Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

First-Year Programs

Paper ID #16898Cranking Up Cornerstone: Lessons Learned from Implementing a Pilot withFirst-Year Engineering StudentsDr. Susan F. Freeman, Northeastern University Susan Freeman, is a member of Northeastern University’s Gateway Team, a group of teaching faculty expressly devoted to the first-year Engineering Program at Northeastern University. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience that endorses the student-centered, professional and practice-oriented mission of Northeastern University.Dr. Courtney Pfluger, Northeastern University Dr. Courtney Pfluger

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Odis Hayden Griffin Jr. P.E., East Carolina University; Sandie J. Griffin

Tagged Divisions

First-Year Programs

thatcombinations of chance encounter and planned encounter combine to create opportunities forlearning or career choice. The encounters may be a product of structured educational settings, orthey may be a product of encounters that, while governed by chance at some level, have beenencouraged during structured settings, as pointed out by Mitchell, et al10 who also point out: Planned happenstance theory includes two concepts: a. Exploration generates chance opportunities for increasing quality of life, and b. Skills enable people to seize opportunitiesand further point out that according to planned happenstance theory career counselors shouldhelp their clients develop five skills: curiosity, persistence, flexibility, optimism

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska - Lincoln; Stuart Bernstein, University of Nebraska - Lincoln; Brett Meyer, University of Nebraska - Lincoln

Tagged Divisions

First-Year Programs

, Content, and Tools as demonstrated in Figure 2.Figure 1. Course left-pane navigation: Under the orientation section students had access to a) “Announcements” link containingweekly announcements sent out by the instructor; b) “Syllabus”; c) “Faculty information” withthe instructors’ contact information, communication policies, and office hours; and d) a “GettingStarted” area that contained technical and software information necessary for assignmentcompletion, a Blackboard student guide, directions for the first week of class, and an explanationof the blended model as follows: "CNST 1121 is a 3-credit course blended course. The class sessions are scheduled twice aweek; Monday and Wednesday. Starting on the 2nd week, you will not physically

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky

Tagged Divisions

First-Year Programs

experience. a. Exposure to the disciplines. The students indicated that the course prepared them – in general – to be exposed and gain a working knowledge of engineering disciplines other than the one of their choosing. This extended from just general exposure of concepts to specific problems and learning sessions. b. Students understood the concept of guided or directed choice – the philosophy that FYE is a vessel to guide students to the right choice of major, whether this is within the college of engineering or another at the university.Conclusion and Future Work Currently, there is significant work to finish

Conference Session

Projects and Problems in First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; David Bowman, Clemson University; Randolph, Randy Hutchison; Carol Wade, Clemson University

Tagged Divisions

First-Year Programs

earned a B. S. Aerospace Engineering from Virginia Tech University, and taught high school physics for six years. He implemented an International Baccalaureate physics program and a Project Lead the Way pre-engineering program, and is a National Board Certified teacher. His current research focuses on human motion biomechanics, and the application of biomechanics in high school and undergraduate curricula to teach fundamental concepts in physics and engineering.Carol Wade, Clemson University Carol Wade is a second year Ph.D. student at Clemson University in Mathematics Curriculum and Instruction. She is a National Board Certified mathematics teacher in the area of Adolescent Young Adult

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

, 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.Dr. Brian Scott Robinson, University of Louisville c American Society for Engineering Education, 2020Employment of Active Learning Pedagogy Throughout a Makerspace-Based, First-Year Introduction to Engineering CourseAbstractThis Complete Evidence-based Practice paper is focused on the development and implementationof active learning pedagogy applied within

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catalina Cortazar, P. Univ. Católica de Chile

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

12 12 12 Nº Students per 10 or 11 9 or 10 7 or 8 Team 6 or 7 6 or 7 6 or 7There is no consensus on how many members should a team have. While Oakley, B., Felder, R.M., & Brent, R [14] recommend three to four people, Slavin, R.E [15] recommends teams ofbetween two and six members. In this course students present their outcomes throughout thesemester to the rest of the class (three instances during the semester). Each of these presentationstake place during one week in periods of three 80 minutes class sessions. Because there are 12teams per section it is possible to revise four teams in each of the 80 minutes classes. This leavesus with a fair

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico; Yan Chen, University of New Mexico; Chen Qiu, University of New Mexico; Jordan Orion James, University of New Mexico

Tagged Divisions

First-Year Programs

(.80) group (n=63)Table 7. Two-way repeated measures ANOVA for design self-efficacy and explicit designknowledge constructs, ill-structuredness and framing. Significant differences are bolded. Source of variance SS df MS F p η2 Design self-efficacy Between-subject effect Base. vs. Impl. (A) .00 1 .00 .01 .95 .00 Error 114.66 123 .93 Within-subject effect Semester Start/End (B) 1.93 1 1.93 5.03 .03 .04 A*B .79 1 .79 2.05

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ordel Brown, Northwestern University; Susanna C. Calkins, Northwestern University; Lisa M. Davidson, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

modulesare completed in the spring quarter and the third module in the summer session.(b) Goal and Learning Objectives: The course seeks to cultivate students’ abilities to designsolutions to complex social problems on an international level. Students completing the coursewill be able to:(i) identify and evaluate the complexities of a social problem/design challenge by deconstructingits cultural, historical, political and socioeconomic domains;(ii) employ design thinking for social justice principles and asset-based methodologies indesigning for community capacity building(iii) demonstrate critical consciousness and cultural humility in working on multidisciplinary andmulticultural teams and(iv) produce clearly articulated, written and oral reports

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

work is to determine which themes relate to the gendermakeup of the team; for example, do female students take on more stereotypically female taskswhen they are the only woman on a team? Do women feel more competitive on their team whenthey are paired with one or more other female students? Ultimately, the aim is to determineexactly why women who are isolated on teams have been found to be more satisfied than womenwho are paired on teams. Eventually, these findings can be used to inform team formation, tobetter scaffold team projects, and to better understand female students’ negative experiences inorder to make teamwork a better experience for all students.References[1] B. Oakley, R. M. Felder, R. Brent, and I. Elhajj, “Turning student

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caitlin Cairncross, University of Portland; Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Divisions

First-Year Programs

participants, 7were male and 4 were female.During the bridge program, students took Pre-Calculus II and Intro to Theology, allowing thosewho completed both courses to enter their first year not only on track, but one course ahead.While Pre-Calculus II was a necessary course offering, due to the fact that students are expectedto be in Calculus I at the start of the engineering program, Introduction to Theology was selectedin order to a) provide a balance in course work for students in the program, b) to give studentsthe opportunity to hone their writing skills, and c) to help students complete one of their requireduniversity core courses.Outside of their two courses, students attended presentations by various student support offices

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

Victoria E Goodrich, University of Notre Dame; Leo H McWilliams, University of Notre Dame; Catherine F Pieronek, University of Notre Dame

Tagged Divisions

First-Year Programs

26.899.6 (a) (b)Figure 1. Total percentage of reported attendance at events based on the convenience level for (a) 2012 and (b) 2013.In total, 1,396 Engineering Explorations were assigned to the sample group (4 events per personin the sample group). Therefore, it’s important to see what categories were most popular amongstudents. In 2012, Category 4 (Career Center Events) had the highest percentage of totalattendance across all 3 study groups. This categorical dependence is shown for the 2012 cohortin Figure 2 below. This is likely in part to the early fall career fairs that were marketed heavilyto the students and had a large time frame for

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

-life setting (e.g., user experiences, possible barriers, expenses,time), while engineering promotes hands-on experiences for prototyping [20]–[22]. Hence,design thinking in engineering situate students’ ideas within the realities and helps themgenerating feasible products using the engineering knowledge out of the routinized, formalizedway of thinking. Engineering design thinking process as an effective problem-solving algorithm includesseven iterative stages [15], [23]: (a) identify the need and formulate the problem, (b) identify/search for solutions for similar cases in the past, (c) use knowledge and creativity to generatenew ideas, (d) evaluate and decide on the best idea: iterate until there is only one solutionconcept left, (e

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

includedsimilar writing prompts (Appendix A and B) that requested students to review their learningjourney over the semester and discuss their challenges and successes. The Fall 2018 assignmentasked students to write a minimum of three paragraphs telling the story of their challenges andtriumphs during the semester. A separate prompt asked students to identify their most successfullearning and self-regulation strategies. The Fall 2019 assignment included two prompts for thestudents: narrate their learning journey for challenges and successes as modeled in the SkillfulLearning video series [15] and identify two learning strategies and one self-regulation strategythat were helpful.A sample of student reflections was selected for analysis. One author was

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Richard Cassady, University of Arkansas; Gigi Secuban, University of Arkansas

Tagged Divisions

First-Year Programs

. ≠ 80% of the students who earned a grade of A in GNEG 1111 (which we believe indicates a reasonable work ethic) and attempted a MATH class in the Fall Semester of 2007 earned a passing grade in that MATH class. 52% of the students who earned a grade of B in GNEG 1111 (which we believe indicates a mediocre work ethic) and attempted a MATH class in the Fall Semester of 2007 earned a passing grade in that MATH class. 22% of the students who earned a grade of C or worse in or withdrew from GNEG 1111 (which we believe indicates a poor work ethic) and attempted a MATH class in the Fall Semester of 2007 earned a passing grade in that MATH class. ≠ 75% of students who attempted CHEM 1103 in the Fall

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicole R. Weber, Purdue University; Melissa Dyehouse, Purdue University; Constance A Harris, Purdue University; Ray David, Purdue University; Jun Fang, Purdue University; Inez Hua, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

understanding or worldviewtakes place and new understandings of other concepts are available to the learner 22. Meyer andLand21 describe five characteristics of a threshold concept: a) transformative, b) irreversible, c)integrative, d) bounded, and e) troublesome. That is, once a person understands a thresholdconcept, it transforms the way they perceive and understand, once the concept is understood itcannot be unlearned, the concept clarifies interconnections between concepts, the concept isbounded as a distinct concept, and the concept is troublesome because individuals have troublelearning or understanding the concept21.Students often ignore or reject concepts that do not fit with their existing beliefs or attitudes23,which indicates that threshold

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

4.45 0.70 <0.005 a design projectEngineering Self-Efficacy Statements of engineering self-efficacy were divided into three categories: A) academic self-efficacy; B) intention to pursue engineering; and C) general statements about engineering self-efficacy (Table 4). For the first three statements concerning academic self-efficacy (category A),a slight increase was observed for confidence in performing well on engineering problems in thiscourse and at Duke University. A slight decrease in self-confidence in other STEM courses wasseen. None of these changes were statistically significant. In category B, both intention to pursuean engineering degree and an engineering career decreased 0.1 points over the course of

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Carson Lee Running, University of Notre Dame; Xiaojing Duan, University of Notre Dame; G. Alex Ambrose, University of Notre Dame

Tagged Divisions

First-Year Programs

consistently resulted in end-of-semester grades less than a B. These non-thriving metricsare what the authors refer to as triggers. The course-wide Sakai gradebook data was analyzed forthe 2017 and 2018 fall semesters which have nearly-identical assignment topics and calendars tothe 2019 fall course. The authors sought to identify a trigger that was: (1) consistent from year toyear, (2) successful in identifying as many of the students with a final grade less than a B, (3) nottoo broad and therefore did not identify many students with a final grade greater-than-or-equal-toa B, and (4) located within the first four weeks of the semester. Identifying a trigger by the end ofthe first four weeks of the semester is much earlier than most previous works

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

enrolled in the course. Roughly five class periods were given over to in-classdesign project work, team-building, etc.Design project teams were required to submit four progress reports, deliver an in-classpresentation and prototype demonstration and submit a final report. The four progress reportswere broken down according to: (a) Specifications, (b) Results of Brainstorming; Identificationand Evaluation of Possible Design Strategies; Preferred Approach, (c) Design of Prototype, and Page 25.34.6‡ http://moodle.org/§ 2 This project idea was taken from Horenstein’s text (Chapter 2, Problem 7

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oziel Rios, University of Texas at Dallas; Dani Fadda P.E., University of Texas at Dallas

Tagged Divisions

First-Year Programs

of a computerfor extended periods of time. (a) email (b) in-person meetings (c) phone calls (d) social media (e) text messages (f) video conferencingFigure 2. Survey results between 2018 and 2020 for the different means of communication. The mean values are also provided.The most dramatic results are observed in Figure 2f, where the students express their dependence onvideo conferencing for communication during the pandemic. The use of video conferencing insynchronous classes and corresponding projects, in addition to the availability of reliable

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Sinclair Curtis, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, ethics, etc. throughout their four-year undergraduate program of study [9-10] orgraduate program of study [11].The course discussed here is different from the models just mentioned in that it encompasses allof the following characteristics: (a) targeted towards beginning engineering students; (b) stand-alone, college-wide course; (c) emphasizing both career development and job searching skillsnecessary to secure an internship or full-time employment; and (d) taught primarily by practicingengineers. The goal of this course is not only to teach students the tactics and tools necessary tosecure a job, as emphasized in the work of Sharp and Rowe [12], but also to introduce studentsvery early on to the types of skills that they should be developing

Conference Session

FPD8 - Early Intervention & Retention

Collection

2008 Annual Conference & Exposition

Authors

Joyce Lee, University of Illinois at Urbana-Champaign; Jacob Marszalek, University of Missouri-Kansas City; Annel Medina, California Polytechnic State University; Susan Linnemeyer, University of Illinois at Urbana-Champaign

Tagged Divisions

First-Year Programs

. Upon examination of literature introducing or evaluating suchprograms, four arenas of support were prevalent: a) academic support, b) psychosocial support,c) financial support, and d) professional support.Academic SupportIt has been a widespread assumption that minority students are ill equipped for university levelcourse material and course work. And “it goes without saying that the under-prepared student isa kind of pariah in American higher education”9. Fingers quickly point to the primary andsecondary levels of education for this deficiency in readiness10. Many would argue that onecould only assume that minority students will fail in higher education because of their lack ofgroundwork and the many educational needs they bring11 12

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell Pryor, University of Texas, Austin

Tagged Divisions

First-Year Programs

Friday. Thus the dramatic upswing after this point occurred when the weekendinterrupted orientation sessions where students complete Unit 0. Event b approximates theresumption of the few remaining orientation sessions. Event c identifies a small downtick on day16 (Tuesday, September 13th). No office hours were held on Mondays this particular semester, sothis date was the first realistic chance for motivated students to take the first section test. Eventsd and e (Friday, October 28th and Friday November 4th respectively) represent the beginning ofan uptick and an apparent correction about a week later. One possible contributing event is thepopularity of Halloween in our city followed by a scramble to make up for the delay. Proctorsalso graded

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darren K. Maczka, University of Tennessee at Knoxville; Rehan Shah, University College London; Andrew L. Gillen, University College London

Tagged Divisions

First-Year Programs

PhysicsTeacher, 30, 141–158 https://aapt.scitation.org/doi/pdf/10.1119/1.2343497Lindell, R. S., Pea, E., & Foster T.M. (2007). Are They All Created Equal? A Comparison ofDifferent Concept Inventory Development Methodologies, American Institute of PhysicsConference Proceedings, 883(14), 14-17. https://doi.org/10.1063/1.2508680Loch, B., & Lamborn, J. (2016). How to make mathematics relevant to first-year engineeringstudents: Perceptions of students on student-produced resources. International Journal ofMathematical Education in Science and Technology, 47(1), 29–44.https://doi.org/10.1080/0020739X.2015.1044043Magana, A. J., Falk, M. L., Vieira, C., & Reese, M. J. (2016). A case study of undergraduateengineering students' computational literacy

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Mark Urban-Lurain, Michigan State University; Amanda Idema, Michigan State University; Timothy J Hinds, Michigan State University; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

student populations. Goingforward we anticipate pairing our spatial skills assessment and demographic data with studentself-efficacy data as a means of refining our analysis of student persistence.AcknowledgementsWe would like to thank the ENGAGE Engineering project for financial support of this work.Details of the supplementation curriculum are provided at:http://www.engageengineering.org/?107.Bibliography1. Sorby, S., Educational Research in Developing 3-D Spatial Skills for Engineering Students. International Journal of Science Education, 2009. 31(3): p. 459-480.2. Sorby, S., Casey, B., Veurink, N., and Dulaney, A., The role of spatial training in improving spatial and

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, NYU Tandon School of Engineering; Yona Jean-Pierre, NYU Tandon School of Engineering

Tagged Divisions

First-Year Programs

, Seattle, Washington. 10.18260/p.25034 4. Diong, B. M. (2013, June), Work-in-Progress: Videos and Video Podcasts - What Engineering Educators Ought to Know Paper presented at 2013 ASEE Annual Conference, Atlanta, Georgia. https://peer.asee.org/22783 5. Fraley, M. A., & Hamlin, A. J., & Kemppainen, A., & Hein, G. L. (2015, June), Using Pre-lesson Materials and Quizzes to Improve Student Readiness and Performance Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle, Washington. 10.18260/p.25013 6. Leicht, R., Zappe, S. E., Messner, J. & Litzinger, T. (2012). Employing the classroom flip to move “lecture” out of the classroom. Journal of Applications and Practices in

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Senay Purzer, Purdue University; Jing Chen, Purdue University

Tagged Divisions

First-Year Programs

.. (1998). Introduction to engineering design & problem solving, 2 nd edition. New York, NY: McGraw-Hill Companies, Inc.6. Eide, Arvid R., Jenison, Roland D., Northup, Larry L., Mickelson, Steven K.. (2008). Engineering fundamentals & problem solving, 5th edition. New York, NY: McGraw-Hill Companies, Inc.7. Fleddermann, Charles B.. (2008). Engineering Ethics, 3 rd edition. Upper Saddle River, New Jersey: Pearson Education, Inc.8. Holtzapple, Mark T., Reece, W. Dan. (2005). New York, NY: McGraw-Hill Companies, Inc.9. Horenstein, Mark N.. (2002). Design concepts for engineers, 4 th edition. Upper Saddle River, New Jersey: Pearson Education, Inc.10. Jensen, James N.. (2006). A user’s guide to engineering

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

-efficacy for learning course material and academicachievement, and students who received a B reported higher levels of collaboration then studentswho earned an A or C. Female in the study reported greater use of informal collaborativelearning strategies than did male students. Stump and colleagues12 recognized that their study designs did not allow for a clear ideaas to the nature of the collaborative activities students self-reported. They suggested that futurestudies should examine ways to cultivate, support and extend informal collaborations forengineering students. Their studies involved mostly students in junior level courses, versus thecurrent study which involved first-year engineering students. Informal collaboration of

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

] M. Ashley, K. M. Cooper, J. M. Cala, and S. E. Brownell, “Building better bridges into stem: A synthesis of 25 years of literature on stem summer bridge programs,” CBE Life Sci. Educ., vol. 16, no. 4, 2017.[5] L. Chevalier, B. Chrisman, and M. Kelsey, “SUCCESS week: a freshmen orientation program at Southern Illinois University Carbondale College of Engineering,” pp. 7–8, 2001.[6] M. J. Grimm, “Work in progress - an Engineering Bridge Program - the foundation for success for academically at-risk students,” in Proceedings Frontiers in Education 35th Annual Conference, 2005, p. S2C–8.[7] M. Harkins, “Engineering Boot Camp : A Broadly Based Online Summer Bridge Program for Engineering

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan W. Krauss, Southern Illinois University - Edwardsville; Ryan Fries, Southern Illinois University - Edwardsville; Cem Karacal, Southern Illinois University - Edwardsville

Tagged Divisions

First-Year Programs

for non-NFS in fall 2013.The more generous distribution of letter grades in non-NSF sections might have helped withGPAs and motivated students to persist in engineering. Students may also choose to enroll in thenon-NFS sections to get an easier A or B. These factors may complicate the data analysis.Interpretation of the ResultsStudents who pass the NFS version of EPS are more likely to persist in engineering then studentswho pass the non-NFS version of EPS and this difference is statistically significant. This seems toimply that passing the NFS version of the course is a better indicator of success in engineering.Why are students who pass the NFS version of EPS more likely to persist in engineering thanstudents who pass the non-NFS version