Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of New Haven; Maria-Isabel Carnasciali, Ph.D., University of New Haven; Jean Nocito-Gobel, University of New Haven; Cory Carr

Tagged Divisions

First-Year Programs

AC 2011-2358: IMPACTS OF LIVING LEARNING COMMUNITIES ONENGINEERING STUDENT ENGAGEMENT AND SENSE OF AFFILIA-TIONShannon Ciston, University of New Haven Shannon Ciston is an Assistant Professor of Multidisciplinary Engineering at the University of New Haven in Connecticut. Her background is in Chemical Engineering, with degrees from Northwestern University (Ph.D.) and Illinois Institute of Technology (B.S.). Dr. Ciston’s research interests are in two main ar- eas: Engineering Education (including student experience, attitudes, and perceptions) and Sustainability (including impacts of the Chemical and Energy industries on water resources).Maria-Isabel Carnasciali, Ph.D., University of New Haven Assistant Professor of

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Alicia Betsinger, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Ray Helm, Dartmouth College; Yanmin Zhang, Dartmouth College; Pritish Ponaka, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

results highlight the meaningful relationships and networks these studentsare establishing. Eighty-five percent agreed the program was valuable, more so amongactive participants. The open-ended comments provide the clearest articulation of howthe program is helping these students: 1) improve their problem-solving skills, 2) meetother engineers, 3) receive guidance through prerequisite courses, and 4) receiveexposure to students with similar struggles.In addition, the TA survey shows the strong, positive, impact of mentoring on their skillsrelated to communication, understanding others, problem solving, and simplification ofdifficult concepts.Programmatic Lessons LearnedGiven that many students found their own way to the program and not through

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dawn Patterson Shew M.Ed., University of Kansas; Lorin P. Maletsky, University of Kansas; Grace Clark; Molly McVey, University of Kansas

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Diversity

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First-Year Programs

Paper ID #26270Practice Exam Program Impact on Student Academic Performance and Stu-dent RetentionMs. Dawn Patterson Shew M.Ed., University of Kansas Dawn Shew is the Director of Undergraduate Academic Services at the University of Kansas School of Engineering.Dr. Lorin P. Maletsky, University of Kansas Dr. Lorin Maletsky joined the Mechanical Engineering faculty at the University of Kansas in 2000. He is currently a full professor and serving as the Associate Dean for Undergraduate Programs in the School of Engineering. He has created and taught a project, team-based freshmen course in Mechanical Engineering as well as

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lacey Jane Bodnar, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Jacqueline Q. Hodge, Texas A&M University; Travis Austin Smith, Engineering Student Services and Academic Programs; Jesus A. Orozco; Joshua Grant Corso; Cristian R. Sanchez; Jillian Kathleen Freise, Texas A&M ELLC Children's Museum; Hannah Ringler, Texas A&M University; Ivan Cortes, Texas A&M University

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First-Year Programs

office, and agreed to form engineering project partnerships with Texas A&M.Sponsors collaborated with ESSAP office to develop appropriate freshman projects. Theyserved as the “client” for whom the freshman students were working, and were professionalswho assisted teams with design and development. One of the goals of these projects was thatthey go beyond simply academic exercises. These projects were designed so that freshmanengineering students could see that they were having a real impact in the community. Projectsponsors helped achieve this goal.The ESSAP office administered the FEP program. Advertisement, recruitment, hiring,scheduling, and funding were handled through this office. Funding for the engineering mentorsand the freshman

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Renée S DeGraaf M.A., Lansing Community College; Louise Paquette, Lansing Community College; Ruth Heckman, Lansing Community College; Neeraj Buch, Michigan State University; Thomas F. Wolff P.E., Michigan State University

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First-Year Programs

is a not a traditional conference paper. In this report we describe the progress of anNSF-funded Science, Technology, Engineering, and Mathematics Talent Expansion Program(STEP) project. The report is based on our STEP Third Year Review report. The broad processtimeline for a STEP project typically includes a lifetime of five years, with a milestone duringthe third year of operation that is an NSF checkpoint. This Third Year Review is centrallyimportant to every STEP project that is a standard Type 1 project; the data conveyed to NSFdetermines whether or not the fourth and fifth year of the project will be funded by NSF.The complete title of our STEP project is “EEES: Engaging Early Engineering Students toExpand Numbers of Degree Recipients

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

will provide further contributions to researchon the retention of students who enter engineering requiring remediation in mathematics.IntroductionThis study is focused on 66 freshmen who scored very low on their math placement exam,earning a score even below the recommended level for placement into pre-calculus. The samestudents were advised to enroll in a one-credit hour project-based course with focus onengineering projects for community service. The one-credit hour course engaged students in twomajor team projects to provide them with an opportunity to experience the engineering designprocess and engineering tools. The first project was the Raptor Reloaded project, which involved3D printing an assembly of a mechanical hand, assembling the

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Cecelia Wigal, University of Tennessee-Chattanooga; Molly Littleton, Signal Centers

Tagged Divisions

First-Year Programs

an aluminum loop is included on the front for pulling. Thecommunication system mounts at 45 degrees for ease of viewing. Figure 10.0: Mobile Comm StandThe Thomas the Tank Engine Mount has provided the child with a significant way to gainmore independence as he communicates and moves around. The IED students’ creativedesign helped to make using the communication system much more appealing andmotivating!Learning Outcomes of the ProjectsTable 1 provides a summary of the number of UTC students and clients affected by the TDBprojects since the Fall of 2005 as well the student reported project expense (each project had afinancial resources of $700.00 to $900.00).Table 1: IED TDB Project Designer and Client Impact

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F. James Boerio, University of Cincinnati; Joni A. Torsella, University of Cincinnati

Tagged Divisions

First-Year Programs

electrical energy from the reaction of hydrogenand oxygen. Each of the experiments lasts for two weeks.In Engineering Foundations, students are also introduced to a number of professional skills, suchas technical writing, communication, engineering ethics, and the engineering design process.Technical writing is covered by requiring the students to prepare laboratory reports for each ofthe four hands-on experiments. Communication is emphasized through a group presentation thatrequires the students to research one of the fourteen Grand Challenges9 identified by the NationalAcademy of Engineers and to present their findings to the class. Ethics is covered during alecture that uses practical examples and role playing to emphasize the challenges in

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Barbara Bogue, Pennsylvania State University; Chia-Lin Tsai, University of Missouri; Fleur Gooden, Virginia Tech

Tagged Divisions

First-Year Programs

AC 2010-384: PEER MENTORING: IMPACT ON MENTEES AND COMPARISONWITH NON-PARTICIPANTSRose Marra, University of Missouri ROSE M. MARRA is an Associate Professor in the School of Information Science and Learning Technologies at the University of Missouri. She is Co-Director of the NSF-funded Assessing Women andMen in Engineering (AWE) and Assessing Women In Student Environments (AWISE) projects and Co-PI of the National Girls Collaborative Project. Her research interests include gender equity issues, the epistemological development of college students, and promoting meaningful learning in web-based environments.Whitney Edmister, Virginia Tech WHITNEY A. EDMISTER is the Assistant Director of the

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mangilal Agarwal, Indiana University-Purdue University Indianapolis; Maher E. Rizkalla, Indiana University-Purdue University, Indianapolis; Sudhir Shrestha; Kody Varahramyan, IUPUI

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First-Year Programs

(Introduction to Engineering, Introduction toEngineering Profession, and Fundamentals of Speech Communication). TLC faculty membersclosely worked with each other to coordinate teaching and learning efforts that reflect the goalsof the developed nanotechnology track.This paper presents the components of the developed and implemented TLC program includingdetails of the courses and assessment data, showing the impact on freshman engineering studentsin nanotechnology education. Comparative assessment data show, 20% higher freshmanretention in the TLC cohort than the traditional group, which highlights the impact of the TLCprogram on freshman engineering students in nanotechnology education. Data also shows thatthe TLC (three courses) has guided over 75% of

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; James Collofello, Arizona State University; Bethany B. Smith, Arizona State University

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First-Year Programs

has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.Dr. Eugene Judson, Arizona State University Eugene

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; David Jacob Taylor, Arizona State University; Ian Derk

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

- munication at the Hugh Downs School of Human Communication. He studies digital rhetoric, social networks, and educational technology. He works with hybrid class, project-based learning, and in- ter/transdisciplinary collaborations as part of various projects at Arizona State University. c American Society for Engineering Education, 2019Cohering Small Group Communication with Introduction to Engineering and its Impact on Team DynamicsAbstractThis paper will describe the impact of cohering two first year courses, Introduction toEngineering and Small Group Communication on team dynamics. One of the important skills forsuccessful engineering students is their ability to work effectively in a team

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

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First-Year Programs

University of Puerto Rico - Rio Piedras. American c Society for Engineering Education, 2020 Work in Progress: Impacting Engineering First-year Student Retention through a Non-conventional Engineering Learning CommunityAbstractThis work in progress explores the impact of activities developed to improve students’persistence in engineering undergraduate programs as part of a five-year NSF grant. TheProgram for Engineering Access, Retention, and LIATS Success (PEARLS), has been runningfor one year in the College of Engineering (CoE) in our institution attempting to increasepersistence, retention and graduation rates, and professional success

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University; James C. Curry

Tagged Divisions

First-Year Programs

engineering coursefocusing on the civil engineering discipline and ii) a seminar course focusing on career planningand design and process improvement theory. The courses were developed to prepare college civilengineering freshman for the rigor of upper level engineering courses by introducing them tovarious engineering systems, design philosophies, and basic engineering computations. A one-credit first-year introductory course can be utilized by institutions who are limited by statemandated maximum total credit-hours and cost, but still require sufficient student engagement,motivation, and retention.In the project-based course, a special focus is placed on civil engineering systems which includestopics on structural health monitoring, concrete

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Susan F. Freeman, Northeastern University; Jake Alexander Levi, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-service-learning.[6] J. Eyler, D. E. Giles, C. M. Stenson and G. C. j, At A Glance: What We Know about the Effects of Service-Learning on College Students, Faculty, Institutions and Communities, Omaha: Higher Education, 2001.[7] G. Ngai, S. C. F. Chan and K.-p. Kwan, "Challenge, Meaning, Interest, and Preparation: Critical Success Factors Influencing Student Learning Outcomes from Service-Learning," Journal of Higher Education Outreach and Engagement, vol. 22, no. 4, p. 55, 2018.[8] G. Kuh, "High-Impact Educational Practices: What they are, who has access to them and why they matter," AAC&U, Washinton, DC, 2008.[9] S. E. Henry and M. L. Breyfogle, "Toward a New Framework of “Server” and “Served”: De(and Re)constructing

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Kia Bazargan, University of Minnesota, Twin Cities; Susan Mantell, University of Minnesota, Twin Cities; Joshua M. Feinberg, University of Minnesota, Twin Cities; Russell J. Holmes, University of Minnesota, Twin Cities

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Diversity

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First-Year Programs

learning course is to provide freshmen the opportunity not only to complete a hands-on project but also to learn and develop real skills that would benefit them in future coursework, student group activities, research and internships. Moreover, the course was also designed to meet in small (24 students) sections to allow engagement between students, and between the faculty instructor and the students. Lastly, the project focus affords students the opportunity to gain experience with the design process, teamwork, and communication. In this paper, the course is described in detail along with examples, results, impact and future plans.    Course Organization and Development   An important first consideration in the development of

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Bill Elmore, Mississippi State University; Arash Salehi, Mississippi State University

Tagged Divisions

First-Year Programs

impact on course design is clearly defining course objectives and workload. Increasingthe clarity of information initially communicated about the course to allow students to align theirperceptions and expectations. During the spring 2009 semester, during week four, the instructornoticed that students were beginning to appear somewhat distracted and unfocused given thegeneral freedom of the class environment. By increasing the team-to-instructor interaction,individual focus seemed to improve, anecdotally. Whether or not this will be observed byimprovements in self-efficacy awaits final analysis of that semester’s data.Finally, the project results present implications specifically for first year students and freshmencourses. The development of

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Brian Savilonis, Worcester Polytechnic Institute; David Spanagel, Worcester Polytechnic Institute; Kristin Wobbe, Worcester Polytechnic Institute

Tagged Divisions

First-Year Programs

the earliest stage of a collegestudent’s education.Focus on the importance of the first year is not limited to engineering education. Many collegeshave developed new first-year programs designed to smooth the transition from high school tocollege. Some focus on study skills and transition issues, others use learning communities tobuild a network of social support for the academic mission, and yet others build first-yearseminars connecting students with faculty research interests.6 Among engineering educationprograms, however, freshmen seminars typically focus on bringing engineering and design intothe curriculum earlier, largely to spur student motivation, retention, and assistance in choosing amajor.7,8,9 These first year engineering

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Melissa Dagley-Falls, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Young, University of Central Florida

Tagged Divisions

First-Year Programs

understanding.Vincent Tinto44 believed that a student’s commitment to the institution and commitment tograduation led to departure decisions. This commitment impacted the social and academicintegration of the student into the institution’s community. Tinto suggested formal and informalareas such as academic performance, peer groups, faculty-student interaction, and extracurricularactivities as places in which social and academic integration, also known as student involvementor engagement, would take place in an institution. In his revised work, Tinto41 later suggestedthat community membership and the membership’s associated sense of belonging may play ascritical a role in persistence as academic and social integration. In an attempt to provide morestructure to

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Hylton, Ohio Northern University; Todd France, Ohio Northern University; Louis A. DiBerardino III, Ohio Northern University

Tagged Divisions

First-Year Programs

previously shown to enhance student engagement,cognition, and performance [7][16]. For additional depth of study, the reviews of Bishop [2] and Prince[12] provide good summaries of the various methods and their documented impact.In the first-year engineering space, a number of institutions have adopted various degrees of the flippedclassroom model. The focus on design thinking and problem solving in first-year engineering programsmakes them particularly well suited to a flipped approach. Daher and Loehring noted that, while theflipped model they adopted required students to take greater responsibility for their own learning,course evaluations indicated that students did not find the flipped course to be any more work thanprevious iterations [4

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Belue Buckley, University of Louisville; Brian Scott Robinson, University of Louisville; Tom Tretter, University of Louisville; Alexandria Hammond, University of Louisville; Angela Thompson P.E., University of Louisville; James E. Lewis, University of Louisville

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Diversity

Tagged Divisions

First-Year Programs

difference was identified. We also compared students in our sample to a pre-pandemic comparison group using data reported by the developers of the Community of Inquiryscale [27], using one-sample t-test with Cohen’s d effect size estimated. Future analyses willinclude regression analyses and historical comparison of COVID-19 students with prior studentsfor which the institution has data.Qualitative studies include focus group interviews, which were recorded and transcribed forcoding. We also engaged in constant comparison and analysis [33] analysis of focus groupsthroughout team meetings, and reviewed field notes and observer memos from classroomobservations for triangulation of data. Initial coding is ongoing, with an incident-by

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Russell Korte, University of Illinois, Urbana-Champaign; David Goldberg, University of Illinois, Urbana

Tagged Divisions

First-Year Programs

prescribe similar solutions such asbetter emphasis on communications skills and teamwork in classrooms taught with greaterpedagogical skill. It is a bit of a puzzle that such widespread agreement has not resulted in moreeffective and sustainable change and better diffusion and pace of change.This paper takes the position that an important, largely unrecognized, reason behind the failurefor transformation efforts to take hold is that much of the effort—even much of the effort thatclaims to be student centered—remains inexorably faculty centered. Indeed there is a largeliterature of student-centered pedagogy, but the fundamental assumption behind much of it is thatteachers must behave differently to engage the student. On one level such an assertion

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

First-Year Programs

ofcommunication during the design process. Therefore, in the fall 2008 semester the teams werealso evaluated on their ability to effectively communicate their design with their team membersand with other teams in their discussion session. The class consists of 210 students; broken intoseven discussion sessions, with five teams each – for a total of 35 design teams. Thecommunication criteria was assessed in addition to the design project criteria. Each team wasrequired to complete their design, mathematical model and testing plans well in advance to theirscheduled testing date. Each team gave their design project construction materials and designplans (which include CAD drawings and instructions) to another team in the class whichconstructed the design

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

reinforcing elements from the university’s critical thinkingframework and improving student engagement in departmental presentations. Student survey responsesindicated that students found the assignment effective in meeting some of the course goals, such asimproving their critical thinking skills. An analysis of selected students’ work on these assignmentsindicate that most students had some success in identifying salient purposes, concepts, and questions atissue for each engineering discipline for which there was a department presentation. It was also clearthat point of view was an element with which students consistently struggled.IntroductionThe J.B. Speed School of Engineering is a medium-sized, urban, ABET-accredited institution in thesoutheast

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; David Wheatley

Tagged Divisions

First-Year Programs

engineering profession. In addition to this challenge, they must critically thinkabout how the failure occurred and what could and/or should have happened to prevent thedisaster. The trial gives students a chance to demonstrate their understanding in a different waythan typical written communication. This different format seems to be engaging for moststudents.3.1 2010 Revisions to the Hyatt Regency Case StudyFollowing the 2009 Introduction to Engineering course, there were some items that could beimproved. Students’ papers showed some confusion based on project roles and responsibilitiesstill existed. The project role discussion was made more explicit in how each role connected tothe Hyatt Regency case study. A discussion of how “change of

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Manaz Rusi Taleyarkhan, Purdue University; Chandan Dasgupta, Purdue University; John Alexander Mendoza-Garcia MSSEC, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

of Pre-College Engineering Educa- tion (JPEER). She received a B.S.E with distinction in Engineering in 2009 and a B.S. degree in Physics Education in 1999. Her M.A. and Ph.D. degrees are in Science Education from Arizona State University earned in 2002 and 2008, respectively. c American Society for Engineering Education, 2016 INVESTIGATING THE IMPACT OF AN EDUCATIONAL CAD MODELING TOOL ON STUDENT DESIGN THINKINGAbstractIn this work-in-progress paper we present preliminary results of a study on the use of computer-aided design (CAD) software to develop informed designers at the first year undergraduate level.There is a need for first-year undergraduate engineering students to engage

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

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Diversity

Tagged Divisions

First-Year Programs

Research and Education c American Society for Engineering Education, 2020 Implementation of an Introductory Engineering Course and its Impact on Students’ Academic Success and RetentionAbstractThis Complete Research paper will describe the implementation of an introductory course(ENGR194) for first semester engineering students. The course is meant to improve retention andacademic success of engineering first-year students in the College of Engineering at the Universityof Illinois at Chicago. The implementation of this course is part of an ongoing National ScienceFoundation (NSF) Scholarships in Science, Technology, Engineering, and Math (S-STEM)project. This paper reports on the impact of combinatorial

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

servicelearning pedagogy has significant positive effects on students’ academic performance (GPA,writing skills, critical thinking skills), leadership skills, and increased commitment to continuedcivic participation7. 68% of students engaged in the Engineering Projects in Community Service(EPICS) projects from Purdue University reported that participation in service learningpositively impacted their determination to continue in engineering8.The premise is that engineering design can function as a motivator for learning foundationalskills that are necessary precursors to higher level engineering skills9. Therefore, the use ofdevelopmentally-appropriate engineering curricula that builds on current cognitive researchbecomes an attractive instructional

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the secondary level. Nathan was a former middle and high school technology educator in Montana prior to pursuing a doctoral degree. He was a National Center for Engineering and Technology Education (NCETE) Fellow at Utah State University while pursuing a Ph.D. in Curriculum and Instruction. After graduation he completed a one year appointment with the Center as a postdoctoral researcher. American c Society for Engineering Education, 2021Factors Impacting Engagement and Achievement in a First-Year Design Thinking

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Summer Dann Johnson, Louisiana State University, Baton Rouge; John Scalzo, Louisiana State University, Baton Rouge; Sarah Jones, Louisiana State University, Baton Rouge; Kelly Rusch, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge

Tagged Divisions

First-Year Programs

© American Society for Engineering Education, 2009 ENG2: Engineering Engagement for Student Success Building a Community for First Year Freshmen in the College of Engineering Research has shown that engineering retention and graduation rates are enhanced throughfirst year experiences that actively incorporate and engage faculty and students. 1-5 Based on thispremise, the STEM Talent Expansion Project at Louisiana State University (LSU), funded by theNational Science Foundation, has focused the majority of its efforts into the first year experienceof incoming freshmen in order to increase retention and ultimately graduation rates in theCollege of Engineering. This will be achieved by