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

individualswho taught ethical and/or societal related topics in one or more courses. Among those whoreported teaching ethics/societal impact issues in a course, 410 (34%) indicated that these topicswere included in a first-year introductory course and/or first year design-focused course. Among814 individuals who did not teach these topics in first year courses, 43% (n=350) believed thatthese topics were incorporated into first year courses in their program (35% into first yearintroductory course, 15% into first year design course). Among individuals who incorporatedethical/societal impact issues into first year courses, the most common topics were: professionalpractice issues, societal impacts of technology, engineering codes of ethics, safety

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carmela Cristina Amato-Wierda, University of New Hampshire; Robert M. Henry P.E., University of New Hampshire; Ernst Linder, University of New Hampshire (UNH)

Tagged Divisions

First-Year Programs

Paper ID #13484”It’s Too Hard,” to ”I Get It!” – Engaging Developmental Science as a Tool toTransform First Year Engineering EducationProf. Carmela Cristina Amato-Wierda, University of New Hampshire Carmela Amato-Wierda is Associate Professor of Materials Science at the University of New Hampshire. She shifted her research focus several years ago to the area of cognitive development of STEM concepts and practices in grades K-16. She has held NSF funded curriculum projects in General Chemistry and Materials Science, and has recently developed two science courses for non-scientists, titled: The Science of Stuff and

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Tara Gupte Wilson, Ohio State University; Alexander James Egyed, Ohio State University; Olivia Vick, Ohio State University; Michael Parke, Ohio State University

Tagged Divisions

First-Year Programs

publishtheir work throughout their academic careers.By exposing students to research-related technical writing such as proposals and journal articles,students gain an expanded understanding and appreciation for the technical communication andare better prepared for their own engineering research experiences, should they choose to havethem.IntroductionFirst Year engineering courses have become very popular in the last few years with nearly sixtypercent of engineering programs having some sort of incoming first-year engineering course orclass sequence [1]. These FYE programs vary based on content and focus, but many of them,employ methods such as project-based learning, as well as design projects [2]. These methods ofteaching, as opposed to traditional

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

discussed. This work is one part of a set of three papersreporting on the first year of Campbell University’s engineering program. One related paperreports on Campbell University’s efforts to attract and retain a diverse cohort of students(Carpenter, Rynearson, & Albers 2017) and another reports on the facilities designed andimplemented to promote experiential learning in and out of classes (Carpenter & Rynearson,2017). Review of the related papers may be helpful to understand the context of the first-yeareducation efforts described here.BackgroundAs reported in related works (Carpenter, Rynearson, & Albers 2017, Carpenter & Rynearson,2017) Campbell University has a long history of excellence in the health sciences, with

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

diverse, eco- nomically challenged, urban schools. This relationship has resulted in a significant (positive) impact on the direction that partner districts have taken, including a significant increase in mathematics achievement in the face of a rising poverty rate.Dr. Stephen J Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He has co-developed a Materials Concept

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Paper ID #12482Using the Engineering Grand Challenges to Foster Critical Thinking andAwareness of the Engineer’s Role in the Global CommunityDr. Angela Thompson P.E., University of Louisville Dr. Angela Thompson is an Assistant Professor in the Department of Engineering Fundamentals at the University of Louisville. Dr. Thompson received her PhD in Mechanical Engineering from the University of Louisville. Her research interests are in biomechanics and engineering education, particularly related to critical thinking instruction.Dr. Patricia A Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Tkacik, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley P.E., University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

AC 2012-4740: GENDERED SOCIALIZATION DURING THE FIRST SEMESTER:CONTRASTING EXPERIENCES OF MALE AND FEMALE TRANSFER/NON-TRADITIONAL ENGINEERING STUDENTSDr. Peter Thomas Tkacik, University of North Carolina, Charlotte Peter Tkacik is an Assistant Professor of mechanical engineering within the motorsports focus area. His largest area of research is in the engagement of high school students and early career engineering col- lege students through hands-on learning activities and exciting visual and experiential research programs. Other research activities are related to the details of the visual and experiential programs and relate to race car aerodynamics, vehicle dynamics, color-Schlieren shock and compressible flow

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

a scenario-based, task-specific on-line assessmentinstrument, the Self-Efficacy Assessment Survey (SEAS), and evaluated its use for pre- andpost-assessment of students in a first year Introduction to Engineering course. Through acombination of the SEAS and other quantitative and qualitative assessment tools, incorporationof problem-based and active learning activities are found to enhance student self-belief in theirability to learn engineering-related material and accomplish certain engineering-related tasks.Use of scenario-based questions to measure student confidence levels (as has been done in theSEAS) provides a unique mechanism to gain insight into student self-efficacy, though questionsmust be carefully designed to limit the impact

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Deborah Morrow, Grand Valley State University

Tagged Divisions

First-Year Programs

Lehmann[7] provide anexcellent overview of the goals of the ABET a-k criteria in relation to the real challenges facingstudents and academic institutions: academic institutions must matriculate not-yet-fully-matureadolescents, and in the course of a 4- or 5-year curriculum, foster growth in their knowledge,skills, and attitudes, ideally graduating students who are prepared to progress successfully intoprofessional work or graduate studies. These authors give particular attention to lifelong learningand “soft” skills which have not historically been the explicit goal of engineering education.Oxnam[8] provides a detailed look at the intersection of ABET engineering program evaluationcriteria and essential IL skills endorsed by the Association of

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Katherine Sofía Palacio, Fundacion Universidad del Norte; Sarah Spencer-Workman, Colorado State University-Pueblo; Yaneth Correa-Martinez, Colorado State University-Pueblo

Tagged Divisions

First-Year Programs

Paper ID #10634An Exploratory Study on the Contextual Challenges and Barriers of Intro-ducing Sustainability to First Year Engineering StudentsDr. Leonardo Bedoya-Valencia, Colorado State University, PuebloMrs. Katherine Sof´ıa PalacioMrs. Sarah Spencer-Workman, Colorado State University-Pueblo Sustainability Education SpecialistMrs. Yaneth Correa-Martinez, Colorado State University-Pueblo Engineer, M. Sc. and PhD candidate (Old Dominion University), with 9+ years of experience in busi- ness and government environments. Experience with STEM related initiatives both at the k-12 level and Higher Education; with main focus on

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Huihui Qi, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; He Liu; Matthew Robin Kohanfars, University of California, San Diego; Edward I Lan, University of California, San Diego; Cristian H. Tharin; Tania K. Morimoto, University of California, San Diego

Tagged Divisions

First-Year Programs

each co- instructor’s independent course evaluation. Table 2. Course Evaluations - Text AnalysisCollaborative Learning and EngagementStudent feedback related to collaborative learning and engagement in the course was fairlysimilar for the in person and remote versions of the course. In both quarters, students note therobot project as a highlight for their learning both engineering and teamwork skills. In Fall 2020students also noted the teamwork benefits of the robot project, and also commented that the labsections and virtual breakout rooms were a great way to encourage discussion among students,get to know peers, and to get help from section

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

related to student success and retention within engineering programs and previous 1work related to best practices in the development of student retention programs is presented alongwith a description of the specific program in which this study was conducted.1.1 BackgroundAn internal study at the institution between 2003 and 2012 revealed that 30% of first-yearengineering students did not remain in the engineering college beyond their first year. The datafurther showed that URM students were less likely to continue in engineering than their non-URMpeers. Reasons students reported leaving the engineering college included a lack of interest inand/or

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

Tagged Divisions

First-Year Programs

courses (e.g. Intro to Engineering 1 & 2) can combinethe results of each classified course in order to gain a full description of the program. To classifya course, users of the scheme will ‘check’ each outcome covered in the section or course, leaving Page 26.6.2those that are not covered unchecked. Each of the outcomes are sorted under eight primaryaspects (main outcomes) that are denoted by a four-letter code; an outcome that falls under amain outcome is assigned a Roman numeral. Sub-outcomes related to an outcome are given aletter. Finally, specific outcomes are given a number.1 This relationship is illustrated in Figure 1. Math

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Norb Delatte P.E., Cleveland State University

Tagged Divisions

First-Year Programs

rationale for this project has been documented by Delatte, et al.1Case studies have the potential to reach students who have difficulties relating to the engineeringprofession. One of the sources of problems commonly identified for women students is that theyoften don’t have the background of helping their parents with hands on projects.2 This issuemight also apply to many students who grow up in urban environments, or without fathers.Overall, fewer and fewer engineering students are entering college with prior hands-on technicalexperience.If case studies are introduced and taught properly, students will have something to use as afoundation for their theoretical knowledge, and to help build their engineering identity. This isparticularly important

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

workshop and assessmentresults from its initial implementation. We also describe our next steps, which will includeimplementing a training program for upperclassmen leaders. In addition to the cross-culturalcommunications workshop, we will develop four more workshops on other topics related todiversity. Each workshop module will be one hour long. Our long-term goal is to have thestudents in the learning communities trained at a basic level to recognize why an understandingabout diversity issues and developing cross-cultural skills is critical for their success.IntroductionBoth the National Science Foundation (NSF) and the National Academy of Engineers (NAE)have encouraged better efforts from higher education institutions in using both formal

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul R. Hottinger, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

paper.Introduction:The field of engineering is constantly changing and the millennial engineering studentapproaches technology and information in a completely different manner [5]. Students often feelthat they have a high level of IL as they enter college, but when asked about the instruction givento them many students report being self-taught [6]. This study looks at multiple methods of ILinstruction in a first-year experience course for engineering students and other students seekingto complete their general education requirements.IL skills are often looked upon as assumed knowledge in college students. It is unfortunate thatmany students, and instructors, realize this gap in knowledge during a senior design project.Many engineering programs assume that it is

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stacie Edington, University of Michigan; Archie L Holmes Jr., University of Virginia; Petra Reinke, University of Virginia

Tagged Divisions

First-Year Programs

tables of 5-6students and discussed each question within the smaller group, before sharing their opinions withthe larger group.By comparing the small group and large group format, we observed significant advantages (p-value<0.001) for the small group participants in the areas of perceived value in reading thebook, intention to participate in future events and belief that the program should be continued forfuture students. Small group participants also demonstrated significant advantage (p-value<0.001) in terms of the discussion changing their thinking about “what it means to be anengineer” which directly relates to one of the program objectives: “to facilitate meaningfuldiscussions regarding the role and responsibility of an engineer in

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Stephen P Mattingly, University of Texas, Arlington; Ziaur Rahman, The University of Texas at Arlington; Heather L Frost

Tagged Divisions

First-Year Programs

they pertain to retention in civil engineering.By requiring faculty to grade the exams, the CAT gives them first-hand knowledge of students’strengths and weaknesses related to critical thinking, allowing them to make instructionalmodifications that should ultimately result in improved student learning. While previous studieshave used the CAT to determine learning gains in specific science courses, this study seeks toshow the correlation between first semester CAT performance and the likelihood that a student isretained in civil engineering. Further, researchers have shown the importance of advancedcritical thinking skills in undergraduate education and in the workforce. They have alsodemonstrated the shortcomings of many programs – including

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

apparel spoke to students about “DoingWell and Doing Good” as part of the 2013 program, following the CRE book The Travels of a T-Shirt in the Global Economy by Pietra Rivoli. Other events related to the themes in the CREbooks have included a student organization fair, volunteering activities, and t-shirt distributionevents.Assessment MeasuresAn assessment instrument was developed to gauge how the CRE was meeting its goals: helpingstudents develop a sense of belonging, sense of community, and engineering student identity, inaddition to widening their perceptions of engineering and diversity in engineering. These fivemeasures are important for first-year students to develop as they begin their engineering career.Sense of BelongingA sense of

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

planned co-curricular activities during the first semester in the AcES programbolstered the initial feelings of inclusion.A student’s feeling of inclusion is known to be a contributing factor in retention. The findings ofthis research indicate that internships should not only be strongly encouraged, but universityresources should be invested in helping students be prepared for, apply to, and obtain internships. 1The researchers suggest the study be expanded beyond the AcES program to examine a broadersample and greater number of students.1.0 IntroductionA background summary of research related to engineering identity formation and feelings

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Javarro Russell, James Madison University; Olga Pierrakos, James Madison University; Megan France, James Madison University; Ronald Kander, James Madison University; Robin Anderson, James Madison University; Heather Watson, James Madison University

Tagged Divisions

First-Year Programs

. This latter project is funded through her recent NSF CAREER award. Her other research interests lie in cardiovascular fluid mechanics, sustainability research, and K-12 engineering outreach.Megan France, James Madison University MEGAN FRANCE is a doctoral student in the Assessment and Measurement program at James Madison University. As a Graduate Assistant for the Center for Assessment and Research Studies, she serves as an assessment consultant to academic programs and serves as a graduate research assistant on engineering education related research.Ronald Kander, James Madison University Ronald Kander is professor and Director of the School of Engineering at James Madison University

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lilianny Virguez, Virginia Tech; Kenneth Reid, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

a desirable trend1,2. Specifically, a study involving one cohort of first-yearengineering students from a large public university showed that first-year engineering students’expectancy-related beliefs, including expectations for success in engineering and self-efficacy inengineering, as well as value related beliefs, including identification with engineering, interest, cost, andutility value decreased over their first year for both male and female students. Within this population,male students reported a higher level of expectation for success than female students; higher expectationfor success tended to predict a higher academic performance over the first year3.Engineering programs have seen a wave of revisions in their first-year programs

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University; Beverly K. Jaeger, Northeastern University; Stanley M. Forman, Northeastern University

Tagged Divisions

First-Year Programs

can identifyspecific elements of service learning which are identified in the book Service Learning:Engineering in your Community9 as possessing the following elements related to engineering: • Service: Service to an underserved area or people. This can be direct, and ongoing, or project-based, involve hands-on aspects or research and analysis. • Academic Content: A means to learn engineering principles more effectively, the service is linked to the course content and study requirements. • Partnerships and Reciprocity: involving students, faculty, the community and possibly companies, and when done well, all partners contribute to the work, receive benefits from the work and learn from the work

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

inspiration and as a consequence of attrition of students in engineeringprograms during the student transition from first-year to sophomore [4, 10, 11, 12, 13]. Whereasmost bridge or first-year programs or courses at HBCUs focus on reducing the gaps in theiracademic preparedness, programs designed to maneuver through the curriculum and seekinspiration and counseling from faculty/peers though better than PWI is still limited [14] andwarrants further study and implementation. These challenges are also summarized below inTable 1.Table 1: Challenges faced by incoming first-year engineering students at minority institutions Challenges Support from the related work by researchers in the open literature First

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Gene Dixon, East Carolina University; William Howard, East Carolina University; Ric Williams; Keith Williamson, East Carolina University; Geoffrey Dieck, East Carolina University; Steve McLawhorn, East Carolina University

Tagged Divisions

First-Year Programs

services from both a worship follower’s and a worship leader’s perspective.William Howard, East Carolina University William E.(Ed) Howard is an Assistant Professor of Engineering at East Carolina University. Prior to joining ECU, he was a faculty member and program coordinator at Milwaukee School of Engineering. Howard has fourteen years of industrial experience in design and project engineering functions. He received BS and MS degrees from Virginia Tech, and his PhD from Marquette University. Howard is a registered Professional Engineer in Wisconsin.Rick Williams, East Carolina University Rick Williams is an Assistant Professor of Engineering at East Carolina University. Prior to

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Arturo A Fuentes, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

First-Year Programs

world was listed as one of four key reasons forminority STEM students’ decision to drop-out or transfer out of STEM undergraduate fields ofstudy2. While the need to relate their studies to the real world is important to all the students, itbecomes decisive for minority students because they lack of an equitable number of careerinfluencers and role models within their families and familiar networks. When minority studentsselect STEM fields of study, they experience an immediate need to confirm the relevance andcompatibility of their studies and seek real world connections to their classroom learningexperiences - connections that they do not find in the traditional classroom2.This paper discusses a series of introduction to mechanical engineering

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

Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar.Prof. Stephen J. Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Odesma Dalrymple, ASU Polytechnic; David Sears, Purdue University; Demetra Evangelou, Purdue University

Tagged Divisions

First-Year Programs

(SEM) disciplines have provided astarting point for addressing issues related to persistence in engineering. Criticisms ofpedagogical effectiveness, assessment, and curricular structure accounted for 36.1% of allswitching decisions. Students strongly believed that faculty did not like to teach, did not valueteaching as a professional activity, and valued their research above teaching. Some of thespecific attributes of poor instruction, as identified by students in the Seymour and Hewitt study,were ill prepared and dull presentations, predominant use of one-way lectures, lack of discussion,assessments focused on rote memory, faculty reading directly from textbooks, and no indicatedapplication or implication of material. There is an undeniable

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gerald Gallego Tembrevilla, McMaster University; Susan Nesbit P.Eng., University of British Columbia, Vancouver; Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

his PhD program, he completed several research fellowships in STEM education and technology design as UBC Public Scholar Initiative Awardee, Mitacs-Canada and UBC Go Global Scholar at the University of California-Los Angeles, University of Cambridge in England, and ETH-Zurich.Prof. Susan Nesbit P.Eng., University of British Columbia, Vancouver As a Professor of Teaching in Civil Engineering, I have lead the development of sustainability curriculum and taught several courses, at all levels, that introduce engineering students to sustainability engineering concepts. I have co-authored papers and presentations in sustainability engineering education research. I am also a trained Instructional Skills Workshop facilitator

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Woo J. Kim, Miami University; Brielle Nikole Johnson, Miami University; Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University

Tagged Divisions

First-Year Programs

Paper ID #30430Why motivation matters: The relationship between motivation to go tocollege, effort, and academic performance in early engineering coursesWoo J. Kim, Miami University Woo J. Kim is a doctorate student in the Social Psychology program at Miami University. His research explores how ”if only” thoughts affect motivation and behavior and how people respond to ostracism.Ms. Brielle Nikole Johnson, Miami University Brielle Johnson is a graduate student in the Social Psychology program of the Department of Psychology at Miami University. She earned her B.S. from Grand Valley State University with a double major in