Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew Charles Bartolini, University of Notre Dame

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Diversity

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First-Year Programs Division (FYP)

Paper ID #38944GIFTS: Initiative to Meet Students through Informal Walks around CampusDr. Andrew Charles Bartolini, University of Notre Dame Assistant Teaching Professor, University of Notre Dame Coordinator, First-Year Engineering Program ©American Society for Engineering Education, 2023 GIFTS: Initiative to Meet Students Through Informal Walks Around CampusThis GIFTS (Great Ideas for Teaching Students) paper presents the inspiration, implementationand analysis into a new initiative by the author to meet students by taking walks around campus.In the spring of 2022, the

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter DeCrescenzo, University of Maryland Baltimore County; Sunji Jangha

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First-Year Programs Division (FYP)

Paper ID #39889GIFTS: Making Research Experiences Meaningful through CriticalSelf-ReflectionPeter DeCrescenzo, University of Maryland Baltimore County Author is a doctoral student in the Student Affairs program at a public research university in the Mid- Atlantic. He serves as an Assistant Director to an NSF-funded project in order to increase the number of racial and ethnic minorities who matriculate into and successfully complete high-quality degree pro- grams in science, technology, engineering and mathematics (STEM) disciplines in order to diversify the STEM workforce. His research interests are centered around

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan Elaine Benzel, Colorado State University

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Diversity

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First-Year Programs Division (FYP)

path to“promoting independence, collaboration, and innovation” [6]. This ability to leverage a key,defining strength for a research university to attract and retain potential students who previouslyhad not considered higher education, offers a unique opportunity to research universities thatother institutions cannot easily emulate.This paper will provide information on the importance of finding unique ways to retain students,then take a detailed look at the Scott Undergraduate Research Experience (SURE) program putin place at the Walter Scott, Jr. College of Engineering (WSCOE) at Colorado State University(CSU). The initial creation and justification of this program will be explained, as well as someongoing considerations. Most significantly

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Grace Hincher, North Carolina State University; Ton Nguyen; Nicholas Goodwin

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First-Year Programs Division (FYP)

is required to tackle the engineering grand challenges that ourworld faces. They must complete a Capstone experience and utilize one or more of the followingopportunities provided by our institution: 1. Engage in undergraduate research experience in an approved team or individual research or design project with a university faculty member, focusing on one of the fourteen NAE grand challenges. 2. Complete an Entrepreneurial Initiative project approved by the instructor and the scholar’s grand challenges mentor, focusing on one of the grand challenges. 3. Complete an approved independent study project focusing on one of the four grand challenges’ themes (sustainability, security, health, and joy of living).As

Conference Session

First-Year Programs Division (FYP) - Technical Session 8: Skill Building

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Huizar, Center for Research in Engineering and Technology Education (CREATE); Diane Elisa Golding, University of Texas at El Paso; Victor Manuel Garcia Jr.

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Diversity

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First-Year Programs Division (FYP)

Paper ID #37441Overview of a Financial Literacy Course for Incoming EngineeringStudents at a Hispanic Serving InstitutionMs. Sarah Huizar, Center for Research in Engineering and Technology Education (CREATE) Sarah Huizar is a Student Development Specialist for UTEP’s Center for Research in Engineering and Technology Education (CREATE). She mentors undergraduates, participates in the building of learning networks to enhance student development, coordinates professional development workshops for engineer- ing students, and advises the El Paso Honey Badgers eSports student organization.Dr. Diane Elisa Golding, University of

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tristan Hernandez, University of Texas at El Paso; Sarah Huizar, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Juan Jose Ochoa Jr., University of Texas at El Paso; Victor Manuel Garcia Jr., US Army Engineer Research and Development Center

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First-Year Programs Division (FYP)

for minority student groups. ©American Society for Engineering Education, 2024 Work in Progress: Transforming the Freshman Engineering Experience through Peer-Mentorship and Professional Competency WorkshopsIntroductionThis work-in-progress paper describes the research initiative to enhance a first-year engineeringcourses by incorporating peer-mentorship and professional competency workshops. Theengineering profession keeps positively evolving, which consequently creates a need forimproving current teaching and learning methods to holistically educate future engineers. InEngineering education, we are still in a state of transformation intended to define the

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, The Ohio State University; Laine Rumreich, The Ohio State University; Ethan Cartwright, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University; H. Schwab, The Ohio State University

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Diversity

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First-Year Programs Division (FYP)

3.8 19 p<0.001 Number of Cross Links 2.4 3.4 19 p=0.001 Figure 2: Total Traditional ScoresCategorical Scoring – Automated Scoring ToolIn order to examine the content shifts between the initial and final concept maps the categoricalscoring feature of the automated scoring tool was used. A subset of five participants were chosenfor this analysis. These five participants had the highest change in total score from initial to finalmap using the traditional scoring method. Each of these maps was scored using the scoring toolby two researchers. Since part of the goal was to try out the automated scoring tool a researcherfamiliar with the codebook and

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Lampe, University of Virginia; Lloyd R. Harriott, University of Virginia; Sarah Schultz Robinson, University of Virginia

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Diversity

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First-Year Programs Division (FYP)

can have a profound effect on motivation to learn andpersist to degree completion. Undeniably, student interest can change over time and majoring insomething other than a student’s initial interest at the time of university or college matriculationshould be encouraged based on exploration and self-reflection. However, there are policies basedon capacity limits in majors and constraints such as classroom capacity and course offerings thatschools grapple with which exclude students from their interest. From literature, we know thatabout half of females interested in engineering actually enter the major they were initiallyinterested in during their first year [1]. While there is some engineering education research whichexamines entry into

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Esme Eleanor Abbot, Franklin W. Olin College of Engineering; Berwin Lan, Franklin W. Olin College of Engineering; Luke Raus, Franklin W. Olin College of Engineering; Bill Fan, Franklin W. Olin College of Engineering; Zachary del Rosario, Franklin W. Olin College of Engineering

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First-Year Programs Division (FYP)

course. Studio pedagogy is an increasingly popular active learning technique. Thistradition of pedagogy deemphasizes faculty lecture and emphasizes student-directed projectwork. However, studio pedagogy draws heavily on instructor-initiated communication foreffective instruction. A limited body of research suggests that such communication ischallenging, and we posit that early instructors experience additional, as-of-yet unidentifiedchallenges. To better understand these communication issues, a team of four undergraduatecourse assistants and one faculty member conducted a collaborative autoethnographic study ofinstructors learning to teach in a first-year studio course. We identified the challenges the(student) instructors faced and the

Conference Session

First-Year Programs Division (FYP) - Technical Session 5: Supporting Success 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sahar Mari, Northwestern University in Qatar; Sara AlBanna, SLB; Nayef Alyafei, Texas A&M University at Qatar

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Diversity

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First-Year Programs Division (FYP)

designed. For example, the name of the journal was changed basedon the user testing results and the overall feedback from the research team. The initial journal-title of “Ta’sees” (Arabic: foundation) turned into a more student-tailored version of“Mufakirati” (Arabic: my journal). Although the journal had a new name and design, theprimary purpose remained the same: to enhance first-year students’ experience with thetransition from high-school to university. These adjustments were made during the spring of2020. User testing and the data gathered during this time were affected by the Covid-19pandemic, which forced many educational institutions to switch to remote instruction.To encourage students to use the journal, the research team collaborated

Conference Session

First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University

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First-Year Programs Division (FYP)

into a summary formatand to establish clear links between the analysis, the objectives of the research, and the summaryof findings [18]. Analysis began with data familiarization which entailed importing articles intoMAXQDA2020 and reading all articles. Coding began with first-round coding which wereconducted where big-picture meanings began to form. Next, second-round coding was conductedwhere subcategories and subcodes were formed to better define and understand the initial orprimary codes. After coding rounds, codes were refined through comparing, grouping orregrouping, and collapsing codes. Finally, there was synthesis and interpretation of the codes intooverall themes and explanations of the phenomenon. This five-step process of analysis

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Sheryl A. Sorby, University of Cincinnati; Gibin Raju, University of Cincinnati; Jeffrey Buckley, Royal Institute of Technology (KTH); Niall Seery, Technological University of the Shannon

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First-Year Programs Division (FYP)

larger study examining the link betweenspatial skills and engineering design. To address the research aims for this aspect of thestudy, work was conducted in two stages set out in Figure 2. In the initial stage, n = 127undergraduate engineering students in the first and final year of their studies at a large publicR1 university in the College of Engineering and Applied Science were invited to solve adesign task. The participants were recruited through recruitment flyers that were sharedthroughout the college. The specific design task the students were asked to complete isdescribed subsequently in this paper. The solutions for these students were then collated toproduce the two separate ACJ sessions which included the same items of work

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Francine Usinski, University at Buffalo, The State University of New York; Jessica E. S. Swenson, University at Buffalo, The State University of New York; Emma Treadway, Trinity University; Alyndra Mary Plagge, Trinity University; Shea E. Lape

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Diversity

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First-Year Programs Division (FYP)

, physics identity, and physics career choice: A gender study,” J. Res. Sci. Teach., pp. 978–1003, 2010, doi: 10.1002/tea.20363.[10] H. B. Carlone and A. Johnson, “Understanding the science experiences of successful women of color: Science identity as an analytic lens,” J. Res. Sci. Teach., vol. 44, no. 8, pp. 1187–1218, Oct. 2007, doi: 10.1002/tea.20237.[11] A. Godwin, “The Development of a Measure of Engineering Identity,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 26122. doi: 10.18260/p.26122.[12] E. Treadway and J. Swenson, “Research Initiation: Understanding Interactions Between Affect and Identity in First- and Second-Year

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas H. Cheong; Meagan Eleanor Ita, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University; Ethan Cartwright, The Ohio State University; Amanda Singer Nault, The Ohio State University

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First-Year Programs Division (FYP)

Paper ID #37455Evaluating Students’ Entrepreneurial Mindset Attributes in First-YearDesign ProjectsNicholas H. CheongDr. Meagan Eleanor Ita, The Ohio State University Dr. Meagan Ita is a Research Scientist at Arvinas working to develop disease modifying therapies for neu- rodegenerative diseases. Her career passion is to develop novel biotechnologies and therapeutics to better understand human physiology with the goal of equitably extending healthspan, ideally at the intersection of healthcare and STEM education. Meagan has experience as a Postdoctoral Scholar in Engineering Education from The Ohio State University (OSU

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University; Aya Mouallem, Stanford University; Sheri D. Sheppard, Stanford University

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Diversity

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First-Year Programs Division (FYP)

suchprograms.The literature review delves into existing research on pre-college and early-college engineeringoutreach programs, focusing on the challenges faced by marginalized and non-traditionalstudents in accessing and participating in such initiatives. The review highlights key factorscontributing to barriers and proposes effective strategies for mitigating these challenges. Thecase study analysis presents two case studies of successful engineering outreach programs,situated in two different geographic locations and cultural backgrounds; the AACRE program inthe United States, and the LebNet Tech Fellows program in Lebanon. Exploring marginalizedstudents in two different cultural and academic contexts helps identify practices that lowerbarriers for

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FYP)

of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, Case Western Reserve University; Kurt R. Rhoads, Case Western Reserve University

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Diversity

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First-Year Programs Division (FYP)

survey according to whether the students were taking the course in the fall or in the spring semester? 2) Are there any differences in the response patterns on the survey according to whether the students were taking the course before or after it became required?MethodologyResponses for the four semesters during the ’21-’22 and ’22-’23 academic years were collectedand separated by section. A phenomenological interpretivist perspective was used, since the dataand conclusions drawn from them are the products of the environment in which the students andinstructors were working [5, 6]. Two researchers each took two sections’ worth of responses atrandom to initially code, without knowing which semester or section they

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Evelyn Walters, Temple University; Cory Budischak, Temple University

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Diversity

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First-Year Programs Division (FYP)

Paper ID #38553WIP Striving towards Equitable Team Dynamics in First-Year EngineeringDesignDr. Evelyn Walters, Temple University Associate Professor of InstructionCory Budischak, Temple University Cory is a teacher and researcher who strives to reduce the harmful effects of energy production and use. Teaching has always been his central passion. He started as a group tutor in college, which led him to his full time career as an Assistant Professor ©American Society for Engineering Education, 2023 WIP: Striving towards Equitable Team Dynamics in First-Year

Conference Session

First-Year Programs Division (FYP) - WIPS 4: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Erik A. Johnson, University of Southern California

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First-Year Programs Division (FYP)

Paper ID #40105Work in Progress: Engaging First-year Engineering Students throughMakerspace Project-based PedagogyDr. Gisele Ragusa, University of Southern California Dr. Gisele Ragusa is a Professor of Engineering Education at the University of Southern California. She conducts research on college transitions and retention of underrepresented engineering students, engineer- ing ethics, PreK-12 STEM education, and also research about engineering global preparedness.Dr. Erik A. Johnson, University of Southern California Dr. Erik A. Johnson is a Professor of Civil & Environmental Engineering at the University of Southern

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Danilo Alberto Gomez Correa, Universidad Andres Bello, Concepcion, Chile

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Diversity

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First-Year Programs Division (FYP)

160 25.6%This situation underscores the critical need for initiatives encouraging women's participationin STEM fields and reducing dropout rates. Supporting this, Fowler and Meadows (2013)found that expectancy for success is a more effective predictor of GPA for men than forwomen, potentially contributing to the higher dropout risk among female engineeringstudents. Additionally, it is essential to consider other sociocognitive factors that could helpdecrease early-stage dropout rates among women in engineering. These include sense ofbelonging, as discussed by Emigh et al. [25] and Quezada-Espinoza et al. [26], and self-efficacy, highlighted in the research of Andrews et al. [8]. These factors are pivotal in shapingfemale students

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aishwary Pawar, University of Michigan - Dearborn; DeLean Tolbert Smith, University of Michigan - Flint

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Diversity

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First-Year Programs Division (FYP)

at the top of the pyramid. This obstruction in the flow of students from PENG to college needs to be addressed. Thus, the next section of the literature review discusses the research focused on PENG programs and the importance of collecting and analyzing students' data. In today's era, several institutions provide pre-college PENG programs to encourage students to pursue undergraduate degrees in STEM education. Such initiatives focus on specific goals to increase the enrollment and retention of underrepresented STEM students, including African Americans, Hispanics, Native Americans, and possibly Asian-Pacific [19]. This section aids in understanding the literature that centers around the development and implementation of PENG programs in

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin

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Diversity

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First-Year Programs Division (FYP)

(or ignore) theculture of engineering within academic makerspaces.IntroductionFunded through the National Science Foundation Research Initiation in Engineering Formation(REIF) program, WWU university created a peer mentoring program focused on supportingstudents socially within an academic makerspace. The goal of the program is to increasing senseof belonging in undergraduate engineering students by engaging them in non-technical workwhile supporting social connection and developing community. This study is the first of its kindto explore how peer mentors develop and support makerspace activities explicitly focused oninclusive engagement and how those experiences impact their development as mentors. Thepurpose of this study was to better

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Johns Hopkins University; Mareham Essam Yacoub, Johns Hopkins University; Rachel Saperstein McClam, Johns Hopkins University

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First-Year Programs Division (FYP)

research.A few months into our research, we have recruited undergraduates from various departments,genders, and undergraduate years. We have been able to recruit from only five of our nineengineering departments. It is important to note that the sizes of the departments vary greatly,with one department having a cohort of approximately 125 students and another having only 5first-year students. The initial interview sample is summarized in Table 1. Due to previousreviews to this work in progress, it is critical for the context of this scientific audience to explainthat this qualitative research is conducted under a naturalistic paradigm and does not seek toinfer causality from a sample universe. We are looking to aggregate qualitative (verbal) raw

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jahnavi Dirisina, University of Oklahoma; Randa L. Shehab, University of Oklahoma

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First-Year Programs Division (FYP)

and self-efficacy are constructs that originated and were established in educationalpsychology but have been incorporated into the field of engineering education. However, there isa scarcity of research where engineering self-concept has been validated with measures withinthe field of engineering education. It is likely that when developmental constructs are assessedamong individuals of different ages and experiences, so researchers must take initiative to makethe instrument suitable for the population. This paper is a step towards creating an instrument toevaluate self-concept within engineering freshmen while also distinguishing it from self-efficacyin practice.A sorting task was conducted with 43 survey statements and 5 theoretical

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May P.E., Dartmouth College

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Diversity

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First-Year Programs Division (FYP)

her current position at Dartmouth College. Petra has published extensively and lectured widely to national and international audiences. Her work has been recognized by the National Science Foundation with numerous research grants. She is equally passionate about her teaching and has recently designed and created a seven-MOOC Professional Certificate on C-programming for edX for which her team won the ”2019 edX Prize for Exceptional Contributions in Online Teaching and Learning”. Previously she designed a MOOC ”Analysis of a Complex Kind” on Coursera. The recipient of the New Hampshire High Tech Council 2018 Tech Teacher of the Year Award, the Binswanger Prize for Excellence in Teaching at Wesleyan University

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Tameka Sharona Clarke Douglas, Virginia Polytechnic Institute and State University

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Diversity

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First-Year Programs Division (FYP)

astudents’ sense of belonging, and how that sense of belonging subsequently influencespersistence and achievement [26], [27], [28], [29], [30],[31] . Large and ongoing efforts havebeen initiated to address specific shortcomings of academic cultures to address problems in asense of belonging for many of these identities and intersectionalities [32], [33], [34]. In additionto institutional support programs and structures, individuals who identify with visible minoritygroups will often seek to foster social networks to bolster their sense of belonging [35].There has been a recent decline in ACT and SAT scores nationwide, pointing to a pervasivedecline in math readiness in the United States [36]. Research indicates that this factorsignificantly impacts

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel, West Virginia University; Xinyu Zhang, Purdue University

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First-Year Programs Division (FYP)

Paper ID #42503Institutionalization Challenges for an NSF S-STEM ProgramDr. Robin A.M. Hensel, West Virginia University Robin A. M. Hensel, Ed.D., is a Teaching Professor in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University and an ASEE Fellow Member. As a mathematician and computer systems analyst, she collaborated in engineering teams to support energy research before entering higher education where she taught mathematics, statistics, computer science, and engineering courses, secured over $5.5M to support STEM education research, led program development efforts, and

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane A. Brown P.E., Oregon State University; Natasha Mallette P.E., Oregon State University

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Diversity

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First-Year Programs Division (FYP)

essential insightsthat enable the implementation of impactful strategies that could improve student engagementand success. These strategies are aimed at fostering engagement within learning contexts,thereby significantly elevating the quality of student learning experiences in the initial year ofengineering education.Literature ReviewThe constructs under investigation in our study are the result of a comprehensive qualitativeinductive research project focused on related factors to student engagement. This research aimedto delve into the dynamics of how and why students engage with their engineering courses.Through in-depth interviews and analysis, we sought to capture the essence of studentengagement from the perspectives of those immersed in the

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Arturo A Fuentes, The University of Texas Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Laura Benitez, The University of Texas Rio Grande Valley; Edna orozco-leonhardt, The University of Texas Rio Grande Valley

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Diversity

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First-Year Programs Division (FYP)

courses provided strategic advice. • Students felt a sense of belonging and identity to the college and to their respective departments. • Students valued how in one week got to know key faculty in their departments. • Some students immediately joined student organizations. • Some qualified students were invited by faculty into research activities. • Some students immediately went into machine shop certification.From the facilitators and mentors debriefing, it was noted: • Recruitment strategy must be improved to circumvent challenges. • Each department must invest in training their faculty to replicate department specific boostcamps. • The initial focus on at-risk students is meritorious, but the boostcamp experience

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura K. Alford, University of Michigan; James A. Juett, University of Michigan ; Heather Rypkema, University of Michigan

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First-Year Programs Division (FYP)

Center for Research on Learning and Teaching (CRLT), as well as Assistant Director with the Foundational Course Initiative (FCI). Prior to shifting into the field of educational assessment and analytics, she was a faculty member at various institutions with research specializations in theoretical quantum chemistry and laser photochemistry. ©American Society for Engineering Education, 2024 Investigating the Effects of Prerequisite CS1 Options for a CS2 Course Through an Analysis of Student Project Scores in CS2AbstractThis complete research paper details our analysis of the effect of students’ pathways to a CS2course on their project scores, exam scores, and final grades in the CS2