Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University; Ryan Munden, Fairfield University

Tagged Divisions

First-Year Programs

Paper ID #28309Walking on Water Term Design Project in Fundamentals of EngineeringDr. Djedjiga Belfadel, Fairfield University Djedjiga Belfadel is an Associate Professor in the Electrical and Bio Engineering department at Fairfield University. She obtained her Ph.D. degree from University of Connecticut in 2015, in electrical engineer- ing. Her interests include embedded systems, target tracking, data association, sensor fusion, machine vision, engineering service, and education.Dr. Michael Zabinski, Professor, Mechanical Engineering, Fairfield University, Fairfield, CTDr. Ryan Munden, Fairfield University Dr. Ryan

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer S Mullin, UC Davis

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First-Year Programs

is a complete evidence-based practice paper. The purpose of pilot study is to evaluate first-year engineering student’s technical confidence and to begin understanding how they experiencetechnical aspects of a hands-on open-ended physical computing design project. A mixed-methodapproach was utilized to explore freshmen (n = 51) learning experiences with the technology andtinkering aspects of the communication and introduction to engineering design course. Atechnical problem-solving and tinkering self-efficacy instrument developed by Baker et al.(2015) was used pre and post to assess changes in student’s technology self-efficacy. Datacollected regarding prior experiences with the Arduino, Raspberry Pi, electronics, laser cutterand 3D printer

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

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Diversity

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First-Year Programs

Paper ID #28538Do Open-Ended Design Projects Motivate First-Year Engineering Students?Dr. Chao Wang, Arizona State University Chao Wang received her Ph.D. in Electrical Engineering from University of Wisconsin, Madison. She is currently a senior lecturer in Ira. A Fulton Schools of Engineering at Arizona State University. c American Society for Engineering Education, 2020 Do Open-Ended Design Projects Motivate First-Year Engineering Students?AbstractThis complete research paper examines students’ situational motivation responses to open-endeddesign projects with varying degrees of autonomy control in a freshman

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Ludvik Alkhoury, New Jersey Institute of Technology; Nicole Bosca

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First-Year Programs

approach which is also engaging and fun. He is an Institute for Teaching Excellence Fellow and the recipient of NJIT’s 2018 Saul K. Fenster Innovation in Engineering Education Award.Dr. Ashish D Borgaonkar, New Jersey Institute of Technology Dr. Ashish Borgaonkar works as Asst. Professor of Engineering Education at the New Jersey Institute of Technology’s Newark College of Engineering located in Newark, New Jersey. He has developed and taught several engineering courses primarily in first-year engineering, civil and environmental engineer- ing, and general engineering. He has won multiple awards for excellence in instruction. He also has worked on several research projects, programs, and initiatives to help students

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M. Blum, Syracuse University

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First-Year Programs

Paper ID #28413Work in Progress: Inquiry-Based Lessons for Introduction to EngineeringInstructionDr. Michelle M Blum, Syracuse University Dr. Blum is interested in research in improving undergraduate engineering education; including develop- ment of inquiry based activities for first year engineering courses, improvement of student design projects, hands-on activities, professional skills development and inclusion and outreach activities. Dr. Blum also specializes in high performance materials development and characterization for tribological (friction and wear), structural, and biomedical applications

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul R. Hottinger, California State Polytechnic University, Pomona

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Diversity

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First-Year Programs

thetransactional nature of IL: how to evaluate instead of the integration and synthesis of research[3,4]. Those that do examine first-year students do not tie IL to a research paper in the field-most are tied to a design project or no assignment at all. Moreover, studies do not explore ILwith a diverse pool of learners, both in major and in cultural, socioeconomic and academicpreparation. The study analyzes the application and perception of IL of 411 first-year students inthe college of engineering at a public university. The students are from each of the ABETaccredited engineering and engineering technology majors offered in the college and all weredeemed academically ready for college-level English. The study used direct and indirectevidence to assess

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jessica Ohanian Perez, California State Polytechnic University, Pomona; Cesar Moreno

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Diversity

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First-Year Programs

of an audio podcast titled, “The Engineering StudentExperience,” whose purpose is to help current and future engineering students thrive in collegeand beyond through long-form conversations with practicing engineers, engineering faculty, andengineering students.In the United States, the demand for engineers is projected to grow at a rate three times greaterthan other fields, but degree production will not keep pace [1]. One possible factor is lack ofknowledge about the field of engineering. Although the Next Generation Science Standardsincorporate some fundamental engineering concepts in K-12 education [2], many teachers werenot exposed to the field of engineering during college, limiting their students’ exposure andaccess to this field [3

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, Ohio State University; Cassondra Wallwey, Ohio State University; Michael Parke, Ohio State University

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First-Year Programs

State University, Cassie earned her B.S. (2017) and M.S. (2018) in Biomedical Engineering from Wright State University.Dr. Michael Parke, The Ohio State University Dr. Parke has over twenty years experience in satellite based earth science research. He has been teaching first year engineering for the past nineteen years, with emphasis on computer aided design, computer programming, and project design and documentation. c American Society for Engineering Education, 2020 Introducing Industrial Systems Engineering to First-Year Students via Mr. Potato HeadAbstractThis Complete Evidence-based practice paper explores the effect of a first-year engineering labintroducing

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Demetris Geddis, Hampton University; Brian Aufderheide, Hampton University; Herman W. Colquhoun Jr., IBM Canada Ltd.

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First-Year Programs

Paper ID #31333Work in Progress: Project and Design-Based Introductory EngineeringCourse using Arduino KitsDr. Demetris Geddis, Hampton University Demetris L. Geddis is an associate professor and Chair of Electrical and Computer Engineering at Hamp- ton University. He has extensive research experience in the areas of Integrated optoelectronics, Optics, Microelectronics, and Electromagnetics. He has worked as a Research and Design Engineer at Motorola and Bell laboratories. Also, he worked at NASA Langley Research Center as a NASA faculty fellow for the Nondestructive Evaluation Sciences Branch where he performed research

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

Paper ID #28955Student responses to active learning strategies: A comparison betweenproject-based and traditional engineering programsDr. Elizabeth Pluskwik, Minnesota State University, Mankato Elizabeth leads the Engineering Management and Statistics competencies at Iron Range Engineering, an ABET-accredited project-based engineering education program located in northern Minnesota. She enjoys helping student engineers develop entrepreneurial mindsets through active and collaborative learning in the classroom, on project design teams, and while out on co-op placement. Her prior education and industry experience are in

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University

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First-Year Programs

Society for Engineering Education, 2020Work in Progress: Formation of an engineering identity in first-year studentsthrough an intervention centered on senior design projectsAbstractThis “work in progress” paper describes a multiyear project to study the development ofengineering identity in a chemical and biological engineering program at Montana StateUniversity. The project focuses on how engineering identity may be impacted by a series ofinterventions utilizing subject material in a senior-level capstone design course and has thesenior capstone design students serve as peer-mentors to first- and second-year students. A morerapid development of an engineering identity by first- and second-year students is suspected toincrease retention and

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kathleen Meehan, California State University, Chico; Kevin Buffardi, California State University, Chico; Webster R. Johnson, California State University, Chico; Joseph Greene, California State University, Chico

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Diversity

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First-Year Programs

Paper ID #28813Assessing a Summer Engineering Math and Projects Bootcamp to ImproveRetention and Graduation Rates in Engineering and Computer ScienceDr. Zahrasadat Alavi, California State University, Chico Dr. Zahrasadat Alavi, an Assistant Professor at the Department of Electrical and Computer Engineering at California State University Chico, received her PhD in Electrical Engineering from University of Wiscon- sin Milwaukee in May 2015. She received her B.Sc. and M.Sc. from Amirkabir University (Polytechnic of Tehran) with honors in 2007 and 2009 respectively, and another Master of Science from University of Wisconsin

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Tara Gupte Wilson, Ohio State University; Alexander James Egyed, Ohio State University; Olivia Vick, Ohio State University; Michael Parke, Ohio State University

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First-Year Programs

pantry, and Sandlot Children’s Sports Camp.Mr. Alexander James Egyed, The Ohio State University Egyed is currently a Chemical Engineering student and Undergraduate Teaching Assistant (UTA) at The Ohio State University.Olivia Vick, The Ohio State UniversityDr. Michael Parke, The Ohio State University Dr. Parke has over twenty years experience in satellite based earth science research. He has been teaching first year engineering for the past nineteen years, with emphasis on computer aided design, computer programming, and project design and documentation. c American Society for Engineering Education, 2020 Exposing First-Year Engineering Students to Research-Based Technical Communication

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

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Diversity

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First-Year Programs

UniversityDr. Jean Ostrom-Blonigen, As the Project Administrator for the North Dakota (ND) Established Program to Stimulate Competitive Research (EPSCoR) State Office and the co-PI on our NSF and ND State awards, I work with leadership to manage the daily operations of several programs that operate to: 1) improve ND’s scientific capacity through interdisciplinary STEM research and education, 2) promote STEM workforce development, and 3) encourage economic development along STEM pathways. c American Society for Engineering Education, 2020 Paper ID #31365Dr. Kelly A. Rusch, North Dakota EPSCoR and North Dakota

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uma Lakshman, NYU’s Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

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First-Year Programs

Paper ID #30558Work in Progress: Transitioning to Two Semesters: The Development of aFull-Year CornerstoneMs. Uma Lakshman, NYU’s Tandon School of Engineering Uma Lakshman is a rising fourth-year undergraduate student at NYU Tandon studying Civil Engineering with a minor in Urban Informatics. She is the Head Teaching Assistant of the Introduction to Engineering and Design Course at NYU Tandon, and manages the 115 Teaching Assistants of the course. She has previously worked at AECOM as a Civil Engineering and Highway Design Intern. She has worked on projects such as the Nassau Expressway Reconstruction and the FDR Median

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey; Ilene J. Rosen, Rutgers, The State University of New Jersey

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First-Year Programs

answers is a lessauthentic representation of computer programming skill than projects that ask students to writeand test real computer programs. To combat plagiarism, project-centric programming courses often use plagiarism softwarelike Stanford MOSS in order to flag and investigate potential plagiarism cases. The idea behindthe use of such a program is that of deterrence: If these tools are good enough at detectingplagiarized code, and students are aware of their existence, then students will not plagiarize, lestthey get caught with solid, algorithmic proof behind the potential accusation. In practice, it is notso simple. Some students attempt to beat plagiarism programs. More difficult still is whenstudents are not aware of their own

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk DeCosta, Northwestern University; Kathleen Carmichael, Northwestern University; Lisa M. Davidson, Northwestern University; Ordel Brown, Northwestern University; Elise Gruneisen, Northwestern University

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Diversity

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First-Year Programs

exclusion from high-profile team roles [5-9].Recent research indicates that first-year, team-based design courses represent a uniqueopportunity to address such disparities and providing early collaborative learning experiencessupports the success of students from underrepresented groups in engineering [10-13]. Whilelectures and readings may provide teams with basic tools for team and project management,these correlate team success with the creation of a high-quality final design [14]. Such tools mayinadvertently cue students to distribute work according to stereotypical social roles in the beliefthat by having team members “play to their strengths,” they are doing what is best for the team[15]. Such task distribution may limit new learning across

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

the last decade. These practices have often beeninitiated, supported, and disseminated via the Kern Entrepreneurial Engineering Network(KEEN), which has focused on students developing curiosity about the world around them,connecting information from a variety of sources to guide in analysis, and creating products thatprovide value to stakeholders. In the College of Engineering at Rowan University we havesought to strategically develop the entrepreneurial mindset in engineering students by building inEML principles – namely the KEEN 3C’s of Curiosity, Connections, and Creating Value – intoexisting and new first and second-year design projects.This full paper describes one such first-year project that leverages EML and Universal

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keyanoush Sadeghipour, Temple University; David Brookstein, Temple University; Shawn Fagan, Temple University; Cory Budischak, Temple University

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First-Year Programs

student aspiration conforms to oneof the basic tenets of “design thinking” in that it is a methodology that imbues the full spectrumof innovation with a human-centered design ethos.At our university we have started to infuse the concepts of design thinking in our initialIntroduction to Engineering course and then later in our capstone senior design project courses.Between those “course bookends” we are working with our faculty to introduce to them thedesign thinking concept of “identifying the need” in place of only teaching “transactional”engineering concepts and theories and how to solve engineering problems.This paper will illustrate how we have introduced design thinking in our first-year introduction toengineering course and then conducted

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

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Diversity

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First-Year Programs

professional practice.Dr. Robin Fowler, University of Michigan Robin Fowler is a lecturer in the Program in Technical Communication at the University of Michigan. She enjoys serving as a ”communication coach” to students throughout the curriculum, and she’s especially excited to work with first year and senior students, as well as engineering project teams, as they navigate the more open-ended communication decisions involved in describing the products of open-ended design scenarios. c American Society for Engineering Education, 2020IntroductionIn team support literature, it is not uncommon to suggest that faculty avoid strandingunderrepresented students, like women, on a team [1], [2]. However

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

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Diversity

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First-Year Programs

design process because ENGR 180 has no prerequisites. Throughvarious projects and in-class activities, students are made aware of the significance. As a resultof the course’s learning outcomes, oral communication is the focus of the class rather thantechnical writing.Boise State University has not previously offered a course that focuses on communicationthroughout the design process. The State Board of Education has requested for undergraduatestudents to graduate with specific competencies in oral communication. ENGR 180 was designedto emphasize the importance of oral communication as an engineer.In early 2018, the State Board of Education (SBOE) mandated the four state universities in Idahorequire a Foundations of Oral Communication (FC) course

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

an introductory course in engineering fundamentals atthe J. B. Speed School of Engineering (SSoE) at the University of Louisville (UofL). The course,titled Engineering Methods, Tools, and Practice II (ENGR 111), is the second component of atwo-course sequence and is primarily focused on application and integration of fundamentalengineering skills introduced and practiced in the first component of the sequence (ENGR 110).Fundamental skills integrated within ENGR 111 include 3D printing, basic research fundamentals,circuitry, communication, critical thinking, design, engineering ethics, hand tool usage, problemsolving, programming, project management, teamwork, and technical writing. The course isrequired for all first-year SSoE students (no

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jean Carlos Batista Abreu, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Divisions

First-Year Programs

data obtained through amixed-methods approach. Results indicate that students’ attitudes toward teamwork andtheir perceptions of their own teamwork skills improved over the semester.IntroductionTeamwork is vital to engineers’ professional lives. Passow 2012 surveyed over 4000practicing engineers representing eleven different disciplines asking them to evaluatethe importance of the different ABET competencies in their careers [1]. Teamwork(ABET Outcome 5, formally ABET Outcome D) received the highest rating.Considering its importance to the field, team-based assignments, particularly semester-long design projects, are commonly employed in engineering curricula. Whileteamwork can be a rewarding experience, it can also be a source of anxiety and

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

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First-Year Programs

Handling Systems, Women in Academia in STEM fields, Engineering in Education and Access to Post-Secondary Education. From August 2006 through February 2008, she was the Associate Dean of Academic Affairs of the College of Engineering. She was Co-Pi of the NSF’s UPRM ADVANCE IT Catalyst Project awarded during 2008. From 2008-2016, she was Co-PI of the USDE’s Puerto Rico Col- lege Access Challenge Grant Project. From 2015-2018, she was the Coordinator of the UPRM College of Engineering Recruitment, Retention and Distance Engineering Education Program (R2DEEP). Currently, she is Co-PI of the project ”Recruiting, Retaining, and Engaging Academically Talented Students from Economically Disadvantaged Groups into a Pathway to

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Kari D. Weaver, University of Waterloo; Rachel Figueiredo, University of Waterloo; Kate Mercer, University of Waterloo; Andrea Jonahs, University of Waterloo; Heather A. Love, University of Waterloo; Brad Mehlenbacher, University of Waterloo; Carter Neal, University of Waterloo; Katherine Zmetana, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

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First-Year Programs

how people are accessing, understanding and disseminating information.Dr. Andrea Jonahs, University of Waterloo Andrea Jonahs, Ph.D., MFA, is a lecturer at the University of Waterloo. She teaches professional commu- nication to students in STEM fields.Dr. Heather A Love, University of Waterloo Heather Love is an Assistant Professor of English at the University of Waterloo (Ontario, Canada), where she conducts interdisciplinary research on topics related to engineering, technology, literature, and culture. Her current book project argues that early twentieth-century experimental literature is an important part of the ”cultural pre-history” of mid- and later-century cybernetics work. She teaches first-year communi

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catalina Cortazar, P. Univ. Católica de Chile

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Diversity

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First-Year Programs

, New York. At DiLab Catalina teaches and coordi- nates the Engineering Challenges course which aims to initiate freshmen students in to engineering design practices by encouraging students to develop a project following a user-centered design process. She also teaches Visual Thinking, the exploratory course of the Major in Engineering, Design, and Innovation. This course addresses the theories and ideas that sustain the visual thinking process as well as method- ologies and practical implementation of visual representation through infographics, computer graphics, and physical computing. The course focus on representing the narrative of the findings using visual tools. Catalina has been directing FabLabUC

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leila Keyvani Someh, Northeastern University; Brian Patrick O'Connell, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Jake Levi, Northeastern University; Whitney Elise Hansberry; Vishrudan Swami

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First-Year Programs

Cornerstone course at Northeastern University, students are tasked with a team-based design project spanning over 2 courses in one semester that integrates hands-on design andprogramming. The resulting product from this course is a tangible product, designed, built, andprogrammed by students who may or may not have experience in any or all of these areas. Theaim of Cornerstone is to teach students a baseline of technical skills and prepare them with theuniversal problem-solving and teamwork skills they need to enter any major within the Collegeof Engineering.Beginning in 2017, undergraduate peer-mentors were employed to better support the first-yearstudents in developing some institutional knowledge and achieving the tasks required of them

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Gray, Duke University; Ann Saterbak, Duke University; Sophia T. Santillan, Duke University; Michael Rizk, Duke University; Jessica Sperling, Duke University

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Diversity

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First-Year Programs

Paper ID #28631Work-In-Progress: Engineering Self-Efficacy in First-Year DesignMegan Gray, Duke University Megan Gray is a Research Analyst in Evaluation and Engagement at Duke University’s Social Science Research Institute (SSRI). She serves as a project manager and researcher for both qualitative and quanti- tative evaluation and research efforts, in partnership with community-based programs as well as campus- based initiatives. Megan came to Duke from the nonprofit field, where she evaluated and monitored implementation of county-wide early childhood programs. Her prior experience includes school-based social work

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M Gillespie, University of New Haven; Goli Nossoni, University of New Haven

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Diversity

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First-Year Programs

Paper ID #30494Results of Integrating a Makerspace into a First-Year Engineering CourseDr. Stephanie M Gillespie, University of New Haven Stephanie Gillespie is a lecturer at the University of New Haven in the Engineering and Applied Science Education department. She previously specialized in service learning while teaching at the Arizona State University in the Engineering Projects in Community Service (EPICS) program. Her current teaching and research interests are in developing study skills and identity in first-year engineering students and improving retention rates. She acts as the faculty liaison for the University

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Smith, University of Notre Dame; Elizabeth Kerr, University of Notre Dame

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First-Year Programs

as continuing to trackstudent outcomes over multiple years (as few studies include information beyond the first-year ofengineering study). The project studies how students perceive, select, and utilize academicopportunities and experiences (during their initial years of engineering study) with respect totheir long-term career goals through the major selection process. The primary research objectiveswere to: 1. Identify specific parameters (e.g., FYE course content, technical engineering electives, inside and outside the classroom major exploration opportunities) that influence major discernment using both quantitative and open-ended qualitative data. 2. Monitor major changes of students through the completion of sophomore year