Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University

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First-Year Programs

Paper ID #19563Work in Progress: An Interdisciplinary Course Designed to Assist First-YearStudents in Planning and Preparing for Success in the NAE Grand ChallengeScholars ProgramAmy Trowbridge, Arizona State University Amy Trowbridge is a Lecturer and Director of the Grand Challenge Scholars Program in the Ira A. Fulton Schools of Engineering at Arizona State University. Her teaching focuses primarily on first year engi- neering students, and she is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning.Dr. Haolin Zhu, Arizona State University Dr. Haolin Zhu

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

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Diversity

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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

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Ann Kos, University of Colorado, Boulder; Sarah Miller, University of Colorado, Boulder

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First-Year Programs

Implementing your Students will be able to construct a professional goal Engineering Plan and an educational goal 11 Complete your Final Project 12-16 This class has ended. Good luck with your other courses!Table 1: Course ScheduleThe design of the course was based on content pulled from previous iterations of this course inpast years, as well as best practices learned from the introduction to engineering courses at otherinstitutions (Brake 2016, Peuker 2016, ASEE 2017). The coursework was divided into two typesof assignments: weekly homework and a final report. The course schedule is presented in Table1.At our university, semesters are 16 weeks long, usually lasting from mid-August toearly-December, but we

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Howard, New Mexico State University

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Diversity

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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

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Dawn Laux, Purdue Polytechnic Institute; Tejasvi Parupudi, Purdue University; Asefeh Kardgar, Purdue Polytechnic Institute, West Lafayette; Sarah Knapp, Purdue University

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First-Year Programs

organize andteach paired sections of Technology, English, and Communication courses. All 3 classroominstructors in each set of sections work together within the Integrated First-Year Experience,which ultimately aims to tie essential skills and concepts from the humanities and STEM fieldsto realistic global problems and contexts. The program was implemented for more than 500 first-year students in each academic year (2015–16 and 2016–17). Our research responds to questionsabout the potential for integrated courses to improve students’ conceptual learning andengagement with the university, and about the most effective ways for instructors andadministrators to plan, support, and implement this kind of integration. We demonstrate thepotential for

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

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Diversity

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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

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University, Tandon School of Engineering; Yona Jean-Pierre, New York University, Tandon School of Engineering

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First-Year Programs

effectiveness of the video and use this analysis to plan thenext steps for continuing the video instruction initiative. The goal for these videos is to provideall students with a fundamental background to get started on their projects and laboratoryexercises. Students are required to watch the videos throughout the semester and this is enforcedthrough a quiz administered at the beginning of the lab session each week – currently, there areonly two lab quizzes based on videos, but all labs have a quiz. With the background provided bythe video, the researchers aim to increase the creativity in student solutions and encourage theirimplementation of a systematic engineering design process.IntroductionThis paper addresses the use of the flipped classroom

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jennifer Lynn Schlegel, Florida Institute of Technology

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First-Year Programs

), and habitual curiosity, a drive to understand how things workand how to make them work better3. Thinking patterns derived from effectual logic canstrengthen an entrepreneurial mindset by helping students leverage current knowledge resourcesand move through uncertainty by developing connections with other people and information inthe pursuit of value creation10. Common learning outcomes that demonstrate entrepreneurialknowledge include opportunity recognition, design iteration and prototyping, projectmanagement, strategic and financial planning, communication and presentation, leadership andethics3.Maker MovementThe Maker Movement in education is broadly characterized by three components – making as aset of activities, makerspaces as

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University

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First-Year Programs

Paper ID #19497Work in Progress: Living with the Lab: Building a New Implementation ofthe LWTL Project-Based First-Year Engineering Curriculum at CampbellUniversityDr. Jenna P. Carpenter, Campbell University Dr. Carpenter is Founding Dean of Engineering at Campbell University. She is Chair of the ASEE Long-Rangge Planning Committee and the ASEE Strategic Doing Governance Team. She is a past Vice President of Professional Interest Councils for ASEE and past President of WEPAN. Currently Chair of the National Academy of Engineering Grand Challenge Scholars Program Steering Committee and an ASEE PEV for General Engineering, Dr

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Arthur L. Chlebowski, University of Southern Indiana; David J. Ellert PE, University of Southern Indiana

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First-Year Programs

machine.This paper discusses the results of a carefully crafted project in a freshman engineering designcourse that maintains multiple avenues of technical communication (between and among groups)through reports, presentations, and technical graphics. It also provides students opportunities tolearn time and team management. Finally, the project requires students to proceed through arigorous design process while allowing for creativity within the design. The irony of the fact thattypically Rube Goldberg Machines are designed to do a simple task through an inefficientprocess is well understood and accepted; engineers should search for efficient designs andsolutions to problems. Overall, the project was warmly received. We will also touch on plans

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

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Diversity

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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

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

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First-Year Programs

. Ability to work in teams. Time management and planning. Engineering Professional Skills Professional skills for co-op (resume, interviews, etc.). Project management (manage tasks, budget, etc.). How to use research resources. How to critically evaluate information (found online, in books, articles, etc.). Ability to interact with a diverse audience. Understand societal factors impacting engineering (aesthetics, ethics, sustainability, manufacturability, etc

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette (College of Engineering); Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Jill Anne Folkerts, Purdue University; Taylor V. Williams, Purdue University, West Lafayette (College of Engineering)

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First-Year Programs

. This assessment-centered teaching and learning framework helps connectspecific learning objectives to broader learning goals or competencies and on-going formativefeedback targeting student progression on specific learning objectives. Our plan is to refine theframework using a design-based research approach. Following the description of the model andits development, we present results from the first cycle of implementation. We conclude bydiscussing hybrid ways for combining traditional methods of assessment with the ability tohighlight performance expectations and the appropriate uses of the framework in the classroom. IntroductionAs a gateway to engineering, first-year engineering or introduction to

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

ability to apply my knowledge of science to solve engineering problems.C. I have the ability to design a system, component or process to meet desired needs within realistic constraints as an engineer.D. I have the ability to function well on multidisciplinary teams as an engineer.E. I have the ability to identify, formulate and solve engineering problems.F. I have a good understanding of my professional and ethical responsibility as an engineer.G. I have the ability to communicate effectively (oral and written) as an engineer.H. I have the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context.I. I recognize the need for and plan to engage in life-long learning as

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Adams, Chandler Gilbert Community College; Mary Beth Burgoyne

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Diversity

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First-Year Programs

Indian, PacificIslander, Black and Hispanic students represent 35% of the total student population with Whitesrepresenting 52% of the student population.The creation, implementation, and assessment of the new project module is grounded on theGrand Challenges DELI (Discover, Explore, Learn, Imagine) Project (Hunter and Baygents,2012) and CGCC’s institutional pedagogy. The Grand Challenges DELI model originated after a2011 strategic planning process that began with a strength, weakness, opportunities and threats(SWOT) analysis of the current first year engineering experience. The SWOT results were usedto identify short and long term goals for a next generation first year engineering experience.Those goals embraced student-directed learning through

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paige E. Smith, University of Maryland, College Park; Elizabeth R. Kurban, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

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Diversity

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First-Year Programs

staff also encourages Flexus first-yearand second-year students to attend events with one another. This facilitates cross-cohortrelationship development and provides first-year students with exposure to the experiences ofsecond-year students, while also allowing second-year students to take on mentorship roles(Tinto, 2003). Another important aspect of Flexus is the opportunity it provides for leadershipdevelopment. Students within the program elect an executive board (including a President, VicePresident, and a few committee leaders) who plan and implement various social activitiesthroughout the semester. The shared residence hall and student lounge are common gatheringspaces for Flexus events, which makes attending the events together easy and

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Chiki, Ohio University; Braden Vale Jay Robinson, Ohio University

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First-Year Programs

].IntroductionOhio University is a public, residential college located in the Midwest with approximately18,000 undergraduate students, including 1,800 undergraduates in the Russ College ofEngineering and Technology. At our institution, students must pass every course required fortheir major in three attempts or fewer, often with a grade of C or better, or they are dismissedfrom the major. To reduce the number of students being dismissed, we created a self-assessmentand contract based on appreciative and proactive advising for use during individual meetingswith students on their third attempt of a class. Appreciative advising uses a positive approach tohelp students identify their strengths and co-create a plan to reach their goals using thosestrengths [2

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma Tevaarwerk DeCosta, Northwestern University; J. Alex Birdwell, Northwestern University; Ken Gentry, Northwestern University; Richard Wayne Freeman P.E., Northwestern University; Alan R. Wolff, Northwestern University

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First-Year Programs

academicadvisers who are tasked with advising the incoming class as well as teaching (Freeman,2016). These advisers work with incoming engineering students, starting the summer beforethey arrive, and continuing through their first year. The advisers utilize the Advising-as-Teaching model and collaborate on advising and mentoring students, facilitated by having co-located offices in a suite. Advisers work with each student to collaboratively determine thestudent’s educational goals and develop a path for her to achieve those goals.Each adviser’s primary objectives are to: • Each assist ~100 first-year students with their major selection and academic planning, then serve as a resource throughout their undergraduate careers; • Teach three courses

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey

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First-Year Programs

interpreting and measuring constructs of course-level motivation that relate tolearning[14-18]. The following sections are an overview of both frameworks and how they relate to theredesign of the IPCCourse Design FrameworkBackward Design [1] is a widely used framework for course development and assessment of courses andcurricula. It has three main steps: 1. Identify desired results: Come up with high-level course outcomes. 2. Determine acceptable evidence: Draft demonstratable objectives and assessments that measure them. 3. Plan learning experiences and instruction: Come up with coursework and course-related interactions that guide students towards demonstratable objectives.Once the process is complete, best practice is to use

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Alicia Betsinger, Dartmouth College

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Diversity

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First-Year Programs

sight of one’s engineering goals when all one does is take prerequisiteclasses and other college requirements. Students from underprepared backgrounds tend tostruggle especially hard during their first year and often end up dropping their plans to studyengineering quite early on in their college career. These students are especially vulnerable duringtheir first year here since, after having been high achievers in their high schools, they now mightexperience their first class in which they struggle and receive a poor or even failing grade.Students’ confidence often drops after one such event, and it is our goal to supply the academicand emotional support to prevent a first poor grade from derailing a student’s path through ourschool.The Thayer

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

James A. Coller, University of Michigan; Magel P. Su, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Robin Fowler, University of Michigan

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First-Year Programs

Students 1 Give examples of previous project designs Attend team meetings outside of class time (including open 2 labs, presentation practice, planning meetings, etc.) Give examples of previous technical communication 3 deliverables 4 Rehearse their ROV/bathysphere presentation 5 Give feedback on reports 6 Help with technical content 7 Provide other

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily A. Bovee, Michigan State University; Daina Briedis, Michigan State University; S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

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Diversity

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First-Year Programs

reported on their career plans and theirexpectations for their future education. Our research team is interested in a number of questionsrelated to describing the motivation and career intentions of current and former engineeringstudents, understanding the ways that the programmatic elements in place support or underminethat motivation, and providing recommendations to guide the development and implementationof future supports for retention in engineering.In the current paper, we focus on factors that underlie students’ feelings of belonging in theMichigan State University (MSU) College of Engineering (CoE). One notable aspect of the MSUCoE is the CoRe Experience, a program that supports first-year engineering studentsacademically, professionally

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Lori Bassman, Harvey Mudd College; Christopher Clark, Harvey Mudd College; Albert Dato, Harvey Mudd College; Angela M. Lee, Harvey Mudd College; Matthew Spencer, Harvey Mudd College; Erik Spjut, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College

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Diversity

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First-Year Programs

coordinate data collection, interpretation and dissemination to support teaching and learning, planning and decision-making across the college. c American Society for Engineering Education, 2017 IntegratingTheoryandHands-OnPracticeUsingUnderwaterRoboticsinaMultidisciplinary IntroductoryEngineeringCourseAbstractThisCompleteEvidence-basedPracticepaperwillfocusonthedesign,implementation,andevaluationofamultidisciplinaryintroductoryengineeringcoursethatintegratestheoryandhands-onpracticearoundathemeofunderwaterrobotics.Thecourseisrequiredforallstudents(includingnon-engineeringmajors

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Hylton, Ohio Northern University; Todd France, Ohio Northern University; Louis A. DiBerardino III, Ohio Northern University

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First-Year Programs

buoyancy project inspired by a more in-depth project byGoodrich and McWilliams [8], tasked the students with mathematically modeling a conceptual designbefore physically evaluating its performance. In addition, the project incorporated a number of keyconcepts (e.g., independent vs. dependent variables, uncertainty in measurements, significant figures,developing an experimental test plan) that had been taught in a lecture format in previous iterations ofthe course.Like many of the course assignments, the buoyancy project was authentically situated – in this case, anenvironmental group requested assistance with the design of a Sustainable, reConfigurable, AquaticLiving Environment (SCALE), which consisted of five modular “pods” that were to be

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natasha Perova-Mello, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette (College of Engineering)

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First-Year Programs

awareness of each other’s thinking and shareddecision making associated with their design process and final reporting. What an effective teamneeds are executive skills for managing a design process that transitions their ideas into a plan,research, build, test and refine cycle. Project management tools can support the processes ifteam leaders know how to track and facilitate the process. One of the goals of this first yearengineering course is to develop these skills in the team members so they can effectively usethem for future design activities like senior design and multidisciplinary projects in industry. In this paper, we present results from a qualitative analysis of student responses to open-ended questions designed to elicit their

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Kirstin Newfield, University of Toronto; Narges Balouchestani Asli, University of Toronto; Chirag Variawa, University of Toronto

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First-Year Programs

university, the University of Toronto. In order to address theseconcerns, both the first-year engineering students’ and course coordinators’ perspectives must beunderstood. By considering both perspectives, this study provides insights that may informcourse scheduling, course curriculum development and integration of campus resources toimprove student experiences with the first-year engineering workload. Further, this informationwill help our faculty to better support students' transition to university. The result of thisresearch may also lead to improved recruitment efforts and better planning of engineeringprograms. We hope that by tackling the issue of workload we will enrich and further improve thestudents' experience. Numerous research studies

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie R. Gomez, University of New Mexico; Sophia Bowers, University of New Mexico; Abhaya K. Datye, University of New Mexico; Paige Prescott, University of New Mexico; James Scacco, University of New Mexico; Jordan Orion James, University of New Mexico; Nicolai Loner, University of New Mexico

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Diversity

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First-Year Programs

. A member of the Grand Portage Band of the Lake Superior Chippewa Jordan obtained both his Masters of Community & Regional Planning and Bachelors of Media Arts from the University of New Mexico, Albuquerque where he lives with his wife and three daughters.Mr. Nicolai Loner, University of New Mexico c American Society for Engineering Education, 2017 Asset-based design projects in a freshman level courseAbstractThis Complete Research paper describes how we identified diverse student assets and redesigneda first year course to develop professional engineering identity. Despite many efforts to diversifyengineering, first-generation college attendees, non-traditional students, and students

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Tricia Serviss, Santa Clara University

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Diversity

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First-Year Programs

who have researched the same academic skill and are tasked to summarize and develop steps to implement the skill into their learning practice, using a Plan-Do-Check-Act (PDCA) cycle model (more information in Appendix B). At this time, student teams also review and choose an infographic platform; 3. Student teams develop a draft infographic using their chosen platform. Draft is to be scaled to a 8.5”x11” paper size and printed in color for in-class peer review; 4. Feedback is generated from in-class facilitated workshop and returned to student team in order to finalize infographic and formally submit. A quality effort is incentivized by giving some extra points for the student favorite (top vote

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Jaqi C. McNeil, University of Louisville

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First-Year Programs

semesters) of anengineering degree program. Engineering is a complex degree program because many studentshave to start preparing for this degree while in high school by building up their mathematics andscience knowledge. For engineering students to start an engineering degree program, they startwith calculus, and are considered behind schedule starting with a lower level mathematicscourse. Although high school students may start planning for an engineering degree programduring their freshman to senior years, many students do not know what the different disciplinesof engineering are and what they do. In Changing the Conversation 1, they show that many highschool students do not have a realistic comprehension of the practice of engineering

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky

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First-Year Programs

referred to as “going rogue.” Within our program, we allow significantdeviation to incorporate individual teaching styles while still requiring a core set of exercises tobe accomplished by every course section. Starting in 2013, the Dean and Associate Dean for Academics in the College ofEngineering visited established FYE programs and began planning implementation of a programsuited to our own college. Improving student retention was the primary goal and the secondarygoal was to reduce changes of major within the college to help students choose an appropriatemajor and pursue it to graduation. This phenomenon is not endemic to our program and has beendocumented by others (Froyd & Ohland, 2005) Initial discussions with a working