Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, University of Oklahoma; Matthew Reyes, University of Oklahoma; Nooshin Nassr P.E., University of Oklahoma; Dan Thomas Carlton, University of Oklahoma, College of Aerospace and Mechanical Engineering

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, S. A. (1999). Developing 3D spatial visualization skills. Engineering Design Graphics Journal, 63(2), 21–32.[6] Olkun, S. (2003, April). Making connections: Improving spatial abilities with engineering drawing activities. International Journal of Mathematics Teaching and Learning, 1–10.[7] Sutton, K., & Williams, A. (2008). Developing a discipline-based measure of visualization. UniServe Science Proceedings, 115–20.[8] Martín-Dorta, N., Saorín, S. J., & Contero, M. (2008). Development of a fast remedial course to improve the spatial abilities of engineering students. Journal of Engineering Education, 97(4), 505–13.[9] Guay, R. B. (1977). Purdue Spatial Visualization Test: Rotations. West Lafayette, IN: Purdue Research

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Walter Curtis Lee, Virginia Tech ; John Andrew Janeski, Virginia Tech; Katherine E. Winters, Virginia Tech

Tagged Divisions

First-Year Programs

. Page 22.785.6Table 2: Survey Scales with example questions and reported internal consistency16 Scale Example Internal Consistency Instructional Practices A: Collaborative How often do you discuss ideas with 0.88 Learning classmates? B: Instructor How often do you interact with your 0.83 Interaction & instructor as part of the course? Feedback C: Clarity & How often do you think that your 0.77 Organization instructor

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida

Tagged Divisions

First-Year Programs

upon how much theassignment contributes to the course overall grade, students may elect not to re-submit work forimproved grades. A significant portion of the 14% of students with no submission (figure 3a)represents those who ended their participation in the course. Figure 3b reveals the total numberof badges earned per competency; it is noted that the two students who chose the CareerManagement competency did not complete the requirements to earn the badge. (a) (b) Figure 3: (a) Percentage of students who earned one of the NACE badges. (b) Distribution of badges earned by the 76% of students who completed the CRBP.Managing the program for a large class size poses challenges mainly in

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Mark Embree, Rice University; Maria Oden, Rice University

Tagged Divisions

First-Year Programs

thepractical engineering design process even as they are immersed in fundamental math and sciencecourses, (b) encourage students to experience how knowledge from these fundamental coursescould be put to practical use, and (c) encourage retention in engineering.In ENGI 120, students learn the engineering design process and use it to solve meaningfulproblems drawn from local hospitals, local community partners, international communities, andaround the Rice University campus. Each freshman design team is coached by an “ApprenticeLeader,” an upper-class student who is taking a course in engineering leadership sponsored byRCEL. Freshman design teams directly interview clients, complete a design context review,develop design criteria, and brainstorm and

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

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Diversity

Tagged Divisions

First-Year Programs

5 4 4 4 3 3 3 2 2 2 2 0 0 0 0Figure 5. Code Frequency by Interview (A, B, C) and CodeDevelopment of Four Key Themes from InterviewsTheme I: RelationshipsThe codes for Social and Professor Connections make up this theme. Each of these codes relatesto the idea of spending intentional time connecting with others, whether peers, mentors orprofessors. This theme represents almost a quarter of positive impact of the ELC mentioned byinterviewees (24/98 total codes: 24

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

,” J. Eng. Educ., vol. 100, no. 1, pp. 48–88, 2011.[2] M. Dyer, “STEAM without hot air: strategy for educating creative engineers,” Australas. J. Eng. Educ., vol. 24, no. 2, pp. 74–85, Jul. 2019.[3] L. M. Larson, K. M. Pesch, S. Surapaneni, V. S. Bonitz, T.-F. Wu, and J. D. Werbel, “Predicting Graduation: The Role of Mathematics/Science Self-Efficacy,” J. Career Assess., vol. 23, no. 3, pp. 399–409, Aug. 2014.[4] C. Carlson, G. Peterson, and D. Day, “Utilizing Portable Learning Technologies to Improve Student Engagement and Retention,” IEEE Trans. Educ., vol. 63, no. 1, pp. 32–38, 2020.[5] S. B. Robbins, K. Lauver, H. Le, D. Davis, R. Langley, and A. Carlstrom, “Do Psychosocial and Study Skill

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chitra Javdekar, Massachusetts Bay Community College, Wellesley Hills MA 02481; Stephen W. McKnight, Northeastern University; Michael E. Pelletier, Northern Essex Community College

Tagged Divisions

First-Year Programs

Pong Ball sorting using C ++, students learn how to download an imagefrom video cam and analyze the output to determine the color of a uniformly colored object, suchas a ping pong ball, that the video cam is focused on. A small metal stand holds the ping pongball ready in front of a steady fixed video camera focused on this object as illustrated in Figure 3.Figure 3 Ping-pong ball color sorting using a videocam and stepper-motor-controlled receptaclecarrousel.Students are provided with two C++ functions that help them capture the image of the ball.Students focus on a pixel in the center of the image and identify the color of the object using theR, G, B mapped values for the pixel. For simplicity, students are provided balls with only Red,Green

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Thomas Curran, University College Dublin; Colleen Doyle, University College Dublin; Enda Cummins, University College Dublin; Kevin McDonnell, University College Dublin; Nicholas Holden, University College Dublin

Tagged Divisions

First-Year Programs

of a problem-based learning module called the BiosystemsEngineering Design Challenge. The focus of the module is on designing and building a working,bench-scale device that solves a practical problem relevant to Biosystems Engineering. Itprovides an early opportunity for students to learn about engineering design, project managementand teamwork. The module aligns well with the academic policy of University College Dublin tointroduce alternative teaching and learning strategies compared to the conventional lecture.While the original aim of the module was to enhance the learning experience specifically forBiosystems Engineering students, it was considered beneficial to adopt a multi-disciplinaryapproach by allowing students from a wide variety

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University; Jack Bringardner, New York University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Majors Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/528318. Argrow, B. M., & Louie, B., & Knight, D. W., & Canney, N. E., & Brown, S., & Blanford, A. J., & Gibson, C. L., & Kenney, E. D. (2012, June), Introduction to Engineering: Preparing First-year Students for an Informed Major Choice Paper presented at 2012 ASEE Annual Conference, San Antonio, Texas. https://peer.asee.org/2160819. Sheppard, S., Gilmartin, S., Chen, H. L., Donaldson, K., Lichtenstein, G., Eris, O., Lande, M., & Toye, G. (2010). Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES). TR

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jenai Kelley Brown, Clemson University; Natalie Stringer, Clemson University; Rachel K. Anderson, Clemson University; Laurel Whisler, Clemson University

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Diversity

Tagged Divisions

First-Year Programs

supported coursewith an A or a B and is recommended for the position by their instructor. Many of these coursesare freshman-level mathematics and chemistry courses, as well as some sophomore-levelengineering courses. PAL leaders attend class for the section(s) they support so they are aware ofthe current material being discussed. This also allows them to build rapport with the instructor aswell as the students enrolled in the section(s) they support. Leaders then hold two 80 minutesessions each week. During sessions, leaders facilitate collaborative activities and studentdiscussions related to course topics as well as provide a safe place to ask questions and makemistakes along the way. We intentionally hire undergraduate students, rather than

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech, Department of Engineering Education; Diana Bairaktarova, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Cotantino, T., Kellam, N., Cramond, B., Crowder, I., Costantino, T., Kellam, N., … Crowder, I.(2010). An Interdisciplinary Design Studio: How Can Art and Engineering Collaborate toIncrease Students’ Creativity? Art Education, 63(2), 49–53.https://doi.org/10.1080/00043125.2010.115190628 Dym, C. L., Wesner, J. W., & Winner, L. (2003). Social Dimensions of Engineering Design :Observations from Mudd Design Workshop III. Journal of Engineering Education, 92(1), 105–107. https://doi.org/10.1002/j.2168-9830.2003.tb00746.x9 Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering DesignThinking, Teaching, and Learning. Journal of Engineering Education, (January), 103–120.https://doi.org/10.1109/EMR.2006.167907810

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Roth Elliot, Rehabilitation Institute of Chicago; Phillip Jacob, Northwestern University; Stacy Benjamin, Northwestern University; Bruce Ankenman, Northwestern University; James Colgate, Northwestern University

Tagged Divisions

First-Year Programs

attend. Also, for therapy sessions, it is typical that the client can accommodate no more than 4-8 students at a time due to physical space constraints. The instructor and client can then determine which time slots will work for the combined schedule constraints. For the user observation sessions, it is okay if the teams are mixed together. For example, two students from team A may join with one student from team B and one from team C to better accommodate their individual schedules.• User testing The user testing sessions are set up in a manner similar to the user observation sessions. The key difference is that now the teams can not be mixed together. At these sessions, the students are bringing their physical

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, Ohio State University

Tagged Divisions

First-Year Programs

and the overallgrade of the student which serves as a factor to determine student’s success in a classroom.First year engineering curriculum includes two semester course sequence: Fundamentals ofEngineering I (offered in the first semester) and Fundamentals of Engineering II (offered in thesecond semester). Data is presented from the first semester course offered at the regional campusof a large, research institution. Fundamentals of Engineering I course include the followingsections as three main components of the coursework. a) Introduction to data analysis tool suchas Microsoft Excel, b) Computer programming in MATLAB, and c) Design project. Teamworkand collaboration are heavily weighted for the assessment of student performance in the

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

(Jan 1, 2015 – Dec 31, 2018) with the goals of producing significant improvements infreshman and sophomore retention rates in Chemistry, Computer Science, Engineering,Engineering Technology, Mathematics and Physics and increasing the number of female,Hispanic and African American students completing undergraduate degrees in these STEMfields.The funded NSF - IUSE project comprises the following strategies and supporting activities:1. Improve instruction by (a) establishing a STEM education active learning faculty summerinstitute and quarterly brown bag and (b) redesigning introductory CS courses.2. Establish early and motivating field-of-study and career explorations for students through a)Summer Orientation Sessions for first-year STEM

Conference Session

Multidisciplinary First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Andrew Lowery, West Virginia University; Steve Kane, West Virginia University; Vicki Kane, West Virginia University; Robin Hensel, West Virginia University; Gary Ganser, West Virginia University

Tagged Divisions

First-Year Programs

engineering and three from math) are tracked in theseresults. Table 1 shows a summary of the final grade distribution for all ENGR and MATHcourses for the 78 students included in this experiment. Table 1 - Final grades for ENGR 101 and MATH 155 for Fall 2009 Fall 2009 ENGR MATH A 33.33% 11.54% B 42.31% 23.08% C 14.10% 30.77% D 6.41% 6.41% F 3.85% 17.95

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia R. Backer, San Jose State University; Emily L. Allen, San Jose State University; Janet Sundrud, San Jose State University

Tagged Divisions

First-Year Programs

21 22 CoE offers two FYE courses to teach basicstudy skills and introduce students to various disciplines within the college: Engineering 8(Engineering Success) and Engineering 10 (Introduction to Engineering).The first course, ENGR 8, facilitates changes in students’ behaviors and attitudes to improvestudent success and retention. This course was adapted from a textbook by R. B. Landis23 andwas first offered in Fall 2009. The course is designed around the following course learningobjectives: (1) Discuss the value of higher education to individuals and society; (2) Locateacademic and co-curricular experiences and resources at ABCU that will help them achieve theireducational goals; (3) Identify the skills and attitudes that contribute to

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University

Tagged Divisions

First-Year Programs

Education, 6(1), 9–20.Frank, B., & Kaupp, J. (2012). Evaluating Integrative Model Eliciting Activities in First Year Engineering. In Proceedings of the 2012 Canadian Engineering Education Association (CEEA2012) Conference. Winnipeg, MB.Frank, B., Strong, D., Sellens, R., & Clapham, L. (2012). Progress With the Professional Spine: A Four-year Engineering Design and Practice Sequence. Presented at the 2012 International CDIO Conference, Brisbane, Australia.Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66, 64.Hattie, J. (2008). Visible learning: A synthesis of

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Corey Kiassat, Quinnipiac University; Ruby ElKharboutly, Quinnipiac University

Tagged Divisions

First-Year Programs

by McGraw Hill on a trial basis. Only eight students, all of whom were advisees of one of the authors of this manuscript, were strongly encouraged to enroll in ALEKS. Of these eight, one student received 93% on the pre-test and rightly opted to not participate in the module. Two never attempted the module, while the remaining five took the pre-test and received a score ranging between 56% and 78%. Two of these students never took any additional steps beyond the pre-test. Three students stayed with the module throughout the semester. By the end of the semester, the pre-calculus grade and the GPA of these three students ranged from to B- to A, and to 2.69 to 3.75, respectively. In future offerings of ALEKS, we must find

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Edward Randolph Collins Jr. P.E., Clemson University; Chris Porter, Clemson University

Tagged Divisions

First-Year Programs

prospective students and parents. Page 23.779.3Tour attendance by prospective students and guests is up 58% since academic year 2008-2009.During the same time period GE enrollment is up 51%, from 693 in Fall 2008 to 1,103 in Fall2012, while Clemson's overall freshman enrollment only rose by 18%, from 2,927 in Fall 2008to 3,465 in Fall 2012 as shown in Figure 1.Figure 1. Enrollment of students in (a) Clemson University and (b) General Engineering.Despite the large increase in enrollment, SAT scores for GE students are also up, from 1266 inFall 2008 to 1289 in Fall 2012 as shown in Figure 2. The national SAT score has remainedessentially constant

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Saeid Moslehpour, University of Hartford

Tagged Divisions

First-Year Programs

your Create a http://delicious.com/ blog. Your Blog must be completed! / Week 5 account and post your reference Final Week Complete the Post-Project survey (refer to links on your blog. Appendix B).. First progress report is due. Notes: Week 7 Post the report on your blog. (*) All students were required to show up on Saturday to Oral report is required. visit disabled children.Throughout this project we encouraged students to utilize available online tools forprogress report and class discussions. Thus, as

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Bert Davy, Morgan State University; Indranil Goswami, Morgan State University; Jiang Li, Morgan State University; Gbekeloluwa Oguntimen, Morgan State University; Charles Oluokun, Morgan State University; Arcadio Sincero, Morgan State University

Tagged Divisions

First-Year Programs

, American Society for Engineering Education” 2“This orientation course will introduce students to the concept of engineering design by exposureto several design problems from various areas of civil engineering including: structural,transportation and environmental engineering”. It is a one unit course which meets for one hourforty minutes per week offered in the spring semester. The objectives of the course are (a) tointroduce the students to all of the main sub-areas of civil engineering, and (b) have studentswork in teams to accomplish the design of a civil engineering project, while supplying them withsome of the supporting theory, to be used

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Engineering Education, Purdue University; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

thinking activities? 3. How do students’ thinking processes differ based on mathematics, design and engineering backgrounds?This paper specifically presents the findings and discussion in order to investigate the firstresearch question by providing evidence for the diverse ways that students respond to open-ended, ambiguous design tasks. Three objectives guided analysis of the data and will providethe over-arching structure of the findings section: (a) How do students use their first hour of problem solving in this design task? (b) How do students score their design and mathematical thinking abilities? (c) What are their pre-college mathematical and design experiences?Research MethodsContextAt a

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, Ohio State University; Cassondra Wallwey, Ohio State University; Michael Parke, Ohio State University

Tagged Divisions

First-Year Programs

can successfullyintroduce students to industrial systems engineering through a positive and educational learningexperience.References[1] B. M. Capobianco, H. A. Diefes-Dux, I. B. Mena, and J. Weller, “What is an Engineer? Implications of Elementary School Student Conceptions for Engineering Education,” J. Eng. Educ., vol. 100, no. 2, pp. 304–328, 2011.[2] K. P. Brannan and P. C. Wankat, “Survey of first-year programs,” in 4th ASEE/AaeE Global Colloquium on Engineering Education, 2005, p. 410.[3] R. J. Freuler, A. W. Fentiman, J. T. Demel, R. J. Gustafson, and J. A. Merrill, “Developing and implementing hands-on laboratory exercises and design projects for first year engineering students,” in American Society for

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Rebecca Damron, Oklahoma State University

Tagged Divisions

First-Year Programs

ownassumptions about design and engineering. It required them to consider alternatives inboth the product and process design phases.Demographics of StudentsAll students who participated in the study were engineering students from across thecollege. Demographic distinctions between sections are shown in Figure 3:Figure 3-Demographics of StudentsSection A: 23 Students (3 males did not complete the assignment) 16 male and 7 female Male and Female students in an Entrepreneurship Engineering section One of the first sections of Engineering 1111 to fill up (cap usually is 21 students)Section B: 19 Students (all completed assignment) All Female students in Women in Engineering SectionSection C: 24 Students (2 males did not

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

W. Jackeline Torres, Rice University; Ann Saterbak, Rice University; Margaret E. Beier, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

of Engineering: (a) tohave students learn and practice the engineering design process early in their engineeringeducation, and (b) to increase undergraduate retention in engineering at Rice University by 10percentage points.In regards to the first objective, student teams design a product that meets user-defined needs andrealistic constraints. Student teams move through the steps of the engineering design processfrom problem clarification to iterative prototyping. Students communicate with the client andinstructors through written reports and oral presentations. Teams are typically composed of fourto six students and are expected to work together effectively.Begun in the spring 2011 with 20 students, the course has been offered every

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Seven students agreed to participate.Table 1 contains the demographic information for the seven participants. Students weredeidentified and assigned a pseudonym A-G. All students are considered “in-state” and lived oncampus at the time of the interview. All seven participants were 18-24 years old and single,never married. None of the participants had religious affiliations. There was one femaleparticipant and six male. Student B identified as Asian-American and the other six participantsidentified as Caucasian. None of the seven participants were first-generation college students. Allof the students had two parents with bachelor's degrees or higher and reported a householdincome of over $40,000.Table 1: Demographic information for the seven

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Helm, Arizona State University; Tami Coronella, Arizona State University

Tagged Divisions

First-Year Programs

graduation rates,which have served as well-established metrics of institutional performance. The first-timefreshman one year retention rate for students admitted in fall 2012 was 60% nationally for 4-yearpublic institutions7. 59% of students who began as a freshman at a 4-year public institution in2007 completed their degree within 6 years of admission nationally7.Recently, Arizona State University, a 4-year public institution, established two institution-widegoals relevant to President Obama’s objectives: (a) improve one-year freshman retention ratesto 90% and (b) improve 6-year graduation rates to 75%-80% and 25,000 graduates1. The six-year graduation rate for a fall 2007 admitted freshman in the Ira A. Fulton Schools ofEngineering at Arizona

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University; Robin A.M Hensel, West Virginia University

Tagged Divisions

First-Year Programs

semester. Plans are underway to create more hands-on projects for the fundamental Matlab course. These may or may not require the tetheredArduino controllers, but will require students to build models based on computational analysis.References[1] Dunne, B., Blauch, A., Sterian, A. (2005). The Case for Computer Programming Instructionfor All Engineering Disciplines. Proceedings of the 2005 American Society for EngineeringEducation Annual Conference &Exposition[2] Hall, D., H. Hegab, and J. Nelson. (2008) Living WITH the Lab - A Freshman Curriculum toBoost Hands-on Learning, Student Confidence and Innovation. ASEE/IEEE Frontiers inEducation Conference. Saratoga. Springs, NY. October 22-25, 2008, IEEE.[3] McKnight, S., Tadmor, G., Ruane, M

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Hannah Stewart-Gambino, Lafayette College

Tagged Divisions

First-Year Programs

provide additional context and information, and also help the teams develop theircollaborative skills and senses of team identity.The final deliverables for the project are (a) an individual report from each student(specifically addressing how the team’s proposed intervention is informed by the researchthat student performed in the literature review), as well as (b) a group-prepared poster andpresentation to the combined class. Non-presenting students are designated as potential“investors” for each project, therefore accountable for posing questions about the proposedresearch and development (R&D) – from schedule and budget to underlying assumptions toquestions about cultural sensitivity and implementation. In Figure 3, representative

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

Tagged Divisions

First-Year Programs

: Jossey-Bass12 Tinto, V. (2001). Rethinking the first year of college. Higher Education Monograph Series, Syracuse University.13 Upcraft, M., Gardner, J., & Barefoot, B. (Eds.), (2004). Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College. San Francisco: Jossey-Bass.14 Cuseo, J. (2005). “Decided,” “undecided,” and “in transition”: Implications for academic advisement, career counseling & student retention. In R.S. Feldman (Ed.). Improving the first year of college: Research and practice. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers15 Somers, P., Woodhouse, S., & Cofer, J. (2004). Pushing the boulder uphill: The persistence of first-generation