Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William Travis Horton, Purdue University

Tagged Divisions

First-Year Programs

Page 24.782.7EPICS. Assignments were tailored to complement the learning community sequence. Anexample is that the reflection assignments in the new course built on the EPICS experiences. Forexample, critical and reflective thinking is an area assessed in EPICS but first-year students oftenstruggle. To help them, a weekly reflection was included in the common engineering course ontheir EPICS experience. Feedback was provided and this helped their work in the EPICS course.The common course also provided a means to address their experiences and introduce aspects ofthe EPICS experiences. For example, the assessments in EPICS are modelled after professionalperformance appraisals and require students to identify their most significant

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brianna L. Dorie, Gonzaga University

Tagged Divisions

First-Year Programs

framing and reflection [8-12]. This paper will focus on 2the elements of information gathering and application of context, along with ability to discernappropriate information.Problem scoping is considered to be crucial at the outset of the engineering design process whereinformation can not only be used to both develop solutions, but also to redefine the initialproblem framing during the progression of the process. Problem scoping in this vein is the abilityto determine the aspects of problem that need more consideration. For example, determining therole of stakeholders, such as utility companies and Native Americans on the management of areservoir system, or understanding the limitations of

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Michelle Soledad, The Ohio State University; Tamoghna Roy, DeepSig Inc.; Homero Murzi, Virginia Polytechnic Institute and State University; Tamara Knott, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

Education at The Ohio State University. She holds degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, and in Engineering Education (PhD) from Virginia Tech. Her research interests include learning experiences in fundamental engineering courses and data-informed reflective practice. Michelle’s professional experience includes roles in industry and academia, having worked as a software engineer, project lead and manager before becoming Assistant Professor and Department Chair for Elec- trical Engineering at the Ateneo de Davao University.Dr. Tamoghna Roy, DeepSig Inc. Tamoghna Roy works as a Principal Engineer at DeepSig where he is responsible for creating

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

collected data byasking students to reflect on their study strategies that they used for the preparation of courseexams. This course had three exams for student evaluation over the semester. We used theseexam scores as a measure of their academic performance, which were graded by the instructionalteam. From this data, we addressed two research questions: 1) To what degree do students’selection of study strategies vary while preparing for exams? 2) How do students’ studystrategies relate to their academic performance in exams? To answer the first question, weconducted one-way ANOVA to test the variability in the students' selection of study strategiesover the exams. And for the second question, we performed a bivariate linear regression toanalyze

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Robert Pieri, North Dakota State University; Ghodrat Karami, North Dakota State University

Tagged Divisions

First-Year Programs

Fig. Fig. 1. Courses of Mechanics in Engineering Curriculumreview of the basic engineering curriculum from both academic and industrial perspectives 3, 4.This is combined with a new technical realization that understanding the way materials gotogether at the most fundamental level, impacts the final application and properties of structures;reflecting the old material science saw that atomic structure influences properties, whichinfluence material utilization, which influences final design. It appears to the authors that thereis a nexus of communication technology, scientific development and engineering pedagogy thatwould make it auspicious for the incorporation of new approaches to traditional topics

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary

Tagged Divisions

First-Year Programs

-point Likert scale. This data has received on-goinganalysis to compare the 2015 and 2016 cohorts, and to provide insight into any future changes.Perceptions of online lectures: In 2015, 73% of students agreed or strongly agreed that the onlinelectures were helpful, and 79% agreed in 2016. When asked if they prefer online lectures to in-person lectures, such as those in their other engineering courses, approximately half of both the2015 and 2016 cohorts agreed they would prefer online lectures. This was also reflected in thequalitative responses, where an average of half the respondents expressed a preference for theonline lecture format over the in-person format. These results are summarized in Tables 1 and 2.Addition of tutorials: As mentioned

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph Anthony Gulotta, Rowan University; Nicholas Steven Parisi, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

First-Year Programs

American Society for Engineering Education, 2016 Leveling Up by Gamifying Freshman Engineering ClinicAbstractThis Work-In-Progress paper describes the development of a gamification platform for amultidisciplinary freshman design course at Rowan University. This course is designed to teachengineering students about multidisciplinary design, with special focus on developing skillsassociated with teamwork, software application and ethics. An important part of learning isreceiving feedback as part of the learning cycle and studies have shown that increased feedbackcan be helpful in supporting student reflection and developing the intrinsic motivation necessaryfor mastering a task. One method of encouraging students to master material is

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hadil Mustafa, California State University, Chico

Tagged Divisions

First-Year Programs

self-reflective essays.In this section, we present an analysis of the collected data from tutors and tutees separately, aswell as an overview of faculty roles and involvement in the program.1. Impact on TutorsIn studying the effects, the service has on the tutors; we focus on the following aspects: • The academic and social impact • The advantages and disadvantages of participating as a tutorAs mentioned earlier, 10 tutors were involved in this study, all seniors, and juniors, with goodacademic standing. A focus group was held at the beginning of the semester to identify thestudents' vision of a successful tutoring service. Based on their prior experience as tutors,students were asked to provide suggestions to incorporate into the new

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Divisions

First-Year Programs

engineeringprogram, we compared attendees vs non-attendees grade outcomes using SAT/ACT scores for amore accurate reflection of the effects of the exam review. This report investigates the effects ofthe collaborative mock exam review on student grade outcomes. The study utilizes a quantitativeapproach, incorporating data relating to grades and attendance with data relating to studentperceptions about the impact of the exam review to their performance on the actual exam, as wellas changes to their study approach.Motivation for StudyAs student retention and four-year graduation rates in engineering are of continued interest andconcern at our university, a collaboration between the Cockrell School of Engineering and theSanger Learning Center continues to work

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Divisions

First-Year Programs

skillimplementation.As the SI program’s effectiveness is assessed by aiming to reduce the DFWQ rates in first yearengineering courses and in turn retain more students to the ECE program, we provide a moreaccurate reflection of the effects of SI by comparing students’ grade outcomes using SAT scoresas a gauge of preparedness. Over the course of implementing the SI program in EE 306 and EE307E, we have endeavored to identify the components to emphasize that promote success whilemaintaining the authenticity of the SI model. This led us to explore the concept of explicitinstruction of metacognitive practices in SI sessions. The SI model implicitly involves taking thetheoretical underpinnings of metacognition and applying them in active and engaging SIstrategies [11

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

inthese projects, similar to those seen in hands-on service-learning environments. In addition,comparisons of students on non-service focused projects to those on actual service-learning orservice-oriented projects show they are significantly less affected in terms of concern for socialproblems or that non-profit work is a true venue for engineering work.Introduction and Background LiteratureService Learning and Service-Oriented Projects. Service learning as defined by the NationalService Learning Clearinghouse15 is “a teaching and learning strategy that integrates meaningfulcommunity service with instruction and reflection to enrich the learning experience, teach civicresponsibility, and strengthen communities.” Building from this definition, we

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Thomas Curran, University College Dublin; Colleen Doyle, University College Dublin; Enda Cummins, University College Dublin; Kevin McDonnell, University College Dublin; Nicholas Holden, University College Dublin

Tagged Divisions

First-Year Programs

years ago to reflect the wide scope of research andacademic activity within the discipline and particularly its relationship with biology and lifesciences. The move was also compatible with international trends towards “bio” engineeringtitles, especially in North America. It was considered that the new title for the undergraduateprogram offered the opportunity to integrate engineering and biology in a more explicit manner.After the successful outcome of an initial design competition1,3 to coincide with the retitledprogram name, it was considered timely to introduce a new academic module with a similarformat called “Biosystems Engineering Design Challenge”. It was decided that the focus shouldbe on designing and building a working bench-scale

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard M. Bennett, University of Tennessee, Knoxville; William Schleter, University of Tennessee, Knoxville; D. Raj Raman, Iowa State University

Tagged Divisions

First-Year Programs

on students who scored below a 70, which was the range with the most difference inprogram requirements. In terms of participation, 82% of the students who scored below a 70participated in the SEP program in Fall 2010, while only 73% participated in Fall 2011. We arenot sure if this drop reflects a difference in attitude of the students, or is reflecting somethingabout the new program. However, 18 of the 80 students who participated in the Fall 2010 SEPprogram completed less than 25% of the requirements. If these students are not considered asfull participants, then only 65% fully participated in the program in Fall 2010, or slightly lessthan in Fall 2011. We conclude that the form of the SEP program did not have a significantimpact on the

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

Tagged Divisions

First-Year Programs

Paper ID #32774Meaning to Succeed: Learning Strategies of First-Year EngineeringTransfer StudentsMrs. Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Uni- versity, where she teaches first year engineering design as a foundation course for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking as

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

studentswithin the classroom if multiple paths are made available to help master the content of thecourse. On the simplest level, this may take the form of asking students what content was unclearat the end of a lecture, and sharing responsibility for the learning of the material by spending afew minutes clarifying those concepts before the period ends. An examination of the function of content suggests that it is ethical to teach less contentin favor of spending a small portion of student energy on self-reflection, helping them to developas learners. When tangential conversations occur about the applications and implications ofcontent in a lecture, instructors recognize these conversations for the valuable learning momentsthat they are, while

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Odis Griffin, Virginia Tech

Tagged Divisions

First-Year Programs

adopted use of the eInstruction radio frequency response pads (clickerdevices). A number of survey tools have been implemented to record students’ experiences.Most of the new activities reflect the implementation of an NSF department level reform (DLR)project focused on a spiral curriculum approach.BackgroundAt Virginia Tech, all freshman engineering students enter as General Engineering (GE) studentsand are transferred to a degree-granting department when they have successfully completed arequired set of courses. The GE program is conducted by the faculty in the Department ofEngineering Education (EngE). The EngE faculty are also developing an active research programin the area of engineering education in collaboration with faculty members from

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Alicia Baumann, Arizona State University

Tagged Divisions

First-Year Programs

active project-based learning, multi-disciplinary concepts, contextualizing course concepts within industrypractices, documentation of skills in an e-portfolio, and collaborative peer engagement unlikeanything currently available in Introduction to Engineering courses in the MOOC community.The course goals, structure, and implementation of this course, including the best practicesmentioned above, will be described in the next few sections. Preliminary course effectivenessresults from the first offering of this course, including student performance and feedback fromand end-of-course survey, will also be discussed along with instructors’ reflections on theexperience.Course DescriptionAs described previously, this initiative and structure being

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

student demographics reflecting changes in Canada’spopulation over the past several decades in addition to the recent trend in internationalization inCanadian higher education. The demographic change is not just from international students whomake up an increasingly large proportion of the student bodies, but mirrors the ethnic, culturaland linguistic diversity and complex linguistic histories of the Canadian population. Accordingto Statistics Canada’s most recent available figures, immigrants make up 46% of the urbanpopulation where University of Toronto is located. Although the share of newcomers (recentimmigrants and new Canadian citizens) settling in this urban area declined slightly since the last(2006) census, the area still received the

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

corporations.Which of the above students would be deemed a positive measure of student success accordingto both standard indicators? The answer is: only Jim, the student who changed his major tobusiness. Stefano would reflect negatively on the university’s six-year graduation rate. Valeriewould reflect negatively on the freshman persistence (retention) rate, even though she returnedafter her tour of duty. And Lucy wouldn’t count as a success in either statistic, as she transferredin from a community college!Students like Stefano, Valerie and Lucy don’t fit neatly into the traditional model of highereducation where a student completes high school, immediately enters college on a residentialcampus, declares a major, and has adequate academic preparation and

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Page 22.1282.2scaffolding for learning, while students exercise autonomy by directing these open-endedprojects themselves. Over the course of the projects, students create one or more significantphysical deliverables to reflect their work. 2-9Central to an authentic PjBL experience are the constructs of student autonomy and self-directedlearning (SDL). These PjBL aspects are meant to encourage students’ initiative as well asresponsibility for and ownership of their own learning. Hence, SDL allows students to serve asagents of their own learning. Students are given a high level of choice in learning activities toencourage connections to their personal goals as well as intrinsic and attainment values.10 Incases where student choice is not

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

John C. Moosbrugger, Clarkson University; Jan DeWaters, Clarkson University; Melissa Carole Richards, Clarkson University; Elisabeth A. Chapman, Clarkson University

Tagged Divisions

First-Year Programs

whenthey made up more than a third of the class. The grade point average of the NMs was higher thanthe 1stYEs in both semesters, though only slightly, probably reflecting a higher level of maturityand more fully developed verbal/communication skills. Unfortunately, the much lower fractionof approximately one NM/seven 1stYEs in the fall semester roll-out is likely to continue to Page 25.34.12prevail as it represents more closely the steady state demand. Nevertheless, enrollment ofBusiness School and Arts and Science School majors adds a multidisciplinary element to thecourse through the student cohort that goes beyond the fact that multiple

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

introduces students to the notion of inclusion and equity inengineering and has them reflect on the importance of these elements to their development, bothas students and professional engineers. By building awareness of inclusion, equity, andprofessionalism early in students’ academic career, the authors aim to create more inclusive andequitable learning environments that lead to a more diverse engineering student body andultimately, engineering workforce, by increasing student sense of belonging. This paper includesa detailed description of the orientation session, a summary of student feedback, and a discussionon how the orientation has been adapted for online participation.Introduction & BackgroundImpact of Freshman Orientation

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, The Ohio State University; Tyler Milburn, The Ohio State University; Brooke Morin, The Ohio State University

Tagged Divisions

First-Year Programs

, instructors canstart a discussion about misconceptions or misunderstandings students hold. Students can correctany confusion they have using good feedback to direct their practice [22]. By using targetedfeedback, students can adjust and correct their misconceptions, recognize their strengths andweaknesses, and set learning goals [27]. Despite feedback being important to student learning,research has shown it can be underutilized by students [28]. Correction opportunities are anadditional learning tool used to encourage students to read and implement feedback provided tothem. 3. Correction & Reflection OpportunitiesProviding students with opportunities to practice skills and apply knowledge are important stepsin helping students develop

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

into a document for submission along withthe final deliverable the team produced. This served to hold individuals accountable within theteam and helped instructors work the team through team issues, should they arise. In addition,two peer evaluations are used to assess individual performance and contribution in teamworkusing CATME SMARTER Teamwork16-17.Engineering Design ProcessThe engineering design process is introduced early in the course. Before the design process isintroduced, students are asked to reflect on their own design experience and discuss the designprocess used by professionals in a discussion board. Then the design process and various designtools (such as brainstorming techniques, concept combination tables, and decision

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Steven J. Skerlos, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Abby M. Chapin, University of Michigan; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

its key stages: explore, define, ideate, develop, and realize. However, the SEDprocess model is unique in its explicit attention to social engagement and the designer’s socialidentity throughout each stage of the process, represented as an “undercurrent” of activities thatshould occur within each stage. The undercurrent activities prompt reflection and analysis ofdiverse stakeholders and their contexts as well as the designer’s motivations, power, privilege,and identity. These undercurrents support each of the 5 stages in the SED process model andencourage students to think broadly about the impacts of their work, optimize solutions, andconsider critical key factors across the process. The model also includes prototyping

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

, iteration and learning. Success is measured by how wellwe fulfill our users’ needs – the user outcomes – not by features and functions. Functionally-,ethically- and otherwise diverse teams generate more ideas than homogeneous ones, increasingbreakthrough opportunities. While, considering that every stage of design is a prototype from astoried drawing to in-market solutions; iteration empowers the application of new thinking toseemingly stale issues. The keys to scaling design thinking to complex problems and complexteams involve aligning on a common understanding of the most important and most impactful useroutcomes to achieve (called Hills); and bringing the team and stakeholders into a loop of restlessreinvention where they reflect on work in a

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Kim M. B. Tucker, Boise State University; Samantha Schauer, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

activities and interactions sparking the interest of the individual. • Cycle 2: Potential value: Knowledge capital. Activities and interactions can produce “knowledge capital” when the value is realized at a later date and time. • Cycle 3: Applied value: Changes in practice. Adapting and applying knowledge capital that leads to change in practice, approaches, or protocol. • Cycle 4: Realized value: Performance improvement. After applying the knowledge capital, reflection on what effects the application of knowledge capital had on the members practice is taken into consideration. • Cycle 5: Reframing value: Redefining success. Value creation is achieved when social learning causes a reconsideration

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Janet Meyer, Indiana University-Purdue University-Indianapolis; Nancy Lamm, Indiana University-Purdue University-Indianapolis; Joshua Smith, Indiana University-Purdue University-Indianapolis

Tagged Divisions

First-Year Programs

. Widelyread popular press rankings such as US News and World Reports publish graduation rates.Lower rates reflect poorly on an institution. Additionally, the failure to retain students impactsboth an institution’s budget and planning. A student who drops out no longer contributes tuitiondollars. According to Mangold, Bean, Adams, Schwab and Lynch1 “low graduation rates costuniversities scarce resources.” For these reasons and more, colleges and universities have turnedtheir attention to finding ways to retain the students that do enroll.A widely-implemented tactic used to improve retention is the learning community or first-yearseminar course. (For the purposes of this paper, the terms “learning community” and “first-yearseminar” are used

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Sarah Roux, Arizona State University; Vivek Ramanathan, Arizona State University; Mark Rager, Arizona State University

Tagged Divisions

First-Year Programs

Changes Reflections Priorities Multiple perspectives Figure 4. Course planning process.The standard process of the Department has been adapted to provide more scope for reflectionsbased on the advantages reported by other educators 2. Soliciting multiple perspectives leddirectly to the combination of authors for this paper.The planning process led to the following course objectives: 1. Introduce freshmen to each other and the subject 2. Initiate a positive educational experience at the

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

First-Year Programs

the program left for reflecting”Student ExpectationsInstructors expressed surprise, and frustration, with the students’ expectations of theirinstructors: “People will email in ways that will make it seem like I’m serving at McDonald’s rather than serving as a professor. I’ll get a message like “this assignment is marked incorrectly. Correct it at once!”.” Page 13.1228.7 “They want solutions to things, practice exams, bulletin board, email response, TA's in the lab – if they’ve ever gotten it in the past, than they want it in your course.” “consumer mentality of education also plays a part. They have expectations that I don’t yet