Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Brett P. Conner, Youngstown State University; Andrew Scott Morgan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

technologies could be used as aneducational method to teach the design process. Students participated in three anonymoussurveys. The surveys were administered at: (1) the start of the fall semester to all students(honors and non-honors) for baseline data, (2) after the first 3D Print experience (a car), and (3)after the second 3D print experience (flying disc). Findings indicate that 3D Printing basedprojects are perceived to be both interesting and relevant by students; further there were nostatistically significant differences between male and female or honors and non-honors studentsin terms of their prior experiences with the technology or in their interest in learning about thetechnology.IntroductionNational attention has been given to the need to

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Briceland McLaughlin, Boise State University; Nick Hudyma, Boise State University; Robert Hamilton P.E., Boise State University; Bhaskar Chittoori P.E., Boise State University; Mojtaba Sadegh, Boise State University; Sondra M Miller P.E., Boise State University

Tagged Divisions

First-Year Programs

meeting times offering more time to focus on foundational courses such as calculus and physics.Initial CE-EC Course HurdlesFaculty HesitancyThere was an initial aversion by faculty to take on a perceived heavier course load, especially ina department with a relatively small number of faculty (1 department chair, 6 tenured faculty, 2tenure-track faculty, 0 instructors, 1 course-specific adjunct). Faculty range from researchintensive (1-1) to teaching intensive (3-3) course loads. In order to ensure equality across theboard, teaching loads were adjusted to be based on the number of credits taught and not thenumber of courses taught. CE-EC courses now fit into teaching loads due to a second curriculumchange that affects technical

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

between 59% and 75%.Further review of best practices of freshmen STEM orientations at other campuses7 and literaturereview on how to attract women to engineering and STEM related fields 8-12 guided in the designof the summer orientation reported in this paper. It was decided that it should include thefollowing elements: (1) a focus on a cutting-edge technical topic7, (2) a couple of activities toengage students on peer interaction7, (3) space to make friends, learn, build confidence, anddevelop critical thinking4-7, (4) emphasis on hands-on activities5-9, (5) participation ofupperclassmen and faculty/staff5-7 and (6) dissemination of the societal good of STEM careers toappeal female and minorities interests9.Pascarella, Terenzini, and Hibel13

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

Tagged Divisions

First-Year Programs

understandingof engineering and reasons for pursuing the major. An international study aimed to gainunderstanding of students’ thinking by using the Possible-Selves Framework,15 allowinginternational and domestic students to examine their perception of their personal competencies,identity, self-efficacy, motivation, and career.16 Students were asked to answer three open-endedquestions: 1.) How do students characterize an engineer?; 2.) What differences do studentsperceive between their characterization of an engineer and themselves as individuals?; 3.) Inwhat ways do students relate their learning to their development as an engineer? Responses tothese questions were coded using codes from a previous study.17 The research indicatesdifferences between

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University

Tagged Divisions

First-Year Programs

engineering courses. Agree:Disagree =4.8:1Although there is strong student support for the FE course sequence, the program is not withoutits external and internal challenges. The largest external challenge is the integration of transferstudents who do not have the same FE curriculum. We have worked with community collegepartners who have responded positively by embracing parts of our FE courses. Local communitycolleges have resource constraints and mixed enrollments that make a wholesale switch to aLWTL-based curriculum difficult. For transfer students we offer a bridge course to in-comingJuniors who lack the foundational experience of our FE curriculum. The bridge course is requiredfor some students as a condition of admission to the Upper Division

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

First-Year Programs

received her Doctoral degree in Chemical Engineering from Northeastern University in 2011. In the fall of 2011, she took a position as an Assistant Teaching Professor at Northeastern University in the College of Engineering as a part of the First Year Engineering Faculty with a focus on chemical engineering. She teaches the first year courses where are Engineering Design and Engineering Problem Solving. She also teaches senior Chemical Engineering Process Controls. She runs a faculty led international summer program to Sao Paulo, Brazil which focuses on Alternative Energy Technologies and Brazilian Culture.Dr. Richard Whalen, Northeastern University Dr. Richard Whalen is a Teaching Professor at Northeastern University

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noel Kathleen Hennessey, The University of Arizona; Rebecca Primeau, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to connect to moreacademic support (2); (3); (4). By providing a physical environment for students in engineeringmajors to live, our program has historically allowed students to make academic and socialconnections early in their college career, which better supports their persistence. In recent years,students in the Engineering Leadership Community have taken multiple classes in the samesections together, including a one-credit academic success course and their introductoryengineering lab. This method uses Tinto’s learning community model, helping students to makeconnections between courses with their peers (1).The additional elements of service-learning and project-based learning have brought theresidents of the Engineering Leadership

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sura Al-Qudah, Western Washington University ; Jill Davishahl, Bellingham Technical College; Eric Davishahl, Whatcom Community College; Michael Andrew Greiner

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Technical College Jill Davishahl is a faculty member in the engineering department at Bellingham Technical College where she teaches courses ranging from Intro to Engineering Design to Engineering Statics. Outside of teach- ing, Jill is working on the development of a Bachelor of Applied Science in Engineering Technology and is currently PI on the NSF funded ATE project grant in renewable energy as well as PI on an NSF funded S-STEM project. She holds a Master of Science in Mechanical Engineering from the University of Washington.Mr. Eric Davishahl, Whatcom Community College Eric Davishahl is faculty and engineering program coordinator at Whatcom Community College. His teaching and research interests include

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexander Nikolaevich Solovyev, Moscow Automobile and Road Construction State Technical University (MADI); Larisa Petrova, MADI; Viatcheslav Prikhodko, Moscow Automobile and Road Construction State Technical University (MADI); Ekaterina Makarenko, MADI

Tagged Divisions

First-Year Programs

the Competition for Talent?” // Journal of Engineering Education, July 2008, Vol. 97, No 3, pp. 245-25711. Solovyev A.N. (2004) One aspect of continuous math education from high school to technical university. LocalIdentity – Global Awareness. Engineering Education Today. 33 rd International Symposium IGIP, Fribourg(Switzerland), September 2004. ISBN 2-940156-28-X. рр. 227-229.12. Solovyev A.N. (2005) One aspect of perfection of training of pupils at the transition from secondary to highereducation. Proceedings of 34th symposium IGIP “Design of education in the 3rd millennium”, vol. 1, Istanbul,Yeditepe University, 2005. рр. 746-751.13. Solovyev A.N. (2009) Some Problems in Mathematical Preparedness of Pupils for the UndergraduateEngineering

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isabel Cristina Jimenez-Useche, School of Engineering Education, Purdue University; Matthew W. Ohland, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering program can be as high as 25% 2,3. The increase in the number of international students in the last years is due to multiplefactors, as follows: 1) the desire of international students, in particular from India and China, toget top quality education from the best universities in the world 4, 2) U.S. universities seeking thebest students around the world, 3) U.S. universities wanting to provide a more “global”experience for domestic students 5 and 4) U.S. universities looking for other sources of income 5.Regardless of the reasons behind the migration of undergraduate students to America, U.S.institutions are now faced with the challenge of developing appropriate educational practices forthe success of both domestic and international

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Monica M Cortez, Texas A&M University; Teri Kristine Reed, Texas A&M University; P.K. Imbrie, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(mechanics and electricity and optics), and engineering (foundationsof engineering I and II) as shown in Table 1. Here, we defined two mathematics, one chemistry,and two physics courses as the FYE common courses. Among the courses, Calculus I wasrequired for all curriculum tracks.Table 1. First Year Engineering Common Curriculum First Semester Second SemesterDiscipline Subject Cr Subject CrEnglish Composition and Rhetoric 3 −Mathematics Engineering Mathematics I Engineering Mathematics II 4

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, Northeastern University; Susan F Freeman, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Kris Jaeger-Helton, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

expressly devoted to the first-year Engineering Program at Northeastern University. Recently, she has joined the expanding Department of Mechanical and Industrial Engineering at NU to continue teaching Simulation, Facilities Planning, and Human-Machine Systems. She also serves as a Technical Advisor for Senior Capstone Design and graduate-level Challenge Projects in Northeastern’s Gordon Engineering Leadership Program. Dr. Jaeger has been the recipient of numerous awards in engineering education for both teaching and mentoring and has been involved in several engineering educational research initiatives through ASEE and beyond.Dr. Courtney Pfluger, Northeastern University Dr. Courtney Pfluger received her Doctoral degree

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Chandler Gilbert Community College; Claire Louise Antaya Dancz, Arizona State University; Amy E. Landis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

improvise • Follow Thru – instinct to organize • Implementor – instinct to constructEach action mode spans a continuum of conative strengths from resistance to insistence (Figure2). Resistance indicates the tendency for the individual is to prevent problems in this mode,whereas insistence is the tendency to solve problems in this way. Accommodation indicates thata person is naturally inclined to accommodate either style of problem solving, resisting whennecessary and insisting when necessary (Kolbe, 2013). The continuum for each mode spans froma value of 1 to 10; 1-3 indicates resistance, 4-6 accommodation, and 7-10 insistence. 1 Resistance in a mode indicates an 2

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Maritza Paz, The University of Texas at Austin, Cockrell School of Engineering; Margo Cousins, University of Texas, Austin; Cindy D. Wilson, University of Texas, Austin; Mia K. Markey, The University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

technicalities such as spelling or grammar. Instead, focus your writing process on your personal reflections. If you have any questions, please let me know and I will be glad to assist you.The first page of the activity listed 12 broad values not directly related to academic performance:being good at art; creativity; relationships with family and friends; government or politics;independence; learning and gaining knowledge; athletic ability; belonging to a social group(such as your community, racial group, or school club); music; career; spiritual or religiousvalues; and a sense of humor. The instructions asked students to circle 2-3 values that are ofpersonal importance.Page 2 of the activity asked students to write a few sentences

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

design or entrepreneurial project each semesterdelivered in a 3-credit design class, repeated every semester in their 3rd and 4th years of theundergraduate program. The 1st and 2nd year students enrolled in an affiliated community collegecomplete “in-house” project. Teams in both programs are mentored by “facilitators”, who guideand direct project teams as they gain technical, professional, and design skills. Students areencouraged to develop self-directed learning skills throughout the four-year program, whichculminates in a Bachelor of Science in Engineering degree. Technical course class sizes are small,ranging from six to thirty students per instructor, class meetings are delivered in “learningconversations”, and students are guided to

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

particular engineering topic (productdevelopment, statistics, economic analysis, manufacturing, etc.) and the 165-minute session wasdedicated to phases of the UD project.Table 1. Overview of the 5-week UD ProjectDesign Phase Week Detailed Tasks Deliverables 1. Voice of customer Phase I 2. Brainstorm! Initial Design 1 Phase I Reflections 3. Customer feedback 4. Select one alternative 1. Task Analysis Phase II

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Graham Talmadge Fennell, Ohio Northern University; Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

Annual International Symposium of the International Council On Systems Engineering, Toulouse, France.[2] Passig, D., 2004. “Variations to the Imen-Delphi procedure aimed at helping in the emergence of communities of interest”, Intellect, 1 (2-3), 95 – 109.[3] Passig, D., 1997. “Imen-Delphi: A Delphi variant procedure for emergence”, Human Organization, 56 (1), pp. 53 – 63.[4] Linstone, H. A. and M. Turoff, 1975. “The Delphi Method: Techniques and applications”, Addison Wesley.[5] Hsu, C. and B. Sandford, 2007. “The Delphi Technique: Making Sense Of Consensus”, Practical Assessment, Research and Evaluation, 12 (10), pp. 1-8

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria E Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame

Tagged Divisions

First-Year Programs

not trivial for a first-year student. (2) The design requirements can be structured to allow for many different designs or more highly constrained to force an outcome of more specific designs. (3) The cost of materials needed for the project is relatively low and all materials are easily obtained. The project could easily be changed by simply changing the allowable materials for construction.In both implementations, students were asked to write a short reflection on the skills acquiredafter completing the project. Reflections were categorized based on reflection themes todetermine common themes and trends. This assessment, while largely qualitative in nature,provides a snapshot of how well students internalize the

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica E S Swenson, Tufts Center for Engineering Education and Outreach; Marya H Schnedeker, Center for Engineering Education and Outreach, Tufts University; Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts Center for Engineering Education and Outreach / Federico Santa Maria Technical University

Tagged Divisions

First-Year Programs

upon her diverse interests in design, teaching, and social justice in her research work in physical ergonomics and engineering education at the Cen- ter for Engineering Education and Outreach (CEEO). Sarah earned a Bachelor’s Degree in Mechanical Engineering and Engineering Design from Northwestern University.Mr. Leonardo Andres Madariaga, Tufts Center for Engineering Education and Outreach / Tufts UniversityCenter for Engineering Education and Outreach / Federico Santa Maria Technical University Leonardo Madariaga is a graduate student in the Center for Engineering Education and Outreach (CEEO) at Tufts University in Medford, MA. He graduated as a Product Design Engineer in 2006 from Federico Santa Maria Technical

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California - Irvine; Robert M. Cassidy, University of California - Irvine; J Michael McCarthy, University of California - Irvine; John C. LaRue, University of California - Irvine; Gregory N. Washington, University of California - Irvine

Tagged Divisions

First-Year Programs

fortechnical presentations and interviews. As part of leadership development, three lectures onentrepreneurship were integrated into the course to allow students to contemplate on the businessaspects of engineering. Students were requested to formulate in teams a business plan related toquadcopters. Moreover, multiple industry speakers and start-up founders were invited for classpresentations regarding engineering design, career options, and cutting-edge research andtechnology to encourage interaction and participation of the first year students with industryleaders. We will report the results of incorporating entrepreneurship in future papers.In each quarter, lab sessions were co-taught by TAs and technical staff. Each lab session had upto 24

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, University of Oklahoma; Matthew Reyes, University of Oklahoma; Nooshin Nassr P.E., University of Oklahoma; Dan Thomas Carlton, University of Oklahoma, College of Aerospace and Mechanical Engineering

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

stimulus influences on mental image rotation performance. Psychology of Women Quarterly, 18, 413–25.[21] Bergvall, V. L., Sorby, S. A., & Worthen, J. B. (1994). Thawing the freezing climate for women in engineeringeducation: Views from both sides of the desk. Journal of Women and Minorities in Science and Engineering, 1, 323–46.[22] Contero, M., Naya, F., Company, P., & Saorín, J. L. (2006). Learning support tools for developing spatial abilities inengineering design. International Journal of Engineering Education, 22(3), 470–77.[23] Feng, J., Spence, I., & Pratt, J. (2007). Playing an action video game reduces gender differences in spatial cognition. Psychological Science, 18(10), 850–55.[24] Miller, C. L., & Bertoline, G

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

role of autonomy support and autonomy orientation in prosocial behavior engagement,” Motivation and Emotion, vol. 27, no. 3, pp. 199-223, 2003.[4] P. R. Pintrich, “The role of motivation in promoting and sustaining self-regulated learning,” International Journal of Educational Research, vol. 31, pp. 459-470, 1999.[5] T. Garcia, T. and P. R. Pintrich, “The effects of autonomy on motivation and performance in the college classroom,” Contemporary Educational Psychology, vol. 21, no. 4, pp. 477-486, 1996.[6] J. Stolk and J. Harari, “Student motivations as predictors of higher-level cognitions in project-based classrooms,” Active Learning in Higher Education, in press.[7] T. M. Amabile, “The social psychology of

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

writing tutors, preceded by a 1-hourbenchmarking session. In all, 315 diagnostics were analyzed at University of Toronto, and 37 atQueens University.At Queens University about half of the 37 students writing the diagnostic received a score of 70or higher and appeared to have no difficulty with the time limit. All students had sufficient timeto at least start all the questions, and only 2/37 did significantly poorer on question 3 than theother two questions for reasons that appeared to be due to time. The mean score on each of thethree questions was similar.At University of Toronto a preliminary analysis of the diagnostic results identified four classes ofsupport needs. Overall, timing did not appear to be a concern for most students with 85% of

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Migration Review, 38(3), 1160-1205.6 National Center for Educational Statistics, Available: http://nces.ed.gov/programs/coe/2010/section1/indicator05.asp7 California Department of Education, Dataquest, http://www.cde.ca.gov/ds/sd/cb/dataquest.asp8 Reid, J. (1997). Which non-native speaker? Differences between international students and U.S. resident (language minority) students. New Directions for Teaching and Learning, 70, 17-27.                                                                                                                                                                                                 9 Mott-Smith, J. (2009). Responding to high-stakes

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tony Vercellino P.E., Youngstown State University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering Student Graduation: A Longitudinal and Cross‐Institutional Study. Journal of Engineering Education 2004;93(4):313-320.11. Ahuja S. Math Remediation in A First Semester Engineering Technology Course. 2006.12. Bamforth SE, Robinson CL, Croft T, Crawford A. Retention and progression of engineering students with diverse mathematical backgrounds. Teaching Mathematics and its Applications 2007;26(4):156-166.13. Beanland DG. Challenges and Opportunities Facing the Education of Engineers-Address to Victoria Division of Engineers Australia Seg Meeting. Melbourne; 2010.14. Craig TS. Conceptions of mathematics and student identity: implications for engineering education. International Journal of Mathematical

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Mark Urban-Lurain, Michigan State University; Amanda Idema, Michigan State University; Timothy J Hinds, Michigan State University; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

student populations. Goingforward we anticipate pairing our spatial skills assessment and demographic data with studentself-efficacy data as a means of refining our analysis of student persistence.AcknowledgementsWe would like to thank the ENGAGE Engineering project for financial support of this work.Details of the supplementation curriculum are provided at:http://www.engageengineering.org/?107.Bibliography1. Sorby, S., Educational Research in Developing 3-D Spatial Skills for Engineering Students. International Journal of Science Education, 2009. 31(3): p. 459-480.2. Sorby, S., Casey, B., Veurink, N., and Dulaney, A., The role of spatial training in improving spatial and

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Ann Saterbak, Rice University; Michael Wolf, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Inequality: Toward a Student-Based InquiryPerspective,” REVIEW OF EDUCATIONAL RESEARCH, vol. 77, no. 3, pp. 310–333, Sep. 2007.5. P. L. Ackerman, R. Kanfer, and M. E. Beier, “Trait complex, cognitive ability, and domain knowledge predictorsof baccalaureate success, STEM persistence, and gender differences,” Journal of Educational Psychology, vol. 105,no. 3, pp. 911–927, 2013.6. M. Meyer and S. Marx, “Engineering Dropouts: A Qualitative Examination of Why Undergraduates LeaveEngineering,” Journal of Engineering Education, vol. 103, no. 4, pp. 525–548, Oct. 2014.7. T. E. Murphy, M. Gaughan, R. Hume, and S. G. Moore, “College Graduation Rates for Minority Students in aSelective Technical University: Will Participation in a Summer Bridge Program

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wendi M. Kappers, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

(DELES). Learning Environment Research, 8, 289-308. doi:10.1007/s10984-005-1568-36. Andrews, T. (2012). What is social constructionism? Grounded Theory Review: An International Journal, 11(1) Retrieved from http://groundedtheoryreview.com/2012/06/01/what-is-social-constructionism/7. Bronack, S., Riedl, R., & Tashner, J. (2006). Learning in the zone: A social constructivist framework for distance education in a 3-dimensional virtual world. Interactive Learning Environments, 14(3), 219-232. doi:10.1080/104948206009091578. Vygotsky, L. S. (1978). In Cole M., John-Steiner V., Scribner S. and Souberman E. (Eds.), Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.9. De

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University; Jack Bringardner, New York University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

majoruniversities are lower: 20% at Ohio State,3 27% at UT Austin,4 24% at NYU,5 26% at UCBerkeley,6 and 28% at Georgia Tech.7 It is suspected that the low enrollment numbers are aresult of social issues and curricular policies. While social change is outside the scope of highereducation faculty control, curriculum changes can be used to encourage women as well as retainthem in engineering programs.There is evidence that certain curriculum practices are more enticing to women and motivatethem to stay in engineering. Strategies to attract women to engineering have included teamwork,service projects, and social impacts of engineering projects. These strategies reflect the higherpercent of degrees awarded to women in areas like environmental and biomedical

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward W. Davis, Auburn University; Joni M. Lakin, Auburn University; Virginia A. Davis, Auburn University; P.K. Raju, Auburn University

Tagged Divisions

First-Year Programs

the Technical University of Berlin. Dr. Raju received his Ph.D. from the Indian institute of Technology, Madras, in 1977. He has made significant research contributions in engineering education and innovations, acoustics, noise control, nondestructive evaluation and technology transfer, resulting in award-winning and significant breakthroughs. He has received a total of $12 million in funding, includ- ing grants from industries, the United Nations, the National Science Foundation, NIST, NIH, EDA and other U.S. and international agencies. He has published 24 books, eight book chapters and 200 papers in journals and conference proceedings. He has received several awards for his teaching, research and outreach work