Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, we have tracked retention of ourprogram’s students prior to and throughout our project progression to examine whether ourinterventions have affected student persistence. This paper reflects some of the currentconclusions drawn from this retention analysis.Data Analysis MethodsData presented here are of students enrolled in the program before and after the project began.We have analyzed and compared historic student demographics, course grades, academicprogression, retention, and graduation rates. We obtained student demographics, transcripts, andcourse grade information through the university’s enrollment management office. We alsocollected student demographics information via student survey within department-specificcourses. Enrollment

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines

Tagged Divisions

First-Year Programs

tool developed by Edmonson (1999) was consideredfor the next research stage to analyze the team as a whole entity (for insights on internalization);focusing on a research framework that will potentially be bi-modal for courses online and in-person will take precedence.Online team building will require modifications and presumably a different approach than in-person team building; hence this is a relevant area to be explored. To better understand therobustness of the “Psych Safe” modules, the purpose of the modules will be better aligned witharticulation of autonomy, competence and relatedness; which will be reflected in the qualitativesurvey questions. We also look forward to results from Spring 2020, that includes the controlgroup comparison

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

that was required to correctly assemble a cookiesandwich that would meet all of the quality control requirements. In other cases, the approachesused to teach the volunteers (lecture v. demonstration) during the training period would cause thevolunteers to be confused or forget information about each person’s role. Throughout the project,communication topics such as learning styles and intercultural communication were discussed inclass to prepare students for the training period and assembly test. The goal of this project wasfor students to experience the importance of effective communication. A final presentation andreport provided an opportunity for the teams to reflect what went differently than they hadanticipated in the Cookie Sandwich

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

Tagged Divisions

First-Year Programs

students (92.8%). Persistence for years two and threeis also high, but indices beyond the 3rd year deteriorate. Institutional data shows an on-timegraduation rate of less than 10% and a graduation rate of roughly 50%. At UPRM, graduationrates show a decline of more than fifteen perceptual points across the years as denoted in Figure1. A snapshot of similar indicators in function of family income reveals that trends are markedlylower for students from low-income families, as seen in Figure 2 for data from 2016. AcknowledgmentThis research was supported by the National Science Foundation under Award No. 1833869.Any opinions, findings, conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

goals, and the academic work they will accomplish during their timeat Tufts. They have the opportunity to reflect and discuss topics including, but not limited todiscerning their major, exploring Study Abroad program options and applying for internships.They also spend time discovering different forms of research and talking with faculty about theirexperiences with research. Additionally, the scholars hone their writing, producing a personalstatement, updating & polishing their resume and cover letters, as well as perfecting the mannerin which they verbally express their goals and accomplishments.Since its inception, the RISE cohort has grown as the Center for STEM Diversity works withAdmissions to determine which students will be invited

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk DeCosta, Northwestern University; Kathleen Carmichael, Northwestern University; Lisa M. Davidson, Northwestern University; Ordel Brown, Northwestern University; Elise Gruneisen, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course learningoutcomes) rather than direct measures (e.g., work produced by students evaluated against criteriathat reflect the learning outcomes). While beyond the scope of the present study, examiningdirect evidence of students’ learning and development in this course context would be a usefulnext step. Our future work also seeks to understand how students identify their own and others’strengths and their conceptions of the design process. Individual student interviews along withanalysis of student free responses around design and project management will be used to furtherinvestigate these questions. In the present study, researchers hoped for a higher survey responserate to allow for group comparisons across various identities (i.e., race

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ruben D. Lopez-Parra, Purdue University, West Lafayette; Arístides Carrillo Fernández, Purdue University, West Lafayette; Amanda Johnston, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

´erieur D’Ing´enieurs en G´enie Electrique) at Rouen, France in 2009, and his B.S. in Systems of Telecommunication at Polytechnic University of Madrid at Madrid, Spain in 2006. Ar´ıstides’ research interests include the role of empathy and reflection in learning in engineering education and practice contexts, and professional development in global environments.Amanda Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering) Amanda Johnston is a PhD candidate in engineering education at Purdue University.Prof. Tamara J Moore, Purdue University-Main Campus, West Lafayette (College of Engineering) Tamara J. Moore, Ph.D., is a Professor in the School of Engineering Education and Interim Executive

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

institution, in a student’s decision toremain there. However, culture and student perspective should also be valued and considered.Institutions that are more agile in doing this may be more successful at maximizing retention andsuccess for wider numbers of students, with a range of backgrounds related to race, ethnicity,socioeconomic status, environment, and/or the intersectionality of these and others. For example,students from backgrounds that reflect first-generation college attendance can also face a rangeof similar (though not identical) challenges. While there can be various approaches to enhancingretention for students of all backgrounds, first-semester GPA may help better predict andencourage graduation for students [11-13].STRIDE: A Cohort

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Smith, University of Notre Dame; Elizabeth Kerr, University of Notre Dame

Tagged Divisions

First-Year Programs

-year engineering students was acquired through open-ended surveys.As shown in Table 4, surveys were given to participants in Cohorts A and B at the end of thefirst-year of engineering study and at the start of the second-year of engineering study (to allowstudents time to reflect on their major discernment process and determine the certainty of theirmajor selections). In these Table 4. Open-Ended Student Feedback Opportunitiessurveys, the main questionasked participants to reflect Offered to Offered to Student Feedback Opportunitieson their first-year of Cohort A Cohort Bengineering

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M Gillespie, University of New Haven; Goli Nossoni, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

]. Similarly,the faculty of the pilot sections prepared a pre and post survey that all students taking EASC1107would be asked to complete. IRB approval was obtained, and students were asked to consentbefore completing surveys. The surveys had students create an anonymous identifier by whichwe were able to match their pre and post surveys while retaining student anonymity. Due to thechallenges of having all students complete the pre/post survey, as well as one faculty member notpassing out the post survey in time, the analysis is presented for 3 sections of makerspacecourses with 22 paired responses, and two sections of the traditional course model reflecting 25paired responses.The pre survey was passed out in the middle of the semester, just prior to

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julianne Vernon, Vanderbilt University; Yin Huang, Vanderbilt University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

activities we will increasestudents mindset in the three C’s as compared to a control group. The assessment includescuriosity scale pre & post survey and three reflection assignments.MethodsParticipants - This research project was approved by Vanderbilt’s IRB # 191344. Participants inthis research were broken into two major groups, intervention and control. The interventiongroup are students who enrolled in the new introductory chemical engineering module. Thecontrol group are students who enrolled in the historical model of the chemical engineeringsection. Table 1 below, summarizes the number of students in the control and interventiongroups.Table 1. Enrollment data for Control and Intervention Modules Control

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Abiade, University of Illinois at Chicago; Joanne Moliski, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to themas long as they are UIC students.For the non-therapeutic content, the research team leaned heavily into the work being done bythe Office for Research on Student Success, particularly a tool called Non-Cognitive Profiles(Appendix). The percentages to the right reflect all students who participated in the survey. Forparticipating students, the areas of highest concern were identified as the student’s likelihood toseek help/view help-seeking as non-intimidating and the student’s confidence that s/he willbelong in college. To address the academic help-seeking, the research team attempted tonormalize interactions with professors, which can often be intimidating to new students. Anengineering faculty member either lead or co-facilitated

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Gray, Duke University; Ann Saterbak, Duke University; Sophia T. Santillan, Duke University; Michael Rizk, Duke University; Jessica Sperling, Duke University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

[22] Engineering skills (tinkering) self-efficacy [22] Engineering design self-efficacy [23] Engineering academic engagement n/a, original instrument Creativity Creative self-efficacy [24] Value of creativity [25] Personal Development General self-efficacy [26] Grit/perseverance [27] Professional Skills Teamwork skills [28] Communication skills [28] Leadership skills [28] In the T2 instrument, we additionally utilized a retrospective pre-assessment,implemented at semester end but asking participants to reflect on

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jessica Ohanian Perez, California State Polytechnic University, Pomona; Cesar Moreno

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

traditionally served by the field of engineering due to a lack ofrole models. Although the six-year graduation rate for women is comparable to men [5] and thetotal number of engineering bachelor’s degrees awarded to women has increased by 71% during2006-2016, the percentage of engineering bachelor’s degrees awarded to women held steady atapproximately 20% over that decade [9]. This percentage may be a reflection of a lack of rolemodels as women represented only 14% of the engineering workforce in 2017 [9] and only 17%of engineering tenure-track faculty positions in 2018 [10].Another barrier for entering engineering programs is the prescriptive nature of engineeringcurricula [11]. The pipeline for becoming a successful engineering student is long

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rezvan Nazempour, University of Illinois at Chicago; Houshang Darabi, University of Illinois at Chicago; Renata A. Revelo, University of Illinois at Chicago; Peter C. Nelson, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Jeremiah T. Abiade, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

module, students were placed into groups of three to four. The teams decided on a communication method and planned a meeting schedule for the semester. A composition notebook was provided to each group to document their meetings and to record a brief reflection of each meetings. Students were required to bring their group notebooks to the ENGR194 class. Notebook checks were performed randomly during the semester to keep track of the learning process. • Four-year Graduation Plan Development: The purpose of this module is to guide student to develop their plan for taking courses during their undergraduate years. In the first session of this module, the instructor described some important rules and

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

them to use every second, every minute, while you are walking from class to class, that you think about mathematics. Always thinking. Practice a lot. I tell them (students) that you have to think like a mathematician - practice like a basketball player. That is what I tell them to do before they come to the classroom, and after they leave.Interview data in support of developing teamwork and communication skills:  Student: It really helps, as a female, to be able to get together with other females - and males - to work in groups in what is otherwise a male dominated field. It is easier to ask questions, see role-models.  Student reflection statement: What I will remember about this workshop is the

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, Ohio State University; Cassondra Wallwey, Ohio State University; Michael Parke, Ohio State University

Tagged Divisions

First-Year Programs

the students to manufacture, each which comeswith various parts and accessories that allow for a variety of designs of the Mr. Potato Head toyto be used as different products for the lab, whose designs can be seen in Figure 1 on thefollowing page. As seen in this figure, the designs differ in arm placement (seen by the lowerarms in the Red and Yukon models versus the higher arms in the Spud model), hat type anddirection (seen in differences between all three models), the inclusion of a mustache (seen by themustache only present in the Yukon model), and eye orientation (seen by the ‘reflections’ in theeyes facing up in the Red and Yukon models but rotated to face down in the Spud model). Eachteam is provided with the parts of approximately 20

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University, West Lafayette; Rui Wang, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Gaurav Nanda, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

instructed to write constructive self-reflection and feedback to other team members based on a validated teamwork behavior modelthat was introduced and assessed via CATME [21].In our formulation, our problem is to determine whether a word in a sentence is the name of aperson. We can perform such analysis from two perspectives. One is a cloze-like task wheregiven the context of the word of interest, we can make predictions on the grammatical andsemantical representations, and the other is to perform classification on words with character-level information. To extract as much information as possible, we need to leverage both word-level and token-level information. We propose to use a machine learning model, an ensemble of5 models trained on different

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony T. Cahill, Texas A&M University; Andrea M. Ogilvie P.E., Texas A&M University; Mark Weichold, Texas A&M University

Tagged Divisions

First-Year Programs

, with additional members from the math department.The committee for the mechanics course (ENGR/PHYS 216) was comprised of faculty from thecivil, mechanical, and aerospace engineering departments, as well as members from the physicsdepartment. Likewise, the committee for the electromagnetism course (ENGR/PHYS 217)consisted of faculty from the electrical engineering department and physics department. Thedifferent faculty appointed to these committees took different levels of ownership of the work.These differing levels of involvement meant that the vision of some faculty members was morestrongly reflected in the committees’ final work.The implementation committees were formally independent of each other, save for the constraintthat the later

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua A. Enszer, University of Delaware; Jenni M. Buckley, University of Delaware

Tagged Divisions

First-Year Programs

below the minimum standard to reflect a form of “partialcredit” for work, but also an effective “zero” standard for when work completely fails to addressa criterion.Once constructed, the algorithm for assessing student work is as follows, for each criterion: (1) Decide if the work matches the description of the highest standard. If so, mark this level; If not, move to Step 2. (2) Decide if the work matches the description of the minimum standard. If so, mark this level; if not, move to Step 3. (3) If the work is between the two descriptions, decide if it is closer to the highest or the minimum standard and mark the appropriate level; otherwise move to Step 4. (4) If the work appears to attempt to meet this criterion

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

Tagged Divisions

First-Year Programs

this their first college experience.Confidence Group #1 and Group #2 Students were asked to reflect on their confidence in completing their engineering degreeat the beginning of their academic career in college and current (present) confidence. At the timeof the pre-assessment, most students were just starting their college careers. Therefore, reflectionon their beginning confidence, at 80%, would likely project from their high school experiences.This also explains their present confidence in completing their degree reporting at moderatelyhigh 77%. 8Post-Assessment of Engineering 101(ENES 101); Group #1 -Group #4 First year students

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Corey Kiassat, Quinnipiac University; Ruby ElKharboutly, Quinnipiac University

Tagged Divisions

First-Year Programs

, Learning Strategies, ENR 199, that focuses on metacognition, study habits, transition from high school to college, and test-taking skills. The purpose of this course is to introduce students to evidence-based learning strategies and to help students become self-regulated learners, capable of achieving their full academic potential. In ENR 199, students reflect upon the fundamental nature of learning and what types of learning activities best facilitate their learning process. In addition, students explore topics related to achievement, motivation and a growth mindset. The goal of this course is to help students not only develop a deeper understanding of these topics but learn ways that the strategies and tools discussed in class

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Carson Lee Running, University of Notre Dame; Xiaojing Duan, University of Notre Dame; G. Alex Ambrose, University of Notre Dame

Tagged Divisions

First-Year Programs

, and was motivatedby the obvious fact that boosting students with non-thriving behavior earlier in the semester yieldsmore time for them to make substantial adjustments for success. Specifically, identifying andboosting non-thriving students at the end of week four provides each of them with over a week tomake changes before the first exam, which accounts for 15%.The first step in this analysis was to manually calculate an adjusted final grade for each student.This adjusted grade only accounted for scores on each of the homework assignments and twoexams. This adjusted final grade reflected each students’ individual ability compared to the actualfinal grade which accounted for ≈ 50% of group project work, the discernment paper, andparticipation

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Racheida S. Lewis, University of Georgia; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

fifty or something that’s not reflective of the effort, put in, that would just be discouraging and I think it would probably make me try less, because if I know a hundred percent effort is gonna give me fifty percent of the grade, then I can scale it down, right? I can do less and get about the same. [135_Interview_Lam_M4_2010]But, another found these negative experiences served as fuel to fire their desires to do better inthe course: And for someone to tell you, 'I feel like you didn't—you weren't really as—as on point with the situation as you should have been.' So now that kind of helps me to sit back and think outside of the box and analyze every problem that I'm faced with

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda Christine Bordelon, Utah Valley University; Susan L. Thackeray , Utah Valley University; Sean S. Tolman, Utah Valley University; Jane M. Loftus, Utah Valley University

Tagged Divisions

First-Year Programs

section that claimed the civil-version “did not teach as much basic math and science for their discipline area”.The instructors plan to teach at least one more semester with the discipline-specific version to gather moredata on the student engagement responses. Two years after each version were given, the instructors intendadminister the same survey to the same students in order to determine if the students in reflection felt theirversion of the introduction course was helpful for them to progress in their respective program choice.AcknowledgementsThe author would like to acknowledge the Utah Valley University’s Office of Engaged Learning forfunding the project.References[1] R. Adams et al., “Multiple Perspectives on Engaging Future Engineers

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University; Ryan Munden, Fairfield University

Tagged Divisions

First-Year Programs

demonstrate effective oral communication of technical content. A lecture focusing on effective oral presentation techniques was presented to demonstrate effective oral presentations. Students presented their IOP in the class [8]. • Writing Assignments: Writing assignments (WAs) were chosen as an assessment method to demonstrate students’ improvements in technical writing. Individual writing assignments included topics ranging from “Explain how something works” to “Reflect on your speaking skills”. Specific content was not as important as demonstrating mastery of writing skills. For example, the first writing assignment was: Understand the roles of engineers in different fields and different industries in

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kevin J. Lindsay, University of North Carolina at Charlotte; Meg Harkins, University of North Carolina at Charlotte; Rachael Ohu, University of North Carolina at Charlotte; Sherman Mumford, University of North Carolina at Charlotte; Linda A. Thurman, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, and WE Engage! in 2019, were developed to complement existingfreshmen student support programs, with a focus on specific target populations whose numbershave been historically low relative to the larger university population and surrounding areas.Engage ME! is a diversity and inclusion program developed to recruit, retain, and graduatemulticultural COE students. While open to all students, Engage ME! emphasizes engagementwith African American, Hispanic/Latino and Native American students for personal, academic,and professional development. Although the UNC Charlotte student body reflects the diversity ofour community, the same cannot be said for the COE. Underrepresented students from ethnicand racial minorities account for 41% of the

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

participation for women.MethodsThis work presented here is part of a larger mixed-methods study, employing an exploratorysequential study design: first, qualitative data were collected and analyzed, which then informedthe development of a survey to collect quantitative data [5].Qualitative Interview AnalysisAs part of the qualitative study [4], fifteen interviews were conducted with female students,prompting them to reflect on their team project in their first-year engineering course and discusswhat contributed to their satisfaction, or dissatisfaction, with their team experience. Studentswere asked to describe their team project; discuss which tasks they performed in the project andwhether there were any tasks they wished they did more or less of; and

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

testing week.There is a spike in student motivation. Many students share that they enjoy finally being able tobegin building their project. During the Week 7’s construction week, many report struggles,setbacks and trouble with coding, resulting in a decrease in motivation. Week 8 is the lastconstruction and testing week. Some teams report their design starts functioning properly whileothers still struggle to get it to work. Week 9 is the presentation and demo day. Many reflect theyenjoy growing together as a team, have fun building the project and learn a lot. Some complainabout uncooperative team members and challenges of the project. 7 6 Self-Determination Index (SDI

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cara Mawson, Rowan University; Cheryl A. Bodnar, Rowan University; Scott Duplicate Streiner, Rowan University

Tagged Divisions

First-Year Programs

content ofthe quest has been mastered, leading to its approval or that the quest has been returned,demonstrating that they have not yet mastered the content. Whether quests are returned orapproved, students receive personalized feedback on their completed work.Figure 1: Screenshot of a quest within the Rezzly platform[17]. Quests within Rezzly are scaffolded based on content area and level of difficulty. Eachquest belongs to a category that reflects the goals of the first year engineering program. Thecategories are summarized in Table 2.Table 2: Quest Categories in the Homework Platform Summarized Category Topic Examples Number