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A Strategic Plan to Improve Engineering Student Success: Development, Implementation, and Outcomes

Conference Session: First-year Programs Division: Retention
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Jerome P. Lavelle, North Carolina State University; Matthew T. Stimpson, North Carolina State University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

Paper ID #21854A Strategic Plan to Improve Engineering Student Success: Development, Im-plementation, and OutcomesDr. Jerome P. Lavelle, North Carolina State University Jerome P. Lavelle is Associate Dean of Academic Affairs in the College of Engineering at North Carolina State University. His teaching and research interests are in the areas of engineering economic analysis, decision analysis, project management, leadership, engineering management and engineering education.Dr. Matthew T. Stimpson, North Carolina State University Matthew Stimpson is the Director of Assessment in the Office of Undergraduate Academic Affairs at NC

Relevance Score: 2.3394732

An Integrated First-Year Experience at ECST (FYrE@ECST)

Conference Session: First-Year Programs: Monday Potpourri
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Gustavo B. Menezes, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Mark Tufenkjian, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Eva Schiorring, Research and Planning Group for California Community Colleges
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

Angeles. She earned her BS in metallurgy and materials science from Columbia University, and her MS and PhD in materials science and engineering from Stanford University. She previously served as faculty, chair and Associate Dean at San Jose State University’s College of Engineering. Dr. Allen believes in a collaborative, student-centered approach to research, education and academic administration and leadership. She currently serves on the ASEE Engineering Deans Council Executive Board, the ABET Academic Affairs Council, and chairs the ABET Task Force on Diversity and Inclusion.Eva Schiorring, Research and Planning Group for California Community Colleges Eva Schiorring has almost two decades of experience in research

Relevance Score: 1.4063531

Recruiting Undecided Admits to Pursue a STEM Degree

Conference Session: First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Melissa A. Dagley, University of Central Florida; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Andrew Patrick Daire, University of Houston; Christopher L. Parkinson, University of Central Florida; Diandra J. Prescod , Pennsylvania State University ; Christopher T. Belser, University of Central Florida
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

students are comfortable exploring the STEMdisciplines, COMPASS places undecided, non-STEM students into one of two tracks during thefirst-semester in college where they complete a Career Planning: STEM Explorations or STEMSeminar course. In addition to the Career Planning and STEM Seminar courses, students alsoenroll in cohort math courses throughout the first year, are assigned a STEM program advisor,have the opportunity to live in block housing, receive an upper-division STEM peer mentor,interact in a designated STEM Center with program peers and STEM graduate tutors andparticipate in an early undergraduate research experience.This paper discusses COMPASS’ infrastructure, the evidence based practices implemented toachieve its objectives, the

Relevance Score: 0.025267636

Using Exam Wrappers in a Self-Directed First-Year Learning Strategies Course

Conference Session: First-Year Programs: Focusing on Student Success
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Abigail T. Stephan, Clemson University; Laurel Whisler, Clemson University; Elizabeth Anne Stephan, Clemson University; Bridget Trogden, Clemson University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

courses. Followingthe first round of exams, students select the course in which they wish to improve theirperformance most significantly and then complete both an exam wrapper survey and learningstrategies survey to evaluate their preparatory behaviors, conceptual understanding, andperformance on the exam. Each student develops an action plan for improvement based on theirresults and begins implementation immediately. Following the second exam, students completean exam wrapper survey followed by a learning journal, in which students evaluate and reflect ontheir adherence to and effectiveness of their action plan and performance on the second exam.We propose that engagement with this exam wrapper activity in the context of the EntangledLearning

Relevance Score: 0.024721118

Utility of Post-Hoc Audio Reflection to Expose Metacognition and Strategy Use by First-Year Engineering Students for Different Problem Types

Conference Session: First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Heidi Cian, Clemson University; Michelle Cook, Clemson University; Lisa Benson, Clemson University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

little evidence of planning. Several strategies are used bystudents for all problems, but some are unique to specific types of problems. These findingsdemonstrate the usefulness of post-hoc audio reflection in engineering education research tobetter assess and address students’ metacognition and problem solving strategies.IntroductionThis work-in-progress paper identifies metacognitive activities and problem solving strategiesutilized by first-year engineering students to solve different types of problems. Our researchquestion is: What problem solving strategies and metacognitive activities are revealed bystudents’ post-hoc audio reflections on their solutions to three different types of engineeringproblems (story, open-ended, exercise)? Post

Relevance Score: 0.024721118

Hybrid Learning: For Better or Worse? The Effect of Hybrid Learning on Grades and Attitudes of First-year Engineers in Chemistry

Conference Session: The Best of First-year Programs Division
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

, there were only significant differences in course grades between thosewho entered with 1-20 credits and those who entered with more than 20 credits (p=0.046).Among students entering with zero pre-college credits, females had higher course grades thanmales (F=8.38, p=0.005). No differences were observed between genders for those entering with1-20 credits (F=1.29, p=0.26) or those with more than 20 credits (F=0.22, p=0.64).Previous use of SI and study methodsWe also examine whether prior use of SI and other study methods, including attending officehours and studying in groups, in high school correlated with planned SI use for students’ firstsemester in college and subsequent academic outcomes. Our previous research has shown thatfirst semester

Relevance Score: 0.020389631

Using Design Challenges to Develop Empathy in First-year Courses

Conference Session: First-year Programs Division: Best Papers
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico; Chen Qiu M.Sc., University of New Mexico; Christopher Riley
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

Paper ID #22582Using Design Challenges to Develop Empathy in First-year CoursesJordan Orion James, University of New Mexico Jordan O. James is a Native American Ph.D. learning sciences student and lecturer at the University of New Mexico’s School of Architecture and Planning in the Community & Regional Planning program. He has served as a graduate research assistant on an NSF-funded project, Revolutionizing Engineering De- partments, and has been recognized as a Graduate Studies student spotlight recipient and teaching scholar. Jordan studies learning in authentic, real-world conditions utilizing Design Based Research

Relevance Score: 0.018073479

Piloting an Innovative Bridge Camp at a Tribal College to Improve the Transition from High School to College

Conference Session: First-year Programs: Retention and Bridge Programs #1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

. Participants employed multiple self-generated hands-on methods toestimate the volume of trash collected by molding the bags of trash into cylindrical, rectangular,and ellipsoid shapes to simplify the estimation of their volume. They then combined theirunderstanding of geometry and algebra with critical thinking to design their own methods forestimating the volume of the various types of trash collected.Participants also explored how to develop a business/financial plan for the operation of arecycling business in their community for the fictional purpose of submitting a proposal to thetribal government. The plan used profit and cost equations to analyze the trash data. Lessoncontent emphasized algebra and ratios, while instructional methods emphasized

Relevance Score: 0.017891832

Board # 76 : Evaluating the Success of Peer-led Student Interventions in a Freshman Year Experience Program

Conference Session: First-year Programs Division Poster Session
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Elizabeth Ann Howard, New Mexico State University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

Education, 2017Evaluating the Success of Peer Led Student Interventions in a Freshman Year Experience ProgramAbstractThis paper is a Work in Progress and will discuss the process and assessment of a structured peermentor intervention plan implemented in a Freshman Year Experience (FYE) program at NewMexico State University, a Hispanic serving institution. The FYE program was implemented inFall 2014 as an attempt to increase retention. After the first year of implementation, retentionsrates from freshman to sophomore rose by 14.6%.The FYE program has several different components, including a hands-on introductory course,peer mentoring and tutoring, exposure to the engineering disciplines on campus, and othersuccess initiatives. In Fall

Relevance Score: 0.017437948

The Evolution of the Freshman Engineering Experience to Increase Active Learning, Retention, and Diversity—Work in Progress

Conference Session: First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

the week, and will be quizzed on boththe lectures and the reading assignments.The two credit course, Design Practicum, is a hands-on design course with lectures and labs thatwill introduce students to relevant topics in engineering including: problem solving, team design,innovation, information technology, engineering, ethics in engineering, community engagementand social responsibility. This course will require partial departmental financial support, thus notall departments are currently committed to participating due to budget concerns. Just over halfof our engineering college is currently planning to participate, with approximately 600 studentsexpected to enroll this coming year. (Fall 2016/Spring 2016) This course is modeled after

Relevance Score: 0.017437948

Changing the Advising Model

Conference Session: First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

is also used in group advising sessions. The goal of group advising is to communicate the basic information students need to start prepare their study plans. Social Constructivism is an advising approach that is based on the concept that learners build (or construct) knowledge based on what they already know or believe. In a Social Constructivist approach to advising, the adviser takes time to understand what a student already knows, or believes, about their educational experience, and helps the student build on that knowledge. In this approach, the student can seek out knowledge from multiple sources, and verify what he thinks he knows with his adviser. Each of these advising approaches is used within Northwestern

Relevance Score: 0.017059192

WIP: Impact of COVID-19 Pandemic on a First-Year Engineering Cohort Ranging From Learning Methods, Personal Decisions and University Experience

Conference Session: First-Year Programs Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Monica B. Setien, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Matthew B. A. McCullough, North Carolina Agricultural and Technical State University; Stephen B. Knisley, North Carolina Agricultural and Technical State University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

various aspects of their academic and personal life to before and during the pandemic.Questions ranging from current schoolwork, to future plans and well-being are addressed. Thisinformation may inform both long-term and immediate changes that universities and instructorsmay be able to take to improve student learning outcomes and experiences within engineeringprograms.Methods An initial online survey was sent to 383 students among eight different sections of a first-year engineering course that was being conducted in a 100% remote learning environment duringthe Fall 2020 semester. The online questionnaire included a total of 10 COVID-related questions,each on a 5-point Likert scale. The questionnaire asks questions related to student

Relevance Score: 0.016311705

Work in Progress: Expanding the Professional Formation of Engineers through a Cross-Cultural Communication Workshop for First-Year Students

Conference Session: First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

-learning communities for engineeringundergraduates at Virginia Tech. These living-learning communities were created to providesocial and academic support for first-year female and male engineering students. Combined,these learning communities now support over 600 students, the majority of whom are enrolled intheir first-year of college. This also includes a large support team of upperclassmen students (i.e.,sophomores, juniors, and seniors) who serve as mentors and committee members.PurposeThe work presented here is part of a multi-year plan to impact every student involved in either ofthe living-learning communities. In this paper, we describe the work to date, which includes ourcollaboration with faculty in the field of sociology to develop the

Relevance Score: 0.01618377

Extended Exam Wrappers: A Comparison of Approaches in a Learning Strategies Course

Conference Session: First-Year Programs: Assessment in the First Year
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

what they wanted to happen on their first round of exams, (2) a traditional examwrapper activity recounting their preparatory behaviors and learning strategies and the results oftheir exams, and (3) a reflection on what was learned from the experience, and (4) a plan forimprovement for each of their STEM courses. This process is repeated following the secondround of exams.One modification of the exam wrapper between its first and second implementation was theintroduction of the after-action review terminology. In order to emphasize the students’professional development as engineers, the experience with exam wrappers was framed as afour-stage after-action review. After-action reviews are used to debrief the process andperformance on a training

Relevance Score: 0.01618377

Engineering Boot Camp: An Intense, Transformative Program for Incoming Freshmen

Conference Session: First-year Programs Division: Student Success
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Ann-Marie Vollstedt, University of Nevada, Reno
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

,this program is engineering discipline specific, open only to incoming students enrolled in thefall semester, and it is closely tied to the first engineering course offered at the university. Bootcamps at University of California, Santa Barbara (UCSB) and University of Washington (UW)are similar, but they focus on Math and Writing or Science and Math respectively [15], [16],which means that students will not necessarily meet others in their major.All incoming freshmen engineering students are encouraged to apply to E-FIT, which is designedto suit students of all ability levels. Currently, there is space for 132 students (approximately20% of incoming engineering students) to participate, but the program plans to be available to allincoming

Relevance Score: 0.015258204

Developing a Sustainable Collaboration Between a Four-Year and a Two-Year College to Enhance Student Access into Mechanical Engineering

Conference Session: First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Colin J. Reagle, George Mason University; Oscar Barton Jr., George Mason University; Kenneth S. Ball P.E., George Mason University; Sharon A. Caraballo, George Mason University; Abe Eftekhari; Rodolfo Napisa
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

Admission Compact The GMU-NOVA Dual Admission Compact for Mechanical Engineering is designed tooutline a pathway from a successful completion of the Associate of Science (A.S.) degree inEngineering to the Bachelor of Science (B.S.) degree in Mechanical Engineering. Dualadmission status consists of non-degree status at GMU for students who are full-time degreeseeking students at NOVA. Access into the Compact is established using the followingeligibility requirements: 1. Plan to earn an Associate of Science (A.S.) degree from NOVA Community College 2. Plan to pursue the Bachelor of Science (B.S.) degree in GMU School of Engineering within one year of completing the A.S. degree 3. Have earned 18 or fewer transferable college credits

Relevance Score: 0.015101707

Continuing to Promote Metacognitive Awareness in a First-year Learning Strategies Course

Conference Session: The Best of First-year Programs Division
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

high school experiences that have not prepared themwith social capital or with academic experiences conducive to success as self-directed learners atthe collegiate level [10]. Metacognition refers to reflective processes by which learners becomeaware of and control their thinking [11], [12]. To become self-directed learners, students mustdevelop the capability to assess what is asked of them by tasks, evaluate their knowledge andability relative to the task, plan an approach using an appropriate strategy, and monitor theirprogress while making adjustments as needed [13]. Thus developing metacognitive ability iscrucial for academic success. This paper will present the context for the learning strategiescourse, describe recent changes, and

Relevance Score: 0.014272742

Freshman-year Initiative for a Cohort of Largely Engineering Minority Students

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

the format that these efforts will take. Birdwell et al. [8]recently described efforts encompassing Academic Advising and Student Affairs working togetherto improve first-year experiences of engineering students, by creating and implementing a seminarcourse for first-year engineering students. They concluded that although challenges incommunication and planning between the two offices remain, particularly in training PeerAdvisers, their first-year engineering seminar course helping students in their first two quarters atthe university, help students to form social bonds and learn valuable skills to aid their learning. As of 2017, degrees awarded by the well over 300 schools with ABET-accredited bachelor'sdegrees programs in engineering

Relevance Score: 0.014272742

Execution Details and Assessment Results of a Summer Bridge Program for Engineering Freshmen

Conference Session: Bridge Programs Connecting to First-Year Engineering
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs, Pre-College Engineering Education

component is to prepare the Scholars for successful acquisition of an internship and eventually a full-time position. It also provides the Scholars with an opportunity to begin establishing a network, understand the components of a high- quality resume and online professional profile, and evaluate internship opportunities. By participating in this activity prior to entering college, the Scholars are expected to be able to start planning a career path during their first year. A total of three one-hour sessions are scheduled during the two-week program, and are facilitated by professional staff from the university career center. 3.2. WorkshopsThe SBP programming includes a variety of informational and

Relevance Score: 0.013871802

Development of Multidisciplinary, Undergraduate-Led Research Program in Soft Robotics

Conference Session: First-Year Programs Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Adia Radecka, University of Illinois at Urbana-Champaign; Alyssa Bradshaw, University of Illinois at Urbana-Champaign; Javi Cardenas, University of Illinois at Urbana-Champaign; Sara Xochilt Lamer, University of Illinois at Urbana-Champaign; Ilalee Harrison James, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

Grainger College of Engineering. Sara performs undergrad- uate research in soft robotics and engineering education funded by the IDEA Institute at UIUC. Sara is interested in pursuing a career in Engineering Education as well as furthering her education upon gradu- ating.Mrs. Ilalee Harrison James, University of Illinois at Urbana-Champaign Ilalee Harrison James is the Associate Director of The Hoeft Technology & Management Program. She serves as a lecturer in addition to leading the strategic plan for the program’s co-curricular outcomes. She is a first-generation college graduate who is passionate about improving career outcomes for underrepre- sented students in STEAM.Prof. Holly M. Golecki, University of

Relevance Score: 0.013785908

First-year Engineering Student Expectations and Experiences: Community, College, and Curriculum

Conference Session: First-year Programs Division: Collection
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Susan F. Freeman, Northeastern University; Christopher Peter Scianna, Northeastern University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

learningefforts have enhanced or detracted from students’ engineering education as a whole incomparison to their non-service learning peers, and if the practices and outcomes of thesesections create new trajectories and plans for students, specifically whether it enhances futureinvolvement in community outreach efforts.IntroductionNortheastern University is a top fifty university [1] located adjacent to the Roxburyneighborhood of Boston, Massachusetts. Thanks to exponential growth and development overthe last decade, Northeastern has become a landmark within the community. For decades, it hasbeen shaped by its urban backdrop and has recently taken innovative steps to use its status in thecommunity to provide an impactful outreach program. The backbone of

Relevance Score: 0.013785908

Lessons Learned From the First-Year Enrichment Program for Engineering and Computer Science Students in the ASSURE-US Program

Conference Session: First-Year Programs Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Doina Bein, California State University, Fullerton; Jidong Huang, California State University, Fullerton; Yu Bai, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Paulina Reina, California State University, Fullerton
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

Department of Civil and Environmental Engineering at California State University, Fullerton (CSUF). Her research interests include traffic flow modeling, statistical methods for transportation data analysis, and sustainable transportation planning. Her work has been published in several peer-reviewed journal publications and conference papers, and presented at numerous academic conferences. Dr. Reina has also served as an advisor of undergraduate research and applied projects such as those conducted by the student chapter of the Institute of Transportation Engineers (ITE) and awardees of the Dwight David Eisenhower Transportation Fellowship. American c Society

Relevance Score: 0.013213993

Improving Student Success and Retention Rates in Engineering: A Four-Year Longitudinal Assessment of the DYP Program

Conference Session: First-Year Programs: Paying Attention to Retention
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Steffen Peuker, California Polytechnic State University, San Luis Obispo
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

. Thereflective comprehensive report challenges students to evaluate themselves against a benchmarkstudent—referred to as a "world-class" engineering student—based on the following objectives:1. Goal setting a. Setting your goal(s) i.e., major, time to graduation, GPA b. Strengthening and clarifying your commitment to your goal(s) c. Setting up a ‘Road Map’ – a plan to guide you over the next years to graduation d. Understanding the essence of engineering2. Community building a. Building relationships, and making effective use of your peers (help-seeking) b. Participating in co-curricular activities3. Academic development a. Navigating the university system, resources, and academic advising b

Relevance Score: 0.013213993

Work in Progress: Spatial Visualization Intervention in a First-semester Engineering Course

Conference Session: First-year Programs: Research and Spatial Skills
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Emily J. Schiavone, Viterbo University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

minutes on Mondays,Wednesdays, and Fridays. We collected data from 20 students over the first two years of ourengineering program: 15 students in the first year and 5 students the following year. Our sampleconsists of 4 female and 16 male students.Table 1. Intervention Plan. Day Activity Description 1 Pre-intervention measurements Students complete the first 12 questions of the Vandenberg MRT and create 3-view sketches of pipefittings. 2 Plexiglass activity Students create 3-view sketches of pipefittings and work in small groups to trace object edges for front, top, side-view on plexiglass. 3 Building

Relevance Score: 0.0130784605

Improving Engineering Student Preparedness, Persistence, and Diversity Through Conative Understanding

Conference Session: First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Elizabeth A Adams, Chandler Gilbert Community College; Claire Louise Antaya Dancz, Arizona State University; Amy E. Landis, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

tracking instruments to evaluate how conativeunderstanding impacts persistence and diversity in engineering. We will work with the college totrack students’ persistence, but in the meantime we will estimate students’ intent to remain inengineering majors through reflective essays and surveys. Students will be provided multiple-choice responses for each survey question. The responses have not yet been collected. Thesurvey questions related to conation include: 1. Have your experiences in ECE 102 changed your plans to stay in this major? a. [If Yes] How have your experiences changed your plans to stay in your major? 2. Have your experiences with conation changed your plans to stay in this major? a. [If Yes] How have your

Relevance Score: 0.012330491

TH!NK: A Framework to Assess and Support Critical and Creative Thinking

Conference Session: First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

and Creative ThinkingAbstract:This work in progress study describes a strategic university initiative (TH!NK) that is aimed atimproving critical and creative thinking throughout the undergraduate curricula. The TH!NKinitiative is part of the North Carolina State University's five year Quality Enhancement Plan(QEP). This initiative is designed to train faculty to utilize strategies that cultivate students’ criticaland creative thinking in the classroom. TH!NK provides a comprehensive framework forimplementing strategies that support higher-order thinking skills through faculty training,mentoring, and formal assessment of student learning outcomes. In TH!NK courses, students areintroduced to and given opportunities to evaluate their own work

Relevance Score: 0.012233779

Implementation of an Introductory Engineering Course and its Impact on Students’ Academic Success and Retention

Conference Session: First-Year Programs: Peer Mentoring
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Rezvan Nazempour, University of Illinois at Chicago; Houshang Darabi, University of Illinois at Chicago; Renata A. Revelo, University of Illinois at Chicago; Peter C. Nelson, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Jeremiah T. Abiade, University of Illinois at Chicago
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

theirrespective disciplines. In addition, FESP provides interactions with engineering societies andjunior/senior level teaching assistance to enhance early experiences and to encourage students tobe self-directed in their educational planning process and overall academic success.The ENGR194 course was designed as a complementary 1-credit course to FESP and was offeredin the Fall of 2018 for the first time. Enrollment in this class was allowed for all students in theCollege of Engineering. The students who took this course had the opportunity to interact withprofessionals of different disciplines and cultural backgrounds and attend seminars and symposiaon subjects including engineering identity, undergraduate research, time and stress management,and