Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deana R. Delp Ph.D., Arizona State University

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Diversity

Tagged Divisions

First-Year Programs

assignments with due dates reflective of the workcompleted during that time. The students are still required to meet the rigor of the project bycompleting all the tasks; e.g. brainstorming, engineering drawing, Gantt chart, bill ofmaterials, proposal, prototype build and test, and final report and presentation. Within thiswork, a student with ASD may tend towards the details of the design, or the scheduling anddocumentation. The instructor must help the team with coordinating tasks and keepingeveryone involved. Some other academic accommodations the instructor can make are clearand direct classroom expectations, asking precise questions, hands on learning, performingvisual demonstrations, giving more time on essay type tests, using task analysis with

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soundouss Sassi, Mississippi State University; Abigail Clark, Ohio State University; Jane Petrie, Ohio State University ; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity

Tagged Divisions

First-Year Programs

examine how intended student development goals for first-year engineering that are set by instructors, faculty, and administrators align with thestudent experiences as described by students.AcknowledgementsThis material is based upon work supported by the National Science Foundation underGrant Nos. 1664264 and 1664266. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References[1] R. A. Ellis, “Is U.S. Science and technology adrift,” Washington, DC: Commission on Professionals in Science and Technology., 2007[2] M. Borrego, R. Brawner, “Preparing Engineering Educators for Engineering Education

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska, Anchorage; Matthew E. Calhoun, University of Alaska, Anchorage

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Diversity

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First-Year Programs

presentations were designed to help students to start visualizing themselvesas engineers or improve their engineering recognition and caring. Fifth, the students were alsoasked to develop cardboard chairs for their final team project. Students work together in teamsto develop the chairs and then present their chair to the class. This project was designed to helpstudents improve their engineering performance/competence, interest, creativity, and designefficacy. Lastly, students were required to complete weekly homework assignments where theypersonally reflect on topics such as their engineering interests, study plan, and any barriers theycan foresee that might prevent them from becoming an engineer. These were designed toimprove their engineering

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Christopher Peter Scianna, Northeastern University

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Diversity

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First-Year Programs

this outreach program isa focus on student engagement in the form of community service and service learning.In embarking on service learning in engineering, faculty at Northeastern looked at other hallmarkprograms and research to prepare. Bringle and Harcher define service-learning as “a course-based, credit-bearing, educational experience in which students (a) participate in an organizedservice activity that meets identified community needs and (b) reflect on the service activity insuch a way as to gain further understanding of course content, a broader appreciation of thediscipline , and an enhanced sense of civic responsibility.”[2] There is a section in this work onfirst-year students, where there has been assessment showing significant

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; James A. Middleton, Arizona State University

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Diversity

Tagged Divisions

First-Year Programs

middle school through postsecondary projects [3], [4], [5], [6]. The RTOPfocuses on gauging the degree to which learning environments are student-centered in science,engineering, and mathematics. The RTOP consists of 25 items rated on a 0 to 4 scale. Each itemis rated based on the degree to which a lesson is reflective of that item. The possible total scorerange on the RTOP is zero to 100. Example items and discussion of the RTOP constructs areprovided in the Methods section.Complete observation data were available for 26 faculty members who were observed twiceearly during the Fall 2016 semester (pre-observations) and twice late during the Spring 2017semester (post-observations). The two pre-observations occurred during the first twelve weeks

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meg Harkins, University of North Carolina - Charlotte

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

helpimprove performance in Calculus I.Another change will be how the EBC is delivered to the students. UNC Charlotte is changingcourse management systems from Moodle to Canvas, effective fall 2017. For 2016, the programwill remain in Moodle, with plans to use Canvas for 2017. The migration from Moodle toCanvas is expected to be relatively easy based on pilot studies.In order to maintain its usefulness, the EBC is modified and updated annually to reflect changesin the campus and university policies. The Forum interaction portion of the Boot Camp has roomfor growth. For example, student workers are developing a menu of topics and questions that canbe used as prompts. These improvements, combined with better timed communications with theparticipants

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

contract, thus many courses plan to implement Top Hat.Second, we plan to develop online quizzes to test students on weekly lectures, readingassignments, and online material in both new courses. Online quizzes are also being piloted thissemester in our Intro 160 course. There is evidence to suggest that quizzes promote self-reflection and a deeper understanding. [4] These online quizzes can also serve as assessment ofthe course content, allowing course coordinators to make adjustments in real-time based on quizresults. [3, 5] Third, particularly in the hands-on course, we will provide online tutorials, videos,and lectures--commonly known as "flipping the classroom." [5] This strategy will be largelyimplemented in the Design Practicum course to

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

distinct from sex. Connellnotes that gender is not a supposedly biologically-obvious division between men and women, butinstead the way human society collectively makes relevant these reproductive distinctions Page 26.1007.5between human bodies in a social context. For us, the context is engineering education. In its  simplest form, gender reflects the set of characteristics, behaviors, and practices that we think ofas “feminine” or “masculine” – characteristics that any individual biological male or female mayor may not embody.Race, like gender, is not a biological category but a social one. And unlike sex, race has nobiological basis, despite a

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail M. Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] N. A. of Engineering., “Educating the engineer of 2020 : adapting engineering education to the new century.” National Academies Press, Washington, D.C., 2005.[2] N. Nielsen, N. R. C. (U.S.)., and P. C. on E. on S. I. in U. S. Education., “Promising practices in undergraduate science, technology, engineering, and mathematics education : summary of two workshops.” National Academies Press, Washington, D.C., 2011

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krista M. Kecskemety, Ohio State University; Ada Barach, Ohio State University; Connor Jenkins, Ohio State University; Serendipity S. Gunawardena, Ohio State University

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Diversity

Tagged Divisions

First-Year Programs

statistical report,” The Ohio State University, Tech. Rep., 2019.[14] National Science Foundation, National Center for Science and Engineering Statistics, “Women, minorities, and persons with disabilities in science and engineering: 2019,” 2019, special report NSF 19-304.[15] P. Ring, L. Neyse, T. David-Barett, and U. Schmidt, “Gender differences in performance predictions: Evidence from the cognitive reflection test,” Frontiers in Psychology, vol. 7, 11 2016.[16] L. G. Jones and L. P. Jones, “Context, confidence and the able girl1,” Educational Research, vol. 31, no. 3, pp. 189–194, 1989. [Online]. Available: https://doi.org/10.1080/0013188890310304[17] L. S. Dix, Ed., Women: Their Underrepresentation and Career

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kevin J. Lindsay, University of North Carolina at Charlotte; Meg Harkins, University of North Carolina at Charlotte; Rachael Ohu, University of North Carolina at Charlotte; Sherman Mumford, University of North Carolina at Charlotte; Linda A. Thurman, University of North Carolina at Charlotte

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Diversity

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First-Year Programs

, and WE Engage! in 2019, were developed to complement existingfreshmen student support programs, with a focus on specific target populations whose numbershave been historically low relative to the larger university population and surrounding areas.Engage ME! is a diversity and inclusion program developed to recruit, retain, and graduatemulticultural COE students. While open to all students, Engage ME! emphasizes engagementwith African American, Hispanic/Latino and Native American students for personal, academic,and professional development. Although the UNC Charlotte student body reflects the diversity ofour community, the same cannot be said for the COE. Underrepresented students from ethnicand racial minorities account for 41% of the

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

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Diversity

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First-Year Programs

. (2003). Efficacy of using a single, non-technicalvariable to predict the academic success of freshmen engineering students. Journal ofEngineering Education, 92, 41−48.Meyers, K.L., Silliman, S.E., Gedde, N.L., Ohland, M. (2010). A Comparison of EngineeringStudents’ Reflections on Their First-Year Experiences. Journal of Engineering Education, 99(2). 169-178.Montgomery, R., Follman, D., and Diefes-Dux, H. (2003). Relative Effectiveness of DifferentFirst-Year Seminars. Frontiers in Education Conference. Boulder, CO.Mourtos, N.J. and Furman, B.J. (2002). Assessing the Effectiveness of an Introduction toEngineering Course for Freshmen, Frontiers in Education Conference. Boston, MA.NSF (2015). Women, Minorities, and Persons with Disabilities in

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield

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Diversity

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First-Year Programs

’ current major,mathematics progression, and overall academic progress during future terms. Additionalinterviews and follow-up with the participants will also be explored.AcknowledgementsThis paper is based upon work supported by the National Science Foundation under Grant No.1430398. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.BibliographyAlvarado, C., & Dodds, Z. (2010). Women in CS: An Evaluation of Three Promising Practices. ACM Technical Symposium on Computer Science Education. Milwaukee, WI.Charney, J., Hmelo-Silver, C. E., Sofer, W., Neigeborn, L., Colleta, S., & Nemeroff, M. (2007

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

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Diversity

Tagged Divisions

First-Year Programs

rationale for each form. At the end of the semester, students wereasked to reflect on the strengths and weaknesses of whatever grouping technique was used intheir section. A qualitative analysis of all of these data has led to a description of the experiencefrom the perspective of the students. Further, the trends that emerged from these engineeringstudent descriptions were compared to and contrasted with the benefits described (largely byinstructors) in implementations in mathematics courses elsewhere.Course Background, Description, and SettingThe work described was situated in the first-year engineering honors program [17]. Thisprogram, which has enjoyed a rich history, typically serves between 350 and 450 students peracademic year. Almost all of

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Adams, Chandler Gilbert Community College; Mary Beth Burgoyne

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering students arenovice researchers and that these skills require nurturing and guidance at this stage withopportunities for continued application.DiscussionThe Intervention sections are taught by a female professor, which since students self-select intothe courses, this is a factor that could influence, if not the successful completion by femalestudents, certainly the higher enrollment percentage of female students in the Interventionsections. The percentage of successful completion of the Intervention sections by female studentsis reflected by other underrepresented minority students in engineering as well. This isencouraging and suggests to the authors that the content variety and structure of the projects usedthis in model is one avenue

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

participation for women.MethodsThis work presented here is part of a larger mixed-methods study, employing an exploratorysequential study design: first, qualitative data were collected and analyzed, which then informedthe development of a survey to collect quantitative data [5].Qualitative Interview AnalysisAs part of the qualitative study [4], fifteen interviews were conducted with female students,prompting them to reflect on their team project in their first-year engineering course and discusswhat contributed to their satisfaction, or dissatisfaction, with their team experience. Studentswere asked to describe their team project; discuss which tasks they performed in the project andwhether there were any tasks they wished they did more or less of; and

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

testing week.There is a spike in student motivation. Many students share that they enjoy finally being able tobegin building their project. During the Week 7’s construction week, many report struggles,setbacks and trouble with coding, resulting in a decrease in motivation. Week 8 is the lastconstruction and testing week. Some teams report their design starts functioning properly whileothers still struggle to get it to work. Week 9 is the presentation and demo day. Many reflect theyenjoy growing together as a team, have fun building the project and learn a lot. Some complainabout uncooperative team members and challenges of the project. 7 6 Self-Determination Index (SDI

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

inWeek 6, and complete specified activities related to the Guaranteed 4.0 Program, includingupdating their Bullet-point Notebooks. The activities for the day in the class mainly consisted of an instructor-led discussion,which emphasized the importance of the assignments, strategies for maximizing theirperformance, and a variety of first-year college student milestones that students might beexperiencing or expect to be experience in the coming weeks. One such milestone is: midterms,and what to do before, and after completing midterms, in regard to preparing, reflecting,improving, staying motivated whether performance is bad or good, and more. While initiatingsuch talking points, the Lead Instructor was able to listen to students

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

-point scale. DoS Domain DoS Category DoS Scores (n=4) Average Range Activity Engagement Participation 3.25 2-4 Purposeful Activities 3.75 3-4 Engagement with STEM 3.25 3-4 STEM Knowledge and STEM Content Learning 3.5 3-4 Practices Inquiry 3.5 3-4 Reflection 3.25 2-4The classroom used at ECSU allowed informal

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chao Wang, Arizona State University; Jennifer Mott, California Polytechnic State University San Luis Obispo

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Diversity

Tagged Divisions

First-Year Programs

. Table 1. Grading Scheme Individual Individual Readiness Assurance Test (iRAT) 10% Quizzes and Exam 20% Journal Reflection 20% Team Team Readiness Assurance Test (tRAT) 5% Design Project 45% Total 100%Two peer evaluations were conducted using CATME. One was around week 9 into the semesterand the other was at the end. The peer evaluation let the students evaluate both themselves andother members on

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

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Diversity

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First-Year Programs

negatively with team performance at ρ = -.21. Additionally, teams perceivedsignificantly higher levels of innovation efficacy, meaning they believed they could create moreinnovative solutions to the problems they were presented in lab. Furthermore, the significantincrease in team cohesion reveals the improvement in team relationships that were formed duringthe team experience. While team cohesion reflects the enjoyment of a teamwork experience,meta-analyses have also demonstrated that it is positively related to team performance24, 25.Collectively, the results shown above highlight the effect of the SUIT training frameworkwhereby all team dynamic variables were influenced in the desired direction.Despite the positive trends highlighted above, the

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University

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Diversity

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First-Year Programs

their sessions, some measures were not utilized by Instructor B.The outcomes of student performance were categorized into two levels: (a) individuallevel performance and (b) team level performance. Here, individual level performanceindicates individual students’ scores from their own performance on enculturation factorsand team level performance indicates that students in the same team received the samescores as reflection of teamwork for an activity on enculturation factors. The mostfrequent number of team members was four and a few teams had three, due to the lack ofstudents or attrition. Table 2 shows characteristics of the measures utilized in this study,related enculturation factors of each measure, and the level of performance. Details

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paige E. Smith, University of Maryland, College Park; Elizabeth R. Kurban, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

fact that SEEDS programs provide an immediate link to other underrepresented populationsin the Clark School of Engineering through LLCs and regular networking events.Regardless of the type of SEEDS program in which they participated (i.e., LLC, mentoring, orthe combination of LLC and mentoring), engineering undergraduates were more likely to beretained within engineering than peers who did not participate in SEEDS programming.Moreover, based on the study’s findings it appears that participation in the LLC programs (i.e.,Flexus and Virtus) in combination with the mentoring program may have the most positiveimplications for student retention. Reflected in the results, as a whole SEEDS students whoparticipated in the combination of living and

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

David R. Ely, Ivy Tech Community College, Lafayette; Jason E. Bice, Purdue University, West Lafayette; Kendra A. Erk, Purdue University, West Lafayette

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Diversity

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First-Year Programs

(learning by applying information) and reflective learning (learning byexamining/manipulating information) [2]. At the same time, deeper learning is also achievedthrough peer-to-peer collaboration. To achieve this, students are paired based on experience andinterest, which helps keep them engaged throughout the course [3]. In this way, students mustbecome familiar with topics of less interest or familiarity, but also thrive by inevitably teachingothers topics they are familiar with, which also helps keep them engaged due to the confidencethey already have with the material they are assisting others with [3] and increases their ownlearning through teaching [4].While the teaching approaches incorporated into the developed course are suitable for

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen Roberts, University of Florida; Fazil T. Najafi, University of Florida; Curtis R. Taylor, University of Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

nationalproduct (GNP). The by-product of our unified educational opportunity for all citizens is in thenation’s economic and technological strengths. In order to increase the number of engineersneeded for our economy we must adequately prepare USP in foundational courses such as algebraII, pre-calculus, calculus and chemistry at the K-12 level. USP students must be encouraged,counselled, and prepared at the K-12 level to complete these foundational courses if they aspire topursue STEM as a major at a top tier university such as the University of Florida (or other top tieruniversity). At the university level, higher education practitioners must be committed toperforming on-going and reflective strategic planning for continuous improvement of their

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

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Diversity

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First-Year Programs

have been skewed by thepresentation of the topics in classes and the assignments. However, the data was collected across6-7 sections of the course taught by different instructors in each of the two years during whichdata was collected. Therefore, the data should reflect some averaging. For example, if oneinstructor taught sustainability well and with enthusiasm in one class, while another taught thetopic poorly, then the responses of students from one class should offset the responses from theother class when the data is pooled.Summary and Conclusions A survey-based study of first-year engineering students was conducted at the University ofNew Haven to determine their personality types and interest in topics such as visualization

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida; John Pharo Morgan III, University of South Florida; Yan Wang, University of South Florida; Michelle King, University of South Florida College of Engineering; Blake A Burton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

157% Dec 330 369 534 718 218% Total 2229 2598 3614 4862 218%Written information was collected from the learning teams twice a semester along with a finalevaluation. All students were asked to turn in two reflection papers, one at four weeks in and thesecond one at 11 weeks. The questions asked on the first paper were the following:  Please write in a few sentences about your biggest challenges to date concerning adjusting to the University.  Describe the positive experiences you have had and what has helped you to adjust.  Please describe your comfort level with your course work to date.  What courses have been the most difficult and what courses do you feel you need further

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., State University of New York at Binghamton; Koenraad E. Gieskes, State University of New York at Binghamton

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Diversity

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First-Year Programs

factors might have influenced their decision. The intent was to better understandhow students, who are uncertain about their choice of major at the start of the fall semester, cometo a decision about which major to declare. And why some students who are more confident oftheir intended major at the start of the semester end up changing their intended major. Theprimary question being asked is: What can the 1st-year engineering program do to better aid students in their choice of major?An estimated 40% of entering 1st-year engineering students are uncertain about their choice ofmajor [1]. This was reflected in the number of 1st-year students at Binghamton University asreported in a survey they were given in

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

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Diversity

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First-Year Programs

complicated. • I think all the project simulations were as helpful as they could be during these circum- stances. • I think it would still be a challenge for the hands-on experience because of the virtual learning we must use. However, I do feel once we are allowed to go back to school, we will be able to have a much better and improved experience with these projects.From the survey responses collected from the participants, it is evident that many students ex-pressed a better understanding of engineering discipline when the course was offered in virtualmode. These responses do not necessarily reflect the enhanced learning experiences in the virtualmode because only 66% responded favorably rated their experiences compared to 79

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University-Kingsville; Breanna Michelle Weir Bailey P.E., Texas A&M University-Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University-Kingsville; Mahesh Hosur, Texas A&M University-Kingsville; David Hicks, Texas A&M University-Kingsville; Michael Preuss, Exquiri Consulting, LLC

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Diversity

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First-Year Programs

expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References1. Khasawneh, M., Bachnak, R., Goonatilake, R., Lin, R., Biswas, P., Maldonado, S.C.,(2014) “Promoting STEM Education and Careers among Hispanics and Other Minorities throughPrograms, Enrichment, and other Activities.” ASEE Annual Conference and Exposition,Conference Proceedings, 2014.2. Martinez, D., Jacks, J., Jones, D., Faulkner, B. (2010). “Work In Progress – RecruitingInitiatives for Hispanic, First-Generation Students.” 40th ASEE/IEEE Frontiers in EducationConference, 2010.3. Enriquez, A., Langhoff, N., Dunmire, E., Rebold, T., Pong, W. (2018). “Strategies forDeveloping, Expanding, and