Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Gibin Raju, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Niall Seery, Technological University of the Shannon

Tagged Topics

Works In Progress

., judging) student work on these two tasks. Participation in actual ACJ panelswill enable judges to gain a “feel” for what this assessment technique entails and how it couldbe used to enhance first-year engineering students learning experiences. At the end of theFYEE conference, results from the panels will be available for those who are interested.AcknowledgementThis work was made possible by a grant from the National Science Foundation (NSF#2020785). Any opinions, findings, and conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] G. J. Strimel, S. R. Bartholomew, S. Purzer, L. Zhang, and E. Yoshikawa Ruesch, “Informing

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Rui Li, New York University; Jack Bringardner, New York University Tandon School of Engineering

Tagged Topics

Works In Progress

quantitative scores ofare helpful for identifying leadership while individual comments are beneficial for identifyingpotential conflicts. Based on the feedback from CATME, the instructor could apply a variety ofinterventions to prevent further development of conflicts. The inventions include one-on-onevirtual or in-person meetings, group meetings, redistributing of team tasks, and shifting groupactivity to a more agreeable time slot.References[1] S. Akbar, E. Gehringer, and Z. Hu, “Poster: Improving formation of student teams: A clustering approach,” in IEEE/ACM 40th International Conference on Software Engineering: Companion (ICSE-Companion), 2018: IEEE, pp. 147-148.[2] A. Rezvani, R. Barrett, and P. Khosravi, “Investigating the

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Xinyu Zhang, West Virginia University; Lizzie Santiago, West Virginia University; Stefanie Paige Hines, West Virginia University

Tagged Topics

Diversity, Works In Progress

future recruitment efforts to attract engineering students with a diverse background,particularly the underrepresented populations. This paper reported progress of the first objective.Introduction/BackgroundThe importance of diversity in the U. S. engineering workforce has been recognized. Lack ofworkforce diversity in engineering fields has been related to the poor recruitment and retentionof educationally disadvantaged students or underrepresented groups in engineering [1]. Researchhas identified factors preventing those students from pursuing and completing a STEM degreeand strategies to increase diversity in STEM programs such as summer camps/bridge programs,pipeline programs, pre-college programs, targeted programs, and integrated approach

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Elizabeth A. Powell, Tennessee Technological University; Harry T Ingle Jr., Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University

Tagged Topics

Works In Progress

-13/ALL_MAJORS/X/X/home/ (accessed May 27, 2022).[9] S. B. Robbins, I-S Oh, H. Le, and C. Button, Christopher, “Intervention effects on collegeperformance and retention as mediated by motivational, emotional, and social control factors:Integrated meta-analytic path analyses,” Journal of Applied Psychology, vol. 94, no. 5, pp.1163-1184, 2009, DOI: 10.1037/a0015738.[10] C. Cairncross, T. VanDeGrift, S. Jones, Sharon, and L. Chelton, “Best practices for advisingat-risk first-year engineering students, 7th First Year Engineering Experience Conference,August 3-4, Roanoke, VA, 2015,https://pilotscholars.up.edu/cgi/viewcontent.cgi?article=1049&context=egr_facpubs[11] W. R. Habley, “Key concepts in academic advising. In Summer Institute on

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Nada Veskovic, Lehigh Carbon Community College

Tagged Topics

Works In Progress

?” and “What isyour experience with the student leader’s help?” Their responses indicated one hundred percentpositive feedback to the introduction of conceptual questions and a student leader to the class.References[1] Office of Institutional Research & Effectiveness, “Fall 2021 Facts & Figures,” lccc.edu.https://portal%2Dna.campusm.exlibrisgroup.com/assets/LehighCarbonCommunityCollege/LehighCarbonCommunityCollege/CS-Assets/Intranet/Institutional-Research/Fall-2021-Fact-Book-Intranet.pdf (accessed: July 14, 2022).[2] R. Ajjawi, M. Dracup, N. Zacharias, S. Bennett, and D. Boud, “Persisting students’explanations of and emotional responses to academic failure,” Higher Education Research &Development, vol. 39:2, pp. 185-199, 2020.[3] V

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University; Mardarius Liddell Thomas, Christian Brothers University

Tagged Topics

Works In Progress

student selectsappropriate courses for their degree program and optimizing their roadmap towards graduation.References[1] Hasenwinkel, J. and Mack, S. (2021) “Holistic, Wrap-Around, Advising Model to Support Student Success and Professional Development” AIChE Annual Meeting, November, 2021.[2] Assadollahi, A. “Using Proactive Advising in a First-Year Introductory Engineering Course“ ASEE First Year Engineering Experience Conference, East Lansing, MI 2020.

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Erica J Marti, University of Nevada - Las Vegas

Tagged Topics

Diversity, Works In Progress

; Zurhellen, H. S. (1978). Student attitudes toward the grade contract. Improving College and University Teaching, 26(4), 239-242.[7] Frank, T., & Scharff, L. L. (2013). Learning contracts in undergraduate courses: Impacts on student behaviors and academic performance. Journal of the Scholarship of Teaching and Learning, 36-53.[8] Hiller, T. B., & Hietapelto, A. B. (2001). Contract grading: Encouraging commitment to the learning process through voice in the evaluation process. Journal of Management Education, 25(6), 660-684.[9] Inoue, A. B. (2019). Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom. WAC Clearinghouse.[10] Carillo, E. C. (2021). The

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman

Tagged Topics

Diversity, Works In Progress

: Perspectives on the ecology of human development, P. Moen, G. H. Elder Jr., and K. Lüscher, Eds. Washington, D.C.: American Psychological Association, 1995, pp. 619–647.[16] U. Bronfenbrenner, “The bioecological model from a life course perspective: Reflections of a participant observer,” in Examining lives in context: Perspectives on the ecology of human development, P. Moen, G. H. Elder Jr., and K. Lüscher, Eds. Washington D.C.: American Psychological Association, 1995, pp. 599–618.[17] M. Ashley, K. M. Cooper, J. M. Cala, and S. E. Brownell, “Building better bridges into stem: A synthesis of 25 years of literature on stem summer bridge programs,” CBE Life Sci. Educ., vol. 16, no. 4, 2017, doi: 10.1187/cbe.17-05-0085.[18

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Madison Jeffrey, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, UM, Center for Academic Innovation

Tagged Topics

Diversity, Works In Progress

swayed by characteristics andperceptions of students, instructors must approach the practice with a complete understanding ofwhat those ratings reflect. Establishing best practices for peer assessment in how it is conducted,determining the subject matter, and how it is reviewed is integral to the growth of small learningpractices and its positive impacts on the student experience.References[1] M. Donia, T. O’Neill, & S. Brutus. (2018). The longitudinal effects of peer feedback in the development and transfer of student teamwork skills. In Learning and Individual Differences, 61, 87-98.[2] C. Brooks & J. Ammons. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Stephany Coffman-Wolph, Ohio Northern University; John K. Estell, Ohio Northern University

Tagged Topics

Diversity, Works In Progress

. Slater, “Who Gets to Die of Dysentery? Ideology, Geography, and The Oregon Trail,” Children’s Literature Association Quarterly, vol. 42, no. 4, Winter 2017, pp. 374-395.[3] B. Bigelow, “On the Road to Cultural Bias: A Critique of The Oregon Trail CD-ROM,” Language Arts, vol. 74, no. 2, Feb. 1997, pp. 84-93.[4] S. Coffman-Wolph and J. K. Estell, “Playing in the Sandbox: Developing Entrepreneurial Mindset Communication Skills in Introductory Programming Students,” in Proc. 2022 ASEE North Central Sect. Conf., Pittsburgh, PA, USA, Mar. 2022. [Online]. Available: https://peer.asee.org/39256[5] J. K. Estell and D. Reeping, “Providing Authentic Experiences in the First Year: Designing Educational Software in Support of Service Learning