Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Keough, University of Michigan; Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

). The Agency Myth: Persistence in Individual Explanations for Gender Inequality. Social Problems, 1–20.Figueira, J. (2016). Gender Performance. In The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies. Wiley Online Library.Fowler, R. (2016). Demographic effects on student-reported satisfaction with teams and teammates in a first-year, team-based, problem-based course. American Society for Engineering Education.Hartman, H., & Hartman, M. (2006). Attitudes to group work: Gendered differences? American Society for Engineering Education Annual Meeting.Heyman, G. D., Martyna, B., & Bhatia, S. (2002). Gender and Achievement-Related Beliefs Among Engineering Students. Journal of Women and Minorities in Science and

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adia Radecka, University of Illinois at Urbana-Champaign; Alyssa Bradshaw, University of Illinois at Urbana-Champaign; Javi Cardenas, University of Illinois at Urbana-Champaign; Sara Xochilt Lamer, University of Illinois at Urbana-Champaign; Ilalee Harrison James, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Students worked in the lab up to 6 hours per week during the semester buildingpolymer actuators and a physiologically relevant dynamic testing setup (Figure 1). The cohortexperience formed a supportive community for students inside and outside the lab. In the lab,students collaborated to develop pneumatic and cable-driven biopolymer actuators and testingplatforms to inform biocompatible and wearable robotic devices. In addition to lab work, thegroup met weekly for structured mentoring sessions, performed outreach in the college ofengineering and attended external conferences and workshops throughout the year. Figure 1. Student lab work including (a) a student demonstrating hydrogel behavior during bending, (b) hydrogel-based actuators, (c

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

William Howard, East Carolina University; Joseph Musto, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

Design Experience Using RPT,” ASEE 2004 Annual Conference.4 Dee, K.C. and Livesay, G.A., “First-Year Students Who Leave Engineering: Learning Styles and Self-Reported Perceptions,” ASEE 2004 Annual Conference.5 Besterfield-Sacre, Atman, and Shuman, “Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering,” Journal of Engineering Education, April 1997.6 Sorby, S.A., and Baartmans, B.J., The Development and Assessment of a Course for Enhancing the 3-D Spatial Visualization Skills of First Year Engineering Students,” Journal of Engineering Education, July 2000.7 Peters, M., Chisholm, P., and Laeng, B., “Spatial Ability, Student Gender, and Academic Performance,” Journal of

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Dawn Laux, Purdue Polytechnic Institute; Tejasvi Parupudi, Purdue University; Asefeh Kardgar, Purdue Polytechnic Institute, West Lafayette; Sarah Knapp, Purdue University

Tagged Divisions

First-Year Programs

improvestudents’ sense of each course’s relevance and transferability.For the purposes of this portion of our research, we have focused on end-of-semester responsesto two sections of the overall survey: 1. The Perceived Knowledge Transfer Scale or PKTS (see Appendix A), which measures perceptions of a course’s relevance and transferability on a 7-point Likert scale.15 2. The Learning Climate Questionnaire or LCQ (see Appendix B), which measures students’ perceptions of learning autonomy in the classroom on a 7-point Likert scale.16, 17The Perceived Knowledge Transfer construct asks students how clearly or strongly they connectthe content of the course to learning experiences in other

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #18887Forget Diversity, Our Project is DueMr. Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education Raised in South Florida, born in Mexico. Half Colombian and half Mexican; proud MexiColombian. H´ector earned his MS in Computer Engineering and is currently pursuing a PhD in Engineering Education, both from Purdue University. His research interests are in investigating the experiences of LGBTQ+ students in engineering, tapping into critical methodologies and methods for conducting and analyzing research, and exploring embodied cognition.Mr. Nelson S. Pearson, University of Nevada, Reno

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ariana Gabrielle Tyo, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Nathan D. Manser, Michigan Technological University

Tagged Divisions

First-Year Programs

instead of the mean because the data set did not control foroutliers and that the course grades did not follow a normal distribution.Table 2. Percentage of students above and below the median grade at the time the survey wastaken. The median grade at the mid-semester survey was a B. Graduate leaders taught 39%(n=46) of the class whereas undergraduate leaders taught 61% (n=72) of the class. Thepercentages represent what proportion of their respective student body was above or below themedian. The median final grade was an AB. There was one student who dropped the coursebetween the mid and final impressions. % Above / %below Group Mid-Semester Final

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

Todd R Hamrick, West Virginia University

Tagged Divisions

First-Year Programs

theforeseeable future.References[1] Dunne, B., Blauch, A., Sterian, A. (2005). The Case for Computer Programming Instruction for AllEngineering Disciplines. Proceedings of the 2005 American Society for Engineering Education Annual Conference&Exposition[2] Hall, D., H. Hegab, and J. Nelson. (2008) Living WITH the Lab - A Freshman Curriculum to Boost Hands-onLearning, Student Confidence and Innovation. ASEE/IEEE Frontiers in Education Conference. SaratogaSprings, NY. October 22-25, 2008, IEEE.[3] McKnight, S., Tadmor, G., Ruane, M., Rodriguez-Solis, R., & Saulnier, G. (2002). Creating ‘High-Tech Toolsand Toys Lab’ Learning Environments at Four Universities. ASEE/IEEE 32nd Frontiers in Education Conference,2: S3E7-6.[4] Jaeger, B., Freeman, S

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

David Ye, Polytechnic University; Ilya Brutman, Polytechnic University; Gunter Georgi, Polytechnic University; Lorcan Folan, Polytechnic University

Tagged Divisions

First-Year Programs

professional M. E. Degrees from Columbia University. He is a registered Professional Engineer. He has worked for many years in the aerospace industry in design, analysis and management functions, including Thermal Mission Analysis of the Lunar Module from Apollo Project.Lorcan Folan, Polytechnic University Lorcan M. Folan is Head of the Department of Physics at Polytechnic University. He holds a B. Sc in Applied Science from Trinity College, Dublin and M.S. and Ph. D. degrees in Physics from Polytechnic University. Page 12.766.1© American Society for Engineering Education, 2007Freshman Project: Autonomous

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Jordan Michelle Hornback, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

] Yadav, A., Lundeberg, M.A., Bunting, C.F. and Raj Subedi, D., “It Doesn’t Feel Like Learning,” Journal ofEngineering Education, March 2011.[7] Abarca, J. et al. “Introductory Engineering Design: A Projects-Based Approach.” 2000, Regents of theUniversity of Colorado.[8] Carlson, L. & Sullivan, J. “Hands-on Engineering: Learning by Doing in the Integrated Teaching and LearningProgram,” International Journal of Engineering Education, 1999, Vol. 15.[9] Knight, D., Sullivan, J. and Louie, B., “Expanding Understanding of First-Year Engineering Student Retentionand Team Effectiveness Through Social Styles Assessment,” Proceedings of 2007 American Society of EngineeringEducation Conference, Honolulu, HI.[10] Gall, K. et al. “Making the Grade with

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jennifer Lynn Schlegel, Florida Institute of Technology

Tagged Divisions

First-Year Programs

b) Universal Studios: Harry Potter Land c) Seaworld d) Florida Swamp Figures 1a-d: Sample mini golf holesTwelve mini golf holes were made as part of the overall MiniGolf course. For three days, thecourse was open to both the campus and community for play. Over 100 faculty, staff, studentsand community members completed the entire course, including a group of nearly 50 middleschool students and teachers that coincidentally happened to be visiting campus. Every hole wasexpected to maintain playability over the course of the three days. While some minorbreakdowns (mostly microcontroller wiring failures and power failures) did occur, every holewas playable for the

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

demonstrated thorough understanding of the step and provided specificdetails. The entire grading rubric can be found in Saterbak et al.27 and is also included inAppendix A. Each critique was individually coded according to the rubric. If there was anydoubt regarding the appropriate coding of a response, the response was evaluated by both authorsand consensus was achieved for the response in question. Example student responsesrepresenting each score for each coding category are given in Appendix B. These serve asrepresentative responses that received each score, although some categories must be scoredbased on a holistic reading of the response in order to determine if they understand why eachstep is important. This is especially true of “Level 6

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Dan Budny, University of Pittsburgh; Alaine Allen, University of Pittsburgh; Jeremy Tartt, University of Pittsburgh

Tagged Divisions

First-Year Programs

emotional strain. The average high school grading scale as provided by the students was the typical 90, 80, and70% grade percentage ranges for an A, B and C: However, this varied greatly between schools,making it difficult to define a standard grading scale. This actually plays a vital role in thefreshmen engineer’s psyche since many engineering classes are not based on a traditionalgrading scale from their high schools, but are based on a college academic curve. TABLE 1 – NUMBER OF ENGINEERING STUDENTS. GENDER STUDENTS M&F M F # OF STUDENTS

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Theodore Demetrius Caldwell M.Ed., Diversity Programs Office/College of Engineering/Michigan State University; Jon Sticklen, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Kyle P. Foster, Michigan State University College of Engineering; Tonisha Brandy Lane, Michigan State University; Rickey Alfred Caldwell Jr.; Lisa R. Henry, Michigan State University

Tagged Divisions

First-Year Programs

@egr.msu.edu East Lansing, MI 48824-1226 http://www.egr.msu.edu/dpo/ (a) Professional Preparation: Undergraduate Michigan State University Advertising B.A. 1996 Professional Preparation: Graduate Jones International University Adult Education – Higher Education Leadership and Administration M.Ed. 2011 (b) Appointments 2008-present. Director/Assistant to the Dean for Diversity, Diversity Programs Office, College of Engineering, Michigan State University. 2007-2008. Assistant Director, Diversity Programs Office, College of Engineering, Michigan State University. 2006-2007. Retention and Recruitment Coor- dinator, Diversity Programs Office, College of Engineering, Michigan State University. 2005. Recruiter, Admissions

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jesse J. French, LeTourneau University; Paul R. Leiffer, LeTourneau University

Tagged Divisions

First-Year Programs

, A. and Warke, R., “Facing Our Retention Problem: A Self-Portrait” Proceedings of the 2011 AmericanSociety for Engineering Education Conference& Exposition, Annual Conference, 2011.[2] Landis, Raymond B., Studying Engineering: A Road Map to a Rewarding Career, 3rd Ed, 2007[3] Oakes, William C., Leone, Les L., Gunn, Craig J., Engineering Your Future: A Comprehensive Introduction toEngineering, 7th Ed, Oxford University Press, 2012[4] Eide, Arvin R., Jenison, Roland D., Northup, Larry L., Mickelson, Steven K., Engineering: Fundamentals andProblem Solving, 6th Ed, McGraw Hill, 2012[5] Stephan, Bowman, Park, Sill, Ohland, Thinking Like an Engineer: An Active Learning Approach, PearsonHigher Education, 2011[6] Trevelyan, What Engineers Do.[7

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jean Carlos Batista Abreu, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Divisions

First-Year Programs

, and 26 in Section B, with 37 male (80.4%) and ninefemale (19.6%) students. The vast majority were first-year intended engineering orcomputer engineering majors (93.5%). Two students were high school dual enrollmentstudents (4.3%), and one was a non-major student taking the course as part of atechnical design minor (2.2%).Team taught by two instructors, the course meets twice a week for 100 minutes with theinstructors alternating days when they are in class. Students spend an additional 80minutes session a week in a fabrication lab associated with the course. The class is aproject and team-based studio course where lectures are minimized, and students workon assignments projects together for the majority of class time. Students work on teamsof

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caroline Liron, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi M Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

First-Year Programs

actual control-groups.Performance Results Fall 2014In the Programming class, the fall 2014 grade distribution shows similar trends to the gradedistribution from fall 2013-spring 20144. Table 2 shows that 16% more students in the SLCpassed the MATLAB course than students in the programming control group. Table 2: Pass/Fail rates in the MATLAB class for fall 2014 cohort Passing Failing FA14 Students AU W (A/B/C) (D/F) SLC (n=47) 66% 25.5% 0% 8.5% Control Group (n=16) 50% 37.5% 6.25% 6.25%Table 3 compares the specific

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jessica Ohanian Perez, California State Polytechnic University, Pomona; Cesar Moreno

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

of MediaVision at Cal PolyPomona) for advice and feedback about podcast, and Gerardo Maldonado (Cal Poly Pomonaundergraduate mechanical engineering student) for helping run the soundboard during the Fall2019 recordings.References[1] R. Marra, K. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A Multi‐Year Single Institution Study,”Journal of Engineering Education, 101(1), pp. 6-27, 2012.[2] Next Generation Science Standards website, Accessed January 2020. Available athttps://www.nextgenscience.org/[3] C. Cunningham, M. Knight, W. Carlsen, and G. Kelly, “Integrating Engineering in Middle and High SchoolClassrooms,” International Journal of Engineering Education, 23(1), pp. 3-8, Oct. 2006.[4] I. Miaoulis, “K-12 Engineering – the Missing

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

are key concepts ofservice-learning”.3 Service-learning in engineering has also been shown to meet AccreditationBoard for Engineering and Technology (ABET) objectives.4 Particular student outcomes such as(c), (d), (f), (g), (h), (i), (j) and (k) can be mapped to results and tasks in engineering service-learning projects (Table 1).Table 1. ABET Student Outcomes.5(a) an ability to apply knowledge of mathematics, science, and engineering(b) an ability to design and conduct experiments, as well as to analyze and interpret data(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, and A. S. Malik, “The influences of emotion on learning and memory,” Front. Psychol., vol. 8, no. 1454, 2017.[3] M. J. Riemer, “Integrating emotional intelligence into engineering education,” World Trans. Eng. Technol. Educ., vol. 2, no. 2, pp. 189–194, 2003.[4] D. Kim and B. K. Jesiek, “Work-in-Progress: Emotion and intuition in engineering students’ ethical decision-making and implications for engineering ethics education,” 2019.[5] A. Bandura, Self-Efficacy: The Exercise of Control. New York, NY: Freeman, 1997.[6] F. Pajares, “Self-efficacy in academic settings,” in American Educational Research Association, 1995.[7] D. W. McMillan and D. M. Chavis, “Sense of community: A definition and theory,” J

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

Tagged Divisions

First-Year Programs

, zero points is awardedfor automated carts with the only power circuit being battery-based. Other “green” alternatives Page 23.246.11are evaluated on a case-by-case basis. B is the sum of bricks successfully transported from thestarting location to the end location 25 feet away. T is the number of trips required to transportthe bricks. The time, t, is calculated in seconds from 0 to 300 (five minutes). Time for all teamsis stopped at five minutes. Each time a cart goes off-track and has to be manually readjusted tenseconds is added to time score. Also, if the bricks are transported individually, ten seconds areadded for each unloading/loading

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

females (F=4.67, p=0.03) and males (F=35.32, p<0.0001), though the effect was much stronger for males. We also found that the number of pre-enrollment credits had a significant correlation with chemistry course grade (F=28.56, p<0.0001) for the overall population, although this conclusion was only true for males (F=33.63, p<0.0001) and not for females (F=1.14, p=0.29). Figure 1 shows linear regressions of this data. Positive slopes in this figure indicated students with greater numbers of pre-college credits tended to have higher chemistry course grades and first semester GPAs. (a) (b)Figure 1. Correlations Between Pre-matriculation College Credits and (a) GPA and (b

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gerald Gallego Tembrevilla, McMaster University; Susan Nesbit P.Eng., University of British Columbia, Vancouver; Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

fivelevels of liminality to describe both students’ transdisciplinary knowledge, and instructors’ andTAs’ observations of students learning of transdisciplinary knowledge concepts. Each code hascorresponding distinct indicators. For example, students’ statements were coded as preliminal ifthey signified no prior knowledge or first encounter, while liminal indicates confusion or conflictin understanding, etc. The indicators were used by four coders to identify levels of: (a) students’self-assessed views of transdisciplinary knowledge as applied in engineering during pre and post-course semi-structured interviews; and (b) instructors and TAs’ assessments of students’transdisciplinary knowledge as manifested and observed during the class, pre- and post

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Abiade, University of Illinois at Chicago; Joanne Moliski, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Warner, C. Lyketos, "Perceptions of academic vulnerability associated withpersonal illness: A study of 1027 students at nine medical schools," Comprehensive Psychiatry,vol. 42, pp. 1–15, 2001.[7] R. Yehuda, J. A. Golier, L. Tischler, K. Stavitsky, and P. D. Harvey, “Learning andMemory in Aging Combat Veterans with PTSD,” J. Clin. Exp. Neuropsychol., vol. 27, no.4, pp. 504–515, May 2005, doi: 10.1080/138033990520223.[8] Christopher L. Thomas, Jerrell C. Cassady, Monica L. Heller, “The influence of emotionalintelligence, cognitive test anxiety, and coping strategies on undergraduate academicperformance,” Learning and Individual Differences, vol. 55, 2017, pp. 40-48, 2017.[9] Todd C Buckley, Edward B Blanchard, W.Trammell Neill, “Information

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joan V. Dannenhoffer P.E., Syracuse University; Sinead Mac Namara, Syracuse University

Tagged Divisions

First-Year Programs

increased appreciation for the importance of those skills in their engineering education.Presenting hand drawing as a skill significantly increased the use of sketches in the students’ workon exams, homework assignments, and projects. Future work, with this same cohort of students,to sustain the progress made during the introductory course will be done in two courses that follow,engineering statics and mechanics of solids.References[1] E. Education and E. Education, “Summary of the report on evaluation of engineering education,” J. Eng. Educ., no. January, pp. 74–94, 1994.[2] R. E. Barr, D. Juricic, T. J. Krueger, L. S. Wall, and B. H. Wood, “The freshman Engineering Design Graphics course at the University of Texas at Austin,” J

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Alan D. Niemi, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Divisions

First-Year Programs

.   Page 25.735.13Appendix B: Email Empowering Peer Advisors to Setup Industrial Mentor MeetingsSubject: FIGs: Scheduling FIG meeting with Industrial MentorDear FIG‐PA’s, the draft email below will save you some time initiating a FIG group meeting with your Industrial Mentor.  Contact info is in a separate email.  Please do your best to have a meeting time and date agreed upon by Weds 9/21, ideally with the meeting occurring during the following week (6th class week.)  Many mentors travel frequently and we need to contact them early to work with their schedules.  I greatly appreciate you handling this important relationship in a professional way!  – Dr. G.  Instructions to Peer Advisor:   Customize the email below as you think best, keeping in

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reza Kamali, California State University San Marcos

Tagged Divisions

First-Year Programs

of belonging to their program of study. While this was a known problem for theEE program, a closed-loop educational assessment and improvement was conducted to close thegap and relate students to their field of study as early as the first semester of study. In this newapproach to the lower-division courses students will start system view courses and currentprototyping circuits and tools were used to set up the laboratory experiments. The goals of thisstudy were: a) Integration of courses and providing a system view in the lower-division courses. b) Improving retention and engagement in early years of study. c) Closing the gap between lower-division and upper-division courses by practicing system view projects using

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University; Ryan Munden, Fairfield University

Tagged Divisions

First-Year Programs

student is responsible on her/his share). However, no materials or funds are provided so it is encouraged that you find spare, unused, and recycled materials to work with (include their fair market value in the budget). 3. If the operator falls into the water, they must either: (a) get back up in that location unassisted or (b) return to the start and have their team help them remount. 4. Absolutely no cardboard or paper can be used in the design of the WOW system. Be considerate and do not use any materials that could potentially cause damage to pool drains. 5. The operator must be able to swim, and we highly recommend that you wear a helmet. 6. You may not use any detached accessory to steer, propel

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of New Haven; Maria-Isabel Carnasciali, Ph.D., University of New Haven; Jean Nocito-Gobel, University of New Haven; Cory Carr

Tagged Divisions

First-Year Programs

tool consisted of three parts (Table 1). Part A was comprised of ten demographicquestions including questions pertaining to their participation in the Engineering LLC. Thequestions in this section required response prior to the survey respondent continuing. Part B ofthe survey had four open-ended questions pertaining to the students’ perceptions of theEngineering LLC regardless of whether they had been participants of the Engineering LLC. Thelast part of the survey, Part C, included four questions with yes/no response format. Thesequestions were targeted at upperclassman, and pertained to their freshman roommates and theirstudy groups.Table 1: LLC Study Survey ToolPart ACircle one best answer: 1. Gender: Male Female

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. 12[5] O. Pierrakos, T. K. Beam, J. Constantz, A. Johri, and R. Anderson, “On the Development of aProfessional Identity: Engineering Persisters Vs. Engineering Switchers.” ASEE/IEEE Frontiersin Education Conference, San Antonio, TX, 2009.[6] M.W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Charchra, and R.A. Layton,“Persistence Engagement, and Migration in Engineering Programs,” Journal of EngineeringEducation, vol. 97, no. 3, pp. 259-278, 2008.[7] C. B. Zoltowski, P. M. Buzzanell, A. O. Brightman, D. Torres, and S. M. Eddington,“Understanding the Professional Formation of Engineers through the Lens of Design Thinking:Unpacking the Wicked Problem of Diversity and Inclusion,” ASEE Annual Conference andExposition, Columbus, OH, June

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L Newberry, Oklahoma Christian University; Cory R. Davis, Oklahoma Christian University; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

Randolph, B., 2007, “A Page 22.1333.9 4. National Model for Engineering Mathematics Education,” Proceedings 2007 ASEE Annual Conference & Exposition, Honolulu, HI, June 2007.5. Klingbeil, N. Newberry, B., Donaldson, A., and Ozdogan, J., 2010, “The Wright State Model for Engineering Mathematics Education: Highlights from a CCLI Phase 3 Initiative,” Proceedings 2010 ASEE Annual Conference & Exposition, Louisville, KY, June 2010.6. Newberry, B. L., 2003, “Hands-on Learning in Engineering Mechanics using Layered Beam Design,” Proceedings 2003 ASEE Annual Conference & Exposition, Nashville, TN, June