Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

James B. Riggs, Texas Tech University

Tagged Divisions

First-Year Programs

Paper ID #17463Freshman Engineering: Current Status and Potential for the FutureProf. James B. Riggs, Texas Tech University c American Society for Engineering Education, 2016First-Year Engineering Courses: A General Structure for an Overview Understanding of Engineering James B. Riggs Professor Emeritus Texas Tech University jim.riggs@ttu.edu Abstract This paper is an evidence based study of first-year engineering courses based on anumber of interviews with course coordinators

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah B. Lee, Mississippi State University; Hunter Lovvorn, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #15792Building Computational Thinking Skills Using Robots With First-Year Engi-neering StudentsDr. Sarah B. Lee, Mississippi State University Dr. Sarah B. Lee is an Assistant Clinical Professor in the Department of Computer Science & Engineer- ing at Mississippi State University and is a Gender Studies faculty affiliate. She received her BS from the Mississippi University for Women, a Master’s degree in Computer Science at Mississippi State Univer- sity, and her PhD in Computer Science at the University of Memphis. She brings software development and project management experience to the classroom from her

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ma Zenia N. Agustin, Southern Illinois University - Edwardsville; Marcus Agustin, Southern Illinois University - Edwardsville; George Pelekanos, Southern Illinois University; Cem Karacal, Southern Illinois University - Edwardsville

Tagged Divisions

First-Year Programs

or B increasedsignificantly. In particular, the passing rates in Calculus I for students involved in the projectcompared to those who are not are 69.7% and 56.7%, respectively. The corresponding passingrates for Calculus II are 84.2% and 66.7%, respectively. In addition, the percentage of studentswho earned grades of A or B for those involved in the project compared to those who are not are46.4% and 35.0%, respectively in Calculus I and 57.3% and 38.7%, respectively in Calculus II.Adjustments continue to be made to achieve the project goals. Furthermore, as the projectactivities required significant coordination among different campus offices and academicdepartments, changes are made in processes to facilitate collaboration. The project

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa A. Dagley, University of Central Florida; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Andrew Patrick Daire, University of Houston; Christopher L. Parkinson, University of Central Florida; Diandra J. Prescod , Pennsylvania State University ; Christopher T. Belser, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-STEM majors. Though these students move into the STEMdisciplines, many leave STEM prior to degree completion. Beggs, Bantham, and Taylor4suggested that there are basically four categories of factors that influence the career decisionmaking process. Included in these are the (a) influences of other individuals (family, friends,teachers) or media, (b) rewards of the job (extrinsic and intrinsic), (c) fit and interest in the fieldand (d) characteristics of the major/degree (ease of coursework, faculty reputation, exposure tointroductory material). The researchers implied that students made career decisions based not oneducation about the options and assessment of their personal values, interests and beliefs, but oninfluence and assumption

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria E Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame

Tagged Divisions

First-Year Programs

) (b) Figure 1. Examples of student designs created in (a) 2014 and (b) 2015.The project took place over a 7 week period (outlined in Table 2). Throughout each week, theengineering design process was a constant theme and lessons were focused on matching steps inthe design process. In addition, groups were required to turn in intermediate design proposalsand group review memos before the final project was due. Table 2. Project Timeline over 7 weeks of the course DATE COURSE CONCEPT STEP IN ENGINEERING DESIGN PROCESSWeek 1 Describe design and constraints of the project Needs

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Huihui Qi, Grand Valley State University; Hugh Jack, Western Carolina University

Tagged Divisions

First-Year Programs

events. The result was robotteams with four members designing/redesigning more complex robots and doing more testing.Organization of the EventsThe detailed competition guidelines are provided in Appendix B. The six events made varied useof different capabilities. Line sensing was essential for the Lane Follower and Line Followerevents. Each of these events required a different set of programming logic to excel. Carefulmechanical design was required for the Tug of War, Cross Country, and Hill Climb events.Teams that chose to participate in multiple events had the added challenge of satisfying multipleobjectives. Knowledge of electrical interfacing and programming was recognized by theRhythmic gymnastics event. Event 1 - Lane Follower

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noel Kathleen Hennessey, The University of Arizona; Rebecca Primeau, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #16964Leadership in Practice: A Model for Building Strong Academic Foundationsin a Residential Learning CommunityMs. Noel Kathleen Hennessey, The University of Arizona Noel Hennessey is the Coordinator for Outreach, Recruitment and Retention in the College of Engineer- ing at the University of Arizona. She is responsible for first-year experience through residential education, student development and retention, and designing outreach activities and events for undergraduate recruit- ment. Noel earned a Master of Arts degree in Higher Education from the University of Arizona in 2015 and is currently pursuing a

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; James Collofello, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

First-Year Programs

EngineeringMs. Bethany B. Smith, Arizona State University Bethany Smith is currently a master’s student in materials science and engineering at Arizona State Uni- versity. She has been involved in STEM education research since 2012 under the direction of Professor Stephen Krause. Her research interests in STEM education include faculty development, best classroom practices, and improving undergraduate engineering student retention through understanding what makes students leave engineering. She will be pursuing her PhD in Materials Science and Engineering starting in 2016 at the University of California Berkeley. c American Society for Engineering Education, 2016 Connections Among

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin J. Reagle, George Mason University; Oscar Barton Jr., George Mason University; Kenneth S. Ball P.E., George Mason University; Sharon A. Caraballo, George Mason University; Abe Eftekhari; Rodolfo Napisa

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Assessment Form Indicate Assessment Instrument: Exam Question, Report, Quiz, etc Date of Assessment Performance Expectation: X % of Students Should Achieve a Grade of at least Y% Based Upon Assessment Instrument Grading Rubric. ME XXX Number of Students ABET Student Course Outcomes Exceeding Criteria Meeting Criteria Below Criteria Outcomes a b cA similar process is underway to align the course outcomes for the remaining courses and isanticipated to be completed spring 2016.Administration and Organization While there are

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #16190Enculturation of Diverse Students to the Engineering Practices through First-Year Engineering College ExperiencesDr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Brett P. Conner, Youngstown State University; Andrew Scott Morgan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

functional parts would expose students toother facets of design such as design clearances, geometric dimensioning and tolerancing andhow changes to their design influences design performance.References1. Duderstadt, J. Engineering for a Changing World: A Roadmap to the Future of Engineering Practice. Research, and Education, 2008.2. National Academy of Engineering (NAE). Educating the Engineer of 2020: Adapting Engineering Education to the New Century. (2005). Nataional Academy Press.3. French, B., Immekus, J., Oakes, W. An Examination of Indicators of Engineering Students’ Success and Persistence. Journal of Engineering Education. October 2005, pp. 419-425.4. Bonwell, C., and Eison, J. Active Learning: Creating Excitement in the Classroom

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

students students students A+, A, A- 4 2 10 6 14 8 B+, B, B- 26 18 67 42 93 60 C+, C 17 13 28 16 45 29 Total C and above 47 33 105 64 152 97 C- or lower 6 1 11 10 17 11 Did not take 10 9 19 18 29 27 Total 63 43 135 92 198 135When we compared the four-semester GPAs of these two cohorts, we found differences betweenthe two groups. From this analysis, we

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California - Irvine; Robert M. Cassidy, University of California - Irvine; J Michael McCarthy, University of California - Irvine; John C. LaRue, University of California - Irvine; Gregory N. Washington, University of California - Irvine

Tagged Divisions

First-Year Programs

economic future. Washington, DC: National Academies.2. Gibbons, M.T. (2010) Engineering by the Numbers, https://www.asee.org/papers-andpublications/ publications/college-profiles/2010-profile-engineering-statistics.pdf3. Dally, J. W. and Zhang, G. M. (1993). A Freshman Engineering Design Course, Journal of Engineering Education, 82, 83-91.4. Besterfield-Sacre, M., Atman, C., and Shuman, L. (1997). Characteristics of freshman engineering students: Models for determining student attrition in engineering. Journal of Engineering Education, 86,139–50.5. Ohland, M., G. Zhang, B. Thorndyke, and T. Anderson. (2004). Grade-point average, changes of major, and majors selected by students leaving engineering. In Proceedings of the Frontiers in

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

good project, this is a cool idea and we want to build it- no matter what others mayhave done in this area. Some of these are challenges even for upper division who may have aneasier time dealing with them. In addition, as an open-ended project Project II was by naturemuch more challenging to students and required significant guidance by faculty and graduatestudent mentors.Out of the 66 students co-enrolled in the service-learning course and pre-calculus, nine havechanged to non-engineering majors, four female and five male students. Investigation of howthese students performed in the service-learning course indicates that eight of the nine studentshad a final grade of B in the course and one had C. While the impact of this class to the

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B. Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University; Claire Y. Yan, University of British Columbia - Okanagan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #15318Pathways of Student Stayers, Movers, and Leavers in the First Two Years ofUndergraduate EngineeringMs. Bethany B. Smith, Arizona State University Bethany Smith is currently a master’s student in materials science and engineering at Arizona State Uni- versity. She has been involved in STEM education research since 2012 under the direction of Professor Stephen Krause. Her research interests in STEM education include faculty development, best classroom practices, and improving undergraduate engineering student retention through understanding what makes students leave engineering. She will be pursuing her PhD

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

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

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

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

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

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

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

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

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 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

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 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

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

Tagged Divisions

First-Year Programs

Paper ID #17216Can a Five-Minute, Three-Question Survey Foretell First-Year EngineeringStudent Performance and Retention?Stephanie M. Gratiano, Roger Williams University Stephanie Gratiano is a Junior Undergraduate Mechanical Engineering student at Roger Williams Uni- versity. She is an officer of both the American Society of Mechanical Engineers (ASME) and Engineers Without Borders (EWB) Chapters at the university. Her future career interests include Product Design or Mechanical Design, and she wishes to further her education in Industrial Design after graduating.Dr. William John Palm IV P.E., Roger Williams University

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

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to design examples andexercises that meet the specific needs of each classroom. In order to better understand thedifferences between classrooms, students from two different classrooms (named“Classroom 1” and “Classroom 2”) were submitted to the same following question duringan electrochemistry lesson:Consider the following overall reaction for a battery: 2 Ag+ + Sn → 2 Ag + Sn2+What is the reaction quotient (Q) for this redox process?a) [Sn2+].[Ag]2/[Ag+]2.[Sn] b) [Sn2+]/2[Ag+]c) [Sn2+]/[Ag+]2 d) [Ag+]2/[Sn2+]The correct answer to the question above is letter c): Q = [Ag+]2/[Sn2+].Although it seems to be a very easy question, is was possible to

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

. Shinglesare rectangular sheets and are purchased in bundles, typically containing 20 shingles per bundle.A new community is being developed and the contractor has hired you to write a MATLABprogram to help her determine the number of bundles to purchase for homes in the community.Attached is an isometric drawing of a standard house plan in the community. Each house isshaped like a T, with a small front section of the house (CxD in the drawing) centered along thelarger main section of the house (AxB in the drawing). Your task is to prompt the user for thefive basic dimensions of the house (noted by the letters in the drawing): • A–Depthofthemainbodyofthehouseinfeet • B–Widthofthemainbodyofthehouseinfeet • C

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

into groups. In Proceedings of Frontiers in Education Conference. Tempe, AZ, USA.4. Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.5. Marra, R.M., Rodgers, K.A., Shen, D., Bogue, B. (2009). Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy. Journal of Engineering Education, 98, 27-38.6. Hutchison, M. A., Follman, D. K., Sumpter, M., Bodner, G. M. (2006). Factors influencing the self- efficacy beliefs of first-year engineering students. Journal of Engineering Education, 95, 39-47.7. Okudan, G.E., Horner, D., Bogue, B., & Devon, D. (2002). An

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaqi C. McNeil, University of Louisville; Angela Thompson P.E., University of Louisville

Tagged Divisions

First-Year Programs

students feel that theyneed to make a decision quickly or that they have a lot of time to decide? Do students understandthe that there may be some unintended wasted credit hours by switching their major, which iswhy it may be important to make an informed decision within the first year? Additional researchinto these areas may help faculty tailor the first-year curriculum to provide the most benefit tostudents and improve retention efforts.References1. Argrow, B. M., Louie, B., Knight, D. W., Canney, N. E., Brown, S., Blanford, A. J., Gibson, C. L., & Kenney, E. D. (2012). Introduction to Engineering: Preparing First-Year Students for an Informed Major Choice. American Society for Engineering Education Annual Conference. San

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

other activity such as “project” or “reading.” Thisindependent variable construction is convenient as its values are bound between +1 (aclass, in which “discussion” is the most frequent activity, no “lecture”) and -1 (a class, inwhich “lecture” is the most frequent activity, no “discussion”). Zero-values thencorrespond to a class in which either (a) students did not cite neither “lecture” nor“discussion” as activities or (b) students cited both “lecture” and “discussion” evenly.We used ordinary least squares regression and two-tailed hypothesis testing, implementedin the R statistical computing language, to check for correlations across our datasetbetween the Discussion / Lecture Metric and each of the four types of motivationmeasured by the