Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney A. Lemasney, Rowan University; Hayley M. Shuster, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

Paper ID #28530First-Year Engineering Students’ Interpretation of Curiosity in theEntrepreneurial Mindset Through Reflective PracticeCourtney A. LeMasney, Rowan University Courtney LeMasney is a second-year undergraduate at Rowan University pursuing a B.S. in Chemical En- gineering. During her time there, she has been awarded the Kupersmith and John D Cook III scholarship awards, and has expressed increased interest in fire protection and materials engineering.Hayley M. Shuster, Rowan University Hayley Shuster is a sophomore engineering student pursuing a B.S. in Electrical and Computer Engineer- ing at Rowan University. She

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

cycle of activity in four areas that supports individual and collaborativeself-directed learning and metacognitive processing. The model emphasizes reflection,evaluation, and integration while individuals design their learning, engage with resources tosupport individual study or learning in a community of practice [3], develop practices or projectsto integrate conceptual into applied knowledge with an iterative cycle of quality improvement[4], and engage in practices to increase awareness of and synthesize learning. Having completedone course through the cycle, learners synthesize and enhance awareness of their knowledgethrough curating their learning narrative in an ePortfolio [5].After evaluating student and instructor feedback over the past

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ordel Brown, Northwestern University; Susanna C. Calkins, Northwestern University; Lisa M. Davidson, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, Searle Center for Advancing Learning and Teaching Susanna Calkins, PhD is the Director of Faculty Initiatives and the Senior Associate Director of the Searle Center for Advancing Learning and Teaching at Northwestern University. She is co-author of two books, Reflective Teaching (Bloomsbury Press, 2020) and Learning and Teaching in Higher Education: The Reflective Professional ( Sage, 2009). She has also co-authored over thirty articles related to conceptions and approaches to teaching, the assessment of learning, program evaluation, mentoring, and has been a co-PI on several NSF grants. She also teaches in the Masters of Higher Education Administration Program at Northwestern.Dr. Lisa M. Davidson, Northwestern

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Holly M. Matusovich, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Benjamin D. Chambers, Virginia Polytechnic Institute and State University; Matthew B. James, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

purposes of this analysis, weconsider the outcomes to be recommendations we would make to others because they representthe tangible and transferable outcomes. Autoethnography is a research methodology thatanalyzes a phenomenon through the use of self-narratives, which would otherwise remain privateor buried [3]. This approach enables us to share the combined but individual experiences of theprofessors of practice that completed the curriculum restructuring situated within the context ofwork.Theoretical FrameworkOur study is guided by the central constructs in the Interconnected Model of Teacher Growth [4].While this model focuses on the individual growth of the teacher, it is also a relevant perspectivefor reflecting on instructor engagement with

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

to become familiar with a number of personal and professional strategies for successwithin the structure of the learning strategies course. The goal of the peer sharing presentations isto provide students with the opportunity to explore evidence-based practices and share theirfindings with peers. The peer sharing presentation process includes students selecting a strategy,learning about the selected strategy, creating a set of informative and engaging slides, presentingtheir findings to peers, and reflecting on their peers’ presentations. Through this process, the peersharing presentations are an innovative way for students to engage as active learners in thecollaborative construction of new knowledge.The effectiveness of peer sharing

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M. Blum, Syracuse University

Tagged Divisions

First-Year Programs

retention of information; most universityengineering classes are still primarily lecture based. Therefore, students are oblivious to thebenefits of the methods and thus are resistant to the learning approaches. The method employed toaid this problem was developing a series of worksheets that use IBL strategies to introduceintroductory engineering material. Preliminary assessment of the effectiveness of this approachwas conducted by comparing summative exams and real-time feedback of student thoughts usinga daily in-class reflection. Preliminary analysis of the exam comparison and student reflections ispromising. From reflections, the majority of the students filled out the statement sections of thereflection sheet. Fewer students filled out the

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

Tagged Divisions

First-Year Programs

students.To understand how students’ initial information-seeking behavior evolved in our first-yearengineering-communications course, we conducted a pedagogical reflective case study of our279 students in thirteen sections of the course. We assessed the students’ initial information-seeking behavior with a pre-research task, a librarian delivered training in source-evaluationstrategies to accommodate students’ uses of diverse source types, students created a final projectin which they investigated a real engineering problem and proposed future design work toaddress that problem, and we evaluated the final projects to determine whether the students hadused credible sources and whether they had improved their use of such sources in the course.Some of

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

- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning. c American Society for Engineering Education, 2020 Building Toys for Children by Applying Entrepreneurial-Minded Learning and Universal Design PrinciplesAbstractIncorporating entrepreneurial-minded learning (EML) into engineering curricula has been anincreasingly popular educational practice over

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

reflections. The GallupStrengthsFinder Inventory has been previously implemented in engineering classrooms[6], [7], [8]. However, this study is the first to look at students’ perceptions of how thistool impacts their teamwork. Also, this paper addresses how students’ perceptions andattitudes concerning teamwork change as a result of working on a semester-long projectwith the same team.ContextThe activities described in this paper were implemented during one semester of anIntroduction to Engineering course at Elizabethtown College. The department offersABET-accredited BS degrees in engineering and computer engineering. Both majors arerequired to take Introduction to Engineering. The course was comprised of 46 studentsin two sections, 22 in Section A

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

industrial engineering and engineering education have helped him develop innovative ways to deliver engineering curriculum for freshman engineers and talented high school students interested in engineering. c American Society for Engineering Education, 2020 Extended Exam Wrappers: A Comparison of Approaches in a Learning Strategies CourseAbstractThis Complete Evidence-Based Practice paper explores the use of exam wrappers in alearning strategies course designed for first-year engineering students in the General EngineeringLearning Community (GELC) at Clemson University. Exam wrappers are most commonly usedas tools to facilitate the process of self-evaluation as students reflect on

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

related to self-understanding (personal strengths [8], values, ethics and social identity).Students completed eight reflection assignments, based on the lecture and discussion topics.Prior to Fall 2018, course evaluations for ENGR 110 consistently indicated that some studentsdesired more exposure to careers within the engineering field, while other students needed moresupport leveraging academic resources and integrating into the engineering communitysuccessfully. Many students indicated that their primary motivation for enrolling in the coursewas to determine which major to pursue and had limited interest in other topics provided by thecourse. In an effort to improve student engagement and motivation across a range of needs, weintroduced student

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Sura Alqudah, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

on the initial results. Readers are encouraged to review the work-in-progress paper for a discussion of prior work including literature review, survey development, and discussionof initial results.Interventions: Design & Implementation:The interventions were chosen and designed specifically to encourage students to connect with other studentsin their classes, engage in self-reflective processes, and utilize available institutional resources. Theresearchers designed simple interventions to maximize the potential impact on students while minimizing thetime required to administer the interventions. As is true with most engineering curriculum, course content isfocused on course outcomes and, as such, there is often little unstructured time

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

understand and reflect upon its valueto each component of STEM. A significant emphasis was placed on the teaching methods andapproaches used in math to prepare participants for sessions 2 and 3. Math was implemented, notas rote memory and use/re-use of given formulas, but as a form of project-based learning; as thelanguage of science, technology, and engineering; and, as a place of critical thinking anddiscovery [8].Because the theme of the camp was sustainability, the authors titled the first math activity “TrashMath.” To begin the activity, seven participants and six instructors formed three groups of fourto five individuals and collected roadside trash at three sites near the TMCC campus. The goal ofthis activity was to have participants

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gustavo B. Menezes, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles; Ni Li, Northwestern Polytechnical University; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

designed considering theEbbinghaus’ Forgetting Curve, to provide students with learning opportunities in 6-day cycles:(i) day 1: a pre-class learning activity (reading or video) and a quiz; (ii) day 2: in-class Kahootlow-stakes quiz with discussion, a short lecture with embedded time for problem-solving anddiscussion, and in-class activities (labs, group projects); (iii) day 4: homework due two days afterthe class; (iv) day 6: homework self-reflection (autopsy based on provided solutions) two daysafter homework is due. The assessment of course performance is based on the well-characterized force concept inventory (FCI) exam that is administered before the intro tomechanics course and both before and after the Physics I course; and on student

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

gauging elements of students’ affect that can be immensely useful in encouraging students andhelping them succeed. However, simply gauging students’ feelings may also give insight intotheir experiences as an engineering student.In this work, we focus on data that resulted from a larger study investigating students’perceptions of engineering, sense of belonging, and sense of community as they participate in aCommon Read first-year program. In the study, incoming first-year students participated in apre- and mid-summer survey and a post-program survey. A subset of these students alsoparticipated in focus groups, held with students of all levels who were prompted to reflect ontheir experiences starting college and participating in first-year

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Irene B. Mena, University of Pittsburgh

Tagged Divisions

First-Year Programs

International Center for Academic Integrity [5]: honesty, trust/trustworthiness, respect, responsibility, fairness, and courage • Time to read and discuss an article on the importance of integrity • Student teams (consisting of typically 3 students) submit answers to short reflection questions about the textModule 2: Connecting Professional Integrity to Academic IntegrityThe second module was implemented on week 6 of the fall semester (there are 15 weeks in thesemester), and consisted of the following: • Introduction to the engineering code of ethics – the code of ethics provided by the National Society of Professional Engineers [6] was used • Connecting integrity in the engineering field to integrity in the school setting

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

1, Green indicates the course topic. Grey indicates the background knowledge required for this course, which students need to achieve in other core courses in the college. Red indicates the big idea, and Blue indicates the enduring understanding. Purple reflects important to know ideas and yellow shows good familiar with. The concept map indicates the relationship between all concepts of infographic design. Table 1: Visual table for infographic designBig Ideas Guiding Essential Enduring • Important to Good to be Concepts Questions Outcomes Know familiar withUnderstan • Data • What is data? • Determine

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Ariel Cervantes Lafuente; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Shani O'Brien, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

corresponding formula: 𝑒𝜋 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 𝑜𝑓 𝑅𝑒𝑡𝑒𝑛𝑡𝑖𝑜𝑛 = (2) 1+𝑒 𝜋This formula is then used to calculate the probability of retention and used to make inferencesabout students in engineering at out University across the entire range of possibilities. Theprobability relationship generated by these models reflects the idea that having a higher GPA atthe end of the first year is associated with having a higher probability of being retained. Itrepresents the affiliation between retention and GPA and is not a direct correlation. The resultsalso reveal that this relationship is enhanced for

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

Tagged Divisions

First-Year Programs

identity fromSeniors, Freshmen, and Sophomores.Theoretical Framework: This study draws on three determinants of identity development: roleacquisition theory and identity, socialization process, and peer interactions. Our theoreticalframework is shown in Figure 1. Role acquisition theory postulates that individuals set goals,make decisions, form relationships, and develop their personal and professional identitiesthrough their college experiences (Kraus, 2012). This means that faculty have an opportunity tointentionally design activities that allow engineering students to engage in behaviors andinteractions where they can learn new roles and reflect on how they fit into the new roles.Thornton and Nardi (1975) conceptualize role acquisition in four

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida

Tagged Divisions

First-Year Programs

,there is a unique difficulty in creating cognitive objectives inherent to the three primarychallenges to implementing PD. A critical aspect is providing a structure that is comprehensiveyet flexible enough to accommodate different backgrounds. Upon completion, students must beable to reflect upon their experiences and communicate its value to potential employers andother professionals in the engineering field. In turn, institutions need an effective way to assesslearning outcomes.Over the past 10 years, digital badging has gained momentum in formal and informal settings asa way to document skills achieved [13–17]. Digital badging is best understood as a merit-basedaward given to students when particular criteria are met to demonstrate a

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University, West Lafayette; Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

collected data byasking students to reflect on their study strategies that they used for the preparation of courseexams. This course had three exams for student evaluation over the semester. We used theseexam scores as a measure of their academic performance, which were graded by the instructionalteam. From this data, we addressed two research questions: 1) To what degree do students’selection of study strategies vary while preparing for exams? 2) How do students’ studystrategies relate to their academic performance in exams? To answer the first question, weconducted one-way ANOVA to test the variability in the students' selection of study strategiesover the exams. And for the second question, we performed a bivariate linear regression toanalyze

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

engineeringprogram, we compared attendees vs non-attendees grade outcomes using SAT/ACT scores for amore accurate reflection of the effects of the exam review. This report investigates the effects ofthe collaborative mock exam review on student grade outcomes. The study utilizes a quantitativeapproach, incorporating data relating to grades and attendance with data relating to studentperceptions about the impact of the exam review to their performance on the actual exam, as wellas changes to their study approach.Motivation for StudyAs student retention and four-year graduation rates in engineering are of continued interest andconcern at our university, a collaboration between the Cockrell School of Engineering and theSanger Learning Center continues to work

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

skillimplementation.As the SI program’s effectiveness is assessed by aiming to reduce the DFWQ rates in first yearengineering courses and in turn retain more students to the ECE program, we provide a moreaccurate reflection of the effects of SI by comparing students’ grade outcomes using SAT scoresas a gauge of preparedness. Over the course of implementing the SI program in EE 306 and EE307E, we have endeavored to identify the components to emphasize that promote success whilemaintaining the authenticity of the SI model. This led us to explore the concept of explicitinstruction of metacognitive practices in SI sessions. The SI model implicitly involves taking thetheoretical underpinnings of metacognition and applying them in active and engaging SIstrategies [11

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.

Tagged Divisions

First-Year Programs

, iteration and learning. Success is measured by how wellwe fulfill our users’ needs – the user outcomes – not by features and functions. Functionally-,ethically- and otherwise diverse teams generate more ideas than homogeneous ones, increasingbreakthrough opportunities. While, considering that every stage of design is a prototype from astoried drawing to in-market solutions; iteration empowers the application of new thinking toseemingly stale issues. The keys to scaling design thinking to complex problems and complexteams involve aligning on a common understanding of the most important and most impactful useroutcomes to achieve (called Hills); and bringing the team and stakeholders into a loop of restlessreinvention where they reflect on work in a

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico; Yan Chen, University of New Mexico; Chen Qiu, University of New Mexico; Jordan Orion James, University of New Mexico

Tagged Divisions

First-Year Programs

direct such procedures, including howand when to use them, in light of the ambiguity of ill-structured design problems [18]. Therefore,much of design problem framing is implicit.Previous research has contrasted novices and more experienced designers to understand howexperience impacts capacity to design and quality of design work; both reflect a combination ofexplicit and implicit design knowledge. More experienced designers produce better designs, andthis may be due to their early efforts to frame the problem [19]. For instance, seniors, comparedto first-year students, gather more information, work in a more iterative fashion, consider abroader problem space, and generate more solution ideas [19-21]. This suggests differences inimplicit design

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

Tagged Divisions

First-Year Programs

the pilot study because they completed (i) both the preand post technology and tinkering surveys, and (ii) the in-class lecture handout.Data collected  Technical Problem Solving & Tinkering Survey [17] assigned in the first week of classes (pre) was given again after the design showcase during finals week (post). See below for further information regarding instrument.  Lecture handout administered in the last week of classes had a series of reflective items relevant to participation in the team-based design project.The handout developed by instructor included three items used in this study. One item askedstudents to indicate their perceived challenge level of the project (i.e., easy, somewhatchallenging, very

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

Tagged Divisions

First-Year Programs

theprogram’s inception in fall 2017 to fall 2019. The survey included four sections: courseinformation, peer-mentor description, final project reflection, and open-ended commenting ontheir peer-mentor experience. In the first section, participants indicated their professor and theyear they participated. This identified under what technique they participated in. Students werefirst provided an opportunity to indicate their mentor through an open-ended response and thenthrough a pre-populated drop-down menu of past mentors if they could not remember. This stepwas included to examine if any trends were indicated by remembering the name withoutassistance vs with assistance, erring on that potential being more valuable than simplifying thesurvey.Then

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Devin R. Berg, University of Wisconsin-Stout; Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

disappointing results may simply reflect the length oftime it takes to realize learning outcomes in this area.This work is supported by the National Science Foundation under Grant No. EEC-1540301. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.The scope of this current work is to develop a better understanding of engineering students’perceptions and opinions on topics within the areas of social justice, social responsibility, andethics within engineering and the impact, if any, of a first-year course in fostering changes inperceptions and opinions among students. The outcomes of this work are limited by thechallenge

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Noah Salzman, Boise State University; Ann E. Delaney, Boise State University; Catherine Rose Bates; Donna C. Llewellyn, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

: ● helping students establish new relationships with other incoming STEM students, and enhancing students’ feelings of social belonging through peer mentoring ● fostering faculty interaction ● acclimating students to the campus environment ● helping students develop study and life skills to support academic goals and persistence through their first year and beyond Table 1. Overview of Program Changes By Year Program Year Overview of Program Structure Notable Changes/Circumstances 2015 STEM Summer Adventure (outdoor program) and LSAMP Bridge Day (on-campus program) were separate programs (data shown here only reflect participants in

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University; Aparajita Jaiswal, Purdue University; Shawn Farrington, Purdue University

Tagged Divisions

First-Year Programs

coursecoordinator. After hiring, a coordinator reflects with the UGTAs regarding their efficacy andhow they might improve on a weekly basis.Research Methods and Data CollectionThe study followed a sequential explanatory mixed method design with emphasis on thequalitative phase as showed in Fig 1. This approach was followed as it was necessary tounderstand in depth different perspectives of the topic under study [12]. The purpose of using anexplanatory mixed methods design is to allow one dataset to build on the results from other dataset. Here, students’ perceptions about whether the UGTAs are valuable were collected throughquantitative surveys. The survey research method was used as helps identify the perceptions of alarge group of participants. The