Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Norb Delatte P.E., Cleveland State University

Tagged Divisions

First-Year Programs

Paper ID #9314Implementation and Assessment of a Failure Case Study in a Multi-DisciplineFreshman Introduction to Engineering CourseDr. James E. Lewis, University of Louisville James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals at the J. B. Speed School of Engineering at the University of Louisville. His research interests include paral- lel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.Dr. Norb Delatte P.E., Cleveland State University Norb Delatte is Professor and Chair of the

Conference Session

Beyond the Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Gary Bailey, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University

Tagged Divisions

First-Year Programs

portionsof the course that center on hypothetical and scientific reasoning. Students explore thefour stages of hypothetical method: a. occurrence of a problem, b. formulating ahypothesis, c. drawing implications from the hypothesis and c. testing the hypothesis. Anexample discussed in length is the historic theory of Spontaneous Generation. What arethe roots of the theory? How was the original hypothesis investigated and finallydisconfirmed? Students are also introduced to accepted differences in science andsuperstition and the three underlying principles that must hold true if an event is held tobe “science.” These principles are: evidentiary support, objectivity and integrity all whichare vital concepts for designing and or conducting experiments

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

significantdifference in satisfying student’s psychological need of relatedness between the 2019 and 2020course formats, students overwhelmingly prefer in-person labs over virtual labs due to the socialinteraction and readily available tools and supplies, and they feel they could have gained morefrom in-person labs. This is consistent with the findings in [7]. Although one would expectcourses go back to the normal face-to-face mode after the pandemic, nonetheless, there is still aneed to find ways to improve student’s virtual project learning experience to benefit future onlinestudents.References[1] R. M. Marra, B. Palmer, and T. A. Litzinger, “The effects of a first‐year engineering design courseon student intellectual development as measured by the Perry

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Jim Chamberlain, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

First-Year Programs

wasdiscussed, the primary motivating factors both to enter and to leave engineering, andwhat appeals to them about their new majors. We have analyzed over 400 of these ExitSurveys over a four-year period to examine correlations between gender, choice of newmajor, reasons for leaving, and the impact of different program resources. The study alsodemonstrates how the survey results can inform and enhance the different aspects of afirst year engineering program.Survey responses show that students vary in their levels of a) understanding therobustness and diversity of engineering as a profession, b) comprehending the need forthe foundational concepts presented by math, physics and chemistry, and c) willingnessto immerse one’s self in a difficult course of

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stacie Edington, University of Michigan; Archie L Holmes Jr., University of Virginia; Petra Reinke, University of Virginia

Tagged Divisions

First-Year Programs

activity is important in terms of (a) theinstitution’s distinctive residential culture and (b) the importance of faculty contact with studentsin terms of retention in engineering.In addition to these two criteria listed above, we have found it advantageous to create acommunity amongst the faculty leaders. Over the past few years, this has been achieved byproviding copies of the selected book and providing lunch to the group leaders the Friday beforethe discussions. During this meeting, we share ideas on how to lead a discussion about the book.These notes are collected and shared with all faculty group leaders, and this meeting is generallywelcomed and generates significant guidance and input for the discussion group leaders.Enrichment EventsAs the

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University-Kingsville

Tagged Divisions

First-Year Programs

Dependency Deliverable Week 1 1 1 A None D1_1 2 2 2 B D1_1 D2_2 3 3 3 C D2_2 D3_3 4 4 1 D D3_3 D1_4 5 Repeat Steps 2-4 as time permits, until teaching objectives are reached, replacing the first digit under dependency with the number for the previous week, and the second digit under deliverables with the number representing that week.In this table, the single letters A-D in column 4 refer to the set of tasks required

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

good project, this is a cool idea and we want to build it- no matter what others mayhave done in this area. Some of these are challenges even for upper division who may have aneasier time dealing with them. In addition, as an open-ended project Project II was by naturemuch more challenging to students and required significant guidance by faculty and graduatestudent mentors.Out of the 66 students co-enrolled in the service-learning course and pre-calculus, nine havechanged to non-engineering majors, four female and five male students. Investigation of howthese students performed in the service-learning course indicates that eight of the nine studentshad a final grade of B in the course and one had C. While the impact of this class to the

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew Whiteacre, Texas A&M University; Jeffrey M. Otey, Texas A&M University

Tagged Divisions

First-Year Programs

focusing on mechanics and basic engineering graphics and werethus labeled the Mechanics track. Electrical and Computer Engineering and Computer Scienceand Engineering removed engineering graphics and desired an intensive focus on programmingand were labeled the Programming track. Petroleum Engineering and Chemical Engineeringfocused on engineering and physical processes and graphics and were labeled the Process track.The Process track was designed to be almost identical to the freshmen sequence beforereorganization. Each of these tracks, called tracks A, B, and C respectively, agreed to follow thebasic guidelines of implementing a project based curriculum.Track A had the students construct a truss from magnetic members, program a robotic vehicle

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ghada Salama, Ph.D., Texas A&M University, Qatar; Beena Ahmed, Texas A&M University at Qatar

Tagged Divisions

First-Year Programs

collaborative work in team projects.Peer evaluation was performed using a standardized form (see appendix) in which students wereasked to assess each team member on the following criteria. a. Attended all team meetings and contributed to the activities. b. Met deadlines by the team. c. Contributed good ideas in the team activities. d. Participated in the team activities throughout the semester. e. Quantity of work in the team activities throughout the semester. Page 22.1627.4 f. Helped keep the team organized, cohesive, and progressing toward completion of the goals. g. Showed concern for the feelings of other team

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

necessarily reflect the views of the National Science Foundation.Bibliography1. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Upper Saddle River, NJ: Pearson.2. Luft, J., Kurdziel, J., Roehrig, G., & Turner, J. (2004). Growing a garden without water: Graduate teaching assistants in introductory science laboratories at a doctoral/research university. Journal of Research in Science Teaching. 41(3), 211-233.3. Travers, P. L. (1989). Better training of teaching assistants. College Teaching. 37, 147-149.4. Mena, I. B. (2010). Socialization experiences resulting from engineering teaching assistantships at Purdue University. Doctoral Thesis, Purdue University, West Lafayette, IN.5. Verleger, M., & Velasquez, J

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B. Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University; Claire Y. Yan, University of British Columbia - Okanagan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #15318Pathways of Student Stayers, Movers, and Leavers in the First Two Years ofUndergraduate EngineeringMs. Bethany B. Smith, Arizona State University Bethany Smith is currently a master’s student in materials science and engineering at Arizona State Uni- versity. She has been involved in STEM education research since 2012 under the direction of Professor Stephen Krause. Her research interests in STEM education include faculty development, best classroom practices, and improving undergraduate engineering student retention through understanding what makes students leave engineering. She will be pursuing her PhD

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

Tagged Topics

Diversity

Tagged Divisions

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

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Lori Bassman, Harvey Mudd College; Christopher Clark, Harvey Mudd College; Albert Dato, Harvey Mudd College; Angela M. Lee, Harvey Mudd College; Matthew Spencer, Harvey Mudd College; Erik Spjut, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, Female Male zeros removed zeros removed (a) (b)Figure4:Studentpost-testresultsareshownin(a).Scoreswereoutof10,andthemeanandstandarddeviationareshownforcaseswith(N=118fororiginalcourseandN=182forrevisedcourse)andwithallzeroscoresremovedfromthesamples(N=97fororiginalcourseandN=179forrevisedcourse).In(b),thefinalgradesofstudentsinnewcourse(outof100%),differentiatedbygender.10.0 9.0

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oguz Hanoglu, Purdue University, West Lafayette; Aladar Horvath, Ivy Tech Community College; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

laptops, internet access, and work space with whiteboards.Students’ teamwork, including their conversations and notes on whiteboards, were video-recorded.Eleven teams volunteered to be videotaped as they responded to written feedback from TAs, andthe individual team members committed to being interviewed following the MEA. After thecollection and initial analysis of data, Team A and B were selected among the eleven teams.There were basically two rationales behind choosing these two particular teams: (1) they had Page 24.611.7nearly complete data sets (i.e., written documents, interviews, and video-recordings), and (2)both had similar TA feedback

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M Kecskemety, Ohio State University; Gregory Warren Bucks, University of Cincinnati; Kerry L. Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

institutions: How do students perceive that they benefit from the inverted classroomapproach and what classroom approach do they prefer? Additionally, how does this change atdifferent institutions with different approaches to the inverted classroom model? Page 26.72.2MethodsUniversity and Course DescriptionsThree Midwestern institutions participated in different aspects of this study. The threeuniversities were: • University A – University of Cincinnati: a large, urban public university • University B – The Ohio State University: a large, urban public land grant university • University C – Youngstown State University: a medium, urban public

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uma Lakshman, NYU’s Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

Tagged Divisions

First-Year Programs

of the cornerstone course should be integrated intothe curriculum.References 1. S. Freeman, C. Pfluger, R. Whalen, K. S. Grahame, J. Hertz, C. Variawa, J. Love, M. Sivak, and B. Maheswaran, “Cranking Up Cornerstone: Lessons Learned from Implementing a Pilot with First-Year Engineering Students,” ​2016 ASEE Annual Conference & Exposition Proceedings.​ 2. Meyers, K., & Uhran, J., & Pieronek, C., & Budny, D., & Ventura, J., & Ralston, P., & Estell, J. K., & Slaboch, C., & Hart, B., & Ladewski, R. (2008, June), ​Perspectives On First Year Engineering Education​ Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oziel Rios, University of Texas, Dallas; Dani Fadda, University of Texas, Dallas

Tagged Divisions

First-Year Programs

by Ambrose andAmon [2]. The work performed in the labs is team-based and attendance is taken. (a) (b) Figure 1. (a) Motion simulation of a geared mechanism. (b) Thermal analysis simulation of sphere cooling under forced convection.Throughout the semester, students work on activities in the lab where they are taught how tocreate 3D part and assembly models using SolidWorks [16], how to set-up and run a motionsimulation of a geared mechanism [17] (Figure 1(a)), how to perform force analysis of simplestructures [18], and how to set-up and run a thermal analysis simulation on a sphere being cooledunder forced convection [19] (Figure 1(b)). As previously

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey

Tagged Divisions

First-Year Programs

Percentage Had to Retake Course Phase 1 34 596 5.7% Semester A* 123 573 21.5% Semester B* 135 530 25.5% *Two semesters prior to redesignA total of 224 students responded to the end of semester survey. There were no significant differencesseen between students based on the demographics of gender, race, or ethnicity (p = 0.05. unpaired t-testfor gender, one-way ANOVA for race and ethnicity). However, there were significant differences seenbetween students who had programmed before IPC and those who had not (unpaired t-test, p = 0.05

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Richard Cassady, University of Arkansas; Sean Mulvenon, University of Arkansas

Tagged Divisions

First-Year Programs

percentage of students who passed each course, and theaverage grade point achieved in each course. Note that a grade of C or better is required toadvance to the next MATH course at the UofA, and withdrawals are not included in grade pointaverages. Average A B C D F W Total % Passing Grade Point GNEG 1111 194 56 31 14 21 19 335 88% 3.2 MATH 1203 0 1 5 1 4 5 16 38% 1.3 MATH 1285 15 20 13 10 9 5 72 67% 2.3 MATH 2554 12 34 32 18 19

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Pankaj Sharma, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

0.513 Q8 0.334 0.550 Q9 0.351 0.542 Q10 0.253 0.566 Q11 0.253 0.566 Q12 0.233 0.571 Q13 0.358 0.542 Average 0.299 reliability = 0.588Figure 1 shows a discriminant coordinate plot and Biplot for the survey data. The discriminantcoordinate plot (a), suggests the existence of three different principal components underlying thedata. Though PC1 and PC2 explain much of the variability of the data, including an underlyingmiddle component at the intersection of these two components may provide a betterunderstanding of the data. The same is evident from the Biplot (b

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brooke C. Morin, Ohio State University; Krista M. Kecskemety, Ohio State University; Kathleen A. Harper, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

Aerospace Engineering at The Ohio State Uni- versity in 2006 and received her M.S. from Ohio State in 2007. In 2012, Krista completed her Ph.D. in Aerospace Engineering at Ohio State. Her engineering education research interests include investigating first-year engineering student experiences, faculty experiences, and the connection between the two.Dr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a senior lecturer in the Department of Engineering Education at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

Indiana University, National Institute for Learning Outcomes Assessment (NILOA), 2018. http://learningoutcomesassessment.org/occasionalpaperthirtytwo.html[8] R. D. Moen and C. L. Norman, “Circling back: Clearing up myths about the Deming cycle and seeing how it keeps evolving,” Quality Progress, pp. 22-28, Nov. 2010. Retrieved from http://www.apiweb.org/circling-back.pdf.[9] S. A. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, “How do students become self-directed learners?” in How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass, 2010, pp. 188-216.[10] B. Enyon and L. M. Gambino, High impact ePortfolio practice. Sterling, VA: Stylus

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bethany Luke, Valparaiso University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

First-Year Programs

assessments. The COVID-19 pandemic also introduced variation aboveand beyond normal course offerings that would further dilute meaningful interpretations of directcomparisons. Instead, the research design incorporated both quantitative and qualitative methodsguided by the following two research questions: 1. How did instructional changes impact student performance and student attitudes toward programming? 2. To what extent were student attitudes toward programming related to student performance? B. Research ContextThis study was conducted on a required first year programming course in the mechanicalengineering and bioengineering program at a small midwestern private university across twoacademic years. The course included 43

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian P. DeJong, Central Michigan University; Joseph Langenderfer, Central Michigan University

Tagged Divisions

First-Year Programs

sharply in the 1011F semester. This is probably due to thechange in teaching method – in 1011F, a technology professor taught a section of the course.Note that the relative interest in sciences and business here does not match the actual resultingmajors shown before; more students leave EGR120 planning to major in engineering thanactually take the second-year courses. (a) (b) Page 25.578.10Fig. 7. Comparison of intended majors between Initial and Final surveys, in (a) 0809F, (b) 1011F.5.2 Math LevelsPersistence is strongly correlated with MathLevel. About two-thirds of the students

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregory Edward Simon, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Miriam Howland Cummings, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

,” Communication Monographs, vol. 60, no. 1, pp. 76-82, Jan. 1993, doi: 10.1080/03637759309376297[7] M. J. Khan and C. A. Aji, “Development of Engineering Identity,” paper presented at the ASEE Annual Conference and Exposition, Virtual, June 2020.[8] D. G. Dimitriu and D. C. Dimitriu, “Mentoring is a full-contact activity in engineering education,” paper presented at the ASEE Annual Conference and Exposition, Salt Lake City, UT, USA, June 2018.[9] J. H. Lim, B. P. MacLeod, P. T. Tkacik, and S. L. Dika, “Peer mentoring in engineering: (un)shared experience of undergraduate peer mentors and mentees,” Mentoring & Tutoring: Partnership in Learning, vol. 25, no. 4, pp. 395-416, Nov. 2017, doi: 10.1080

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

Donald E. Richards, Rose-Hulman Institute of Technology; Michael A. Collura, University of New Haven

Tagged Divisions

First-Year Programs

students to focus on surface details andspecific solution methods but miss the bigger picture or underlying concept. To draw an example Page 26.1618.3from math, students are taught in high school algebra to multiply a pair of binomials, e.g.(a+b)(c+d), using the “FOIL” method – First, Outer, Inner, Last. Most students fail to realize thatthis is a specific application of the distributive property of mathematics, and when faced with asmall variation, e.g. (a+b)(c+d+e), they are lost. In an engineering setting, a student may be veryadept at applying mesh analysis to find the currents in a branched resistive network, but thatsame student will often

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Melissa Dagley-Falls, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Young, University of Central Florida

Tagged Divisions

First-Year Programs

Page 15.734.2outcome of many of the early learning community experiments.Learning communities “represent an intentional restructuring of students’ time, credit, andlearning experiences to build community, enhance learning, and foster connections amongstudents, faculty, and disciplines”22 (Smith et al., p. 20). The majority of all learningcommunities can be grouped as follows: (a) curricular learning communities, (b) classroomlearning communities, (c), student-type learning communities, and (d) residential learningcommunities23. Learning communities typically have students grouped together through sometype of co-enrollment23 but can have a cross between types utilizing components of each toenhance student outcomes. The program discussed here

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

Tagged Divisions

First-Year Programs

Paper ID #30261Addressing First-Year Interest in Engineering via a Makerspace-BasedIntroduction to Engineering CourseDr. Brian Scott Robinson, University of LouisvilleDr. James E. Lewis, University of Louisville James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include paral- lel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.Mr. Nicholas Hawkins, University of Louisville Nicholas

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Ann Delaney, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives; Donna C. Llewellyn, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the program, atleast for some students. Peer mentoring, including seeing students in leadership roles (both ason-campus peer mentors and as trip leaders on the outdoor portion of the program) and being able tohave informal conversations with upper-class students seemed to provide value to participants. Weintend to explore the effects of peer mentoring in future research on the outcomes of this program.References[1] T. L. Strayhorn, ​College students’ sense of belonging: A key to educational success for all students.​ Routledge, 2012.[2] A. Godbole, B. Miller, M. K. Bothwell, D. Montfort, and S. C. Davis, “Engineering Students’ Perceptions of Belonging through the Lens of Social Identity,” presented at the 2018 CoNECD - The

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

David Kazmer, University of Massachusetts-Lowell; John Duffy, University of Massachusetts-Lowell; Beverly Perna, Tsongas Industrial History Center

Tagged Divisions

First-Year Programs

academicperformance.There is no stated policy for distribution of grades at the host institution. In assigning final lettergrades, the instructor rank ordered all students and examined the distribution for gaps betweenpopulations to differentiate students earning an “A” from those earning a “B”. The resultingdistribution of grades is shown in Figure 2. It is see that from 2003 to 2005, there is a clear meanshift from “F”s to “A”s, even though the course grading was not relaxed. Indeed, the course wasgraded more strictly. The cut-off between “D” and “F” was set to a lenient 20% in 2003 and a Page 11.879.6slightly more stringent 25% in 2005. Similarly, the cut