Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Damji Heo Stratton, Purdue University, West Lafayette; Dayoung Kim, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

Paper ID #23700Work in Progress: Students’ Reflection Quality and Effective Team Member-shipMs. Saira Anwar, Purdue University, West Lafayette Saira Anwar is a second-year Ph.D. student at School of Engineering Education, Purdue University. Be- fore joining the doctoral program, she had the masters degree in computer science and had served for about eight years as assistant professor in a university at Pakistan. She has taught several courses in com- puter programming and software engineering. She received various awards for her teaching at Pakistan and was also awarded the Outstanding Teacher Award 2013 from Forman

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jenai Kelley Brown, Clemson University; Natalie Stringer, Clemson University; Rachel K. Anderson, Clemson University; Laurel Whisler, Clemson University

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Diversity

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First-Year Programs

programs offer support with various levels of structure andcollaboration. These programs include: 1.) Peer-Assisted Learning (PAL), which providescollaboration and more structure 2.) drop-in tutoring, which incorporates a more flexibleenvironment with potential for one-on-one support, and 3.) MATHLab, which serves as a middleground between PAL and tutoring. These three programs support primarily freshman andsophomore level courses at our institution. With this participant group in mind, we have designedour programs to address student problem solving and self-direction in order to better equip firstyear students to take ownership over their own learning. Self-directed learning builds students’ability to critically reflect and effectively deepen

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech; Cherie D. Edwards, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech; Diana Bairaktarova, Virginia Tech

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First-Year Programs

the specific characteristics of each of Gee’s four categoriesof identity. Participant reflection statements were coded using the same approach. Onceparticipant drawings and reflection statements were coded, we examined the codes andcategories to identify emergent themes.Keywords: arts-based research, sketching, first-year engineering, spatial visualization, identity,qualitative methods, exploratoryIntroductionSketching as a practice can be applied in various ways. The practice itself changes based on itsintended purpose or application. For this paper, we borrow the definition for the term sketchingfrom Song and Agogino, who describe it “broadly to include all early-stage forms of graphicalrepresentations of design, including rough freehand

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Kathleen Klok Bacon; J. Alex Birdwell, Northwestern University; Ordel Brown, Northwestern University; Emma Tevaarwerk, Northwestern University; Richard Wayne Freeman P.E., U.S. Coast Guard Academy; Wendy Roldan, University of Washington; Ken Gentry, Northwestern University; Amanda Rose Pokryfky

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Diversity

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First-Year Programs

De-stressor/ Check-in 8 Finals Preparation, Tackling Academic Reflection on Challenges: Fixed Personal Health vs. Growth Mindset 9 Introduction to Mental Health/ Tackling Major Selection Stress Management Academic Challenges: Fixed vs. Growth

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University; Lauren Corrigan, Parker School Hawaii

Tagged Divisions

Design in Engineering Education, First-Year Programs

grades. To determine whether studentsengaged in the kind of reflection and planning that was intended, the post-performancesubmissions from four of the nine course sections were collected and analyzed. Each of thesesections had nine teams of four, for a total of 144 students on 36 teams. All of these teams didwell enough that they did not have to submit analyses for the first two performance tests, andonly two teams were required to do an analysis for performance test four. This pattern wasconsistent with the rest of the course sections, as more than half of the teams fared poorly on thethird test, but passed the others, often with bonus points. Therefore, the analysis will focusexclusively on the responses to the third performance test

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Amena Shermadou, Ohio State University; Amy Rachel Betz, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering students react to anin-depth growth mindset intervention?In order to address this question, two of the authors formed a Mindset focus group consisting ofeight first-year engineering students. This focus group met five times over the course of asemester to discuss their reading of and reaction to Dweck’s popular 2006 Mindset book.Students’ written reflections captured their reaction to the learning experience, and this data wassubjected to thematic analysis. Significant findings include the use of growth mindset as a toolto reflect and unpack past experiences, especially with respect to their personal experiences, theresulting behavior, and the role of external influences. Growth mindset proved to be a usefullens to reconsider past

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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First-Year Programs

Clemson University. Broadly, her research interests include self-directed learning and motivation, learning within communities of prac- tice, the cultural influence on informal and formal learning, and intergenerational learning. Abby currently works as a graduate assistant for the General Engineering Learning Community, which supports freshmen engineering students in building effective learning strategies that are transferable to the workforce, includ- ing collaboration, self-regulation, and reflection. c American Society for Engineering Education, 2018 Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering SuccessAbstractThis Work in

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Ying-Chih Chen, Arizona State University

Tagged Divisions

First-Year Programs

Attitudes Toward Engineering scaleand the Reformed Teaching Observation Protocol, respectively. There were significantdifferences in the extent and connectedness of faculty across departments, reflecting departmentalinstructional climate [3].In this follow-up, we examine the social networks of faculty, many of whom were not included inthe original sample, who were recruited to participate in a 1-year series of workshops on learner-centered pedagogy, active learning methods, and use of advanced instructional technology andassessment. Forty-three faculty participated in eight professional development workshops(approximately one every two weeks for each of the two semesters in Fall, 2016 and Spring,2017) on Evidence Based Instructional Practices (EBIS

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Mary Roth P.E., Lafayette College

Tagged Divisions

First-Year Programs, Mathematics

dynamics course [4], and student preconceptions in anintroductory transportation engineering course [5], among other applications.In a pilot project [1], students were asked to develop a concept map on the first day of class inresponse to the prompt, “What is engineering” (Figure 1 shows the assignment) and were askedto construct a new map using the same prompt on the last day of class. The authors then used acommon rubric focused on desired student learning outcomes to evaluate changes between theinitial and final concept maps and created radar plots to display the results. Both authors werestruck by differences in what we had expected to see and what students actually reported, as wellas by how strongly students reflected some of what we tried

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Okan Caglayan, University of the Incarnate Word; Sreedevi Ande P.E., University of the Incarnate Word; Erik Coronado; Max Joseph Martinez, University of the Incarnate Word; Samuel Jacob Handowski

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First-Year Programs

Data Analytics: Final Project: Final MATLAB5: to define a Study the data Research & Project & How to use function to allow types in Development: Reflections MATLAB as a input to it when it MATLAB; how Final Project: on the sophisticated initiates its to produce Presentation & Camp: calculator, create execution and heterogeneous Report Writing: Individual plots. output from it collections of Teams will presentations when it is done. data via structs prepare a Power and reports. Matrices and and cells. Point Operators

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky; Joshua Parsons; Shannon Lee Sampson; Brad A. Hubbard, University of Kentucky

Tagged Divisions

First-Year Programs

presentation as well. These included: information sessions; parity of teammembers; construction of learning objectives; differing pedagogies; adopting and adaptingmaterials from major courses; administrative; and housing members within departments. Wemade a number of initial conclusions, including that students were acutely aware of the novelnature of the course, and forgiving of issues surrounding them. Also, the themes of the courseoutlined in the learning objectives and outcomes were reflected in student responses, and theywere aware of the importance of the new FYE program in the context of a larger college mission.Methodology The current mode of analysis is a thematic one, consistent with methods of thematicanalysis (Braun & Clarke

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hadil Mustafa, California State University, Chico

Tagged Divisions

First-Year Programs

self-reflective essays.In this section, we present an analysis of the collected data from tutors and tutees separately, aswell as an overview of faculty roles and involvement in the program.1. Impact on TutorsIn studying the effects, the service has on the tutors; we focus on the following aspects: • The academic and social impact • The advantages and disadvantages of participating as a tutorAs mentioned earlier, 10 tutors were involved in this study, all seniors, and juniors, with goodacademic standing. A focus group was held at the beginning of the semester to identify thestudents' vision of a successful tutoring service. Based on their prior experience as tutors,students were asked to provide suggestions to incorporate into the new

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Alicia Baumann, Arizona State University

Tagged Divisions

First-Year Programs

active project-based learning, multi-disciplinary concepts, contextualizing course concepts within industrypractices, documentation of skills in an e-portfolio, and collaborative peer engagement unlikeanything currently available in Introduction to Engineering courses in the MOOC community.The course goals, structure, and implementation of this course, including the best practicesmentioned above, will be described in the next few sections. Preliminary course effectivenessresults from the first offering of this course, including student performance and feedback fromand end-of-course survey, will also be discussed along with instructors’ reflections on theexperience.Course DescriptionAs described previously, this initiative and structure being

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeremy C. Helm, Arizona State University; Tami Coronella, Arizona State University; Tim Rooney, Arizona State University

Tagged Divisions

First-Year Programs

average 6-year graduation rate of 67.1%,and above the national average 6-year graduation rate of 59%. One-year freshman retentionrates for the Fulton Schools of Engineering reflected rates higher than the national average.The first-year freshman retention rate for students admitted in 2016 within the engineeringprogram was 86.1%. By comparison, 85.7% of all 2015 freshman were retained at ArizonaState University after one year and nationally, retention of freshmen was 60% after one year(source: ASU institutional data). Table 1: One-year Freshman Engineering Retention Rate by Term Initial Admit Term First Term (Spring) Second Term (Fall) Fall 2012 95.60% 88.10% Fall 2013

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale

Tagged Divisions

Design in Engineering Education, First-Year Programs

functionalcardiograph that estimates heart rate and respiratory rate. This set of project-based learningactivities addresses industry’s complaint that students lack practical experience (“how devicesare made/work”).The cardiograph project, including learning outcomes for the first semester and ABET studentoutcome for the entire project are discussed. We hypothesized that participating in theseprojects facilitates engagement in the course and Engineering Science major. Each learningoutcome is assessed by the instructor using a custom rubric. In addition to student performance,we also consider how this project may support student engagement and retention viainstructors’ reflections and student surveys. The findings demonstrated that the students wereactively

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne Ph.D., University of Colorado, Boulder; Peter Gyory, University of Colorado, Boulder; Hannie Ngo; Tamara Sumner, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education, First-Year Programs

Visualizer) to help them visualize the transition from 2D models to 3Dmodels with the UAV augmented to the scene.Our research examines how using 3D modeling with AR can enhance youth spatial reasoningskills. We collected both product and process data in the form of artifacts generated duringdesign iterations, pre and post activity mental rotation tests, screen-recordings of youth using the3D AR Visualizer, and youth design reflections. Our results indicate that youth were able tobetter understand the strengths and weaknesses of pre-designed 3D models with the help of theAR application, and they made better and more informed design decisions that resulted insuccessful delivery of supplies to the disaster area.IntroductionAs Osborn and Agogino [1

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jillian Beth Schmidt, Missouri University of Science & Technology

Tagged Divisions

Design in Engineering Education, First-Year Programs

this technology Provide any additional feedback you Free response haveIn this initial module deployment, collection of student feedback was somewhat limited in aneffort to keep the module similar in workload and structure to the other software options. Notwanting to deter interested students during the pilot test of this module, the feedback wasrestricted to a single online survey at the conclusion of the module. In future semesters,instructors plan to survey students both before and after completing the module (weeks 1 and 4)to investigate changes in perceived knowledge and attitudes about the technology. In addition,students will be asked to complete a short reflection about their experience during the module,whether they consulted

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas, El Paso; Giselle Andrade, STEMGrow; Diane Elisa Golding, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Melissa Stearns

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Diversity

Tagged Divisions

First-Year Programs

.” “EduGuide helped me to learn how to concentrate.” “More positive about things and better relationships.” “I learned how to keep encouraging myself and others like my friend especially my family.” “It has helped me personally with relationships with family and friends as well as improvement on my school work.” “It helped me stay on track.” “It helped me to reflect on what I have overcome. It has also motivated me to keep trying and help others along the way.” “(It) helps keep a positive mindset.” “I have been more conscious on what I want to do, on what I do and what I don't do. This has helped me improve in my personal and professional aspects.” “I feel like I have gotten a bit more motivated especially

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Matthew T. Stimpson, North Carolina State University

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Diversity

Tagged Divisions

First-Year Programs

minimum standard  Raise Program  Standing in matriculation standards/expectations process  Establish std. processes  Improve communications Support Course options  E102/E102 and E201  Maintain connections  E122  Intentional reflection  E144/E145 Active advising  Proactive intervention  Early identification

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Michael Dailey, University of Michigan; Stacie Edington, University of Michigan

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Diversity

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First-Year Programs

Wind by William Kamkwamba and Bryan Mealer, about a boy inMalawi who built a windmill to power his community. In 2017, the book selection was TheImmortal Life of Henrietta Lacks by Rebecca Skloot, which focuses on ethics and issues of classand race within science.During the fall semester, students participate in a 1.5-hour discussion session led by two upper-level College of Engineering students. These discussions focus on important themes in the bookand how these relate to engineering and the experiences of a first-year student. The sharedexperience is intended to encourage community-building and promote a sense of belongingamong the students. This discussion also prompts reflection about what it means to be anengineer, including the

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda Read-Daily, Elizabethtown College; Kurt M. DeGoede, Elizabethtown College; Stacey L. Zimmerman, Elizabethtown College

Tagged Divisions

First-Year Programs

roles and areas of leadership. These roles will be based off of each individual’s top five strengths and self identified (sic) weaknesses. With this information, each person will be given an appropriate role. Based on the role the member is given, the member is expected to obtain this role for the entirety of the semester.”One-Minute EngineerIn the case of the One-Minute Engineer assignment, students were explicitly asked to discuss atleast one of their Strengths when reflecting on why they want to pursue engineering. "One benefit I have experienced of having input as a strength, is my ability to remember facts, definitions, and methods of doing tasks. I am able to recall necessary information, apply it

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adetoun Oludara Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs, Mathematics

most ofthe mental processes students mentioned were exclusively happening in the mind, others wereuniquely different, for example drawing in air. In the case of John, his response reflects somesort of imagination or visualization (drawing from his own words), “I tried to visualize the partsbeing moved away from each other and what they would look like after they had moved apart.”Cindy on the other hand, took a more physical approach as indicated in her response, “Mystrategy for choosing the answer to each problem was drawing it out in the air with my hand andtrying to imagine myself looking down on it in order to figure it out.” Her approach involvedusing a physical process of drawing in the air to help her imagine what she expected to see in

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico; Chen Qiu M.Sc., University of New Mexico; Christopher Riley

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Diversity

Tagged Divisions

First-Year Programs

. We coded each section (reflection as a community member, as a farmer, as agovernment employee) with the same basic set of codes, adapted where notedCode Description -1 0 1First person Use of first person voice suggests They / passive You / one Iperspective student took up the perspective voice directlyEmotion Expressing emotions, including None One Multiple trust, was prompted by the question (How would you feel); not including specific emotions indicates lesser connection with the point of view.Water use Describes specific uses of

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stacey Leigh Kelly, Virginia Tech; Darren K. Maczka, Virginia Tech; Jacob R. Grohs, Virginia Tech

Tagged Divisions

First-Year Programs

so we can not determine if particular course instructors are more or less influentialin students changing their minds. Also, meetings with academic advisors and information sessions about differentmajors offered are not captured in these data but are likely significant influences to students’ major choicedecisions.Changing Intended Major. The results of the logistic regression indicated that neither identity constructs, norMUSIC model constructs measured in the first-year data were significant predictors of whether a student wouldchange their intended major from their pre-orientation choice. Upon reflection this is not surprising as theseconstructs measure student’s perception regarding engineering as a whole, rather than specific

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sura Al-Qudah, Western Washington University ; Jill Davishahl, Bellingham Technical College; Eric Davishahl, Whatcom Community College; Michael Andrew Greiner

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

environment in andout of the classroom. By establishing expectations of classroom behavior, students gain a sense ofownership over the classroom environment and feel they are active members of the classroomcommunity rather than passive observers. Instructors involved in this research had implementedthis activity in the past and received feedback through anonymous student evaluations that thisactivity had created an inclusive environment in the classroom. On the first day of class, studentswere asked to individually reflect on their experience being a student and were asked to write downa list of classroom norms that they think is important to achieve a respectful and encouraginglearning environment throughout the quarter. Then the students were asked

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Christopher Peter Scianna, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

this outreach program isa focus on student engagement in the form of community service and service learning.In embarking on service learning in engineering, faculty at Northeastern looked at other hallmarkprograms and research to prepare. Bringle and Harcher define service-learning as “a course-based, credit-bearing, educational experience in which students (a) participate in an organizedservice activity that meets identified community needs and (b) reflect on the service activity insuch a way as to gain further understanding of course content, a broader appreciation of thediscipline , and an enhanced sense of civic responsibility.”[2] There is a section in this work onfirst-year students, where there has been assessment showing significant

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University

Tagged Divisions

Design in Engineering Education, First-Year Programs

hands-onexercises are implemented into the curriculum, student’s proficiency is measured through avariety of course-based testing and evaluation method [4].Reflection on Students’ Level of ConfidenceWe focused on short term and long-term effects of the program on the students’ learning: shortterm defined as what happens during the program from day to day and week to week.Assessments on the longer term are defined as the inferred change from the pre-term and post-term assessment evaluation. We note that within the program, the first major increase in self-determined level of confidence for students was between their introduction to the program andthe completion on the first workshop on that specific subject. The average increase (Figure 4)from

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; James A. Middleton, Arizona State University

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Diversity

Tagged Divisions

First-Year Programs

middle school through postsecondary projects [3], [4], [5], [6]. The RTOPfocuses on gauging the degree to which learning environments are student-centered in science,engineering, and mathematics. The RTOP consists of 25 items rated on a 0 to 4 scale. Each itemis rated based on the degree to which a lesson is reflective of that item. The possible total scorerange on the RTOP is zero to 100. Example items and discussion of the RTOP constructs areprovided in the Methods section.Complete observation data were available for 26 faculty members who were observed twiceearly during the Fall 2016 semester (pre-observations) and twice late during the Spring 2017semester (post-observations). The two pre-observations occurred during the first twelve weeks

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical University; Christina Frederick, Embry-Riddle Aeronautical University; Caroline Liron, Embry-Riddle Aeronautical University; Li Ding; Lei Gu, Georgia State University; Andrew Calvin Griggs II, Embry-Riddle Aeronautical University; Paula Sanjuan Espejo, Embry-Riddle Aeronautical University; Paula Sanjuan Espejo, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs

Centers, grant number EEC 1441825. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. The authors also would like toacknowledge the effort from Dr. Matthew Verleger, who helped conduct the project in hisclasses, Dr. James Pembridge who offered suggestions on the project design and implementation,Dr. Joseph R. Keebler who helped analyzed the survey results, and the support from theInstitution Research at Embry-Riddle Aeronautical University who conducted and collected thesurvey data for this project.References[1] Janet Siegmund et al., “Understanding Understanding Source Code with Functional Magnetic Resonance

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail M. Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] N. A. of Engineering., “Educating the engineer of 2020 : adapting engineering education to the new century.” National Academies Press, Washington, D.C., 2005.[2] N. Nielsen, N. R. C. (U.S.)., and P. C. on E. on S. I. in U. S. Education., “Promising practices in undergraduate science, technology, engineering, and mathematics education : summary of two workshops.” National Academies Press, Washington, D.C., 2011