Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky; Joshua Parsons; Shannon Lee Sampson; Brad A. Hubbard, University of Kentucky

Tagged Divisions

First-Year Programs

perceptions of the program from the student viewpoint.ReferencesBraun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77-101.Heppner, P. P., Wampold, B. E., & Kivlighan, D. M. (2008). Research Design in Counseling. Belmont, CA: Thomson Brookes.Ricco, G., & Lumpp, J. K. (2017). The Construction of a New First-Year Engineering Program. Paper presented at the American Society for Engineering Education, Columbus, Ohio.Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge Cambridgeshire ; New York: Cambridge University Press.

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Oziel Rios, University of Texas, Dallas; Dani Fadda, University of Texas, Dallas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

., "Engineering DesignThinking, Teaching, and Learning," Journal of Engineering Education, Vol. 94(1), 2005.[5] Marra, R. M., Palmer, B., Litzinger, T. A., "The Effects of a First‐Year Engineering DesignCourse on Student Intellectual Development as Measured by the Perry Scheme," Journal ofEngineering Education, Vol. 89(1), 2000.[6] Knight, D. W., Carlson, L. E., Sullivan, J., "Improving Engineering Student RetentionThrough Hands-On, Team Based, First-Year Design Projects," Proceedings of the InternationalConference on Research in Engineering Education, 2007.[7] Rios, O. and Fadda, D., "A Mechanical Engineering Activity-Based Freshman Course,"Proceedings of the ASME IMECE, Tampa, Florida, 2017.[8] Rios, O. and Fadda, D., "A First-Year Design-Based

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

(b) notbeing able to differentiate between essential and non-essential information [13]. The PREPmodule provides a clear structure to help students determine the "essential" course components.Widespread implementation resulted in several minor modifications, especially concerning theweighing of grades and use of pre-requisites; however, the core structure remained consistentthroughout all sections of the courses and instructors saw value in its use. Instructors appreciatethe structure and it has helped to establish a clear timeline for course content delivery. One ofour new instructors provided a review of the (PREP)ARE module structure saying, "as anonboarding professor, it was very helpful to have this material selected a priori. It helped

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Susan F. Freeman, Northeastern University; Jennifer Ocif Love, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

presents the results of faculty who have been teaching with our first year program forthree years or more and have been involved in cornerstone planning and teaching. The effect ofcontinual course improvement is exemplified in several cases presented here. Looking atindividual instructor scores from the University-administered student perception survey data, wesee the story of how capital improvements and the feedback has aided in teaching effectivenessscore improvement. For instructor A, we see a large jump in teaching score with the completionof the learning center between arrows 1 and 2. Looking at the specific case of Instructor B, wesee that with any first time teaching a course there is a drop in the students’ scoring of teachereffectiveness

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical University; Christina Frederick, Embry-Riddle Aeronautical University; Caroline Liron, Embry-Riddle Aeronautical University; Li Ding; Lei Gu, Georgia State University; Andrew Calvin Griggs II, Embry-Riddle Aeronautical University; Paula Sanjuan Espejo, Embry-Riddle Aeronautical University; Paula Sanjuan Espejo, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs

75 11.95 5.549 .641 .05). Although significant differences did not exist acrosssection type, there were fewer failing grades (C, D, and F), and a larger percentage of B grades inthe SLA-aBLe sections than the non-SLA-aBLe sections as shown in Figure 3. The data from thepublic institution shows same trends [12]. Final Grade Comparison 40% 36% 35% 35% 29% 30% 27% 25% 25% 25% 20% 15% 10

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California, Irvine; Christian Fischer, University of California, Irvine; Fernando Rodriguez, University of California, Irvine; Gregory N. Washington, University of California, Irvine

Tagged Divisions

First-Year Programs

online and the in-person sections. The third research question descriptivelycompared the overall grades between the in-person and online sections for Fall and Winterquarter to assess how students performed in each course format.Results and AnalysisFigure 1 compares differences in student ratings of the importance of each course feature: (a)lecture videos/lecture attended in person, (b) lecture slides, (c) project related items, (d)quadcopter video tutorials, (e) weekly quizzes(online section only), (f) industry speakers, (g)homework assignments, (h) office hours, (i) lab sessions, and (j) Facebook forum discussion. InFigure 1, each bar represents the average score/mean of student ratings on a 1 to 5 scale. Errorbars represents the standard

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale

Tagged Divisions

Design in Engineering Education, First-Year Programs

.[21] A. Gero, Y. Stav, and N. Yamin, "Increasing Motivation of Engineering Students: Combining "Real World'' Examples in a Basic Electric Circuits Course," International Journal of Engineering Education, vol. 32, pp. 2460-2469, 2016.[22] L. R. J. Costa, M. Honkala, and A. Lehtovuori, "Applying the problem-based learning approach to teach elementary circuit analysis," Ieee Transactions on Education, vol. 50, pp. 41-48, Feb 2007.[23] A. Mantri, S. Dutt, J. P. Gupta, and M. Chitkara, "Design and Evaluation of a PBL-Based Course in Analog Electronics," Ieee Transactions on Education, vol. 51, pp. 432-438, Nov 2008.[24] A. Johri and B. M. Olds, "Situated Engineering Learning: Bridging Engineering

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dani Fadda, University of Texas, Dallas; Oziel Rios, University of Texas, Dallas

Tagged Divisions

First-Year Programs

, Florida, USA, November 3-9, 20172 Cirenza, C., Diller T. E., and Williams, C. B., “Assessing Effects of Challenge-Based Instruction on Conceptual Understanding in Heat Transfer,” 122nd ASEE Annual Conference & Exposition, Seattle, WA, June 14-17, 2015.3 Recktenwald, G. W., “A Desktop Apparatus for Demonstrating Convective Heat Transfer,” 123rd ASEE Annual Conference & Exposition, New Orleans, LA, June 26-29, 2016.4 Sozen, M., “A Design-and-Build Project for Heat Transfer Course,” 123rd ASEE Annual Conference & Exposition, New Orleans, LA, June 26-29, 2016.5 Vigeant. M.A., Prince, M.J., Nottis, K.E.K, Koretsky, M., and Ekstedt, T.W., “Hands-on, Screens-on, and Brains-on Activities for Important Concepts in

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Alicia Baumann, Arizona State University

Tagged Divisions

First-Year Programs

Paper ID #21286Development and Implementation of a MOOC Introduction to EngineeringCourseDr. Benjamin Emery Mertz, Arizona State University Dr. Benjamin Mertz received his Ph. D. in Aerospace Engineering from the University of Notre Dame in 2010 and B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology in 2005. He is currently a part of a lecturer team at Arizona State University that focuses on the first-year engineering experience, including developing and teaching the Introduction to Engineering course. He also teaches Thermo-Fluids and High Speed Aerodynamics for the Mechanical and Aerospace

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

education, and educational psychology, as well as an external evaluator and an advisory board member on several NSF-funded projects (CAREER, iCorps, REU, RIEF, etc.). c American Society for Engineering Education, 2018 Paper ID #23514Dr. 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, worked at Argonne National Lab, 1996-1997, taught at Chicago State University, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engi- neering @ Texas

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University; Timothy J. Jacobs, Texas A&M University; Mark Weichold, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, basic knowledgeabout college education, educational degree expectations and plans, difficulty in cultural andsocial transitioning process, and family income and support” [3]. Likewise, Terenzini et al. [4]describe first generation students to have following attributes compared to their non-firstgeneration peers: a) have low family income; b) belong to underrepresented population group;and c) have “weaker cognitive skills in math, science, and critical thinking”. The authors alsofound a significant difference between the FG and Non-FG students with respect to their overallcollege experience. Their findings showed that the FG students had taken fewer number ofcredits hours, studied fewer hours, worked longer hours, and had overall lower academic

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

4.45 0.70 <0.005 a design projectEngineering Self-Efficacy Statements of engineering self-efficacy were divided into three categories: A) academic self-efficacy; B) intention to pursue engineering; and C) general statements about engineering self-efficacy (Table 4). For the first three statements concerning academic self-efficacy (category A),a slight increase was observed for confidence in performing well on engineering problems in thiscourse and at Duke University. A slight decrease in self-confidence in other STEM courses wasseen. None of these changes were statistically significant. In category B, both intention to pursuean engineering degree and an engineering career decreased 0.1 points over the course of

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

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

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, Ohio State University at Marion

Tagged Divisions

First-Year Programs

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

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

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

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Ying-Chih Chen, Arizona State University

Tagged Divisions

First-Year Programs

. (2016). “Connections Among University Faculty Engaged in the First Two Years of Engineering, and Their Impact on Faculty Attitudes and Practice.” Proceedings of the 2016 ASEE Annual Conference. New Orleans, LA: ASEE, 2016.4. D. Ebert-May, T. L. Derting, J. Hodder, J. L. Momsen, T. M. Long, and S. E. Jardeleza. "What we say is not what we do: effective evaluation of faculty professional development programs." BioScience, vol 61.7, pp. 550-558, 2011.5. M. Borrego, J. E. Froyd, and T. Simin Hall. "Diffusion of engineering education innovations: A survey of awareness and adoption rates in US engineering departments." Journal of Engineering Education, vol. 99.3, pp. 185-207, 2010.6. A. F. McKenna, B. Yalvac, and G.J. Light. “The role of

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University; Lauren Corrigan, Parker School Hawaii

Tagged Divisions

Design in Engineering Education, First-Year Programs

Paper ID #23254Work in Progress: Introduction of Failure Analysis to a First-year RoboticsCourseDr. Kathleen A. Harper, Ohio State University Kathleen A. Harper is a senior lecturer in the Department of Engineering Education 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 and engineering education departments. She is

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Munden, Fairfield University; Marcia Arambulo Rodriguez, Fairfield University; Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University

Tagged Divisions

First-Year Programs

and presentation? 29.73 59.46 10.81 0 0 0 89.19 28 Which elements the TDP rubric were least clear (select up to text response 29 How would you reword one of those elements? text response If a scale score were used instead, how many levels would be 30 best (1 – 10)? 10 levels majority by 48%, 5 levels 27% 31 Would a peer-evaluation of teamwork have been helpful for Yes 65.87% No 35.14% 32 Suggest one improvement to the TDP rubric? text responseAppendix B - Rubric for Individual Oral

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Daniel M. Ferguson, Purdue University, West Lafayette; Mohd Iramul Hoque, CATME

Tagged Divisions

First-Year Programs

the Fortune1000. San Francisco, CA: Jossey-Bass.[11] Dictionary.com. (Dictionary.com website). [Online]. Available:http://www.dictionary.com/browse/teamwork [Accessed Jan. 1, 2018][12] Thomas, E. J. (2011) “Improving teamwork in healthcare: current approaches and the pathforward”. BMJ quality & safety.[13] Thomas, G., Martin, D., & Pleasants, K. (2011). “Using self-and peer-assessment toenhancestudents’ future-learning in higher education”. Journal of University Teaching &Learning Practice, 8(1): 5[14] Brutus, S., & Donia, M. B. (2010). “Improving the effectiveness of students in groups withacentralized peer evaluation system”. Academy of Management Learning & Education, 9(4): 652-662.[15] Layton, R. A., Loughry, M. L

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado, Denver; Dakota Ryan Edmonds, University of Colorado, Denver

Tagged Divisions

First-Year Programs

retained within the CU System.References:[1] T. Beaubouef and J. Mason. “Why the high attrition rate for computer science students: somethoughts and observations.” ACM SIGSCE Bulletin, Vol. 37, No. 2, pp 10-3-106, June 2005.[2] D. Garcia. “One Size Fits All? One size fits none! A Custom Computer Science EducationProposal.” ICER 2006, January, 2007.[3] B. Amerson, “The Social Networks for computer science,” http://www.dailyevergreen.com,[November 4, 2013][4] J. Talton, D. L. Peterson, S. Kamin, D. Israel, J. Al-Muhtadi, “Scavenger Hunt: ComputerScience Retention Through Orientation.”ACM SIGCSE 2006, March 1-5, 2006, Houston, TX.[5] Kuh, G., “High-Impact Educational Practices: What They Are, Who Has Access to Them,and Why They Matter.” AAC&U

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Emphasis will be placed on acclimating student through teamwork and academic achievement within the first year of transfer. [1 credit hour, elective]B.3.2. Active Advising: Each student in the college maintains a primary academic advisorthroughout their time on campus. Depending on the program the models vary, however there isalways a specific person each student is assigned to and develops a relationship with. Advisingat this level usually involves course selection advice, conversations about academic options andgoals, and general mentoring. Along with the general advising the college utilizes active advisingto identify and proactively intervene with students at risk. Below are programs aligned aroundthis approach: Academic Intervention: An

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hadil Mustafa, California State University, Chico

Tagged Divisions

First-Year Programs

education to improve academicachievement and encourage learning [5]. Research suggests that tutoring has many positiveoutcomes affecting both tutors and tutees, including [6][7]: a. Improve students’ performance b. Improve the learning for both tutors and tutored students c. Improve overall performance in large mixed ability classes d. Help disadvantaged students academically and give them a sense of belonging to the school e. Help students develop a more positive attitude toward hard courses f. Increase social enhancementAside from its academic and social effect, Keerthana in [8] explained that "peer tutoring canprovide more than twice as much achievement than computer aided instructions and three timesmore than reducing class

Conference Session

First-Year Programs Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; David Andrew Story, Sonoma State University; David Anthony House, Sonoma State University; Robert Evan Rowlands, Gap Wireless

Tagged Divisions

First-Year Programs

other external electronic components to design morecomplex projects. For example, students can connect Aksense to a microphone to detectthe noise level and set a buzzer if excessive level of noise is detected. Figures 1(b)-(c)show the plots of the received data using Excel.We should note that for many students finding a clear project idea was initially a bitdaunting. Many did not know how to find a good project. Therefore, over the first severalweeks the instructor had to dedicate a fair amount of time explaining different practicalscenarios and how Aksense can be utilized for various measurements. As the semesterpassed by, it appeared that most students became more comfortable with findinginteresting applications for Aksense.5. Experiment

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Chirag Variawa, University of Toronto

Tagged Divisions

First-Year Programs

professional behaviour. a. Identify and utilize standards of academic honesty/integrity. b. Indentify how the foundations of engineering ethics impact their experience. 2. Articulate unique, personally relevant examples of how the things they are learning apply to the real world. 3. Demonstrate interpersonal and relationship skills, such as tact, diplomacy, teamwork. 4. Demonstrate logical thought process to break up a complicated problem into simple, resolvable steps or segments. a. Utilize algorithmic/computational thinking/design processes. 5. Apply basic principles, relationships, and mathematical laws to solve problems. 6. Understand the principles of developing a model for a complex system, and

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jillian Beth Schmidt, Missouri University of Science & Technology

Tagged Divisions

Design in Engineering Education, First-Year Programs

“B” average, and on par with the othersoftware modules. Students’ assessment of their own learning from the fourth week survey issummarized in Figure 1.Figure 1: Summary of student responses to fourth week survey questionsWhile these responses only include one semester worth of data, the majority of studentscompleting the module indicated that they gained a better understanding of the material, gainedskills that could be used for projects, both current and future, and finished the module with asense of curiosity about ways they can utilize the technology. The instructors stressed to studentsthat comments would be appreciated as this was the first deployment of the Arduino module, andmost survey respondents included some comments in the free

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University

Tagged Divisions

Design in Engineering Education, First-Year Programs

the three areas outlined inASEE guidelines [2]: a) student inputs, b) student outcomes, and c) the educational environment.As they entered, students were given a baseline assessment upon arrival to measure inputs, andas the program began, topic based assessments were given to students at the conclusion of eachworkshop to measure educational environments (Figure 3).Figure 3: The students’ average confidence levels collected from a daily survey in the selected areas of Applied Math, Computer Science,Engineering, Systems, Robotics, Design Thinking, and Prototyping throughout the program. Assessments included: gathering information onstudents’ exposure to and familiarity with topics prior to the start of the program, self-evaluations of the

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew H. Phillips, Ohio State University; Krista M. Kecskemety, Ohio State University; David A. Delaine, Ohio State University

Tagged Divisions

First-Year Programs

. https://doi.org/10.1080/03634529609379048 2. Kecskemety, K.M., Theiss, A.H., and Kajfez, R.L., “Enhancing TA Grading of Technical Writing: A Look Back to Better Understand the Future,” 2015 ASEE Annual Conference and Exposition, June 14-17, Seattle, WA, 2015. 3. Kecskemety, K.M., Theiss, A.H., and Kajfez, R.L., “Enhancing TA Grading of Technical Writing: Developing a New Tool Based on Feedback,” First Year Engineering Experience Conference, Aug. 2-4, Roanoke/Blacksburg, VA, 2015. 4. Zimmerman, M. A. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23(5), 581–599. https://doi.org/10.1007/BF02506983 5. Zimmerman, M. A., Israel, B. A., Schulz, A., &

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Binod Tiwari, California State University, Fullerton; Pradeep Nair, California State University, Fullerton; Susamma Barua, California State University, Fullerton

Tagged Divisions

First-Year Programs

quizzes and complete mini-assignmentsusing these software tools. The final exam includes topics covering all four majors. Overall, thecourse covers – a) Introduction to Engineering, b) Case histories in engineering projects –successes and failures, c) Introduction to CAD tools – AUTOCAD and basic drawing exercises ,d) Virtual implementation tools in engineering – LABVIEW and Collection and utilization ofdata using the tool, e) Introduction to engineering analysis tools – MATLAB and problemsolving, f) Introduction to Computer Engineering, g) Computer Engineering project, g)Introduction to Electrical Engineering, h) Electrical Engineering project, i) Introduction to CivilEngineering, j) Civil Engineering project, k) Introduction to Mechanical

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

David R. Ely, Ivy Tech Community College, Lafayette; Jason E. Bice, Purdue University, West Lafayette; Kendra A. Erk, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Microbiol. Biol. Educ., vol. 17, no. 1, pp. 86–89, 2016.[5] J. Abarca, A. Bedard, D. Carlson, L. Carlson, J. Hertzberg, B. Louie, J. Milford, R. Reitsma, T. Schwartz, and J. Sullivan, Introductory Engineering Design: A Projects-Base Approach, 3rd Ed. Boulder: Regents of the University of Colorado, 2000. Appendix: Pre- and Post-Assessment Survey Questions1. Define engineering.2. Define reverse engineering.3. List as many fields of engineering as you can think of.4. What is the engineering design loop?5. Convert 5 MPa to Pa.6. Define electric current. a. Flow rate of electric charge. b. Electric pressure due to the separation of charge. c. Energy per unit time converted to another form.7. Define voltage

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adetoun Oludara Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs, Mathematics

Paper ID #21999Developing a Coding Rubric for Students’ Spatial Visualization StrategiesMrs. Adetoun Oludara Yeaman, Virginia Polytechnic Institute and State University Adetoun Yeaman is a second year PhD student in Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). She received here MS in Mechanical and Nuclear Engineering and her BS in Biomedical Engineering both from Virginia Commonwealth University. She is currently a Graduate Research Assistant. In her first year, she taught two semesters of a freshman engineering course series, Foundations of Engineering. Her research