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: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

institution. This begins early on for each J.B. SpeedSchool of Engineering student with the ENGR 110 – ENGR 111 sequence. Preliminaryinstruction and experience in ENGR 110 includes the development of concurrent communicationskills, attributes of a successful team, team role delegation, and conflict resolution. ENGR 111 ispredominantly focused on the team experience, and the vast majority of class activities anddeliverables are team-based. In-class lesson plans, especially those associated with buildingtowards the course’s final project, are scaffolded in a manner such that resolution becomes moredependent on team dynamics as the semester progresses. ENGR 111 teams are created during thefirst week of the course utilizing the CATME online tool [8-10

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Todd R. Hamrick, West Virginia University; Lizzie Santiago, West Virginia University; Kristin Brewster, West Virginia University

Tagged Divisions

First-Year Programs

uniformity across sections, and set ofguidelines was created. This helped faculty to better communicate with students and to handleany occurrences. The following list of strategies was identified based on the literature:Addressing MotiveA common method for addressing motive is the make any gain unworthy of the risk, becausewhen consequences are severe, students are more likely to conclude that it’s not worth the risk tocheat. The syllabus of the first semester engineering course was modified. The AcademicIntegrity section of the syllabus originally had a standard one-paragraph university-widestatement with a link to that part of the university academic catalog. This was maintained in theupdated version, but supplementary information was added to the

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

María del Carmen Garcia-Higuera, Universidad Panamericana; Rocio Chavez-Telleria, Universidad Panamericana; Armando Alemán-Juárez, Universidad Panamericana ; Isabel Joaquina Niembro García P.E., Universidad Panamericana

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First-Year Programs

course. Tobegin the course redesign process, the Center for Innovation in Education developed an e-learning course to introduce department heads and professors to the PBL methodology. Thecourse contents centered on answering questions such as: What is project-based learning? Howcan I apply project-based learning in my class? How have other universities and faculty used thismethodology? Throughout the course, professors’ views on ideas that arose for their classes,constraints, and restrictions perceived to apply the methodology as well as perceived benefits ofthis methodology for their class were explored through forums.After the introductory online course, the physics course redesign process began with threeparticipating professors (two of them

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: 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

Tagged Topics

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