Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard White, George Mason University; Eileen Patricia Mazzone, George Mason University; Vicki L. Dominick, George Mason University

Tagged Divisions

First-Year Programs

eighteen (18)students were awarded a $400 scholarship to purchase textbooks.During the third week of the course, The Principal Investigator offered participants two “GrandChallenges” with the opportunity to receive special recognition as well as an additional $100 foreach challenge. In Grand Challenge A, students were encouraged to identify study partners andstudy groups using the Discussion Board on Blackboard and to report on their progressthroughout the semester. In Grand Challenge B, students were invited to report their successes inovercoming an academic challenge related to their majors (e.g. successful placement into thefirst mathematics course required for their major after several previous unsuccessful attempts).Participants were given

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Divisions

First-Year Programs

equations modeling test of an integrated model of student retention,” The Journal of Higher Education, vol. 64, no. 2, pp. 123-129, 1993.[21] G. Zhang, T. Anderson, M. Ohland, R. Carter and B. Thorndyke, “Identifying Factors Influencing Engineering Student Graduation and Retention: A Longitudinal and Cross- Institutional Study,” ASEE Annual Conference and Exposition, Montreal, CA, 2002.

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wujie Zhang, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering; Anne Alexander, Milwaukee School of Engineering; Jill Meyer, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

suggested but may be substituted for biology.Interestingly, ME/IE-majored students showed relatively high motivation (comparable to theBioE/BME group) both before and after the program (Figure 3B). When it comes to the CarterAcademy program exit survey, 69% (2019), 64 % (2018) and 62 % (2017) of the studentsindicated that they gained a good sense of what to expect during the academic year comparedwith 40 % of those in summer 2016.Figure 2. Student pre-course and exit motivation survey results with Q5 scores reversed.Error bars represent the standard deviations.Figure 3. Student pre-course and exit exam survey results based on their majors. Errorbars represent the standard deviations. A: average cores of Q4-11 with Q5 scores reversed;B: Q11 only.In

Conference Session

Introducing Programming in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Virgilio Gonzalez, University of Texas, El Paso; Eric Freudenthal, University of Texas, El Paso

Tagged Divisions

First-Year Programs

applying it to practical uses. Thecritical changes will be the first few weeks, and in preparing the right reference sheets so thatstudents can gain momentum quickly. The later periods of the semester will cover the originalmaterial at a faster pace. The proposed new content is: A. Introduction, installation of python environment (Jython) and interface. (1 hours) B. Simple plots using arithmetic, iterations and “if-then” statements. (2 hours) C. Use of summation and linear operations applied to image transformations. (2 hours) D. Functions and example of class definition. (2 hours) E. Application to simulation of simple mechanical systems. (2 hours) F. Application to simulation of basic electric circuits. (3 hours) G

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Timothy J Hinds, Michigan State University; Carmellia Davis-King, Michigan State University; Thomas F. Wolff P.E., Michigan State University

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First-Year Programs

connections and A B C D E FFigure 2: Impact of Co-Localization of Support Resources with Residential Program. Forstudents who remained in engineering, they responded whether they did (A, C, E) or did not(B, D, F) live in the residential program and how frequently they attended tutoring (A, B),academic advising (C, D), or evening presentations (E, F). In all three cases, the attendancefrequency for residents was significantly higher. Attendance at least once per semester:tutoring - 50% for residents vs. 20% for non-residents; academic advising – 75% for residentsvs. 40% for non-residents, evening presentations

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Barbara Bogue, Pennsylvania State University; Chia-Lin Tsai, University of Missouri; Fleur Gooden, Virginia Tech

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First-Year Programs

AC 2010-384: PEER MENTORING: IMPACT ON MENTEES AND COMPARISONWITH NON-PARTICIPANTSRose Marra, University of Missouri ROSE M. MARRA is an Associate Professor in the School of Information Science and Learning Technologies at the University of Missouri. She is Co-Director of the NSF-funded Assessing Women andMen in Engineering (AWE) and Assessing Women In Student Environments (AWISE) projects and Co-PI of the National Girls Collaborative Project. Her research interests include gender equity issues, the epistemological development of college students, and promoting meaningful learning in web-based environments.Whitney Edmister, Virginia Tech WHITNEY A. EDMISTER is the Assistant Director of the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

American Society of Engineering Education Conference,proceedings of, Vancouver, BC, 2011.[12] Riofrio, J. A., Gettens, R., Santamaria, A. D., Keyser, T. K., “Innovation toentrepreneurship in the first year engineering experience”, in American Society of EngineeringEducation Conference, proceedings of, Seattle, WA, 2015.[13] Zhu, H., Mertz, B. E., “Redesign of the introduction to engineering course and its impact onstudents’ knowledge and application of the engineering design process”, in American Society ofEngineering Education Conference, proceedings of, New Orleans, LA, 2016[14] Saterbak, A., Volz, T., “Assessing Knowledge and Application of the Design Process in aFirst-Year Engineering Design Course”, in American Society for Engineering

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

2017, the course was instructed by twodoctoral graduate student instructors, and supported by undergraduate teaching assistants and asenior teaching fellow. Students have daily homework assignments, computer lab work, exams,and an engineering-related group project and final presentation. Upper-level engineeringstudents, hired as tutors, assist students each week night to provide guidance and support onhomework assignments and projects. In addition to the academic components of the FYSE program, the program seeks tocultivate community and a network of support among each FYSE cohort (see Appendix B forsample schedule). Team building is strengthened through various team-building activities, suchas a group outdoor challenge-by-choice course

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Elsie Elford, Grant MacEwan University

Tagged Divisions

First-Year Programs

consistencydelineate the differences in the first two categorizations. Further examination of the twoassessment tools (StrengthsFinder and MBTI), along with the language and descriptorssummarized in the two tables, has led the authors of this paper to propose a connection betweenStrengthsFinder themes and MBTI typing.IV. b) COMPARISON OF METHODOLOGIESIt is possible, then, that one might consider associations between the MBTI preferences and theStrengthsFinder themes as follows in Table 1. The descriptors used by Yokomoto and Ware4 aswell as the engineering attributes provided by Veenstra et al.20 were used to create this mappingof the MBTI dichotomies to the StrengthsFinder themes.It should be noted that there will not be a completely one to one mapping since

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Cindy Foor, University of Oklahoma; Susan Walden, University of Oklahoma; Tyler Combrink, University of Oklahoma; Lindsey McClure, University of Oklahoma; Deborah Trytten, University of Oklahoma

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First-Year Programs

Doing Science? In Naming Silenced Lives: Personal Narratives and Processes of EducationalChange, McLaughlin, D.; Tierney, W. G., Eds. Routledge: New York, 1993; pp 9-27.15. Margolis, J.; Fisher, A., Unlocking the Clubhouse: Women in Computing. The MIT Press: Cambridge,Mass., 2002.16. Olds, B. M.; Moskal, B. M.; Miller, R. L., Assessment in Engineering Education: Evolution, Approachesand Future Collaborations. Journal of Engineering Education 2005, 94, (1), 13-25.17. Malgwi, C. A.; Howe, M. A.; Burnaby, P. A., Influences on Students' Choice of College Major. Journal ofEducation for Business 2005, 80, (5), 275-282.18. Shivy, V. A.; Sullivan, T. N., Engineering Students' Perceptions of Engineering Specialties. Journal

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Belue Buckley, University of Louisville; Brian Scott Robinson, University of Louisville; Tom Tretter, University of Louisville; Alexandria Hammond, University of Louisville; Angela Thompson P.E., University of Louisville; James E. Lewis, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

studied the impact of COVID-19 ramifications on first-yearengineering student sense of belonging at one research intensive institution in the southeast thathosts a strong engineering program. In response to COVID-19, the vast majority of collegiateinstitutions have shifted courses to remote, hybrid, or hyflex formats, which may result in diverseengineering students facing a “triple threat” to their sense of belonging in engineering coursessince (a) STEM disciplines, (b) minoritized student identity, and (c) remote course formattingcan all impede belonging. Diminished sense of belonging can, in turn, impact student retentionand persistence, potentially intensifying imbalances that already exist in STEM fields. Therefore,this study sought to

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail E. Heinz, Rowan University; Matthew Strauss; Mary Staehle, Rowan University

Tagged Divisions

First-Year Programs

semester progressed.Student A also chose more higher-leveled questions in the online format in the latter half of thecourse. Their personal growth chart (Figure 2) shows the upward trend in scores over the courseof the semester based on each class date. This score (and the scores for every student) werecalculated by superscoring the student’s three C’s score every class session that they participatedin the activity. Then the averages for the in-person portion were averaged together separatelyfrom the online portion which were also averaged together. Their score during each class sessionis shown by the data points in Figure 2. Figure 2: Student A’s personal growth chart. No classes were held in the latter half of March.Student B also demonstrated

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

First-Year Programs

over the samematerial to emphasize important points.One critical flaw in the standard lecture-before-lab implementation is that it depends on studentsreading assigned material before lecture. If they do not, then either (a) lecture is unintelligible tostudents who have not done the assigned readings if the instructor only addresses the keyconcepts of a unit, or (b) lecture becomes a substitute for the assigned readings. Neither of thesetwo results is desirable, and neither places the freshman learner in a position to actively engagein her own learning.An alternative implementation of the “large lecture/lab” instructional model would reverse theorder of lecture and lab (or recitation). Students would be expected to read material

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mario Gomes, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

what was expected forthe final paper and the final presentation is included in Appendix B of this paper.11 Informal EvaluationAlthough no formal formative or summative evaluations of the project design was done atthe time of implementation, comments in the course evaluations addressed the project andprovide insight into ways to improve the project. A majority of the students in the class spentfrom four to eight hours per week studying and working on the course material. Anecdotalevidence suggests that more hours were spent in the latter half of the semester working on thefinal project than in the first half of the semester. Some of the free-responses to the followingquestions addressed the course final project. The responses were to the

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint; Vasudha Kilaru, University of Michigan - Flint

Tagged Divisions

First-Year Programs

kykalava & Elena Anatolievna Vasilyeva (2015). On the problem of categorizing students based on their cognitive styles and teaching strategies. Procedia-Social and Behavioral Sciences; 176(2015), 578- 587 2. Danna Naurzalina et al. (2015). Impact of emotional intelligence on formation of meaning existential strategy among students. Procedia-Social and Behavioral Sciences; 171 (2015), 390-395. 3. Sadi, O. & Uyar, M. (2013). The relationship between cognitive self-regulated learning strategies and biology achievement: A path model. Procedia-Social and Behavioral Sciences; 93 (2013), 847-852 4. Zajacova, B. (2013). Learning styles in physics education: introduction of our research tools and design

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel Ed.D., West Virginia University; Ordel Brown Ph.D., West Virginia University; Mary L. Strife, West Virginia University

Tagged Divisions

First-Year Programs

each teachingmodule must be better integrated into the course so students know they must complete them.Second, librarians must be seen as teaching partners for the course, rather than occasional guestspeakers. Instructors must show support of the librarians as part of the course teaching team.Third, the Information Literacy content was added to the curriculum and nothing was removed.Therefore, some of the classes seemed rushed at the end of the semester in order to get all theoriginal content covered. Suggestions for addressing this issue include: (A) reducing thenumber of in-class session to two and implementing on-line teaching modules with presentationcontent, quizzes and assignments; or (B) using a combination of one in-class session, one

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Yih-Fang Huang, University of Notre Dame

Tagged Divisions

First-Year Programs

), 139– 149. 2. Chen, X., Weko, T. (2009). Students Who Study Science, Technology, Engineering and Mathematics (STEM) in Postsecondary Education. U.S. Department of Education, NCES 2009-161. http://nces.ed.gov/pubs2009/2009161.pdf 3. Casper, J., Khoury, A., Lashbaugh, K., & Ruesch, A. (2011). The sophomore year experience final report to Dr. Laura Coffin Koch, Associate Vice-Provost for Undergraduate Education. University of Minnesota 4. Hunter, M., S., Tobolowsky, B., F., Gardner, J., N., Evenbeck, S., E., Pattengale, J., A., et al (Eds.). (2010) Helping Sophomores Succeed: Understanding and Improving the Second-Year Experience, San Francisco, Jossey-Bass. 5. Holloway, B. and Reed, T. (2015) Extended

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ishbah Cox, Purdue University, Band and Orchestra Department; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

/ pep band arrangements have been performed before national audiences at Purdue athletic events and at a Bands of America Marching (BOA) Finals Exhibition Performance by the Purdue AAMB Trombone Section. Some of these arrangements are immensely popular on the Internet via YouTube. Cox is in demand as a festival adjudicator, clinician, and conductor. He has adjudicated concerts, march- ing, and solo and ensemble festivals for the Indiana State School Music Association (ISSMA) and has served as a consultant and clinician in numerous Indiana schools and for music programs in the Metropoli- tan Nashville, Chicago, and Atlanta Public School Systems. Cox has conducted a number of groups, including the Lafayette (IN

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University; Beverly K. Jaeger, Northeastern University; Stanley M. Forman, Northeastern University

Tagged Divisions

First-Year Programs

basic demographics and selected majors in engineering. This wasfollowed by a series of questions on students’ knowledge of human needs, organizations, andservices. The bulk of the survey focused on identifying engineering roles such as: engineersproduce products, engineers help improve lives, design systems, work for non-profitorganizations. The post survey was given during the last week of classes after completion of thedesign project and was developed to measure the student’s changes in perceptions of engineeringin part on the basis of the project spectrum (Appendix B). Responses and statements that wereevaluated can be seen in the tables to follow.Survey Data and Analysis: Pre- and Post-Survey ResultsThe first step taken was a pre- and post

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stacey Leigh Kelly, Virginia Tech; Darren K. Maczka, Virginia Tech; Jacob R. Grohs, Virginia Tech

Tagged Divisions

First-Year Programs

Paper ID #23564Exploring Engineering Major Choice and Self-concept Through First-yearSurveysMs. Stacey Leigh Kelly, Virginia Tech Stacey Kelly is a doctoral student in the Department of Engineering Education at Virginia Tech. She re- ceived her M.S. in Materials Engineering from Purdue University and her B.S. in Chemical Engineering from North Carolina State University. Her research interests include access to higher education, broaden- ing participation in engineering, and student success and retention.Darren K. Maczka, Virginia Tech Darren Maczka is a Ph.D. candidate in Engineering Education at Virginia Tech. His

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

Pat Pyke; John Gardner; Marcia Belcheir; Janet Callahan; Amy Moll; Cheryl Schrader

Tagged Divisions

First-Year Programs

AC  2007-­‐1266:  AN  INNOVATIVE  METHOD  TO  REALISTICALLY  TRACK  ENGINEERING  STUDENT  RETENTION  AND  ACADEMIC  PROGRESS    Pat  Pyke,  Boise  State  University     Patricia  A.  Pyke  is  the  Director  of  Education  Research  for  the  College  of  Engineering  at  Boise  State   University.  She  oversees  projects  in  freshman  programs,  math  support,  mentoring,  outreach,  and   women’s  programs.  She  earned  a  B.S.E.  degree  in  Mechanical  Engineering  from  Duke  University   and  a  master’s  degree  in  journalism  from  the  University  of  California  at  Berkeley.    John  Gardner,  Boise  State  University   John  F.  Gardner  is  Chair  of  the  Mechanical  and

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

J. Roger Parsons, University of Tennessee-Knoxville; Rachel McCord, University of Tennessee-Knoxville; J. Elaine Seat, University of Tennessee-Knoxville; Thomas Scott, University of Tennessee-Knoxville

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First-Year Programs

. Daniel Yoder. A special thank you to our late Dean, Jerry Stoneking, for hisunflagging support of our efforts. The National Science Foundation has supported thisproject through the Engineering Education and Centers division. Page 13.314.10References 1. Myers, I. B. and McCaulley, M. H. (1985), Manual: A guide to the development and use of the Myers-Briggs Type Indicator, Consulting Psychologists Press, Palo Alto, CA. 2. Scott, T. H., Parsons, J. R., Seat, J. Elaine, “Use of Myers-Briggs Type Indicator in the University of Tennessee engage Freshman Engineering Program”, Proceedings of the ASEE Annual Meeting, Montreal, Quebec

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, MacEwan University

Tagged Divisions

First-Year Programs

theseassessment exams can be influenced by a change in teaching methods, and whether or not achange in these scores would be meaningful. A more detailed analysis of the data may provide Page 23.323.10insight into some of the “perceived” skill deficiencies of engineering students.Bibliography1. Davis, L. E., M. C. Harrison, A. S. Palipana, and J. P. Ward. "Assessment-Driven Learning of Mathematics for Engineering Students." International Journal of Electrical Engineering Education 42, no. 1 (01, 2005): 63-72.2. Adamczyk, B., W. Reffeor, and H. Jack. "Math Literacy and Proficiency in Engineering Students." ASEE Annual Conference Proceedings

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University - West Lafayette; Andrew Jackson, Purdue University - West Lafayette; Dawn Laux; Max Renner, Purdue Polytechnic Institute, Purdue University

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First-Year Programs

. The questions our research project seeks to answer are: 1.a. Do students learn writing skills more effectively in integrated sections than in non-integrated sections? b. Do students learn communication skills more effectively in integrated sections than in non-integrated sections? c. Do students learn design thinking more effectively in integrated sections than in non-integrated sections? 2.Will the integrated courses increase students’ perceived learning and sense of self-efficacy? 3.Will the integrated courses help students engage with and value the broader academic community and mission of the University? 4.How and in

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Mohana Seelan, University of Texas at Austin; Ramakrishna Sai Annaluru, University of Texas at Austin

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Diversity

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First-Year Programs

2001 and 2010. Review of Educational Research. 84 (4):609–639.[32] Abraham, N., & Telang, N. K. (2019, June). Effectiveness of the Supplemental InstructionProgram in First-Year Engineering Courses-A Longitudinal Report (2015-2018). In 2019 ASEEAnnual Conference & Exposition.[33] The Independent Samples t-test (Student Test). (2020, August 17). Retrieved April 16, 2021,from https://stats.libretexts.org/@go/page/4023[34] Riegle-Crumb, C., Kyte, S. B., & Morton, K. (2018). Gender and racial/ethnic differences ineducational outcomes: Examining patterns, explanations, and new directions for research.Handbook of the sociology of education in the 21st century, 131-152.Riegle-Crumb, C., Kyte, S.B., & Morton, K. (2018). Gender and

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Ross Tapia, New Mexico State University; Elizabeth Ann Howard, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, B., Grossman, J. (2010). Diversity and youth mentoring relationships. In Allen, T., Eby, L., (2) The Blackwell handbook of mentoring: A multiple perspectives approach (pp. 239-255). Hong Kong: Blackwell Publishing Ltd 4. Chen, X., Soldner, M. (2013). STEM attrition: College students’ paths into and out of STEM fields. National Center for Education Statistics. 1-104. Retrieved from http://nces.ed.gov/pubs2014/2014001rev.pdf 5. Bergmann, J. (2013). The biggest hurdle to flipping the classroom. Retrieved from http:// http://www.edutopia.org/blog/biggest-hurdle-flipping-your-class-jon-bergmann 6. Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E. Canney PE, Seattle University

Tagged Divisions

First-Year Programs

Paper ID #9569Social Responsibility Attitudes of First Year Engineering Students and theImpact of CoursesDr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt, Ph.D., P.E., is a Professor in the Department of Civil, Environmental, & Architec- tural Engineering at the University of Colorado Boulder. She has been on the faculty since 1996. She serves as the ABET Assessment Coordinator for the Department. Professor Bielefeldt teaches introduc- tory courses for first year engineering students, senior capstone design, and environmental engineering specialty courses. She conducts engineering education

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hossein EbrahimNejad, Purdue University at West Lafayette; David Ray Waller, Purdue University at West Lafayette; Matthew W. Ohland, Purdue University at West Lafayette; Hayaam Osman, Purdue University at West Lafayette

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First-Year Programs

-33.7. Conger, D., M.C. Long, and R. McGhee Jr. Advanced Placement and Initial College Enrollment: Evidence from an Experiment. in Proceedings of the Association for Education, Finance, and Policy 2020 Conference. 2020.8. Dodd, B.G., et al., An Investigation of the Validity of AP® Grades of 3 and a Comparison of AP and Non-AP Student Groups. Research Report No. 2002-9. College Board, 2002.9. Morgan, R. and B. Maneckshana, AP students in college: An investigation of their course-taking patterns and college majors. Princeton, NJ: Educational Testing Service, 2000.10. Mattern, K.D., J.P. Marini, and E.J. Shaw, Are AP® Students More Likely to Graduate from College on Time? Research Report 2013-5. College Board

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jamie Bracey, Temple University; Keyanoush Sadeghipour, Temple University; Carnell Baugh, Independent; Shawn Fagan, Temple University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

strategies for retaining engineering, engineering andtechnology and computer science students. Retrieved from ASEE websitehttps://www.asee.org/search?q=going+the+distanceDuckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passionfor long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.Duckworth, A.L., & Seligman, M. (2005). Self-discipline outdoes IQ predicting academic performance inadolescents. Psychological Science, 16, 939-944.Hughes, B., Garibay, J. C., Hurtado, S., & Eagan, M. K. (2013). Examining the tracks that causederailment: institutional contexts and engineering degree attainments. AERALent, R W., Brown, S. D., & Hackett, G. (1994). Toward a unifying

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Goli Nossoni, University of New Haven; Ronald S. Harichandran, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

), pp. 99-109, 1987.5. Northeastern University (2014). “Innovation imperative: Portrait of Generation Z,” Northeastern University 4th Annual Innovation Poll.6. J. A. Donnell, B. M. Aller, M. Alley, and A. A. Kedrowicz, “Why industry says that engineering graduates have poor communication skills: What the literature says,” Proceedings, ASEE Annual Conference, Vancouver, BC, 2011, 12 pp. https://peer.asee.org/188097. R. S. Harichandran, D. J. Adams, J. Nocito-Gobel, M. A. Collura, A. E. Thompson, W. D. Harding, and N. O. Erdil, “An integrated approach to developing technical communication skills in engineering students,” Proceedings, ASEE Annual Conference, Indianapolis, IN, Paper 8570, 2014, 19 pp. https://peer.asee.org/20060