Conference Session

Technical Session M4C

Collection

2022 First-Year Engineering Experience

Authors

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

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Workshops

. Policy Pract., vol. 19, no. 3, pp. 281–300, 2012, doi: 10.1080/0969594X.2012.665354.[3] D. Canty, N. Seery, E. Hartell, and A. Doyle, “Integrating Peer Assessment in Technology Education through Adaptive Comparative Judgment,” 2017. [Online]. Available: https://www.researchgate.net/publication/320299812[4] S. R. Bartholomew, G. J. Strimel, and E. Yoshikawa, “Using adaptive comparative judgment for student formative feedback and learning during a middle school design project,” Int. J. Technol. Des. Educ., vol. 29, no. 2, pp. 363–385, Mar. 2019, doi: 10.1007/s10798-018-9442-7.[5] G. J. Strimel, S. R. Bartholomew, S. Purzer, L. Zhang, and E. Yoshikawa Ruesch, “Informing engineering design through adaptive

Conference Session

Technical Session S2B

Collection

2022 First-Year Engineering Experience

Authors

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

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Clue.References[1] S. Coffman-Wolph and K. Gray, “Computer coding scavenger hunt using quick response codes (resource exchange),” in 2020 ASEE Virtual Annual Conference Content Access Proceedings, 2020.

Conference Session

Technical Session S1C

Collection

2022 First-Year Engineering Experience

Authors

Peter J. Shull, Pennsylvania State University, Altoona Campus

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Workshops

ideal for both 1) first year (success) classes and 2) facultyteaching any discipline related class.Faculty who desire to provide student with methods to improve performance in their class will findthese LC—HI methods both effective and efficient. From a faculty perspective they are intuitive,very easy to implement, require little time to introduce, create opportunity for studentaccountability, will not detract from time on topical material, and a high percentage of studentswill use them.References[1] W. C. Leuwerke, S. Robbins, R. Sawyer and M. Hovland, Predicting engineering major status from mathematics achievement and interest congruence, Journal of Career Assessment, 12, 2004, pp. 135–149.[2] B. F. French, J. C. Immekus and W

Conference Session

Technical Session S2A

Collection

2022 First-Year Engineering Experience

Authors

Whitney Gaskins, University of Cincinnati

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Workshops

which is part of the curriculum. Students work in 4–6-member heterogeneous groupsproviding a comfortable environment to ask questions and learn. SCLC further strengthens thelearning community built in the SSBP.Monthly Socials: To strengthen the learning community, 3 to 4 monthly socials throughout eachsemester will allow students to interact with invited professionals and upperclassmen in aninformal setting. Each monthly social will revolve around a theme and speaker(s), for example,reducing stress during midterms and finals, time management, setting high expectations,undergraduate research, international experiences, community engagement, etc.Progress Reports: Progress reports help students monitor their academic performance throughoutthe

Conference Session

Technical Session S2C

Collection

2022 First-Year Engineering Experience

Authors

William C. Oakes, Purdue University at West Lafayette (COE)

Tagged Topics

Workshops

Agenda topics Minutes • Introduction to the workshop, agenda and format 5 • Overview of Community-Engaged Learning 15 o Key characteristics and essential elements • Successful models 10 o Which fits my own course • Getting started, what are the first steps 10 o How would I start in my own course(s) • Community partners 10 o Finding partners o Reciprocal partnerships • Reflection 10 o Models to use