Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

, Team Based, First-Year Design Projects‖ Proceedings, International Conference on EngineeringEducation Research (ICREE), Honolulu, HI, June 2007.[3] Zarske, M.S., Sullivan, J.F., Knight, D., Yowell, J.L. and Wiant, D. (2007) ―The TEAMS Program: A Study of aGrades 3-12 Engineering Continuum,‖ Proceedings, ASEE Annual Conf., Honolulu, HI.[4] Sullivan, J.F. and Zarske, M.S. (2005) ―The K-12 Engineering Outreach Corps: A Service-Learning TechnicalElective,‖ Proceedings, ASEE Annual Conference, Portland, OR.[5]Lima, Marybeth, and Oakes, William, Service Learning: Engineering in Your Community, Great Lakes Press,2006.[6] Jacoby, B., and Associates, (Eds.), Service Learning in Higher Education: Concepts and Practices, Jossey-Bass,San Francisco, CA

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University

Tagged Divisions

First-Year Programs

. Dowling and J. Zhou, "The Power of an Idea: The International Impacts of theGrand Challenges for Engineering," Engineering, vol. 2, pp. 4-7, 2016.[3] National Academy of Engineering, "NAE Grand Challenges for Engineering," vol. 2016,2008.[4] D. Kilgore, B. Sattler and J. Turns, "From fragmentation to continuity: engineering studentsmaking sense of experience through the development of a professional portfolio," Studies inHigher Education, vol. 38, pp. 807-826, 2013.[5] M. Eliot and J. Turns, "Constructing professional portfolios: Sense-making and professionalidentity development for engineering undergraduates," J Eng Educ, vol. 100, pp. 630, 2011.[6] J. Turns, B. Sattler and D. Kilgore, "Disciplinary knowledge, identity, and navigation

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

dimension, where k = the number of team members. Sliders allow the rater toadjust the point allocation for each member and encourage comparisons across team members. Aself rating slider is also provided although it does not take into account the fixed total points thatcan be allocated to other members. As such, the self rating is not included in the calculation ofothers’ ratings. Rather, on the output the self rating appears as a comparison between thestudent’s perceptions of his or her own performance and how he or she is perceived on averageby team members for each dimension (Appendix B). A third indicator on the output is the Page

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Kirstin Newfield, University of Toronto; Narges Balouchestani Asli, University of Toronto; Chirag Variawa, University of Toronto

Tagged Divisions

First-Year Programs

Paper ID #18877Are Students Overworked? Understanding the Workload Expectations andRealities of First-Year EngineeringMs. Darlee Gerrard, University of Toronto Darlee Gerrard is a Coordinator for pre-university science and engineering outreach programs in the Faculty of Applied Science and Engineering at the University of Toronto. She is also a Ph.D. student in the department of Curriculum, Teaching and Learning at OISE (Ontario Institute for Studies in Education) in the collaborative Engineering Education program. She received her Hon. B.Sc. from the University of Toronto, B. Ed. from Brock University, and Masters degree

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Guohua Ma, Wentworth Institute of Technology; David E. Perkins, Wentworth Institute of Technology; Theodore Greene, Wentworth Institute of Technology; John Peter Voccio, Wentworth Institute of Technology

Tagged Divisions

First-Year Programs

Introduction to Biomechanics Course", Biomedical Engineering Education, 1(1) pp. 61-66, 2021.[23] B. David, F. Masood and K. Jensen, "Development and Implementation of a Virtual Cell Culture Lab Practical for an Introductory BME Lab Course", Biomedical Engineering Education, 1(1) pp. 109-114, 2021.[24] J.A. Gerstenhaber and Y. Har-el, Y., "Virtual Biomaterials Lab during COVID-19 Pandemic," Biomedical Engineering Education, 1(1) pp. 1-6, 2021.[25] Working Model 2005, Design Simulation Technologies, Inc., https://www.design- simulation.com/wm2d/, last accessed 02/23/2021.[26] R. M. Greenwald, J.T. Gwin, J.J. Chu, and J. J. Criscob, “Head Impact Severity Measures for Evaluating Mild Traumatic Brain Injury Risk Exposure

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico; Chen Qiu M.Sc., University of New Mexico; Christopher Riley

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Perspective- Taking in an Engineering Ethics Course," Journal of Engineering Education, vol. 106, pp. 534-563, 2017.[19] A. Coplan, "Will the real empathy please stand up? A case for a narrow conceptualization," The Southern Journal of Philosophy, vol. 49, pp. 40-65, 2011.[20] M. Kouprie and F. S. Visser, "A framework for empathy in design: stepping into and out of the user's life," Journal of Engineering Design, vol. 20, pp. 437-448, 2009.[21] T. Brown and J. Wyatt, "Design thinking for social innovation IDEO," Development Outreach, vol. 12, pp. 29-31, 2010.[22] J. Kolko, "Design thinking comes of age," Harvard Business Review, vol. 93, pp. 66-71, 2015.[23] W. B. Rouse, Design for success: A human

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Divisions

First-Year Programs

Paper ID #25171Engineering Skills and not People through the First-year Design Experienceand Service LearningDr. Jonathan Elliot Gaines, University of South Florida Jonathan E. Gaines is faculty in the Mechanical Engineering Department at the University of South Florida. He is the Director of First Year Experiential Education and Learning. Through this position, he develops and implements the curriculum for USF’s Foundations of Engineering Lab course. He is also the Principle Investigator for Bulls Engineering Youth Experience (Bulls-EYE Mentoring) a Science, Technology, Engineering, and Math based outreach program that uses

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mangilal Agarwal, Indiana University-Purdue University Indianapolis; Maher E. Rizkalla, Indiana University-Purdue University, Indianapolis; Sudhir Shrestha; Kody Varahramyan, IUPUI

Tagged Divisions

First-Year Programs

students enrolled in Nanotechnology-TLC (TLC) andNon-TLC classes. A B C D F W GPA (avg) TLC 2013 17 7 1 0 0 0 3.64 TLC 2012 18 2 2 1 0 1 3.6 Non-TLC 1 9 5 4 0 3 3 2.9 Non-TLC 2 11 5 1 1 5 2 2.7 Non-TLC 3 6 8 4 1 6 0 2.3In summary, the students in the Nanotechnology-TLC performed better, as evidenced byattending class more regularly, submitting more of the assignments, and attaining higher coursegrades. The highlights on

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

First-Year Programs

: (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 sustainability (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h)the broad education necessary to understand the

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Alicia Betsinger, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Ray Helm, Dartmouth College; Yanmin Zhang, Dartmouth College; Pritish Ponaka, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

calculus, from single variable to multivariable vector-valued functions, introductory physics, introductory programming, introductory chemistry). Each session is staffed with 2-3 upper-class students (termed teaching assistants or TAs in what follows) who provide academic as well as emotional support. During nights with high numbers of visitors, TAs group incoming students by subject and encourage them to discuss their questions amongst each other while TAs are otherwise occupied. Often this practice helps students (a) see that they are not the only ones struggling, (b) clarify their thinking by explaining what they are confused about, (c) learn to use available resources in order to make some

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Demetris Geddis, Hampton University; Brian Aufderheide, Hampton University; Herman W. Colquhoun Jr., IBM Canada Ltd.

Tagged Divisions

First-Year Programs

Paper ID #31333Work in Progress: Project and Design-Based Introductory EngineeringCourse using Arduino KitsDr. Demetris Geddis, Hampton University Demetris L. Geddis is an associate professor and Chair of Electrical and Computer Engineering at Hamp- ton University. He has extensive research experience in the areas of Integrated optoelectronics, Optics, Microelectronics, and Electromagnetics. He has worked as a Research and Design Engineer at Motorola and Bell laboratories. Also, he worked at NASA Langley Research Center as a NASA faculty fellow for the Nondestructive Evaluation Sciences Branch where he performed research

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Silverstein, University of California, Los Angeles

Tagged Divisions

First-Year Programs

Paper ID #6061Getting Engineering Students to Stay the CourseMr. Robert Silverstein, University of California, Los Angeles Robert Silverstein is president of management consulting firm The Brentwood Kensington Group, Inc. Mr. Silverstein founded BKG after a long and successful career as an executive leader in defense, aerospace, technology and the U.S. Government. Mr. Silverstein served as the vice president of Ad- vanced Design and Business Development for the highly classified Northrop Grumman B-2 Bomber Pro- gram and later as the vice president and general manager of the corporation’s electronics divisions in

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the control and experimental sections who were at least 18 years of ageat the beginning of the term were invited to participate in this study. Data used were obtainedfrom three online surveys: a personal information questionnaire developed by course instructors,and pre/post-course surveys developed by the authors. For the Fall 2019 quarter, a total ofapproximately 140 students were invited to complete the surveys (described below).Researchers obtained 119 responses for the personal information questionnaire (Appendix A), 57responses for the pre-course survey (Appendix B), and 56 responses for the post-course survey(Appendix C). Researchers collected demographic information only on the post-course survey.Those respondents identified as white

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary; Laleh Behjat P.Eng., University of Calgary; Yasaman Amannejad, University of Calgary

Tagged Divisions

First-Year Programs

andTechnology in Computer Science Education. ACM, New York, NY, USA.DOI: https://doi.org/10.1145/1345443.1345441K. Robinson, and A. M. Azzam. (2009). Why creativity now? (interview). EducationalLeadership, 67(1):22-26.UC San Diego. (2018). Data structures and algorithms specialization. Coursera Inc.https://www.coursera.org/specializations/data-structures-algorithms#coursesS. B. Velegol, S. E. Zappe, and E. Mahoney. (2015). The evolution of a flipped classroom:evidence-based recommendations. Advances in Engineering Education, Winter 2015.

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Jeffrey L. Newcomer, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

point, it is essential tointegrate this content into both curricular and co-curricular efforts. It is not enough to spend asingle hour engaged in this work. It is important to find ways to encourage students to explorethese topics in more depth and to allow them to continue to engage in meaningful discussions asthey develop their personal and professional identities.References[1] B. O. Barefoot, C. L. Warnock, M. P. Dickinson, S. E. Richardson and M. R. Roberts, "Exploring the Evidence: Reporting Outcomes of First-Year Seminars. The First-Year Experience. Volume II. Monograph Series, Number 25.," National Resource Center for the First-Year Experience and Students in Transition, 1998.[2] C. Boudreau and J. Kromrey, "A longitudinal

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicolas N. Brown, University of Utah; Joy Velarde, University of Utah; Debra J. Mascaro, University of Utah

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

programs in the otherdepartments in the College. It is anticipated that the experiences and results of the peer mentorprogram in Mechanical Engineering will be used to inspire and improve similar programsthroughout the College.Bibliography1. Chen, X, “STEM Attrition: College Students’ Paths Into and Out of STEM Fields.” National Center for Educational Statistics, Institute of Educational Sciences, U.S. Department of Education. Retrieved 01/2016 from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014001rev.2. Marra, R. M., Shen, D., Rodgers, K., and Bogue, B., “Leaving Engineering: A Multi-Year Single Institution Study,” Journal of Engineering Education, 101(1), pp. 6-27, 2012. Retrieved 01/2016 from http://onlinelibrary.wiley.com/doi

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaya Dofe, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

? © American Society for Engineering Education, 2021 2021 ASEE Southeastern Section Conference (a) (b)Q1. Working on discipline-specific project helped me to make an informed decisionQ2. Project-based learning enabled me to discover my choice for discipline? (c) (d)Q3. Project-based learning helped me narrow down my choices of disciplineQ4. I discover new friends and enjoyed working with them (e) (f)Q5. Learning using hands-on projects is interesting to meQ6. Do you think hands-on learning would be better off

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello; Esmeralda Campos, Tecnologico de Monterrey, Monterrey, Mexico; Carlos Eduardo Martinez-Torteya, Tecnologico de Monterrey

Tagged Divisions

First-Year Programs

after completing the introductory course. We applied random surveys to5,083 students enrolled at all campuses in the School of Engineering and Sciences' four avenueprograms. One thousand four hundred ninety-nine students participated voluntarily in the study(~30%). The survey was applied nationwide using the Qualtrics survey tool.The survey consisted of 9 Likert-scale questions with five choices ranging from StronglyDisagree to Strongly Agree for each module and one question with three choices describing thecourse's effect on their selection of the avenue (total: 43 items). The survey was divided intothree dimensions: a) achievement of objectives and real-life experience, b) perceived demand,and c) effect on the avenue choice. To identify these

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

First-Year Programs

generally begin with undervaluedideas.6-8 Figure 1. A confluence model of creativity (created out of Sternberg and Lubart8). Page 24.922.3  Creativity involves the application of these six resources to specific tasks:1. Intellectual skills. Three intellectual skills are particularly important: (a) the synthetic skill to see problems in new ways and to escape the bounds of conventional thinking, (b) the analytic skill to recognize which of one’s ideas are worth pursuing and which are not, and (c) the practical–contextual skill to know how to persuade others of (to sell other people on) the value of one’s ideas. The confluence

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Audra N. Morse, Texas Tech University; Richard Glenn Watson

Tagged Divisions

First-Year Programs

. Data collection requires access to the university reporting tool(Cognos) to retrieve information on students in the administrative software (Banner) applicationused at Texas Tech University. The 2012 fall catalog year and the “pure” GPA is essentialinformation for the analysis. Students can replace the grade of D or F with a higher grade of A,B or C when the exact course is taken again. The student’s transcript will show the previouslower grade and eliminate the course hours and grade points from the new calculation of GPAfor the semester. This change in GPA can offer the appearance of a GPA greater to or greaterthan 2.5 in the previous semester. With assistance from programmers, a Cognos report wasmodified to include catalog year and pure GPA

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tonya Whitehead, Wayne State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, several active learning strategies and support tools were implemented to improvestudent success. The breakdown of sections of the course that were included in the study can befound in Table 1. We will look at the student results across all sections for this paper.Table 1. Course summary for the semesters included in the study Students Study Semester Section Instructor Enrolled Participants % A - 001 Instructor 1 96 41 42.71% Fall 2017 B - 004 Instructor 2 63 23 36.51% C - 001 Instructor 2 43

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

computer science and engineeringmajor intents found the Engineering Programming course more useful, while civil engineeringintents found the Engineering Projects course more useful.Future work includes deeper analysis into retention, certainty and satisfaction with the courseofferings in the FYE Program at the conclusion of the 2020-21 academic year.REFERENCES[1] C. E. Brawner, M.M. Camacho, R.A. Long, S.M. Lord, M.W. Ohland, and M.H. Wasburn.Work in progress-the effect of engineering matriculation status on major selection. Paperpresented at the 39th Annual Frontiers in Education Conference, San Antonio, TX, USA (2009).[2] B. Olds and R. Miller. The Effect of a First-Year Integrated Engineering Curriculum onGraduation Rates and Student

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

Education,” Journalof Engineering Education, 94, pp. 121-130.3. Valveny, E., Benavente, R., Lapedriza, A., Ferrer, M., Garcia-Barnes, J., Sanchez, G., 2012, “Adaptation of acomputer programming course to the ESHE requirements: evaluations five years later,” European Journal ofEngineering Education, 37, pp. 243-254.4. Anagnos, T., Furman, B. J., Hsu, P., Backer, P. R., 2013, “How Important is the WOW Factor in First YearEngineering Courses?” AC2013-6417, Proceedings of the ASEE Annual Conference & Exposition, Atlanta, GA. Page 24.854.135. Bender, W. N., 2012, “Project-Based Learning: Differentiating Instruction for the 21 st

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Arizona State University

Tagged Divisions

First-Year Programs

AC 2008-654: TINKERING INTERACTIONS ON FRESHMAN ENGINEERINGDESIGN TEAMSArlisa Labrie Richardson, Arizona State University Arlisa Labrie Richardson graduated from Grambling State University with a BS in Physics. After ten years of engineering experience in the semiconductor industry, she returned to graduate school to earn a MS in Engineering of Materials from Arizona State University. In May 2008 she completed her PhD in Curriculum and Instruction with an emphasis in Science Education at Arizona State University. Her research interest includes freshman engineering and retention efforts for female engineering students. In her current position as the Coordinator of Instructional

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Russell Korte, University Of Minnesota; Ken Yasuhara, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

First-Year Programs

., Moreno, M., Shuman, L. J., and Atman, C. J., Gender and Ethnicity Differences in Freshmen Engineering Student Attitudes: A cross-Institutional Study. Journal of Engineering Education, 2001: p. 477-488.7. Besterfield-Sacre, M., Atman, C. J., and Shuman, L. J., Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering. Journal of Engineering Education, 1997: p. 139- 148.8. Belenky, M. F., Clinchy, B. M., Goldberger, N. R., and Tarule, J. M., Women's Ways of Knowing The Development of Self, voice, and Mind. 1986: Basic Books, Inc. 256.9. Seymour, E. and Hewitt, N. M., Talking About Leaving Why Undergraduates Leave the Sciences. 1997, Boulder: Westview

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, Northeastern University; Susan F Freeman, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Kris Jaeger-Helton, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the first-year Engineering Program at Northeastern University. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience that endorses the student-centered, professional and practice-oriented mission of Northeastern University.Dr. Kathryn Schulte Grahame, Northeastern University Dr. Kathryn Schulte Grahame is an Assistant Academic Specialist at Northeastern University. As part of her Gateway Faculty appointment she teaches freshman engineering courses as well as undergraduate civil engineering courses.Dr. B. Kris Jaeger, Northeastern University Beverly Kris Jaeger, PhD has been a member of Northeastern University’s Gateway Team, a select group of full-time faculty

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

and Students in Transition 11(1): 25–38[6] Anna Zajacova, Scott M. Lynch, and Thomas J. Espenshade. (2005) “Self-Efficacy, Stress, and Academic Success in College.” Research in Higher Education. 46(6).[7] Symonds, W. C., Schwartz, R. B., & Ferguson, R. (2011). “Pathways to Prosperity: Meeting the Challenges of Preparing Young Americans for the 21st Century.” Harvard Graduate School of Education. Boston, MA. http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf[8] L.R.M. Hausmann, J.W. Schofield and R.L. Woods. (2009). “Sense of belonging as a predictor of intentions to persist among African American and white first-year college students.” Research in Higher Education. 50(7).[9] R.A. Darling

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Mary Roth P.E., Lafayette College

Tagged Divisions

First-Year Programs

able to: • Define sustainability. • Describe (a) the concept of a life cycle and (b) the various stages of a life cycle as related to assessment of product. • Describe, using examples, the complexity of life cycles even for simple products. • Describe what outcomes might be anticipated if a life cycle approach is not integrated into product design. • Describe the four major phases of a life cycle analysis.The work presented in this paper evaluates the LCA approach in introductory courses that aretaught in two very dissimilar educational environments that use different course structures andlogistics of delivery. The focus of this paper is to evaluate the success of implementing the LCAmodule within these different learning

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Campbell, Imperial College London; Deesha Chadha, Imperial College London

Tagged Divisions

First-Year Programs

, 2000.[4] E. Seat, J. R. Parsons, and W. A. Poppen, “Enabling Engineering Performance Skills: A Program to Teach Communication, Leadership, and Teamwork*,” J. Eng. Educ., vol. 90, no. 1, pp. 7–12, 2001.[5] C. D. Grant and B. R. Dickson, “Personal Skills in Chemical Engineering Graduates: The Development of Skills Within Degree Programmes to Meet the Needs of Employers,” Educ. Chem. Eng., vol. 1, no. 1, pp. 23–29, Jan. 2006.[6] R. M. Felder and R. Brent, “Cooperative Learning,” in Active Learning, vol. 970, 0 vols., American Chemical Society, 2007, pp. 34–53.[7] J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, 2003.[8] P. M. Boynton and T. Greenhalgh, “Selecting

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette, IN; Juan David Ortega-Alvarez, Universidad EAFIT, Medellin, Colombia - Purdue University, West Lafayette, IN; S. Zahra Atiq, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Students,” Journal of Vocational. Behavior, vol. 14, no. 2, pp. 119–33, 1979.2 J. Eccles, T. F. Adler, R. Futterman, S. B. Goff, C. M. Kaczala, J. Meece, and C. Midgley, Expectancies, values, and academic behaviors. San Francisco, CA: W.H. Freeman, 1983.3 C. M. Lewis, K. Yasuhara, & R. E. Anderson, “Deciding to major in computer science: a grounded theory of students' self-assessment of ability,” Seventh international workshop on Computing education research ACM, pp. 3-10, Aug. 2011.4 Martin, J. P., Simmons, D. R., & Yu, S. L. “The role of social capital in the experiences of Hispanic women engineering majors,” Journal of Engineering Education, vol.102, no. 2, pp. 227–243, 20135 N. Al‐Holou, N. M. Bilgutay, C