Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

science courses and their mathematics level was at algebra 1 orlower. It would be years before these underprepared undergraduates would be eligible to taketheir first introduction to engineering course. The lack of academic preparation for theseincoming first-year engineering students presented a formidable problem.We searched for a solution where we could connect directly with the K-12 students. It had toresult in the K-12 students being motivated to complete chemistry, physics, and trigonometry inhigh school. It had to develop the self-efficacy required to continue to pursue a challengingSTEM curriculum. At the university, we had to find a way for Alaska Native and AmericanIndian students to survive and then excel. We needed to develop an

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University

Tagged Divisions

First-Year Programs

) because this is the first engineering class students take andis prerequisite to all other engineering classes. Impacts outside ENGR 10 include participating ina variety of student success programs at University A, such the summer two-week project-basedengineering orientation program (EXCEED), the engineering learning and living community(CELL), or the MESA engineering program for underrepresented students. The survey did notexplore the impact of pre-college pre-engineering programs. Students are also impacted by mathand science courses they are taking, their academic advising, and student clubs they participatein. The top two factors students reported are both related to self-efficacy: ‘my personalabilities/talents “fit” the requirements in

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

Tagged Divisions

First-Year Programs

-reported survey data was alsocollected for the spring 2011 group at the end of the semester. The complete survey administeredto this group of students is included in Appendix A. The survey questions covered affectiveoutcomes related to the class. Figure 4 shows the results of the self-efficacy of the studentsassociated with skills covered in the digital logic project. Data was recorded on a five-pointLikert scale with 1 being the lowest level of confidence in performing the skill and 5 being thehighest. Both measures were reported by students at the end of the semester so that they couldbetter convey their perceived change in skill level. Since most students come in with very littlecomputer hardware knowledge, it is not surprising that initial