Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

Western Michigan University’s College of Engineering and Applied Sciences for since 2010. American c Society for Engineering Education, 2021 Self-Efficacy, Mathematical Mindset, and Self-Direction in First-Year Engineering StudentsIntroductionIncoming first-year students in engineering, engineering technology, and computer science atWestern Michigan University (WMU) are placed into cohorts according to their preferred majorand initial math placement level. Cohort members share at least two courses (usually three orfour) during each of their first two semesters with the goal of encouraging study group formationand peer support. Peer tutoring and

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

Tagged Divisions

First-Year Programs

]. It would seem that by including safe andconfirming environments for students to become competent in engineering skills in an engagingand enjoyable manner will have positive effects on a student’s engineering identity, and thereforeon their continued persistence in the engineering major.A person’s self-efficacy can be described as their judgment of their own capabilities to achievedesired outcomes [20]. Self-efficacy influences how well people motivate themselves in difficultsituations, and those with higher self-efficacy are more likely to execute behaviors that lead tosuccess. Self-efficacy has been shown to be a predictor of persistence within a program [22].Course design can help strengthen self-efficacy by creating opportunities for

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bethany Luke, Valparaiso University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

First-Year Programs

analysis throughout theirstudies. Thus, in this study we analyzed course format, student attitudes, and studentperformance. II. Review of Related Literature A. Factors of Student SuccessThe factors that make students successful in and out of the classroom are incredibly complexwith no fool-proof mathematical formula for success. We have begun to understand, however,that combinations of non-cognitive factors, such as grit, community engagement, identity,mindset, self-efficacy, and motivation are far more important predictors than traditionalmeasures of test scores or intelligence measures [4]. Based on this premise, we posit the barriersto student success in programming-oriented courses could largely be addressed by focusing onpromoting healthy

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

’ abilities to value diverse perspectives within a group, facilitate contributions from allgroup members, assess their own and others’ contributions to the group, enable a constructiveteam climate, and promote a constructive conflict response [18]. This concept guided thedevelopment of survey questions that measured students’ perceived abilities, in alignment withliterature on project-based teams in engineering educational contexts [24]. The inclusive team-based learning items used the same response scale as the General Self-efficacy Scale, given theevidence of high reliability and cross-cultural validity [25]. Additionally, the survey askedstudents to rate how easy or difficult the 16 inclusive team-based learning activities felt, giventhat team

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krista M. Kecskemety, Ohio State University; Ada Barach, Ohio State University; Connor Jenkins, Ohio State University; Serendipity S. Gunawardena, Ohio State University

Tagged Topics

Diversity

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First-Year Programs

. Studentsenter the first-year engineering courses with a wide range of prior programming experience andstudents also have different self-efficacy when it comes to their programming skills. At the end ofthe first-year program, it is the intent that students have a similar level of ability when it comes tothe basic programming fundamentals that are assessed in this concept inventory. While there are 2different course tracks, honors and standard, students still should be gathering similar baselineknowledge in concepts assessed in the concept inventory. However, the honors course teaches anadditional course-worth of programming knowledge so it may be expected that they wouldperform better on the assessment. Additionally, it is not intended for this

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

assistant in Technology Education. Her research interests are culturally responsive teaching in multicultural settings, cultivating multiliteracies for multicultural education in K-12 contexts, and critical literacy education in early childhood. Her disserta- tion research concentrates on promoting preservice teachers’ self-efficacy beliefs in culturally responsive literacy teaching.Prof. Nathan Mentzer, Purdue University at West Lafayette Nathan Mentzer is an assistant professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

, or come to campus and choose from the availablecourse inventory. Due to limited access to building materials, computer simulation and CADtools were emphasized in Fall 2020. To accommodate students overseas and students withfinancial hardship, they were given the option to complete labs and projects through onlinesimulation using Tinkercad [17].Self-determination TheorySelf-determination theory (SDT) states the importance of satisfying three fundamentalpsychological needs for individuals’ well-being. The basic needs are autonomy, a sense of choiceand control; relatedness, a sense of positive and supportive connections to others; andcompetence, a sense of mastery and self-efficacy [18]. The satisfaction of these basicpsychological needs

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

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Diversity

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First-Year Programs

Studies, a master’s in Counseling and Personnel Services, and is a doctoral candidate in Higher Education, Student Affairs, and International Education Policy.Dr. Shannon Hayes Buenaflor, University of Maryland, College Park Shannon Hayes Buenaflor currently serves as the Assistant Director of Transfer Student Advising and Admissions in the A. James Clark School of Engineering. Recently completing her Ph.D. in Higher Education at the University of Maryland, Dr. Buenaflor’s research focuses on transfer student success, pre-transfer advising, and the role of self-efficacy in the transfer process.Mr. Brian Farrington Dillehay, University of Maryland, College Park Brian Dillehay is the Assistant Director in the Office of

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenni Buckley, University of Delaware; Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware

Tagged Divisions

First-Year Programs

of a physical prototypehas been shown to improve basic engineering skills, viz. spatial visualization, and increasestudent interest and retention in the discipline. FYE courses are frequently taught in large-enrollment settings, which adds logistical complexity to supplying and supervising hands-onprototyping across a large number of students. Lastly, engineering design challenges must bethoughtfully scaffolded in FYE courses to help novice students navigate complex, longer-termprojects in a team-based setting. Prior work by our group and others [Authors 2018, 2019,citation redacted for review] have shown unequal distribution of tasks on team-based projects,caused in part by differences in self-efficacy and prior experiences. This effect can

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reza Kamali, California State University San Marcos

Tagged Divisions

First-Year Programs

six broad factors drive students to leave engineering: classroom and academicclimate, grades and conceptual understanding, self-efficacy and self-confidence, high schoolpreparation, interest and career goals, and race and gender. They also noted that studies suggestthat retention can be increased by addressing one or more of these factors [3].In order to address the factors that persistently cause so many students to leave engineering, andto develop a lower-division curriculum that will engage and retain Electrical Engineering majors,particularly those from underrepresented groups, California State University San Marcos, proposesto implement this study to improve retention. This paper will address two of the retention issuesthat Geisinger and

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

Tagged Divisions

First-Year Programs

Employment Counseling, vol. 39, pp. 12–21, 2002.[7] K. J. Downing, “Self-efficacy and metacognitive development,” International Journal of Learning, vol. 16, no. 4, pp. 185–200, 2009.[8] E. Seymour and N. M. Hewitt, Talking about leaving: why undergraduates leave the sciences. Boulder, CO: Westview Press, 1997.[9] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. A. Layton, “Persistence, engagement and migration into engineering programs,” Journal of Engineering Education, vol. 97, no. 3, pp. 259–278, 2008.[10] P. A. Gore, “Academic self-efficacy as a predictor of college outcomes: two incremental validity studies,” Journal of Career Assessment, vol. 14, pp. 92–115, 2006.[11] J. B. Biggs, “The role of

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

Tagged Topics

Diversity

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First-Year Programs

identity currently evidencedin the ASEE body of literature. The CTI layers, written in italics, are followed by relevantthemes pulled from ASEE conference papers. • Personal: self-efficacy and self-confidence in engineering students [7] • Enactment: the development of professional / authentic skills [8] • Relational: creating interpersonal bonds [9] • Communal, specifically community and sense of belonging [2], [9], [10].Pertaining to the programmatic goals of student academic success and retention, the authors wereable to identify relevant literature to guide in the design of the program. Relevant literature fellinto three categories: relating mentorship programs to favorable academic outcomes, specificallyincreases in student GPA

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware

Tagged Divisions

First-Year Programs

doctoral degrees in Civil En- gineering from North Carolina State University in the USA. Her disciplinary research interests lie in the area of sustainability in asphalt pavements using material considerations, green technologies, and efficient pavement preservation techniques. Her doctoral work focused on improving the performance of recycled asphalt pavements using warm mix asphalt additives. As a postdoctoral scholar at North Carolina State University, she worked on several NCDOT sponsored research projects including developing specifica- tions for crack sealant application and performing field measurements of asphalt emulsion application in tack coats and chip seals. Her undergraduate teaching experience includes

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

withsmaller sections that focused on active learning have also been shown to increase students’retention and certainty [10].In connection with Social Cognitive Career Theory, many elements of first-year engineeringcourses are also directed towards self-efficacy, outcome expectations, and personal goals, andthese courses are proven to increase major certainty by a statistically significant amount [11],[12]. Furthermore, labs, projects, and a close relationship with their professor help studentsselect a major [11]. The retention rate of students within a specific major increased when thatstudent was taught by a professor with the same degree as their intended major for their FYEintroduction course, as well as when students attended 2 or more

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

education, choosing and engineering, and determining their career goals.According to Eccles and Wigfield’s categories, it is a theory focused on the reasons forengagement[9]. SDT asserts that actions are motivated by the desire to fulfill three basic humanneeds: competence, autonomy, and relatedness [10]. Competence is the knowledge and skills onemust possess to succeed and feel effective in dealing with the environment. Perceivedcompetence is often compared to self-efficacy, which is a person’s beliefs about their capabilitiesto produce designated levels of performance that exercise influence over events that affect theirlives [11]. Competence is built through providing optimal challenges, promoting task feedback,and freedom from demanding

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie L. Walkup PE, Villanova University; John Komlos, Villanova University; Kevin A. Waters P.E., Villanova University

Tagged Divisions

First-Year Programs

college instructors, 3rd ed. San Francisco, CA: Jossey-Bass, 2010.14. Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.15. Mills, J. E. and D.F. Treagust (2003). Engineering education, Is problem-based or project-based learning the answer” Australasian Journal of Engineering Education. Retrieved from http://www.aaee.com.au/journal/2003/mills_Treagust03.pdf on February 316. Hirshfield, L., Chachra, D., Experience is not mastery: unexpected interactions between project task choice and measures of academic confidence and self-efficacy in first-year engineering students, International Journal of Engineering Education, 35(3), 2019, pp.806-823.

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rui Li, New York University; Jack Bringardner, New York University

Tagged Divisions

First-Year Programs

school outcomes (Chen and Jang [16];33 Ryan and Deci [17]; Ryan and Grolnick [18]; Ryan, et al. [19]). Feelings of relatedness,34 measured in terms of "school climate" and instructor-student relationships, have been linked to35 outcomes including self-efficacy, engagement, interest in school, higher grades, and retention36 (Furrer and Skinner [20]; Inkelas and Weisman [21]; Inkelas, et al. [22]).37 Relatedness has often been discussed along with autonomy and competence as one of the38 psychological needs for intrinsic motivation [23, 24]. Skinner, et al. [25] argued that "relatedness39 tends to be overlooked as a self-perception in the academic domain." In the past, relatedness is40 normally considered in the context of team

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

Tagged Topics

Diversity

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First-Year Programs

selected to receive NSF S-STEM funded scholarships. Annualscholarships starting at $4,500 are renewable for up to 5 years and incrementally increase by$1,000 per year through year four. Students must retain in engineering and maintain acumulative GPA of at least 3.0 to renew the scholarships.2.0 MethodologyStudent participants who receive NSF S-STEM funded scholarships are required to participate insurveys, one-on-one interviews, and focus groups each semester of their undergraduateeducation. The students provide quantitative data by completing a modified version of theLongitudinal Assessment of Engineering Self-Efficacy (LAESE) survey, the twelve questionGRIT survey, and a shortened version of the Motivated Strategies for Learning Questionnaire

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University-Kingsville; Breanna Michelle Weir Bailey P.E., Texas A&M University-Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University-Kingsville; Mahesh Hosur, Texas A&M University-Kingsville; David Hicks, Texas A&M University-Kingsville; Michael Preuss, Exquiri Consulting, LLC

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Diversity

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First-Year Programs

., and Lents, N.H. (2017). “Cultivating minorityscientists: undergraduate research increases self-efficacy and career ambitions forunderrepresented students in STEM.” J. Research in Science Teaching, 54(2), 169-194.18. Wao, H. O., Lee, R. S. & Borman, K. (2010). Climate for retention to graduation: Amixed methods investigation of student perceptions of Engineering departments and programs.Journal of Women and Minorities in Science and Engineering, 16, 293-318.19. Perrin, J., “Features of Engaging and Empowering Experiential Learning Programs forCollege Students,” Journal of University Teaching and Learning Practice, 11(2), 2014, article 2.https://ro.uow.edu.au/jutlp/vol11/iss2/2/.20. National Center for Education Statistics. (2019

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

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Diversity

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First-Year Programs

● I am confident with Calculus ● I enjoy math ● I can apply my math skills to computing and engineering projectsThe pre- and post-bootcamp survey included the same ratings. Ten (n=10) out of seventeenstudents (59%) participated in the survey. The participation in surveys decreased 23 percentagepoints compared to the 2019 bootcamp which was held face-to-face. Table 2 shows the mean(M) and standard deviation (sd) for each item’s rating.By looking at Delta we observe that the average change in attitude represents mostly small-to-moderate increases in students’ ratings of their self-efficacy from before (pre-) to after (post-) thebootcamp. Deltas are greatest for students’ confidence with trigonometry (M = 1.05, sd = 0.21