Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course-load with his mother, who proceeded to contact the programadministrator – after which the issue was quickly resolved. While faculty hope to build studentautonomy more quickly than commonly found in traditional programs, this type of close parent /student relationship is the norm for many Millennial students [28]. It may be wise for thoseattempting to create unique undergraduate educational environments to consider ways toleverage strong family ties, while at the same time encouraging students to reach out in new andexciting directions.Both students and parents expressed concerns about credentialing, including transfer of credits totraditional degree programs or other universities, and the way transcripts would be perceived byemployers

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nora Honken, University of Cincinnati; Angela Boronyak, University of Cincinnati; James Edward Roethler, Spalding University; Aimee M. Frame, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Divisions

First-Year Programs

were looking forward to and iftheir concerns were realized.Models of college persistence focus on academic and social integration, or the students feelingthey are part of the academic and social systems of the university [2]. In our preliminary surveyused to inform this study, students listed meeting new people and learning new content(particularly related to something they were interested in) as experiences they were lookingforward to. Based on the 2018 Your First College Year (YFCY), which is administered annuallythrough the Cooperative Institutional Research Program (CIRP) and measures studentdevelopment in the first year of college, many college students spend time building their socialnetwork. In 2018, (n = 5,204 first-time, full-time

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Brittany Strachota, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

autonomy, competence and relatedness are met.11Students may be both intrinsically (having a strong desire to learn) and extrinsically motivated(e.g., through a desire for a high grade).11,16 For the choices to encourage the development ofintrinsic motivation, appropriate scaffolding must be provided to satisfy students’ psychologicalneeds, as well as address students’ personal goals and values.10-11 Effective scaffolding alsoguides students in making choices of appropriate complexity to encourage higher expectanciesand value satisfaction.10 By doing so, faculty address students’ concerns about performance andminimize the level of anxiety related to extrinsic motivations.16In a discussion of student autonomy, it is important to clarify the varying

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney, Seattle University; Chris Swan, Tufts University

Tagged Divisions

First-Year Programs

Paper ID #18125Incorporation of Ethics and Societal Impact Issues into First-Year Engineer-ing Course:: Results of a National SurveyDr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE). She has served as the ABET assessment coordinator for her department since 2008. Professor Bielefeldt is the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where interdisciplinary students learn about and practice

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky; Joshua Parsons; Shannon Lee Sampson; Brad A. Hubbard, University of Kentucky

Tagged Divisions

First-Year Programs

and recruitment issues perdepartment remain unknown.Conclusions and Future Work Our first conclusion is that the faculty and lecturers appear to have many of the sameconcerns or awareness issues surrounding FYE that student have in our previous work. Thealignment of the learning objectives with faculty and student responses is a positive one for us.Second, multiple departments being concerned with items beyond retention is positive, as itmeans they understand the purpose of a FYE program is not limited to enrollment numbers. Itstill remains to be seen how departments respond to increased or decreased enrollment numbersboth at the college level and within their own departments. From subsequent surveys performedearlier this year, it is

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Robert Ricks, Southern Illinois University, Carbondale; Rhonda Kowalchuk, Southern Illinois University, Carbondale; John Nicklow, Southern Illinois University, Carbondale; Loen Graceson-Martin, Southern Illinois University, Carbondale; Lalit Gupta, Southern Illinois University, Carbondale; James Mathias, Southern Illinois University, Carbondale; Jale Tezcan, Southern Illinois University, Carbondale; Kathy Pericak-Spector, Southern Illinois University, Carbondale

Tagged Divisions

First-Year Programs

%) Moving to a new environment 14 (58.3%) Balancing study and work activities 13 (54.2%) Facing peer pressures (e.g., alcohol, drugs, sex, etc.) 12 (50.0%) Managing conflict resolutions 11 (45.8%) Connecting with a new friendship group 9 (37.5%) General health and well being 7 (29.2%) Becoming self-reliant in managing health/stress 6 (25.0%) Forming positive health habits 4 (16.7%) Breaking problem habits 4 (16.7%) Leaving family 2 ( 8.3%) Other (please specify): (1) girls, (1) “I had a lot of issues dealing with other people” 1 ( 4.2%) DisabilityTable 6 displays the responses to selected items (i.e., 37, 39, 44, 45, 46, 48, 49, and 50) aboutestablishing a relationship with mentees. These items

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State Univesity; Nathaniel Ehrlich, Michigan State University; Colleen McDonough, Michigan State University; Jon Sticklen, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

First-Year Programs

evidence that whatever is taking place in themeetings, the CF program is starting out as a successful instrument to improve FI's perception oftheir relationship to CF.The next 13 questions probed the frequency with which the student and the faculty member haddiscussed certain topics. The 13 topics were divided into three general areas: student’s academicissues, student’s personal issues, and faculty concerns. Results for each topic area are shown inthe Figures 3-5.In the first case, “brief mentions” are not significantly different across change in expectation, butthere was a strong association between “discussed in detail” (the more this occurred, the morepositive the change in expectation). Correspondingly, the avoidance of mention was related to

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Jan Collins-Eaglin, Michigan State University; Nathaniel Ehrlich, Michigan State University; Denise Fleming, Michigan State University; Timothy Hinds, Michigan State University; Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

First-Year Programs

psychological wellness and supports academic success. Dr. Collins Eaglin is involved in several areas of education research including student retention, curriculum redesign, and faculty development. She is active nationally in the American Psychological Association and is on the accreditation board of the International Association of Counseling Centers.Nathaniel Ehrlich, Michigan State University NAT EHRLICH is a Research Specialist at Michigan State University's Institute for Public Policy and Social Research (IPPSR). Nat has taught psychology at the University of Michigan and City College, City University of New York, and conducted research in a wide variety of topics, including

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

Tagged Divisions

First-Year Programs

experiences that bothintroduce and encourage faculty to trial new tools and techniques, but that also run for the long-term, supporting collaborative organizations of faculty working together to transform earlyengineering experiences.IntroductionRecent research has shown that learner centered practices are infrequently used in engineeringpedagogy. Learner Centered instruction is defined by the American Psychological Association ascomprising a set of cogntive and metacognitive factors, motivational and affective factors,developmental and social factors, and individual differences (see Table 1) 1. It is assumed,generally, that to be learner centered, pedagogies need to simultaneously address key concepts,skills, and dispositions in a domain, and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

first year course sequence is a gatekeeper or barrier. Students arehighly aware of such courses and when they perceive they’re being “weeded out,” their behaviorchanges (Suresh, 2007). Administrative Concerns Administrative issues are handled by one centralized director, with autonomy to directteam members to tasks as needed. The lack of an assistant director is intentional and protectstenure-track faculty members from over commitment to administrative responsibilities beyondroutine committee work. The director positive answers to the assistant dean in the college ofengineering, as the courses themselves are housed under the dean’s office, and not any onecollege. Housing within departments Every team member has a home

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Odis Griffin, Virginia Tech

Tagged Divisions

First-Year Programs

” atVirginia Tech is discussed. The implementation team consisted of seven faculty members and 21students (graduate and undergraduate). About 1200 students were enrolled. The format wassuccessfully piloted in spring 2005. Examples of new activities include introduction of a systemsapproach, hands-on engineering experiments for fitting empirical functions, students’presentations on contemporary issues, discussion of the attributes of “The Engineer of 2020,”learning from seniors’ study abroad experiences, and object oriented approaches for problemsolving. In addition, a 5-week sustainable development design project was introduced. With thedesire to increase student participation in the large classrooms and determine students’ priorawareness, faculty

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Richard Cassady, University of Arkansas; Sean Mulvenon, University of Arkansas

Tagged Divisions

First-Year Programs

AC 2009-454: AN INITIAL ANALYSIS OF FRESHMAN-TO-SOPHOMORERETENTION IN A NEW FIRST-YEAR ENGINEERING PROGRAMRichard Cassady, University of Arkansas Dr. Cassady is Director of the Freshman Engineering Program and Professor of Industrial Engineering at the University of Arkansas, where he has served on the faculty since August, 2000. Prior to joining the University of Arkansas faculty, he was an Assistant Professor of Industrial Engineering at Mississippi State University (1996-2000). As Director of Freshman Engineering, he is responsible for overseeing the development and operation of both the academic and student services components of this first-year experience program for College of

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeff M. Citty , University of Florida; Angela S. Lindner, University of Florida

Tagged Divisions

First-Year Programs

, as an Undergraduate Advisor in EES since 2000, as Faculty Advisor of Engineers Without Borders-UF, and in a variety of K-12 and undergraduate mentoring roles. In Jan. 2008, she assumed the role of Associate Dean of Student Affairs in the College of Engineering at the University of Florida and continues to serve the College’s approximately 5,600 undergraduate students in this capacity. Page 25.480.1 c American Society for Engineering Education, 2012 Dual Model Summer Bridge Programs: A New Consideration for Increasing Retention RatesAbstractResearch on

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian Scott Robinson, University of Louisville; Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; James Christopher Foreman, University of Louisville

Tagged Divisions

First-Year Programs

printers, and hardware-based Programmable Logic Controllers (PLCs).This course has quickly become high-profile amongst students, faculty, and metropolitanindustry alike. End-of-semester surveys suggest strong, positive student feedback pertaining toteamwork development. Other institutional entities such as the entrepreneurship school havepartnered with course administrators to educate students on topics synergistic with engineering.New course features have been added with the help of local industries. Future work includesadding new Cornerstone projects with the help and cooperation of local industry partners.IntroductionIn the fall of 2014, the J.B. Speed School of Engineering at the University of Louisville (UofL)commenced an endeavor to overhaul

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

Donald E. Richards, Rose-Hulman Institute of Technology; Michael A. Collura, University of New Haven

Tagged Divisions

First-Year Programs

Paper ID #12246Understanding a New Paradigm for Engineering Science Education UsingKnowledge about Student LearningDr. Donald E. Richards, Rose-Hulman Institute of Technology Dr. Richards is Professor of Mechanical Engineering at Rose-Hulman Institute of Technology and teaches in the area of thermal-fluid sciences. He earned his mechanical engineering degrees at Kansas State Uni- versity (BS), Iowa State University (MS), and The Ohio State University (PhD). Prior to joining Rose- Hulman in 1988, he was on the faculty at The Ohio State University. In 1998, he joined Kenneth Wark as co-author of Thermodynamics (6th Ed

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janaki Isabella Perera, Franklin W. Olin College of Engineering; Brendan Thomas Quinlivan, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

Undergraduate Engineering Education in First-Year Engineering, Physics, and Mathematics CoursesAbstractExamining the perceptions of first-year undergraduates and their instructors can provide insightinto these students’ experiences and shed light on the emerging issues of student attrition andlack of preparedness for the workforce.1-3 Students’ perceptions about introductory courses havebeen examined in previous work.4 On the other hand, as the high rate of university studentdropouts has frequently been attributed to the poor quality of teaching in first-year undergraduatecourses, this study aims to investigate the perceptions of faculty members instructing first-yearundergraduates.5Our analysis results in several emergent themes, which

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University

Tagged Divisions

First-Year Programs

difficult to adaptand present the LWTL curriculum without training under and interacting with faculty familiarwith the existing courses, given the complex integration of content and material.Intellectual property was also a concern during this process, and resolving issues relating tointellectual property was important for the successful transfer of LWTL content and knowledge.Having developed extensive course materials over many years, faculty at Louisiana TechUniversity reasonably wished to ensure that their work would receive recognition whenemployed at another university. It was also hoped that some adapted or modified work producedby Campbell University faculty would be useful at Louisiana Tech and adopted back into theiroriginal LWTL

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park

Tagged Divisions

First-Year Programs

 implementation at the start of the semester.  Some of these time­related issues included running an RF communication  Page 26.95.13system and overhead vision system with many technical glitches, offering student access to a new 3D printing lab without knowing how best to manage such a powerful resource, and making changes to the mission details as the instructional team learned the limitations of the lab’s capabilities.  Many of these concerns could have been mitigated with sufficient testing of all systems prior to the start of the semester.  Beyond these types of comments, the instructional team also supplied valuable feedback that likely could not

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Gary Halada, State University of New York at Stony Brook

Tagged Divisions

First-Year Programs

3.85 (0.8)How one becomes an engineer 3.67 (0.84)The learning goals of the Engineering Science program 3.67 (0.93)The interdisciplinary nature of modern engineering 3.65 (1.11)How engineers think about problems 3.58 (1.03)How engineers come up with new design concepts 3.33 (1.16)The role of engineers in addressing societal issues 3.76 (1.02)Some basic ways scientists and engineers solve problems 3.83 (0.95)How technological developments are achieved 3.45 (0.98

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Programs in the A. James Clark School of EngineeringThe past five years has seen significant changes in onboarding in the A. James Clark School ofEngineering (Clark School) at the University of Maryland. In response to student concernsshared in engineering course evaluations, results of a 2018 campus climate study, formal andinformal student concerns shared by students of color and women students, and reportedincidents of bias and hate within the engineering and campus community, the engineering schooldeveloped a plan for properly onboarding and orienting new engineering students with the goalof creating a more inclusive engineering community. The onboarding program was designed toimprove the climate and culture within the engineering school

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Beverly Jaeger, Northeastern University; Richard Whalen, SUSAN FREEMAN, and BEVERLY JAEGER are members of; Susan Freeman, Northeastern University; John-David Yoder, Ohio Northern University

Tagged Divisions

First-Year Programs

AC 2007-686: TOWER OF STRAWS: REACHING NEW HEIGHTS WITH ACTIVELEARNING IN ENGINEERING DESIGN FOR THE FIRST-YEAR CURRICULUMJohn K. Estell, Ohio Northern University JOHN K. ESTELL is Chair of the Electrical & Computer Engineering and Computer Science Department, and Professor of Computer Engineering and Computer Science, at Ohio Northern University. He received his doctorate from the University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, user interface design, and the pedagogical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

main classroom setting.Often students and/or faculty resist the change to something other than traditional lecture.Traditional lectures were the way many of us faculty learned and they are still a comfortablemode that does not demand too much of the students. How can we encourage our students andfaculty to consider new and alternative modes of instruction? Buckmister Fuller noted “Reformthe environment; stop trying to reform the people. They will reform themselves if theenvironment is right.”4 One option for encouraging greater use of the seven principles is totransform our classrooms so that they more easily accommodate these differences. Ten yearsafter Chickering and Gamson published the Seven Principles, Chickering and Ehrmann2 notedthat we

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julia H. Chariker, University of Louisville; Patricia A Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Carrye Y Wilkins, University of Louisville

Tagged Divisions

First-Year Programs

Paper ID #6345An Analysis of Two Interventions Designed to Improve Student Performancein Engineering CalculusDr. Julia H. Chariker, University of Louisville JULIA H. CHARIKER, Ph.D., is a postdoctoral scholar in the Department of Psychological and Brain Sciences and the Bioinformatics Core at the University of Louisville, Louisville, Kentucky. She teaches courses in human cognition and learning. Her research combines the psychology of learning and cogni- tion, new information technologies, and collaboration with experts in biology, medicine, and engineering.Dr. Patricia A Ralston, University of Louisville Patricia A

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Saeid Moslehpour, University of Hartford

Tagged Divisions

First-Year Programs

thequantitative questions concerning the service-learning experiment are shown in Table 2;the complete questionnaire is shown in Appendix B. In the following paragraphs weelaborate on some of student comments and in-class feedback.In general, a high number of students, initially, were not comfortable with interactingwith the disabled children, particularly those with very severe physical and mentaldisabilities; this was also true about some of the engineering faculties involved in theproject. In fact, in their feedback some students indicated that they wished they could justdesign a ball throwing machine rather than customizing it for a child with special needs.For many students accepting such responsibility seemed to be overwhelming. In theirinitial

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Rod Paton, University of Auckland; Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland

Tagged Divisions

First-Year Programs

AC 2010-1079: FIRST-YEAR ENGINEERING FROM THE PERSPECTIVE OF AHIGH-SCHOOL TEACHER.Rod Paton, University of Auckland Rod Paton holds BSc and MSc degrees in physics from the University of Auckland, New Zealand. He has been teaching high-school science and physics since the start of 1994. For the past 12 years he has been Head of Physics at Westlake Boys’ High School, Auckland, New Zealand. Rod has integrated ICT into the school’s physics programs and developed problem-solving books and practical manuals to enhance the skills and abilities of all students. His main research interests are centred on implementing steps to improve the problem-solving and academic-writing abilities of high-school

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

María del Carmen Garcia-Higuera, Universidad Panamericana; Rocio Chavez-Telleria, Universidad Panamericana; Armando Alemán-Juárez, Universidad Panamericana ; Isabel Joaquina Niembro García P.E., Universidad Panamericana

Tagged Divisions

First-Year Programs

organization that provides basic financial education to hispanic individuals and their families in New York and the tri-state area, in order to foster their financial security and improve their standard of living. Professor of the ”Teaching Competencies Workshop” at the School of Education. Radio host from the program ”Conexiones: hablemos de innovaci´on y de futuros” that explores the future of higher education. Bachelors Degree in Pedagogy form Universidad Panamericana. Graduated with honors. Research topics center on soft skills, the future of higher education, education innovation projects and faculty development.Mr. Armando Alem´an-Ju´arez, Universidad Panamericana Armando has experience in the area of

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James A Middleton, Arizona State University; Stephen J Krause, Arizona State University; Kendra Rae Beeley; Eugene Judson, Arizona State University; John Ernzen; Ying-Chih Chen, Arizona State University

Tagged Divisions

First-Year Programs

feedback cycle of student motivation and success(see Figure 1). Page 26.704.5Figure 1. Relationship among faculty attitudes and practices, and student attitudes and outcomes It is important to note that it is faculty practices that drive potential changes in studentmotivation and performance. Faculty attitudes help guide their practice, and are reinforced bysuccessful student outcomes, but attitudes per se are only indirectly responsible for studentachievement, persistence, and motivation. But sadly, Learner-centered practices are usedinfrequently by post-secondary faculty.7 Part of the problem concerns the fact that an

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Amy Thompson, University of New Haven; Carl Barratt, University of New Haven; Michael Collura, University of New Haven

Tagged Divisions

First-Year Programs

courses.This paper discusses our experience at the University of New Haven in addressing issues thatarise when running multiple sections of a first semester freshman engineering course. Some ofthe management issues that occur involve scheduling time of teaching assistants, planning andpurchasing materials, scheduling classrooms, recruiting and training full time faculty and adjunctfaculty and planning for their schedules, and managing the dissemination of information undertight budget constraints.IntroductionMany changes in engineering education over the past 20 years have focused on enhancing thefirst year experience to improve the academic performance and persistence of engineering

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

Paper ID #15071Assessing Gender Differences between Student Motivations for Studying En-gineeringDr. Anne Dudek Ronan P.E., New York University Anne Dudek Ronan, Ph.D., P.E., is an Industry Professor in the Department of Civil and Urban Engi- neering NYU. Although her main area of interest is Water Resources Engineering, she teaches across the curriculum – from the freshman Introduction to Civil Engineering course to graduate classes in Ground- water Hydrology and Surface Water Pollution. She also advises PhD and Masters degree students and is faculty adviser for two student clubs. Previously, Anne was an Adjunct Professor

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Dwight Tolliver, University of Tennessee; Lauren Hines, University of Tennessee; J. Roger Parsons, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

facilitator, you cannot afford to ignore the issue of culture in groups7. Thefaciltators’ interactions with the students focused on diversity concerns by giving thestudents a forum to talk about and reflect upon diversity related issues. Knowledge ofStrengths and Weaknesses also arises from the group processes and outcomes literatureand suggests that an indicator of groups working well together is when there is a Page 11.577.4willingness to share strengths and weaknesses, knowing your own strengths andweaknesses, and giving feedback to others about their strengths and weaknesses7. This isviewed as an indicator that cohesion and trust are high and that the