Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregory Edward Simon, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Miriam Howland Cummings, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

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Diversity

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First-Year Programs

development andacademic success.This paper will begin a preliminary examination into how specific aspects of an innovative peermentorship program at a large urban research university, called the Layered Mentorship Program(LMP), are related to the students’ continued academic success and corresponding retentionrates. The hypothesis is that as students transition from being mentees to mentors, differentaspects of this program will aid in the development of a heightened STEM identity that will, inturn, indicate increased and continued academic success and retention. The relevant researchquestions are: • RQ1: How does continued student participation in the Layered Mentorship Program relate to retention in the engineering college and academic

Conference Session

Study Abroad, International Exchange Programs, and Student Engagements

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joerg Mossbrucker, Milwaukee School of Engineering

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International

AC 2011-1887: THE PERFORMANCE OF GERMAN EXCHANGE STU-DENTS IN THE U.S.A. - A LONGITUDINAL STUDYJoerg Mossbrucker, Milwaukee School of Engineering Dr.-Ing. Joerg Mossbrucker is an Associate Professor at the Miwaukee School of Engineering and is the Program Director of the International Exchange Program in Electrical Engineering. He received his Ph.D. in Electrical Engineering from the University of Kaiserslautern/Germany in 1997. Page 22.1485.1 c American Society for Engineering Education, 2011 The Performance of German Exchange Students in the U.S.A. A

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

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Diversity

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First-Year Programs

programs. This study focuses ondata gathered in the mid-summer survey and the focus groups, specifically, that gauged howstudents felt starting engineering college.The findings presented here aim to investigate how students feel as incoming first-yearengineering students, and what elements of their experience may relate to those feelings. If wecan better understand how students feel, we can better support and encourage them, and helpthem to develop more positive affect and to succeed more easily. The work presented here isguided by the following research questions: 1. How do incoming first-year students feel about starting engineering college? 2. How do engineering students describe their feelings about being accepted to and starting

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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First-Year Programs

in the McCormick School of Engineering and Applied Science at Northwestern University, where she currently teaches first-year engineering design courses. Her research interests in engineering education include the identification of variables that impact the first- year experience and the development of strategies to enhance it, retention of underrepresented populations in STEM fields and service-learning in engineering.Elise Gruneisen, Northwestern University American c Society for Engineering Education, 2020 Work in Progress: Structured Teamwork for Learning Equity in First-Year Engineering DesignIntroductionEngineering programs

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette, IN; Juan David Ortega-Alvarez, Universidad EAFIT, Medellin, Colombia - Purdue University, West Lafayette, IN; S. Zahra Atiq, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

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First-Year Programs

were engineers, as well asprevious engineering-related activities such as camps and career days. These findings suggest thegreat importance of social resources in electing to pursue engineering. In this investigation, weexamine social resources further4.First Year Engineering (FYE) programs are common in universities in the United States. Theyusually administer integrated curricula, aiming to offer students stimulating environments andproblem-solving experiences from an interdisciplinary stance5. These programs expose studentsto a broad concept of engineering and particularities of various fields. Such exposure not onlyprovides students with relevant information for the selection of a major but may also benefit theengineering profession by

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

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First-Year Programs

Paper ID #34699Self-Efficacy, Mathematical Mindset, and Self-Direction in First-YearEngineering StudentsDr. Matthew Cavalli, Western Michigan University Dr. Cavalli is Professor of Mechanical and Aerospace Engineering and Associate Dean in the College of Engineering and Applied Sciences. His technical research interests include materials behavior and solid mechanics. His educational interests include distance education and first-year student success. He has previously served as the Chair of the Materials Division of ASEE.Ms. Anetra Grice, Western Michigan University Anetra Grice is has served as the STEP Program Director for

Conference Session

Multidisciplinary Engineering Programs

Collection

2004 Annual Conference

Authors

W. Wentzheimer; Jennifer VanAntwerp; Gayle Ermer; Steven VanderLeest

interdisciplinary in nature. While engineering analysis is oftenfocused within specific sub-disciplines, design/manufacturing/construction usually requires aninterdisciplinary background. Thus, students are best served by a broad engineering foundationwhich gives them the language, methods, and applications related to a broad spectrum ofengineering disciplines. For the first two years of the program, all engineering students take a setof common courses introducing them to a variety of engineering topics. In addition tobroadening the student’s education, these courses result in a more informed decision of which ofthe four concentrations they will pursue in the junior and senior years. This decision is not madeuntil the end of the sophomore year when

Conference Session

Multidisciplinary Engineering Programs

Collection

2004 Annual Conference

Authors

Fred Driscoll

the Provost); and (3) the cooperation of faculty from different departments who areencouraged to work together on program self assessments.The committee meets biweekly, or more often as needed, to discuss all aspects of the program.Since its inception, this committee has addressed many academic and managerial issuesassociated with operating an interdisciplinary program. Issues such as student advising,curriculum development, course changes, admission, re-admission, transfer credit guidelines,scheduling, preparatory courses for the Fundamentals of Engineering (FE) exam, and facultyscheduling related to team teaching have been discussed and acted upon. The interdisciplinarynature of the committee has been very successful and it has moved the

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

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Diversity

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First-Year Programs

Paper ID #29289Work in Progress: Openness, Conscientiousness, Self-Direction, andMindset in First-Year Engineering StudentsDr. Matthew Cavalli, Western Michigan University Dr. Cavalli is Professor of Mechanical and Aerospace Engineering and Associate Dean for Undergraduate Academic Affairs in the College of Engineering and Applied Sciences.Ms. Anetra Grice, Western Michigan University Anetra Grice has served as the STEM Talent Expansion Program Director for Western Michigan Univer- sity’s College of Engineering and Applied Sciences for since 2010. American c Society

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Sonnenberg-Klein, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology

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Diversity

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Multidisciplinary Engineering

Paper ID #22319Social Network Analysis: Peer Support and Peer Management in Multidisci-plinary, Vertically Integrated TeamsJ. Sonnenberg-Klein, Georgia Institute of Technology Assistant Director, Vertically Integrated Projects (VIP) Program, Georgia Institute of Technology; Doc- toral student in Education at Georgia State University, with a concentration in Research, Measurement and Statistics; Master of Education in Education Organization and Leadership, University of Illinois at Urbana-Champaign; Bachelor of Science in Engineering Physics, University of Illinois at Urbana- Champaign.Dr. Randal T. Abler, Georgia Institute

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato

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Diversity

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Multidisciplinary Engineering

the typicalABET-identified professional competencies is recorded in Johnson and Ulseth [8].Multi-disciplinary learning is emphasized, including a broad base of engineering “corecompetencies” including entrepreneurship. Project teams of 3 - 5 learners are vertically integratedfrom Junior 1 through Senior 2, as well as disciplinary integration; electrical engineering focusedstudents are on the same project team as mechanical focused learners.The program is ABET accredited and has added student outcomes related to people and projectmanagement, entrepreneurship, and inclusivity in addition to the traditional ABET studentoutcomes. The program includes a broad breadth of student experience, including co-opexperiences and Study Abroad. Learning is

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen Roberts, University of Florida; Fazil T. Najafi, University of Florida; Curtis R. Taylor, University of Florida

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Diversity

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First-Year Programs

Transition and Enhanced Preparationfor Undergraduates Program (STEPUP) as a case study intervention to increase student success inengineering. The STEPUP program can serve as a model to assist institutions in the developmentof a comprehensive, step-by-step process to improve the recruitment, motivation, and retention ofunderrepresented student populations (USP). STEPUP was established at the University ofFlorida's College of Engineering twenty-five years ago and has demonstrated great promise andsuccess retaining first-year students in engineering. The STEPUP program model includesparameterized engineering related courses, experiential learning activities, and teachingmethodologies. The primary objectives of the program include 1). Increasing

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

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First-Year Programs

, University of Louisville James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include paral- lel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.Dr. James Christopher Foreman, University of Louisville Asst. Professor at University of Louisville, previous appointment at Purdue University. Teaching calculus, power and energy, and industrial control systems related courses. Research in artificial neural networks, expert systems, and new methods of teaching math/calculus. 15 years in industry

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lina Wei, Zhejiang University; Wei Zhang, Zhejiang University

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Diversity

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Multidisciplinary Engineering

interviews and conductspurposeful conversations with the research subjects directly or indirectly to better describeand explain things, events, phenomena, people, and to better understand the researchquestions [22]. Centering on the theme of "New Engineering Construction Path Recognitionand University Path Selection," the research has designed related interview questions.Example questions are: "What are the characteristics and advantages of your new school/professional/projectnew engineering construction?" "What kind of path or path combination does your school/professional/project take toimplement new engineering construction?" "Why is this path used, and what are the characteristics and effects of the path?" "What difficulties and

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gang Zheng, University of Michigan-Shanghai Jiao Tong University Joint Institute; Horst Hohberger, University of Michigan - Shanghai Jiao Tong University Joint Institute; Chengbin Ma, University of Michigan–Shanghai Jiao Tong University Joint Institute; Pradeep Ray, University of Michigan Joint Institute, Shanghai Jiao Tong University

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Diversity

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Multidisciplinary Engineering

partnership and its internationalizedsystem give the JI good opportunities to offer creative degree programs. The dual-bachelor’sdegree (DD) program allows JI students to pursue two undergraduate degrees in two different butclosely related engineering or science disciplines at the JI and UM within just 4 years of time.The global degree pathways (GDP) program creates pathways for the JI students to have anintegrated BS/MS study experience whereby they are able to earn a Bachelor’s degree from theJI and a Master’s degree in engineering or non-engineering disciplines from a global partneruniversity.Dual-Bachelor’s Degree (DD) ProgramThis program is designed to allow a student entering the JI’s undergraduate program to earn aBachelor of Science degree

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Russell Korte, University Of Minnesota; Ken Yasuhara, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

First-Year Programs

persistenceAbstractIn this exploratory study our analyses show that although first-year women performed equally wellas their male counterparts on an engineering task, they reported significantly lower self-ratings ofconfidence in their intellectual and technical abilities (math and science) than men, yet stillpersisted at the same rate as their male counterparts during the first year. These findings stand incontrast to other studies which have shown self-confidence to be positively related with successfulachievement of goals (i.e. performing an engineering task successfully, graduating from anengineering program). Therefore, we seek to explain this apparent contradiction throughexpectancy and cognitive dissonance theory and suggest that first year programs

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

hard, I can learn it. 5. I can do even the hardest work in this class if I try. Team Efficacy 6. Achieving my team’s goals is well within our reach. 7. My team can achieve its task without requiring us to put in unreasonable time or effort. 8. With focus and effort, my team can do anything we set out to accomplish. Career Efficacy 9. I’m certain I can be successful in my undergraduate program (e.g. chemical engineering). 10. I’m confident that can master the skills needed for my chosen field (e.g. chemical engineering).SubjectsThe study was performed during spring 2008 semester at Mississippi State University. Amongthe students in the class, 33 of them provided enough information during

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech; Cherie D. Edwards, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech; Diana Bairaktarova, Virginia Tech

Tagged Divisions

First-Year Programs

thefirst-year program may provide valuable insight into their professional identities in engineering.Tonso also recognizes that professional identity could relate to important professionalcompetencies [3]. Thus, students engaged in the course are likely to develop their professionalcompetencies, as they navigate through the problem-solving.Engineering student identity, as a topic, has been studied extensively. Thus, identity as a termhas a variety of meanings and connotations that can confound the construct. Identities can beperceived differently by different people, and aspects of it are subject to change. Gee’s use ofidentity begins with his assertion that identity is “being recognized as a certain kind of person”[4]. Development of engineering

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

. Question topics related toacademic interest, future academic and career goals, siblings, social status, parents’ education,father’s present and past occupations, the sacrifices the family made for the student to attendcollege, and financial support.The study participants were then interviewed for 30-40 minutes to discover why proficientstudents chose engineering and changed majors, as well as their reaction to their experiences intheir engineering program. Interviews were electronically tape recorded, transcribed, and coded.Key factors found to influence retention included socioeconomic status, personality traits,geographic location of high school, finances, involvement in clubs and industry-sponsoredorganizations, and low college GPA.At the

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Terrance Denard Youngblood, Texas Tech University; Ibrahim H. Yeter, Texas Tech University; Casey Michael Williams, Texas Tech University; Hansel Burley, Texas Tech University

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #15559STEMChoice: An Examination of Program Evaluation Data in a STEM-Centered, Inquiry-Based ProgramMr. Terrance Denard Youngblood, Texas Tech University Terrance D. Youngblood is a doctoral student in Educational Psychology at Texas Tech University, spe- cializing in the effective evaluation and assessment of educational outreach programs and workforce de- velopment.Ibrahim Halil Yeter, Texas Tech University IIbrahim H. Yeter is currently a PhD candidate in the Curriculum and Instruction program at the College of Education, and at the same time, he is pursuing his Master’s degree in Petroleum Engineering at

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Conrad Tucker, Carnegie Mellon University; Kathy Schmidt Jackson, Pennsylvania State University, University Park; John Jongho Park, Penn State University

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Diversity

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Computers in Education

Paper ID #29843Exploring the Future of Engineering Education: Perspectives from aWorkshop on Artificial Intelligence and the Future of STEM and SocietiesDr. Conrad Tucker, Carnegie Mellon University Conrad Tucker is a professor of mechanical engineering at Carnegie Mellon University. He focuses on the design and optimization of systems through the acquisition, integration, and mining of large scale, disparate data.Dr. Kathy Schmidt Jackson, Pennsylvania State University, University Park Kathy Jackson is a Adjunct Associate Teaching Professor in the School of Engineering Design, Technol- ogy and Professional Programs at

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University, West Lafayette; Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

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Diversity

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First-Year Programs

study strategies of the engineering students. Also, this study will contributeto the understanding of the study strategies applied by students to keep up with engineeringcourses, especially demanding courses like computer programming. More specifically, this paperhas explored these two research questions: 1) To what degree does the frequency of students’selection of study strategies vary while preparing for exams? 2) How does the frequency ofstudents’ study strategies relate to their academic performance in exams?Literature ReviewA large body of literature has discussed the concept of the students’ study strategies. However,there is still a lack of consensus on the concept of the study strategies [7] or even the term “studystrategies.” Some

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

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary; Bob Brennan, University of Calgary

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First-Year Programs

partnership between Industrial Organizational Psychology and the Schulich Schoolof Engineering has resulted in an in-depth examination of factors that lead to better teamwork.Based on a review of the literature and preliminary data collected from engineering students, theIndividual and Team Performance Lab at the University of Calgary has developed a pedagogicalteam effectiveness model. Specifically, the Team CARE model is a developmental tool thatprovides teams with specific information on the “health” or effectiveness of their team. TeamCARE represents four key teamwork skills: Communicate, Adapt, Relate, and Educate.Our model brings together several teamwork theories to provide an inclusive assessment of ateam’s current state of functioning. By

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Sonnenberg-Klein, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology

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Diversity

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Multidisciplinary Engineering

these boundaries, as the projects are multidisciplinary by nature(Figure 1).The VIP Program at Georgia Tech began in the School of Electrical and Computer Engineering, but it hasexpanded significantly. Teams are now led and co-led by faculty and research staff from five of the sixcolleges on campus, as well as the Georgia Tech Research Institute and other campus units (Figure 2).One third of teams are co-led by instructors from different campus units.An analysis of university exit surveys showed higher scores and meaningful effect sizes for VIPparticipants in ability to work in multidisciplinary teams, ability to work with individuals from diversebackgrounds, and understanding of technologies related to student’s field [6]. Subsequent social

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

Engineering, Electrical Engineeringand Mechanical Engineering. Prior to these new programs, the University offered an Associates (two-year) Degree in Pre-Engineering. At the time of its start, all programs used the same introductory designcourse as a requirement for their incoming freshmen classes. The overall goal of this course is to engageall of the students in engineering by providing an experience related to their career of interest early on intheir college education while they are completing other pre-requisite non-engineering courses. Thisintroductory course was focused on Mechanical Engineering Design examples and activities such that thestudents were encouraged to do their own group semester design projects in a related mechanical

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Edward F. Crawley, Massachusetts Institute of Technology; Anette Hosoi, Massachusetts Institute of Technology; Gregory L. Long Ph.D., Massachusetts Institute of Technology; Timothy Kassis, Massachusetts Institute of Technology; William Dickson, General Motors; Amitava 'Babi' Mitra, Massachusetts Institute of Technology

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Diversity

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Multidisciplinary Engineering

2018. Another potential target for “NEETizing” is the new civil engineering withcomputer science degree program that is being developed for launch in Fall 2019 or later. “NEETizing”in a simplistic sense is designing and creating a project-centric program that offers projects across thetwo or more departments that are offering joint degree programs. Implementing these “NEETized”threads could help inform the design of computing-related academic programs that may be offered withor by the recently announced MIT Stephen A. Schwarzman College of Computing.4.3 Building communityDeveloping NEET as a community will be a key focus. NEET conducted a survey11 early in 2019 ofNEET juniors and sophomores to understand what they mean by community and what

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacqueline C. McNeil, University of Louisville; Erin Lynn Gerber, University of Louisville; Gerold Willing, University of Louisville; Mary Elizabeth Mills, University of Louisville

Tagged Divisions

First-Year Programs

help formulate future research assessing the development ofengineering identity (1) within specific engineering disciplines, and (2) over time throughout collegiatestudy. If commonalities can be found in past experiences, influencers, etc for students with strongengineering identities, it may become possible to tailor information sessions and activities for middle andhigh school students, to assist in the development and/or realization of stronger engineering identities atan earlier age.2. Literature/BackgroundEngineering identity has been identified as a way to improve recruitment, retention, and persistence inengineering programs [1-7]. Kendall, Choe, Denton, and Borrego created a table in their engineeringidentity paper, showing many

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jean S. Larson, Arizona State University; Medha Dalal, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Claudia Elena Zapata, Arizona State University; Nasser Hamdan, Center for Bio-mediated & Bio-inspired Geotechnics; Edward Kavazanjian Jr., Arizona State University

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First-Year Programs

Associate Professor in the School of Sustainable Engineering and the Built Environ- ment. Dr. Zapata’s research interest is in the area of unsaturated soil behavior. She has focused her work on laboratory and field characterization of problematic soils; applications related to the hydro-thermal and mechanical behavior of soils due to static and repeated loading; modeling fluid flow and volume change of soils applied to pavement structures and residential foundation systems; and the assessment of the en- vironmental effects on soil behavior. Current research activities include the study of the effects of thermal gradients on airfield pavement structures and the characterization of fiber-reinforced clay materials. She is

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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First-Year Programs

related to first-year programs and critical thinking instruction.Dr. James E. Lewis, University of Louisville James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include paral- lel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom. American c Society for Engineering Education, 2021 Work-in-Progress: Impacts of COVID-19 on Diverse Engineering Students’ Sense of BelongingABSTRACTThis work-in-progress paper

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine M. Ehlert, Clemson University; Maya Rucks, Clemson University; Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

First-Year Programs

Tennessee, Knoxville, both in chemical engineering. His research interests include choice and decision making, especially relating to major selection, persistence, and career choice.Dr. Marisa K. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.” c American Society for Engineering Education, 2019