Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Renée S DeGraaf M.A., Lansing Community College; Louise Paquette, Lansing Community College; Ruth Heckman, Lansing Community College; Neeraj Buch, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

based on the data ofparticipation rates have driven the MSU’s PAL program to mutate towards a revised model wehave of a common setting for all PAL courses in recognized and stable locations on campus. Inkeeping with other programs at MSU, we are calling this the “neighborhood approach” to thePAL component. The table in Appendix B shows the chronology of PAL developments at MSUand how the results noted for one semester leads to component changes that follow.Until Fall 2010, we did not have results for objective learning outcomes from PAL/SI. In Fall2010, we reached a stage of stability with the PAL program that supported studying the learningoutcomes for PAL at MSU, and concurrently studying the learning outcomes for SI at LCC.Preliminary

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

U2 - TED Facilitator 1 Workshop Leader 1 • PBL Team A • TED Team A • TED Team B • Other TED Team Facilitator 2 • PBL Team B Workshop Leader 2 • PBL Team C • TED Team C • TED Team D • Other TED Team Facilitator 3 • PBL Team D

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Pow, Chester F. Carlson Center for Imaging Science, RIT; María Helguera, Rochester Institute of Technology; Elizabeth Pieri, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Sadie Wolters; Michael Glynn Augspurger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Briana A. Neuberger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Victoria Scholl, Rochester Institute of Technology; Elizabeth Bondi, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

grades complicates this portion of the analysis. Had a broaderdistribution of grades been assigned, the mapping of the instructors’ perceived effort onto thefive-level Likert scale in the students’ peer evaluations would have been more straightforward.But given the lack of fine resolution in the assigned grades (this university does not use +/- whengrading), this analysis looked only at the mean Likert scores of those students who receivedgrades of “B” and “C” – the bottom 26% of the grades issued – to see how they compared to theclass mean as calculated from the peer evaluations. If the students’ assessment of theirclassmates’ performance aligned with that of the instructors, we could expect that all of thosereceiving grades of “B” and “C

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krista M. Kecskemety, Ohio State University; Ada Barach, Ohio State University; Connor Jenkins, Ohio State University; Serendipity S. Gunawardena, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the connection between the two.Ada Barach, Ohio State University Ada recently graduated from The Ohio State University with a B.S. in Computer Science and Engineering. Her undergraduate research was in coding education for first-year students. Ada is currently pursuing a PhD in theoretical computer science at Ohio State.Connor Jenkins, Ohio State University Connor Jenkins is currently an undergraduate student pursuing a B.S. in Electrical and Computer En- gineering at The Ohio State University. His engineering education research interests include first-year engineering, teaching assistant programs, and technical communication education methods.Ms. Serendipity S. Gunawardena, Ohio State University Sery is an

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Cindy Veenstra, Engineering education consultant; Gary D. Herrin, University of Michigan

Tagged Divisions

First-Year Programs

to shape the finalpaper.Bibliography1. Astin, A. and H. Astin. (1992). Undergraduate Science Education: The Impact of Different CollegeEnvironments on the Educational Pipeline in the Sciences. Los Angeles: Higher Education Research Institute,UCLA.2. Seymour, E. and N. M. Hewitt. (1997). Talking About Leaving: Why Undergraduates Leave the Sciences,Boulder, CO: Westview Press.3. Chubin, D., K. Donaldson, B. Olds, and L. Fleming. (2008). ―Educating Generation Net—Can U.S. EngineeringWoo and Win the Competition for Talent?‖ Journal of Engineering Education, 97, No. 3: 245-258.4. American Society for Quality. (2009). Engineering Image Problem Could Fuel Shortage. ASQ Press Release,January 22, 2009. American Society for Quality. Available at

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Daniel M. Ferguson, Purdue University, West Lafayette; Mohd Iramul Hoque, CATME

Tagged Divisions

First-Year Programs

the Fortune1000. San Francisco, CA: Jossey-Bass.[11] Dictionary.com. (Dictionary.com website). [Online]. Available:http://www.dictionary.com/browse/teamwork [Accessed Jan. 1, 2018][12] Thomas, E. J. (2011) “Improving teamwork in healthcare: current approaches and the pathforward”. BMJ quality & safety.[13] Thomas, G., Martin, D., & Pleasants, K. (2011). “Using self-and peer-assessment toenhancestudents’ future-learning in higher education”. Journal of University Teaching &Learning Practice, 8(1): 5[14] Brutus, S., & Donia, M. B. (2010). “Improving the effectiveness of students in groups withacentralized peer evaluation system”. Academy of Management Learning & Education, 9(4): 652-662.[15] Layton, R. A., Loughry, M. L

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado, Denver; Dakota Ryan Edmonds, University of Colorado, Denver

Tagged Divisions

First-Year Programs

retained within the CU System.References:[1] T. Beaubouef and J. Mason. “Why the high attrition rate for computer science students: somethoughts and observations.” ACM SIGSCE Bulletin, Vol. 37, No. 2, pp 10-3-106, June 2005.[2] D. Garcia. “One Size Fits All? One size fits none! A Custom Computer Science EducationProposal.” ICER 2006, January, 2007.[3] B. Amerson, “The Social Networks for computer science,” http://www.dailyevergreen.com,[November 4, 2013][4] J. Talton, D. L. Peterson, S. Kamin, D. Israel, J. Al-Muhtadi, “Scavenger Hunt: ComputerScience Retention Through Orientation.”ACM SIGCSE 2006, March 1-5, 2006, Houston, TX.[5] Kuh, G., “High-Impact Educational Practices: What They Are, Who Has Access to Them,and Why They Matter.” AAC&U

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Paper ID #27207Creation, Development, and Delivery of a New Interactive First-Year Intro-duction to Engineering CourseDr. Brian Scott Robinson, University of LouisvilleMr. Nicholas Hawkins, University of Louisville Nicholas Hawkins is a Graduate Teaching Assistance in the Engineering Fundamentals Department at the University of Louisville. A PhD student in Electrical and Computer Engineering, he received both his B.S. and M. Eng. from the University of Louisville in the same field. His research interests include power electronics and controls, as well as engineering education for first-year students.Dr. James E. Lewis

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kala Meah, York College of Pennsylvania; James Moscola, York College of Pennsylvania; James A. Kearns, York College of Pennsylvania; Eleanor Leung, York College of Pennsylvania; Jason Forsyth, James Madison University

Tagged Divisions

First-Year Programs

Conference and Exposition, Indianapolis, IN, 2014. [8] J. Ray and J. Farris, “First-Year Engineering Product Realization,” in ASEE Annual Conference and Exposition, St. Louis, MO, 2000. [9] M. F. Bays-Muchmore and A. Chronopoulou, “First Year Engineering Students Perceptions of Engineering,” in ASEE Annual Conference and Exposition, Salt Lake CIty, UT, 2018.[10] K. Meyers, J. Uhran, C. Pieronek, D. Budny, J. Ventura, P. Ralston, J. K. Estell, B. Hart, C. Slaboch, and R. Ladewski, “Some Perspectives on First Year Engineering Education,” in ASEE Annual Conference and Exposition, Pittsburgh, PA, 2008.

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

related to USP K-12 preparation, admission into higher education andsuccessful attainment of the engineering degree is well within reach with a tad bit of creativity andinnovation on behalf of educational institutions and higher education practitioners. 12References 1) B. Yoder, “Engineering by the Numbers: ASEE Retention and Time-to-Graduation Benchmarks for Undergraduate Engineering Schools, Departments and Programs,” Washington, DC, 2016. 2) F. A. Maton, Kenneth I., Pollard, Shauna A., Weise, Tatiana V. McDougall, and Hrabowski, III., “The Meyerhoff Scholars Program: A Strengths-Based, Institution-Wide Approach to Increasing Diversity in Science, Technology

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

science students would lead in addition to the project time with the students. REFERENCES1. National Science and Technology Council, Ensuring a Strong U.S. Scientific, Technical and Page 11.1410.12Engineering Workforce in the 21st Century, Washington, DC, April 2000.2. Bordonaro, M., A Borg, G. Campbell, B. Clewell, M. Duncan, J. Johnson, K. Johnson, R.Matthews, G. May, E. Mendoza, J. Dineman, S. Winters and C. Vela (2000) “Land of Plenty:Diversity as America’s Competitive Edge in Science, Engineering and Technology”, Report ofthe Congressional Commission on the Advancement of Women and Minorities in

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

AC 2012-4254: DUAL MODEL SUMMER BRIDGE PROGRAMS: A NEWCONSIDERATION FOR INCREASING RETENTION RATESDr. Jeff M. Citty , University of Florida Jeff Citty, Ed.D., is an Assistant Director of Engineering Student Services at the University of Florida. His scholarly interests include first year student success and student leadership development.Dr. Angela S. Lindner, University of Florida Angela Lindner received a B.S. degree in chemistry from the College of Charleston in South Carolina in 1983 and an M.S. degree in chemical engineering from Texas A&M University in 1987. Her master’s thesis work, funded by the Texas Transportation Institute, involved use of phosphogypsum, a byproduct of phosphoric acid production

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

First-Year Programs

heightened curriculum demands, it is important that engineering students are readyand willing to spend time preparing for class by reviewing material, completing assignments andstudying. The purpose of this study was to gain a better understanding of behaviors and attitudestoward homework and studying that students developed in high school and whether thosebehaviors and attitudes changed when students were faced with more challenging classes and theincreased distractions college brings.The motivation for this study came from the results of a preliminary study that analyzed datafrom the Cooperative Institutional Research Program (CIRP) Freshman Survey taken by a cohortof engineering students in 2010 at the J. B. Speed School of Engineering at

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #25277Visibly Random Grouping Applied to First-Semester EngineeringDr. Kathleen A. Harper, Ohio State University Kathleen A. Harper is a senior lecturer in the Department of Engineering Education at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics and engineering education departments. She is currently a member of the

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

W. David Harding, University of New Haven; Pauline schwartz, University of New Haven; Jean Nocito-Gobel, University of New Haven; Agamemnon Koutsospyros, University of New Haven

Tagged Divisions

First-Year Programs

retentionof chemistry concepts, there are no specific follow-up courses where biological concepts can beassessed.Bibliography1) Collura, M., S. Daniels, J. Nocito-Gobel and B. Aliane, Development of a Multidisciplinary Engineering Foundation Spiral, ASEE 2004 Annual Conference, Curricular Change Issues, Session 26302) Collura, M.A., A Multidisciplinary, Spiral Curricular Foundation for Engineering Programs, NSF Department- Level Reform Planning Grant, EEC-0343077, $99,928, August 14, 20033) New Biology for Engineers and Computer Scientists, A. Tozeren and S. Byers, Prentice-Hall, 20044) Essentials of General Chemistry, by D.D. Ebbing, S.D. Gammon and R.O. Ragsdale, Houghton Mifflin Co., NY, NY, 20035) Saliby, M.J., P.J. Desio

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Amy Thompson, University of New Haven; Jean Nocito-Gobel, University of New Haven

Tagged Divisions

First-Year Programs

, Electrical, System, Chemical and Computer Engineering.2. Understand and demonstrate the attributes of an effective team member. Page 14.735.33. Communicate technical information with engineering graphics, drawings and written documents.4. Understand the engineering design process as applied to multi-disciplinary projects.Technical Skills5. Demonstrate a basic understanding of engineering concepts in the following areas: a. Material Balances: Use conservation of mass, power, and energy for simple system. b. Electrical Circuits: Use voltage, current, resistance, and power relationships. Use Ohm’s law and power-energy

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Susan Freeman, Northeastern University; Beverly Jaeger, Northeastern University; Richard Whalen, Beverly Jaeger and Richard Whalen are members of Northeastern University's

Tagged Divisions

First-Year Programs

in your description ofno more than one page with a sketch. Be prepared to give a 1-2 minute summary to the class.”The students generally choose common objects familiar to everyone and easily present them,because they can keep it short. This breaks the ice by bringing them to the front of the classroomin the first week, and also gets them started on the path to looking at the world around them fordesign possibilities, design successes and design failures. It is intended to activate their “designantennae”, and can continue throughout the semester with the One-Minute Engineer describedbelow. It also turns the focus to the needs assessment phase, i.e., Why was this device designed?b. The One-Minute Engineer – This activity gets the students

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Emphasis will be placed on acclimating student through teamwork and academic achievement within the first year of transfer. [1 credit hour, elective]B.3.2. Active Advising: Each student in the college maintains a primary academic advisorthroughout their time on campus. Depending on the program the models vary, however there isalways a specific person each student is assigned to and develops a relationship with. Advisingat this level usually involves course selection advice, conversations about academic options andgoals, and general mentoring. Along with the general advising the college utilizes active advisingto identify and proactively intervene with students at risk. Below are programs aligned aroundthis approach: Academic Intervention: An

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

Tagged Divisions

First-Year Programs

knowledge, b) attitude, and c) module feedback. The ten technicalquestions asked in the pre-survey are repeated in the post-survey. The post-survey also includesfour attitude questions, using a Likert-type scale. Additional questions included in the post-survey ask the students for their opinions regarding various aspects of the instructional module.Five of these evaluation questions are closed-ended in form, and three are open-ended. Table 1presents all of the questions included in the pre- and post-surveys, and separately categorizesthese questions within domains of inquiry and question type.Table 1Domains of Inquiry, Question Type, and Corresponding Survey Questions Domains Type of Corresponding Survey Questions [Number] of

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; Susan Donner Bibeau, U.S. Coast Guard; K.L. Burns, U.S. Coast Guard Academy; Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy

Tagged Divisions

First-Year Programs

Youngman, J.A, and C.J. Egelhoff, “Best Practices in Recruiting and Persistence of Underrepresented Minorities in Engineering: A 2002 Snapshot,” Frontiers in Education Conference, Boulder, CO, 5-8 November, 2003.17 Goodman, Irene F. et al, 2002, "Final Report of the Women's Experiences in College Engineering (WECE) Project," Goodman Research Group, Inc., Cambridge, MA19 May, Gary S. and Daryl E. Chubin, “A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students,” Journal of Engineering Education, Vol.83, No.1, 2003.18 Jacquez, Ricardo B.; Garland, Jeanne; King, J. Phillip; Auzenne, Michele; Peralta, Steven; Rubio, Hilario “The Minority Engineering Transfer and Articulation (META) program: Building stronger

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

thegraduation rates in engineering (ENGR) and computer science (CS). The four- and six-year rates(~17.7% and ~64.5%), are below the University’s average graduation rates (~ 33.1% and 67.4%,respectively). We designed the bootcamp to improve graduation rates by a) improving students’knowledge and confidence in required math topics, b) familiarizing students with CS and ENGRmajors through problem-based learning activities that integrate skills from multiple disciplines.Calculus and other math courses serve as prerequisites to most of the ENGR and CS courses.Therefore, each time a student fails a math course, his/her graduation is delayed by at least onesemester. In addition, some upper-division courses are offered only once a year, so delays incompleting

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

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs

70 0 20 40 60 80 100 Assessment Exam Score % Page 26.1134.8A summary of these results are presented in Table 4 for various correlation coefficients betweenthe various quantities of interest. The math scores, designated A were correlated with theacademic indicators, designated B. For the data analyzed, there were no strong correlationsamongst the data. It should be further noted that cumulative GPA for first year was not availablein Case

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary A. Fraley, Michigan Technological University; A. J. Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

Tagged Divisions

First-Year Programs

Exposition, 2003. Page 26.1677.14Appendix A: Fall 2014 Blended Learning Student Survey 1. Of the items below, which did you find most helpful when preparing for your ENG class? (select all that apply, some options are not available in all sections) A. Nothing B. The assigned reading C. Look at course outline D. Preview lecture online E. Complete pre-lesson activities (e.g., quizzes, videos, exercises 2. On average, how much time do you use to prepare for each ENG class? A. Less than 5 minutes B. 5-10 minutes C. 10-15 minutes D. 15-30 minutes

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica A. Kuczenski, Santa Clara University; Laura Doyle, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering Department at Santa Clara University. With additional interventions andattention to the goal of creating a welcome and inclusive atmosphere, racial discrimination,sexism and other forms of discrimination can be reduced.References [1] DiClementi, J. D., & Handelsman, M. M. (2005). Empowering students: Class-generated course rules. Teaching of Psychology, 32, 18–21. [2] Hertz, J. L., & Davis, D., & O'Connell, B. P., & Mukasa, C. (2019, June), gruepr: An Open Source Program for Creating Student Project Teams Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32880 [3] Hertz, J. L., & Freeman, S. F. (2020, June), gruepr, an Open Source Tool for Creating

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Tricia Serviss, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

who have researched the same academic skill and are tasked to summarize and develop steps to implement the skill into their learning practice, using a Plan-Do-Check-Act (PDCA) cycle model (more information in Appendix B). At this time, student teams also review and choose an infographic platform; 3. Student teams develop a draft infographic using their chosen platform. Draft is to be scaled to a 8.5”x11” paper size and printed in color for in-class peer review; 4. Feedback is generated from in-class facilitated workshop and returned to student team in order to finalize infographic and formally submit. A quality effort is incentivized by giving some extra points for the student favorite (top vote

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maggie A Flynn M.A., Elizabethtown College

Tagged Divisions

First-Year Programs

Education, 55(1), 40-76.9. Knight, W. (2003). Learning communities and first-year programs: Lessons for planners. Planning for Higher Education, 31(4), 5-12.10. Meath-Lang, B. (1997). Dramatic interactions: Theater work and the formation of learning communities. American Annals of the Deaf, 142, 99-101.11. Johnson, J. (2001) Learning communities and special efforts in retention of university students: What works, what doesn’t, and is the return worth the investment? Journal of College Student Retention: Research, Theory, and Practice, 2(3), 219-238.12. Johnson, W. G. (2006) Strategies for enhancing student learning in the residence halls. New Directions for Student Service, 75, 69-82.13. Schroeder, C. C., Minor, F. D., & Tarkow, T. A. (1999

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Arizona State University; Claire L. A. Dancz, Arizona State University; Thomas P Seager, Arizona State University; Amy E. Landis, Arizona State University

Tagged Divisions

First-Year Programs

particular profile.For example, a Kolbe A™ of 6 8 2 4 indicates (a) an insistence in Follow Thru with a value of 8suggesting that this individual will approach a problem by sorting it out and organizing it first,(b) a resistance in Quick Start with a value of 2, indicating this person is resistant to risk and willnaturally work to prevent risk associated problems, and (c) accommodation in both Fact Finderand Implementer with values of 6 and 4 respectively, indicating an ability to work with basicinformation or to dig into details, and an ability to work with abstract concepts or with tangibles.When working with others, a potential for conflict arises when there is a difference of 4 orgreater within any action mode. One person seeks a solution using

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

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs

: Development and Validation. Gallup Consulting.20. Agoki. G., Ng, B. and Johnson, R (2007). Development of Communication Skills and Teamwork Amongst Undergraduate Engineering Students. Proceedings of the 37th ASEE/IEEE Frontiers in Education Conference. October 10-13. Milwaukee, USA.21. Anson, CM, Bernold, LE, Spurlin, J, and Crossland, C. (2004) Empowering Learning in Engineering: A Study of Learning Styles, Strategies, and Success of First-Year Students. International Conference on Engineering Education and Research “Progress Through Partnership”, VSB-TUO, Ostrava, ISSN 1562-3590.22. Felder, RM, Felder, GN, and Dietz, EJ (1998). A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Sara A. Atwood, Elizabethtown College

Tagged Divisions

First-Year Programs

Research in Mathematics Education, 22(4), 281-292.6. Duderstadt, J. J. (2007). Engineering for a Changing World. Ann Arbor, MI: University of Michigan.7. Eris, O., Chachra, D., Chen, H., Rosca, C., Ludlow, L., Sheppard, S., et al. (2007). A Preliminary Analysis of correlations of Engineering Persistence: Results from a Longitudinal Study. Paper presented at the American Society for Engineering Education.8. Lord, S., Cashman, E., Eschenbach, E., Waller, A. (2006). Feminism and Engineering. ASEE/IEEE Frontiers in Education Conference (F4H-14)9. McMillan, J., & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry (6th ed.): Pearson Education.10. Meyers, K., & Mertz, B. (2011). A Large Scale Analysis of First

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

. Shinglesare rectangular sheets and are purchased in bundles, typically containing 20 shingles per bundle.A new community is being developed and the contractor has hired you to write a MATLABprogram to help her determine the number of bundles to purchase for homes in the community.Attached is an isometric drawing of a standard house plan in the community. Each house isshaped like a T, with a small front section of the house (CxD in the drawing) centered along thelarger main section of the house (AxB in the drawing). Your task is to prompt the user for thefive basic dimensions of the house (noted by the letters in the drawing): • A–Depthofthemainbodyofthehouseinfeet • B–Widthofthemainbodyofthehouseinfeet • C