Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danahe Marmolejo, Saint Louis University; Chris Carroll P.E., Saint Louis University; Michael A. Swartwout, Saint Louis University; Kyle Mitchell, Saint Louis University; Raymond LeBeau, Saint Louis University; Gary Bledsoe, Saint Louis University; Susheel Singh, Saint Louis University; Huliyar S. Mallikarjuna, Saint Louis University; Scott A. Sell, Saint Louis University

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First-Year Programs Division (FYP)

rate of69.4%. Through meticulous data analysis using SPSS, it was observed notable increases in meanscores for Ideation, Interest, Help Seeking, and Unnamed factors, reflecting positive shifts instudents' entrepreneurial mindset. Significant improvements in factors such as Ideation, Interest,and Help Seeking highlight the efficacy of our course in nurturing the multifaceted skills essentialfor success in engineering and entrepreneurial endeavors. Our findings indicate modest statisticallysignificant improvements in Ideation and overall total scores from pre- to post-tests, validating theeffectiveness of this pedagogical approach. Lessons learned from this study will inform futureiterations of the course, ensuring continued refinement to better

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wee Sing Yeo, University of Cincinnati; Muhammad Asghar, Utah State University; Sheryl A. Sorby, University of Cincinnati

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

such a way that this alignmenttermed their academic identities has a certain impact on their efforts and achievements. Thestudy [8] reveals that the college experience for individual students is influenced by theirperceptions of interpersonal interactions and norms, which a reflective of the college culture andthus play a pivotal role in shaping student performance, engagement, and persistence, surpassingpredictions solely based on socioeconomic status or academic preparedness indicators.The fundamental concept of Engineering Stress Culture (ESC) originates from the uniquedemands and challenges inherent in the culture of engineering education which equates learningwith suffering and shared hardship identity, as emphasized in one of the six

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Jorge Paricio Garcia Ph.D., HRM, MID, University of Connecticut; Jake Scoggin, University of Connecticut; Martin Huber, University of Connecticut; Michael Cohen, University of Connecticut; Stephany Santos, University of Connecticut; Kathrine Pavel Ionkin, University of Connecticut; Sean Patrick Hirt, University of Connecticut; Britney Russell, University of Connecticut

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Diversity

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First-Year Programs Division (FYP)

the habitat. Finally, the smaller groups integrated theircomponents and collaborated to maximize the energy efficiency and performance of the Solar-powered Habitat.The assessments of this project were designed for each level of teamwork: 1) Studentshighlighted their contributions through an Engineering Portfolio. 2) Smaller groups reflected ontheir design and building process by submitting weekly engineering logs and a semester-endposter. Finally, 3) Each group habitat (comprising 5~6 groups) presented its energy-efficienthabitat design in the first-year design expo at the end of the semester. The ongoing datacollection of this effort on project-based, multidisciplinary, multilevel teamwork proved how thisproject design effectively cultivated

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

ALEJANDRA ESTEFANIA CERVANTES; Miguel Andres Andres Guerra, Universidad San Francisco de Quito USFQ

Tagged Divisions

First-Year Programs Division (FYP)

high rates of universitydropout and the determination of its main causes and solutions [1]. Dropout affects significantlyboth personally and socially. Deficient education for dropouts can be reflected in a significantdecline in their future economic and social well-being [2]. Furthermore, a shortage of skilledworkers can undermine a country's productivity [2]. Currently, universities have high dropoutrates that are evidenced in the data officially presented by official institutions. According to theUnited Nations Organization, dropout exceeds 40% in Latin American countries such asColombia and Ecuador, and even 50% and 54% in Costa Rica and Brazil respectively [3]. Theserates worsen significantly when emphasis is placed only on STEM careers

Conference Session

First-Year Programs Division (FYP) - Technical Session 11: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University ; Elizabeth Castroverde; Paige Charette, New York University ; Salma Moutasim Salaheldin Abuelgasim, New York University Abu Dhabi ; McKenna Yoshinobu; Rui Li, New York University; Victoria Bill, New York University ; Ingrid Paredes, New York University

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First-Year Programs Division (FYP)

project-based learning can enhance confidence and refine a skill setdirected towards engineering fields. Feinaur’s integration of innovation and entrepreneurshipinto first-year engineering courses focused on product-based innovation projects to develop acurriculum for students [5]. Students were successful in applying the techniques that theylearned.Assessing engineering design through projects has proven to increase first-year engineeringstudents’ self-efficacy [6]. This study included an in-class team design task supplemented byindividual reflections. The exam on the other hand was an individual written assessment. Resultsconcluded that the design task increased levels of self-efficacy more than the exam.Conclusions about whether a student

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University at West Lafayette (COE); Nathan Mentzer, Purdue University at West Lafayette (COE); Adrie Koehler; Shawn Farrington, Purdue University at West Lafayette (COE); Elnara Mammadova

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First-Year Programs Division (FYP)

-cognitive theory, Zimmerman [14]established a cyclical framework of self-regulation that is divided into three phases: 1)forethought phase (processes promoting a learning mindset by involving one’s beliefs, attitudes,and processes before any academic task), 2) performance control phase (intentionally 2participating in learning activities specific to a personal strategic plan and augmenting learningby utilizing self-control and self-observation processes), and 3) self-reflection phase (evaluatingpersonal performance against goals, learning outcomes, or self-standards and modifying futurelearning strategies). The cyclical nature of this model posits

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Idalis Villanueva Alarcón, University of Florida; Quinn Alessandro Corrigan, Minnesota State University, Mankato

Tagged Divisions

First-Year Programs Division (FYP)

Manage, vol. 37, no. 1, pp. 280–304, 2011, doi: 10.1177/0149206310386227.[10] K. L. Meyers, S. E. Silliman, N. L. Gedde, and M. W. Ohland, “A comparison of engineering students’ reflections on their first-year experiences,” Journal of Engineering Education, vol. 99, no. 2, pp. 169–178, 2010, doi: 10.1002/j.2168-9830.2010.tb01053.x.[11] P. J. Collier, “Why peer mentoring is an effective approach for promoting college student success,” Metrop Univ, vol. 28, no. 3, 2017, doi: 10.18060/21539.[12] J. M. Kiyama and S. G. Luca, “Structured opportunities: Exploring the social and academic benefits for peer mentors in retention programs,” J Coll Stud Ret, vol. 15, pp. 489–514, 2014.[13] R. Ghosh and T. G. Reio, “Career

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sunai Kim, California State Polytechnic University, Pomona; Andrew Forney, Loyola Marymount University; Christopher Cappelli, Loyola Marymount University; Lambert Doezema; Vanessa Corinne Morales, Loyola Marymount University; Pornchanok Ruengvirayudh Ph.D., Chiang Mai University

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Diversity

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First-Year Programs Division (FYP)

management (n = 8),transitioning to college (n = 5), and commuting (n = 3). Time management, especially coupledwith transitioning, was a main issue in the beginning of the semester. Specifically, studentsstruggled with balancing responsibilities in their lives (e.g., spreading out assignments andreadings instead of waiting until the last minute, study life versus work life, exercise, sleep andwaking up schedule). Being commuters affected academic performance and health. Due to a longcommute, sometimes students came to classes late, missing critical class information. Thisimpacted their understanding of the subject matter, and it was reflected in their low grades.Similarly, after a long commute back home, they only had limited hours of sleep. This

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas H. Cheong; Meagan Eleanor Ita, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University; Ethan Cartwright, The Ohio State University; Amanda Marie Singer, The Ohio State University

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First-Year Programs Division (FYP)

. Relative to the EDP, EM is anewer addition to the FYEP curriculum, so we posit that an EM-to-EDP connection may indicatethat students are beginning to see an EM as integral to the design process. Although we hesitateto draw strong conclusions given our sample size, future work should explore how studentsconceptualize the relationship between moving through the EDP and doing so with an EM astheir guide.On the other hand, Exploration was the least applied code across datasets. Our finding thatstudents mentioned Exploration the least may indicate an area where the design projectcurriculum can be improved. For example, we could have students reflect on how externalexperiences, resources, and/or other courses may relate to their projects, or we could

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Craig M. Harvey P.E., Georgia Southern University; Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University; Roberto Champney

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

college is to only admit high achieving, financially secure, andemotionally (e.g., college adaptive) ready students. However, our country deserves better thanthat and our economy demands more engineers, not less. Additionally, all three of theseprograms could be easily adopted at other institutions.A side benefit of the programs was student increased confidence and the development ofleadership skills for both existing and new freshmen students. While leadership was not directlyassessed, strong anecdotal evidence reflected students engaging in leadership activities (e.g.,officers in student organizations). This benefit will be better assessed in the future to determineits impact.As engineering educators, we must continue to evolve and find ways to

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin M. Anderson, Southern Methodist University; Kristen McAlexander, Schreiner University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Mean St. Dev Mean St. Dev Non-Traditionally Underrepresented Students 3.510 0.426 29.30 3.797 Traditionally Underrepresented Students 3.236** 0.717 28.20 5.448 PMP-Eligible Students 3.161** 0.813 28.02 5.255 PMP Participants 3.343 0.546 28.46 5.782Significance reflects results of an independent samples t-test between non-TU students and TU studentsubpopulations. * p ≤ 0.05, ** p < .01, *** p < .005.Since RQ2 seeks to understand the relationship between participation in the PMP and studentacademic

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Wonch Hill, University of Nebraska - Lincoln; Lance C. Pérez, University of Nebraska - Lincoln; Sohrab Asgarpoor, University of Nebraska - Lincoln; David Jones, University of Nebraska - Lincoln; Zachary George Short, University of Nebraska-Lincoln; Jennifer N. Rutt, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

round of interviews was scheduled to take place in the spring of 2020. Due to theCOVID-19 pandemic, and the abrupt switch to online learning in March of 2020, data collectionfor the first cohort was delayed until mid-summer. We also needed to update IRB protocols toinclude remote interviews as well as update the interview protocol to ask about any positive andnegative experiences the students had due to the COVID-19 pandemic. Consequently, weinterviewed cohort 2 (AY 2020-2021) in the spring of 2021. We then interviewed students fromcohort 1 (AY 2019-2020) in the fall of 2021. Although these students were entering their thirdyear of college (typically junior level), we used the same protocol and asked them to reflect ontheir first year. Finally

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

self-advocacy processes. A brief reflective assignment that asks allstudents to consider personal assets and challenges that they are facing in their collegiatejourneys might be beneficial. The FYED course already introduces students to social styles, andthis information is often used in teaming. The instructional team could consider whether thisexercise could be modified to introduce other diversity characteristics and specifically addressneurodivergence and potentially mental health issues. The faculty development series forinstructors could also introduce topics related to ND and encourage faculty to integrate UDLprinciples.AppendixSurvey items to measure teamwork experiences during the semester (response options): Rate your experience on