Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

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Diversity

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First-Year Programs

, we have tracked retention of ourprogram’s students prior to and throughout our project progression to examine whether ourinterventions have affected student persistence. This paper reflects some of the currentconclusions drawn from this retention analysis.Data Analysis MethodsData presented here are of students enrolled in the program before and after the project began.We have analyzed and compared historic student demographics, course grades, academicprogression, retention, and graduation rates. We obtained student demographics, transcripts, andcourse grade information through the university’s enrollment management office. We alsocollected student demographics information via student survey within department-specificcourses. Enrollment

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

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First-Year Programs

training model involves: (1) practice with an activity like a student,(2) exposure to the research-base and/or theoretical underpinnings, (3) practice with interpretingstudent work, and (4) reflective comparison to an expert.16 These four training modelcomponents map to four professional development (PD) phases.Phase 1: Complete the Activity as a Student. Two to four weeks prior to the start of the semester,TAs are provided with the set of documents that the students will see as the MEA unfolds inclass. TAs are asked to solve the MEA individually. Once the TAs create their own solution tothe MEA and post it to the online MEA management system18, they are provided with copies ofthe I-MAP. The TAs are then asked to apply the MEA Rubric to their work

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

Tagged Divisions

First-Year Programs

Page 23.246.2design solicitation. Students are required to develop multiple designs; evaluate trade-offsbetween each design; justify decisions using engineering science calculations; develop computeraided models of the selected design; construct a physical prototype; and test and refine theirdesign prototype. Following testing and refinement, students present their designs during aformal presentation and submit a formal design report.In this paper, we provide an overview of our engineering curriculum, descriptions of the ES,EDP, and CSD modules, and a description of the final course project. We conclude the paperwith data related to course learning outcomes, and a reflection on the lessons learned.Curriculum BackgroundIn order for engineers to

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University, University Park; Tara Lynn Sulewski, Pennsylvania State University, University Park

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First-Year Programs

meeting is fortwo 50-minute periods which is twice that for a lecture-based course, reflecting the hands-onpracticum nature of EDSGN 100. At University Park, our facilities for the course allow for oneof the weekly meetings to be in a typical technology classroom with a computer tied to aprojector, and flexible seating with tables and chairs that can be moved around. Another class isin a room that has lab benches designed for each team to have a bench and two computers. Thisroom, called the “design lab,” also has a main computer with projector, as well as testing andmeasurement equipment. Adjacent to it is a workshop with woodworking tools that students canuse to make prototypes. This workshop also has a rapid prototyper that students can use

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. McKnight, Northeastern University; Michael E. Pelletier, Northern Essex Community College; Paula G. Leventman, Northeastern University

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First-Year Programs

Assessment (“What Challenging 16have you enjoyed about the HTT&T projects?” and Boring 4“What suggestions do you have to improve the Sense of 18experience for the future?”) elicited comments about accomplishmenthow satisfying it was to see changes in code reflected *Number of students – out of a total ofin the response of the instruments and a desire to see Page 25.46.12more hands-on projects. 29 – who checked given response

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, combining the Fall 2019 and Winter 2020 data for a totalof 226 responses. The total incoming freshmen class consisted of roughly 450-500 students, sothe responses were gathered from more than half of the class. These data are useful inunderstanding incoming student preparation, and which areas they may perceive as relativestrengths because of this preparation.We present here the data combined from Fall 2019 and Winter 2020 data, summarized in table 1below. For the areas of project management and secondary research, the majority of studentsgenerally perceived that they had enough or a lot of knowledge in these areas, as reflected byboth their self-reported knowledge and an analysis of their narrative responses. Appendix Aincludes the full survey

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

Tagged Divisions

First-Year Programs

semester.Background on Problem Being AddressedIn the first-year engineering program at Vanderbilt University, students take a three-credit coursein the fall of the first year called Introduction to Engineering. The Introduction to Engineeringcourse is broken into three modules, each consisting of 14 sections. Because the program aspiresto preview what students can expect to learn in each major and the possible career paths thatcould follow, students are encouraged to explore modules that align with their interests or thatfall outside of their previous experiences.While the design of each course section reflects the expertise and interests of the individualinstructor who leads it, most sections include problem-based learning opportunities and someform of

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Briceland McLaughlin, Boise State University; Nick Hudyma, Boise State University; Robert Hamilton P.E., Boise State University; Bhaskar Chittoori P.E., Boise State University; Mojtaba Sadegh, Boise State University; Sondra M Miller P.E., Boise State University

Tagged Divisions

First-Year Programs

as to thecontent of their coursework and neither of these goals are easily met in large-format courses thatserve all majors [6].Students desire a community of peers and faculty as well as a sense of belonging [7] within theirmajor. Belonging can be developed in many ways, but a core piece of belonging is knowing whatyou belong to. When students understand what they are studying, they can connect their input(academic effort) to an output (degree attainment, career) that reflects their values and self-identity now and, in the future, [8]. A large contributing factor to programs not being able to helpstudents make connections is a lack of major-specific courses available where students can findand spend structured time with peers/faculty in

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica B. Setien, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Matthew B. A. McCullough, North Carolina Agricultural and Technical State University; Stephen B. Knisley, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

selected demographic groups. Females (24.8) reported ahigher level of negative impacts from COVID-19 than Males (26.2). We found no notabledifference in COVID-19 impact between Black or African American students and non-Black orAfrican American students. The data do reflect some noticeable difference in COVID-19 impactand employment status with students who are employed full-time reporting fewer negativeimpacts (29.8), students who are employed part time and students who are unemployed.Students across all income categories report at least some negative impacts from COVID-19 withscores on the index ranging from a low of 24.8 for students with annual household incomes of$20,000-$39,999 to 26.4 for students with annual household incomes of less than

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines

Tagged Divisions

First-Year Programs

tool developed by Edmonson (1999) was consideredfor the next research stage to analyze the team as a whole entity (for insights on internalization);focusing on a research framework that will potentially be bi-modal for courses online and in-person will take precedence.Online team building will require modifications and presumably a different approach than in-person team building; hence this is a relevant area to be explored. To better understand therobustness of the “Psych Safe” modules, the purpose of the modules will be better aligned witharticulation of autonomy, competence and relatedness; which will be reflected in the qualitativesurvey questions. We also look forward to results from Spring 2020, that includes the controlgroup comparison

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

that was required to correctly assemble a cookiesandwich that would meet all of the quality control requirements. In other cases, the approachesused to teach the volunteers (lecture v. demonstration) during the training period would cause thevolunteers to be confused or forget information about each person’s role. Throughout the project,communication topics such as learning styles and intercultural communication were discussed inclass to prepare students for the training period and assembly test. The goal of this project wasfor students to experience the importance of effective communication. A final presentation andreport provided an opportunity for the teams to reflect what went differently than they hadanticipated in the Cookie Sandwich

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

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First-Year Programs

students (92.8%). Persistence for years two and threeis also high, but indices beyond the 3rd year deteriorate. Institutional data shows an on-timegraduation rate of less than 10% and a graduation rate of roughly 50%. At UPRM, graduationrates show a decline of more than fifteen perceptual points across the years as denoted in Figure1. A snapshot of similar indicators in function of family income reveals that trends are markedlylower for students from low-income families, as seen in Figure 2 for data from 2016. AcknowledgmentThis research was supported by the National Science Foundation under Award No. 1833869.Any opinions, findings, conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

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Diversity

Tagged Divisions

First-Year Programs

goals, and the academic work they will accomplish during their timeat Tufts. They have the opportunity to reflect and discuss topics including, but not limited todiscerning their major, exploring Study Abroad program options and applying for internships.They also spend time discovering different forms of research and talking with faculty about theirexperiences with research. Additionally, the scholars hone their writing, producing a personalstatement, updating & polishing their resume and cover letters, as well as perfecting the mannerin which they verbally express their goals and accomplishments.Since its inception, the RISE cohort has grown as the Center for STEM Diversity works withAdmissions to determine which students will be invited

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenahvive K. Morgan, Michigan State University; Roya Solhmirzaei, Michigan State University; Hadi Salehi, Michigan State University

Tagged Divisions

First-Year Programs

thisengineering course. There are two team-based design projects that the students complete. Thefirst lab project consists of programming Lego EV3 robots using Simulink (MATLAB) software.The robots are programmed to use a reflected light sensor to autonomously traverse a path. Inaddition to travelling the path, students will need to locate, lift, and transport a load to aprescribed location. Each team of students will have created their own robot and code tocomplete the task assigned. The second lab project involves a choice of five projects. Theseprojects are the solar car project, cell phone application design, the 3D printing project (Figure1), heat exchanger design, and an industry-sponsored project. Student teams create a proposal fortheir desired

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

First-Year Programs

acclimatizing themselves to the university usually find that discovery process to be aself-motivated activity. They wander about finding whatever they happen to be interested in ormanage to accidentally encounter. These novices move about the university without anyoneproviding them any direction in their search. The problem with this method is that it simplybecomes an activity that is hit or miss in allowing students to discover what the university reallyprovides in the way of interesting pursuits and helpful means to accomplish one’s final focus forcareer pursuit. Students reflect that when told to go places and find pertinent information aboutthe location or the people who exist there, they comply with the assignment and in many casesfind interests

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

study indicatesthat educational efforts focused on active faculty engagement and self-reflection are needed toeffect the change in faculty conceptions of teaching and movement towards student-centeredpedagogical practices geared towards student intellectual development and conceptual change.Moreover, faculty teaching conceptions must be made explicit to facilitate a thoughtful,constructive dialogue regarding engineering education reform. It may be useful for faculty tocome together and share best practices to encourage a culture of common pedagogicalinnovation. In addition, faculty may benefit from experience in team-teaching, which may Page

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout; Matthew Wigdahl, Oaklawn Elementary School; Charis Dawn Collins, Oaklawn Elementary School

Tagged Divisions

First-Year Programs

that we were onlymoderately successful in constructing a meaningful and purposeful design experience. While theK12 instructor has been using a project framework such as this for many years, this was the firstattempt at guiding students through a process aligned more closely with an engineering designproject and with the purpose of designing something meaningful and useful.With the next iteration of this project, we are attempting to enhance the project with two additionsto the framework for the K12 students: 1. Students will now reflect on their project weekly, in the form of a written blog posts. The goal is to encourage the students to have better focus in their planning and prototyping by providing time to think 6 . It is

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle E. Jarvie-Eggart, Michigan Technological University; Laura Kasson Fiss, Michigan Technological University; Karla Saari Kitalong, Michigan Technological University

Tagged Divisions

First-Year Programs

in the Pavlis Honors College at Michigan Techno- logical University. She holds a PhD from Indiana University in English (2013). Her work has appeared in Victorian Periodicals Review, The Lion and the Unicorn, and The Cambridge Companion to Gilbert and Sullivan. In addition to her research on Victorian humor, she conducts higher education research and scholarship on issues of inclusion, reflection, and innovation.Dr. Karla Saari Kitalong, Michigan Technological University Karla Saari Kitalong is Professor of Humanities at Michigan Technological University and director of the program in Scientific and Technical Communication. Her research and teaching interests are situated at the intersections of visual rhetoric

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary

Tagged Divisions

First-Year Programs

importance of considering team composition variables when grouping students into projectteams. Second, it calls attention to the temporal nature of exploratory and exploitative learningactivities. Third, it suggests future research is needed to examine the implication of theselearning activities on outcomes other than innovation (e.g., individual learning, project grades,team potency).IntroductionEngineering educators implement team-based project work expecting it will lead to interpersonalskill development, knowledge sharing, information dissemination, and individual and teamlearning. Unfortunately, practice has outpaced research, reflected in a lack of studies on teamlearning processes1, and a call for more research on team-level learning

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James A Middleton, Arizona State University; Stephen J Krause, Arizona State University; Kendra Rae Beeley; Eugene Judson, Arizona State University; John Ernzen; Ying-Chih Chen, Arizona State University

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First-Year Programs

professional development was not sufficient to change the nature of their teachingpractice. So the majority of participants, in practice, had not actually progressed into a trueadoption of innovation9, possibly because of opportunity to collaborate and create a communityto support their burgeoning knowledge and attitudes of learner-centered practice. Drilling down to engineering, in a recent study by McKenna et al., engineering facultyworked in collaboration with learning scientists to develop student-centered conceptual changeinstructional methods. They determined the extent to which engineering faculty felt they werechanging their pedagogy toward student-centered learning and found that the greater the extentof collaborative reflection

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

First-Year Programs

accuracy (CE) beforecommunicating the solution (S). Finally, reflect on the process through self-assessment (S).Data Collection MethodsFaculty were not required to use PROCESS in their classes and the level of integration of thePROCESS problem solving structure into classroom lectures varied across instructors. Beforethe semester started, faculty were provided with Figure 1, the PROCESS rubric, and acomprehensive user guide complete with code definitions and grading examples to help themdetermine whether they wanted to utilize PROCESS in their classroom instruction as a problemsolving structure. In addition, all course sections were assigned a graduate teaching assistant thatparticipated in a four-hour interactive training session on grading with

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean P. Brophy, Purdue University, West Lafayette (College of Engineering); Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering)

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First-Year Programs

engineering careers.AcknolwedgementsWe appreciate the support of Purdue University’s School of Engineering Education and the FirstYear Engineering Honors Program for their support of this study. The views expressed by theauthors do not necessarily reflect the views of these agencies.References[1] Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12classrooms. ​Journal of Engineering Education​, ​97​(3), 369-387.[2] Bennedsen, J., & Caspersen, M. (2008). Model-driven programming. In ​Reflections on the Teaching ofProgramming​ (pp. 116-129). Springer Berlin Heidelberg.[3]Cognition and Technology Group at Vanderbilt. (1997). ​The Jasper Project: Lessons in curriculum, instruction,assessment, and

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Todd R. Hamrick, West Virginia University; Lizzie Santiago, West Virginia University; Kristin Brewster, West Virginia University

Tagged Divisions

First-Year Programs

academia after a 22-year engineering career in industry. During his career, Dr. Hamrick served in a broad range of positions in- cluding design, product development, tool and die, manufacturing, sales, and management. His teaching style brings practical, innovative, experience-based learning to the classroom, where hands-on projects that reflect real-world applications are valued by students. His teaching interests include active learning, robotics, and study abroad.Dr. Lizzie Santiago, West Virginia University Lizzie Y. Santiago, Ph.D., is a teaching assistant professor for the freshman engineering program in the Benjamin M. Statler College of Engineering and Mineral Resources. She holds a Ph.D. in chemical

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Arizona State University

Tagged Divisions

First-Year Programs

beliefs. Encouragement and verbal support from others will increase one’s effortand persistence to accomplish a task. People who have been persuaded that they lack thecapabilities to accomplish a certain task will often avoid that task. It is more difficult to increaseself-efficacy beliefs by verbal persuasion alone than it is to undermine it. The fourth and theleast influential source of self-efficacy is physiological arousal, where people interpret theiremotional states as a reflection of their capability to accomplishing a given task or goal 3.Self-efficacy is domain-specific; it must be considered in terms of a specific situation. Thereforewhen referring to “tinkering” self-efficacy in an engineering design class, only the skills

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

Tagged Divisions

First-Year Programs

pre-advising week (7th week ofthe semester) to discuss progress towards degree and to plan their course schedule. Each advisorcompletes an Academic Progress Report Form for student records. Additionally, each STEPstudent is assigned a STEP Mentor to monitor student’s matriculation in the college. Studentsmeet their STEP Mentor at least once every semester and submit a minimum of two courseprogress reports from the instructor for each course taken. The STEP academic advising processis also built around three touch-points to provide all students with key opportunities to develop,review, and act upon a learning plan for degree completion. In the first freshman quarter (nowsemester), the students submit a reflective essay documenting their

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Deborah Worley, University of North Dakota; Jeremiah J. Neubert, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, University of North Dakota

Tagged Divisions

First-Year Programs

confident” in their mathematical abilities,“somewhat prepared” to take calculus, and “somewhat confident” in their ability to succeed inengineering after taking the summer bridge course. One student reflected a feeling of “veryconfident” in mathematical abilities, “very prepared” to take calculus, and “extremely confident”in ability to succeed in engineering after taking the summer bridge course.Engineering retention ratesAlthough student records have not yet been received to determine enrollment patterns in mathand engineering courses and academic major selection following bridge course completion, wereviewed student responses to questions about intent to take math and engineering courses, aswell as identification of intended major. This line of

Conference Session

Design in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Richard Bennett, University of Tennessee, Knoxville; Will Schleter, University of Tennessee, Knoxville

Tagged Divisions

First-Year Programs

Forms Page 15.1063.8To facilitate grading in a large class, much of the feedback from the projects is obtained by theuse of online forms. Each student is required to fill out an online form as part of their grade.The online forms are used both for students to record their data, as well as to reflect on theirperformance as a team.The first team project that the students accomplish is usually an estimation project (e.g. Paint theJumbotron Orange). The feedback form for this project focuses on the performance as a team.The questions asked are:  List all the members of your team.  Did your team choose a leader?  Did your team make a plan

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Jeffrey Ringenberg, University of Michigan; Marcial Lapp, University of Michigan

Tagged Divisions

First-Year Programs

fina inalists are chosen from the pool of lab section wininners by thecourse staff based upon the comm ments received and also on the quality of the preresentations.Once the period of online reflecti ction and finalist selection is complete, the two finalists fin deliverthe actual exam review lecture fo for the entire class. Once the teams finish, the class cl is given fiveto ten minutes to reflect on the prresentations with their peers while the course staff

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Divisions

First-Year Programs

turnout ofmore than 610 engineering freshmen which was a good compromise between our two fears: thatvery few students would attend or that all 1,137 of our freshmen would show and overwhelmboth our facility and our industry partners.In reflecting on the inaugural Freshman Career Exploration Evening, it occurred to us that theevent seemed to have taken place in a vacuum with little actual and deliberate ties to otherlearning and developmental experiences that our engineering freshmen encounter. With this inmind while preparing for the 2011 event, the ASU Engineering Career Center developed amultifaceted freshman career exploration curriculum that plugged into the engineering successcourses starting that fall. The Freshman Career Exploration

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohammad Esmaeili, University of Dayton; Ali Eydgahi, Eastern Michigan University

Tagged Divisions

First-Year Programs

exiting problems,and work in a team [1, 2, 7]. It has been reported that students’ retention of the information willnot be gained only by receiving it verbally or visually. It rather needs to be utilized towardproblem solving [2, 8-10]. Page 23.264.2Active learning has been defined [6] as the process of having students engaged in some activitiesthat forces them to reflect upon ideas and how they are using those ideas. This requires studentsto regularly assess their own degree of understanding and skill at handling concepts or problemsfor attainment of knowledge by participating in project activities in a particular discipline. Inanother words, the