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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Policy and Sexual Misconduct Policy were found themost interesting topics from students’ responses. The Mission and Vision of the institution andthe selection of the institution were found least interesting. Figure 1 summarizes the responses tothe use of various tools used in teaching. The students have overwhelmingly found thesupplemental classroom powerpoint presentations helped them in learning. This was followed bylearning from the articles on various topics and audio/video clips. The students alsooverwhelmingly found the online course management tool, Schoology helpful as the referencesource for the class notes, external links to related news media and articles, and assignments.Figure 1. Student responses to the use of educational resources

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

. c American Society for Engineering Education, 2018 Changes in Student Perceptions of Their Abilities on the ABET Student Outcomes to Succeed During the First-Year Engineering ProgramAbstractThe purpose of this study is to explore students’ perceptions of the engineering enculturationfactors corresponding to the eleven ABET student outcomes and how their perceptions of theirabilities change over time through the FYE program. During the 2016-2017 school year, 662students, taking two consecutive First Year Engineering (FYE) foundation courses at asouthwestern university, responded to at least one of the three online surveys arranged over timeas either pre or post semester surveys and answered to the questions asking about

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deana R. Delp Ph.D., Arizona State University

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Diversity

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First-Year Programs

semester forall sections of first-semester and second-semester engineering classes. Through the run of thestudy, 279 students total received a survey towards the end of the semester regarding thesemodifications. The survey followed the standard Likert scale with Strongly Agree, Agree,Neutral, Disagree, and Strongly Disagree options. The results for each question are givenbelow:  Did it help your understanding of the class procedures/requirement to break thesyllabus into three parts at the beginning of the semester? 76% of the students appreciated(Strongly Agree and Agree) the syllabus broken down into smaller parts and presented overthe course of three class periods. This really helped the students understand the gradingsystem, and the rules

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

Tagged Divisions

First-Year Programs

the first 2 weeks).  The conversation should be informal in nature and faculty should allow time for additional, unexpected conversation topics. Schedule about 20 minutes per student.  Have a copy of the syllabus available so you can refer to course outcomes, etc.  Common questions should focus primarily on the course (outcomes, topics, projects, etc.), in addition to the following: o Ask students to share a bit about their background (could be education and/or personal in nature depending on what the student wants to share) o What are you excited about related to this course? o Is there anything you are anxious about? o Do you have any questions about the course

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Hispanic students. Architecture, engineering, and technology students make upbetween 10% and 30% of the entering first year students. There was an application process forthe program. Students who were accepted, would be a part of a cohort of students who met witha lead instructor weekly, with the program being run as a 1-credit course. Additional instructorsfrom the student life side were also available to help facilitate activities, and connect students toco-curricular and extra-curricular aspects of college life. The present paper will describe some ofthe programming and assignments of this pilot program, and discuss some of the relatedstrengths, weaknesses, challenges, and successes. A primary focus of the programming was tohelp students

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noel Kathleen Hennessey, The University of Arizona; Rebecca Primeau, University of Arizona

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Diversity

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First-Year Programs

both to applied leadership andacademic foundations, so the intentional composition of an engineering residence hall helps tocultivate the sphere of community responsibility.Recommendations for Future ResearchIn addition to the reflection essays, students built an online e-portfolio where they wrote abouthow current and past experiences help them develop the skills necessary to be an engineer. Werefer to these skills as engineering competencies. An excerpt from the course syllabus describingthe assignment is shown in Appendix A.Future research can focus on analyzing data from students’ e-portfolios. Based on our findingsfrom the analysis of the reflection essays, we anticipate that students’ e-portfolio responses mayreflect their transition

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

Tagged Divisions

First-Year Programs

students, and students with demonstrated need for academic support during the transition from high school to college.Jennie S. Popp Ph.D., University of Arkansas Jennie Popp, Ph.D. is a Professor of Agricultural Economics and the Associate Dean of the Honors Col- lege at University of Arkansas. As Associate Dean, Dr. Popp contributes to student success initiatives through the management of Honors College study abroad and research grant programs, the facilitation of the development of service learning and other new courses, promotion of undergraduate research activ- ities and in contributions to the PTG and Honors College Path programs. Her research has focused on identification and implementation of sustainable