Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gibrán Sayeg-Sánchez, Tecnologico de Monterrey ; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey

Tagged Divisions

First-Year Programs Division (FYP)

contexts is in generating the correct prompt, to assure that the technology willrespond as expected by the teacher. Prompt engineering can be described as a combination of AI,linguistics, and UX [18]. One of the possible frameworks to craft efficient prompts is CLEAR, a5 components model depicted in Table 1, that stands for Concise, Logical, Explicit, Adaptive,and Reflective [19].Table 1. CLEAR framework for prompt engineering Model Component Description C Concise Prompts must be short and have clarity on what they state L Logical Prompts must be structured and coherent E Explicit Prompts must clearly specify inputs and outputs A Adaptive

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jahnavi Dirisina, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Divisions

First-Year Programs Division (FYP)

be clear and consistently interpreted by SMEs.It was observed that academic self-description, engineering intrinsic value, and belonging gotvery strong votes with almost a clear choice of survey statements for belonging and engineeringintrinsic value. The 3 sub-constructs in focus here have clear boundaries in their theoreticalunderstanding and that is reflected in the resultant votes of the sorting task. But looking at thesplit of votes between perceived competence and self-efficacy in round #1 of sorting, there wasan almost equal split of votes between them, to the extent of one statement “I can persist in anengineering major during the next year” receiving 5 votes each for perceived competence andself-efficacy. This was expected as was

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tristan Hernandez, University of Texas at El Paso; Sarah Huizar, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Juan Jose Ochoa Jr., University of Texas at El Paso; Victor Manuel Garcia Jr., US Army Engineer Research and Development Center

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First-Year Programs Division (FYP)

translate that interest into involvement. To evaluate the effectiveness of the get involved oncampus workshop, students were tasked with reflecting on their involvement with the studentorganization network as well as their involvement outside of the student organization network.Table 4 shows the number of students that joined student organizations inside and outside of thestudent organization network. The data highlights the drastic increase in understanding thatgetting involved on campus is beneficial.Table 4. Summary of Student Participation in Student Organization Network Organizations Number of students before Number of students after the course the course Yes

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

isintended to clear up any remaining confusion by providing students with chances tocommunicate with both the professor and fellow learners. Often these discussions will centeraround student explanations and solutions as a way of preparing them for independent work. Onhomework, students may consult their notes, textbook, and other resources such as a tutor or theinstructor. These assignments include multiple attempts and flexible deadlines and areconsidered complete once students earn an 80% or better. After the class preps and homework,there are in-class understanding checks (often in the form of quizzes or tests) as well as writingassignments. The writing assignments are done outside of class and include reflections as well asopportunities for

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph Ekong, Western New England University; Arnab A. Purkayastha, Western New England University; Gladys Ekong

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First-Year Programs Division (FYP)

theinstructors and TAs to identify students who may be struggling and provide support early in thesemester. In addition, it is expected that these activities would ease learning anxieties for studentsat the early phase of learning programming and enhance their confidence by being engaged andable to perform the initial basic tasks on their own.The Vertical Non-Permanent Surfaces activities were introduced after the students werecomfortable with the basic programming concepts. The problem sets used for the VNPS activitiesare more complex and reflect real-world situations. Students are tasked with working on theseproblems in groups of three. Students first develop their solution approach individually. They thenmeet in their group to discuss their

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

, technologies used for teaching, pedagogical strategies, student engagement, andpotential cognitive demand [32]. Data was recorded every two minutes for every category usinga set of established codes. Along with the codes, thorough notes were taken at each time interval,and an analytical memo was created after every observation. Given that every class had a similarweekday schedule, another important element was the class timetable. For the pilot study, theresearcher performed two classroom observations. She observed each section at a different time.This helped the researcher to compile an analytical memo reflecting on the observation.Semi-structured interviewThe main goal of employing semi-structured interviews for gathering data was to learn moreabout

Conference Session

First-Year Programs Division (FYP) - WIPS 4: Projects

Collection

2023 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; James Jack Glusing

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Diversity

Tagged Divisions

First-Year Programs Division (FYP)

, respectively, for the MIEN, EECS, CNEN, and CAEN sections) especially ifcombined with demographic characteristic (groups as small as one informant). Thus, the analysesare reported for cumulative sets of responses in Table 1 which reflect data from two years for allbut the CAEN section, Architectural and Civil Engineering, which was added to the courserevision group in fall of 2022. Analyses reported are the product of unpaired t tests.Informant responses included statistically significant differences pre- to post-instruction. Thesewere for confidence in ability to work as a member of a team on an engineering project, knowingthe basics of the engineering design process, knowing how to do engineering experimentation,familiarity with means of analyzing

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph A. Lyon, Purdue University at West Lafayette (COE); Jacqueline Callihan Linnes, Purdue University at West Lafayette (COE)

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Diversity

Tagged Divisions

First-Year Programs Division (FYP)

teaching concepts such as creativity [24], [25], reflection [31], systemsthinking [25], and approaching a problem from multiple different angles or perspectives [32],[33]. The studies also emphasized expanding the tools students used to solve these complexproblems by discussing learning objectives related to topics such as abstraction [34],unstructured problem-solving [25], and more complex classroom tools [35]. These differentapproaches show that many educators across the literature were concerned with broadening howstudent approach solving difficult problems.Broader Perspectives: Adding to this broadening of problem-solving methods, were studies withthe goal of providing students themselves with broader perspectives on how STEM fields affectthe

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Danilo Alberto Gomez Correa, Universidad Andres Bello, Concepcion, Chile

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Diversity

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First-Year Programs Division (FYP)

% DT 0.6017 -14.7% LR 0.5930 -16% NB 0.5709 -19.1%Final ModelThis study employed an artificial neural network with a specific structure to analyze andmodel a dataset (see Fig. 2). The network featured a hidden layer comprising two neurons, achoice-balancing model complexity, and efficiency. The network's target variable was“Dropout,” and all other available dataset variables were used as inputs to predict this target.This configuration allowed for an in-depth exploration of the relationships between” Dropout”and other variables. A key feature of the network was its focus on classification, reflected inits nonlinear

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

Tagged Divisions

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 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benito Mendoza, New York City College of Technology; Angran Xiao, New York City College of Technology; Muhammad Ummy, New York City College of Technology

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

disciplines.Section six describes the course assessment methods, including the post-course survey and ananalysis of students' responses from a pilot implementation, focusing on their comprehension ofengineering disciplines, readiness for academic challenges, and confidence. Section sevendiscusses how students’ feedback has been used to enhance the course and the nextimplementation. Finally, the last section concludes by reflecting on the effectiveness of thecourse, arguing the potential impact of this course on students' academic and career decisions.2. Literature ReviewA student choosing an engineering major is influenced by factors ranging from personal interestsand abilities to external influences like family, educators, and societal perceptions [3

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joan Matutes, University of Indianapolis; Shelby Hacker, University of Indianapolis; Patricia Snell Herzog, Indiana University Indianapolis; Stephen J. Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis; Joan Martinez, University of Indianapolis; Brett Leonard, University of Indianapolis; Joseph B. Herzog, University of Indianapolis

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First-Year Programs Division (FYP)

information and expertisewith their peers, and peers serve as positive role models for social comparison [5]. Additionally,peer mentoring encourages self-reflection and enhances collaboration with others [6]. Reciprocallearning is engendered through improving comprehension and fostering social interactions [7]. Ina study of first-generation college students, peer mentoring was found to contribute to buildingfive practices of exemplary leaders: enabling others to act by strengthening confidence andcompetence, modeling the way by facilitating discussions and sharing experiences, challengingthe process by adapting as pitfalls are encountered, encouraging the heart by recognizing andappreciating personal contributions of peers, and inspiring a shared

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

John William Lynch, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; P.K. Imbrie, University of Cincinnati

Tagged Divisions

First-Year Programs Division (FYP)

questions to teammates during the in- P class programming activities Q11 The resources provided to me made it easier to perform programming tasks at a consistent C level during the in-class programming activities Q12 The resources provided to me allowed me to regularly pay attention to my teammate's C comments about their programming code during in-class programming activities Q13 The resources provided to me allowed me to maintain a similar level of engagement with C programming activities in comparison with the rest of my teammates Q14 The resources provided to me allowed my teammates and I to take time to reflect on the C solutions we

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Breanna Graven, University of Louisville; Patricia A. Ralston, University of Louisville; Thomas Tretter, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Students Sense of belonging statistically increased across the first semester for cohorts 2015 and2016, remained statistically the same for cohorts 2017, 2018, and 2021, and statisticallydecreased for cohorts 2019 and 2020 (fall 2020 is the COVID-cohort). Of particular note is thatthe largest decline in sense of belonging over the course of the first semester was during the 2020COVID cohort year. This suggests that the first-semester social experience for the COVID-cohort may havebeen negatively impacted and was reflected in their reported sense of belonging. While the effectsize is small for all cohorts, the 2020 (COVID-cohort) reported the highest effect size withCohen’s d = 0.30, up to three times larger than in previous cohorts

Conference Session

First-Year Programs Division (FYP) - WIPS 4: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mark Jeunnette, University of Auckland; Enrique del Rey Castillo

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

. Two design-build projects, one individual and one team-based, allow multiple “trips” through the process, with chances to reflect on and discuss thepresented design process. Process content is supported by skills development in spatialvisualisation, CAD and technical drawing, and basic analysis techniques.Background of staffing, space allocation, material costs, and students are described to providecontext; the course aims and methods are described; student feedback is summarized; and plansfor evaluation and further development are outlined.IntroductionIn their review of project-based learning (PBL) in engineering education literature, Chen et. al.highlight the challenge of increased time and effort required by students and teachers to

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs Division (FYP)

writing,hand tool usage, 3D modelling, 3D printing, circuitry, and programming. Other course-relatedfactors were also considered with respect to impact on situational interest, such as, engineeringdesign sub-features, personal satisfaction in proficiency, and teamwork. Participants were 314first-year, undergraduate students enrolled in the makerspace course during Spring of2022. From January 2022 to April 2022, students completed a series of surveys that promptedthem to reflect on their interest regarding specific course-related experiences and activities.Situational interest surveys were administered immediately following the completion of thefeature modules identified above, whereas the maintained interest survey was administered at theend of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ryan Sauve, Cornell University; Celia Evans Ph.D., Cornell University; Lisa Schneider-Bentley, Cornell University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

training practice transforms theseknowledgeable students into effective peer educators and mentors through a cycle of training,observation, reflection, and goal setting [19]. As a corollary to this we also want to interrogatethe impact this new emphasis has on enrolled students’ and facilitators’ feelings of belonging andconnectedness within their workshops and to the larger Cornell community.To support development of community and inclusion, seven trainings in each of Spring 2022 andFall 2022 included emphasis on the use of identify affirming ice breakers and sharing theresearch of social belonging on learning [18]. This training included modeling different types ofice breakers during initial training, identifying the objectives of different

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Mosier, Oklahoma State University; Heather N. Yates, Oklahoma State University; Laura Kay Emerson, Oklahoma State University; Carisa H. Ramming, Oklahoma State University

Tagged Divisions

First-Year Programs Division (FYP)

call (28.1%), and send an email (7.0%) (Figure 3).Figure 2: Introduction to Engineering Students Perception of EmailFigure 3: Introduction to Engineering Students Communication PreferenceTo further clarify, respondents were asked if communication styles reflected communicationtype, using a multiple response type question. For PERSONAL communication (survey definedas with friends & family), respondents preferred sending a text message (34.8%), over making aphone call (34.8%), direct or instant messaging (19.6%), sending an email (1.8%), or via socialmedia by posting content (6.3%). When asked if they had access to their PERSONAL emailaccount via an APP on their phones, all of the responses indicated “Yes.”For BUSINESS communication (survey

Conference Session

First-Year Programs Division Technical Session 3: Teamwork

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela Thompson, University of Louisville; Campbell R. Bego, University of Louisville; Nicholas Hawkins, University of Louisville; Liliana Martinez, University of Louisville

Tagged Divisions

First-Year Programs Division (FYP)

, particularly in the first year.IntroductionTeamwork is an important skill for engineering students and is often a key component of first-year engineering courses. Research has shown that to foster development of teamwork skills,activities should be carefully structured with ample opportunities for practice, constructivefeedback, monitoring, and reflection [1]. One well-established way to develop teamwork skills iscooperative learning, which is a structured form of group work [2]. Cooperative learning is basedon five important tenets: mutual interdependence, individual accountability, face-to-facesupportive interaction, guided practice of interpersonal skills, and regular self-assessment ofteam functioning [3]. Oakley et al. [4] provide a comprehensive

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jahnavi Dirisina, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

literature, while table 2 has three based on the foundational knowledge anddistinctions discussed between self-concept and self-efficacy. This re-classification focuses onthe variables that are task-specific in regard to the assessment of outcomes essentially. Forinstance, academic self-description was used to measure self-efficacy in the paper it was pickedup from [20]. However, because Marsh [43] used academic self-description questionnaire toassess self-concept, it was adapted and reflected in this review. It was an added advantage thatMarsh [43] had used the academic self-description questionnaire to assess self-concept in theoriginal paper.Table 2: Re-classification of variables as pertaining to either academic or non-academicself-concept, or

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph Arthur Brobst, Old Dominion University; Jill Davishahl, Western Washington University; Elizabeth Litzler, University of Washington; Andrew G Klein, Western Washington University; Sura Alqudah, Western Washington University

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Diversity

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First-Year Programs Division (FYP)

Grant No. 1834139. 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.References[1] D. Verdin, A. Godwin, A. Kirn, L. Benson, and G. Potvin, “Understanding How Engineering Identity and Belongingness Predict Grit for First-Generation College Students,” Collaborative Network for Engineering and Computing Diversity (CoNECD) Conference, Crystal City, VA, 2018. Available: https://docs.lib.purdue.edu/enegs/75[2] H.B. Carlone and A. Johnson, “Understanding the science experiences of successful women of color: Science identity as an analytic lens,” Journal of Research in Science Teaching

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, University of Tabuk

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First-Year Programs Division (FYP)

-7]. Modifications to ENGR 2100 focused on implementing the ‘EightDimensions of Wellness’ model [8,9] which has been adopted by WMU as its wellnessapproach. While all eight dimensions of wellness are present in ENGR 2100, they are notequally emphasized. Table 1 shows the portion of course activities (in-classdiscussions/activities and out-of-class assignments) that integrate each wellness dimension.Totals in Table 1 sum to over 100%, reflecting the fact that many activities incorporate morethan one dimension of wellness. It should be noted that the degree to which specific wellnessdimensions are independent vs. overlapping or confounding is an open question in the literature.Thus, the information in Table 1 is helpful in understanding the

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

Tagged Divisions

First-Year Programs Division (FYP)

. Represents how a person processes information. Thinking means that a person makes a decision Thinking – mainly through logic. Feeling means that, as a rule, he or she makes a decision based on Feeling emotion, i.e. based on what they feel they or should do. Reflects how a person implements the information he or she has processed. Judging means that Judging – a person organizes all of his life events and, as a rule, sticks to his plans. Perceiving means that Perceiving he or she is inclined to improvise and explore alternative options.Appendix C: Strength Results by Academic MajorTable C1. Student Strengths results by Academic Major. The darker the green shading, thehigher the weighted

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hernan David Moreno Rueda, Purdue University at West Lafayette (COE); Kevin Michael Simonson; Jeffrey J. Richardson, Purdue University at West Lafayette (COE); Eddy Efendy, Purdue University at West Lafayette (COE); Rustin Webster, Purdue University, New Albany; Brittany A. Newell, Purdue University at West Lafayette (COE)

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First-Year Programs Division (FYP)

engineering and as such does not provide great depth into the engineering cores. Thecourse includes students from twelve different majors within the School of EngineeringTechnology plus students from various majors across the university who are consideringchanging majors or declaring (for those who are undecided) an engineering technology major.The twelve core engineering technology majors are subdivided into four-degree programs asseen in Table 1. The course learning outcomes and in turn curriculum reflect this degree programorganization (particularly Outcome Three). As such one of the main goals of the program is forstudents to determine which degree program and major best fits them and as such this is the firstcourse learning outcome. Outcomes One

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Timothy Frank, U.S. Air Force Academy; Daphne DePorres, U.S. Air Force Academy; Joel Sloan, United States Air Force Academy

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

do engineering, self-confidence in their own ability tosuccessfully pursue an engineering degree, and how many declare and persist in an engineeringmajor. Full development of assessment methods, both qualitative and quantitative, is currentlyunderway.DisclaimerThe views expressed in this article are those of the authors and do not necessarily reflect theofficial policy or position of the United States Air Force Academy, the Air Force, theDepartment of Defense, or the U.S. Government.References[1] Accreditation Board for Engineering and Technology, “Diversity, Equity & Inclusion.” https://www.abet.org/about-abet/diversity-equity-and-inclusion/ (accessed Apr. 1, 2023).[2] National Science and Technology Council, “Charting a

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; David A. Copp, University of California, Irvine; Deniz Nikkhah, University of California, Irvine; Kameryn Denaro; Hye Rin Lee, University of Delaware; Lorenzo Valdevit

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

should take (e.g., over email, in person, online chat,etc.), what additional training may be helpful for the faculty and peer mentors to be effectivementors to this population of students, and generally what aspects of the mentoring experience ismost impactful for the students. We plan to use these results to improve the existing scholarshipprogram and to share effective strategies with the engineering community on how to motivateand support engineering transfer students.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant #1742627. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martinez, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico Mayagüez Campus

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Diversity

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First-Year Programs Division (FYP)

strategies embedded in the PEARLS program, offer renovated alternatives to positively impact the level of success achieved by students in their paths to complete degrees in science, technology, engineering, and mathematics (STEM) disciplines. Acknowledgment This research was supported by the National Science Foundation under Award DUE 1833869. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. References[1] Rogers, J. J., & Rogers, A. A., & Baygents, J. C. (2020, June), Effects of High School Dual-Credit Introduction to Engineering Course on First-year Engineering Student Self-efficacy and the Freshman

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)

Mission; APAE - São Caetano do Sul; Methodist Association of SocialAction - "The Sower" School - São Caetano do Sul. Federal University of ABC and"Hands-on" Non-governmental organization.References[1] A. Galbraith, H. A. Schluterman, L. B. Massey, and G. Scroggin, "Full Paper: Incorporating Academic Coaching in First-Year Engineering Program to Support Student Success and Persistence," presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, Univ. of Tennessee, Knoxville, TN, USA, Jul. 2023. [Online]. Available: https://peer.asee.org/44828[2] Struck Jannini, A. V. (2023, June), “Reflections on Mentorship – Being the Change You Want to See in Engineering Education” Paper presented at 2023 ASEE Annual Conference

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Kristina Wagstrom, University of Connecticut; Daniel D. Burkey, University of Connecticut; Marina A. Creed APRN, FNP-BC, MSCN, University of Connecticut

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First-Year Programs Division (FYP)

concentrations This analysis provides information about the effectiveness of (thus enhancing overall the C-R boxes in removing particles from the air. air quality).AssessmentsAs part of their weekly group assignment, students submit engineering logs documenting theirprogress in constructing and testing the C-R boxes (sample engineering log is provided inAppendix II). These logs detail the design process, project advancement, teamwork, and divisionof labor via Gantt charts and suggestions for improving the design of the boxes. Additionally, theengineering logs prompt students to reflect on testing methods and ethical considerations.Students receive feedback on these logs from the instructors and teaching assistants. As

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University ; Nathan Mentzer, Purdue University

Tagged Divisions

First-Year Programs Division (FYP)

course is highly groupbased and has three projects throughout the semester. The first two projects are small in scopeand is focused to help students learn the design thinking process. The final capstone project is 8weeks long is where students work on solving an open-ended engineering grand challenge. Thefinal deliverable for the course includes a functional prototype for the problem space the studentsare working on, and a final presentation related to the same. There are multiple low stakeassignments in the form of quizzes, reflections and fieldworks embedded throughout the courseadding to their final grade. Since Spring 2020 with the onset of COVID-19, the course alsofollows a HyFlex modality where students are given the autonomy to attend