Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicky Wolmarans, University of Cape Town, Department of Civil Engineering and Centre for Research in Engineering Education (CREE); Corrinne Shaw, University of Cape Town, Department of Mechanical Engineering and the Centre for Research in Engineering Education (CREE)

Tagged Divisions

First-Year Programs

together, with recognition of themultidisciplinarity of many problems. S2: it obviously needs to stand, and the, the structure needs to hold, that is the key, but it needs to, the impact it has is how people are going to see it and how people are going to interact with your structure, and that is going to be what reflects the success of your structure.But a sense of how to balance conflicting requirements is missing. In fact satisfying the needsof people is often seen to compromise “good science”: S6: that water is clean but - it is clean but it smells - they have to add some chemical to help it smell nice but as engineers they know that it is clean, it doesn't have to smell nice, it can look green but it is

Conference Session

FPD V: Gender and Engineering Education: A Panel Discussion and Workshop

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Caitrin Lynch, Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Lynn Andrea Stein, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs, Women in Engineering

-analysis andaligning one’s intent with positive micro-messaging, engineering educators may begin theirjourney towards creating positive classroom environments for women and other marginalizedgroups. By effectively using micro-affirmations, clearly delineating parameters of acceptablebehavior (e.g., rendering micro-inequities visible), and making a conscious effort to view theeducational environment through the eyes of non-privileged groups, engineering faculty andmentors will make a great impact for all students, especially women. The power and effect ofchanging one’s language and subtle behaviors cannot be emphasized enough.A further step would be to move beyond individual reflection and behavioral changes to begindiscussing issues of privilege

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University; Robin R Hammond, Arizona State University

Tagged Divisions

First-Year Programs

theengineering fields so our students are engaged and excited about their chosen field of study byseeing and discussing the end product of the industry‟s efforts.Collaborating with engineering success coursesIn reflecting on the Freshman Career Exploration Evening, it occurs to us that the event seems tohave taken place in a vacuum with little actual and deliberate ties to other experiences that our Page 22.768.10engineering freshmen encounter. With this in mind, the Engineering Career Center is developinga multifaceted freshman career exploration curriculum that will be plugged into the engineeringsuccess courses starting the fall of 2011. The Freshman

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Beth R. Isbell, University of Texas at Arlington; Lynn L. Peterson, University of Texas, Arlington; Carter Tiernan, University of Texas, Arlington; Vu V. Pham, University of Texas at Arlington

Tagged Divisions

First-Year Programs

engineering, the non-FIG student population data yielded amoderately positive correlation between SAT Math scores and GPA, while FIG data showed anegative correlation, indicating that average first year cumulative grade point averages decreasedwith increased SAT Math scores. The FORCES cohort showed a strong negative correlationbetween the two variables.Assessment of the FORCES program performance in many cases supported or further informedthe retention and performance data analyses. Members of the cohort consistently identified theFIG component as a strength, and the data reflect that FIG participants in general were retainedat higher rates and performed better than non-FIG participants. Evaluation of elements relativeto calculus readiness and

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University; Gary LeRoy Hunt, Boise State University; Joe Guarino, Boise State University; Doug Bullock, Boise State University; Susan Shadle, Boise State University; Cheryl B. Schrader, Boise State University

Tagged Divisions

First-Year Programs

clearlycommunicated. Data on the start date and total hours worked indicate that a significant numberof students did not use the software in the manner that we had intended. This is also reflected inthe numerous queries about how to use ALEKS that the Math Department received in the lastfew weeks of the summer. It appears that both better advising techniques and stronger incentiveswill be needed.New Actions: (1) Restructure orientation sessions as described in Section 1. The two day formatshould reduce the concentration of information flowing at students in the short advising windowcurrently available. It is also possible that students could use computer facilities on campus tobegin their ALEKS work under our supervision. (2) Track our success rate for

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ani Ural, Villanova University; Joseph Robert Yost, Villanova University; David W Dinehart, Villanova University; Shawn P. Gross, Villanova University

Tagged Divisions

First-Year Programs

understand the limitations and sources of error incomputational and experimental approaches. Furthermore, the integration of all componentsthrough a technical report allows students to reflect on the interrelation between theoretical,computational and experimental components and their respective significance in engineeringanalysis, design and research. Page 22.184.104. Course AssessmentThe students were given three surveys during the semester in addition to the course evaluationthat was administered at the end of the semester. The surveys were given after each module ofthe project to evaluate the contribution of theoretical, finite element

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Robert W. Warke, LeTourneau University

Tagged Divisions

First-Year Programs

retention rates from 1998 through 2007 are shown in Figure 2. The one-yearretention rate graph reveals no overall improvement. It should be noted that the 2007 cohortshows about the same retention as the 2002 cohort (the final year of the graduation rate study inwhich the graduation rate was 33%). The two-year retention rate is also relatively flat from 1998through 2005 at about 50%. The 2006 cohort however, shows a significant increase to 68%. Itwill be interesting to see if this is reflected in future graduation rates. 90% 80% 70% 60% 50% 40% 30% 1-year retention