Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Colarado State University; Tammy Lynn Haut Donahue, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Divisions

First-Year Programs

Paper ID #18212An Active Learning Environment to Improve First-Year Mechanical Engi-neering Retention Rates and Software SkillsBenjamin B. Wheatley, Colarado State University Benjamin Brandt Wheatley was awarded a B.Sc. degree in Engineering from Trinity College (Hartford, CT, USA) in 2011. He spent one year in industry at a biomedical device company before returning to graduate school. He is a doctoral candidate in the Department of Mechanical Engineering at Colorado State University (Fort Collins, CO, USA). His engineering education areas of interest include cultural competency, active learning approaches as they

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary

Tagged Divisions

First-Year Programs

facilitateimproved student learning.The performance of the students in the flipped classroom format was comparable to previoustraditional format offerings. In 2015, the final student average was a B+, and the 2016 finalstudent average was between B/B+. This compares well to the previous 2014 average of a Bgrade. However, it should be noted that the grade breakdown varied between each offering: •   In 2014: 50% final exam, 30% midterm exam, and 20% lab assignments. •   In 2015: 40% final exam, no midterm exam, 15% quizzes, and 45% lab/project assignments. •   In 2016: 40% final exam, 25% midterm exam, 5% quizzes, and 30% lab/project assignments.The grade breakdown was changed based on 2015 implementation results. The lack of

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University, Tandon School of Engineering; Yona Jean-Pierre, New York University, Tandon School of Engineering

Tagged Divisions

First-Year Programs

Engineering Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27181 2. Freeman, S, Whalen, R., Pfluger, C., Sivak, M., Hertz, J., Maheswaran, B. (2016) The Cornerstone Course: Projects and Progress. 2016 FYEE Annual Conference. 3. P.J. Guo, J. Kim, and R. Rubin, “How video production affects student engagement: An empirical study of MOOC videos,” in Proceedings of the first ACM Conference on Learning at Scale, Atlanta, GA, March 2014. 4. Fraley, M. A., & Hamlin, A. J., & Kemppainen, A., & Hein, G. L. (2015, June), Using Pre-lesson Materials and Quizzes to Improve Student Readiness and Performance Paper presented at 2015 ASEE Annual

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sherry Liao, University of Portland

Tagged Divisions

First-Year Programs

1. Arduino. (2017). http://www.arduino.org/, last accessed: January 26, 2017. 2. Cardella, M. E., Wolsky, M., Paulsen, C. A., Jones, T. R. (2013). Informal Pathways to Engineering. In Proceedings of the 120 th ASEE Annual Conference & Exposition, Atlanta, GA. 3. Carnasciali, M-I., Thompson, A. E., Thomas, T. J. (2013). Factors influencing students’ choice of engineering major. In Proceedings of the 120 th ASEE Annual Conference & Exposition. Atlanta, GA. 4. Conrad, J. M., Harkins, M. S., Taylor, D. B., Mayhorn, J., Raquet, J. (2015). Prospect for Success in Engineering: Assessing Freshmen Curriculum Engagement. In Proceedings of the 7th First Year Engineering Experience (FYEE) Conference. Roanoke

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Mark T. Holtzapple, Texas A&M University; Bonnie J. Dunbar Ph.D., Texas A&M University

Tagged Divisions

First-Year Programs

) education. Afterpilot classes were developed, in 1998 the FC curriculum was implemented college-wide. In2003, the university adopted a track system with the FYE foundational courses separated intothree tracks: Track A (aerospace, agricultural, biomedical, civil, industrial, mechanical, andnuclear engineering), Track B (computer and electrical engineering), and Track C (chemical andpetroleum engineering). Track A was primarily project-based and used Mindstorms, Legos,magnetic balls, and beams to build structures. Track B focused on circuit design and computerprogramming. Only Track C maintained the FC curriculum until 2013. The target population ofthis study is first-time-in-college (FTIC) chemical or petroleum engineering students who startedin

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Ann Kos, University of Colorado, Boulder; Sarah Miller, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

final report was based on Steffen Peuker and Raymond B. Landis’ “Design Your Process ofBecoming a World-Class Engineering Student” curriculum (Landis 2013, Peuker 2016). Thisreport was a compilation of the students’ previous writing assignments and newly writtenintroduction and conclusion sections. We gave the students the final project outline as well as areference table that showed the corresponding weekly assignment for each section (seeAppendix). This structure was copied from the Peuker and Landis curriculum and we presentedthis unique final project format to our students as a way to reinforce long-term goals (“Become aSuccessful Engineering Student”) and let them revisit their old work.3. ASSESSMENTOut instructional staff consisted of

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Danielle D. Gagne, Alfred University; Bethany C. Johnson, Alfred University; Steven M. Pilgrim, Alfred University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

and Engineering Statistics. https://www.nsf.gov/statistics/2016/nsb20161/#/[2] Bertrand, Natasha. "Here's The Average SAT Score For Every College Major." Business Insider. Business Insider, 24 Oct. 2014. Web. 28 Jan. 2017.[3] Hacker, D. J. “Definitions and Empirical Foundation” In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds). Metacognition in educational theory and practice, 1998, Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.[4] Zimmerman, B. J. (2002). “Becoming a self-regulated learner: An overview,” Theory into Practice, Vol. 41, No. 2, pp. 64-70.[5] Pintrich, P. R., & DeGroot, E.V. “Motivational and self-regulated learning components of classroom academic performance,” Journal

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

been an Electrical Engineering Professor. Dr. Mendoza is interested in Socioeconomi- cally Disadvantaged Engineering Students, Latino Studies in Engineering, Computer Aided/Instructional Technology in Engineering, and Entrepreneurship/Service Learning.Dr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean P. Brophy, Purdue University, West Lafayette (College of Engineering); Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

. 3. I can create a reasonably complex program in at least one language. 4. I can program in multiple languages, and I can produce fairly complex programs in at least one language. B. Indicate how difficult it would be for you to do each of the following programming-related tasks, assuming you had an appropriate reference manual available. 1 Very Difficult; 2 Difficult; 3 Somewhat Difficult;4 Neutral; 5 Somewhat Easy; 6 Easy; 7 Very Easy a. I could readily write a sequentially-structured program in some programming language. b. I could readily write a program in some programming language that includes conditional and repetition structures. c. I could

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paige E. Smith, University of Maryland, College Park; Elizabeth R. Kurban, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the program, which contribute to continued networks of encouragement andsupport (Samuelson et al., 2014). While developed and implemented to better retain students inthe Clark School, the benefits of the SEEDS programs extend beyond degree completion,through the development of successful leaders and professionals in the field of engineering.ReferencesBaier, S. T., Markman, B. S., & Pernice-Duca, F. M. (2016). Intent to persist in college freshmen: The role of self-efficacy and mentorship. Journal of College Student Development, 57(5), 614-619.Lee, W.C., Seimetz, C.N, and Amelink, C.T. (2014). Examining the transition to engineering: A multi-case study of six diversity summer bridge program participants. Proceedings of

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie R. Gomez, University of New Mexico; Sophia Bowers, University of New Mexico; Abhaya K. Datye, University of New Mexico; Paige Prescott, University of New Mexico; James Scacco, University of New Mexico; Jordan Orion James, University of New Mexico; Nicolai Loner, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Learning Sciences, 2014. 32(1): p. 37-46.48. Svihla, V., How differences in interaction affect learning and development of design expertise in the context of biomedical engineering design, in Science Education, . 2009, The University of Texas: Austin.49. Svihla, V., Contingent Identification in a Biomedical Engineering Classroom, in Learning in the Disciplines, K. Gomez, L. Lyons, and J. Radinsky, Editors. 2010, International Society of the Learning Sciences: Chicago, IL. p. 913-920.50. Danielak, B. and V. Svihla, Why early courses matter for design-focused engineering capstones, in The 41st Annual Meeting of the Jean Piaget Society. 2011: Berkeley, CA.

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Lori Bassman, Harvey Mudd College; Christopher Clark, Harvey Mudd College; Albert Dato, Harvey Mudd College; Angela M. Lee, Harvey Mudd College; Matthew Spencer, Harvey Mudd College; Erik Spjut, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College

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Diversity

Tagged Divisions

First-Year Programs

, Female Male zeros removed zeros removed (a) (b)Figure4:Studentpost-testresultsareshownin(a).Scoreswereoutof10,andthemeanandstandarddeviationareshownforcaseswith(N=118fororiginalcourseandN=182forrevisedcourse)andwithallzeroscoresremovedfromthesamples(N=97fororiginalcourseandN=179forrevisedcourse).In(b),thefinalgradesofstudentsinnewcourse(outof100%),differentiatedbygender.10.0 9.0

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey

Tagged Divisions

First-Year Programs

Percentage Had to Retake Course Phase 1 34 596 5.7% Semester A* 123 573 21.5% Semester B* 135 530 25.5% *Two semesters prior to redesignA total of 224 students responded to the end of semester survey. There were no significant differencesseen between students based on the demographics of gender, race, or ethnicity (p = 0.05. unpaired t-testfor gender, one-way ANOVA for race and ethnicity). However, there were significant differences seenbetween students who had programmed before IPC and those who had not (unpaired t-test, p = 0.05

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Pankaj Sharma, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

0.513 Q8 0.334 0.550 Q9 0.351 0.542 Q10 0.253 0.566 Q11 0.253 0.566 Q12 0.233 0.571 Q13 0.358 0.542 Average 0.299 reliability = 0.588Figure 1 shows a discriminant coordinate plot and Biplot for the survey data. The discriminantcoordinate plot (a), suggests the existence of three different principal components underlying thedata. Though PC1 and PC2 explain much of the variability of the data, including an underlyingmiddle component at the intersection of these two components may provide a betterunderstanding of the data. The same is evident from the Biplot (b

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky

Tagged Divisions

First-Year Programs

experience. a. Exposure to the disciplines. The students indicated that the course prepared them – in general – to be exposed and gain a working knowledge of engineering disciplines other than the one of their choosing. This extended from just general exposure of concepts to specific problems and learning sessions. b. Students understood the concept of guided or directed choice – the philosophy that FYE is a vessel to guide students to the right choice of major, whether this is within the college of engineering or another at the university.Conclusion and Future Work Currently, there is significant work to finish

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Arthur L. Chlebowski, University of Southern Indiana; David J. Ellert PE, University of Southern Indiana

Tagged Divisions

First-Year Programs

that students were asked to design a Rube Goldberg machine thatconducts 90+ steps to complete a simple task. The insights they found through the use of theRube Goldberg machine will hopefully be a starting point for students to hone their design,communication, and teamwork skills such that they can design, communicate, and work onteams effectively in their Senior Capstone and beyond.References1. Javdekar, C. N., Ph, D. & College, M. C. Designing Freshman Engineering Experiences. (2001).2. Andersson, S. B., Malmqvist, J., Wedel, M. K. & Brodeur, D. B. A systematic approach to the design and implementation of design-build-test project courses. Int. Conf. Eng. Des. 1–15 (2005).3. Chlebowski, A. L., Davis, J. L. & Jr, Z

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Joseph Frank, Ohio State University; Kelly Lynn Kolotka, Ohio State University; Andrew H. Phillips, Ohio State University; Michael Schulz, The Ohio State University; Clare Rigney, Ohio State University, Engineering Education Department; Allen Benjamin Drown, Ohio State University; Robert G. Stricko III, Ohio State University; Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

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First-Year Programs

is a senior lecturer in the Department of Engineering Education at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics department and department of engineering education. Her research interests address a broad spectrum of educational topics, but her current foci are adapting problem-solving instructional techniques to first-year engineering and incorporating engineering elements into K-12 science courses.Dr. Richard J

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

James A. Coller, University of Michigan; Magel P. Su, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Robin Fowler, University of Michigan

Tagged Divisions

First-Year Programs

., & Cruz, I. (2009). Mentoring college students: A critical review of the literaturebetween 1990 and 2007. Research in Higher Education, 50(6), 525-545. doi:10.1007/s11162-009-9130-2[4] Hug, S., Thiry, H., & Tedford, P. (2011). Learning to love computer science: Peer leadersgain teaching skill, communicative ability and content knowledge in the CS classroom. InProceedings of the 42nd ACM Technical Symposium on Computer Science Education, 201-206.DOI: 10.1145/1953163.1953225[5] Stout, L. M., & McDaniel, A. J. (2006). Benefits to supplemental instruction leaders. NewDirections for Teaching and Learning, 106, 55-62. DOI: 10.1002/tl.233[6] Oakley, B. A., & Finelli, C. J. (2014). A practical approach to understanding—andapplying!—the

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska Anchorage; Matthew Calhoun, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

shown which students increased their engineering identity andin which factors.The professors should also continue to improve the common Introduction to Engineering courseand evaluate if these engineering identity interventions are effective. It is possible that theseengineering identity interventions could be included in other common engineering courses tohelp improve retention and persistence of engineering students. Future research should also lookinto other areas to improve such as mentoring and tutoring2,3.Bibliography1. Matthews, M. Keeping students in engineering: A research-to-practice brief. 1–7 (2016).2. Yoder, B. L. Going the distance: Best practices and strategies for retaining engineering, engineering technology and

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Howard, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

libezp.nmsu.edu:2186/ehost[4] Liang, B., Grossman, J. (2010). Diversity and youth mentoring relationships. In Allen, T., Eby, L., (2) The Blackwell handbook of mentoring: A multiple perspectives approach (pp. 239-255). Hong Kong: Blackwell Publishing Ltd[5] Chesler, N., & Chesler, M., (2002). Gender-informed mentoring strategies for women engineering scholars: On establishing a caring community. Retrieved from http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=786f3e8c-3928-479b-88af- b256066f1374%40sessionmgr4005&vid=6&hid=4213 https://espace.library.uq.edu.au/view/UQ:258230/th_ASEE_paper.pdf.[6] Trowler, V. (2010). Student engagement literature review. The Higher Education Academy Retrieved from https

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Adams, Chandler Gilbert Community College; Mary Beth Burgoyne

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

year, andthe percentage of women in most undergraduate engineering programs has remained at or below20% for decades, as estimated from enrollment and degrees awarded from National Center forScience and Engineering Statistics data (2012). Further research indicates that women inengineering programs value social context in their program of study. To this end, the designproject discussed in this paper integrates humanitarian application experiences using the NAEGrand Challenges as well as campus-specific projects.It is hypothesized that implementation of this module will a) increase students’ perspective ofengineering as a socially meaningful career option and, b) show higher retention and successfulcompletion by female and underrepresented

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean S. Larson, Arizona State University; Medha Dalal, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Claudia Elena Zapata, Arizona State University; Nasser Hamdan, Center for Bio-mediated & Bio-inspired Geotechnics; Edward Kavazanjian Jr., Arizona State University

Tagged Divisions

First-Year Programs

knowledge, b) attitude, and c) module feedback. The ten technicalquestions asked in the pre-survey are repeated in the post-survey. The post-survey also includesfour attitude questions, using a Likert-type scale. Additional questions included in the post-survey ask the students for their opinions regarding various aspects of the instructional module.Five of these evaluation questions are closed-ended in form, and three are open-ended. Table 1presents all of the questions included in the pre- and post-surveys, and separately categorizesthese questions within domains of inquiry and question type.Table 1Domains of Inquiry, Question Type, and Corresponding Survey Questions Domains Type of Corresponding Survey Questions [Number] of

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Tricia Serviss, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

who have researched the same academic skill and are tasked to summarize and develop steps to implement the skill into their learning practice, using a Plan-Do-Check-Act (PDCA) cycle model (more information in Appendix B). At this time, student teams also review and choose an infographic platform; 3. Student teams develop a draft infographic using their chosen platform. Draft is to be scaled to a 8.5”x11” paper size and printed in color for in-class peer review; 4. Feedback is generated from in-class facilitated workshop and returned to student team in order to finalize infographic and formally submit. A quality effort is incentivized by giving some extra points for the student favorite (top vote

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Mark Tufenkjian, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Eva Schiorring, Research and Planning Group for California Community Colleges

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #20525An Integrated First-Year Experience at ECST (FYrE@ECST)Dr. Gustavo B. Menezes, California State University, Los Angeles Menezes is an Associate Professor in Civil Engineering Department at CalStateLA. Since becoming part of the faculty in 2009, Menezes has focused on improving student success and has participated in sev- eral teaching workshops, including one on ”Excellence in Civil Engineering Education” and another in ”Enhancing Student Success through a Model Introduction to Engineering Course.” He is currently the PI of TUES project to revamp the sophomore-year experience at the college of engineering

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

learning.The DYP ProgramAn innovative, best practices approach, called the “Design Your Process for Becoming a ‘World-Class’ Engineering Student” (DYP) program, has been developed by Raymond B. Landis14 toincrease the quality of the educational experience of first-year engineering undergraduatestudents. Typically, approaches to increase the nature and quality of undergraduate educationexperience are focused on instructional and/or curricular changes. The DYP program is differentin that it focuses on what the students can do themselves to become self-regulated students andtherefore are not only more likely to graduate with an engineering degree but also with a higherquality, i.e. with a higher GPA. Self-regulated learning (SRL) is the process that a

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, along with existing self-assessments of technical and communicationsskills. Additional observations of team engagement, or a lack of it, during in-class activities,beginning early in the semester, could also be compared to student feedback about teamperformance in their project status and reflective updates, which begin with Weeks 3 and 4. References [1] M. H. M. S. A. Hakanen, "Trust in Building High-Performing Teams - Conceptual Approach," Electronic Journal of Business Ethics and Organization Studies, vol. 20, no. 2, pp. 43-53, 2015.[2] C. L. F. Larson, Team Work. What must go right/What can go wrong, Thousand Oaks, CA: Sage Publications, 1989.[3] N. a. B.-L. M. Van Tyne, "Ethics for the "Me

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

expressed interest in the work we are doing. Many of our corporate partnershave content similar to the planned modules, which they use for their own internal staffdevelopment and are willing to share with our students. These partners facilitate trainings for ourupperclassmen leaders during their course meeting times, which occurs either in-person or viaweb conferences. We will continue to enlist their help in developing future modules anddelivering content whenever their schedule allows. Having this type of support from industrypartners gives validity to our efforts to make diversity competence a marketable skillset for ourengineering students. ReferencesBenderly, B. L. (2015, January). Checkered careers

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Khushikumari Patel, Clemson University; Claire L. A. Dancz, Clemson University; Eliza Gallagher, Clemson University; Charity Watson

Tagged Divisions

First-Year Programs

) failed (Fig-ure 3a). Four of the five Researchers passed the course; each successful Researcher went at anoverall steady progress despite reaching a multi-week plateau during the semester. We hypothesizethat Researchers used their inclination to allocate resources and their desire to verify the practical-ity of decisions to establish clear and reasonable goals for their own course progress. They appearto have broken the course into attainable weekly progress goals. Since gathering information is theinitial action for Researchers, the specific information provided by the IKC may have helped themprioritize and allocate the resources available to them. (a) Researcher 1 (b) Researcher 2 (c) Researcher 3

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Chiki, Ohio University; Braden Vale Jay Robinson, Ohio University

Tagged Divisions

First-Year Programs

thehighest risk while still supporting those struggling to make efficient progress through thecurriculum. Our hope is that as the rate of student engagement with the assessment improves, sowill its impact on students.References[1] Tyson, C. (2014, September 10). The 'murky middle.' Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2014/09/10/maximize-graduation-rates-colleges- should-focus-middle-range-students-research-shows[2] Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.[3] Meyer, M., & Marx, S. (2014). Engineering dropouts: A qualitative examination of why undergraduates leave engineering. Journal of Engineering Education, 103(4

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Norma L Veurink, Michigan Technological University; Justin Foley, University of Michigan

Tagged Divisions

First-Year Programs

: completely prepared, veryprepared, moderately prepared, slightly prepared, not at all prepared). a) Math b) Science c) Technology (use of computers and software packages) d) Engineering (using math and science to solve real-world problems) e) Graphical tools (use of programs such as CAD) f) Graphical communication (understanding engineering drawings and 2-D representations of 3-D objects) g) Writing h) Speaking22. Had you completed a calculus class (not pre-calc) prior to starting coursework in the College of Engineering (yes or no)23. How confident are you about your time-management skills? (Completely confident, very confident, moderately confident, slightly