Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

graduationoutcomes, comparing ELC participants and non-participants for each ELC cohort (not just thefirst-year students from Fall 2019), and integrating qualitative data to provide a more complexand nuanced view of the many factors that impact student success and retention in undergraduateengineering programs.AcknowledgmentThis work is supported by NSF S-STEM #1833983.References[1] M. Matthews. “Keeping students in engineering: A research-to-practice brief.” ASEE. https://www.asee.org/retention-project/keeping-students-in-engineering-a-research-guide-to- improving-retention (accessed February 23, 2021).[2] D. Garcia. “One size fits all? One size fits none! A custom computer science education proposal,” presented at the 2nd

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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First-Year Programs

undergraduate and secondary students: STEM focus,” Innovative Higher Education, vol. 29, no. 39, pp. 375-385, doi: 10.1007/s10755-014-9286-3[14] R. J. Rabb, R. W. Welch, W. J. Davis, D. D. Ragan, and J. Geathers, “Small mentoring efforts that make a big difference for retention,” paper presented at the ASEE Annual Conference and Exposition, Tampa, FL, USA, June 2019.[15] N. B. Brown, J. Velarde, and D. J. Mascaro, “Using peer mentoring to enhance student experience and increase retention in mechanical engineering,” paper presented at the ASEE Annual Conference and Exposition, New Orleans, LA, USA, June 2016.[16] C. Kiassat and R. Elkharboutly, “Peer mentoring, learning strategies course, and online math help

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica A. Kuczenski, Santa Clara University; Laura Doyle, Santa Clara University

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Diversity

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First-Year Programs

Engineering Department at Santa Clara University. With additional interventions andattention to the goal of creating a welcome and inclusive atmosphere, racial discrimination,sexism and other forms of discrimination can be reduced.References [1] DiClementi, J. D., & Handelsman, M. M. (2005). Empowering students: Class-generated course rules. Teaching of Psychology, 32, 18–21. [2] Hertz, J. L., & Davis, D., & O'Connell, B. P., & Mukasa, C. (2019, June), gruepr: An Open Source Program for Creating Student Project Teams Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32880 [3] Hertz, J. L., & Freeman, S. F. (2020, June), gruepr, an Open Source Tool for Creating

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

AJ Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Nathan D. Manser, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Ken Thiemann, Michigan Technological University

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First-Year Programs

Paper ID #34189Engaging Students in Synchronous, Remote, or Hybrid First-YearEngineering CoursesDr. AJ Hamlin, Michigan Technological University AJ Hamlin is a Principal Lecturer in the Department of Engineering Fundamentals at Michigan Tech- nological University, where she teaches first-year engineering courses. Her research interests include engineering ethics, spatial visualization, and educational methods. She is an active member in the Mul- tidisciplinary Engineering and the Engineering Design Graphics Divisions of ASEE. For the Multidisi- plinary Division she has served as the Secretary/Treasurer, Program Chair, and

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

opportunity to integrate evidence-based education practices into the lab portion of the coursethat aimed to aid in students’ learning of technical writing practices. Table 1 compares Autumn2019’s lab schedule and associated technical writing post-lab assignments with Autumn 2020’slab schedule and associated technical writing post-lab assignments.Table 1: Autumn 2019’s lab & assignment schedule compared to Autumn 2020. Post-labs with technical writingfocus that are part of the complete quantitative analysis for this paper are denoted with blue text. Post-lab Full LabReports used for comparisons through t-tests are denoted with red **. Week Autumn 2019 Autumn 2020 Lab

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

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First-Year Programs

Year. Paper presented at 2012 ASEE Annual Conference, San Antonio, June. Paper ID# 21282[6] Shepard, T. (2013), Implementing First Year Design Projects with the Power of Choice. Paperpresented at 2013 ASEE Annual Conference, Atlanta, Georgia, June. Paper ID# 19722[7] Shepard, T., & Choi, J., & Holmes, T. D., & Carlin, B. W. (2015), The Effect of ProjectConstraints on First Year Microcontroller Projects. Paper presented at 2015 ASEE AnnualConference and Exposition, Seattle, Washington. June. 10.18260/p.24860[8] Dunnigan, K. A., Bringardner J., and G. W. Georgi (2019) “From Pre-Defined to Open-Ended Projects:Evaluating First-Year Ability to Innovate and Problem Solve.” American Society of EngineeringEducation’s Annual Conference

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Alley, Pennsylvania State University; Kaitlyn Pigeon, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

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First-Year Programs

revising film series. Using results of customer interviews, surveys ofstudents who have viewed films, and film analytics, we have created four prototypes of the film series since Summerof 2019. After creating a minimum viable prototype of the film series, we tested the series invarious technical courses during the Fall 2019 semester. In these tests, students viewed the filmseries before a class period, responded to oral questions about the content of the film seriesduring the class, and then completed a short survey about the film series at the end of class. Thesurvey focused on biggest surprises of the film series and suggestions for making the film seriesmore effective. As a third means of developing our film series, we tracked the

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Kerry Meyers, University of Notre Dame

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First-Year Programs

.[6] Meyers, K. and Goodrich, V. (2019) Engineering Major Certainty: A Look at MajorDiscernment Initiatives Pre and Post. American Society for Engineering Education NationalConference, Tampa, FL.[7] Reid, K., Reaping, D., and Spingola, E. (2018) A taxonomy for introduction to engineeringcourses. The International journal of engineering education, ISSN-e 0949-149X, Vol. 34, no. 1,2018, pg. 2-19.[8] M. Jean Mohammadi-Aragh, et al., “Hybrid Engineering Matriculation Model to PromoteInformed Engineering- Major Selection Decisions,” 2015 ASEE Annual Conference &Exposition, Seattle, Washington., 2015, pp. 26.867.1 - 26.867.14[9] C. Brozina and K. Meyers, Engineering Major Discernment: A Model for Informing Studentsand Offering Choice Paper

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashish D. Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Roobini Vijayabalan; Athira Suresh Kumar Nair

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First-Year Programs

and Performance in First-Year Engineering CoursesIntroductionThis full evidence-based paper discusses an elaborate analysis conducted to compare studentparticipation and performance in two courses amidst all the changes and adjustments that tookplace due to the COVID-19 pandemic. We look at the impact of sudden interruption and transitionto remote learning in Spring 2020 and at Fall 2020, which was offered in converged (students canchoose to attend class face-to-face or synchronous remotely) and synchronous online mode.Student data from Fall 2019, where the courses were offered in the usual face-to-face setting, iscompared to the two abovementioned semesters. This section provides a brief overview on the twocourses that were analyzed and

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Mary A. Robinson, University of Waterloo

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Diversity

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First-Year Programs

somewhat remarkably, there has been very littleinvestigation into the impact of these breaks on students. At the University of Waterloo, a two-day fall break, following the holiday Monday of Canadian thanksgiving (the second Monday inOctober) was added on a three-year trial starting in 2016, with the stated goal of helping studentmental health by allowing a time to catch up on classwork before the stressful midterm period.Fall break was extended to be a full week at UWaterloo beginning in fall 2019 on a three-yeartrial, based on the resounding positive response captured in institution-wide student surveys.In 2017, the authors noticed a reduction in midterm grades for specific populations of first-yearengineering students following the fall break

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

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First-Year Programs

, 2017.[9] Rios, O. and Fadda, D., “Using Computer Simulations in a Freshman Mechanical Engineering Course toMake Informed Design Decisions,” ASEE Annual Conference and Exposition, Tampa, FL, 2019.[10] Rios, O. and Fadda, D., “A Conceptual Design Activity for a First-Year Mechanical Engineering Course,”ASEE Annual Conference and Exposition, Salt Lake City, UT, 2018.[11] Wickert, J. and Lewis, K., An Introduction to Mechanical Engineering, Fourth Edition, CengageLearning, Boston, MA, 2017.[12] Fadda, D., Rios, O. and Vinay, R., “Teaching Modalities During the COVID-19 Pandemic,” ASEE Gulf-Southwest Section Annual Conference, Baylor University, 2021.Appendix AThe tables below show the results to the survey question. Responses were recorded on a 5

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

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First-Year Programs

(if they chose to) during alternatingweeks.Student teams were formed using the CATME [16] software like previous semesters. The onlymodification was that if students notified the instructor in advance that they would join the classvirtually exclusively, they would be teamed up with other entirely virtual students if possible.Teaching materials and assessment in Fall 2020 were largely kept the same as in Fall 2019.Quizzes and exams had to be done online instead of in-person. Project presentations and demoswere switched to Zoom. Rather than students working with their teammates side by side in atraditional lab setting, they were assigned to their team’s Zoom breakout room for discussion andgroupwork. Instructor and teaching assistants

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

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First-Year Programs

engineering undergraduate students," Journal of Engineering Education, vol. 94, no. 2, pp. 215-221, 2005.[14] J.W. Lounsbury, J.J. Levy, S.-H. Park, L.W. Gibson and R. Smith, "An investigation of the construct validity of the personality trait of self-directed learning," Learning and Individual Differences, vol. 19, pp. 411-418, 2009.[15] Cavalli, M.N., A. Grice, “Work in Progress: Openness, Conscientiousness, Self- Direction, and Mindset in First-Year Engineering Students”, ASEE Annual Conference and Exposition, Online, 2020.[16] “International Personality Item Pool.” Accessed on: August 15, 2019. [online]. Available: https://ipip.ori.org/.[17] K. De Castella and D. Byrne, “My intelligence may be more

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kevin J. Lindsay, University of North Carolina at Charlotte; Meg Harkins, University of North Carolina at Charlotte; Rachael Ohu, University of North Carolina at Charlotte; Sherman Mumford, University of North Carolina at Charlotte; Linda A. Thurman, University of North Carolina at Charlotte

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Diversity

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First-Year Programs

Engineers and Surveyors as the public member andher term expired Dec. 2019. She was the first public member to serve as the NC board chair (2018) .She is also heavily involved as an ASEE-CIPD Board member and in 2019 she was elected to be CIECTreasurer and the Assistant PIC V. Ms. Thurman is also member of the WiMfg national and NC Chapterand SoACE and NCACE. American c Society for Engineering Education, 2020 Work in Progress: A Holistic Approach to the First-Year Engineering ExperienceIntroductionThe University of North Carolina (UNC) at Charlotte is North Carolina’s urban researchuniversity. The William States Lee College of Engineering (COE) at UNC Charlotte

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

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Diversity

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First-Year Programs

literature. Some specificcollegiate courses that have documented their use of exam wrappers include engineeringmechanics [4], food science and human nutrition [5], introductory science [6], as well asintroductory calculus, statistics, and chemistry [1].Modified Exam WrapperIn order to meet the needs of our students, a modified exam wrapper assignment has beenimplemented in the learning strategies course associated with the GELC. The first iteration,detailed in our 2019 ASEE paper [2], took place in Fall 2018. The second iteration, which will bethe primary focus of the current paper, took place in Fall 2019. For the purposes of this paper,the students enrolled in the learning strategies course during the Fall 2018 semester will bereferred to as the

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gustavo B. Menezes, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles; Ni Li, Northwestern Polytechnical University; Emily L. Allen, California State University, Los Angeles

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Diversity

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First-Year Programs

Foundation.References[1] Menezes, G. B., & Won, D., & Tufenkjian, M., & Allen, E. L., & Schiorring, E. (2017, June),An Integrated First-Year Experience at ECST (FYrE@ECST) Paper presented at 2017 ASEEAnnual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27573[2] Menezes, G. B., & Allen, E. L., & Ragusa, G., & Schiorring, E., & Nerenberg, P. S. (2019,June), Board 106: Quantitative and Qualitative Assessment of Large-scale Interventions in aFirst-year Experience Program Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. https://peer.asee.org/32177[3] Kornblum, S. L., & Avery El, Z. K., & Menezes, G. B., & Won, D., & Allen, E. L. (2017,August), Enhancing

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M Gillespie, University of New Haven; Goli Nossoni, University of New Haven

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Diversity

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First-Year Programs

University.References[1] C. Seemiller and M. Grace, “Educating and engaging the next generation of students,” About Campus, vol. 22, pp. 21-26, 2017.[2] J. Cruz and N. Kellam, “Beginning an Engineer’s Journey: A Narrative Examination of How, When, and Why Students Choose the Engineering Major,” Journal of Engineering Education, vol. 107, no. 44, pp. 556-582, 2018.[3] P. C. Rickes, “Generations in flux- How Gen Z will continue to transform higher education Space,” Planning for Higher Education Journal, vol. 44, no. 4, 2016.[4] L. S. Nadelson et al., “Knowledge in the making: What engineering students are learning in makerspaces,” in Proceedings, 2019 ASEE Annual Conference and Exposition, June 2019, Tampa, FL.[5] R. M. Carbonell, M. E

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wujie Zhang, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering; Anne Alexander, Milwaukee School of Engineering; Jill Meyer, Milwaukee School of Engineering

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First-Year Programs

Paper ID #28830Increasing Motivation and Enhancing the chemistry enrichment experienceof incoming students’ through the use of lectures related to chemistryin engineering and ALEKS R systemDr. Wujie Zhang, Milwaukee School of Engineering Dr. Wujie Zhang, a Biomedical and Food Engineer, is an associate professor in the Physics and Chemistry Department at MSOE. He has been recently named ”20 under 40” by the ASEE Prism magazine. With a committed interest in lifelong learning and engineering education, he has been an eager participant in various workshops and programs, such as the ASEE Virtual Communities of Practice (VCP) program

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; James Coffin

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Diversity

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First-Year Programs

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Charles Minor, Clemson University; Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University

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First-Year Programs

Research in Undergraduate Mathematics Education, vol. 5, no. 1, pp. 97-128, 2019.[4] N. Klingbeil, and T. Bourne, “The Wright State Model for Engineering Mathematics Education: A Longitudinal Study of Student Perception Data,” Proceedings of the 2014 ASEE Annual Conference and Exposition. Indianapolis, IN: American Society for Engineering Education, 2014.[5] J. Ahmad, J. Appleby, and P. Edwards, “Engineering mathematics should be taught by engineers!” In N. Gordon (Ed.), Proceedings of Undergraduate Mathematics Teaching Conference (pp. 32–40). Birmingham, Alabama: University of Birmingham, 2001.[6] L.L. Long III, L.M Abrams, L. Barclay, and J. Paulson, “Emulating the Wright State Model for

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jessica Ohanian Perez, California State Polytechnic University, Pomona; Cesar Moreno

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Diversity

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First-Year Programs

- cation. He has served on the ASEE Pacific Southwest Section Board of Directors since 2014, including serving as the PSW Section Chair for 2018-2019.Dr. Jessica Ohanian Perez, California State Polytechnic University, Pomona Jessica Ohanian Perez is an assistant professor in Electromechanical Engineering Technology at Califor- nia State Polytechnic University, Pomona with a focus on STEM pedagogy. Jessica earned her doctorate in education, teaching, learning and culture from Claremont Graduate University. Her research focuses on broadening participation of marginalized group in engineering and investigating alternate paths to the field.Mr. Cesar Moreno c American Society for Engineering

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

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Diversity

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First-Year Programs

ASEE Board of Directors’ Advisory Committee on P-12 Engineering Education.Dr. Richard J. Freuler, Ohio State University Richard J. (Rick) Freuler is a Professor of Practice and the Director for the Fundamentals of Engineer- ing for Honors (FEH) Program in Ohio State’s Department of Engineering Education in the College of Engineering. He teaches the two-semester FEH engineering course sequence and is active in engineering education research. He is also affiliated with the Mechanical and Aerospace Engineering Department and conducts scale model investigations of gas turbine installations for jet engine test cells and for marine and industrial applications of gas turbines at the Aerospace Research Center at Ohio State

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., Binghamton University; Peter J. Partell, Binghamton University; Meghan Crist, Binghamton University

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First-Year Programs

those who did not to determine if thereexists a similar pattern to that found with students who took the surveys and those who did not.Question Q20 – How do you think you are doing in your engineering courses? – was only addedto the mid-semester survey in the fall 2019 semester. The main motivation when the survey wasfirst done was assessing student performance in their mathematics and science courses. Theauthors plan to report on results of this newer survey question in future work.References[1] S. Gratiano and W. Palm, Can a five-minute, three-question survey foretell first-yearengineering student performance and retention?, Proceedings of the 123rd ASEE AnnualConference & Exposition, New Orleans, LA.[2] M. Anderson-Rowland, A first year

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University-Daytona Beach; Angela Thompson P.E., University of Louisville; Matthew A. Verleger, Embry-Riddle Aeronautical University-Daytona Beach; Farshid Marbouti, San Jose State University; Nishith Shah; Pujan Thaker, Embry-Riddle Aeronautical University-Daytona Beach

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First-Year Programs

, "Impact of a modeling intervention in an introductory programming course," presented at the 2019 ASEE Annual Conference & Exposition Tampa, Florida, 2019. [Online]. Available: https://peer.asee.org/32918.14. K. J. Rodgers, M. A. Verleger, and F. Marbouti. " Comparing Students’ Solutions to an Open-ended Problem in an Introductory Programming Course with and without Explicit Modeling Interventions. " In American Society for Engineering Education (ASEE) 127th Annual Conference and Exposition. 2020.15. J. P. A. Omer Farook, A. Kulatunga, A. Ahmed P.E., W. Yu, Y. Lee, H. A. Alibrahim, "Freshman experience course in electrical and computer engineering technology emphasizing computation, simulation, mathematical modeling

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

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Diversity

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First-Year Programs

various classes. Students were told that participants who completed both a start-and end-of-semester version of the survey would be entered into a random drawing for one ofthree $50 gift cards. Three hundred forty-eight FTIACs were eligible to participate. One studentdied during the Fall 2019 semester and four others made complete withdrawals from theuniversity for unknown reasons. These students were removed from the analysis, leaving apotential pool of 343 participants. One hundred four completed the start-of-semester survey(30.3% response rate) and 42 completed both the start- and end-of semester surveys (12.2%response rate). Only results from the start-of-semester survey are included in the current work.Table 1 shows the demographics of

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

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Diversity

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First-Year Programs

the many people, both at CSU as well as the ASEE members, who reviewed and improved this paper.References[1] G. Kuh, C. Schneider, High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, Washington, DC: Association of American Colleges and Universities, 2008.[2] P. Healy, “We should all be concerned about the student debt crisis,” CNBC, November 4, 2019. [Online]. Available: CNBC, https://www.cnbc.com/2019/11/04/we-should-all-be- concerned-about-the-student-debt-crisis.html [Accessed March 10, 2020][3] N. Stump, “At these colleges, students begin serious research their first year,” The Conversation, September 16, 2019. [Online]. Available: The Conversation

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle E. Jarvie-Eggart, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Jason Mathews, Michigan Technological University

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Diversity

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First-Year Programs

Influencing the Interest Levels of Male Versus Female Students Going into STEM Fields.” Proceedings of 2019 ASEE Annual Conference & Exposition, Tampa FL, June 15 - 19, 2019. Paper ID: 26352.[9] Nadelson, L., Mooney, D. K., Dean, N. “Why I am an Engineering Major: A Cross-Sectional Study of Undergraduate Students.” Proceedings of 2014 ASEE Annual Conference & Exposition, Indianapolis, IN, June 15-18, 2014. Paper ID: 9097.[10] Shields, D. R. and K. P. Kisi. “Factors Influencing High School Students’ to Pursue and Engineering Baccalaureate.” Proceedings of 2011 ASEE Annual Conference & Exposition, Vancouver, BC, Canada, June 16-29, 2011, AC 2011- 2263.[11

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kleio Avrithi P.E., Mercer University

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

of ASCE, ASME, ASEE, and ASTM. c American Society for Engineering Education, 2019 On the “Introduction to Engineering” CourseAbstract“Introduction to Engineering” is a core course offered to freshmen students of all engineeringdisciplines. Students of non-engineering majors often select the course to learn more about theengineering profession and to find out how well it may fit their personal interests. The coursecontent varies among higher education institutions, but they all place a significant emphasis on thedelivery methods and the course outcomes. An online research of the latest posted offerings andcatalogs shows the topics covered by the course and the credit hours dedicated to it

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

virtually or in the lab andmore work is needed for future publications on the tradeoffs between virtual and in-person versionsof these simulations. However, the return to the lab is highly desired for the physical activities thatcould not be done at home.References[1] O. Rios and D. Fadda, 2017, “A Mechanical Engineering Freshman Course Implementing Four Design Activities,” Proceedings of the ASME International Mechanical Engineering Congress & Exposition, IMECE17, November 5-8, Tampa, Florida, USA[2] O. Rios and D. Fadda, 2019, "Using Computer Simulations in a Freshman Mechanical Engineering Course to Make Informed Design Decisions," 126th ASEE Annual Conference and Exposition, June 15 - 19, 2019, Tampa, Florida, USA[3] D

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda Christine Bordelon, Utah Valley University; Susan L. Thackeray , Utah Valley University; Sean S. Tolman, Utah Valley University; Jane M. Loftus, Utah Valley University

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First-Year Programs

. Stories Eng. Fac. Pedagog. Journeys. Synth. Lect. Eng., vol. 6, pp. 53–58, 2019.[8] S. Odeh, S. McKenna, and H. Abu-Mulaweh, “A unified first-year engineering design-based learning course,” Int. J. Mech. Eng. Educ., vol. 45, no. 1, pp. 47–58, Oct. 2016.[9] D. B. Dittenber, “Project based learning in an introduction to civil engineering course: A cascade effect on student engagement and retention in subsequent years,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2017-June, no. Paper 19087, 2017.[10] C. Pierce, “Creating a community of collaborators to achieve curriculum change,” Transform. Teach. A Collect. Stories Eng. Fac. Pedagog. Journeys. Synth. Lect. Eng., vol. 6, pp. 53–58, 2019.[11] C. S. Kalman