Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Elmore, Binghamton University; Sharon B Fellows, Binghamton University; Koenraad E Gieskes, Binghamton University; Lee A Cummings, Binghamton University

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First-Year Programs

worked for Lockheed Martin, IBM, General Electric, BAE Systems, and Celestica Corporation. He has 25 years of experience in these companies designing military and commercial power electronic circuits and as a systems engineer for airborne and land vehicle electrical systems. He is a licensed professional engineer. He also received a B.A in philosophy and a M.Ed. from the University of Vermont. Before becoming an engineer he was a high school mathematics teacher.Prof. Sharon B Fellows, Binghamton University Assistant Director, Engineering Design Division, Freshman Engineering ProgramMr. Koenraad E Gieskes, Binghamton University Koen Gieskes first joined the Engineering Design Division at Binghamton University as a

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Jacob T Allenstein, Ohio State University; Robert B. Rhoads, Ohio State University; Clifford A Whitfield, Ohio State University

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First-Year Programs

the connection between the two.Mr. Jacob T Allenstein, Ohio State University Jacob T Allenstein is a graduate student in Aerospace Engineering at The Ohio State University in the process of a Ph.D. Jacob received his B. Sci in Aerospace Engineering in June of 2011 and a Master of Science (Aerospace Engineering) in December 2013. Currently, he is a graduate teaching associate (GTA) for the Engineering Education Innovation Center (EEIC) at The Ohio State University where he multi- manages both first year engineering students in the First Year Experience Program and senior capstone students going through the Multidisciplinary Capstone Program. Outside teaching, he is also a graduate research associate (GRA) with a

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Frank Blubaugh, Purdue University; Joyce B. Main, Purdue University, West Lafayette

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First-Year Programs

Paper ID #11616Characterizing Student Music Preference and Engineering Major ChoiceMr. Frank Blubaugh, Purdue University Frank Blubaugh is a graduating senior in Multidisciplinary Engineering at Purdue University. He has a diverse academic background in acoustical engineering, education, and music performance.Dr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is an Assistant Professor in the School of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

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Diversity

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First-Year Programs

?: A Case Study of the New Start Summer Program.” Research in Higher Education, 2013: 431-498.14. Garcia, L.D. and C.C. Paz, “Evaluation of Summer Bridge Programs.” About Campus. 2009: 30-32.15. Kezar, Adrianna. “Summer Bridge Programs: Supporting All Students.” ERIC Digest. 2001: 1-7.16. Doerr, Helen M, Jonas B Arleback, and AnnMarie H O'Neill. "An Integrated Modeling Approach to a Summer Bridge Course." ASEE. 2012. 5236.17. Chickering, A., & Gamson, Z. (1995). The Seven Principles in Action: Improving Undergraduate Education. Anker Publishing Co.18. Levin, M., & Levin, J. (1991). A critical examination of academic retention programs for at-risk minority college students. Journal of College Student Development , 323-334.19

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, The Ohio State University

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First-Year Programs

Paper ID #12126Implementing and Evaluating a Peer Review of Writing Exercise in a First-Year Design ProjectDr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a senior lecturer in the Engineering Education Innovation Center at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics department and college of

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

Noah Salzman, Boise State University; Janet Callahan, Boise State University; Gary LeRoy Hunt, Boise State University; Carol Sevier, Boise State University; Amy J Moll, Boise State University

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First-Year Programs

Page 26.700.5engineering.13GradesAs mentioned earlier, our primary goal for these modifications to the first year engineeringcourse was to increases students’ ability to succeed in their math courses. To assess theeffectiveness of the changes to the course, we examined students’ grades in other coursesrequired for majoring in engineering.Calculus IFigure 4 and Table 1 compare the grades for students either co-enrolled or enrolled in Calculus Iafter completing either the Project-Based or Math-Focused versions of the First-YearEngineering course in the fall of 2013. Comparing the distributions, a significantly higherproportion of students in the Math-Focused class earned a grade of A or B compared to theproject-based class, while the proportion

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

Chris Gordon, Southern Illinois University, Edwardsville; Hasan Sevim, Southern Illinois University, Edwardsville

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First-Year Programs

DFW rate of 18%, while studentswho had not taken a physics course prior to Engineering Physics experienced double the rate, a40% DFW rate. In addition, students with prior physics experience earned grades of A and B ata much higher rate (49% A and B rate) in comparison to those without this background (28% Aand B rate). Page 26.117.4Table 1: Success rates for students with and without prior physics experience Students who did not take Students who took physics in high school physics in high school # 25 76 # DFW 10

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

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Diversity

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First-Year Programs

oftheir ideas; (b) Question and Understand: once confronted with opposing views, uncertainty andcuriosity result, which leads to a search for clarifying information about others’ perspectives; (c)Integrate and Create: various elements of different viewpoints are incorporated into a newunderstanding of the problem; and (d) Agree and Implement: action plans are agreed upon andassigned. As might be expected, groups scoring high on CC are viewed as more innovative19 andtend to make higher quality decisions18. Aligning with the previous theories, CC emphasizesleveraging a team’s combined knowledge and mental processing potential through productive

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

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First-Year Programs

transitioning from high school to college and into the engineering community.   b) Understanding the efficacy of a high impact intervention within the redesign of this cornerstone course for the purpose of aiding students in their academic careers and enhancing student learning.       Page 26.509.3    Engineering Opportunities Course Structure    The structure of the Engineering Opportunities course draws inspiration from the modelof seminars, colloquium, and tutorials. Like a seminar, during class students often prepareand present their original work for discussion and critique. In the style of a colloquium,the

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maria Perez-Colon, Rowan University

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First-Year Programs

Page 26.693.2information about courses and registration procedures, and ensuring that students enroll in thecorrect courses. Developmental advising encourages a two-way relationship with the advisor andstudent working together to help the student make his or her own decisions. Praxis is a hybrid ofprescriptive and developmental advising. Based on their study of millennials, the authorsrecommended dual advising where a professional advisor provides prescriptive advice and amentor, such as a faculty member, provides developmental support. According to Wiseman andMessitt, institutions using faculty advisors should provide specialized support.7 Faculty report (a)advising training helps them use their teaching skills in an advising setting and (b

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

Education, pp. 267-274, July 2002.4. R. Talbert, “Learning MATLAB in the Inverted Classroom,” Proceedings of the ASEE Conference, San Antonio, TX (2012).5. K. M. Kecskemety, B. Morin, “Student Perceptions of Inverted Classroom Benefits in a First-Year Engineering Course,” Proceedings of the ASEE Conference, Indianapolis, IN (2014).6. M. Stickel, S. Hari, Q. Liu, “The Effect of the Inverted Classroom Teaching Approach on Student/Faculty Interaction and Students’ Self-Efficacy,” Proceedings of the ASEE Conference, Indianapolis, IN (2014). Page 26.1698.127. N. K. Lape, R.L. Levy, D. H. Yong, K. A. Haushalter, R. Eddy, N

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert A. Green, Mississippi State University; M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University

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First-Year Programs

university instruction. Reference Services Review, 38(1), 158-167.10. https://www.engr.ncsu.edu/learningstyles/ilsweb.html11. Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in college teaching. Stylus: Sterling, VA.12. Thebarge, Sarah (2013). The Invisible Girls: A Memoir. Jericho Books: New York, NY. Page 26.1274.10

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Monica M Cortez, Texas A&M University; Teri Kristine Reed, Texas A&M University; P.K. Imbrie, Texas A&M University

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Diversity

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First-Year Programs

knowledge on the differences between FTT and Page 26.1728.3FTIC students, help transform transfer pathways and educational programs, and disputeinstitutional myths regarding the quality of transfer students from two-year institutions.B. Purpose of the StudyThis study explores characteristics of the FTIC students and FTT students and compares them interms of their demographics, the first year engineering (FYE) common course credits, andgraduation outcomes. In detail, we raised the following research questions: (a) how are thedemographic characteristics of the FTT students different from the FTIC students?; (b) how arethe FYE common course credits

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

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First-Year Programs

freshmanstudent population. PI students surveyed at the beginning of the semester reported that they weregenerally either “A” (52.8%) or “B” (44.4%) students. One student failed to provide a clearanswer to the question. These results are consistent with the GPA listed by the CoT for theincoming freshman students for Fall 2014, which was 3.58 out of 4. Standardized test scoreswere also similar to those in the CoT as a whole (see Table 2). Page 26.1786.7 Table 2 Self-reported results on standardized tests by PI students in comparison with overall CoT Test n Mean Median SD Min Max PI SAT

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

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

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

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

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

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

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

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

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

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

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

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

Conference Session

First Year Programs Division Poster Session: 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

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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

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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 Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica E S Swenson, Tufts Center for Engineering Education and Outreach; Marya H Schnedeker, Center for Engineering Education and Outreach, Tufts University; Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts Center for Engineering Education and Outreach / Federico Santa Maria Technical University

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First-Year Programs

   5) A user evaluation plan  a) Test for effectiveness  b) Test for efficiency  c) Test for satisfaction  Data Collection  Six groups of students consented to participate in this study. Students were required to post all  14​deliverables on Interactive Learning and Collaboration Environment (InterLACE).​  For the purposes of this study, only two deliverables were examined: list of user needs and list of product specifications (including materials).    Page 26.705.5

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill S. K. Nakatsu, University of Hawaii at Manoa

Tagged Divisions

First-Year Programs

communicated to you? 3. Were you able to connect/get along with your student organization mentors? 4. a. Do you feel more connected to the engineering college by making meaningful relationships with Freshmen Peers 4. b. Do you feel more connected to the engineering college by making meaningful relationships with Student Mentors 4. c. Do you feel more connected to the engineering college by making meaningful relationships with Faculty/Staff 5. Would you have liked to meet with your mentor more often? 6. Did participating in this program and working with your mentors help you with your studies and/or school life

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, University of Connecticut; Malgorzata Chwatko, University of Connecticut; Daniel D. Burkey, University of Connecticut; Jeffrey Ryan McCutcheon

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First-Year Programs

. Page 26.40.15References1. Sheppard, S., and R. Jenison. (1997). Examples of Freshman Design Education. International Journal ofEngineering Education 13(4). 248-61.2. Dally, J.W., and G. Zhang. (1991). Experienced in Offering a Freshman Design Course in Engineering.Proceedings of the Conference on New Approaches to Undergraduate Education. July, 1991. Banff, Canada.3. Frank, M., I. Lavy, and D. Elata. (2003). Implementing the Project-Based Learning Approach in an AcademicEngineering Course. International Journal of Technology and Design Education 13. 273-88.4. Marra, R.M., B. Palmer, and T.A. Litzinger. (2000). The Effects of a First-Year Engineering Design Course onStudent Intellectual Development as Measured by the Perry Scheme. Journal of

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tony Vercellino P.E., Youngstown State University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

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First-Year Programs

Page 26.900.10engineering student.References1. Marra RM, Rodgers KA, Shen D, Bogue B. Leaving Engineering: A Multi‐Year Single Institution Study. Journal of Engineering Education 2012;101(1):6-27.2. Board NS. Science and Engineering Indicators 2006. Arlington, VA: National Science Foundation; 2006.3. Board NS. Science and Engineering Indicators 2008. Arlington, VA: National Science Foundation; 2008.4. Gibbons MT. The year in numbers. American Society for Engineering Education, Washington, DC 2005.5. Ohland MW, Sheppard SD, Lichtenstein G, Eris O, Chachra D, Layton RA. Persistence, engagement, and migration in engineering programs. Journal of Engineering Education 2008;97(3):259-278.6. Bernold LE

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado Boulder; Beth A Myers, University of Colorado Boulder; Jacquelyn F. Sullivan Ph.D., University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

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Diversity

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First-Year Programs

research colleague Denise W. Carlson for her insights and critique.References1. Sorby, Sheryl A. and Anne F. Wysocki. “Introduction to 3D Spatial Visualization: An Active Approach.” New York, NY: Thomson Delmar Learning, 2003.2. Guay, Roland B. “Purdue Spatial Visualization Test: Rotations.” West Lafayette, IN: Purdue Research Foundation, 1977.3. Battista, Michael T. “Spatial Visualization and Gender Differences in High School Geometry.” Journal for Research in Mathematics Education. 21.1 (1990): 47-60.4. Sorby, Sheryl A. “A Course in Spatial Visualization and Its Impact on the Retention of Female Engineering Students.” Journal of Women and Minorities in Science and Engineering. 7.2 (2001b): 153-172.5. Yoon, So Yoon

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

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First-Year Programs

70 0 20 40 60 80 100 Assessment Exam Score % Page 26.1134.8A summary of these results are presented in Table 4 for various correlation coefficients betweenthe various quantities of interest. The math scores, designated A were correlated with theacademic indicators, designated B. For the data analyzed, there were no strong correlationsamongst the data. It should be further noted that cumulative GPA for first year was not availablein Case

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary A. Fraley, Michigan Technological University; A. J. Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

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First-Year Programs

Exposition, 2003. Page 26.1677.14Appendix A: Fall 2014 Blended Learning Student Survey 1. Of the items below, which did you find most helpful when preparing for your ENG class? (select all that apply, some options are not available in all sections) A. Nothing B. The assigned reading C. Look at course outline D. Preview lecture online E. Complete pre-lesson activities (e.g., quizzes, videos, exercises 2. On average, how much time do you use to prepare for each ENG class? A. Less than 5 minutes B. 5-10 minutes C. 10-15 minutes D. 15-30 minutes

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs

: Development and Validation. Gallup Consulting.20. Agoki. G., Ng, B. and Johnson, R (2007). Development of Communication Skills and Teamwork Amongst Undergraduate Engineering Students. Proceedings of the 37th ASEE/IEEE Frontiers in Education Conference. October 10-13. Milwaukee, USA.21. Anson, CM, Bernold, LE, Spurlin, J, and Crossland, C. (2004) Empowering Learning in Engineering: A Study of Learning Styles, Strategies, and Success of First-Year Students. International Conference on Engineering Education and Research “Progress Through Partnership”, VSB-TUO, Ostrava, ISSN 1562-3590.22. Felder, RM, Felder, GN, and Dietz, EJ (1998). A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally