Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Devin R. Berg, University of Wisconsin-Stout; Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout

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Diversity

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First-Year Programs

Chair in Ethics and Acting Director, Office of Research and Sponsored Programs, at the University of Wisconsin-Stout. c American Society for Engineering Education, 2020 Student Perceptions of First-Year Engineering Justice CurriculumAbstractThis complete research paper will describe our qualitative analysis of the impacts of a first-yearengineering course which includes curricular elements of social justice, social responsibility, andethics. We present our interpretation of four interesting results that came out of our mixed-methods study (n=231) in which we surveyed students taking a first-year engineering course ontheir perceptions of the role of engineering in society and the world. We find that while a

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Irene B. Mena, University of Pittsburgh

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First-Year Programs

frequent in higher education,especially in engineering [1], [2]. Engineering is a profession guided by a code of ethics, yet theincidences of academic dishonesty in engineering students indicate that students are notpracticing the values that, per the code of ethics, practicing engineers ought to uphold. Previousresearch, such as [3], has also shown that there are differences in how cheating is defined, bothwithin a group of students, and when comparing faculty definitions to student definitions.Additionally, ongoing (though yet unpublished) research by the author and a colleague hasshown that student perceptions of and experiences with academic integrity change their first yearof engineering, with more lax definitions of what behaviors constitute

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

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First-Year Programs

Ethically and Legally: Adopts multiple information use strategies (paraphrasing, summary, quoting), and distinguishes between common knowledge and ideas requiring attribution. Demonstrates a full understanding of the ethical and legal restrictions on the use of information by including both citations and references, and through consistent use of a citation style that provides sufficient information for references to be retrieved by a reader.Additionally, students’ citation patterns in their final assignments will be analyzed to measurethe extent of their information use, as well as the types of sources utilized. This citation analysiswill include basic descriptive statistics, such as average number of sources cited

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cara Mawson, Rowan University; Cheryl A. Bodnar, Rowan University; Scott Duplicate Streiner, Rowan University

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First-Year Programs

development and engineering ethics education. His funded research explores the nature of global com- petency development by assessing how international experiences improve the global perspectives of en- gineering students. Dr. Streiner has published papers and given presentations in global engineering ed- ucation at several national conferences. Scott is an active member in the Center for the Integration of Research, Teaching, and Learning (CIRTL) both locally and nationally, as well as the American Society for Engineering Education (ASEE) and the Institute of Industrial and Systems Engineers (IISE). c American Society for Engineering Education, 2020 Examining the Connection Between Student

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony T. Cahill, Texas A&M University; Andrea M. Ogilvie P.E., Texas A&M University; Mark Weichold, Texas A&M University

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First-Year Programs

10 Center of Mass and Angular Momentum 11 Harmonic Motion Rotational Motion 12 Engineering Ethics (1) 13 Engineering Ethics (2) Harmonic Motion 14 Art & Engineering (1)Table 3 ENGR/PHYS 217 topics by week Week Lecture Lab 1 Lecture 1: Meet Your DAQ 2 Lecture 2: Intro to Arduino Intro to DAQ 3 Lecture 3: More on Arduino Intro to Arduino 4 Lecture 4: “Resistance is Futile” Arduino Display 5 Lecture 5: Data Analysis & Project Management Electric Field and Electric Potential 6 Lecture 6: CPM & some more on

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deborah M. Grzybowski, Ohio State University; Xiaofeng Tang, Ohio State University; Eunjeong Park, Ohio State University; Alexia Leonard, Ohio State University; Jack DeLano, The Ohio State University; Kai Zhao, Florida State University

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Entrepreneurship & Engineering Innovation, First-Year Programs

University Xiaofeng Tang is an Assistant Professor of Practice in the Department of Engineering Education at the Ohio State University. He worked as a postdoctoral fellow in engineering ethics at Penn State University. He received his Ph.D. in Science and Technology Studies from Rensselaer Polytechnic Institute.Eunjeong Park, The Ohio State UniversityAlexia Leonard, The Ohio State University Alexia Leonard is a second year PhD student in the Engineering Education program at The Ohio State University. She is currently working as a Graduate Teaching Associate for the First Year Engineering program within the Department of Engineering Education.Jack DeLanoDr. Kai Zhao, Florida State University Kai Zhao is a research faculty

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

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First-Year Programs

glance, one mayassume that factors such as student aptitude (understanding engineering concepts) and work ethic(study and preparation skills) are the leading contributors to student attrition. However, the vastmajority of engineering students, whether they are aware of it or not, do certainly have the requiredaptitude to succeed (apparent in the fact that they met the engineering school admission criteria),and work ethic is a characteristic that all can attain (if they do not already have it). While thesepotential barriers of aptitude and work ethic surely play a role in effecting retention, modernresearch has shown that there are other individual constructs that not only play a very influentialrole in retention, but are even more meaningful

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines

Tagged Divisions

First-Year Programs

: student-centered teaching and learning, pedagogy in design, honors pedagogy and scholarship, diversity and inclusion in higher educa- tion, and ethics in engineering. In the classroom, Mirna strives to encourage students’ intrinsic motivation to learn through modeling authenticity in teaching and learning. Recent scholarships: Nickoloff Scholar in Entrepreneurship and Innovation, Daniels Fund Scholar in Engineering Ethics Recent accolade: University Innovation Fellows (UIF) Mines Faculty ChampionDr. Megan Sanders, Colorado School of Mines Megan Sanders is the Senior Assessment Associate at the Trefny Innovative Instruction Center at the Colorado School of Mines. Using her background in educational psychology, she

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

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Diversity

Tagged Divisions

First-Year Programs

engineering college? 3. What aspects of the student experience do students identify as causing or relating to those feelings?BackgroundFeelings and AffectThe term affect can refer to several aspects of a student experience that relate to feeling oremotion, as opposed to cognition or behavior. A student’s affect has the capability to greatlyimpact their school experience: it has also been found that a positive affect correlates to highersuccess in school [1]. A student’s emotions can impact their cognitive functioning [2], theiremotional intelligence and abilities to work with other students [3] and can affect ethical decisionmaking [4]. However, beyond considering how affect impacts other elements of a studentexperience, it is also important

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Sinclair Curtis, University of California, Davis

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Diversity

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First-Year Programs

, ethics, etc. throughout their four-year undergraduate program of study [9-10] orgraduate program of study [11].The course discussed here is different from the models just mentioned in that it encompasses allof the following characteristics: (a) targeted towards beginning engineering students; (b) stand-alone, college-wide course; (c) emphasizing both career development and job searching skillsnecessary to secure an internship or full-time employment; and (d) taught primarily by practicingengineers. The goal of this course is not only to teach students the tactics and tools necessary tosecure a job, as emphasized in the work of Sharp and Rowe [12], but also to introduce studentsvery early on to the types of skills that they should be developing

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catalina Cortazar, P. Univ. Católica de Chile

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Diversity

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First-Year Programs

✓ ✓ ✓ People with Down 1/2018 ✓ Ethical concerns ✓ Syndrome and ASD 2/2018 Sports ✓ ✓ ✓ Rescue teams (ambulance drivers, Ambulance drivers are 1/2019 ✓ ✓ fire fighters, Andean always very busy rescue team) 2/2019 Small living spaces ✓ ✓ ✓As shown in Table 2 in semester 1/2014 the course topic was Health. This topic was too broadwhich led to students becoming confused about what Health meant. They asked questions suchas: Is healthy eating, Health? Who can

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Demetris Geddis, Hampton University; Brian Aufderheide, Hampton University; Herman W. Colquhoun Jr., IBM Canada Ltd.

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First-Year Programs

, iteration and learning. Success is measured by how wellwe fulfill our users’ needs – the user outcomes – not by features and functions. Functionally-,ethically- and otherwise diverse teams generate more ideas than homogeneous ones, increasingbreakthrough opportunities. While, considering that every stage of design is a prototype from astoried drawing to in-market solutions; iteration empowers the application of new thinking toseemingly stale issues. The keys to scaling design thinking to complex problems and complexteams involve aligning on a common understanding of the most important and most impactful useroutcomes to achieve (called Hills); and bringing the team and stakeholders into a loop of restlessreinvention where they reflect on work in a

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul R. Hottinger, California State Polytechnic University, Pomona

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Diversity

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First-Year Programs

paths to the field.Mr. Paul R Hottinger, California State Polytechnic University, Pomona Engineering Librarian at Cal Poly Pomona c American Society for Engineering Education, 2020 The impact of information literacy instruction on the synthesis level of first-year engineering studentsAbstract:This complete evidence-based practice paper examines the impact of intentional informationliteracy instruction has on first-year engineering students. Information literacy (IL) is the abilityto find, evaluate, and use information ethically. Many students are not taught these skills in highschool, and often do not realize their deficiencies until their first year of college when

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Tara Gupte Wilson, Ohio State University; Alexander James Egyed, Ohio State University; Olivia Vick, Ohio State University; Michael Parke, Ohio State University

Tagged Divisions

First-Year Programs

interpret data An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, 0 0 3 15 19 environmental, social, political, ethical, health and safety, manufacturability, and sustainability An ability to function on 0 0 1 14 22 multidisciplinary teams An ability to identify, formulate, and 0 0 4 17 16 solve engineering problems An understanding of professional 0

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Goli Nossoni, University of New Haven; Ronald S. Harichandran, University of New Haven

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Diversity

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First-Year Programs

to focus our study on the items that had morevariability in the responses, so we eliminated these two items and re-ranked the other 5 itemsbelow to study the relationship between students’ personality types and these topics: • Orthographic drawing (Visualization) • Sustainability and ethics • Term Project (Entrepreneurship, creativity, and customer interaction) • Math, physics and mechanics • Communication (Writing and presenting)Dominating Personality Types of Engineering Students Figure 1 shows a comparison of the personality types of University of New Haven first-year students and the ASEE-MBTI data. The data is also displayed in tabular format in Table A.1in Appendix A. The ASEE-MBTI survey includes results from

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J.w. Bruce, Tennessee Technological University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

First-Year Programs

in electrical and computer engineering (ECE) whichwas created to specifically address (1) provide an orientation and early success skills foruniversity life, (2) introduce ethical considerations in engineering, (3) introduce the profession ofengineering, and specifically, electrical engineering (EE) and computer engineering (CpE), and(4) give early technical and hands-on skills required of EE and CpE majors. Students in thecourse have predominantly already selected computer engineering or electrical engineering astheir field of study; however, a number of students enrolled in the first-year course are exploringthe fields of computer and electrical engineering in their search for a major. As the introductorycourse is a prerequisite to later

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter M. Ostafichuk, University of British Columbia, Vancouver; Susan Nesbit, University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver; Gerald Tembrevilla, University of British Columbia, Vancouver

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First-Year Programs

% Prefer not to disclose* 1% Directly from high school* 93% After time working / a break* 4% Entry into program Transferred from another school/program* 2% Another route* 1%* values estimated from self-disclosure on optional surveyAll incoming engineering students take APSC 100, an introduction to engineering course in thefirst term. The course covers a broad array of engineering topics including design, decision-making, sustainability, professionalism, and ethics. APSC 100 is the only engineering-specificcourse taken by all first-year engineering students in the first term. As such, it is used as aplatform for

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

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Diversity

Tagged Divisions

First-Year Programs

problem or need 4. Work effectively as a team with a clearly defined goal and document team activities 5. Assess the validity of individual and team assumptions about the design problem and client needs 6. Articulate the design tradeoffs that arise from these sustainability, safety, and ethics issues that relate to a specific design problem 7. Apply oral communication theories and concepts to the design processBased on these LOs, several open educational resources were identified to be used as textbooksfor ENGR 180. Various team based projects were developed as part of the formative andsummative assessments used to ensure that the LOs were being met.Project ExamplesCookie Sandwich ProjectOne of the team based projects

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University, West Lafayette; Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

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Diversity

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First-Year Programs

-year engineering students, so that the root cause behind the increasing failure canbe understood and subsequently addressed. Hence, this study will contribute to the existingliterature by answering the fundamental questions posed on the different types of study strategiesand their relationship with students’ academic achievement.Research MethodsSiteThe data was collected from two sections of required first-year engineering course at a largemidwestern university. The topics covered in this course were data visualization and analysis,engineering design, ethics, programming concepts by using MATLAB software, and thedevelopment of mathematical models to solve the engineering problems collaboratively. Theresearch team didn’t impact the site

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keyanoush Sadeghipour, Temple University; David Brookstein, Temple University; Shawn Fagan, Temple University; Cory Budischak, Temple University

Tagged Divisions

First-Year Programs

accreditation criteria to include:3(c) an ability to design a system, component, or process to meet desired needsThe EAC eventually expanded the criteria to include:4(c) an ability to design a system, component, or process to meet desired needs within realisticconstraints such as economic, environmental, social, political, ethical, health and safety,manufacturability, and sustainabilityFor the 2020-2021 accreditation cycle the EAC revised the Student Outcome Assessment criteriato include:52. an ability to apply engineering design to produce solutions that meet specified needs withconsideration of public health, safety, and welfare, as well as global, cultural, social,environmental, and economic factorsAmongst the description for “Engineering Design

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Brian Scott Robinson, University of Louisville

Tagged Divisions

First-Year Programs

an introductory course in engineering fundamentals atthe J. B. Speed School of Engineering (SSoE) at the University of Louisville (UofL). The course,titled Engineering Methods, Tools, and Practice II (ENGR 111), is the second component of atwo-course sequence and is primarily focused on application and integration of fundamentalengineering skills introduced and practiced in the first component of the sequence (ENGR 110).Fundamental skills integrated within ENGR 111 include 3D printing, basic research fundamentals,circuitry, communication, critical thinking, design, engineering ethics, hand tool usage, problemsolving, programming, project management, teamwork, and technical writing. The course isrequired for all first-year SSoE students (no

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Kari D. Weaver, University of Waterloo; Rachel Figueiredo, University of Waterloo; Kate Mercer, University of Waterloo; Andrea Jonahs, University of Waterloo; Heather A. Love, University of Waterloo; Brad Mehlenbacher, University of Waterloo; Carter Neal, University of Waterloo; Katherine Zmetana, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

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First-Year Programs

engineers within the workplace who mustsurvey information broadly to address problem and design tasks. Additionally, the presentationconnects information seeking and critical appraisal of sources to the ethical obligations engineershave to the people who ultimately use their designs. These components are essential to theefficacy of the intervention as they align with the curricular approach of the entire course and fitwithin the expectations students bring of the direct connection between their coursework andtheir future working lives.Stage 3: Students create final projects that must use relevant and credible sourcesAll course sections discussed in this reflection included a final project that required students todemonstrate relevant engineering

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kevin J. Lindsay, University of North Carolina at Charlotte; Meg Harkins, University of North Carolina at Charlotte; Rachael Ohu, University of North Carolina at Charlotte; Sherman Mumford, University of North Carolina at Charlotte; Linda A. Thurman, University of North Carolina at Charlotte

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Diversity

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First-Year Programs

include, effective workload management, networking, resumedevelopment, job hunting, study and exam preparation, mid-term assessment, team development,leadership, ethics, inquiry and resourcefulness, and future planning.MAPS has shown, based on both quantitative and qualitative measures, that by adopting aphilosophy of continuous improvement utilizing stakeholder insights and experiences, programgrowth can be achieved while improving upon measures of participant satisfaction, academic andprofessional success, and retention. Based on fall 2019 one-year retention and academicperformance statistics, underrepresented minority students who actively participated in MAPS,earned an average GPA of 3.2, and were 28% more likely to be retained in the College

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida

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First-Year Programs

” competencies after surveying employers todetermine a clearer definition of what encompasses career readiness [28]. These competenciesare Professionalism, Critical Thinking, Leadership, Communication, Teamwork, Technology,Global Citizenship and Career Management. Professionalism is the competency thatencompasses appropriate behavior, timeliness, and professional attire in the workplace. CriticalThinking is comprised of creating decisive solutions within the confines of competing ideas.Leadership prompts one to show selflessness, placing team and its success as priority. Thosewho have this skill are believed to maintain high ethical standards and are good at delegatingtasks. Communication entails written and oral; proper etiquette in correspondence is

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Abiade, University of Illinois at Chicago; Joanne Moliski, University of Illinois at Chicago

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Diversity

Tagged Divisions

First-Year Programs

head. Do you feel know that I am not the only one who feels that way so like you fit that description? Why we together (my friends and I) are trying to change our or why not? mentality by encouraging each otherFollow Up Survey - Identity as what you are: Students generally expressed affinity with anengineering identity. Some students had positive association with engineering, relating it toqualities like problem- solving ability, aptitude, and work ethic. Two students related theirengineering identity to their social identity. One student cited difficulty relating to others as a 7reason they

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas

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First-Year Programs

students are most likely to experience success in college? The literature suggests thatstandardized test scores, high school GPA or a combination of the two may be used to predictstudent success in college to some degree [1, 2]. In addition to these cognitive variables, studiesalso focus on noncognitive factors that affect student success such as academic motivation andinstitutional integration [2,3]. While standardized test scores are uniformly administered to allstudents under similar conditions, they only measure a students’ current knowledge base. Manystudies have shown that success in high school academics (i.e. GPA) is a better indicator ofsuccess in college academics because it indicates students’ intellectual habits; i.e. work ethic [4-7

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

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Diversity

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First-Year Programs

incredible benefit of research experience, and will often volunteer to work in a research lab, however volunteer students will often lose interest and/or prioritize other tasks ahead of volunteer lab work, so we do recommend paying research students. o Lab equipment – this could be as basic as protective eyewear and lab coats, and as expensive as outfitting a dedicated work station for the student researcher. o Training – students will need to be trained on everything from how to clock in and out, to safety procedures, to keeping a log book, to using specialized equipment in the lab, to research ethics. Most, if not all, of the required training may be viewed as not

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Holly M. Matusovich, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Benjamin D. Chambers, Virginia Polytechnic Institute and State University; Matthew B. James, Virginia Polytechnic Institute and State University

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First-Year Programs

approaches consistentwith autoethnography, specifically Anderson [8]. Each person individually and criticallyreflected on their experiences and documented these reflections in narrative reports. In terms ofhandling the data, the research team used a protocol informed by theory in order to focus thesereflections so they could be collectively and collaboratively evaluated. We workedcollaboratively on the analysis to develop the results giving participants a chance to respond tothe analysis process and findings as they emerged. The study secured ethical clearance from theInstitutional Review Board (IRB).LimitationsA limitation of this work is that one author, Holly, has administrative responsibility for thecourse sequence within the department. While

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

Paper ID #28692Building Toys for Children by Applying Entrepreneurial-Minded Learningand Universal Design PrinciplesDr. Scott Streiner, Rowan University Dr. Scott Streiner is an assistant professor in the Experiential Engineering Education Department (ExEEd) at Rowan University. He received his Ph.D in Industrial Engineering from the University of Pittsburgh, with a focus in engineering education. His research interests include engineering global competency, cur- ricula and assessment; pedagogical innovations through game-based and playful learning; spatial skills development and engineering ethics education. His funded

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

related to self-understanding (personal strengths [8], values, ethics and social identity).Students completed eight reflection assignments, based on the lecture and discussion topics.Prior to Fall 2018, course evaluations for ENGR 110 consistently indicated that some studentsdesired more exposure to careers within the engineering field, while other students needed moresupport leveraging academic resources and integrating into the engineering communitysuccessfully. Many students indicated that their primary motivation for enrolling in the coursewas to determine which major to pursue and had limited interest in other topics provided by thecourse. In an effort to improve student engagement and motivation across a range of needs, weintroduced student