Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee - Knoxville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

different views of SRL, in general SRLtheorists “view students as metacognitively, motivationally, and behaviorally active participantsin their own learning process” [5]. Thus, we can summarize most major SRL theories with thegeneralized framework of SRL, shown in Figure 1. Performance Phase Self-Control Self-Observation Forethought Phase Self-Reflection Phase Task Analysis Self-Judgment Self-Motivation Beliefs Self-Reaction Figure 1 Phases and Sub

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

understand and reflect upon its valueto each component of STEM. A significant emphasis was placed on the teaching methods andapproaches used in math to prepare participants for sessions 2 and 3. Math was implemented, notas rote memory and use/re-use of given formulas, but as a form of project-based learning; as thelanguage of science, technology, and engineering; and, as a place of critical thinking anddiscovery [8].Because the theme of the camp was sustainability, the authors titled the first math activity “TrashMath.” To begin the activity, seven participants and six instructors formed three groups of fourto five individuals and collected roadside trash at three sites near the TMCC campus. The goal ofthis activity was to have participants

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gustavo B. Menezes, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles; Ni Li, Northwestern Polytechnical University; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

designed considering theEbbinghaus’ Forgetting Curve, to provide students with learning opportunities in 6-day cycles:(i) day 1: a pre-class learning activity (reading or video) and a quiz; (ii) day 2: in-class Kahootlow-stakes quiz with discussion, a short lecture with embedded time for problem-solving anddiscussion, and in-class activities (labs, group projects); (iii) day 4: homework due two days afterthe class; (iv) day 6: homework self-reflection (autopsy based on provided solutions) two daysafter homework is due. The assessment of course performance is based on the well-characterized force concept inventory (FCI) exam that is administered before the intro tomechanics course and both before and after the Physics I course; and on student

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Gulf Coast University; Janusz Zalewski, Florida Gulf Coast University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

networkgame, to verify how a two-semester sequence may reflect on the quality of the final product.The students worked on a team to design and develop the software requirements and relateddocuments in addition to building the software. The objective of the demonstration to the freshmen class was twofold: (1) illustrate theprocess of software development comprising multiple stages over two semesters, and (2)outline typical game programming technology with the use of professional tools. Page 26.769.63.2 Detailed Project Descriptions The data acquisition and control projects were all developed in LabVIEW and focused on acompletely different kind of

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina H Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Jennifer Francis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

2Presentations from Professional Engineers 5.59 1.11 2 Page 26.418.11Proposed Experimental ActivitiesIn this section, we propose six experimental activities to facilitate the growth of inclusiveengineering identities: student trading cards, egalitarian social norms, panel of professionalengineers, reflective writing assignments, examples of diversity benefiting engineering practice,and interactive theater sketch. We identified these activities based upon criteria for developingprofessional identities25, 26, review of literature, and student feedback from the surveys. Inselecting these activities we have sought to identify

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

gauging elements of students’ affect that can be immensely useful in encouraging students andhelping them succeed. However, simply gauging students’ feelings may also give insight intotheir experiences as an engineering student.In this work, we focus on data that resulted from a larger study investigating students’perceptions of engineering, sense of belonging, and sense of community as they participate in aCommon Read first-year program. In the study, incoming first-year students participated in apre- and mid-summer survey and a post-program survey. A subset of these students alsoparticipated in focus groups, held with students of all levels who were prompted to reflect ontheir experiences starting college and participating in first-year

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Ariel Cervantes Lafuente; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Shani O'Brien, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

corresponding formula: 𝑒𝜋 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 𝑜𝑓 𝑅𝑒𝑡𝑒𝑛𝑡𝑖𝑜𝑛 = (2) 1+𝑒 𝜋This formula is then used to calculate the probability of retention and used to make inferencesabout students in engineering at out University across the entire range of possibilities. Theprobability relationship generated by these models reflects the idea that having a higher GPA atthe end of the first year is associated with having a higher probability of being retained. Itrepresents the affiliation between retention and GPA and is not a direct correlation. The resultsalso reveal that this relationship is enhanced for

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Danielle D. Gagne, Alfred University; Bethany C. Johnson, Alfred University; Steven M. Pilgrim, Alfred University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

ability tomonitor progress towards self-generated goals, and the ability to reflect on performance andmake adjustments and manage time effectively, to comprise the overarching construct of self-regulation in learning [4].Students who are better at self-regulation often outperform those who have not developed theseskills [5]. Although the literature on this topic heavily focuses on students’ use of strategies orperformance, there is a growing body of research focused on students’ backgrounds andunderlying beliefs regarding learning. These individual difference variables may globallyinfluence a student’s disposition, use of strategy, and thus, performance [4, 6]. Although thereare several potential lines of inquiry available, the present study was

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

’ development, achievement, and persistence through encouraging the integration of social and academic lives within a college or university and its programs, and through quality interaction with peers, faculty members, and the campus environment5. (pp. 49–50)Learning communities help students to make friends right away so that they can then settle inand focus on academics. Johnson et al8, wrote about how using cooperative learning in learningteam environments helps to reduce anxiety, helps to increase motivation, and promotesemotional bonding. In the learning teams, the first year seminar course, and the academicstrategies course students are asked to reflect and write about their experiences. Research asshown the importance of

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

competitiveness, economic prosperity, and security. Creativity isdefined by some cognitive researchers as the introduction of new variables, significant leaps,or novel connection, and is a process resulting in a novel products1,2. Torrance concludedthree characteristics of creativity: originality, idea fluency, and flexibility, and claimed thatevery person has his or her creativity and that creativity could be cultivated3. Amabileestablished a psychological model of creativity that includes four factors: intrinsicmotivation, domain knowledge, creative skills, and environment4. Metacognition refers to theawareness of and reflection on one’s learning process and is higher-order mental processes5,6.Metacognition includes making plans for learning and

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

collected data byasking students to reflect on their study strategies that they used for the preparation of courseexams. This course had three exams for student evaluation over the semester. We used theseexam scores as a measure of their academic performance, which were graded by the instructionalteam. From this data, we addressed two research questions: 1) To what degree do students’selection of study strategies vary while preparing for exams? 2) How do students’ studystrategies relate to their academic performance in exams? To answer the first question, weconducted one-way ANOVA to test the variability in the students' selection of study strategiesover the exams. And for the second question, we performed a bivariate linear regression toanalyze

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

studentswithin the classroom if multiple paths are made available to help master the content of thecourse. On the simplest level, this may take the form of asking students what content was unclearat the end of a lecture, and sharing responsibility for the learning of the material by spending afew minutes clarifying those concepts before the period ends. An examination of the function of content suggests that it is ethical to teach less contentin favor of spending a small portion of student energy on self-reflection, helping them to developas learners. When tangential conversations occur about the applications and implications ofcontent in a lecture, instructors recognize these conversations for the valuable learning momentsthat they are, while

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

student demographics reflecting changes in Canada’spopulation over the past several decades in addition to the recent trend in internationalization inCanadian higher education. The demographic change is not just from international students whomake up an increasingly large proportion of the student bodies, but mirrors the ethnic, culturaland linguistic diversity and complex linguistic histories of the Canadian population. Accordingto Statistics Canada’s most recent available figures, immigrants make up 46% of the urbanpopulation where University of Toronto is located. Although the share of newcomers (recentimmigrants and new Canadian citizens) settling in this urban area declined slightly since the last(2006) census, the area still received the

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Jeffrey L. Newcomer, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

introduces students to the notion of inclusion and equity inengineering and has them reflect on the importance of these elements to their development, bothas students and professional engineers. By building awareness of inclusion, equity, andprofessionalism early in students’ academic career, the authors aim to create more inclusive andequitable learning environments that lead to a more diverse engineering student body andultimately, engineering workforce, by increasing student sense of belonging. This paper includesa detailed description of the orientation session, a summary of student feedback, and a discussionon how the orientation has been adapted for online participation.Introduction & BackgroundImpact of Freshman Orientation

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Kim M. B. Tucker, Boise State University; Samantha Schauer, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

activities and interactions sparking the interest of the individual. • Cycle 2: Potential value: Knowledge capital. Activities and interactions can produce “knowledge capital” when the value is realized at a later date and time. • Cycle 3: Applied value: Changes in practice. Adapting and applying knowledge capital that leads to change in practice, approaches, or protocol. • Cycle 4: Realized value: Performance improvement. After applying the knowledge capital, reflection on what effects the application of knowledge capital had on the members practice is taken into consideration. • Cycle 5: Reframing value: Redefining success. Value creation is achieved when social learning causes a reconsideration

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Devin R. Berg, University of Wisconsin-Stout; Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

disappointing results may simply reflect the length oftime it takes to realize learning outcomes in this area.This work is supported by the National Science Foundation under Grant No. EEC-1540301. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.The scope of this current work is to develop a better understanding of engineering students’perceptions and opinions on topics within the areas of social justice, social responsibility, andethics within engineering and the impact, if any, of a first-year course in fostering changes inperceptions and opinions among students. The outcomes of this work are limited by thechallenge

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Noah Salzman, Boise State University; Ann E. Delaney, Boise State University; Catherine Rose Bates; Donna C. Llewellyn, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

: ● helping students establish new relationships with other incoming STEM students, and enhancing students’ feelings of social belonging through peer mentoring ● fostering faculty interaction ● acclimating students to the campus environment ● helping students develop study and life skills to support academic goals and persistence through their first year and beyond Table 1. Overview of Program Changes By Year Program Year Overview of Program Structure Notable Changes/Circumstances 2015 STEM Summer Adventure (outdoor program) and LSAMP Bridge Day (on-campus program) were separate programs (data shown here only reflect participants in

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Pankaj Sharma, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

ofdifficulty in psychometric testing and thus the items might require additional testingmethodologies to ascertain their internal consistency [24].Factor Analysis was used to support the validity of the survey. Confirmatory Factor Analysiswas applied based on the four a priori item groupings we had previously identified on aconceptual basis, yet while the group of items reflected a great deal of homogeneity within theseconstructs, the methodology failed to identify the underlying latent patterns. Exploratory FactorAnalysis (EFA) has long been used by psychologists to test the latent factors of humanintellectual abilities. Proposed in late 19th/ early 20th century by the English Statistician SirFrancis Galton and later propagated by statisticians like

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Kia Bazargan, University of Minnesota, Twin Cities; Susan Mantell, University of Minnesota, Twin Cities; Joshua M. Feinberg, University of Minnesota, Twin Cities; Russell J. Holmes, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course is to spread the more experienced studentsbetween teams. In this way, those more experienced students can help the less experiencedlearn. Figure 2 shows the flow diagram and specifications for the team projects. Students areintroduced to the project in Week 3 or 4 and challenged to think of a problem or goal statementfor a project. In this short exercise, students consider the project specifications (see Fig. 2. right)and project categories such as “Tools and Fixtures”, “3D Model or Visualization” and “HelpingOthers”. Students also reflect on their own interests and their experience so far in the course asthey think of a problem or goal statement. Further, several examples are provided to help themunderstand the elements of a well

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, we have tracked retention of ourprogram’s students prior to and throughout our project progression to examine whether ourinterventions have affected student persistence. This paper reflects some of the currentconclusions drawn from this retention analysis.Data Analysis MethodsData presented here are of students enrolled in the program before and after the project began.We have analyzed and compared historic student demographics, course grades, academicprogression, retention, and graduation rates. We obtained student demographics, transcripts, andcourse grade information through the university’s enrollment management office. We alsocollected student demographics information via student survey within department-specificcourses. Enrollment

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, combining the Fall 2019 and Winter 2020 data for a totalof 226 responses. The total incoming freshmen class consisted of roughly 450-500 students, sothe responses were gathered from more than half of the class. These data are useful inunderstanding incoming student preparation, and which areas they may perceive as relativestrengths because of this preparation.We present here the data combined from Fall 2019 and Winter 2020 data, summarized in table 1below. For the areas of project management and secondary research, the majority of studentsgenerally perceived that they had enough or a lot of knowledge in these areas, as reflected byboth their self-reported knowledge and an analysis of their narrative responses. Appendix Aincludes the full survey

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica B. Setien, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Matthew B. A. McCullough, North Carolina Agricultural and Technical State University; Stephen B. Knisley, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

selected demographic groups. Females (24.8) reported ahigher level of negative impacts from COVID-19 than Males (26.2). We found no notabledifference in COVID-19 impact between Black or African American students and non-Black orAfrican American students. The data do reflect some noticeable difference in COVID-19 impactand employment status with students who are employed full-time reporting fewer negativeimpacts (29.8), students who are employed part time and students who are unemployed.Students across all income categories report at least some negative impacts from COVID-19 withscores on the index ranging from a low of 24.8 for students with annual household incomes of$20,000-$39,999 to 26.4 for students with annual household incomes of less than

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

that was required to correctly assemble a cookiesandwich that would meet all of the quality control requirements. In other cases, the approachesused to teach the volunteers (lecture v. demonstration) during the training period would cause thevolunteers to be confused or forget information about each person’s role. Throughout the project,communication topics such as learning styles and intercultural communication were discussed inclass to prepare students for the training period and assembly test. The goal of this project wasfor students to experience the importance of effective communication. A final presentation andreport provided an opportunity for the teams to reflect what went differently than they hadanticipated in the Cookie Sandwich

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

goals, and the academic work they will accomplish during their timeat Tufts. They have the opportunity to reflect and discuss topics including, but not limited todiscerning their major, exploring Study Abroad program options and applying for internships.They also spend time discovering different forms of research and talking with faculty about theirexperiences with research. Additionally, the scholars hone their writing, producing a personalstatement, updating & polishing their resume and cover letters, as well as perfecting the mannerin which they verbally express their goals and accomplishments.Since its inception, the RISE cohort has grown as the Center for STEM Diversity works withAdmissions to determine which students will be invited

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course learningoutcomes) rather than direct measures (e.g., work produced by students evaluated against criteriathat reflect the learning outcomes). While beyond the scope of the present study, examiningdirect evidence of students’ learning and development in this course context would be a usefulnext step. Our future work also seeks to understand how students identify their own and others’strengths and their conceptions of the design process. Individual student interviews along withanalysis of student free responses around design and project management will be used to furtherinvestigate these questions. In the present study, researchers hoped for a higher survey responserate to allow for group comparisons across various identities (i.e., race

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(mechanical, civil, aero/astro, for example) so eventhough many of the students are chronologically second year students they experience “firstyear” dynamics.A “large class” is usually defined by the institution offering the class. For example, in a stateuniversity a “large class” could be 300 to 500 students, while in a smaller, private institution itcould be 30 to 50 students. Certainly, classroom dynamics will be different between the 500students and 50 student classroom if only reflected in the size of the classroom space. Theimportant point is that Introduction to Solid Mechanics or Statics will be one of the largerclassroom experiences for entry-level engineering students at the location where they areenrolled. In this research, classroom sizes

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Pre-recorded video: Welcome by Dean1:15 PM Pre-recorded video: Welcome montage of staff, students, faculty and alumni1:25 PM Pre-recorded video: 3 current students share their stories of what helped them feel a sense of community and belonging1:35 PM Break into small groups to engage in self-reflection and facilitated discussions around the following themes: ● Their personal strengths and their mentors who have impacted their lives; ● Envisioning what an inclusive community would look like and how they can build on their assets to contribute meaningfully to create a

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas, El Paso; Giselle Andrade, STEMGrow; Diane Elisa Golding, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Melissa Stearns

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

.” “EduGuide helped me to learn how to concentrate.” “More positive about things and better relationships.” “I learned how to keep encouraging myself and others like my friend especially my family.” “It has helped me personally with relationships with family and friends as well as improvement on my school work.” “It helped me stay on track.” “It helped me to reflect on what I have overcome. It has also motivated me to keep trying and help others along the way.” “(It) helps keep a positive mindset.” “I have been more conscious on what I want to do, on what I do and what I don't do. This has helped me improve in my personal and professional aspects.” “I feel like I have gotten a bit more motivated especially

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

minimum standard  Raise Program  Standing in matriculation standards/expectations process  Establish std. processes  Improve communications Support Course options  E102/E102 and E201  Maintain connections  E122  Intentional reflection  E144/E145 Active advising  Proactive intervention  Early identification

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

with LEGO Mindstorms software and Excel. Thesoftware allowed the teams to program the robots, collect the data, plot a graph and come upwith a hypothesis about the time the robot would require to traverse an arbitrary distancespecified by the faculty and/or an undergraduate student leader. The teams who did the mostaccurate predictions won prizes. After the competition ended time was allotted to reflect on theexercise and the lessons learned.In the last part of the orientation, students watched some highlights from videos related to robotapplications previously collected by the faculty and the undergraduate students planning theorientation. A magazine article15 related to humans and robots interaction was provided as areading. Freshman engaged