Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heidi Cian, Clemson University; Michelle Cook, Clemson University; Lisa Benson, Clemson University

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Paper ID #14864Utility of Post-Hoc Audio Reflection to Expose Metacognition and StrategyUse by First-Year Engineering Students for Different Problem TypesMs. Heidi Cian, Clemson University Heidi Cian is a PhD student enrolled in Clemson University’s Curriculum and Instruction program with a concentration in science education. Heidi is a former high school biology and anatomy teacher.Dr. Michelle Cook, Clemson University Michelle Cook is an Associate Professor of Science Education in the Eugene T. Moore School of Educa- tion at Clemson University.Dr. Lisa Benson, Clemson University Lisa Benson is an Associate Professor of

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Manaz Rusi Taleyarkhan, Purdue University; Chandan Dasgupta, Purdue University; John Alexander Mendoza-Garcia MSSEC, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

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First-Year Programs

productively withengineering design practices while using a CAD software in a group setting in a classroomenvironment. Existing research has classified students as mostly beginning designers or informeddesigners. The data collected are reflections written by 10 students in an introductory designcourse, one reflection after working individually in a design of an energy efficient house andanother after working as part of a team on the same problem. The data were analyzed using asconceptual framework the informed design teaching and learning matrix developed by Crismondand Adams. Findings suggest the presence of a continuum consisting of four levels and highlightthe shift in students’ design practices towards higher expertise levels after using the

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noel Kathleen Hennessey, The University of Arizona; Rebecca Primeau, University of Arizona

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Diversity

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First-Year Programs

-disciplinary courses and concepts, and providing learning opportunities for students toconnect, integrate, and synthesize knowledge (8).Two underlying assumptions are at play when considering how integrative learning takes place:(1) students do not naturally integrate, or translate, their experiences to novel complex issues orchallenges (9); (2) how a student integrates knowledge across contexts and over time takes work,and is unlikely to occur without commitment from the educational institution (8). The mostprominent pedagogies of integration include service-learning, problem-based learning,collaborative learning, and experiential learning (10). What is essential to each of thesepedagogies is the practice of reflection; “these pedagogies necessitate

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University; Liya Ni, California Baptist University

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First-Year Programs

types of service opportunities they resonate with the most, see how toconnect with the surrounding community, and be able to reflect on their experiences and see thevalue of service. The course meets the ABET Criterion 5 by broadening of the role engineeringcan make in the world and seeing engineering as service, by planting a seed for seeingopportunities for lifelong learning and engaging the community.There are three major assignments to meet the course requirement. The first assignment is to readfirst two chapters of ‘Service Learning: Engineering In Your Community’1 by Marybeth Lima,PhD and William C. Oakes, PhD, PE. The first two chapters lay out the detailed linkage betweenengineering and service learning. After the reading assignment the

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

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First-Year Programs

). However, sometimes these challenges may be too large to allow all team members toengage in the design process deeply. Further, instructors cannot observe teams in action duringtheir design process, which makes it difficult to provide feedback. Nor can they assess teams’workflow process as they transfer what they learn into knowledge needed to define a solution.Over the past two years we have used a collection of small design challenges at multiple times ofthe year to help teams practice and reflect on their processes of design, teaming and projectmanagement. These two hour design sessions engaged learners in a short conceptual designaround an interesting problem. After each session the students reflected on their process andthen discussed as a

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria E Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame

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First-Year Programs

not trivial for a first-year student. (2) The design requirements can be structured to allow for many different designs or more highly constrained to force an outcome of more specific designs. (3) The cost of materials needed for the project is relatively low and all materials are easily obtained. The project could easily be changed by simply changing the allowable materials for construction.In both implementations, students were asked to write a short reflection on the skills acquiredafter completing the project. Reflections were categorized based on reflection themes todetermine common themes and trends. This assessment, while largely qualitative in nature,provides a snapshot of how well students internalize the

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Brian Scott Robinson, University of Louisville; Jaqi C. McNeil, University of Louisville

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First-Year Programs

framework primarily through a series ofwritten assignments.This year, the instructors aimed to enhance students’ understanding of the PE framework anddevelopment of critical thinking skills through a collaborative team project investigating vectors.Students mapped out paths on campus using a tape measure and compass, then described theirpaths using vectors. They were asked to reflect critically on the results, considering sources oferror in their measurements, and write a team report explicitly addressing elements from the PEframework.Student surveys conducted at the end of the semester suggested a better student impression ofcritical thinking development as a result of the added vector assignment compared to previousyears with only written

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

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First-Year Programs

-order thinking skills canbe developed through practice, feedback, and reflection. (Miri, 2007; Sawyer, 2013).In order to build the STEM workforce of tomorrow, faculty must be trained to implementevidence-based pedagogies that foster higher-order thinking skills. Specifically, learningenvironments must foster and support critical and creative thinking skills. While there arecountless examples of institutions focusing faculty development efforts on promoting criticalthinking, very few place an explicit emphasis on the creative aspect of higher-order thinking. Thesingular example we identified that emphasized critical and creative thinking was focused in theliberal arts (Five Colleges of Ohio, 2012). Higher education must shift the paradigm that

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

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First-Year Programs

anengaging platform. In order to present students and teachers perception about this newmethodology, Kahoot system is presented in five different approaches: Introduction of anew concept or topic; Reinforcement of knowledge; Encouragement of reflection andpeer-led discussion; Connection of classrooms and Challenge for learners to make theirown Kahoot quizzes. Some of these purposes presented were studied in Physics I andChemistry courses for freshman students and Physics II course for sophomore students inan Engineering School.IntroductionImmediate feedback enhances students’ learning. For students, it’s a chance to go furtherby breaking misconceptions and changing learning routes. For teachers, it’s a practicalopportunity to feel the “temperature

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee - Knoxville

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First-Year Programs

different views of SRL, in general SRLtheorists “view students as metacognitively, motivationally, and behaviorally active participantsin their own learning process” [5]. Thus, we can summarize most major SRL theories with thegeneralized framework of SRL, shown in Figure 1. Performance Phase Self-Control Self-Observation Forethought Phase Self-Reflection Phase Task Analysis Self-Judgment Self-Motivation Beliefs Self-Reaction Figure 1 Phases and Sub

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Helm, Arizona State University; Tami Coronella, Arizona State University

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First-Year Programs

suggesting that students may be at risk or facing academic challenges.The analysis uncovered the opportunity to refine intrusive advising principles. Research on theimpact of advising reflects the correlation which exists between successful academic advisingand an increase in student retention and graduation rates. Intrusive advising involves themandatory requirement for a student to meet with the academic advisor. Through therequirement of the advising discussion, advisors can collaboratively develop strategies forengagement with resources that will promote academic success. Theories and research focusingon academic advising approaches and student engagement guide advising discussions. We hopeto realize a significant improvement in freshmen

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jessica Ha, Florida Institute of Technology

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First-Year Programs

was returned at the beginning of theASC 1000 class. That day’s topic was time management skills with a similar type of assignmentgiven as homework. The students were encouraged to look back at what they believed theirweekly schedule would be based on limited college experience. This allowed the students toreflect on the first third (roughly) of the semester and adjust habits accordingly. At this iteration,no forced reflection or follow-up was included in either course.Career planning was addressed in both courses by utilizing the University’s fall career fair.Students were required to attend the career fair and speak to, at a minimum, two differentemployers about what the company does and what opportunities exist for engineering students

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

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First-Year Programs

, design projectassignments, engineering analysis, formal design process, teamwork, engineering ethics, writingskills, data estimation, and academic advising. The least frequently listed topics (though stillpresent) included stress management, academic integrity, interviewing, poster communication,brainstorming (design fundamental), social entrepreneurship, empirical math functions, clientinteractions, and qualitative research skills. These skills were only included in one or two courseseach2. The range in both number and categories of course content reflects the variability in firstyear course experiences for engineering students.A call was put forth several decades ago (i.e., the mid-1980’s) to postsecondary education tofocus on the first-year

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eduardo G. Perez, Inter American University of Puerto Rico; Omar Meza Castillo, Inter American University of Puerto Rico

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First-Year Programs

mechanical engineering) was designed to provide an acclimation tocollege life, provide an introduction to engineering careers and promote self-confidence.Physics and Math topics were included in the theoretical part of the projects developed duringthe summer program to promote the student’s interest in Physics and Mathematics courses.The 2015 summer program impacted 67 students (34 mechanical, 18 computer, 8 industrialand 7 electrical) with a wide range of College Board scores, reflecting a variety of collegepreparedness levels. Students were divided in five groups. Each group was placed in adifferent classroom to work a hands-on project with an instructor and a student mentor.Groups were chosen to be multidisciplinary. To promote professional

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Universidad EAFIT, Medellin - Purdue University, West Lafayette; S. Zahra Atiq, Purdue University, West Lafayette; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette

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First-Year Programs

, 3) utility, and 4)relative cost9. Attainment value is defined as how an individual’s perception of a task reflects ontheir self-concept. Intrinsic or interest value is defined as the enjoyment that people experiencewhile performing that task, 3) Utility value is defined as perception a student has in the futureengagement of a certain task, and 4) The relative cost is the cost associated with engaging in acertain task, in terms of time, effort or the psychological factors associated with it9,10.Sampling and ParticipantsThe interview participants were recruited from the 2014 cohort of FYE students. A mass emailwas sent to the desired population, out of which 40 students volunteered to participate in thestudy. Purposeful sampling was done to

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph Anthony Gulotta, Rowan University; Nicholas Steven Parisi, Rowan University; Cheryl A. Bodnar, Rowan University

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First-Year Programs

American Society for Engineering Education, 2016 Leveling Up by Gamifying Freshman Engineering ClinicAbstractThis Work-In-Progress paper describes the development of a gamification platform for amultidisciplinary freshman design course at Rowan University. This course is designed to teachengineering students about multidisciplinary design, with special focus on developing skillsassociated with teamwork, software application and ethics. An important part of learning isreceiving feedback as part of the learning cycle and studies have shown that increased feedbackcan be helpful in supporting student reflection and developing the intrinsic motivation necessaryfor mastering a task. One method of encouraging students to master material is

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

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First-Year Programs

student demographics reflecting changes in Canada’spopulation over the past several decades in addition to the recent trend in internationalization inCanadian higher education. The demographic change is not just from international students whomake up an increasingly large proportion of the student bodies, but mirrors the ethnic, culturaland linguistic diversity and complex linguistic histories of the Canadian population. Accordingto Statistics Canada’s most recent available figures, immigrants make up 46% of the urbanpopulation where University of Toronto is located. Although the share of newcomers (recentimmigrants and new Canadian citizens) settling in this urban area declined slightly since the last(2006) census, the area still received the

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; James Collofello, Arizona State University; Bethany B. Smith, Arizona State University

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First-Year Programs

faculty developingstudent-centered conceptual change instructional methods. Faculty worked collaboratively withlearning scientists to promote effective task and instructional sequence design. The researchersfound that the greater the extent of collaborative reflection between engineering faculty andlearning scientists, the greater the shift toward student-centered practices.5Other researchers (e.g., Borrego et al.) have used Everett Rogers’ model of diffusion ofinnovations to characterize faculty change through professional development.6,7 They found thatfaculty tend to only progress through the earliest stages of change: awareness and interest, andtend not to move to actual practice. The key issue here is that, without change in

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University; Christopher Leslie, New York University; Gunter W. Georgi, New York University; Alyssa Marie D'Apice, New York University

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First-Year Programs

backgrounds.This increased demand is reflected in the proposed revision to the ABET teamwork guideline inCriterion 3, now labeled number 7: one outcome of an engineering education should be thatstudents have gained the ability to function on teams, but also that these teams should “establishgoals, plan tasks, meet deadlines, and analyze risk and uncertainty.” In previous work at theNYU Tandon School of Engineering (previously known as Polytechnic University) in Brooklyn,New York, it was found that many students thought that they had experience working on teams,but it was suspected that many of those team experiences were working on a projectsimultaneously. Engineering programs will have to do more to demonstrate their effort forgenuine teamwork outcomes

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary

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First-Year Programs

importance of considering team composition variables when grouping students into projectteams. Second, it calls attention to the temporal nature of exploratory and exploitative learningactivities. Third, it suggests future research is needed to examine the implication of theselearning activities on outcomes other than innovation (e.g., individual learning, project grades,team potency).IntroductionEngineering educators implement team-based project work expecting it will lead to interpersonalskill development, knowledge sharing, information dissemination, and individual and teamlearning. Unfortunately, practice has outpaced research, reflected in a lack of studies on teamlearning processes1, and a call for more research on team-level learning

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

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First-Year Programs

(mechanical, civil, aero/astro, for example) so eventhough many of the students are chronologically second year students they experience “firstyear” dynamics.A “large class” is usually defined by the institution offering the class. For example, in a stateuniversity a “large class” could be 300 to 500 students, while in a smaller, private institution itcould be 30 to 50 students. Certainly, classroom dynamics will be different between the 500students and 50 student classroom if only reflected in the size of the classroom space. Theimportant point is that Introduction to Solid Mechanics or Statics will be one of the largerclassroom experiences for entry-level engineering students at the location where they areenrolled. In this research, classroom sizes

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

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First-Year Programs

reflections thatthe desired outcome of being able to integrate the course threads and skills as shown in thetheoretical framework were also achieved.Cornerstone students also reported similar positive outcomes for learning in the new coursecompared to students in the traditional courses, and even reported how they couldn’t imagine thecourses not integrated. In teaching evaluations, the reported scores for each instructor wereslightly lower, but not significantly different than the teaching evaluation scores received on theseparate courses. Since this was the first time with the new curriculum, this result is notsurprising. Comments were reviewed carefully in order to improve both courses for the nextyear. One prevalent comment was the desire for more

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wendi M. Kappers, Embry-Riddle Aeronautical University - Daytona Beach

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First-Year Programs

completion.Engaging learners in the very notion of asking them to evaluate work of their peers for thepossibility of uncovering abnormalities or inconsistencies(2) creates a reflective atmosphere.During this evaluation process, there is a period of reflection that takes place, which supports anatural dialogue(2); hence, extending the power for learning. This process naturally allowslearners to rely upon their previous knowledge of the subject and compare data presented toeither confirm incorrectness or to create a new understanding of the topic in which to investigateand support. Therefore, Active Learning helps students to “scaffold the zone of proximaldevelopment for individual construction of knowledge and to facilitate effective learning,”(2)(p.889). It

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University - West Lafayette; Andrew Jackson, Purdue University - West Lafayette; Dawn Laux; Max Renner, Purdue Polytechnic Institute, Purdue University

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First-Year Programs

reflect high hopes and some ambitionand excitement. Those that feel most positively report holding regular meetings with theinstructors in their trio. Most instructors indicated that their students seemed incrediblycomfortable with their classmates, which indicates that the integrated classes are contributing tomore connectedness among those enrolled. Of 14 instructors (7 from English, 4 fromCommunication, and 3 from Technology) who responded to the final journal prompts, 10instructors indicated that teaching an integrated course like this one was pedagogically sound andrewarding in some fashion, either for themselves or for their students. These 10 instructors (5from English, 3 from Technology, and 2 from Communication) all expressed willingness

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

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First-Year Programs

confidence or self-efficacy.This study focuses on students enrolled in first-year project-based engineering courses at a largepublic university in the Midwestern United States. A mixed-methods approach was used for datacollection and analysis. Pre- and post-course surveys were administered to collect informationabout student demographics and personalities and to measure the students’ engineeringconfidence and self-efficacy. Students were also asked to record the amount of time they spenteach week on different tasks (e.g., project management, using CAD software, communication,and working on written reports) in an Activity Log. Post-course interviews were conducted toallow students to reflect about their team experiences during the semester.Our

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

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Diversity

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First-Year Programs

with LEGO Mindstorms software and Excel. Thesoftware allowed the teams to program the robots, collect the data, plot a graph and come upwith a hypothesis about the time the robot would require to traverse an arbitrary distancespecified by the faculty and/or an undergraduate student leader. The teams who did the mostaccurate predictions won prizes. After the competition ended time was allotted to reflect on theexercise and the lessons learned.In the last part of the orientation, students watched some highlights from videos related to robotapplications previously collected by the faculty and the undergraduate students planning theorientation. A magazine article15 related to humans and robots interaction was provided as areading. Freshman engaged

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska - Lincoln; Stuart Bernstein, University of Nebraska - Lincoln; Brett Meyer, University of Nebraska - Lincoln

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First-Year Programs

provided them in the online videos. In addition,there was time for live student presentation and group discussions with a Q & A on thepresentations. Groups would meet not only on their own out of class to complete a courseassignment, but additionally in-class to apply the concepts they learned in the online modules.For example, groups would spend time on plan reading exercises and the instructor was able tospend time providing feedback to each group.4.3 Data gathering and analysis. Data was gathered through a reflective journal kept by theinstructor and a survey administered quarter into the semester and towards the end (AppendixA). 4.3.a Instructor notes: Given the new approach to teaching the instructor kept weeklynotes about the

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

Tagged Divisions

First-Year Programs

than a student whoexpresses extrinsic motives. Codes that reflected students’ expression of self-image, such ascodes relating to self-efficacy, are denoted to provide insight on another hypotheses: studentswho indicate interest or efficacy in math and/or science will perform better and be more likely tobe retained than those who do not indicate such interest or efficacy.Codes for Question 3 were organized into categories that denote the influences that affected astudent’s decision to study engineering. These categories relate to People, Experiences,Technology, and Other Influences. The “Family” section of the People category distinguishesbetween simply mentioning a family member and mentioning that a family member is anengineer or does related

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Ross Tapia, New Mexico State University; Elizabeth Ann Howard, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

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Diversity

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First-Year Programs

outcomes. The data will provide us with the ability to make comparisons todetermine the most effective way to encouraging students to persist in the COE. After reviewingthe results, we will be able to reflect and research other strategies that can be implemented toassist in student success.Faculty and Staff within the NMSU College of Engineering.Beginning in the fall of 2014, the COE implemented an ENGR 100 course and freshman yearexperience program to provide students with the necessary skills to succeed during their firstyear of college. Throughout the first semester of implementation, the ENGR 100 course wastaught by seven different professors in seven sections. Four of the professors were also servingas department heads. After assessing each

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

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Diversity

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First-Year Programs

pedagogical and curricular practices at the intersection with the issues of gender and diversity. Dr. Zastavker is currently working with Dr. Stolk on an NSF-supported project to understand students’ motivational attitudes in a variety of educational environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from sci- ence to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and