Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Irene B. Mena, University of Pittsburgh

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First-Year Programs

Paper ID #29059Work in Progress: Student Perceptions of Professional Integrity ModulesIncorporated in a First-Year Engineering ProgramDr. Irene B. Mena, University of Pittsburgh Irene B. Mena has a B.S. and M.S. in industrial engineering, and a Ph.D. in engineering education. Her research interests include first-year engineering and academic integrity. American c Society for Engineering Education, 2020 Work in Progress: Student Perceptions of Professional Integrity Modules Incorporated in a First-Year Engineering ProgramAbstractThis Work in Progress paper will

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Holly M. Matusovich, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Benjamin D. Chambers, Virginia Polytechnic Institute and State University; Matthew B. James, Virginia Polytechnic Institute and State University

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experience in utility-scale wind power development. His educational research c American Society for Engineering Education, 2020 Paper ID #30124 interests include student creativity and mindfulness, as well as the built environment as an educational tool for engineering, biology, and ecology. He is also interested in animal interactions with buildings, particularly overwintering stink bugs.Matthew B James P.E., Virginia Tech Matthew James is an Assistant Professor of Practice in Engineering Education at Virginia Tech, and is a registered Professional Engineer in the State of Virginia. He holds bachelors

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

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2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University

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First-Year Programs

before postdoctoral studies at City College of New York. He is currently an associate professor at Montana State University.Dr. Carrie B Myers, Montana State University Dr. Carrie B. Myers is a professor in Adult and Higher Education graduate program at Montana State University in Bozeman, Montana. Her research areas include (1) socialization experiences of undergrad- uate and graduate students in STEM, with a special interest in underrepresented groups; (2) institutional factors and faculty practices that enhance students’ learning and socialization experiences; and (3) the P20 context and how it increases students’ higher education outcomes. American c

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seach Chyr (Ernest) Goh P.Eng., University of British Columbia, Okanagan; Claire Yu Yan P.Eng., University of British Columbia, Okanagan; John M. Hopkinson, University of British Columbia, Okanagan

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midterm exam was held in week 7. Question 7, shown in Appendix C, has parts b) and c)which tested the students on moments in three dimensions and about an axis. Question 8, theentire question of which tested the students on simplification to a wrench resultant, is shown inAppendix D. Note that some parts of the questions ask the students to prove intermediate results,which may also be used to solve subsequent parts even if the proof is not obtained. Question 8part c) offers the student either method of solving the wrench resultant, after which in part d) thecontinuation of the chosen method is expected. The marking scheme is also included in theaforementioned appendices. For consistency, the same TA marked a particular question. Theyare also told

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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First-Year Programs

of the exam wrapper assignment. Additionally, to be eligible for participation inthe current study, students needed to complete all formal exams or assessments linked to theexam wrapper activities. These qualifications provided us with a total sample of 54 students, or71.05%, from the second cohort, compared to 78 students, or 85.71%, from the first cohort.Data CollectionThe specific pieces of student data collected for this study include all components of the examwrapper activity. These materials include several assignments associated with the first round ofexams (Exam Wrapper After-Action Review #1 Stage 1 [Appendix B], Stage 2 [Appendix C],and Stage 3&4 [Appendix D]), as well as the assignment associated with the second round ofexams

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

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First-Year Programs

’ mothers and 48% of their fathers have not earned a collegedegree.Figure 1 summarizes some of the demographics and academic characteristics of an averagechemical engineering graduate from our program. Graduates from our program are more likelyto have a high university GPA, transfer many science, math, and non-STEM credit requirementsfrom other colleges or universities, have an ACT score around the 78% percentile, attended apublic high school with an average B to B+ rating [13], and be a first generation college studentin their family.Figure 1: Characteristics of chemical engineering students who have graduated or will soongraduate with chemical engineering degrees from our program, examined among the cohort of2014 and 2015 first year chemical

Conference Session

First-Year Programs: Maker Spaces in the First Year

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2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

examination of volitional personality change,” Journal of Research in Personality, vol 85, 2020.[16] A. Hira, C. Beebe, K. R. Maxey, and M. M. Hynes, “ “But, what do you want me to teach?”: Best practices for teaching in educational makerspaces (RTP),” in Proceedings, 2018 ASEE Annual Conference and Exposition, June 2018, Salt Lake City, UT.[17] B. S. Robinson, N. Hawkins, J. Lewis, and J. C. Foreman, “Creation, development, and delivery of a new interactive first-year introduction to engineering course,” in Proceedings, 2019 ASEE Annual Conference and Exposition, June 2019, Tampa, FL.

Conference Session

First-year Programs: Focus on Students

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2020 ASEE Virtual Annual Conference Content Access

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey; Ilene J. Rosen, Rutgers, The State University of New Jersey

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theperspective or details that have been revealed, can be thought of as acceptable, or academicallydishonest. These cases have the greatest variety in rationale behind them, but generally centerupon what “acceptable” collaboration is. For instance, we ran into many cases where groups ofstudents had very similar code. Upon speaking to parties involved, the following story mightevolve: - Student A and B worked together closely, but have clearly different submissions via comments and style, and report each other as collaborators. - Student C, in a panic, asks Student B for help after Student B submitted their project. Their submission is very similar to Student B, and thus Student A, but they do not report working with Student A

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew B. James, Virginia Tech; Homero Murzi, Virginia Tech; Jason Forsyth, James Madison University; Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida

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First-Year Programs

Paper ID #29918Exploring Perceptions of Disciplines using Arts-Informed MethodsMatthew B James P.E., Virginia Tech Matthew James is an Assistant Professor of Practice in Engineering Education at Virginia Tech, and is a registered Professional Engineer in the State of Virginia. He holds bachelors and masters degrees from Virginia Tech in Civil Engineering.Dr. Homero Murzi, Virginia Tech Homero Murzi is an Assistant Professor in the Department of Engineering Education at Virginia Tech. He holds degrees in Industrial Engineering (BS, MS), Master of Business Administration (MBA) and in Engineering Education (PhD). Homero

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Racheida S. Lewis, University of Georgia; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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informed by a codebook developed specifically forcoding self-efficacy. The preliminary codebook is presented in Appendix A.Once first-level coding was completed, pattern coding was conducted to identify themes todescribe different ways each source of self-efficacy was experienced by the participants and howthe first-year engineering matriculation structure impacted that development. Each code wasexpanded to encapsulate the nuanced ways participants developed self-efficacy within the majorcategories of mastery, vicarious, social persuasions, and somatic and emotional state. The evolvedcodebook is presented in Appendix B. The results describe these codes in detail using illustrativequotations from the interviews.Results and DiscussionThe goal of

Conference Session

First-Year Programs: Maker Spaces in the First Year

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2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer S Mullin, UC Davis

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First-Year Programs

). Mindstorms. New York: Basic Books.[8] Dougherty, D. (2012). The maker movement. innovations, 7(3), 11.[9] Vossoughi, S., & Bevan, B. (2014, June). Making and tinkering: A review of the literature.Commissioned paper for Successful Out-of-School STEM Learning: A Consensus Study, Boardon Science Education, National Research Council, Washington, DC. Retrieved fromhttp://sites.nationalacademies.org/cs/groups/dbassesite/documents /webpage/dbasse_089888.pdf[10] Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1), 30–39.[11] Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering intheclassroom. Torrance, CA: Constructing Modern

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Andrew I. Neptune, Clemson University

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First-Year Programs

strategies, students have the option of selecting an evidence-based strategy notincluded on the list with permission from the instructor.Once a topic is selected, students seek out and utilize high quality sources to research theirstrategy and create two, and only two, presentation slides about the topic. Sources are deemedhigh quality when originating from an institution or organization and containing relevant, currentevidence to support claims that are made. The slides (Appendix B) must include why the topic issignificant or relevant, tips for applying the strategy, and potential cautions or challenges. Thesmall number of required slides is enforced in an attempt to support critical thinking as studentsare required to be selective in determining

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University; Aparajita Jaiswal, Purdue University; Shawn Farrington, Purdue University

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First-Year Programs

, no. 2, pp. 72–7, Feb. 2010.[8] C. Robinson and J. Collofello, “Utilizing Undergraduate Teaching Assisstants in Active Learning Enviornments,” Am. Soc. Eng. Educ., 2012.[9] “Grand Challenges - Grand Challenges for Engineering.” [Online]. Available: http://www.engineeringchallenges.org/. [Accessed: 03-Feb-2020].[10] Author and Autor, “Relationship Between Motivation, Contribution in a Team Project and Academic Performance in a Design Thinking Course.,” Under Review.[11] E. Roberts, J. Lilly, and B. Rollins, “Using Undergraduates as Teaching Assistants in Introductory Programming Courses: An Update on the Stanford Experience,” ACM SIGCSE Bull. 1995, 2011.[12] N. V. Ivankova, J. W. Creswell, and S. L. Stick, “Using Mixed

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge R. Lara, Texas A&M University; Mark Weichold, Texas A&M University; Patrick Linke, Texas A&M University at Qatar

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First-Year Programs

help associate academic needs with the necessary faculty trainingin a way that instructors are well prepared to present lecture materials for fundamentals insustainable development. Particularly, instructors will be able to incorporate systems thinking anddesign thinking in an interdisciplinary prospective. Additionally, outcomes will give foundationsto advance research and education in sustainable development in engineering. The developedlearning objectives for the introduction to sustainable development in engineering practice follow: a. Recognize what sustainable development is in engineering practice. b. Discuss the basics of the historical development and societal importance of sustainable development in

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

Paper ID #30464Results of an Intro to Mechanics Course Designed to Support StudentSuccess in Physics I and Foundational Engineering CoursesProf. Gustavo B Menezes, California State University, Los Angeles Menezes is a Professor of Civil Engineering at Cal State LA. His specialization is in Environmental and Water Resources Engineering. Since becoming part of the faculty in 2009, Menezes has also focused on improving student success and has led a number of engineering education projects. He is currently the Director of the First-Year Experience program at ECST (FYrE@ECST) and coordinates engineering education activities

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Noah Salzman, Boise State University; Ann E. Delaney, Boise State University; Catherine Rose Bates; Donna C. Llewellyn, Boise State University

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First-Year Programs

,” ​Rev. Educ. Res.​, Dec. 1991.[11] S. Hurtado and L. Ponjuan, “Latino Educational Outcomes and the Campus Climate,” ​J. Hisp. High. Educ.,​ vol. 4, no. 3, pp. 235–251, Jul. 2005, doi: 10.1177/1538192705276548.[12] E. T. Pascarella and P. T. Terenzini, ​How College Affects Students: A Third Decade of Research,​ 1 edition. San Francisco: Jossey-Bass, 2005.[13] D. H. Hryciw, K. Tangalakis, B. Supple, and G. Best, “Evaluation of a peer mentoring program for a mature cohort of first-year undergraduate paramedic students,” ​Adv. Physiol. Educ.​, vol. 37, no. 1, pp. 80–84, Mar. 2013, doi: 10.1152/advan.00129.2012.[14] G. Crisp, V. L. Baker, K. A. Griffin, L. G. Lunsford, and M. J. Pifer, “Mentoring Undergraduate Students,” ​ASHE High

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

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First-Year Programs

Unexpected Bond," in American Society for Engineering Education Annual Conference, Chicago, IL, 2006.[7] S. Garcia-Otero and E. O. Sheybani, "Retaining Minority Students in Engineering: Undergraduate Research in Partnership with NASA," in American Society for Engineering Education Annual Conference, San Antonio, TX, 2012.[8] M. J. Graham, J. Frederick, A. Byars-Winston, A.-B. Hunter and J. Handelsman, "Increasing Persistence of College Students in STEM," Science, vol. 341, no. 6153, pp. 1455-1456, 27 Sep 2013.[9] K. Grindstaff and G. Richmond, "Learners' Perceptions of the Role of Peers in a Research Experience - Implication for the Apprenticeship Process, Scientific Inquiry, and Collaborative Work," Journal of Research

Conference Session

First-Year Programs: Cornucopia #2

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2020 ASEE Virtual Annual Conference Content Access

Authors

Uma Lakshman, NYU’s Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

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First-Year Programs

of the cornerstone course should be integrated intothe curriculum.References 1. S. Freeman, C. Pfluger, R. Whalen, K. S. Grahame, J. Hertz, C. Variawa, J. Love, M. Sivak, and B. Maheswaran, “Cranking Up Cornerstone: Lessons Learned from Implementing a Pilot with First-Year Engineering Students,” ​2016 ASEE Annual Conference & Exposition Proceedings.​ 2. Meyers, K., & Uhran, J., & Pieronek, C., & Budny, D., & Ventura, J., & Ralston, P., & Estell, J. K., & Slaboch, C., & Hart, B., & Ladewski, R. (2008, June), ​Perspectives On First Year Engineering Education​ Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brooke C. Morin, Ohio State University; Krista M. Kecskemety, Ohio State University; Kathleen A. Harper, Ohio State University; Paul Alan Clingan, Ohio State University

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First-Year Programs

Aerospace Engineering at The Ohio State Uni- versity in 2006 and received her M.S. from Ohio State in 2007. In 2012, Krista completed her Ph.D. in Aerospace Engineering at Ohio State. Her engineering education research interests include investigating first-year engineering student experiences, faculty experiences, and the connection between the two.Dr. Kathleen A Harper, The 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

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

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First-Year Programs

Paper ID #30261Addressing First-Year Interest in Engineering via a Makerspace-BasedIntroduction to Engineering CourseDr. Brian Scott Robinson, University of LouisvilleDr. James E. Lewis, University of Louisville James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include paral- lel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.Mr. Nicholas Hawkins, University of Louisville Nicholas

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Brian Scott Robinson, University of Louisville

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First-Year Programs

, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include paral- lel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.Dr. Brian Scott Robinson, University of Louisville c American Society for Engineering Education, 2020Employment of Active Learning Pedagogy Throughout a Makerspace-Based, First-Year Introduction to Engineering CourseAbstractThis Complete Evidence-based Practice paper is focused on the development and implementationof active learning pedagogy applied within

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catalina Cortazar, P. Univ. Católica de Chile

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First-Year Programs

12 12 12 Nº Students per 10 or 11 9 or 10 7 or 8 Team 6 or 7 6 or 7 6 or 7There is no consensus on how many members should a team have. While Oakley, B., Felder, R.M., & Brent, R [14] recommend three to four people, Slavin, R.E [15] recommends teams ofbetween two and six members. In this course students present their outcomes throughout thesemester to the rest of the class (three instances during the semester). Each of these presentationstake place during one week in periods of three 80 minutes class sessions. Because there are 12teams per section it is possible to revise four teams in each of the 80 minutes classes. This leavesus with a fair

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico; Yan Chen, University of New Mexico; Chen Qiu, University of New Mexico; Jordan Orion James, University of New Mexico

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First-Year Programs

(.80) group (n=63)Table 7. Two-way repeated measures ANOVA for design self-efficacy and explicit designknowledge constructs, ill-structuredness and framing. Significant differences are bolded. Source of variance SS df MS F p η2 Design self-efficacy Between-subject effect Base. vs. Impl. (A) .00 1 .00 .01 .95 .00 Error 114.66 123 .93 Within-subject effect Semester Start/End (B) 1.93 1 1.93 5.03 .03 .04 A*B .79 1 .79 2.05

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ordel Brown, Northwestern University; Susanna C. Calkins, Northwestern University; Lisa M. Davidson, Northwestern University

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First-Year Programs

modulesare completed in the spring quarter and the third module in the summer session.(b) Goal and Learning Objectives: The course seeks to cultivate students’ abilities to designsolutions to complex social problems on an international level. Students completing the coursewill be able to:(i) identify and evaluate the complexities of a social problem/design challenge by deconstructingits cultural, historical, political and socioeconomic domains;(ii) employ design thinking for social justice principles and asset-based methodologies indesigning for community capacity building(iii) demonstrate critical consciousness and cultural humility in working on multidisciplinary andmulticultural teams and(iv) produce clearly articulated, written and oral reports

Conference Session

First-year Programs: Teams and Teamwork

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2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

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Diversity

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First-Year Programs

work is to determine which themes relate to the gendermakeup of the team; for example, do female students take on more stereotypically female taskswhen they are the only woman on a team? Do women feel more competitive on their team whenthey are paired with one or more other female students? Ultimately, the aim is to determineexactly why women who are isolated on teams have been found to be more satisfied than womenwho are paired on teams. Eventually, these findings can be used to inform team formation, tobetter scaffold team projects, and to better understand female students’ negative experiences inorder to make teamwork a better experience for all students.References[1] B. Oakley, R. M. Felder, R. Brent, and I. Elhajj, “Turning student

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

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Diversity

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First-Year Programs

includedsimilar writing prompts (Appendix A and B) that requested students to review their learningjourney over the semester and discuss their challenges and successes. The Fall 2018 assignmentasked students to write a minimum of three paragraphs telling the story of their challenges andtriumphs during the semester. A separate prompt asked students to identify their most successfullearning and self-regulation strategies. The Fall 2019 assignment included two prompts for thestudents: narrate their learning journey for challenges and successes as modeled in the SkillfulLearning video series [15] and identify two learning strategies and one self-regulation strategythat were helpful.A sample of student reflections was selected for analysis. One author was

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Carson Lee Running, University of Notre Dame; Xiaojing Duan, University of Notre Dame; G. Alex Ambrose, University of Notre Dame

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First-Year Programs

consistently resulted in end-of-semester grades less than a B. These non-thriving metricsare what the authors refer to as triggers. The course-wide Sakai gradebook data was analyzed forthe 2017 and 2018 fall semesters which have nearly-identical assignment topics and calendars tothe 2019 fall course. The authors sought to identify a trigger that was: (1) consistent from year toyear, (2) successful in identifying as many of the students with a final grade less than a B, (3) nottoo broad and therefore did not identify many students with a final grade greater-than-or-equal-toa B, and (4) located within the first four weeks of the semester. Identifying a trigger by the end ofthe first four weeks of the semester is much earlier than most previous works

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Sinclair Curtis, University of California, Davis

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Diversity

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First-Year Programs

, ethics, etc. throughout their four-year undergraduate program of study [9-10] orgraduate program of study [11].The course discussed here is different from the models just mentioned in that it encompasses allof the following characteristics: (a) targeted towards beginning engineering students; (b) stand-alone, college-wide course; (c) emphasizing both career development and job searching skillsnecessary to secure an internship or full-time employment; and (d) taught primarily by practicingengineers. The goal of this course is not only to teach students the tactics and tools necessary tosecure a job, as emphasized in the work of Sharp and Rowe [12], but also to introduce studentsvery early on to the types of skills that they should be developing

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

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

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

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