Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Diego Reyes, Arizona State University

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Diversity

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First-Year Programs Division (FYP)

community collegestudents in engineering, with the hopes that we can begin the process of bridging the gap betweenthe two institution types starting with retention. References[1] American Society for Engineering Education. (2022). Profiles of Engineering and Engineering Technology, 2021. Washington, DC.[2] Hankey, M. S. , Burge, P. L., Knight, D. B., Seidel, R. W.,& Skaggs, G. (2019). Community college engineering student’s perceptions of classroom climate and fundamental engineering skills. Community College Journal, 43(7), 494-504.[3] Chubin, D., May, G. S., & Babco, E. L. (2005). Diversifying the Engineering Workforce. Journal of Engineering Education (Washington, D.C.), 94(1

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Gibin Raju, University of Cincinnati; So Yoon Yoon, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

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Diversity

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First-Year Programs Division (FYP)

(transformative learning). Such dialogue triggers critical discourse, giving new insightinto intrinsic understanding by revising students’ frames of reference [12].AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.NSF-EEC #2106229. Any opinions, findings, and conclusions, or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. References[1] V. Tinto, " Taking Retention Seriously: Rethinking the First Year of College," NACADA Journal, vol. 19, no. 2, pp. 5-9, 1999.[2] National Center for Education Statistics, "Undergraduation graduation rates," U.S. Department

Conference Session

First-Year Programs Division (FYP) - Technical Session 5: Supporting Success 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pamela Bilo Thomas, University of Louisville; Campbell R. Bego, University of Louisville; Arinan De Piemonte Dourado, University of Louisville

Tagged Divisions

First-Year Programs Division (FYP)

at survey results, demographic data, and standardized test scores. Thisis important as finding a way to identify at-risk students at the beginning of the semester, such thatthey can be pointed towards resources that will improve their chances of academic success beforethey begin to encounter issues and other academic setbacks will ultimately lead to more successfulengineering students, graduates, and productive careers. We therefore succeed in finding attributesthat identify which students need more attention from professors and academic advisors.References [1] K. L. Lewis, J. G. Stout, N. D. Finkelstein, S. J. Pollock, A. Miyake, G. L. Cohen, and T. A. Ito, “Fitting in to move forward: Belonging, gender, and persistence in the physical

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catalina Cortazar, Pontificia Universidad Catolica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Gabriel Astudillo, Pontifica Universidad Católica de Chile

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First-Year Programs Division (FYP)

Student Team Leaders and SocialLoafers in a First-Year Engineering Cornerstone Robotics Design Project,” In 2019 IEEEFrontiers in Education Conference, Covington, KY, USA 2019, pp. 1-5.https://doi.org/10.1109/FIE43999.2019.9028610[7] A. D. Lantada, P. L. Morgado, J. M. Munoz-Guinosa, J. L. M. Sanz, J. E. Otero, J. M. Garcia,E. C. Tanarno, E. D. L. G. Ochoa, “Towards successful project-based teaching-learningexperiences in engineering education,” International Journal of Engineering Education, 29(2),476-490, 2013.[8] N. Jalinus, S. Syahril, R. A. Nabawi, Y. Arbi, “How Project-Based Learning and DirectTeaching Models Affect Teamwork and Welding Skills Among Students,” International Journalof Innovation, Creativity, and Change., 11(11), 85-111, 2020

Conference Session

First-Year Programs Division Technical Session 3: Teamwork

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeong Hin Chin, University of Michigan; Robin Fowler, University of Michigan; Christopher Brooks, University of Michigan

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Diversity

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First-Year Programs Division (FYP)

responses withinthe cluster (within-cluster distance) compared to other clusters (between-cluster distance). Fromthe plots, we are interested in variables that have a smaller within-cluster distance than thebetween-cluster distance and the confidence interval bar does not overlap as this indicateswell-defined subgroup characteristics. In Clusters 1, 3, and 4, one of the variables that do nothave an overlapping confidence interval bar is the concern of ideas being heard by others(BeingHeard). This variable has a mean distance of 0, suggesting that all students in the clusterdo not think that this variable is a concern. On the other hand, only Cluster 2’s BeingHeardvariable mean distance is not 0, suggesting that researchers can dig deeper into the

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri, Maua Institute of Techonology; Hector Alexandre Chaves Gil, Instituto Mauá de Tecnologia; Cristiane Maria Barra Da Matta; Octavio Mattasoglio Neto

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First-Year Programs Division (FYP)

Paper ID #42204Engagement in Practice: The Development of Skills and Competencies throughCommunity Outreach ActivitiesProf. Rodrigo Cutri, Maua Institute of Techonology Cutri holds a degree in Electrical Engineering from Maua Institute of Technology (2001), MSc (2004) ˜ Paulo. He is currently Titular Professor and Ph.D. (2007) in Electrical Engineering - University of SA£o of Maua Institute of Technology, Professor of theDr. Hector Alexandre Chaves Gil, Instituto Mau´a de Tecnologia Physical Chemistry PhD by Universidade of S˜ao Paulo - USP, MSc degree and

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Hicks, Texas A&M University, Kingsville ; Michael Preuss, Exquiri Consulting, LLC; Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University, Kingsville; Mahesh Hosur, Texas A&M University, Kingsville

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aishwary Pawar, University of Michigan - Dearborn; DeLean Tolbert Smith, University of Michigan - Flint

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

younger (n = 129, 75%) at the time of admissionand that a relatively diverse mix of races and ethnicities is represented in the sample.Additionally, it is found that a significant proportion of the respondents (80.62%) reportedbeing FTIAC students, while the remaining respondents (19.38%) reported transferring fromanother institution and that the most common academic majors were in the College ofEngineering and computer science. It is also observed that many respondents had highacademic standing, with a large percentage reporting a high school or previous institutionGPA of 3.0 or higher. When asked about the highest level of education achieved by their parents/guardians, asignificant proportion of students (26.16%) reported that their parent(s

Conference Session

First-Year Programs Division (FYP) - Technical Session 6: Mentors & Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeong Hin Chin, University of Michigan; Jing Ouyang, University of Michigan; Robin Fowler, University of Michigan; Gongjun Xu, University of Michigan; Rebecca L Matz, University of Michigan

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First-Year Programs Division (FYP)

, Jun. 2020. Accessed: Oct. 28, 2022. [Online]. Available: https://peer.asee.org/predicting-team-project-score-it-s-more-about-team-harmony-and-less- about-individual-performance[5] J. H. Chin, H. Li, and R. Fowler, “Proof of Concept: An Algorithm for Consideration of Students’ Personalities in Team Formation,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021. Accessed: Oct. 28, 2022. [Online]. Available: https://peer.asee.org/proof-of-concept-an-algorithm-for-consideration-of-students-personaliti es-in-team-formation[6] M. L. Loughry, M. W. Ohland, and D. J. Woehr, “Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools,” J. Mark. Educ., vol. 36, no. 1, pp. 5–19

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Thomas, Bucknell University; Sarah Appelhans, Bucknell University; Stu Thompson, Bucknell University; Stewart Thomas, Bucknell University; Robert M. Nickel, Bucknell University; R. Alan Cheville, Bucknell University; Richard J. Kozick, Bucknell University; Christa Matlack, Bucknell University; Philip Asare, University of Toronto

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First-Year Programs Division (FYP)

CriticalReflection from students in order to further our understanding and promote our goal ofcultivating reflective engineers.This work was funded by the National Science Foundation under EEC- 2022271. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] J. A. Turns, B. Sattler, K. Yasuhara, J. L. Borgford-Parnell, and C. J. Atman, “Integrating Reflection into Engineering Education,” presented at the 2014 ASEE Annual Conference & Exposition, Jun. 2014, p. 24.776.1-24.776.16. Accessed: Oct. 26, 2022. [Online]. Available: https://peer.asee.org/integrating-reflection-into-engineering-education[2] J

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Javeed Kittur, University of Oklahoma; Moses Olayemi, University of Oklahoma; Tierney Harvey, University of Oklahoma; Haley Taffe, University of Oklahoma

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First-Year Programs Division (FYP)

, University of Oklahoma Haley Taffe is an Accelerated Masters student in Biomedical Engineering at The University of Oklahoma. She focuses on first year students and self-reflection opportunities within the classroom to enhance learning. ©American Society for Engineering Education, 2024 Examining the Engineering Self-Efficacy, Design Self-Efficacy, Intentions to Persist, and Sense of Belonging of First-Year Engineering Students through Community-Partnered ProjectsAbstractCommunity-partnered projects (CPP) have been used in education from the 1990’s and have beenshown to demonstrate effective learning by working on real-time problems which are diverse andcultural, social, and environmental

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Esme Eleanor Abbot, Franklin W. Olin College of Engineering; Berwin Lan, Franklin W. Olin College of Engineering; Luke Raus, Franklin W. Olin College of Engineering; Bill Fan, Franklin W. Olin College of Engineering; Zachary del Rosario, Franklin W. Olin College of Engineering

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First-Year Programs Division (FYP)

. Porter and M. Kilbridge, Eds., Cambridge, MA: MIT Laboratory of Architecture and Planning, 1978, pp. 551–660.[7] S. Dinham, “Research on Instruction in the Architecture Studio: Theoretical Conceptualizations, Research Problems, and Examples,” presented at the Annual Meeting of the Mid-America College Art Association, 1987.[8] NCTQ, “Classroom Management.” National Council on Teacher Quality, 2020. [Online]. Available: https://www.nctq.org/review/standard/Classroom-Management[9] B. M. Dewsbury, “Deep teaching in a college STEM classroom,” Cult. Stud. Sci. Educ., vol. 15, no. 1, pp. 169–191, Mar. 2020, doi: 10.1007/s11422-018-9891-z.[10] A. Thompson, B. Sattler, and J. Turns, “Understanding a studio environment: A complex

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Penn State University; Maria Mosley; Jennifer Saltsgiver; Jana Bontrager Auman, Penn State University; Christine B. Masters, Pennsylvania State University; Kellie Scofield; Stephanie Cutler, Pennsylvania State University; Shawna Dory, Pennsylvania State University

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First-Year Programs Division (FYP)

] R. Robbins, “Peering into the Future: Using Peer Advisors to Assist Our Changing Student Populations,” NACADA Summer Institute, 2012. [Online]. Available: https://www.nacada.ksu.edu/Portals/0/Events/SummerInst/2012/T1-PeerAdv_PP1.pdf[2] S. E. Kuba, “The Role of Peer Advising in the First-Year Experience,” ProQuest LLC, 2010. Accessed: Jan. 29, 2024. [Online]. Available: https://eric.ed.gov/?id=ED522152[3] H. Koring, “Peer Advising: A Win-Win Inititative,” NACADA Natl. Acad. Advis. Assoc., 2005, [Online]. Available: https://nacada.ksu.edu/Resources/Academic-Advising- Today/View-Articles/Peer-Advising-A-Win-Win-Initiative.aspx[4] H. Koring and D. Zahorik, Eds., “Peer Advising and Mentoring: A Guide for

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Ohio Northern University

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First-Year Programs Division (FYP)

. Dyehouse, “The role of authenticity in design- based learning environments: The case of engineering education,” Comput. Educ., vol. 64, pp. 143–152, May 2013, doi: 10.1016/j.compedu.2012.11.026.[4] K. Reid, D. Reeping, and E. Spingola, “A Taxonomy for Introduction to Engineering Courses,” Int. J. Eng. Educ., vol. 34, no. 1, p. 18, 2018.[5] B. D. Jones, M. C. Paretti, S. F. Hein, and T. W. Knott, “An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans,” J. Eng. Educ., vol. 99, no. 4, pp. 319–336, Oct. 2010, doi: 10.1002/j.2168-9830.2010.tb01066.x.[6] J. B. Hylton, P. J. Herak, T. France, and S. Youssef, “Towards Development of an

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gordon Stewart, Roger Williams University; Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Charles R. Thomas, Roger Williams University

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Diversity

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First-Year Programs Division (FYP)

Conference Session

First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Angelina Jay, Northeastern University; Andrew L. Gillen, Northeastern University; Susan F. Freeman, Northeastern University

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First-Year Programs Division (FYP)

toprovide some value to engineering students.Educators may be hesitant to carve out time for mindfulness or meditation but practicing the artof attention builds executive functioning and helps students focus on the task at hand. The timespent on these practices need not be seen as another lesson to squeeze into a packed curriculum,but instead, short practice sessions are a way of helping students emotionally regulate andbecome fully present. We contend that carving out time for mindfulness in our curriculum insmall ways is a simple, but potentially powerful, addition to create the next generation ofengineering thinkers. With these ongoing interventions, we seek to develop resilient lifelonglearners.References[1] S. L. Smalley and D. Winston

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Louisiana State University and A&M College

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Diversity

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First-Year Programs Division (FYP)

Students Who Have Been There’ workshop. The team decided to utilizethe book The Secrets of College Success, Lynn F. Jacobs and Jeremy S. Hyman and providedspecific assigned and recommended readings.Program CohortsThe initial cohort in 2020 was recruited primarily from incoming first-year CoE students whosubmitted applications tothe traditional residential Table 1. The demographic composition of the BEE program and majorsSummer Scholars in the LSU College of Engineering. BEE BEE BEE All CoEprogram. The 2021 and Cohort 2020 2021 2022 (2021)2022 participants wererecruited from the Number 9

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Libby Flanagan, Clemson University; Madison Pollock, Clemson University ; Elizabeth Anne Stephan, Clemson University; Karen A. High, Clemson University

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Diversity

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First-Year Programs Division (FYP)

. Hess, J. Strobel, and R. (Celia) Pan, “Voices from the workplace: practitioners’ perspectives on the role of empathy and care within engineering,” Eng. Stud., vol. 8, no. 3, pp. 212–242, Sep. 2016, doi: 10.1080/19378629.2016.1241787.[2] J. Walther, S. Miller, and N. Kellam, “Exploring the role of empathy in engineering communication through a transdisciplinary dialogue,” in 2012 ASEE Annual Conference & Exposition Proceedings, San Antonio, Texas: ASEE Conferences, Jun. 2012, p. 25.622.1- 25.622.11. doi: 10.18260/1-2--21379.[3] D. Weichert, B. Rauhut, and R. Schmidt, “Educating the engineer for the 21st century: Proceedings of the 3rd workshop on global engineering education.” 2001.[4] H. Burns and K. Lesseig, “Infusing

Conference Session

First-Year Programs Division (FYP) - Technical Session 7: Making

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sherri Youssef, The Ohio State University; Meagan Eleanor Ita, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

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First-Year Programs Division (FYP)

, theirability to identify stakeholders involved in a project scenario and the value engineers can createfor them.While our findings show student ability to create value depends on how they are exposed to theconcept and practice it, we do not argue one method is “better” than the other. Rather, wehighlight the ways in which the structure of these courses and their semester-long design projectsaffects student ability to create value in different ways. Engineering educators can decide whichfacet(s) of creating value they would like to highlight with their students and have them practicemore. In addition, while we used the Creating Value Direct Assessment as a summativeassessment in this work, we anticipate it can be used as a formative assessment by

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey David Carvell, Marian University; Sarah Klanderman, Marian University; Salomon Turgman Cohen, Marian University

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Diversity

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First-Year Programs Division (FYP)

across disciplines of physics, chemistry, biology, and engineering. He is interested specifically in the interactions between ferroelectric, ferromagnetic, and ferroelastic materials on the nanoscale, with emphasis placed on the applications of these materials to electronic devices. Dr. Carvell is also interested in research in engineering and physics education and has presented research on multiple topics in this area, with more projects moving forward. While at Marian, Dr. Carvell has taught eleven courses across the physics and engineering programs. He also received the Marian University Advisor of the Year and the E. S. Witchger School of Engineering Award for Service Excellence, both in 2022, and the E. S

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan W. Krauss, Grand Valley State University; Nicholas A. Baine, Grand Valley State University

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First-Year Programs Division (FYP)

decrease in pass ratemay mean that the students who make it through the new first-year sequence are slightly strongerthan they were under the old sequence and may be better prepared for later courses involvingprogramming or CAD.References [1] Brooks, R. H., “First-year engineering program curriculum redesign,” ASEE 2021 Gulf-Southwest Annual Conference, 2021. [2] Brockman, J., Fuja, T., and Batill, S., “A Multidisciplinary Course Sequence For First Year Engineering Students,” 2002 Annual Conference, 2002, pp. 7–69. [3] Weitzen, J. A., Rashid, M. M., Johnston, S., Maase, E. L., and Willis, D. J., “A Methodology for Restructuring Our First-year Introduction to Engineering Sequence at University of Massachusetts, Lowell,” 2015 ASEE

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University

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Diversity

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First-Year Programs Division (FYP)

accreditationto include a deeper focus on social impact, cultural responsibility, and ethical considerations[19]. In addition, many professional societies and organizations have updated their missionstatements and core value statements to focus on promotion of socially just education and action,often with emphasis on improving diversity, creating a more inclusive culture, and increasingequity. For example, the Society of Manufacturing Engineers (SME) diversity statementprofesses that SME is “commit[ed] to promoting diversity and inclusion of all within ourcommunity” and “believe[s] that diverse perspectives and talents are essential withinmanufacturing research” [20]. Similarly, the Society of Women Engineers lists “inclusiveenvironment” as one of their

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts University; Ethan E. Danahy, Tufts University; William Church

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First-Year Programs Division (FYP)

. 393–413, 2021.[9] K. L. Meyers, M. W. Ohland, A. L. Pawley, S. E. Silliman, and K. A. Smith, “Factors relating to engineering identity,” Glob. J. Eng. Educ., vol. 14, no. 1, 2012.[10] D. M. Hatmaker, “Engineering identity: Gender and professional identity negotiation among women engineers: identity negotiation among women engineers,” Gend. Work Organ., vol. 20, no. 4, pp. 382–396, 2013, doi: 10.1111/j.1468-0432.2012.00589.x.[11] Y. M. Xu and B. Gravel, “A case study: Making facilitates an engineering student’s (re)negotiation with her disciplinary relationships,” in 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland, 2023.[12] G. M. Quan and A. Gupta, “Tensions in the productivity of design task tinkering

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University; Aya Mouallem, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Melissa M. Simonik, State University of New York, Binghamton; Koenraad E. Gieskes, State University of New York, Binghamton

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First-Year Programs Division (FYP)

) or Introverted (I); Sensing (S) or iNtuition (N);Thinking (T) or Feeling (F); and Judging (J) or Perceiving (P). Each of these criteria represents“a continuum between two opposite poles” [5]; therefore, a percentage is also given for eachletter to indicate how marginal or extreme a given trait is to one’s personality. Appendix Bdefines the four criteria. In the Google Form, participants were given four multiple-choicequestions where they selected (E) or (I), (S) or (N), (T) or (F), and (J) or (P), for each criterionrespectively. Participants were asked to enter the percentage they received for each criterion infour separate short answer questions. Responses were limited to whole numbers between 0-100.This is referred to as the Personality

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Trahan, University of California, San Diego; Jessica Baldis, University of California, San Diego; Jasmine L. Sadler, University of California, San Diego; Darren J Lipomi

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Diversity

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First-Year Programs Division (FYP)

Conference, 2008.[10] A. L. Campbell, I. Direito and M. Mokhithi, “Developing growth mindsets in engineering students: a systematic literature review of interventions”, European Journal of Engineering Education, vol. 46, no. 4, pp. 503-527, 2021, DOI: 10.1080/03043797.2021.1903835[11] A.J. Elliot, H.A. McGregor, and S. Gable, “Achievement goals, study strategies, and exam performance: a mediational analysis,” Journal of Educational Psychology, vol. 91, no. 3), pp. 549-563, 1999.[12] P. Hsieh, , J.R. Sullivan, and N.S. Guerra, “A closer look at college students:Self-efficacy and goal orientation,” Journal of Advanced Academics, vol. 18, no. 3, pp. 454–476, 2007, DOI: 10.1037/0022-0663.91.3.549[13] A. Vrugt

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sophia T. Santillan, Duke University; Linda P. Franzoni, Duke University; Stacy L. Tantum, Duke University

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Diversity

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First-Year Programs Division (FYP)

introducing a smalllottery-based compensation for survey participation. (These amendments to the survey protocolare subject to IRB approval.) Additionally, the 360 Coaching program will continue to seekfeedback from the 360 Coaches throughout the year and respond to these by considering andimplementing improvements.References[1] S. Tantum, S. T. Santillan, L. Temiquel-McMillian, and J. Ganley, “Work-in-Progress: 360 Coaching to support whole-student advising in the first-year,” presented at 2022 ASEE Annual Conference and Exposition, Minneapolis, MN, June 26–29, 2022.[2] K. Bartimote-Aufflick, A. Bridgeman, R. Walker, M. Sharma, and L. Smith, “The study, evaluation, and improvement of university student self-efficacy,” Studies in Higher

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Sparks, Miami University; Katherine M. Ehlert, Miami University; Karen C. Davis, Miami University; Justin Michael Saul, Miami University; Brian P. Kirkmeyer, Miami University; David Joseph Fox, Miami University; Thao Nguyen, Miami University; Michael Hughes, Miami University

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Diversity

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First-Year Programs Division (FYP)

4.221 0.701 Traditional S 23 189 3.889 0.835 4.268 0.853 3.949 0.753 4.060 0.828 Pilot F 22 84 3.889 0.851 4.433 0.666 3.964 0.649 4.247 0.623 Pilot S 23 44 4.030 0.715 4.530 0.539 4.150 0.566 4.385 0.592There are no significant differences in mean Recognition change between Traditional and Pilotsequences from Sep 2022 to May 2023 (F=1.5358, df1=1, df2=185.9, p=0.2168), and post-hoccomparisons revealed no significant Recognition change within either course sequence(Traditional p-value = 0.5551; Pilot p-value = 0.2785) (Figure 1). Similar results were found forPerformance/Competence (F=1.5911, df1=1, df2=213.2, p=0.2085) with insignificant

Conference Session

First-Year Programs Division Technical Session 3: Teamwork

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rui Li, New York University

Tagged Divisions

First-Year Programs Division (FYP)

-year instructors could apply more specific instructions orintervention to ensure student projects are completed on time.References[1] A. C. Edmondson and I. M. Nembhard, "Product development and learning in project teams: The challenges are the benefits," Journal of product innovation management, vol. 26, no. 2, pp. 123- 138, 2009.[2] R. R. Reilly, G. S. Lynn, and Z. H. Aronson, "The role of personality in new product development team performance," Journal of Engineering and Technology Management, vol. 19, no. 1, pp. 39- 58, 2002.[3] N. Sivasubramaniam, S. J. Liebowitz, and C. L. Lackman, "Determinants of new product development team performance: A meta‐analytic review," Journal of Product Innovation

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fazel Ranjbar, University of Cincinnati; Jutshi Agarwal, University at Buffalo, SUNY; P.K. Imbrie, University of Cincinnati

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First-Year Programs Division (FYP)

Validity of a Team Processes Survey Measure,” Organ. Res. Methods, vol. 23, no. 3, pp. 399–431, Jul. 2020, doi: 10.1177/1094428119840801.[3] M. A. Marks, “A Temporally Based Framework and Taxonomy of Team Processes,” 2001.[4] A. R. Rajabzadeh, J. Long, G. Saini, and M. Zeadin, “Engineering Student Experiences of Group Work,” Educ. Sci., vol. 12, no. 5, p. 288, Apr. 2022, doi: 10.3390/educsci12050288.[5] L. A. DeChurch and J. R. Mesmer-Magnus, “The cognitive underpinnings of effective teamwork: A meta-analysis.,” J. Appl. Psychol., vol. 95, no. 1, pp. 32–53, Jan. 2010, doi: 10.1037/a0017328.[6] R. Lingard and S. Barkataki, “Teaching teamwork in engineering and computer science,” in 2011 Frontiers in Education Conference (FIE), Rapid