Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Keyvani, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

First-Year Programs

commercialisation: student learning in a sustainable engineering innovation project, European Journal of Engineering Education, 32:2, 143-165, DOI: 10.1080/03043790601118689[8] Goldberg, D. E. (1996). Change in engineering education: One myth, two scenarios, and three foci. Journal of Engineering Education, 85, 107–115.[9] Rogers, D., Jr., Stratton, M. J., & King, R. E. (1999). Manufacturing education plan: 1999 critical competency gaps. Society of Manufacturing Engineers and SME Education Foundation.[10] S. F. Freeman, C. Pfluger, R. Whalen, K. Schulte Grahame, J. L. Hertz, C. Variawa, J. O. Love, M. L. Sivak and B. Maheswaran, (2016) Cranking Up Cornerstone: Lessons Learned from Implementing a Pilot

Conference Session

Design in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Noelle Comolli, Villanova University; William Kelly, Villanova University; Qianhong Wu, Villanova University

Tagged Divisions

First-Year Programs

student design is shown in Figure 2. Page 15.1205.7 (A) “kidney”  with filters  inside  Peristaltic  pumps  (B) Figure 2. A working model of one student group’s design of an artificial kidney. Picture (A) is the design drawing by student group and picture (B) is a design hooked up to the peristaltic

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

of howscience and mathematics are applied in STEM careers.Each summer ANSEP hosts multiple sessions with 54 middle school students per session whoare currently in sixth, seventh, and eighth grade and have at least a "B" average in science andmathematics courses. The number of selected students is equally divided by grade and by genderwithin each grade. All of the students live on the UAA Anchorage campus in the residence halls,learn to navigate the campus, and dine like college students.Acceleration AcademyThe objective for Acceleration Academy, the second component of the ANSEP longitudinalmodel, is for each student to arrive for their freshman year at the university fully preparedsocially and academically at an accelerated level for BS

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #26427Work in Progress: A Path to Graduation: Helping First-Year Low Income,Rural STEM Students SucceedDr. Carol S. Gattis, University of Arkansas Dr. Carol Gattis is the Associate Dean Emeritus of the Honors College and an adjunct Associate Pro- fessor of Industrial Engineering at the University of Arkansas. Her academic research focuses on STEM education, developing programs for the recruitment, retention and graduation of a diverse population of students. Carol also serves as a consultant specializing in new program development and grants. She earned her bachelor’s, master’s and Ph.D. degrees in Electrical

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline C. McNeil, University of Louisville; Angela Thompson P.E., University of Louisville; Nicholas Hawkins, University of Louisville

Tagged Divisions

First-Year Programs

, "Extreme Programming for Software Engineering Education?," Education, pp. 12-17, 2001.[2] J. T. Nosek, "The case for collaborative programming," Communications of the ACM, vol. 41, no. 3, pp. 105-108, 1998.[3] C. Mcdowell, L. Werner, E. Bullock, Heather and J. Fernald, "The impact of pair programming on student performance, perception and persistence," Proceedings of the 25th International Conference on Software Engineering, pp. 602-607, 2003.[4] J. Nawrocki and A. Wojciechowski, "Experimental evaluation of pair programming," European Software Control and Metrics Escom, p. 99–101, 2001.[5] B. Isong, T. Moemi, N. Dladlu, N. Motlhabane, O. Ifeoma and N. Gasela, "Empirical confirmation of pair programming effectiveness in the

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, Ohio State University at Marion

Tagged Divisions

First-Year Programs

section, the selection of peer mentors including the criteria, organization of sessions andcommunication methods are discussed. This paper explores a unique approach of utilizing peermentors who have successfully completed the coursework through an evaluation process. Theinstructors of the course are capable of assessing the overall performance of the students andprovides a suggestion to invite selected candidates for the possible mentor role. The pedagogicalapproach, expectations, intended outcomes, and other details has been described in some detail.Students who successfully completed the course and earned a grade of B or better are recruited toserve as peer mentors. Student who have outperformed on the software design project are thepossible

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jessica Ha, Florida Institute of Technology

Tagged Divisions

First-Year Programs

http://files.eric.ed.gov/fulltext/ED433048.pdf13 Shapiro, N.S. & Levine, J.H. (1999). Creating learning communities. San Francisco: Jossey-Bass.14 Boyer, E.L. (1987). College: The undergraduate experience in America. New York: Harper & Row.15 Gardner, J. (1986). The freshman year experience. College and University , 61 (4), 261-274.16 Hunter, M. A., & Linder, C. W. (2005). First-year seminars. In M. L. Upcraft, J. N. Gardner, B. O. Barefoot, & Associates, Challenging and supporting the first-year student: A handbook for improving the first year of college (pp. 275–291). San Francisco: Jossey-Bass.17 Murphy, R.O. (1989). Freshman year enhancement in American higher education. Journal of

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

assessment. Due to the method of testing, each (a) SCS1 and MCS1 (b) MCS1 (c) SCS1 (d) SCS1 without Q4 Figure 4: Score distributions for both SCS1 and MCS1.participant only completed one test (either MCS1 or SCS1). A point-biserial correlation wasperformed to find the strength of the association between score and the test students took (eitherMCS1 or SCS1) because the point-biserial correlation analyzes the relationship between adichotomous variable and a continuous variable, in this case which test was taken and the scoreon the test [16]. There was a correlation between score and test, which was statistically significant(rpb = .314, n = 672

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beverly K. Jaeger, Northeastern University; Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

ATmega Projects “Getting Started”. By the end of the period you should be able to work through: Using the Breadboard Understanding Schematics Building the ATmega Board Programming the ATmega Board2) Introducing Basic Kit Components: Light Emitting Diodes (LEDs), Buttons and Piezoelectric Speakers. Sample Instructions: Log on to the Machine Science web site and complete the ATmega Introductory Projects: Controlling an LED Using Button Switches Controlling a Speaker You should demonstrate the following with your programming board: a. Have your LED blink on for 2 seconds then off for 1 second b. Have your LED turn

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

project work took priority.Starting in the fall of 2011, the DTC program formed a partnership with the Center forLeadership at Northwestern University. The Leadership Center had created an extensive set ofexercises for assessing individual and team performance during a quarter-long design challenge.These exercises were designed to monitor and promote growth for both the individual and theteam in a more structured and systematic way than we had provided before. Through theassessments, teams had the opportunity to become more (a) aligned, (b) specific and(c) honest about each aspect of Katzenbach's definition as their work progressed. DTC facultywere strongly supportive of the collaboration with the Center because of their expertise inadministering

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Valerie C. Lundy-Wagner, New York University; Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Education 79, 67–79 (2006).31. Orr, M. K., Ramirez, N. M. & Ohland, M. W. Socioeconomic trends in engineering: Enrollment, persistence, and academic achievement. in Proceedings of the American Society for Engineering Education Annual Conference (2011).32. Terenzini, P. T., Cabrera, A. F. & Bernal, E. M. Swimming against the tide: The poor in American higher education. (2001).33. Walpole, M. B. Emerging from the pipeline: African American students, socioeconomic status, and college experiences and outcomes. Research in Higher Education 49, 237–255 (2008).34. Corbett, C., Hill, C. & St. Rose, A. Where the Girls Are: The Facts about Gender Equity in Education. (American Association of University Women, 2008). at 35

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

David Illig, Clarkson University; John Hrynuk, Clarkson University; Matthew Pennington, Clarkson University; John P. Dempsey, Clarkson University

Tagged Divisions

First-Year Programs

Additional 2D Plotting Exam 2 21 Lab 3 Review/ Lab 4 Preview/Exam 3 Lab 3 lecture 22 3D Plotting Lab 3 Part A 23 Cell Arrays Part I Lab 3 Part B 24 Cell Arrays Part II LabVIEW Introduction 25 Solving Linear Simultaneous Equations LabVIEW Programming 26 Symbolic Math LabVIEW Simulation 27 Review Exam 3 28 Exam 4 Course SurveysThe format of each lecture was also modified from Spring 2006. In Spring 2006, text waspresented on slides with few references to the textbook and few

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

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

59 99 Expected Grade A 273 136 61 103 B 105 51 27 55 5.78 0.449 C 9 7 4 5The last way the data was broken out was by anticipated grade in the course. Unfortunately,since the surveys were anonymous, there was no way to tie the survey results directly back to thecourse performance of the respondents. However, students were asked to identify their expectedgrade in the course, which was used to explore the preparation preferences of the students.This final categorization produced the largest variation in responses. Students who expected toreceive

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bruce W. Char, Drexel University; Isuru Daulagala, Drexel University; Nagarajan Kandasamy, Drexel University; Thomas T. Hewett, Drexel University

Tagged Divisions

First-Year Programs

outputresult1 else if B then output result 2” – producing the correct input-output behavior withoutbeing able to compute any other results correctly.How Cody autograding was used in the classThe course consisted of a weekly one-hour lecture in which new concepts were first introducedby the faculty instructor and a two-hour lab in which these concepts were further elaboratedusing examples by teaching assistants. During each lab the teaching assistant would help studentscomplete an ungraded, non-Cody, lab assignment. After this assignment, students would take aquiz administered through Cody Coursework that was 30 minutes long and generally consistedof one question. These quizzes contained material covered during the previous week's lecture andlab. The

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Broderick W. Carlin, University of St. Thomas

Tagged Divisions

First-Year Programs

forcomparison as the song displayed is largely instrumental and composed of soft, acoustic guitarmusic. In comparison with Fig. 3a one can note that the voltage peaks of the softer music aresignificantly lower in amplitude (0.5V vs. 1V). a. b.Figure 3. Jay-Z - Izzo at ~0:20-0:30 with computer volume at a) 100%; b) 50% Page 24.48.6Figure 4. Bon Iver - Halocene at ~0:20-0:30 with computer volume at 100%If one were to simply build the circuit based on the parts provided in the manufacturer parts kitexperience has shown that the circuit might not reach its

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua A. Enszer, University of Delaware; Jenni M. Buckley, University of Delaware

Tagged Divisions

First-Year Programs

enrollment first semesterintroduction to engineering course. The antecedent semester predated used of the gradingalgorithm (Pre-Algorithm), while the algorithm was implemented in the most recent iteration ofthe course (Post-Algorithm). Both versions of the course were co-taught by the same instructorsand utilized identical rubrics and assignment instructions for four of eleven weekly summativeassignments (Assignments A, B, C, and D). All assignments were subjective in nature andinvolved activities ranging from designing and administering stakeholder surveys to conductingvalidation experiments with an early-stage prototype. The Pre- and Post-Algorithm rubrics areshown in Appendix A.For both Pre and Post-Algorithm versions of the course, undergraduate

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

further improving thesemodules.High level summaries of Modules 1 through 3 are included in Appendix B, the initial plan was tohave these modules interjected respectively at each design phase. In reality seeds of teambuilding were needed in the beginning phases of the design process. Related to Tuckman’stheory on team development, it is during the forming and the norming stages that directintervention could be most effective [6]. Yet we also see the possibility of having a fourthmodule that might help sustain the team’s momentum in the performing stage. Though studentsare giving responses to the module in a team setting/context, what is operationalized in the studyis the individual as a team member. Therefore, the distinction here is the focus on

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 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

-0043.[2] A. J. Carroll, H. N. Eskridge, and B. P. Chang, “Lab-integrated librarians: A model for research engagement,” College & Research Libraries, vol. 81, no. 1, pp. 8–26, Jan. 2020, doi: https://doi.org/10.5860/crl.81.1.8.[3] K. Greer, A. N. Hess, and E. W. Kraemer, “The librarian leading the machine: A reassessment of library instruction methods,” College & Research Libraries, vol. 77, no. 3, pp. 286–301, May 2016, doi: 10.5860/crl.77.3.286.[4] A. Assor, H. Kaplan, and G. Roth, “Choice is good, but relevance is excellent: Autonomy- enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork,” British Journal of Educational Psychology, vol. 72, no. 2, pp. 261–278, Jun. 2002, doi

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

., Yasuhara. K., Barker. T. J., & Morozov. A, “Considering context: A study of first‐year engineering students,” in Journal of Engineering Education, 96(4), pp.321-334, 2007.[5] Dickrell, P., & Virguez, L. “Engineering Design & Society: A First-Year Course Teaching Human-Centered Design”. In 2018 World Engineering Education Forum-Global Engineering Deans Council (WEEF-GEDC) (pp. 1-4). IEEE, 2018.[6] B. D. Jones, “Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation”. International Journal of Teaching and Learning in Higher Education, 21(2), 272-285. 2009.[7] Matusovich, H. M., Streveler, R. A., & Miller, R. L. “Why do students choose engineering? A qualitative

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

RPM formedthe basis for the rating scale used to measure innovation25. Team innovation was defined as theextent to which the team’s prototype embodied both a) the existence of a novel, unique, andoriginal idea, and b) the effective implementation of the idea and functionality of the prototype21.Ratings of innovation were z-scored to standardize within rater.ResultsWe applied random coefficient models (RCM) to examine study hypotheses using Bliese andPloyhart’s model estimation procedures26, the statistical program R, and the Nonlinear andLinear Mixed Effects package (i.e., nlme27). Following Bliese and Ployhart, we first tested anintercept-only model to assess the amount of variance in learning residing between and withinteams. Intraclass

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

Quamrul H. Mazumder, University of Michigan, Flint; Ulan Dakeev, University of Michigan, Flint

Tagged Divisions

First-Year Programs

-efficacy. Procedia - Social and Behavioral Sciences; 29 (2011), 627 – 632.[2] Artino, R. A., & Stephens, M. J. (2008). Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors. Society for Information Technology & Teacher Education International Conference. ISBN 978-1-880094-64-8[3] Zajacova, B. (2013). Learning styles in physics education: introduction of our research tools and design. Procedia-Social and Behavioral Sciences; 106 (2013), 1786-1795.[4] Salamonson, Y., Everett, B., Koch, J., Wilson, I., Davidson, M. P. (2009). Learning strategies of first year nursing and medical students: A comparative study. International Journal of Nursing Studies; 46 (2009

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay A. Weitzen, University of Massachusetts, Lowell; Md Mamunur Rashid, University of Massachusetts Lowell; Stephen Johnston, University of Massachusetts, Lowell; Eric L. Maase, University of Massachusetts, Lowell; David J. Willis, University of Massachusetts, Lowell

Tagged Divisions

First-Year Programs

step of the committee was to conduct an assessment of course models at otheruniversities using the methodologies described in [1-5] as guidance to help design a program thatwould work for our students. As the committee looked at different curriculum models for thefirst-year programs there was a focus on peer and peer aspirant institutions, especially those withsimilar size and student body makeup. The factors that the committee looked at were: a. How program models align with our strategic goals b. How program models scale and their cost to operate c. How the program would work for OUR first year student cohort with its diversity and mix of residential and non-residential students. The

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Louisiana Tech University; Katie Evans, Louisiana Tech University; Stacey McAdams; Julie Gaudin; Madison Abigail Walker, Society of Women Engineers; Tyler Scott Fontenot

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the College itself. This could provide an option for first-year students who may feelisolated and are not associated with an organization.References[1] Touton, S., & McDonald, C., & Monte, A., & Hein, G. (2004, June), Engineers NeedMentors Too! Paper presented at 2004 Annual Conference, Salt Lake City, Utah.https://peer.asee.org/12899[2] Voyles, E. C., & Kowalchuk, R. K., & Nicklow, J. W., & Ricks, R. (2011, June), ResidentialPeer Mentoring Benefits Mentees: What about Mentors? Paper presented at 2011 ASEE AnnualConference & Exposition, Vancouver, BC. https://peer.asee.org/18705[3] Gattis, C., & Hill, B., & Lachowsky, A. (2007, June), A Successful Engineering PeerMentoring Program Paper presented at 2007

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Marc Christensen, Southern Methodist University; David Willis, Southern Methodist University; Scott Douglas, Southern Methodist University

Tagged Divisions

First-Year Programs

where course content and requirements are unique for each specific major. • It does not impose a common interdisciplinary “introduction to engineering” course, in which all students participate in the same lectures and laboratories5-8, thus maintaining the diversity of each department’s teaching and scheduling resources. • It involves course content change only; thus, there is no impediment to implementation caused by administrative changes to degree plans, graduation requirements, and the like. • It provides a balance between the conflicting needs of (a) offering enough technical content to allow a student to evaluate her or his choice of major and (b) showing the student what the

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie L. Walkup PE, Villanova University; John Komlos, Villanova University; Kevin A. Waters P.E., Villanova University

Tagged Divisions

First-Year Programs

course with project-based learning, ASEE Annual Conference and Exposition, June 20- 24, 2020 Montreal, Quebec, Canada.7. H. M. Matusovich, B. E. Barry, K. Meyers and R. Louis, A multi-institution comparison of identity development as an engineer BT – 118th ASEE Annual Conference and Exposition, June 26, 2011–June 29, 2011, American Society for Engineering Education Annual Conference & Exposition, 2011.8. S. Wee, R. M. Cordova-Wentling, R. F. Korte, S. M. Larson and M. C. Loui, Work in progress – Why many smart women leave engineering: A preliminary study of how engineering students form career goals, Proceedings – Frontiers in Education Conference, FIE, 2010.9. Osborne, J.W. and Jones B.D., Identification with academics and

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ariana Gabrielle Smies, Michigan Technological University; Erin Vandenbusch; Michelle E. Jarvie-Eggart, Michigan Technological University

Tagged Divisions

First-Year Programs

.” Paper presented at 2019 FYEE Conference, July 28, Penn State. Paper ID#28041[3] Bringardner, J., Georgi, G.W., & V. Bill. (2017) “Examples of Free Choice Open-Ended Design Projectsin a First-Year Engineering Course.” American Society of Engineering Education’s First Year EngineeringExperience (FYEE) Conference. July 31 – August 2, 2017, Columbus, OH Paper ID #20882.[4] Roszelle, N. B. (2019) “The Development of a First Year Design Project: Focusing on Creativity,Independence, and Design Understanding.” American Society of Engineering Education’s First YearEngineering Experience (FYEE) Conference. July 28, Penn State Paper ID #27994.[5] Meadows, L.A., & Fowler, R., & Hildinger, E.S. (2012), Empowering Students withChoice in the First

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

randomly selecting threeassignments from each of the 18 discussion sections. We first identified the type of activitiesstudents completed most frequently. Following a constant comparative method analysis, we thenidentified salient themes related to two broad categories: a) reasons to choose a specific type ofactivity and expectations of potential learning from it; and b) gains from the experience,expressed in terms of expectations being met, benefits obtained or learning generated byaccomplishing the task(s).Results & DiscussionMid-Semester Feedback Session & SurveyDuring the MSF session, 23 out of 58 small groups of students reported that homeworkassignments were a strength of the course, specifically identifying Homework #7

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Kia Bazargan, University of Minnesota, Twin Cities; Susan Mantell, University of Minnesota, Twin Cities; Joshua M. Feinberg, University of Minnesota, Twin Cities; Russell J. Holmes, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

 ​Proceedings,  IEEE  Frontiers  in  Education,  36th  Annual  Conference​,  San  Diego,  CA,  October  26  -31,  2006. Session S3G, pp. 1–6. [6]  G.  Heitmann,  “Project-oriented  study  and  project-organized  curricula:  A  brief  review  of  intentions  and  solutions,”  ​European  J.  of  Engineering  Education​,  vol.  21,  no.  2,  p.  121-131, 1996. [7]  H.  Qi  and  H.  Jack,  “A  scalable  course  project  to  accommodate  academic  variation,”  presented  at  the  2016  ASEE  Annual  Conference  &  Exposition,  New  Orleans,  LA,  June  26-29, 2016. Paper ID: 15437. [8]  K.  Meyers,  B.  P.  Conner,  and  A.  S.  Morgan,  “3-D  printing  in  a  first-year  engineering  design  project

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. While the students found the exercise difficult, 78.21% of the studentsthought the exercise helped them to see how all topics covered in CSC116 fit together, and89.74% of the students thought the exercise helped them to understand designing a 10program/application. The responses for the helpfulness of the exercise were very motivating forcontinuing to have similar exercises in future semesters. Examining the results of the commonrubric assessment, the students performed best with two rubric items: (a) Combining elements orideas in ways that are coherent and logical and (b) Adaptability and flexibility of thought. Forthese two rubric items, a major

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

W. David Harding, University of New Haven; Samuel Daniels, University of New Haven

Tagged Divisions

First-Year Programs

AC 2008-2194: USING MICROSOFT OUTLOOK FOR PERSONAL AND PROJECTPLANNING IN A FIRST YEAR ENGINEERING COURSEW. David Harding, University of New HavenSamuel Daniels, University of New Haven Page 13.1347.1© American Society for Engineering Education, 2008 Using Microsoft Outlook for Personal & Project Planning in a Freshman Year Engineering CourseAbstractA great variety of tools are available for use in the planning and organizing of project work.This paper discusses the use of Microsoft Outlook (Outlook) as a primary planning andorganizational tool for a first year engineering course; “Project Planning and Development.” Inthe course, Outlook is