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

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University

Tagged Divisions

First-Year Programs

engineering programs having a first-year engineering course (Chen, Brawner, Ohland, & Orr, 2013), there are needs to conduct moreformal research within the first-year engineering space. One specific need is for a program-wideassessment and evaluation plan that goes beyond student-learning objectives and incorporatesprogrammatic initiatives such as increased retention and student motivation. These student-growthobjectives are often missing in an assessment plan for first-year engineering.Literature ReviewFirst-Year Engineering ProgramsFirst-year engineering (FYE) programs have a wide variety of goals and outcomes for theirstudents. There is no one model that fits all programs’ approach, and the structure and content ofeach program depend upon the

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

regulation of cognition(planning, monitoring, controlling, evaluating). With permission, we included their SkillfulLearning video modules in our learning strategies course and used selected supplementalresources in instruction.This paper will explain the course design with Entangled Learning as the underlying pedagogyand the use of the Skillful Learning metacognitive instruction resources developed byCunningham, Matusovich, and Blackowski. We will present an analysis of first-year generalengineering students’ ability to engage in practices to promote metacognitive awareness.Analysis of quantitative and qualitative data will inform a discussion of the effectiveness of ouruse of the Cunningham, Matusovich, and Blackowski materials with our first

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

. For example, the tool cabinet facing the pod that houses teams 1-4, hasfour distinct shelves labeled for each team; the shelve reserved for team 1 is shared amongstteam 1 members across all six classes, and so on for each additional team within each class.Some of the items supplied within these tool cabinets include hand tools, non-consumablesupplies for experimentation, and binders containing hard copies of lesson plans. Also locatedwithin the EG makerspace are team cabinets that store individual team totes. Team cabinets aresupplementary to the tool cabinets and respective totes store items that are not conducive tosharing amongst other teams, such as individual safety glasses, electronics components, and partsused to construct individual

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Steven P. Marra, Johns Hopkins University; Jenna Adele Frye, Maryland Institute College of Art; Edon Muhaxheri, Maryland Institute College of Art; Laure Drogoul, Maryland Institute College of Art

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

Lab II course and the MICA FYE courseswere taught are slightly less than two (2) miles apart.Project PlanningWe began planning the design project in December of 2016. Collaborations between JHU andMICA were not uncommon, and the two institutions continue to work together on variousendeavors (e.g. the JHU-MICA Film Centre). However, this was the first time we, the facultyinvolved in the design project, worked together.We had several reasons for wanting to orchestrate a collaborative design project for our students.The opportunity for our students to work with others from outside of their discipline and culturewas a huge motivator, and we were confident the experience would improve their teamwork,communication, and social/empathic skills. Since

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; David Jacob Taylor, Arizona State University; Ian Derk

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

Individual and Team Performance Lab at Universityof Calgary. This assessment tool contains 81 Likert Scale questions about Team Dynamicscovering the following areas: strategy formulation & planning; role clarity; cooperative conflictmanagement; team monitoring & backup; goal progression; coordination; contribution equity;healthy, fact-driven conflict; lack of personal conflict; trust; constructive controversy;exploitative learning; and exploratory learning. The experimental group consisted of two sectionsof the cohered courses whereas the control group involved students enrolled in four sections ofthe traditional Introduction to Engineering course during the same semester. This assessment toolwas given to both groups three times during the

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

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

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaylee A. Dunnigan, NYU Tandon School of Engineering; Jack Bringardner, NYU Tandon School of Engineering; Gunter W. Georgi, NYU Tandon School of Engineering

Tagged Divisions

First-Year Programs

microcontroller,breadboard, wires, and some commonly used sensors. Supplemental common materials andsensors were available upon request. Students used their stipend to order all other materials, butrestrictions such as deadlines for orders were put on the purchases. The students were tasked with writing a report to describe their semester plan for theirproject with a schedule, cost estimates, and initial design ideas as an initial deliverable for theproject. While this report is completed by the third week of class and a lot of their initial plan issubject to change, it acted as an initial layout of their project. Following the outline of thepredefined projects, the OEPs also had three deliverables which were due at week 6, 9, and 11 ofthe course

Conference Session

First-Year Program Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University

Tagged Divisions

First-Year Programs

difficulty.One tool for promoting first-to-second year undergraduate student retention is the use of a first-year seminar [5]. Most first-year seminars take place in small, discussion based settings and theyconsist of curricular and co-curricular topics that are designed to help students integrate bothacademically and socially into college life [6]. Due to the high number of credit hours requiredfor students in the GVSU School of Engineering, the first year curriculum is being reviewed toidentify how to include a mandatory first year seminar in the program plans. Rather than waitingfor the planning and approving of a fist year seminar, the learning skills modules wereimplemented in an Introduction to Engineering course during the Fall 2018 semester.The

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Duncan Davis, Northeastern University; Jimmy Gitming Lee, Northeastern University

Tagged Divisions

First-Year Programs

the onus onto you and your team. It is a good taste of what projects will be like in the future of college and I liked the responsibility to set my own deadlines and get things done on time.” At the end of each semester, we give the students a chance to provide feedback toimprove the final escape room project for the following year. Over the course of the project, 54%(N = 82) of students volunteered constructive feedback. The two major requests from studentswere to 1) increase the number of responsibilities in the projects and 2) to enable the committeesto better plan or organize their pieces of the project. In response to these requests, in second yearof implementing this theme, we added a ‘waiting room

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Baker A. Martin, Clemson University

Tagged Divisions

First-Year Programs

a reason, but others viewed theirengineering degrees as a “back-up” in case other plans failed [7].Because of the disconnect between students studying engineering and choosing career pathsoutside of engineering, major selection is not necessarily a perfect predictor of career choice andthe terms should not be used synonymously. Major selection is the decision of what to study at acollege or university; for example, chemical engineering. Career choice is the field in which arecent graduate decides to work upon graduation; for example, paper processing and production.In this example, the student’s major selection and career choice are in a common field:engineering. However, if the student had decided to pursue medical school or work in

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

’ confidence in chemistry, engineering andcomputer skills increased as a result of the course. The most significant increases were observedin engineering skills because initial confidence levels in this area were low. A majority ofstudents reported increased interest in STEM fields and 100% of students (during the 2018cohort) reported that increasing their confidence in science, math and engineering contributed tothis intensified interest. This program evaluation reviews the program’s objectives, format,teaching tools, student feedback and plans for future programming and assessment.IntroductionThe need for STEM-educated workers is long-standing and well-established [1, 2]. The USgovernment has responded by encouraging the development of a STEM

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kleio Avrithi P.E., Mercer University

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

4 Integration of society and technology 2, 4 Overview of engineering disciplines 4 Field trips providing exposure to the impact of 2, 4 technology on society Ethical and professional behavior 4 History of technology 7 Course Topic ABET Criterion 3 Student Outcomes Engineering project planning and management 7 Computer aided design (CAD) 7 Prototyping methods

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

Tagged Divisions

First-Year Programs

administration and human resource development from Texas A&M University. Her research interests include underrepresented populations in higher education, cultural practices and teaching and their impact on education for Hispanic students, women and minorities in engineering.Miss Rocio Chavez-Telleria, Universidad Panamericana Special Projects and Planning Specialist at the Center for Innovation in Education at Universidad Panamer- icana. Responsible for enhancing teaching talent and innovation among faculty through advisory for in- novation projects design and implementation at different levels: one-on-one with professors, academies, schools and campus. Education advisor for Qualitas of Life Foundation, a non-profit

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Pamela L. Dickrell, University of Florida; Lilianny Virguez, University of Florida

Tagged Divisions

First-Year Programs

while working on the self-watering planter, since wehad to fix so many things when something broke or did not go according to plan. It taught methat yes, it is absolutely important to plan ahead and understand your design goals, but you alsoneed backup plans or other ways of getting to your end result.”Pilot students were also asked for feedback to improve future offerings of the course with thequestion “What suggestions do you have to improve this course for future students?” Selectrepresentative student narrative responses are included below to tell the story directly fromstudent words on the impact of the course in this area.“Focusing more on programming experience and practice. Allowing groups to pick from a list ofhuman centered design

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew B. James P.E., Virginia Tech; Kacie Hodges P.E.; Jenny L. Lo, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Compare and contrast the contributions of different types of engineers in the development of a product, process, or system 2. Develop a plan of study for your undergraduate career 3. Articulate holistic issues that impact engineering solutions 4. Solve problems using systematic engineering approaches and tools 5. Model an engineering system 6. Synthesize information from several sources 7. Communicate information effectively 8. Contribute effectively to an engineering teamAs might be expected, balancing coverage of these learning outcomes with the expectations of atwo-credit introductory level course can be challenging for instructors. Many students enter theprogram with expectations that the course’s primary purpose is to help

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

theengineering building was in the middle of a $108 million renovation and expansion.]The STEP 1a grant to LSU ended in 2011, and most of the programs developed from this award,including the bridge camp, were institutionalized in the College of Engineering. This program iscurrently sustained through participant fees, as well as support from the college and industrydonors. There is a full-time staff member who oversees all aspects of camp planning andexecution, and who also serves as the advisor for the peer mentor student organization. Table I Number of E2 Participants and Mentors for Each Year of the Program Year ‘07 ‘08 ‘09 ‘10 ‘11 ‘12 ‘13 ‘14 ‘15 ‘16

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen Roberts, University of Florida; Fazil T. Najafi, University of Florida; Curtis R. Taylor, University of Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, seminars, and workshops, and has developed courses, videos and software packages during his career. His areas of specialization include transportation planning, Engineering and management, legal aspects, construction contract administration, Renewable Energy and public works.Dr. Curtis R. Taylor, University of Florida Dr. Curtis R. Taylor, Ph.D. is the Associate Dean for Student Affairs for the Herbert Wertheim College of Engineering and Associate Professor of Mechanical and Aerospace Engineering at the University of Florida (UF). Dr. Taylor leads and manages all undergraduate student service activities including aca- demic, professional, and extra-curricular activities in the College. Dr. Taylor directs the soft

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Keyvani, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

First-Year Programs

communication is important for presentations and meetings that engineers will often take part in. Presentations should be informative well-planned, and brief in order to hold the attention of the room. Graphical communication is important as well because engineers deal in numbers and physical objects. Numerical data can be confusing and unhelpful if not presented well. Diagrams and sketches of physical parts need to be accurate and standardized so they can be understood by people who fill different roles on a project.”Q2: What skill(s) do you think you need to work on most and WHY?When coding the results to this question we foundalmost every student felt the need to choose one skill SKILLS STUDENTS SELFthat

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Susan F. Freeman, Northeastern University; Jake Alexander Levi, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

positive learning outcomes for students,but clearly guide faculty to plan carefully, as it is not just doing S-L, but how and what studentslearn depends on the quality achieved. The goal in this work was to consider that the type ofneighborhood could have a positive, negative or neutral effect on learning and students’perception and continued interest in community service.Even in 2006, the idea that the hallmark of S-L was its focus on relationship and reciprocity wasbecoming recognized. [9] Though not the main focus of this work, being able to really give andtake requires knowledge, comfort, closeness and acceptance, which may come if students feellike they are a part of the neighborhood, rather than merely visitors. By this method, the

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Divisions

First-Year Programs

and interpret data, and use engineering judgment to draw conclusions. 4. An ability to communicate effectively with a range of audiences. 5. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. 6. An ability to recognize the ongoing need for additional knowledge and locate, evaluate, integrate, and apply this knowledge appropriately. 7. An ability to function effectively on teams that establish goals, plan tasks, meet deadlines, and analyze risk and uncertainty.”Outcomes 2, 4, 7 pertain to

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nisha Abraham, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

Tagged Divisions

First-Year Programs

collecting attendance at each session and administering programmaticassessment tools throughout the semester.In an effort to continually improve the program, the SI Program Coordinator reformed thetraining activities for the fall 2017 semester, based on the learning outcomes of the University ofMissouri Kansas City’s Supplemental Instruction Training Conference program in the summer of2017. The program strongly emphasized implementing peer-led, collaborative practices inside SIsessions, conducting observations early and often, and requiring all SI leaders to plan theirsessions with engaging activities that they submitted prior to the session for feedback anditerative cycles of improvement.At the end of each semester, the SI coordinator collates all

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Kia Bazargan, University of Minnesota, Twin Cities; Susan Mantell, University of Minnesota, Twin Cities; Joshua M. Feinberg, University of Minnesota, Twin Cities; Russell J. Holmes, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

learning course is to provide freshmen the opportunity not only to complete a hands-on project but also to learn and develop real skills that would benefit them in future coursework, student group activities, research and internships. Moreover, the course was also designed to meet in small (24 students) sections to allow engagement between students, and between the faculty instructor and the students. Lastly, the project focus affords students the opportunity to gain experience with the design process, teamwork, and communication. In this paper, the course is described in detail along with examples, results, impact and future plans.    Course Organization and Development   An important first consideration in the development of

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Alicia Betsinger, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Ray Helm, Dartmouth College; Yanmin Zhang, Dartmouth College; Pritish Ponaka, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-engineering major”​ .More students were confident in their Calculus abilities (76% “Confident” or “Veryconfident”) versus Physics (52%), Computer Skills (45%), or Chemistry (36%).Eighty-nine percent of the respondents thought they had strong problem-solving skills,75% felt confident in their ability to succeed in engineering and 70% thought theyneeded to spend more time studying. Over half planned to join a student engineeringorganization. Interestingly, 42% did not feel they knew what an engineer does and 62%tend to procrastinate, putting off the things they need to do.Overall students gave very positive feedback to the DEE program and to the teachingassistants. Nearly all respondents (98% “Agree” or “Strongly agree”) would recommendDEE to other

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ariana Gabrielle Tyo, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Nathan D. Manser, Michigan Technological University

Tagged Divisions

First-Year Programs

material and format are deployed with efficacy [18-19]. Inthis particular study the instructor was female, and as noted by other researchers [20], maycontribute to an overall lower impression of knowledge. However, this defense is furthercomplicated because the graduate student leaders in this study were also female in gender. It ispossible that graduate students, despite being female, were able to develop trust/confidence inthe students through spending more time with them. Normally, the format of the LEAP modelallows for about five hours of planned contact between the leader and their students, but it ispossible that the female leaders made additional time investments. This possibility will alter theinformation that we collect during subsequent

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

peer mentors are rising sophomores, juniors, andseniors, most of whom have previously participated in a similar summer bridge program and whoshare common academic interests and life experiences with PTG participants.Peer mentoring activities include the completion of weekly one-on-one and small group meetingsof mentors and their assigned participants. Mentors follow weekly discussion guidelines toencourage participants’ learning and reflection; topics include syllabus review, study planning,goal setting, time management, and networking on campus, among other topics.In addition to formal peer mentoring activities, the bridge program environment provides frequentopportunities for participants to create informal connections with one another and

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Asma Idries, North Carolina State University; Akira Angel Romero-Berube, North Carolina State University ; Rachel Lee Tilly, North Carolina State University; Laura Bottomley, North Carolina State University; Raegan Santana Reeves, North Carolina State University; Miles Xavier Davis

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineeringstudents, but also helps with engineering focused activities for the College, networks with K-12teachers, creates a wide variety of engineering centered lesson plans, and gives tours to visitingK-12 schools from across the state. The resource is classroom-unaffiliated, meaning it was notcreated for the purpose of supporting the first-year project and is independent of the College ofEngineering curriculum. The formal support provided to first-year projects was implementedyears after the program’s inception and arose out of a desire to help students thrive in their first-year, not as a demand of the current curriculum. This resource is a combination of a peer-led learning and leadership program and thetraditional makerspace concept. The

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Hannah Stewart-Gambino, Lafayette College

Tagged Divisions

First-Year Programs

require Grand Challenges Scholars to work ininterdisciplinary teams. To foster such collaboration and lay a foundation bridgingengineering and the liberal arts, we developed a linked pair of first-year-seminars addressinga “grand challenge.” Building on the WPI Great Problems model [2], these two First YearSeminars are team taught by a mechanical engineer and a political scientist, each addressingthe problem of global hunger. Students from both sections work together in project teams andparticipate in discussions of course topics and shared readings. The course includes acommunity-based learning component as well as the development of a research &development plan for future engagement.Table 1. The 14 Grand Challenges issued by the National

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

higher education encounter barriers due to traditional cultureand structural norms that tend to discourage or do not promote possible productive activity orresearch. To combat these barriers, a paradigm shift is necessary to help provideinterdisciplinary research and pedagogy. The Consortium of National Arts EducationAssociations [14] suggests eight conditions for higher education leaders to facilitate to enable aninterdisciplinary environment. Among the conditions they suggest are: a common planning timeor sufficient opportunities to meet other faculty, flexible scheduling, appropriate resources, aswell as community and administrative support and involvement. Nancarrow et al. [10] offerssuggestions in the form of ten key characteristics