Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica B. Setien, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Matthew B. A. McCullough, North Carolina Agricultural and Technical State University; Stephen B. Knisley, North Carolina Agricultural and Technical State University

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Paper ID #34304WIP: Impact of COVID-19 Pandemic on a First-Year Engineering CohortRanging From Learning Methods, Personal Decisions and UniversityExperienceDr. Monica B. Setien, North Carolina Agricultural and Technical State University Monica Setien-Grafals is a postdoctoral fellow at North Carolina Agricultural and Technical University under the Revolutionizing engineering and computer science departments (RED) NSF grant. Her research interests include student learning, flipped classroom, engineering design, neural engineering and optoge- netics. She received her BS in BME from Syracuse University and her Ph.D. in Biomedical

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jutshi Agarwal, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Teri J. Murphy, University of Cincinnati; Cijy Elizabeth Sunny, Baylor University

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Paper ID #34240Learning a Second Language and Learning a Programming Language: AnExplorationMs. Jutshi Agarwal, University of Cincinnati I am a PhD candidate in Engineering Education with a research focus on professional development for future faculty. Currently, I am the Lead Graduate Teaching Assistant for the first year engineering design course with an enrollment of 1300 students across all engineering majors.Dr. Gregory Warren Bucks, University of Cincinnati Gregory Bucks joined the Department of Engineering Education at the University of Cincinnati in 2012. He received his BSEE from the Pennsylvania State University

Conference Session

First-Year Programs: Unique Projects and Pedagogies

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2021 ASEE Virtual Annual Conference Content Access

Authors

Robin K. Hill, University of Wyoming

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First-Year Programs

. The incorporation of the novel isalso intended to foster appreciation for non-technical studies as well as the interpretive skills thatserve those studies, and this instructor would be quite pleased to cultivate an appreciation forliterature as an end in itself.References [1] E. Burton, J. Goldsmith, and N. Mattei, “How to teach computer ethics through science fiction,” Commun. ACM, vol. 61, no. 8, p. 54–64, Jul. 2018. [Online]. Available: https://doi.org/10.1145/3154485 [2] J. Schummer, B. MacLennan, and N. Taylor, “Aesthetic values in technology and engineering design,” in Philosophy of Technology and Engineering Sciences, A. Meijers, Ed. North Holland, 2009, section 4; author Bruce MacLennan. [3] S. Zilliox, J. Smith, and C

Conference Session

First-Year Programs Division Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Horne P.E., North Carolina Agricultural and Technical State University; Alexandra Kurepa, North Carolina Agricultural and Technical State University

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First-Year Programs

students.The authors would like to present the paper as a poster.IntroductionSimple harmonic motion (SHM) follows logically from linear motion and circular motion. Howeverfundamental it may be to engineering students, SHM is one of the more demanding topics andoften misunderstood. Researchers found that passive instruction by talented teachers imparted littleconceptual understanding of Newtonian mechanics [1]. Good physical insight can lead to a deeperunderstanding of displacement and oscillation, which is a pervasive phenomenon in STEM. Eachcourse module has two parts: a) three virtual lecture classes with PowerPoint presentation ontrigonometry, wave motion and MATLAB coding and b) a hands-on lab exercise using a mass-spring system and the phone app

Conference Session

First-Year Programs Division Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

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First-Year Programs

authenticity on student engagement and information literacy in academic library instruction,” Reference Services Review, vol. 42, no. 2, pp. 229–245, Jun. 2014, doi: 10.1108/RSR-08-2013-0043.[8] A. J. Carroll, H. N. Eskridge, and B. P. Chang, “Lab-Integrated Librarians: A Model for Research Engagement,” College & Research Libraries, vol. 81, no. 1, pp. 8–26, Jan. 2020, doi: https://doi.org/10.5860/crl.81.1.8.[9] A. Assor, H. Kaplan, and G. Roth, “Choice is good, but relevance is excellent: Autonomy- enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork,” British Journal of Educational Psychology, vol. 72, no. 2, pp. 261–278, Jun. 2002, doi: 10.1348/000709902158883.[10] A. J. Carroll, J. D

Conference Session

First-Year Programs: First-Year Experiences

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2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

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First-Year Programs

programming. To my knowledge, the new ENGR 102 curriculum corrects for this by a) teaching in Python, and b) teaching basics of coding a specific language. I believe this to be a much more appropriate approach to teaching coding, especially for students who had no prior experience, such as myself” [6]. • “I think ENGR 102 was a great course to ease students who don’t have any coding experience into coding. There reason for this is because this course solely focused on coding. I took ENGR 111 [previous first semester course] and in this course, we were taught more than just coding which made it hard to just focus on learning that new skill” [6].Graduate teaching assistants

Conference Session

First-Year Programs: Recruiting and Retention

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2021 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

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First-Year Programs

Paper ID #33450Cohort-Based Supplemental Instruction Sessions as a Holistic RetentionApproach in a First-Year Engineering CourseMiss Nisha Abraham, University of Texas at Austin Nisha coordinates the Supplemental Instruction program. She received her B.S. in cell and molecular biology from The University of Texas at Austin in 2007, her M.S. in biology from Texas A&M University in 2012 and her M.A. in STEM Education from The University of Texas at Austin in 2019. Additionally, she has over five years of combined industry and science research experience, has worked as a senior bioscience associate at UT’s Austin Technology

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Riya Aggarwal, Franklin W. Olin College of Engineering; Caitlin Anna Coffey, Franklin W. Olin College of Engineering; Arwen Sadler, Franklin W. Olin College of Engineering; Stephanos Matsumoto, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Paul Ruvolo, Franklin W. Olin College of Engineering; C. Jason Woodard, Franklin W. Olin College of Engineering

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. Bennett, Design Studios: Online? Comparing traditional face-to-face Design Studio education with modern internet-based design studios. 2003.[16] J. Creswell, A concise introduction to mixed methods research. SAGE publications, 2014.[17] M. B. Parten, “Social Play Among Preschool Children,” J. Abnorm. Soc. Psychol., vol. 28, no. 2, pp. 136–147, 1933.[18] A. DiSessa, Changing minds: Computers, learning, and literacy. MIT Press, 2001.[19] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qual. Res. Psychol., vol. 3, no. 2, pp. 77–101, Jan. 2006, doi: 10.1191/1478088706qp063oa.[20] A. Bandura, “Human Agency in Social Cognitive Theory,” Am. Psychol., p. 10, 1989.[21] R. M. Ryan and E. L. Deci, “Self-Determination Theory

Conference Session

First-Year Programs: Unique Projects and Pedagogies

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2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

soldering, we needed to use a lab room rather thanthe usual classroom. Such classroom change was announced in the previous class in person,posted on LMS, and via emails typically at the beginning of the week as a reminder.The instructor who showed up to the classroom might be one of the three instructors, but notnecessarily the home teacher all the time. The students did not need to change their plan when adifferent instructor showed up. The instructors just needed to explain how team-teaching worked.Given the limited room capacity during the COVID-19 pandemic, the students from each sessionwere partitioned into A and B groups. Depending on how much content needed to be delivered inperson, some classes were on the AB-Potion schedule, when A group

Conference Session

First-year Programs: Focus on Student Success 2

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2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

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First-Year Programs

course is to provide detail as to what is involved in pursuing an engineeringeducation as well as the subsequent career. The target audience is secondary students that areconsidering engineering as a major and career as well as anyone in the advisory role of suchstudents such as school counselors, teachers, parents, family, or other influencers.Following is the high-level instructional design hourly layout for the course [1]: 1. Explore industry sectors, highlighting various majors involved in each. a. Link to many platforms with existing engaging multimedia products. b. Identify key common foundations for engineering roles. c. Spotlight specific engineering actions in each sector. d. Acquire or create media of

Conference Session

The Best of First-year Programs Division

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2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Morin, Ohio State University; Krista M. Kecskemety, Ohio State University

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, developing, andmaintaining the online platform through which the Parsons Problems were offered to students.References[1] B. W. Char and T. T. Hewett, “A first year common course on computational problem solving and programming,” ASEE Annu. Conf. Expo. Conf. Proc., 2014.[2] R. Bualuan, “Teaching computer programming skills to first-year engineering students using fun animation in Matlab,” ASEE Annu. Conf. Expo. Conf. Proc., 2006.[3] D. Ronan and D. Cenk Erdil, “Impact on computing attitudes and career intentions in a rotation-based survey course,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2020-June, 2020.[4] Code.org, CSTA, and ECEP Alliance, “2020 State of Computer Science Education: Illuminating Disparities,” 2020.[5

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

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2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware

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First-Year Programs

content was added for the following topics to support students as theydesigned their mechanical puzzles: (a) overview of 2D subtractive manufacturing processes, likelaser cutting, with tips for basic design elements; (b) introduction to part tolerancing practices;and (c) start-up guides and demonstrations of creating laser-cut designs for both recommended2D software packages (Inkscape and SolidWorks). Figure 1. Example student work from PBL#1: Product Design, which was a 6-week team-based project that involved physical prototyping of a multi-part mechanical product. (Left) from the F2F version of the course, a 3D sketch of an automaton. (Right) from the online version of the course, a laser-cut

Conference Session

First-Year Programs: Cornucopia

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2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

analysis ofthe positive perceptions of scaffolding resulted in numerous themes with more frequency. Thethemes related to scaffolding are summarized in Figure 6. A complete list of the themesdeveloped from the second phase of coding and their descriptions can be found in Appendix B. Figure 6: Word cloud that visually represents the themes that emerged form students self-reported perceptions of the scaffolding structure of technical writing assignments.Figure 6 represents the themes in a word cloud. Codes used to inform each broader theme werecounted. The word cloud was created by associating the number of times that theme was presentin the qualitative data with the theme. The larger the word in the word cloud, the more

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Steven J. Skerlos, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Abby M. Chapin, University of Michigan; Frank J. Marsik, University of Michigan

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First-Year Programs

Collaborative Course Design teams inthis work. Special thank you to our collaborators from the University of Michigan Center forSocially Engaged Design, including Ann Verhey-Henke, Charlie Michaels, and ShannaDaly We gratefully acknowledge funding and staff support through the University of MichiganFoundational Course Initiative.References[1] F.Ö. Karataş, G.M. Bodner & Suat Unal (2016) “First-year engineering students' views of thenature of engineering: implications for engineering programmes,” European Journal ofEngineering Education, 41:1, 1-22.[2] Palmer, B., & Terenzini, P. T., & McKenna, A. F., & Harper, B. J., & Merson, D. (2011,June), Design in Context: Where do the Engineers of 2020 Learn this Skill? Paper presented at2011

Conference Session

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

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2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

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First-Year Programs

, 1985.[3] F. Rogers, Senate Statement on PBS Funding, May 1, 1969.[4] B. Bloom, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, New York: David McKay Co Inc., 1956.[5] R. Brooks, J. Koh, S. Polsley, and T. Hammond. “Score Improvement Distribution When Using Sketch Recognition Software (Mechanix) as a Tutor: Assessment of a High School Classroom Pilot.” 10.1007/978-3-319-64239-0_9. In Tracy Hammond (Ed.), Frontiers in Pen and Touch – Impact of Pen and Touch Technology on Education (pp. 125-136). Switzerland: Springer International Publishing, 2017.[6] Cal State TEACH: Technology Enhancement Project, 2012.[7] L. Nilson and L. Goodson, Online Teaching at Its Best: Merging Instructional

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Huihui Qi, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; He Liu; Matthew Robin Kohanfars, University of California, San Diego; Edward I Lan, University of California, San Diego; Cristian H. Tharin; Tania K. Morimoto, University of California, San Diego

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First-Year Programs

IA would put the teams into breakout rooms and the IA wouldcheck in and be available to assist with any questions. Instead of having only one lab sectiontutor leading the lab, since teaching remotely for the first time in Spring 2020, the section tutorspaired up to help facilitate another lab section. Having two tutors is extremely helpful forrunning the team-based breakout room activities and answering individual student questions. Figure 1. Selected tools in the Design Studio (a), Tools in the hardware kit (b)Figure 2. Stock materials used in Design Studio (a), stock materials and structural component used in the hardware kit (b)Figure 3. Energy sources and other components for in

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aamir Fidai, Texas A&M University; Samiha Momin; Asma Salim Maredia, Texas A&M University; Insha Ashirali Umatiya

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First-Year Programs

. To achievethis goal we conducted a meta-analysis [16] [17] of quantitative studies that were publishedbetween 2000 and 2020. In this work-in-progress meta-analysis we present the preliminaryfinding from the analysis of the studies that were published between 2017 and 2020.Research Question This work-in-progress meta-analysis was guided by the following research question: DoArduino-enabled interventions improve student’s academic achievement in first-year engineeringcourses?Inclusion Criteria We only included those studies in this meta-analysis that a) were published between 2000and 2020; b) were in English language; c) were set in first-year engineering coursework; d)focused on the use of Arduino as an intervention to improve

Conference Session

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

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2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

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First-Year Programs

significantdifference in satisfying student’s psychological need of relatedness between the 2019 and 2020course formats, students overwhelmingly prefer in-person labs over virtual labs due to the socialinteraction and readily available tools and supplies, and they feel they could have gained morefrom in-person labs. This is consistent with the findings in [7]. Although one would expectcourses go back to the normal face-to-face mode after the pandemic, nonetheless, there is still aneed to find ways to improve student’s virtual project learning experience to benefit future onlinestudents.References[1] R. M. Marra, B. Palmer, and T. A. Litzinger, “The effects of a first‐year engineering design courseon student intellectual development as measured by the Perry

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University-Kingsville; Breanna Michelle Weir Bailey P.E., Texas A&M University-Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University-Kingsville; Mahesh Hosur, Texas A&M University-Kingsville; David Hicks, Texas A&M University-Kingsville; Michael Preuss, Exquiri Consulting, LLC

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expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References1. Khasawneh, M., Bachnak, R., Goonatilake, R., Lin, R., Biswas, P., Maldonado, S.C.,(2014) “Promoting STEM Education and Careers among Hispanics and Other Minorities throughPrograms, Enrichment, and other Activities.” ASEE Annual Conference and Exposition,Conference Proceedings, 2014.2. Martinez, D., Jacks, J., Jones, D., Faulkner, B. (2010). “Work In Progress – RecruitingInitiatives for Hispanic, First-Generation Students.” 40th ASEE/IEEE Frontiers in EducationConference, 2010.3. Enriquez, A., Langhoff, N., Dunmire, E., Rebold, T., Pong, W. (2018). “Strategies forDeveloping, Expanding, and

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bethany Luke, Valparaiso University; Ruth E. H. Wertz, Valparaiso University

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First-Year Programs

assessments. The COVID-19 pandemic also introduced variation aboveand beyond normal course offerings that would further dilute meaningful interpretations of directcomparisons. Instead, the research design incorporated both quantitative and qualitative methodsguided by the following two research questions: 1. How did instructional changes impact student performance and student attitudes toward programming? 2. To what extent were student attitudes toward programming related to student performance? B. Research ContextThis study was conducted on a required first year programming course in the mechanicalengineering and bioengineering program at a small midwestern private university across twoacademic years. The course included 43

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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,” Communication Monographs, vol. 60, no. 1, pp. 76-82, Jan. 1993, doi: 10.1080/03637759309376297[7] M. J. Khan and C. A. Aji, “Development of Engineering Identity,” paper presented at the ASEE Annual Conference and Exposition, Virtual, June 2020.[8] D. G. Dimitriu and D. C. Dimitriu, “Mentoring is a full-contact activity in engineering education,” paper presented at the ASEE Annual Conference and Exposition, Salt Lake City, UT, USA, June 2018.[9] J. H. Lim, B. P. MacLeod, P. T. Tkacik, and S. L. Dika, “Peer mentoring in engineering: (un)shared experience of undergraduate peer mentors and mentees,” Mentoring & Tutoring: Partnership in Learning, vol. 25, no. 4, pp. 395-416, Nov. 2017, doi: 10.1080

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

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First-Year Programs

-life setting (e.g., user experiences, possible barriers, expenses,time), while engineering promotes hands-on experiences for prototyping [20]–[22]. Hence,design thinking in engineering situate students’ ideas within the realities and helps themgenerating feasible products using the engineering knowledge out of the routinized, formalizedway of thinking. Engineering design thinking process as an effective problem-solving algorithm includesseven iterative stages [15], [23]: (a) identify the need and formulate the problem, (b) identify/search for solutions for similar cases in the past, (c) use knowledge and creativity to generatenew ideas, (d) evaluate and decide on the best idea: iterate until there is only one solutionconcept left, (e

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

of a computerfor extended periods of time. (a) email (b) in-person meetings (c) phone calls (d) social media (e) text messages (f) video conferencingFigure 2. Survey results between 2018 and 2020 for the different means of communication. The mean values are also provided.The most dramatic results are observed in Figure 2f, where the students express their dependence onvideo conferencing for communication during the pandemic. The use of video conferencing insynchronous classes and corresponding projects, in addition to the availability of reliable

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darren K. Maczka, University of Tennessee at Knoxville; Rehan Shah, University College London; Andrew L. Gillen, University College London

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First-Year Programs

PhysicsTeacher, 30, 141–158 https://aapt.scitation.org/doi/pdf/10.1119/1.2343497Lindell, R. S., Pea, E., & Foster T.M. (2007). Are They All Created Equal? A Comparison ofDifferent Concept Inventory Development Methodologies, American Institute of PhysicsConference Proceedings, 883(14), 14-17. https://doi.org/10.1063/1.2508680Loch, B., & Lamborn, J. (2016). How to make mathematics relevant to first-year engineeringstudents: Perceptions of students on student-produced resources. International Journal ofMathematical Education in Science and Technology, 47(1), 29–44.https://doi.org/10.1080/0020739X.2015.1044043Magana, A. J., Falk, M. L., Vieira, C., & Reese, M. J. (2016). A case study of undergraduateengineering students' computational literacy

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie L. Walkup PE, Villanova University; John Komlos, Villanova University; Kevin A. Waters P.E., Villanova University

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First-Year Programs

course with project-based learning, ASEE Annual Conference and Exposition, June 20- 24, 2020 Montreal, Quebec, Canada.7. H. M. Matusovich, B. E. Barry, K. Meyers and R. Louis, A multi-institution comparison of identity development as an engineer BT – 118th ASEE Annual Conference and Exposition, June 26, 2011–June 29, 2011, American Society for Engineering Education Annual Conference & Exposition, 2011.8. S. Wee, R. M. Cordova-Wentling, R. F. Korte, S. M. Larson and M. C. Loui, Work in progress – Why many smart women leave engineering: A preliminary study of how engineering students form career goals, Proceedings – Frontiers in Education Conference, FIE, 2010.9. Osborne, J.W. and Jones B.D., Identification with academics and

Conference Session

First-Year Programs: Design in the First Year

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2021 ASEE Virtual Annual Conference Content Access

Authors

Ariana Gabrielle Smies, Michigan Technological University; Erin Vandenbusch; Michelle E. Jarvie-Eggart, Michigan Technological University

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.” Paper presented at 2019 FYEE Conference, July 28, Penn State. Paper ID#28041[3] Bringardner, J., Georgi, G.W., & V. Bill. (2017) “Examples of Free Choice Open-Ended Design Projectsin a First-Year Engineering Course.” American Society of Engineering Education’s First Year EngineeringExperience (FYEE) Conference. July 31 – August 2, 2017, Columbus, OH Paper ID #20882.[4] Roszelle, N. B. (2019) “The Development of a First Year Design Project: Focusing on Creativity,Independence, and Design Understanding.” American Society of Engineering Education’s First YearEngineering Experience (FYEE) Conference. July 28, Penn State Paper ID #27994.[5] Meadows, L.A., & Fowler, R., & Hildinger, E.S. (2012), Empowering Students withChoice in the First

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., State University of New York at Binghamton; Koenraad E. Gieskes, State University of New York at Binghamton

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. Grohs, “Exploring engineering major choice and self- concept through first-year surveys,” In Proc. 125th ASEE Annual Conf. & Exposition, June 24 – 27, 2018, Salt Lake City, UT.[6] O. H. Griffin and S. J. Griffin, “Consideration of happenstance theory in major selection and migration in a large engineering program,” In Proc. 118th ASEE Annual Conf. & Exposition, June 26 – 29, 2011, Vancouver, B. C., Canada, 22.376.1 – 22.376.30.[7] H. E. Rodríguez-Simmonds, J. D. Ortega-Alvarez, S. Z. Atiq, and S. R. Hoffmann, “Identifying sources of information that students use in deciding which engineering major to pursue,” Proc. 122nd ASEE Annual Conf. & Exposition, June 14 – 17, 2015, Seattle, WA.[8

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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the connection between the two.Ada Barach, Ohio State University Ada recently graduated from The Ohio State University with a B.S. in Computer Science and Engineering. Her undergraduate research was in coding education for first-year students. Ada is currently pursuing a PhD in theoretical computer science at Ohio State.Connor Jenkins, Ohio State University Connor Jenkins is currently an undergraduate student pursuing a B.S. in Electrical and Computer En- gineering at The Ohio State University. His engineering education research interests include first-year engineering, teaching assistant programs, and technical communication education methods.Ms. Serendipity S. Gunawardena, Ohio State University Sery is an

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

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thegraduation rates in engineering (ENGR) and computer science (CS). The four- and six-year rates(~17.7% and ~64.5%), are below the University’s average graduation rates (~ 33.1% and 67.4%,respectively). We designed the bootcamp to improve graduation rates by a) improving students’knowledge and confidence in required math topics, b) familiarizing students with CS and ENGRmajors through problem-based learning activities that integrate skills from multiple disciplines.Calculus and other math courses serve as prerequisites to most of the ENGR and CS courses.Therefore, each time a student fails a math course, his/her graduation is delayed by at least onesemester. In addition, some upper-division courses are offered only once a year, so delays incompleting

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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First-Year Programs

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