Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Jonathan Rice, University of Maryland-Baltimore County; Taryn Bayles, University of Maryland-Baltimore County; Greg Russ, University of Maryland-Baltimore County; Julia Ross, University of Maryland-Baltimore County

Tagged Divisions

First-Year Programs

2006 assessments. It ishoped that a portion of this work will be completed for inclusion in the presentation at theconference in June.Bibliographic Information 1. “Department ABET Information.” The University of Maryland Baltimore County Chemical and Biochemical Engineering Department Webpage. http://www.umbc.edu/cbe/abet, accessed January 3, 2007. 2. Wheeler, J., J.M. Ross, T.M. Bayles, C. Parker, B. Jarrell and J. Raczek, "Engineering New Curricula for Technology Education", Paper # 1369 published in the Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition. Presented in the Emerging Trends in Engineering Education

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

George List, North Carolina State University

Tagged Divisions

First-Year Programs

customers, in practice and research. REFERENCES[1] Rasdorf, W. J., “Computer Programming in the Civil Engineering Curriculum,” Journal of Professional Issues inEngineering, 111:4, pp. 141-148, October 1985.[2] Accreditation Board for Engineering and Technology (ABET), Accreditation Criteria for Engineering Programs,2007-2008, Baltimore, MD, 2007 (http://www.abet.org/forms.shtml).[3] Brady, A. H., “The Introductory and Service Courses in Computing: Some Experiences and a CriticalAssessment,” ACM SIGCE Bulletin, 2:2, pp. 31-36, June-July 1970.[4] Gruener, W. B., and S.M. Graziano, “A Study of the First Course in Computers,” ACM SIGCSE Bulletin, 10:3,pp. 100-107, August 1978.[5] Austing, R.H., B.H. Barnes

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University

Tagged Divisions

First-Year Programs

field trip.Art Activity: The art activity was offered by a local high school teacher to allow the teachers toend their long day on a creative note. Teachers were taught a special technique of using a gridon an existing picture and preparing their own paintings. This exercise was also connected toengineering via simple examples such as the following: a) the role of engineers in developing materials such as paints, colors, dyes etc. b) the legacy of Leonardo Da Vinci to engineering c) the infusion of grids and the concepts of scaling.Assessment: Data is available from the summer of 2006 when the first ECT workshop wasoffered. Daily surveys were conducted to gauge the quality of the workshop activities.Participants were also encouraged to

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sydney N Hallman, University of Oklahoma; Chad Eric Davis P.E., University of Oklahoma

Tagged Divisions

First-Year Programs

thatscore very high in one column and very low in the others. Students with a high number in anyone column are encouraged to volunteer for the activity. This creates a collective sample ofindividuals that strongly represent each category.TABLE II – PERSONALITY STYLES SURVEY Page 26.1147.7The “A” student volunteers are grouped together, then the “B” group, and so on. Each group istold to plan a party and sent to separate private areas for ten minutes. During this time, thepresenting mentor explains to the class the different characteristics represented by each columnand predicts the type of behavior expected from each party-planning group. After ten

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University; Aditya Johri, George Mason University; Nazanin Naderi, Youngstown State University

Tagged Divisions

First-Year Programs

the Advancement of Engineering Education. Center for the Advancement ofEngineering Education.Brozina, C. (2018). Measuring commuter student support and success through academicintegration. In 2018 IEEE Frontiers in Education (FIE) (pp. 1-4). San, Jose, CA. IEEE.Chen, Y., Johri, A. & Rangwala, H. (2018). Running Out of STEM: A Comparative Study acrossSTEM Majors of College Students At-Risk of Dropping Out Early. Proceedings of LearningAnalytics and Knowledge (LAK).Duck, S. (1991). Diaries and Logs. In B. Montgomery & S. W. Duck (Eds.) StudyingInterpersonal Interaction. Guilford: New York, 1991. pp 141-161.Johri, A. (2019). The Age of Analytics. ASEE Prism, 28 (6), 21-21Johri, A. (2018). Absorptive Capacity and Routines: Understanding

Conference Session

Beyond the Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Matthew Traum, University of North Texas; Sharon Karackattu, University of North Texas

Tagged Divisions

First-Year Programs

results reported here were influenced by the students’ exposure not only toengineering practitioners in MEE Practice I and II but also to STEM classes underlying the MEEcurriculum. Over both semesters, students’ top cited reason for selecting mechanical and energyengineering as their major was “interest” (Tables 3 and 4). When asked to indicate the top twofactors influencing them to major in mechanical and energy engineering, 25 to 35 percent of therespondents indicated A) an interest in math, science, technology, logic, and problem-solving; or B)a love for building things and “working with their hands.” Notably, “Interest” as a determiningreason for majoring in mechanical and energy engineering was cited more often at the beginning ofMEE

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Duncan Davis, Northeastern University; Jimmy Gitming Lee, Northeastern University

Tagged Divisions

First-Year Programs

acceptable. They are graded based on the rubric in Table 1.Table 1 - ​The rubric for the Puzzle Project. This table provides an outline of the expectations forthe Puzzle Project. For a full grading scale with an exact point breakdown see the Puzzle Projectdocumentation in the Appendix. A Innovative, unique puzzle. Leads the user to a Reviews show an understanding solution through its design (without being trivial of another person’s work and to solve). Elevator pitch conveyed the idea offers constructive, ​positive behind the puzzle and excited the audience. criticism to improve the puzzle. B Clever puzzle. Fulfills the requirements above Reviews offer constructive

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, College of Engineering, University of Wisconsin-Madison; John Murphy, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

of ELNs vs. paper notebooks performance in logistical categories, with eachcategory rated not well, moderately well, or very well. (a) Students, (b) Student Assistants, (c) Instructors. Eachnumber corresponds to a category listed in the key, with those highlighted in gray indicating ELNs performed better Page 26.293.7than paper notebooks.Instructional logistics were surveyed for student assistants and instructors only. Studentassistants and instructors were asked to rate the ease of completing various tasks in the ELN vs.paper notebooks, such as notebook viewing, performing notebook checks, and findinginformation. A

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brianna L. Dorie, Gonzaga University

Tagged Divisions

First-Year Programs

[5] Mentzer, N. (2014). Team based engineering design thinking. Journal of Technology Education 25.2 (2014): 52-72.[6] Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of Engineering Education, 96(4), 359–379.[7] Schön, D. (1979). Generative metaphor: A perspective on problem-setting in social policy. In A. Ortony (Ed.), Metaphor and Society (pp. 254–283). Cambridge: Cambridge University Press.[8] Dorie, B. L., Cardella, M., & Svarovsky, G. N. (2014). Capturing the design thinking of young children interacting with a parent. 2014 ASEE Annual Conference &

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Festus Ogbaisi, Jacksonville University; Martins Slaboh, Jacksonville University; Emre Selvi, Jacksonville University; Maria Javaid, Jacksonville University

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

closeproximity, the touch sensors detected physical contact and the actuators propel the robot. Theactuators were controlled by the microcontroller and were coded to move at a specific speed. Thepower supply was a 2200mAh battery that powered the microcontroller, actuators and thesensors. The microcontroller acted as the brain of the unit and received signals from the differentcomponents. and reacted according to how the students coded.The success of these two projects along with other team projects emphasized the importance ofthe interdisciplinary knowledge being taught to freshmen engineering majors.Figure 1 (a) Infrared sensor attached to an actuator to rotate a cube; (b) EV3 Mindstorms Brick (Controller) Figure 2 The

Conference Session

First-Year Program Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University

Tagged Divisions

First-Year Programs

second year re- enrollment. Journal of College Student Retention, 7 (1-2).[7] Mulinazzi, T. (1996). The 60-Hour Rule. Success 101, Issue 1.[8] Landis, R. B. (2013). Studying engineering: A road map to a rewarding career, 4th Edition. Burbank, Calif: Discovery Press.

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oai Ha, Western Carolina University; Martin L. Tanaka, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Divisions

First-Year Programs

University Press.[3] Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C. & Newcombe, N. S., (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), pp. 352-402. doi: 10.1037/a0028446.[4] Uttal, D. H. & Cohen, C. A. (2012), Spatial Thinking and STEM Education: When, Why, and How? In B. H. Ross (Ed.), The Psychology of Learning and Motivation, 57, pp. 147-181, Elsevier.[5] Hegarty, M. (2011). The role of spatial thinking in undergraduate science education. In Third Committee Meeting on Status, Contributions, and Future Directions of Discipline-Based Education Research. Available: http://www7. nationalacademies. org/bose

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Doug Bullock, Boise State University; Seung Youn Chyung, Boise State University

Tagged Divisions

First-Year Programs

exam, Ioften wind up with a low score (meaning, a B, instead of an A; or the rare C). So, I’m alittle nervous.My exam is now in my hands – both parts. I can’t see a score readily visible; there aretwo stapled sections, each with multiple problems, each problem with a score. I startadding them up to see my total. My professor has a very interesting model for givingmath exams. Because our class periods are only 50 minutes in duration, he allots twodays for each exam, so that we have enough time to answer the problems. He gives theexam in two parts. Part 1 was given on Wednesday, in the fifth week of classes, and wasworth 80% of the possible points. We read on the professor’s website3 that part 1 isdesigned with a strategy of being a combination

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Gray, Duke University; Ann Saterbak, Duke University; Sophia T. Santillan, Duke University; Michael Rizk, Duke University; Jessica Sperling, Duke University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

.26176[13] A Behrens, L. Atorf, R. Schwann, B. Neumann, R. Schnitzler, J. Balle, T. Herold, A. Telle, T. Noll, K. Hameyer, T. Aach, “MATLAB Meets LEGO Mindstorms-A Freshman Introduction Course into Practical Engineering,” IEEE Transactions on Education, Vol. 53(2), pp. 306-317, 2010.[14] M. E. Beier, M.H. Kim, A. Saterbak, V. Leautaud, S. Bishnoi, and J.M. Gilberto, “The Effect of Authentic Project-Based Learning on Attitudes and Career Aspirations in STEM.” Journal of Research in Science Teaching, Vol. 56, pp. 3-23, 2019.[15] M. A. Hutchison-Green, D. K. Follman, G. M. Bodner, “Providing a Voice: Qualitative Investigation of the Impact of a First-Year Engineering Experience on Students’ Efficacy Beliefs

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

= 0.04, p = 0.74). Course effort was not associated withperformance (r = 0.03, p = 0.80).We further exploratorily investigated how the intention intervention changes the influences ofmotivation on course effort and performance. With exam grade as a covariate, course effort andperformance separately were regressed on each motivation sub-component, condition (0 = thecontrol condition, 1 = the intention intervention condition), and the interaction of the two. Wefound that the intention intervention buffered the negative effect of amotivation on performance(b = 0.29, p = 0.05, 95% CI = [0.01, 0.57], see Figure 1). Specifically, participants assigned toFigure 1. The moderating effect of the intention intervention on the relationship

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Liesl Hotaling, Stevens Institute of Technology; Richard Sheryll, Center for Maritime Systems, Stevens Institute of Technology; Rustam Stolkin, Center for Maritime Systems, Stevens Institute of Technology

Tagged Divisions

First-Year Programs

., Using LEGO Bricks to Conduct Engineering Experiments. Proceedings of the ASEE Annual Conference and Exposition. 2004.[3] Bain. K., Creating a Natural Critical Learning Environment in Large Lecture Classes. Invited lecture, Stevens Institute of Technology. 2005.[4] Engineering Trends. 2005. Synopses of New Reports in Inside Engineering Education on the Engineering Trends Web Site. Engineering Trends Quarterly Newsletter, Summer 2005.[5] National Science Board. Science and Engineering Indicators 2004. Chapter 2: Higher Education in Science and Engineering. 2004.[6] Pomalaza-Ráez, C. and Henry Groff, B. Retention 101: Where Robots Go…Students Follow. Journal of Engineering Education. Vol. 91, No.1, 2003.[7

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa DeWitte, University of Florida; Pamela L. Dickrell, University of Florida

Tagged Divisions

First-Year Programs

emphasis on industrial engineering and manufacturing. b.) An automated titration apparatus using a Vernier Ph sensor that illustrates applications of environmental and chemical engineering. c.) A model bridge strut equipped with the Vernier Dual Force sensor in selected crossbeams that allows the student to observe static tensile and compressive forces. This demonstration mostly concentrates on civil engineering, with supplementary mechanical engineering principles. This presented body of work includes supporting schematics of all model demonstrations,including detailed descriptions of their functionality and operation, for other universitiesinterested in developing their own representative models for student

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Steve Haisley Patchin, Center for Pre-College Outreach - Michigan Technological University; Kimberly D'Augustino; Cody J Kangas, Michigan Technological University

Tagged Divisions

First-Year Programs

Mind Trekkers lesson planfocused on the knee and how it worked.Students measured the range of motion of theleg and compared it with their own using agoniometer. An example STEM concept thatstudents could learn from this activity was thatmore force can be generated with a largerrange of motion. In this case, students couldmove the leg back at increasing angles andkick a ball with more force into a tower ofcups. (The lesson plan for our biomechanicsproject can be found in Appendix B).We also developed supplemental posters toprovide students with more information asshown in Figures 1 and 2. The wind energyposter detailed basic information on how theblades work, how much power can begenerated, and where the wind potential canbe found in the United

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Okan Caglayan, University of the Incarnate Word; Sreedevi Ande P.E., University of the Incarnate Word; Erik Coronado; Max Joseph Martinez, University of the Incarnate Word; Samuel Jacob Handowski

Tagged Divisions

First-Year Programs

- loop and the while-loopDuring day 3, students were assigned a project to analyze blood pressure in order to practice dataacquisition and analytics. They were introduced to the basics of the topic, such as what bloodpressure was, stages of blood pressure, effects of exercise on blood pressure, etc. The project wasoutlined as the following: a. Measure resting blood pressure b. Raise blood pressure (stressed) c. Measure stressed blood pressure d. Import data e. Analyze data in MATLABFigure 1 shows the collected and analyzed day. Blood Pressure Baseline vs Stressed 140 130

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heidi Cian, Clemson University; Michelle Cook, Clemson University; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Education: Innovations and Research, 14(2), 29.9. Li, Q., Swaminathan, H., & Tang, J. (2009). Development of a classification system for engineering student characteristics affecting college enrollment and retention. Journal of Engineering Education, 98(4), 361.10. Doolen, T., & Long, M. (2007). Identification of retention levers using a survey of engineering freshman attitudes at oregon state university. European Journal of Engineering Education, 32(6), 721-734. doi:10.1080/0304379070152078411. Jonassen, D., Strobel, J., & Lee, C. B. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of Engineering Education, 95(2), 139-151.12. Strobel, J., & Pan, R

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

universities. A total of six experts withexperience in pre-college engineering, first-year engineering, and engineering education researchreviewed the instrument and provided feedback on both the content and language which weincorporated to create an initial version of the instrument.A total of 279 domestic students (152 from University A and 127 from University B) completedthe initial instrument using Qualtrics online survey software. Reliability analysis of theinstrument focused on the items related to ways of experiencing the transition from pre-collegeto first-year engineering, and we assessed the reliability of individual items, reliability of the fiveconstructs which the items measured, and the overall reliability of the instrument. To

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leroy L. Long III, Embry-Riddle Aeronautical University; Claudia Morello, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs, Mathematics

. Long is a native of Dayton, OH. He is a proud graduate of Dayton Public Schools and Wright STEPP - Wright State University’s Science, Technology, and Engineering Preparatory Program (STEPP). Dr. Long’s research interests include: (a) students’ technology use, (b) diversity and inclusion, as well as (c) student retention and success, with a particular focus on students in STEM fields. He has helped to lead research, funded by the NCAA Innovations in Research and Practice Grant, to improve the well- being of the student-athlete. Dr. Long has also assisted with research, funded by NSF, to study factors that broaden minority student participation and success in STEM fields. He has conducted and published research

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ryan Fries, Southern Illinois University, Edwardsville; Ryan W. Krauss, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

. Lotkowski, V.A., Robbins, S.B., and Noeth, R. J. 2004. The Role of Academic and Non-Academic Factors inImproving College Retentino. ACT Policy Report.3. French, B. F., Immekus, J. C., & Oakes, W. C. (2005). An examination of indicators of engineering students'success and persistence. Journal of Engineering Education, 94(4), 419-425.4. Veenstra, C. P., Dey, E. L., & Herrin, G. D. (2009). A model for freshman engineering retention. Advances inEngineering Education, 1(3), 1-31.5. Zhang, G., Anderson, T. J., Ohland, M. W., & Thorndyke, B. R. (2004). Identifying Factors InfluencingEngineering Student Graduation: A Longitudinal and Cross‐Institutional Study. Journal of EngineeringEducation, 93(4), 313-320.6. Knight, D. W., Carlson, L. E

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne Ph.D., University of Colorado, Boulder; Peter Gyory, University of Colorado, Boulder; Hannie Ngo; Tamara Sumner, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education, First-Year Programs

school cafeteria to another, in the target landing zone (Figure5). The whole idea of the race was to be consistent with the problem that youth were trying tosolve and help deliver supplies to a disaster struck area. The youth who were able to successfullydeliver maximum supplies in shortest time won the race. Figure 2. Youth drawing sketch of the skyhook he would want to 3D printDesign of 3D AR Visualizer3D AR Visualizer allows youth to view 3D models of skyhooks in a virtual environment and inthe real world using marker-based AR. We chose this specific type of marker (Figure 3(a))because it allows for the most precise placement of the model in the augmented context (Figure3(b)). There is only one type of marker used for this since the

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Catherine Pieronek, University of Notre Dame; Kerry Meyers, University of Notre Dame; Sara Skiles, University of Notre Dame; Sean Kelly, University of Notre Dame; Leo McWilliams, University of Notre Dame

Tagged Divisions

First-Year Programs

-year career plan results, we see that students who enter theprogram with specific plan for a career in engineering have a much higher probability of retentionthan those with other plans.In terms of academic achievement, not surprisingly, students who remain in the program insophomore year have higher grades in the EG 10111/2 courses, and higher overall semestergrade-point averages, than students who leave in the fall or the spring. Retained studentsgenerally performed at the B+ level, while students who left generally performed at the B to B-level (all differences statistically significant at the 0.000 level) and yet were also in good academicstanding. But, it is important to note that, at least for the fall survey data, students do not

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Brian Savilonis, Worcester Polytechnic Institute; David Spanagel, Worcester Polytechnic Institute; Kristin Wobbe, Worcester Polytechnic Institute

Tagged Divisions

First-Year Programs

these courses are indicated inTable 1. Initial registrations were even higher for 2009, but a number of students who pre-registered chose to drop the course within the first week of classes.Table 1: Course enrollments A term (B term) 2007 2008 2009 Feed the World 38 (36) 24 (23) NA Power the World 63 (52) 81 (71) 57 (47) Heal the World NA 46 (45) 66 (62) Grand Challenges NA 55 (54) 54 (53)In 2009 both PTW and GC had population limits of 60 and significant numbers of students onthe waitlist at the beginning of the year. The numbers within parentheses indicate the number ofstudents who registered for the second half of the course. The most common reasons studentscited for

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Candace Auburn Rainwater, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Adrienne Gaines, University of Arkansas

Tagged Divisions

First-Year Programs

of students who placed into Calculus I by AP Calculus Credit, standardized test score,PCALC score or were erroneously enrolled in the course earned an A or B in the course. It isdifficult to discuss the success of the erroneously enrolled students, but it is most likely that thesestudents have been exposed to Calculus I course material at some point and just did not meet theminimum qualification of AP score or passing grade in transfer course credit.Students are encouraged to enroll in the appropriate math course at summer orientation (beforetheir fall semester) based upon the qualifications outlined in this paper. However, some studentswill elect to retake Calculus I, even though they earned credit for the course through AP exams,either out

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

-enjoyment, t(283) = 9.627, p < .001; b) sense of learning, t(283) = 4.109, p < .001; and c)perception of its helpfulness, t(284) = 4.377, p < .001. Page 15.533.6Figure 2 - Comparing the Motivation Measures for GMA and DAA activitiesResults from the motivation measures were further supported by the unprompted additionalcomments students’ provided on the post lab survey. Of the seventy-one students that providedadditional comments, seventy-six percent referred to satisfaction, enjoyment or learning derivedfrom engaging in the lab tasks. A representation of these comments is shown in Table 3Table 3 - Sample Student Comments from Post lab Survey

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ruben D. Lopez-Parra, Purdue University, West Lafayette; Arístides Carrillo Fernández, Purdue University, West Lafayette; Amanda Johnston, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

expected time on the problem framing. They may not haverecognized the importance of discussing the possible problems of the company through thequestions.Table 1. The first strategies followed by the teams to generate individual questions. Team strategy Teams Explore the data and post individual questions (as proposed). G, K Not show the exploration of the data and post the individual questions. A Explore the data, post the individual questions, and provide general F, H, L, M, P findings from all the questions. Explore the data, post the individual questions, and fully answer and B, C, D, J, N, E, analyze each of the questions.Individual Data-exploratory

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeremy C. Helm, Arizona State University; Tami Coronella, Arizona State University; Tim Rooney, Arizona State University

Tagged Divisions

First-Year Programs

explore the use of intrusive advising techniques with first-time full time freshmenidentified as high risk for attrition based upon academic indicators. The goal was to increasethe first-time freshman one-year retention rate. This study is in preliminary phases butexpands upon previous research to further enhance retention.Purpose & problemRecently, Arizona State University, a 4-year public institution, established two institution-widegoals: (a) improve one-year freshman retention rates to 90% and (b) improve 6-yeargraduation rates to 75%-80% and 25,000 graduates. The six-year graduation rate for a fall2010 admitted freshman in the Fulton Schools of Engineering at Arizona State University was66.4%, below Arizona State University institution’s