Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Gulf Coast University; Janusz Zalewski, Florida Gulf Coast University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, “Improving Student Persistence in Computer Programming Courses with Pair-Testing,” Proc. 2014 ASEE Gulf-Southwest Conference, New Orleans, LA, April 2-4, 2014.[5] T. Beaubouef and J. Mason, “Why the high attrition rate for computer science students: some thoughts and observations,” SIGCSE Bulletin, vol. 37, no. 2, pp. 103‐106, 2005.[6] Talking About Leaving: Why Undergraduates Leave the Sciences, Seymour and Hewitt, Westview Press, 1997.[7] Jay, B. Labov, “From the National Academies: The Challenges and Opportunities for Improving Undergraduate Science Education through Introductory Courses,” Cell Biology, Winter 2004, 3(4) P. 212 – 214.[8] J. Zalewski, “A Comprehensive Embedded Systems Lab for Teaching Web-based Remote

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

Margot Vigeant, Bucknell University; Karen Marosi, Bucknell University; Ronald Ziemian, Bucknell University

Tagged Divisions

First-Year Programs

reasons: a) to reduce functional class size from 200 to a moretypical class size of less than 35; b) Provide students with a more in-depth learningexperience; c) Promote faculty ownership of the course. Now, having graduated our firstclass who experienced this new first-year course format, we are wondering: was thechange effective? In this paper, we assess each of the goals given for the original changein light of student survey data, student retention data, as well as faculty interviews.Results suggest that the change effectively improved student satisfaction with the courseas well as promoting improvements in other areas.Introduction Bucknell University is a primarily undergraduate university with a focus onundergraduate education. The

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Connor Sonnier, Arizona State University

Tagged Divisions

First-Year Programs

process.Figure 2. An example concept map that shows the customer involvement throughout the process (relevant elements highlighted) B. Needs Analysis/Problem DefinitionIn the pre-data, percentages of participants who showed this theme in their responses are 50%(18 out of 36) for the without prior knowledge group and 55.56% (15 out of 27) for the withprior knowledge group. Almost all of those who showed this theme mentioned “identify theproblem” without providing any details. Only three responses included some details such as“understand limitations & parameters”. Only a slight difference was found between these twogroups for this theme, indicating that the prior experiences and knowledge did not seem to makea difference

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

learning. The survey was used to assess the overallinterest towards pursuing STEM degree and careers. ECSU Summer Academy programadopted (and modified) a post only survey originally developed by The Program EvaluationGroup for Science enrichment programs. The original instrument has been used to evaluateseveral K-12 science enrichment programs for over fifteen (15) years.The questions (Q1a-g) are listed below: a. This program helped me better understand STEM areas. b. Because of this program, I feel better about being able to learn STEM topics. c. I learned some things in this program that I can use in class at school. d. Because of this program, I think I am more aware of the importance of STEM in everyday living. e. I tell my

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Anderson, Montana State University; Abigail M. Richards, Montana State University

Tagged Divisions

Design in Engineering Education, First-Year Programs

, “Becoming an engineer: Toward a three- dimensional view of engineering learning,” Journal of Engineering Education, vol. 97, no. 3, pp. 355-368, 2008.[9] K. Tonso, “Teams that work: Campus culture, engineer identity, and social interactions,” Journal of Engineering Education, vol. 95, no. 1, pp. 25-37, 2006.[10] J.D. Lee, “Which kids can “become” scientists? Effects of gender, self-concepts, and perceptions as scientists,” Social Psychology Quarterly, vol. 61, no. 3, pp. 199-219, 1998.[11] J.E.L. Shin, S.R. Levy, B. London, “Effects of role model exposure on STEM and non-STEM student engagement,” Journal of Applied Social Psychology, vol. 46, no. 7, pp. 410-427, 2016.[12] R.M. Marra, K.A. Rodgers, D. Shen, B

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elora Candace Voyles, Southern Illinois University, Carbondale; Rhonda K. Kowalchuk, Southern Illinois University, Carbondale; John W. Nicklow, Southern Illinois University, Carbondale; Robert Ricks

Tagged Divisions

First-Year Programs

. An evaluation of a university peer-mentoring trainingprogramme. International Journal of Evidence Based Coaching and Mentoring 5(1): 19-29.12 Dye, B., S. Pinnegar and K. Robinson. 2005. Peer mentors tell their stories of learning: A narrative study.Proceedings of the 24th Annual Conference on the First Year Experience, Phoenix, AZ.13 Page 22.1244.15 Good, J.M., G. Halpin, and G. Halpin. 2000. A promising prospect for minority retention: Students becomingpeer mentors. Journal of Negro Educators 69(4): 375-83.14 Moller-Wong, C. and A. Eide. 1997. An Engineering Student Retention Study. Journal of Engineering Education86(1

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Sura Alqudah, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

/a0026659 [5] Liptow, E., Chen, K., Parent, R., Duerr, J. and Henson, D., (2016). A Sense of Belonging: Creating a Community for First-generation, Under-represented groups, and Minorities through an Engineering Student Success Course. ASEE Annual Conference 2016.[6] Johnson, D. R., Alvarez, P., Longerbeam, S., Soldner, M., Inkelas, K. K., Leonard, J. B., & Rowan- Kenyon, H. (2007). Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups. Journal of College Student Development, 48(5), 525-542.[7] Banda, R. M., & Flowers, A. M. (2016). Birds of a Feather Do Not Always Flock Together: A Critical Analysis of Latina Engineers and Their Involvement in Student

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

AJ Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Nathan D. Manser, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Ken Thiemann, Michigan Technological University

Tagged Divisions

First-Year Programs

0-2 hours 2-4 hours 4-6 hours 6-8 hours hoursFall 2019 13.9% 36.1% 34.6% 10.9% 4.4%Fall 2020 6.7% 27.7% 39.9% 20.3% 5.3%There was also a shift in the perceived difficulty level of the course, with the students in Fall2020 finding the course to be less challenging. Table 6 shows the percent of students thatselected each of the responses to the question, “For my learning purposes, this course was” A)Not at all challenging, B) Slightly challenging, C) Appropriately challenging, D) Somewhat toochallenging and E) Much too

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natasha Perova-Mello, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

Paper ID #19588First-Year Engineering Student Perspectives Of Google Docs For Online Col-laborationMs. Natasha Perova-Mello, Oregon State University Natasha Perova-Mello is currently a Postdoctoral researcher at Oregon State University in the School of Civil and Construction engineering. She recieved Ph.D. in Engineering Education from Purdue University. She previously worked at the Harvard Graduate School of Education as a Research Assistant focusing on students’ learning algebra and also taught an introductory physics course at Suffolk University, Boston, Mass. Before that, she worked as a Graduate Research Assistant at

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

events,conditions, behaviors and even predict future outcomes [13]. Also, as the study is not having anypre-post comparison, it is a non-experimental design and correlation study design best fits thepurpose. As per the literature, the teaching and learning environment has a significant impact onstudents’ behavior, academic success and learning quality [16], [17]. And because of this, in ourstudy, we measured the teaching learning environment from the transition to online (mid-semester) to the end of the semester based on three constructs: a) perceived student learning as ameasure of academic success b) social presence as a measure of student engagement in an onlineenvironment and c) learner satisfaction as a measure of learning experience

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Samantha Islam, University of South Alabama; Samuel H. Russ, University of South Alabama; Kevin D. White Ph.D., University of South Alabama

Tagged Divisions

First-Year Programs

Skills of First Year Engineering Students”, Journal of Engineering Education, July 2000, pp. 301-307. 4. Guay, R. B., Purdue spatial visualization test: Rotations. West Lafayette, IN, Purdue Research Foundation, 1977. 5. Yue, J., “Spatial Visualization by Isometric Drawing” International Conference on Engineering and Technology, Kean University, NJ, October, 2006. 6. Dong, Y., and El-Sayed, J. A., “Engage Engineering and Science Students By Improving Their Spatial Visualization Skills”, Proceedings of the International Conference for Engineering Education 2011, Vancouver, BC, Canada. 7. Dong, Y., “Lessons Learned in Engaging Engineering Students by Improving Their Spatial Visualization Skills

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Laurie Laird, Ohio Northern University; John-David Yoder, Ohio Northern University

Tagged Divisions

First-Year Programs

handout was distributed to all students and was reviewedduring one class session of the course in order to set appropriate presentation guidelines.A new rubric featuring descriptive performance level indicators based on an appropriate subsetof the RSVP framework was developed and distributed to the students ahead of thepresentations, as it is important to provide specific information on expectations to both studentsand faculty prior to the evaluation process5. As presented in Appendix B, this rubric focuses onfive specific areas. As this is, ostensibly, a “one minute” presentation, the length of thepresentation is a relevant issue. The four other major evaluation areas are derived from theRSVP framework based on specific items identified as areas

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Kathleen Klok Bacon; J. Alex Birdwell, Northwestern University; Ordel Brown, Northwestern University; Emma Tevaarwerk, Northwestern University; Richard Wayne Freeman P.E., U.S. Coast Guard Academy; Wendy Roldan, University of Washington; Ken Gentry, Northwestern University; Amanda Rose Pokryfky

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

instudent development theory to select and train Peer Advisers to lead small groups. Theengineering academic advising office and new students office have worked together to createcontent for four meetings of these small groups each quarter. By focusing on keeping the contentrelevant and timely, we have been able to raise student satisfaction with the course and withengineering. Additionally, we have added support for the Peer Advisers to ensure theirsatisfaction and the course’s continued success. Challenges in communication and planningbetween the two offices remain, particularly in training the Peer Advisers.References[1] Barefoot, B. O. (1992). Helping first-year college students climb the academic ladder: Reportof a national survey of freshman

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacqueline C. McNeil, University of Louisville; Erin Lynn Gerber, University of Louisville; Gerold Willing, University of Louisville; Mary Elizabeth Mills, University of Louisville

Tagged Divisions

First-Year Programs

resource allocation, workforce planning, and logistics and dis- tribution. She was awarded a B.S., M.Eng, and Ph.D. all in Industrial Engineering, from the University of Louisville, J.B. Speed School of Engineering. Her doctoral work focused on the development of the LoDI Index, which is released by the Logistics and Distribution Institute at the University of Louisville every month. The index is also featured in the FRED report and is utilized by various national corporations each month. Dr. Gerber is a member of Golden Key International Honours Society, the Institute of Industrial and Systems Engineers, and the Society of Women Engineers. She also serves as the faculty advisor for the UofL student chapter of IISE.Dr

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

fromunenlightened to confident, capable and determined engineers.References 1. Chubin, D., Donaldson, K., Olds, B., Fleming, L., (2008). “Educating Generation Net-Can U.S. Engineering Woo and Win the Competition for Talent”, Journal of Engineering Education, July. 2. Freidman, T.L. (2005). “The World is Flat: A Brief History of the Twenty-first Century”, NY: Farrar, Strauss and Giroux. 3. Nagel, D. (2008). NSF Grants Aim To Increase K-12 Science and Math Teachers. Campus Technology, 16 September. 4. Whitt, M., and Handy, R. (2006), Engineering Technology Students: Their Role in the Global Economy, Proceedings of the ASEE Conference, Chicago. 5. The Condition of Education 2007, Annual Report of the US

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University, West Lafayette; Mayari I. Serrano, Purdue Polytechnic Institute; Beth M. Holloway, Purdue University, West Lafayette; Rachel Ann Baker, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, no. 2, pp. 151–158, 1997.[13] G. Duffy, S. A. Sorby, A. Mack, and B. Bowe, “Performance by gender on university placement tests in mathematics and spatial skills,” in Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Columbus, OH, 2017.[14] R. Sommer, The mind’s eye: Imagery in everyday life. Delacorte Press, 1978.[15] N. Mart´ın-Dorta, J. L. Saor´ın, and M. Contero, “Development of a fast remedial course to improve the spatial abilities of engineering students,” Journal of Engineering Education, vol. 97, no. 4, pp. 505–513, 2008.[16] F. T. Siemankowski and F. C. MacKnight, “Spatial cognition, a success prognosticator in college science courses,” in Proceedings of the

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen Zahorian, Binghamton University; Mike Elmore, Binghamton University; Kyle J. Temkin, Binghamton University

Tagged Divisions

First-Year Programs

have not yet decided on an engineering major or have a major other than the ones listed. A = BioE B = CoE C = EE D = ISE E = METable 4. Binghamton University engineering major selections as indicated by student survey. Major selections as per survey 2008-2009 2009-2010 2010-2011 2011-2012 BE 23 (12.1%) 26 (12.5%) 9 (8.3%) 24 (12.8%) CoE 16 (8.4%) 23 (11.1%) 23 (21.3%) 24 (12.8% EE 17 (8.9%) 31 (14.9%) 34 (31.5% 30 (16.0%) ISE 48 (25.3%) 62 (29.8%) 11 (10.2%) 43 (23.0%) ME 86 (45.3%) 66 (31.7%) 31 (28.7%) 66 (35.3%)Survey “Factor

Conference Session

FPD6 - First Year Curricula Development

Collection

2008 Annual Conference & Exposition

Authors

Gregory Wight, Norwich University; R. Danner Friend, Norwich University; Jacques Beneat, Norwich University; William Barry, Norwich University

Tagged Divisions

First-Year Programs

Engineering Education, 2008 Project-based Introduction to Engineering for Freshman StudentsAbstractAfter six years of discipline-specific freshman engineering courses for Civil Engineering,Mechanical Engineering and Electrical Engineering majors, it was decided that all Engineeringand Construction Management majors would share the same curriculum during their freshmanyear. The two main objectives of this change were to improve retention within the School ofEngineering by facilitating a switch from one engineering major to another during or followingthe freshman year and to increase efficiency from a human resources perspective.A team of experienced and junior faculty from all three engineering disciplines developed twonew project-based

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Brittany Strachota, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

autonomy framework? (b) How does the level ofstudent autonomy impact student’s participation, interest, and perception of performance in theseclassrooms? and (c) How do student and faculty perspectives on student autonomy affect theclassroom environment? Our results indicate that students and faculty have mixed feelingsregarding SDL, which drive frustration and discomfort with open-ended learning in theclassroom. In general, students often do not feel well-supported in SDL environments andexhibit a lowered sense of competency and expectancy. On the other hand, faculty presentblindness towards structural supports necessary for effective SDL classroom environment andspecifically their own roles in scaffolding students’ SDL

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Theiss, The Ohio State University; John E Robertson, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University; Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

choices using elicited measures of expectations and counterfactuals. Journal of Econometrics, 166(1), 3-16.3. Seymour, E., & Hewitt, N. M. (2007). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview.4. Zhang, G., Thorndyke, B., Carter, R., Anderson, T. & Ohland, M. (2003, June), A Comparison of Demographic Factors and Academic Performances between Students Graduated in Engineering and Other Disciplines. Paper presented at the ASEE Annual Conference and Exposition, Nashville, TN. https://peer.asee.org/116915. Arcidiacono, P. (2004). Ability sorting and the returns to college major. Journal of Econometrics, 121(1), 343- 375.6. Zahorian, S.A., Elmore, M., & Temkin, K.J. (2013, June), Factors

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; M. Kevin Parfitt, Pennsylvania State University; Sez Atamturktur Ph.D., Pennsylvania State University; Moses Ling P.E., Pennsylvania State University

Tagged Divisions

First-Year Programs

. T. Terenzini, “How College Affects Students: A Third Decade of Research (Vol. 2).” Jossey-Bass, San Francisco, 2005.[4] A. Baldwin, B. Bunting, D. Daugherty, L. Lewis and T. Steenbergh, “Promoting Belonging, Growth Mindset, and Resilience to Foster Student Success,” 2020, https://nrcfye.presswarehouse.com[5] J. Keup and B. Barefoot, “Learning how to be a successful student: Exploring the impact of first-year seminars on student outcomes,” Journal of the First-Year Experience & Students in Transition, 17(1), 2005, pp.11-47.[6] R. D. Padgett, J.R. Keup and E.T. Pascarella, “The impact of first-year seminars on college students’ life-long learning orientations,” Journal of Student Affairs Research and Practice, 50(2

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma Tevaarwerk DeCosta, Northwestern University; J. Alex Birdwell, Northwestern University; Ken Gentry, Northwestern University; Richard Wayne Freeman P.E., Northwestern University; Alan R. Wolff, Northwestern University

Tagged Divisions

First-Year Programs

Communication (DTC) is a project based design course taken twice duringfreshmen year, with DTC I taken in the fall or winter, and DTC II taken in the spring. First-yearstudents also take calculus and a basic science course determined largely on their major ofchoice. Below, we look specifically at the math and engineering analysis curricula, advisingpractices, and related student outcomes.Student Preparation in Math and Science and OutcomesFigure 1 shows the percentage of the freshmen class with varying amounts of incoming math andscience credit (Chemistry, Calculus AB, Calculus BC, Physics B, Physics C [Mechanics],Physics C [Electricity and Magnetism], Physics 1, Physics 2, Biology, Environmental Science)for 2006 to 2016, binned into categories from

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda S Zarske, University of Colorado, Boulder; Janet L Yowell, University of Colorado Boulder; Samantha Maierhofer, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

research reveal that while there is not a substantialincrease in reported professional and technical skills, there is no indicated decrease in the skillsassociated with greater amounts of team dynamics training. Students do not realize theimportance of the team dynamics training they receive at the beginning of the semester butacknowledge the impacts of developing these skills during the months and years following. Thissuggests that early team dynamics training may in fact result in long-term benefits for teamperformance during an individual’s collegiate and post-collegiate career.References[1] Knight, D.W., Sullivan, J. F., and B. Louie (2007). "Expanding Understanding of First-Year Engineering Student Retention and Team Effectiveness

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Alicia Betsinger, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

HarperCollins Publishers, Inc.Takahira, S., Goodings, D., & Byrnes, B. (1998). Retention and performance of male and femaleengineering students: An examination of academic and environmental variables. Journal ofEngineering Education, 88, 297−304.Veenstra, C. P., Dey, E. L., & Herrin, G. D. (2009, Winter). A model for freshman engineeringretention. Advances in Engineering Education, 4, 1−33.Zhang, G., Min, Y., Ohland, M., Anderson, T. (2006). The role of academic performance inengineering attrition, Proceedings of the 2006 American Society for Engineering EducationConference and Exposition, Session 1336.Zhao, C., Kuh, G. (2004). Adding value: Learning communities and student engagement.Research in Higher Education, 45 (2), 115-138.

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Todd R. Hamrick, West Virginia University; Lizzie Santiago, West Virginia University; Kristin Brewster, West Virginia University

Tagged Divisions

First-Year Programs

adolescence," Journal of Educational Psychology, vol. 90, p. 84, 1998.[9] B. E. Whitley and P. Keith-Spiegel. Academic Dishonesty: An Educator’s Guide. Psychology Press, 2002.[10] R. C. Hollinger & L. Lanza-Kaduce. Academic dishonesty and the perceived effectiveness of countermeasures: An empirical survey of cheating at a major public university. NASPA Journal, vol. 46, no. 4, 2009, 587–602.

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda Read-Daily, Elizabethtown College; Kurt M. DeGoede, Elizabethtown College; Stacey L. Zimmerman, Elizabethtown College

Tagged Divisions

First-Year Programs

told to consider their team member's Strengths in the assignment's prompts. However,students were asked to share their Strengths with each other by completing the Team Talent Map[18]. They also reviewed “Working with others who have [X]” excerpts for each of the Strengthsof their teammates [1]. After completing these activities, students complete the team contractincluding the prompts: As a team, identify for each member the leadership or backup responsibilities for which this person is accountable to the team. (a) Please describe in 50 to 100 words your rationale for selecting areas and individuals to lead areas. (b) Please assign each member to important roles and identify key responsibilities of each role.One-Minute

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Jeong Hwan Choi, University of Illinois, Urbana-Champaign; Jacob Marszalek, University of Missouri, Kansas City; Joyce Lee, University of Illinois, Urbana-Champaign; Susan Linnemeyer, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

understanding of influences of the support program, focusgroups were conducted at the conclusion of ICE with six to eight students per group. The majorthemes concerned what the students learned, how the program helped to prepare students for thefall, and social aspects of the program. The students emphasized that they learned differencesbetween studying for high school and college. “I realized that uh, I know everybody tells you it’s not like high school, but you can’t ever really make that decision until you get here. But I realized that in high school I really didn’t need to do my homework, I could just sneak by, I could do whatever needed just to get a B, I was fine with just a B. and I realize now that I can’t do the same

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University, West Lafayette; Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #30255WIP: First-year Engineering Students’ Study Strategies and TheirAcademic PerformanceAhmed Ashraf Butt, Purdue University, West Lafayette Ahmed Ashraf Butt is a doctoral student at the School of Engineering Education, Purdue University. He is currently working as a research assistant on the CourseMIRROR project funded by the Institute of Education Sciences (IES). He is interested in designing educational tools and exploring their impact on enhancing students’ learning experiences. Before Purdue University, Ahmed has worked as a lecturer for two years at the University of Lahore, Pakistan. Additionally, he has

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Peter Burton, Royal Melbourne Institute of Technology

Tagged Divisions

First-Year Programs

voicetheir support of quasi interactive videos as a valuable supplementary learning aid, particularlyin first year.In terms of student grades, there are many variables which make it hard to actually quantifybut overall performance in Electronics 1 has improved over the last three course offerings,with over 50% of students achieving a grade of A or B in 2004 as compared to 35% - 40%achieving the same grades prior to the introduction of the videos.It is difficult to determine the extent to which this practice influences exam results but it is fairto say that the majority of students have a positive perception of the class, have a soundpractical understanding of the material being taught and move on to the next phase of theirprogram well prepared and

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andria Costello Staniec, Syracuse University; Helen M. Doerr, Syracuse University

Tagged Divisions

First-Year Programs

students not enrolled in any support. This will enable us to assess effectiveness of our re- designed mathematics support courses.References1. Gattis, C., Hill, B., & Lachowsky, A. (2007). A successful engineering peer mentoring program. In American Society for Engineering Education Annual Conference and Exposition, Conference Proceedings.2. Jones, S., Rusch, K., Waggenspack, W., Seals, R., & Henderson, V. (2010). S-STEM: Eng^2 scholars for success engineering engagement. In American Society for Engineering Education Annual Conference and Exposition, Conference Proceedings.3. Kukreti, A., Simonson, K., Johnson, K., & Evans, L. (2009). A NSF-supported S-STEM program for recruitment and retention of