Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mwarumba Mwavita, Oklahoma State University

Tagged Divisions

First-Year Programs

and foundation for future engineeringcourses. The importance of succeeding in first year calculus among freshman engineeringstudents has been emphasized in several studies. 5, 6, 7, 8, 9BackgroundCalculus is a core required course for all incoming engineering freshman students at a largeMidwestern university. The students enroll in calculus in their first semester of their freshmanyear. This course is taught by the Mathematics department faculty. The course is a four-hour-credit class. In order to proceed in the engineering program, freshman engineering students mustobtain an “A”, “B”, or “C” grade in the first calculus course. The College of Engineering Architecture and Technology at this university had observed thatthe number of freshman

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

participation in engineering education. He is a Research Scientist and Lecturer in the School of Engineering at Stanford University and teaches the course ME310x Product Management and ME305 Statistics for Design Researchers. Mark has extensive background in consumer products management, having managed more than 50 con- sumer driven businesses over a 25-year career with The Procter & Gamble Company. In 2005, he joined Intuit, Inc. as Senior Vice President and Chief Marketing Officer and initiated a number of consumer package goods marketing best practices, introduced the use of competitive response modeling and ”on- the-fly” A|B testing program to qualify software improvements. Mark is the Co-Founder and Managing

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Isaac W. Wait, Marshall University

Tagged Divisions

First-Year Programs

experiences of the author, some characteristics that can promote a topic’sutilization in the EFFECTs methodology include: (a) a basic familiarity of the topic by students,(b) topics and concepts for which hands-on learning activities can be developed, (c) the existenceof fundamental principles, equations, or laws that can be taught to students such that they canapply this information to refine their estimate of the answer to the driving question, and (d) atopic that is somehow interesting, immediate, or relevant to students such that it will capturetheir attention and enthusiasm. In this regard, Solar Power was selected for the development ofthe materials, resources, and activities that support the EFFECTs methodology. The handoutssupplied to

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

Tagged Divisions

First-Year Programs

Engineering Education Annual Conference, Indianapolis, IN, 2014.[3] A. M. Ogilvie and D. B. Knight, “Engineering transfer students’ reasons for starting at another institution and variation across subpopulations,” Journal of Hispanic Higher Education, vol. 19, no. 1, pp. 69–83, 2020.[4] B. K. Townsend, “"Feeling like a freshman again: the transfer student transition,” New Directions for Higher Education, vol. 144, pp. 69–77, 2008.[5] R. V. Adams and E. Blair, “Impact of time management behaviors on undergraduate enginering students’ performance,” SAGE Open, no. January-March 2019, pp. 1–11, 2019.[6] W. E. Kelly, “Harnessing the river of time: a theoretical framework of time use efficiency with suggestions for counselors,” Journal of

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hossein Rahemi, Vaughn College of Aeronautics & Technology; Amir Elzawawy , Vaughn College of Aeronautics & Technology; Margaret Ducharme, Vaughn College of Aeronautics & Technology

Tagged Divisions

First-Year Programs

own writing.4. Student Learning Outcomes AssessmentThe following learning outcomes have been established to assess student performance in theSummer Engineering Experience program. These student outcomes are as follows: (a) Students will demonstrate an ability to identify, formulate, and solve engineering problems by applying principles of engineering, science, and mathematics. (b) Students will demonstrate an ability to design and apply creativity in the design of engineering systems, components and process; (c) Students will demonstrate an ability to function effectively on teams that establish goals, plan tasks, meet deadlines, and analyze risk and uncertainty; (d) Students will demonstrate an ability to

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania; Ashley J. Earle, York College of Pennsylvania

Tagged Divisions

First-Year Programs

Directorate from West Point he has continued his research on unmanned systems under ARL’s Campaign for Maneuver as the Associate Director of Special Programs. Throughout his career he has continued to teach at a variety of colleges and universities. For the last 4 years he has been a part time instructor and collaborator with researchers at the University of Maryland Baltimore County (http://me.umbc.edu/directory/). He is currently an Assistant Professor at York College PA.Prof. Inci Ruzybayev, York College of Pennsylvania Inci Ruzybayev is Assistant Professor in Engineering Physics at the York College of Pennsylvania. She received her Ph. D. in Physics from University of Delaware and her M. S. and B. S. in Physics Education

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia

Tagged Divisions

First-Year Programs

).  Methods  and  Experimental  Design  Based  on  the  lack  of  gains  in  problem  formulation  knowledge  in  first-­‐year  engineering  design  courses,  two  interventions  for  introductory  engineering  classes  at  the  University  of  Virginia  were  implemented  to  help  students  better  learn  the  role  of  problem  formulation  activities.    Two  interventions  for  the  introduction  to  engineering  course  at  the  University  of  Virginia  were  introduced  in  2009.    They  were  focused  on  addressing  the  lack  of  learning  about  problem  formulation,  one  through  a)  exposing  students  to  the  their  prior  knowledge  and  tacit  views  about  design  and  the  other  through  b)  shifting  the  motivation  away

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University

Tagged Divisions

First-Year Programs

points in many areas). There was virtually no impact on students’ perceptions aboutengineering as an a) exciting profession, b) challenging profession, c) profession that contributesto society, or d) profession in which people design products.In 2007, a new task force was convened to redesign the course. At the time 20% to 50% of ourengineering freshmen (depending on gender and ethnicity) were not persisting in engineeringinto the sophomore year. Furthermore, the course was not filling its intended purpose, as 30% ofthe students in the class were students who had waited until their junior or senior year to take it.A multi-disciplinary team of faculty designed a series of projects that engage students in multiplesteps of the design cycle

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rui Li, New York University; Jack Bringardner, New York University

Tagged Divisions

First-Year Programs

1 performance and enjoyed the lab activity, this is mainly 5 due to the guidance or help provided by the teaching assistants. Although the lab objectives were 6 met, the students lose the opportunity of being involved in collaborative exercises and may start 7 to develop negative feeling about collaborative teamwork. (a) Feedback of in-person students working in Lab 1 (b) Feedback of in-person students working in Lab 3 Figure 9. Direct comparison between in-person feedback of Lab 1 and Lab 3. 8 As for the remote students, none of them strongly felt distant from team members or cannot trust 9 the team members (Figure 10) in Lab 3. Also, more remote students were willing to interact with10 the team members in

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Gretchen Hein, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Susan Amato-Henderson, Michigan Technological University; Jason Keith, Michigan Technological University; Melissa Roberts, Michigan Technological University

Tagged Divisions

First-Year Programs

) Collect data from aerator in IDEAS 4) Design a floor plan for the aquaculture facility Center 5) Design a new impeller for the chosen pump5) Use a spreadsheet to calculate: using UGNX a. Total amount of oxygen transferred 6) Test the pump performance with the new from air to water impeller in the IDEAS Center b. Amount of electricity required to 7) Develop MATLAB math model to determine: run aerator a. Fish growth c. Costs associated with aerator use b. Feed conversion d. Statistics of class performance c. Amount of electricity required to run pumps data d

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

. Stylus Publishing, LLC., 2017.[7] W. C. Newstetter, “Of Green Monkeys and Failed Affordances: A Case Study of a Mechanical Engineering Design Course,” Res. Eng. Des., vol. 10, no. 2, pp. 118–128, 1998.[8] D. Armel and S. A. Shrock, “The Effects of Required and Optional Computer-Based Note Taking on Achievement and Instructional Completion Time,” J. Educ. Comput. Res., 1996.[9] S. A. Lei, “Revisiting Extra Credit Assignments Perspectives of College Instructors,” J. Instr. Psychol., 2010.[10] T. Park, C. S. Woods, S. Hu, T. B. Jones, and D. Tandberg, “What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tanya D Ennis, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

performance. Of the students who took math courses outside of engineering, 64%earned less than a B- and 33% received Ds or Fs in calculus I. In response to this failure at theimportant mathematics juncture to success in engineering, a new pre-calculus for engineerscourse was developed in collaboration with the Applied Math Program to prepare students with adeeper understanding of mathematical concepts beyond what they previously received andprepare them for calculus success. A pilot class of 16 took the course in spring 2012, of whichmany moved on to calculus I in fall 2012 (pilot 1). A description and modifications to the pre-calculus for engineers course are presented in the paper, including the adoption of the ALEKSLearning System to assess and

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Pamela L. Dickrell, University of Florida; Lilianny Virguez, University of Florida

Tagged Divisions

First-Year Programs

in the next year.References[1] P. Dickrell and L. Virguez, Engineering Design & Society: A First-Year Student-CenteredCourse Teaching Human-Centered Design, WEEF-GEDC World Engineering Education Forum– Global Engineering Deans Council, Conference of Peace Engineering, November 12-16, 2018,New Mexico, USA[2] C. B. Zoltowski,, W. C. Oakes, and M. E. Cardella,, “Students' ways of experiencing human-centered design” in Journal of Engineering Education, 101(1), 2012, pp.28-59.[3] Martin, Lee (2015) "The Promise of the Maker Movement for Education," Journal of Pre-College Engineering Education Research (J-PEER): Vol. 5: Iss. 1, Article 4.[4] Knight, D. W., Carlson, L. E., & Sullivan, J. (2007, June). Improving engineering studentretention

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Damji Heo Stratton, Purdue University, West Lafayette; Dayoung Kim, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

metacognition and its implications for learning. Much of this research focuses on learning processes in classroom settings. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by the American Society for Engineering Education.Miss Damji Heo, Purdue University, West Lafayette Damji Heo received B. A. degrees in Educational Technology and Psychology from Ewha Womans Uni- versity in 2012 and M. Ed. degree in Educational Psychology from the University of Texas at Austin in 2014 respectively. Currently, she is doing her Ph. D. in Learning, Design, and Technology program at Purdue University since 2015 and a graduate research assistant in School of Engineering Education at the same university. Her main areas

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-targetedgroup of students. However, the numbers of minority students are low and retention rates havea high variance. a) b)Figure 2. Overall Retention to Engineering Department by gender. N represents the total number of engineeringstudents per group. The large arrows indicate when new freshman introductory engineering courses began, andwhen an introductory engineering course became a requirement. The dotted lines represent a three year rollingaverage. a) This graph illustrates the overall average retention rate (percent retained) of all male (red line) vs.female (blue line) engineering freshman since 1985. b) This graph illustrates the overall average retention rate(percent retained) of all targeted minority (blue line) vs. non-targeted (red line

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Ludvik Alkhoury, New Jersey Institute of Technology; Nicole Bosca

Tagged Divisions

First-Year Programs

down.Figures 3 (a) and (b) are two hand-sketches of the “Smart Timer”. Figure 3 (a) is the first designhand-sketch which is a rectangular timer that has a sliding bar. The motor in this design comeson top and sweeps the bar left and right. After discussing the design features (rectangular blockand sliding bar), students realized that a circular frame with a clock hand will make their designeasier to implement. Figure 3 (b) shows the hand-sketched new design.A servo motor was used to set the clock hand’s position (1 or 2 minutes) and counted down whencommanded with Alexa. Both positioning and counting down codes were uploaded to theArduino UNO – the main control unit. Additionally, NodeMCU was used to wirelessly sendcommands from the smartphone to

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Darryl Koch, University of Michigan; Gary D. Herrin, University of Michigan

Tagged Divisions

First-Year Programs

clearly indicate a higher success rate in Calculus I for thosestudents who switched to Math 110 and then took Calculus I in the following term. Inparticular, of the 32 students who remained in Calculus I, only 7 (22%) achieved B- orbetter (a critical indicator for success in engineering). Of the 21 who switched to Math110 and then followed up with Calculus I, 9 (43%) achieved B- or better, which is doublethe rate of the control group. Page 11.826.6VI. ConclusionsClearly, the first trial of this intervention strategy proved to increase the success rate inCalculus I for students who encountered difficulty early on. The intervention also has

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; Tom Tretter, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville

Tagged Divisions

First-Year Programs

. National Center for Education Statistics.[2] Besterfield‐Sacre, M., Atman, C. J., & Shuman, L. J. (1997). Characteristics of freshman engineering students: Models for determining student attrition in engineering. Journal of Engineering Education, 86(2), 139-149.[3] Grose TK. (2012). “The 10,000 Challenge”, ASEE Prism, 32-35.[4] Eris, O., Chachra, D., Chen, H., Rosca, C., Ludlow, L., Sheppard, S., & Donaldson, K. (2007, June). A preliminary analysis of correlates of engineering persistence: Results from a longitudinal study. In Proceedings of the American society for engineering education annual conference (pp. 24-27).[5] Lichtenstein, G., Loshbaugh, H., Claar, B., Bailey, T., & Sheppard, S. (2007, June

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joshua Bourne Reed, Rowan University; Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut; Michael F. Young, University of Connecticut

Tagged Divisions

First-Year Programs

. https://doi.org/10.1002/jee.20111[13] Watson, M. K., Barrella, E., & Pelkey, J. (2018). Assessment of conceptual knowledge using a component-based concept map scoring program. International Journal of Engineering Education, 34(3), 1025–1037.[14] Cañas, A. J., Hill, G., Carff, R., Suri, N., Lott, J., Gómez, G., Eskridge, T. C., Arroyo, M., & Carvajal, R. (2004). CmapTools: A Knowledge Modeling and Sharing Environment. Concept Maps: Theory, Methodology, Technology. Proc. of the First Int. Conference on Concept Mapping, 1(1984), 125–135. http://eprint.ihmc.us/89/[15] Rittle-Johnson, B. (2006). Promoting Transfer: Effects of Self-Explanation and Direct Instruction. Child Development, 77(1), 1–15

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University; Duncan Davis, Northeastern University; Brian Patrick O'Connell, Northeastern University; Constantine Mukasa, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

ratio from 1. Calculation of the attribute score issummarized in equation 1, with option a used when heterogeneity within a team is preferred forthis attribute and option b used when homogeneity is preferred instead. 𝑟𝑎𝑛𝑔𝑒 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠 𝑤𝑖𝑡ℎ𝑖𝑛 𝑡ℎ𝑒 𝑡𝑒𝑎𝑚 , (𝑎) 𝑟𝑎𝑛𝑔𝑒 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠 𝑎𝑚𝑜𝑛𝑔 𝑎𝑙𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑎𝑡𝑡𝑟𝑖𝑏𝑢𝑡𝑒 𝑠𝑐𝑜𝑟𝑒 = (1) 𝑟𝑎𝑛𝑔𝑒 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠 𝑤𝑖𝑡ℎ𝑖𝑛 𝑡ℎ𝑒 𝑡𝑒𝑎𝑚 {1 − 𝑟𝑎𝑛𝑔𝑒 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠 𝑎𝑚𝑜𝑛𝑔 𝑎𝑙𝑙

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

, B. M. Wallen, and J. A. Starke, “An Environmental Engineering Sequence: Deliberately Addressing and Evaluating Environmental Attitudes and Knowledge (presentation & 6-page paper),” presented at the 2017 Mid-Atlantic Section Fall Conference, 2017.[3] S. Dexter, E. Buchanan, K. Dins, K. R. Fleischmann, and K. Miller, “Characterizing the Need for Graduate Ethics Education,” in Proceeding of the 44th ACM Technical Symposium on Computer Science Education, New York, NY, USA, 2013, pp. 153–158, doi: 10.1145/2445196.2445245.[4] A. R. Bielefeldt and N. E. Canney, “Changes in the Social Responsibility Attitudes of Engineering Students Over Time,” Sci Eng Ethics, vol. 22, no. 5, pp. 1535–1551, 2016, doi: 10.1007/s11948-015

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Manaz Rusi Taleyarkhan, Purdue University; Chandan Dasgupta, Purdue University; John Alexander Mendoza-Garcia MSSEC, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

science concepts that relate to the context of the design problem. Thisprior knowledge improves design performance and prompts inquiry learning 1.Crismond and Adams propose the Informed Design Teaching and Learning Matrix as acomparison between novice and informed designers1. We adopt the [matrix] as a framework toidentify patterns in the student artifacts that can help us determine if informed design is beingdisplayed. The Crismond and Adams framework identifies nine design strategies that designers –both beginners and informed – typically engage with and specify behaviors that are indicative ofboth novice and informed designers. These are (a) understand the design challenge (problemsolving vs. problem framing), (b) build knowledge (skipping vs

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, Quinnipiac University; Nebil Buyurgan, Quinnipiac University; Julia Leeds

Tagged Divisions

First-Year Programs

, weevaluated the students based on their integrated knowledge and its application to a real-worldscenario.2. Project OverviewQuinnipiac University is a medium-sized private university in northeastern United States. Withinthe engineering program, a 3-credit hour Introduction to Engineering course is offered; it isrequired for all engineering freshman students. The goals of the course are twofold: (a) to explainthe basic practice of engineering, impact on society, skills employed, and professional/ethicalresponsibilities; and (b) to summarize the knowledge bases, skills, problem types, and analysistechniques of the four engineering disciplines offered at the university. By raising students’understanding of engineering disciplines, the course enhances

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle E. Jarvie-Eggart, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Jason Mathews, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Considerations in STEM Fields.” Proceedings of 2009 ASEE Annual Conference & Exposition, Austin, TX. June 14-17, 2009, AC 2009-517. [4] Dorie, B. L., Jones, T. R., and M. E. Cardella. “Parents as Critical Influence: Insights From Five Different Studies (Other)” Proceedings of 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, June 15-18, 2014. Paper ID: 10554 [5] Carnasciali, M., & Thompson, A. E., & Thomas, T. J. (2013, June), “Factors influencing students' choice of engineering major.” Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. June 23-26, 2013. https

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L. Newberry, Oklahoma Christian University of Science and Arts; Richard Miller, Oklahoma Christian University of Science and Arts; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

calculusperformance, it does suggest a positive effect in several areas. Firstly, although the freshmanclass of 2009 appears to have the same single semester drop-out rates as years previous, the twosemester drop rates imply a decrease. It is possible that this is within variance between classesbut it also may be the result of improved calculus performance. Secondly, it can also be inferredfrom the analysis of the data presented in Figure 1 that, although D’s and F’s in the course do notdecrease the course mainly helps B students become A students.Modifications and SummaryFor the fall 2010 offering of ENGR-1113 Foundations of Engineering Math several alterationswere made to the existing original class model in an attempt to further increase the

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua L. Hertz, Northeastern University; Richard Whalen, Northeastern University; Constantine Mukasa, Northeastern University; John Sangster P.E., Northeastern University

Tagged Divisions

First-Year Programs

thesepopulations are created at random—can easily mask these effects. Future research isrecommended to look more specifically at disciplinary versus general engineering designtopics, as well as student perception and grades on particular content areas as opposed tothe overall course.References[1] M. J. Seiler, V. L. Seiler, and D. Chiang, “Professor, Student, and Course Attributes thatContribute to Successful Teaching Evaluations,” Financ. Pract. Educ., 1999.[2] R. B. Bausell and C. R. Bausell, “Student Ratings and Various Instructional Variablesfrom a Within-Instructor Perspective,” Res. High. Educ., vol. 11, no. 2, pp. 167–177, 1979.[3] T. M. Heckert, A. Latier, A. Ringwald, and B. Silvey, “Relation of Course, Instructor,and Student

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Ida Ngambeki, Purdue University; Odesma Dalrymple, Purdue University; Demetra Evangelou, Purdue University

Tagged Divisions

First-Year Programs

decision-making processes on students’ success and retention in their fields.Bibliography1. Bodner, G. M, Follman, D. K, & Hutchinson, M. A. (2005). Shaping the Self-Efficacy Beliefs of First-Year Page 13.351.11 Engineering Students: What is the Role We Play? Proceedings of the American Society for Engineering Education Annual Conference. Portland, OR.2. Lent R.W., Brown, S.D., & Hackett, G. (1994). Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice and Performance. Journal of Vocational Behavior, 45, 79-122.3. Lent, R. W; Brown, S. D., Sheu, H., Schmidt, J., Brenner, B. R

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

Jack Bringardner, New York University; Christopher Leslie, New York University; Gunter W. Georgi, New York University; Alyssa Marie D'Apice, New York University

Tagged Divisions

First-Year Programs

; Exposition, Austin, Texas. https://peer.asee.org/4967 2. Leslie, C., & Georgi, G. W., & D'Apice, A. M. (2015). A Student-led Approach to Promoting Teamwork in an Introductory Engineering Presentation. Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle, Washington. 10.18260/p.23453. 3. Oakley, B., Hanna, D. M., Kuzmyn, Z., & Felder, R. M. (2007). Best practices involving teamwork in the classroom: Results from a survey of 6435 engineering student respondents. Education, IEEE Transactions on, 50(3), 266-272. 4. Knight, D. W., Carlson, L. E., & Sullivan, J. (2007, June). Improving engineering student retention through hands-on, team based, first-year design projects. In

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

assesses the effectiveness of changes made to somelearning modes. In addition to the student survey results, instructing faculty personal opinions of learningpotential and level of engagement for each mode are included along with faculty predictions of how thestudents would respond from their learner’s perspective. The data was used to establish how well we aseducators know our students. Results were evaluated to determine if (a) our prediction for an activitymakes a difference in how the students rate a learning mode for learning potential and level ofengagement and (b) if any mismatch exists in what we think and what they rate. This work providesexamples of the student and faculty surveys, proposes solutions, provides assessment to components

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Thomas Wolff, Michigan State University; Wolfgang Bauer, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Nathaniel Ehrlich, Michigan State University; John Courtney, Michigan State University; Ruth Heckman, Lansing Community College; Denise Fleming, Michigan State University; Louise Paquette, Lansing Community College; Renee Mickelson, Lansing Community College; Mark Urban-Lurain; Clifford Weil, Michigan State University

Tagged Divisions

First-Year Programs

of the Committee to set Michigan high school graduation requirements. He retired in 2007, but has taught two seminars a year since that time. Page 14.536.3© American Society for Engineering Education, 2009 Engaging Early Engineering Students (EEES): Background and Goals of an NSF STEP Project to Increase RetentionAbstractEarly “leavers” from engineering programs typically fall into one of two overlapping categories:(a) those who leave because of academic difficulties and (b) those who leave because they findthe educational environment of early