Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

survey and weeklyactivity logs.The pre-project survey was used to assess demographics, personality, their confidence incompleting their degree, and their commitment to completing their degree. The students wereasked to rate their engineering confidence on a Likert scale using two instruments: 1. The academic self-confidence instrument 19,20 focuses on confidence in three areas: a. Open-ended problem-solving b. Math and science skills c. Professional and interpersonal skills 2. The self-efficacy instrument21 investigates students’ engineering and tinkering (hands-on) self-efficacy.The post-course survey was administered to determine if outgoing levels of academic self-confidence and self-efficacy changed from

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Deborah Worley, University of North Dakota; Jeremiah J. Neubert, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, University of North Dakota

Tagged Divisions

First-Year Programs

program (DUE-0942270).Bibliography1. N. Klingbeil, K. Rattan, M. Raymer, D. Reynolds, R. Mercer, A. Kukreti and B. Randolph. “A national model for engineering mathematics education.” American Society of Engineering Education Annual Conference & Exposition, 20072. M. Cavalli, L. Stanlake, S. Tolbert. “Investigation of Retention and Perceptions Among Freshman Engineering Students.” Proceedings of the North Midwest American Society for Engineering Education Regional Conference, 2007.3. N. Klingbeil, K. Ratten, M. Raymer, D. Reynolds and R. Mercer. “The Wright State Model for engineering mathematics education: A nationwide adoption, assessment and evaluation.” American Society of Engineering Education Annual Conference &

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Joseph Menicucci, Montana State University; James Duffy, Montana State University; Betsy Palmer, Montana State University

Tagged Divisions

First-Year Programs

three key findingsof research on learners and learning outlined in the NRC publication are4: 1. Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside of the classroom. 2. To develop competence in an area of inquiry, students must: a. have a deep foundation of factual knowledge, b. understand facts and ideas in a conceptual framework, and c. organize knowledge in ways that facilitate retrieval and application. 3. A metacognitive approach to instruction

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Robert Caverly, Villanova University; Howard Fulmer, Villanova University; Sridhar Santhanam, Villanova University; James O’Brien, Villanova University; Gerard Jones, Villanova University; Edward Char, Villanova University; Frank Mercede, Villanova University; Pritpal Singh, Villanova University; Randy Weinstein, Villanova University; Joseph Yost, Villanova University

Tagged Divisions

First-Year Programs

Page 15.994.11introduction, one of the major drivers in developing this new engineering experience was toprovide a more rigorous and intellectually stimulating introductory course for all freshmenengineering students. Based on the year-on-year comparison between the new and priorfreshman courses, the students indicated that indeed this new course required more hard workand was more intellectually stimulating than students in the earlier versions of the courseindicated by a substantial margin (Assessment A and B in Figure 2). The students also felt thatthey learned a great deal (Assessment C) and saw substantial value (Assessment D) in the coursecompared with the previous freshman engineering experience. Further faculty review of thesestudent

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Alan Degenhardt, University of Illinois, Urbana-Champaign; Brian S. Woodard, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

Paper ID #26486Applying Project-based Learning with an Emphasis on Engineering Commu-nication for First-Year StudentsDavid Alan Degenhardt, University of Illinois, Urbana-Champaign David Degenhardt is currently pursuing a master’s degree in aerospace engineering at the University of Illinois. His work focuses on improving introduction-level classes for aerospace students. In August 2018 he was awarded the Aerospace Engineering Graduate Teaching Assistant Fellowship by the Department of Aerospace Engineering at the University of Illinois, under the supervision of Dr. Brian Woodard.Dr. Brian S. Woodard, University of Illinois

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland; Lawrence J. Carter, University of Auckland

Tagged Divisions

First-Year Programs

). The transition from high-school physics to first-year electrical engineering: how well prepared are our students? Paper presented at the Proceedings of ASEE Annual Conference and Exposition, Pittsburgh, PA.4. Innis, K. (1996). Diary survey: how undergraduate full-time students spend their time. Leeds: Leeds Metropolitan University.5. Miller, C. M. L., & Parlett, M. (1974). Up to the mark: A study of the examination game. Guildford, UK: Society for Research into Higher Education.6. Snyder, B. R. (1971). The hidden curriculum. New York: Knopf.7. Black, P., & Wiliam, D. (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.8. Black, P., & Wiliam, D. (1998

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jaskirat Sodhi, New Jersey Institute of Technology; Ashish Borgaonkar, New Jersey Institute of Technology; Edwin Hou, New Jersey Institute of Technology; Moshe Kam P.E., New Jersey Institute of Technology

Tagged Divisions

First-Year Programs, Mathematics

further suggestions and recommendations.References[1] Borgaonkar, A., Hou, E., Vandermark, S., Kam, M., 2015, “Engineering Math Summer Boot Camp to help Students Succeed in Remedial Courses,” Proceedings 2015 7th First Year Engineering Experience Conference, Roanoke, VA, August 3-4, 2015.[2] Borgaonkar, A., Sodhi J. S., Hou, E.,Baldwin R,, Kam, M., 2017, “Helping First Year Students Start on Track in the Mathematics Sequence,” Proceedings 2017 9th First Year Engineering Experience Conference, Daytona Beach, FL, August 6-8, 2017.[3] Klingbeil, N., Rattan, K., Raymer, M., Reynolds, D., Mercer, R., Kukreti, A. and Randolph, B., 2008, “The WSU Model for Engineering Mathematics Education: A Multiyear Assessment and Expansion to

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

3.4. The two students selected from this group areMary (African American female) and Geoffrey (Caucasian male). Mary earned D or “no pass”in her STEM courses, while Geoffrey passed or earned an A or B in the same courses.Mary: In her written assignments in the study skills course, Mary expressed an internal locus ofcontrol for her learning, yet she did not exercise self-regulation. Thus, though she did notalways follow through with her goals, she was aware that any shortcomings were her owndoing. For example, Mary made lists of the coursework and did projects on the importance ofmotivation and time management but struggled with following through. Lack of motivation,distractions, and ineffective prioritization of her responsibilities were

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Ann Saterbak, Rice University; Michael Wolf, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. B. O. Barefoot and P. P. Fidler, “The 1994 National Survey of Freshman Seminar Programs: ContinuingInnovations in the Collegiate Curriculum. The Freshman Year Experience Monograph Series No. 20.,” Jan. 1996.32. C. A. Boudreau and J. D. Kromrey, “A longitudinal study of the retention and academic performance ofparticipants in freshmen orientation course,” Journal of College Student Development, vol. 35, no. 6, pp. 444–449,1994.33. P. P. Fidler and M. A. Godwin, “Retaining African-American Students through the Freshman Seminar,” Journalof Developmental Education, vol. 17, no. 3, p. 34, Jan. 1994.34. C. A. Schnell and C. D. Doetkott, “First Year Seminars Produce Long-Term Impact,” Journal of College StudentRetention: Research, Theory &

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Argrow, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Nathan E. Canney, University of Colorado, Boulder; Suzana Brown, University of Colorado, Boulder; Adam J. Blanford, University of Colorado, Boulder; Corrina Ladakis Gibson, University of Colorado, Boulder; Eric Donnelly Kenney

Tagged Divisions

First-Year Programs

deliverable was a poster or a brief slide presentation (or a briefvideo in the case of one discipline module), that described the Grand Challenge, the scopingactivity, and presented the analysis and design requirements. Specifically, the presentationtemplate included the following: • Problem definition: a) what is the Grand Challenge?, b) a picture or illustration of the issue(s), c) what is the role of the discipline in addressing the Grand Challenge? • Analysis: a) what is the problem scope, i.e., how large is the problem that the team has chosen? b) results of some basic calculations to provide estimates of cost, effort, range of

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(Appendix A), 57 responded to the pre-course survey(Appendix B), and 56 responded to the post-course survey (Appendix C). Demographicinformation was collected from the post-course survey only. Those respondents identified aswhite (30%), Asian (21%), Hispanic/Latinx (4%), Multi-racial (4%), and Black/AfricanAmerican (2%), with a large proportion of students (37%) preferring not to respond or skippingthis item. The respondents were also mostly men (68%), domestic students (84%), and not first-generation college students (54%), mirroring the student population profile of the 2019 first-yearcohort. 3The personal information questionnaire collected information such as students’ pre-collegeexperiences

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State Univesity; Nathaniel Ehrlich, Michigan State University; Colleen McDonough, Michigan State University; Jon Sticklen, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

First-Year Programs

for prediction or 2. there are systematic sampling errors, to wit: a. the students who showed up for were not representative of the FI, or b. the faculty who responded were fundamentally different from those who did not answer the survey questions, or 3. both 1 and 2.We can rule out 2a since the students’ own estimate was that 69% would be admitted. We testedhypothesis 2b by comparing the estimates given by students of responsive vs. nonresponsivefaculty, with the results shown in the Figure 9 below. Page 15.1221.15 Figure 9. Likely scenario for student

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

Jess Everett, Rowan University; John Chen, Rowan University; Stephanie Farrell, Rowan University; Jennifer Kadlowec, Rowan University

Tagged Divisions

First-Year Programs

, 1997.15. Hake, R.R., “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” Am. J. Phys. 66: 64-74 (1998).16. Everett, J., J. Newell, K. Dahm, J. Kadlowec, B. Sukumaran (2004) “Engineering Clinic: Bringing practice back into the engineering curriculum” Engineering Education Conference, University of Wolverhampton, England, UK.17. Newell, J., Marchese, A., Ramachandran, R., Sukumaran, B., Harvey, R., 1999, Multidisciplinary Design and Communication: a Pedagogical Vision,” International Journal of Engineering Education, 15(5):376-82.18. Harvey, R., Hutto, D., Hollar, K., Marchese, A., and Newell, J., 2003, “Models for Integrating Writing

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Divisions

First-Year Programs

codify classroom techniques for enhancing these skills, a multistepapproach for this investigation is used in order to inform future work. A multistep approach isused because each step directs the next, and although these are seen as the steps now in our plan,our research may alter these. The steps are a) identifying the key attributes or skills that may beseen as lacking in students, b) validating that student’s perceive these as problems, c) researchingmethods to improve or overcome deficiencies and then d) assessing degree of change forvalidation. To launch this work, the first phase was done and presented here that identifies whatis perceived as lacking in the behaviors and skills of engineering students by faculty and to seehow this faculty

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Patricia Dee Zobel, Rowan University

Tagged Divisions

First-Year Programs

were uncovered and discussed were (a) frustration with the lack of meetings andattendance policy, (b) addition of more varied academic programming, with sessions appropriatefor each engineering major, (c) introduction and exposure to on-campus engineering clubs andorganizations, and (d) successful peer-to peer and peer-to-faculty relationships as a result ofparticipation in the community.Issues identified by the second cohort are more the result of conflict between what they wantedto get from the ELC program and what the program is designed to do. Similar to the data fromthe first ELC cohort, the first theme that was uncovered was the students’ frustration with a“lack” of regular meetings and the absence of an attendance policy. The stated

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

First-Year Programs

determined by the faculty assigned to teach the coursewith the Office for Service Learning and the Center for Social Concerns at our University.Funding is provided to each team for their bill of materials. Student teams are organized andproject selections are made within the first two weeks of the term. The student teams areexpected to follow clearly defined phases of project development.During the first half of the term, the students (a) identify the issues in the project (b) develop thespecifications (c) prepare the conceptual design (d) provide the detailed design (e) develop andsubmit a proposal for evaluation and assessment by the stakeholders. The stakeholders evaluatethe proposals submitted by the student teams based on well-defined criteria

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

S. Keith Hargrove, Morgan State University; Marie Dahleh, Harvard University

Tagged Divisions

First-Year Programs

well.Therefore, the project seeks to study the use of a multimedia case study in the classroomand assess its impact on student learning and relevance of the pedagogy. Though it hashad limited applications in the engineering curriculum, more schools are recognizing itsvalue to improving cognitive skills for students. This paper describe applications ofusing multi-media courseware in a engineering design course to (a) introduce students todecisions practicing engineers encounter; (b) promote teamwork and critical thinking;and (c) expose them to the profession while they are matriculating as engineeringstudents. The evaluation and assessment of the project shows that students did receiveeducational value in this unique approach to instructional delivery

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Susan Freeman, Northeastern University; Richard Whalen, Northeastern University; Rebecca Payne, Northeastern University

Tagged Divisions

First-Year Programs

commitment many times created successful people, where giftedindividuals had faded. They looked at IQ and personality as predictors of success, from pastresearchers, and found that these may not have the validity of grit. The first step was developingthe grit scale; extensive work and testing created the highly tested and validated questionnairecurrently in use.5 Refer to Appendices A and B for the survey tool used to identify and score gritlevels.Once the grit scale was created and vetted, numerous studies on grit were conducted. A majorresearch project gathered data through the web on over 1500 participants. One result of this largedata set was that grit increases with age, but monotonically, so a 35 year-old is not significantlygrittier than a 30

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashish Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Moshe Kam P.E., New Jersey Institute of Technology; Edwin Hou, New Jersey Institute of Technology

Tagged Divisions

First-Year Programs, Mathematics

receiveddiscount on tuition fees, free tutoring, meals (breakfast and lunch) and various opportunities toparticipate in activities designed to increase their interest in and enthusiasm for engineering.Analysis of the performance of students is presented in tables 3, 4, 5 and figure 5 below. Ingeneral, students did quite well and most of them were able to reach one mathematics coursehigher than their original placement.Table 3: MATH108 and MATH110 Grades Breakdown 2015-2017 2015 2016 2017 Pass (A/B/C) 37 28 24 Not Passing (D/F) 7 2 10 Total Students 44 30

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Liya Ni, California Baptist University; Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University

Tagged Divisions

First-Year Programs

NSF funded projectcontributed to the significant improvement on student retention rate in our college over the pastseveral years[5]. In the meantime, we also noticed that the student performances among differentsubjects are not balanced. This is typically not an issue for students getting B or better who havea good understanding on all subjects. However, a barely passing grade of C does not provide thedetailed information on their understanding of the subject required to be successful in completingthe subsequent courses. For example, a student performing poorly in trigonometry and complexanalysis but did reasonably well in the rest of engineering mathematics may still be ill-preparedfor Circuit Theory. Among all subjects, trigonometry stands

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

Alexander Nikolaevich Solovyev, Moscow Automobile and Road Construction State Technical University (MADI); Larisa Petrova, MADI; Viatcheslav Prikhodko, Moscow Automobile and Road Construction State Technical University (MADI); Ekaterina Makarenko, MADI

Tagged Divisions

First-Year Programs

acquainted about future employment. So suchinformation is necessary for them despite the instability of the labor market. Second,investigations showed the significant role of parents of applicants in choosing the university andspecialty. So this information about possible employment after graduation as well theinformation about the difficulties of the transition period "high school - university" should bebrought to the attention by the parents.References1. Budny D., Paul C., Newborg B. (2013) Designing a Positive Involvement for Parents in the FreshmanEngineering Experience. 978-1-4799-0152-4/13 C2013 IEEE. 25-27 September 2013, Kazan National ResearchTechnological University, Kazan, Russia. International Conference on Interactive Collaborative

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

Paper ID #11105Providing Authentic Experiences in the First Year: Designing EducationalSoftware in Support of Service Learning ActivitiesDr. John K. Estell, Ohio Northern University John K. Estell is a Professor of Computer Engineering and Computer Science at Ohio Northern Uni- versity. He received his M.S. and Ph.D. degrees in computer science from the University of Illinois at Urbana-Champaign, and his B.S.C.S.E. degree in computer science and engineering from The Univer- sity of Toledo. His areas of research include simplifying the outcomes assessment process through use of performance vectors and evaluation heuristics

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

forCollege Students: Validity Evidence for the Basic Needs Satisfaction at College Scale,” Measurement andEvaluation in Counseling and Development, vol. 48 no. 4, 266–284, 2015.[17] J. D. Stolk, Y. V. Zastavker, and M. Gross, “Gender, Motivation, and Pedagogy in the STEM Classroom: AQuantitative Characterization,” in Proc. 125st ASEE Annual Conference & Exposition, Salt Lake City, UT, June,2018.[18] E. L. Deci, R. J. Vallerand, L. G. Pelletier, and R. M. Ryan, “Motivation and Education: The Self-Determination Perspective,” Educational Psychologist, vol. 26 no. 3&4, pp. 325-346, 1991.[19] M. Vansteenkiste, E. Sierens, B. Soenens, K. Luyckx, and W. Lens, “Motivational profiles from a self-determination perspective: The quality of motivation

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Gerold Willing, University of Louisville; Thomas D. Rockaway, University of Louisville

Tagged Divisions

First-Year Programs

Models • Metacognition • Formative vs Summative AssessmentsEach seminar is designed to bring the workshop topics back into focus for the UTAs and allowthem to discuss their successes and failures to date with other UTAs while being led by PRIMESfaculty members.There have been three main methods of implementing the UTAs into the classroom at the J.B.Speed School of Engineering. The methods are (a) voluntary supplemental instruction, (b)mandatory supplemental instruction, and (c) mandatory in-class instruction.The first method, voluntary supplemental instruction (SI) model, can further be broken into twosub categories. These categories are rewarded attendance and non-rewarded attendance. The SImodel has been a successful model at 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

Rachel McCord Ellestad, University of Tennessee - Knoxville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, our US institutions still suffer from low retention ofengineering students across four years and an undergraduate population that lacks diversity.These issues were the impetus for the creation of a course to teaching engineering students howto develop their self-regulated learning skills.Development of a First Year Studies Course for Engineering Students In an effort to teach first year engineering students at a large, southern research university(LSRU) how to develop self-regulated learning skills, a course was developed and piloted in Fall2015. This first year studies course, FYS 101-eng, was a 13 week, 1 hour credit course that wasgraded on an A, B, C, no credit scale. First Year Studies is a larger department at LSRU andorganizes FYS

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ordel Brown, Northwestern University; Robin A.M. Hensel Ed.D., West Virginia University; Melissa Lynn Morris, West Virginia University; Joseph Dygert, West Virginia University

Tagged Divisions

First-Year Programs

theirresidence halls on a Sunday evening and the program starts with a welcome breakfast onMonday morning. The key features of the week include: (a) work sessions and seminars gearedtoward introducing students to campus resources and helping students develop academic,professional and personal success skills; (b) a hands-on engineering design project competition;(c) participation in activities exploring the science and engineering behind select sports (e.g.bowling, biking) and systems (campus monorail system); (d) meet-and-greet from theuniversity’s president and engineering college deans; (e) daily social events that include ateam-building challenge course run and an evening campfire cookout. An overview of theweek’s activities is shown in Table 1 below

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University, Daytona Beach; Nanmwa Jeremiah Dala, Embry-Riddle Aeronautical University ; Krishna Madhavan, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

. Rodgers, K. J., Boudouris, B., Diefes-Dux, H. A., & Harris, M. (2016). Integrating exposure to nanotechnology through projectwork in a large first-year engineering course. Proceedings of the 123rd ASEE Annual Conference and Exposition. New Orleans, LA. June 26-29.14. Strauss, J. & Corbin, A. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications.15. Zaiontz, C. (2013). Cohen’s kappa. Retrieved from http://www.real-statistics.com/reliability/cohens-kappa/.16. Fleiss, J.L. & Cohen, J. (1973). The equivalence of weighted kappa and the intraclass correlation as measures of reliability. Educational and Psychological Measurement, 33(3), 613-619.

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

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary; Bob Brennan, University of Calgary

Tagged Divisions

First-Year Programs

instructorbriefly covers the importance of each CARE dimension, and students develop their action planduring 4 five-minute breakout sessions that occur during the teamwork lecture. In their teams,students discuss their lowest and highest scores for each dimension and record action steps formaking improvements (see Appendix B for an example). Depending on the size of the class,instructors may ask teams to share some of their unique challenges and solutions with the rest ofthe class after each breakout session. Alternatively, some instructors choose to have teamscomplete the action plan outside of class time and use it as a graded component in the course.Finally, some instructors offer the Team CARE assessment at more than one time point, and thisallows them

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

described here. They include: a) GPAs – Cohort I had first-semester GPAs that are 20% higher; b) Credit Completion – Cohort I completed 20% more credits; c) Retention – Cohort I had a first-year retention rate ~6% higher; d) Other data – Cohort I rated the program a 5/5. Anecdotal feedback was also positive.Cohort II data is presented and this paper further looks at all of these aspects through the lens ofthe performance of the engineering students, who represent over 30% each of the cohorts.STRIDE, Shifting Momentum from Year 1 to Year 2Aspects of the program in Year I that were particularly effective, included the Guaranteed 4.0session, the Peer Mentor program, the panel discussion, and the Study Blitz. This all led to

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doina Bein, California State University, Fullerton; Jidong Huang, California State University, Fullerton; Yu Bai, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Paulina Reina, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

remain engaged in their academic pursuits. Towards that end, the followingactivities were planned and implemented: a) informal social gathering for students to interactwith faculty members; b) workshop for on-campus resources to improve student success; c)workshop for time management, stress relief, and exam preparations; d) financial planning(student scholarship, assistantship, grants and loans) and on-campus employment workshop; ande) forum for culturally diverse faculty, industry professionals to share their experiences. Theanticipated outcome of STIC activities is better student rapport, increase in student persistenceand perseverance, increased motivation to pursue STEM learning, increased awareness ofresources, and enhanced situation