Mind the Gap. National Society of Professional Engineers,http://www.nspe.org/PEmagazine/pe_0108_mind-the-gap.html (accessed September 30, 2013)17. Knowledge@Emory. 2010. Managing Millennials in the Workplace.http://knowledge.emory.edu/article.cfm?articleid=1351. (accessed October 1, 2013) Page 26.1740.14

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

greatestsense of community for respondents, 93% of students stated that this course contributed to theirsense of community, as small groups and like-minded classmates aided in their transition fromhigh school to college. The definition of self-efficacy was given to students, and they weresubsequently asked if this course contributed to their sense of engineering self-efficacy. Onehundred percent of students said that the course contributed positively to their self-efficacy as itincreased their confidence in their engineering abilities, they gained key technical skills that theycan apply to future coursework, and it provided the real-world engineering experience that theyhoped to gain. Students were asked to list the three most important things they

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Kathleen Klok Bacon; J. Alex Birdwell, Northwestern University; Ordel Brown, Northwestern University; Emma Tevaarwerk, Northwestern University; Richard Wayne Freeman P.E., U.S. Coast Guard Academy; Wendy Roldan, University of Washington; Ken Gentry, Northwestern University; Amanda Rose Pokryfky

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Diversity

Tagged Divisions

First-Year Programs

with evening midterm exams.DiscussionStudents surveys consistently show that the Peer Advisers are the strength of the first-yearseminar. The average score when students are asked to agree with the statement “Your peeradviser provided support to you in your transition to the University and School of Engineering”are greater than 4.2/5 in every quarter (Table 3). With this in mind, much of the effort of theengineering academic advising team has focused on increasing Peer Adviser satisfaction. Theposition of the PA Coordinator was created to help coordinate communication between NewStudents and Family Programs, engineering academic advising, and PAs. The PA Coordinator isan additional resource for PAs looking for help with content, students of

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Mohana Seelan, University of Texas at Austin; Ramakrishna Sai Annaluru, University of Texas at Austin

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Diversity

Tagged Divisions

First-Year Programs

Paper ID #33249Traditional Lecture Format vs. Active Teaching Format in an OnlineFreshman Engineering CourseDr. Nina Kamath Telang, University of Texas at Austin Dr. Nina Telang is an associate professor of instruction in the ECE department at UT Austin. She has taught a variety of courses in the ECE department at the freshman, sophomore and junior undergraduate levels that include 4 required (core) courses, and 2 elective (tech-area) courses. Her repertoire of courses is from a range of areas such as circuit theory, digital logic design, solid state devices, computing sys- tems, and embedded systems. Her teaching style

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M Gillespie, University of New Haven; Goli Nossoni, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to remain anengineering student next semester?, How likely are you to complete your engineering degree?,and Explain your answers for the two previous questions. The averages calculated from the 5-point Likert-scale questions did not reveal any trends nor statistical significance, with all groupmeans in the narrow range of 4.04-4.64. The students who increased their response between thepre and post surveys often cited reasons related to enjoyment: “I am truly enjoying and interestedin engineering” and “I enjoyed this course and learned a lot through it.” Students who loweredtheir response between the pre and post survey often cited challenges with math or other courses:“My mind isn't mathematically inclined” and “My classes right now are very

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

Tagged Topics

Diversity

Tagged Divisions

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

experiences.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring com- munication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #26333Intended and Unintended Consequences of Rapidly Expanding an Engineer-ing Mathematics Intervention for Incoming First-Year StudentsDr. Janet Y. Tsai, University of Colorado, Boulder Janet Y. Tsai is a researcher and instructor in the College of Engineering and Applied Science at the University of Colorado Boulder. Her research focuses on ways to encourage more students, especially women and those from nontraditional demographic groups, to pursue interests in the eld of engineering. Janet assists in recruitment and retention efforts locally, nationally, and internationally, hoping to broaden the image of