Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

participation for women.MethodsThis work presented here is part of a larger mixed-methods study, employing an exploratorysequential study design: first, qualitative data were collected and analyzed, which then informedthe development of a survey to collect quantitative data [5].Qualitative Interview AnalysisAs part of the qualitative study [4], fifteen interviews were conducted with female students,prompting them to reflect on their team project in their first-year engineering course and discusswhat contributed to their satisfaction, or dissatisfaction, with their team experience. Studentswere asked to describe their team project; discuss which tasks they performed in the project andwhether there were any tasks they wished they did more or less of; and

Conference Session

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

Collection

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

Tagged Divisions

First-Year Programs

include recognition, interest, andperformance/competence. There are 11 questions total within the three constructs, including “Myinstructors see me as an engineering”; “I find fulfillment in doing engineering”; and “Iunderstand concepts I have studied in engineering.” These are assessed on a six-point scale(strongly disagree to strongly agree). Role identity is identified as a theoretical framework. Herinitial pilot study included over 300 students and the subsequent study had over 2500 studentresponses. As she concludes in her 2016 paper “The items developed to measure engineeringidentity are the first of their kind to quantitatively measure students engineering identity self-beliefs. I offer these items as a way to quickly assess and broadly

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

​, 2006.[13] Ricardo, J., Guide, V. G., Hanson, A., Auzenne, M., & Williamson, S., “Enhancing criticalthinking skills of civil engineering students through Supplemental Instruction”, ​ConferenceProceedings of the American Society for Engineering Education Annual Conference,​ Honolulu,Hawaii, 2007.[14] Malm, J. Bryngfors, L., Fredriksson, J., “Impact of Supplemental Instruction on dropout andgraduation rates: an example from 5-year engineering programs”, Journal of Peer Learning, 11,2018, 76-88.[15] Malm, J., Bryngfors, L., & Morner, L.-L., “Benefits of guiding Supplemental Instructionsessions for SI leaders: A case study for engineering education at a Swedish University”, ​Journalof Peer Learning​, 5(1), 2012.[16] Wilson, C., Steele, A

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

lower diagonalshows p-values.* p < 0.05 VI. DiscussionThis study relies on previous work about the first-year engineering program at TexasA&M University. However, the findings of this study are expected to advance the state ofknowledge and understanding of (a) diverse pathways to and through engineering, and(b) the development of engineering-specific theories of how engineers are formed.A pilot study conducted in 2014-2015 showed that RATS and CFU scores on activitiesrelated to algorithmic thinking (AT) were significantly correlated with moderate to largeeffect sizes, ranged from 0.31 to 0.7315. This implies that students who already had beenexposed to algorithmic thinking seemed to perform better

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julianne D. Vernon, University of Michigan; Lorelle A Meadows, Michigan Technological University; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

discussion leaders; and 4) assessed learning outcomes associated with self-authorship for students enrolled in the course as compared to students outside the course.In the following sections, we describe the results of a pilot study to assess learning outcomesassociated with integrative learning, self-authorship and confidence in choosing a major.2.0 Course TransformationThe overall goal of this course transformation is to increase students’ level of self-authorshipthrough exposure to a safe and welcoming learning environment in which to discuss topics suchas their identities, values and goals, and the broad educational opportunities available at our theUniversity of Michigan. Prior to this transformation, the course was delivered as a 2-day per

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter A Sable, Milwaukee School of Engineering; Sharon Liz Karackattu; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

the first year experience. A key course element was inviting practicing engineers to lecture ontheir experiences in the profession. Pre/Post surveys revealed that exposure to practicingengineers induced a statistically significant increase in student awareness of what practicingengineers do strongly correlated with a desire among students to remain within engineering. Herethat study is continued and extended with a longitudinal perspective. Beginning with the pilotstudy and continuing every semester for four years (Fall 2008 - Spring 2011), data wereconsistently acquired via the identical entrance/exit survey method. The same hypothesis fromthe one-year pilot study will be tested by evaluating the more extensive four year data set:educating

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

Century,” Corwin Press.6. Boss, S., Krauss, J., 2007, “Reinventing Project-Based Learning,” International Society for Technology inEducation, Eugene, OR.7. Marra, R. M., Rodgers, K. A., Shen, D., Bogue, B., 2012, “Leaving Engineering: A Multi-Year SingleInstitutional Study,” Journal of Engineering Education, 101, pp. 6-27.8. Mena, I. B., Zappe, S. E., Litzinger, T. A., 2013, “Examining the Experiences and Perceptions of First-YearEngineering Students,” AC2013-6270, Proceedings of the ASEE Annual Conference & Exposition, Atlanta, GA.9. Esmaeili, M., Eydgahi, A., 2013, “By the Students, for the students: A New Paradigm for Better Achieving theLearning Objectives,” AC2013-7138, Proceedings of the ASEE Annual Conference & Exposition, Atlanta

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the engineering college.While aspects of university-specific environments could be considered, what has been reportedin literature in various studies is that high school preparation and ranking is a factor which canhave a large impact on retention through the first year of college up to and through graduation[1-3] [4]. Such results have encompassed STEM students [1-3]; business students [3]; emphasison underrepresented minority (URM) students[4].; and more [2, 3].For example, a team out of University of North Texas (UNT), tracked cohorts of studentsthrough a seven-year continuum, in their three largest “majors”– STEM, Business, andEducation – to discern the number of students dropping out of the university, switching majors,and/or graduating

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

at the college of engineering, computer science and technology (ECST).Prof. Paul S Nerenberg, California State University, Los Angeles Dr. Paul S. Nerenberg is currently an Assistant Professor of Physics and Biology at California State University, Los Angeles. He received his PhD in Physics from MIT and has a strong interest in improving the quality of introductory physics education, particularly for students who enter college with little or no previous physics coursework.Ni Li, Northwestern Polytechnial University Ni Li, Ph.D., was an Assistant Professor of the Department of Mechanical Engineering at California State University, Los Angeles. Now, she is working in the school of Aeronautics at Northwestern

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

work is part of a larger study exploring the experiences of rural engineering students. Inaddition to investigating the motivations behind rural students’ decisions to pursue engineering,the study explored the formation of engineering identity and barriers rural students face whileentering an engineering community of practice [20]. A sample of the questions developed tospecifically probe the research question of this paper is as follows: • Why did you choose to attend college? • Why did you choose this university? • Why did you choose an engineering major? • What motivates you? • After graduation, do you plan to return to your rural community? Why or why not?Data AnalysisInterviews were recorded and transcribed by a

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paige E. Smith, University of Maryland, College Park; Elizabeth R. Kurban, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, Virginia Tech Dr. Amelink is Director of Graduate Programs and Assessment in the College of Engineering, Virginia Tech. She is also an affiliate faculty member in the Departments of Engineering Education and Educa- tional Leadership and Policy Studies at Virginia Tech. c American Society for Engineering Education, 2017 A Multi-Program Approach to Student Retention and SuccessAbstractPrograms that address the needs of first year engineering students have traditionally beendesigned to create community and facilitate inclusion. Students are more likely to be retainedinto their second year when guided by structures of engagement and support throughpurposefully-designed programs (Soldner, Rowan-Keyon

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Keyvani, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

First-Year Programs

listening are key to success in a highly collaborative working environment [6].Studies have shown that involving students in engineering projects helps improve technical andinterpersonal communication within teams, with the suppliers of technical parts, and non-engineers. It has also helped improve English writing skills for international students [7].One would expect engineering students to possess high levels of these skills upon graduation;however, the results of past surveys show that engineering students are inadequately equipped tomeet this need [8-9]. Although engineering students are typically required to communicate theirdesign to a broader audience at the end of the senior capstone course, there is not much emphasisand attempt to provide

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

acquisition systems home andconduct experiments and design projects. This paper presents the results of a pilot project inwhich a first-year engineering course at a large university was modified to use data acquisitionhardware systems and a graphical programming environment. This paper will discuss thecurricular structure, the implementation of the graphical programming language and hardwarecomponent, examples from the class, and initial assessments from the experience in the form ofclass surveys. Challenges and opportunities are discussed. Overall, students reacted positivelyto the inclusion of the graphical language and extremely positively to the inclusion of thehardware aspect, which allowed for more hands-on activities. The instructional team

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jamie Bracey, Temple University; Keyanoush Sadeghipour, Temple University; Carnell Baugh, Independent; Shawn Fagan, Temple University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

well understood that financial aid and academic supports are a large part ofthe retention equation, this study examines the impact of exposure to engineering math asa cognitive support on two successive years of freshmen that matriculated in Fall 2014and Fall 2015. This paper suggests that math remediation is critical, but must be done inan institutional context that successfully leverages student determination to succeed.The traditional faculty-led argument that “we are admitting poorly prepared students”could no longer serve as an explanatory factor, as the university’s undergraduate programadmissions had become increasingly competitive, and were generally more productiveyielding graduates. In the College of Engineering, SAT scores had

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

’ Success and Persistence. Journal of Engineering Education. October 2005, pp. 419-425.10. Zhang, G., Anderson, T., Ohland, M., and Thorndyke, B. Identifying Factors Influencing Student Graduation: A Longitudinal, Cross-Institutional Study. Journal of Engineering Education. October 2004, pp. 313-320.11. Seymour, E., Hewitt, N. (1997) Talking about leaving: Why undergraduates leave the sciences. Westview Press.12. Arnet, J. (2004). Emerging Adulthood: The Winding Road from the Late Teens through the Twenties. Oxford University Press.13. Frank, M., Lavy, I., and Elata, D., Implementing the Project-Based Learning Approach in an Academic Engineering Course. Journal of International Journal of Technology and Design

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

experiences, new types of pressures may impact both students and their families. Toidentify some of the pressures that should be anticipated when introducing a new program, thisexploratory case study focused on the hopes, concerns, and fears of the first cohort of studentsenrolled in the first semester of a pilot program at the Purdue Polytechnic Institute – a new multi-disciplinary, hands-on, competency-based program. Since students do not act in isolation,additional considerations are given to expectations and concerns of their parents, and facultyresponse to those concerns. Students and parents were surveyed, and in-depth interviews wereconducted with both students and faculty. Qualitative and quantitative analyses found that whilethe majority of

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

classroombelonging, but the more factors evident the greater the likelihood that a student would experiencethe feeling of classroom belonging.5.5 LimitationsThis study suffers from many of the drawbacks of pilot work. The sample size was small,meaning that effect sizes had to be quite large to register as statistically significant. This can beremedied through expansion to a broader base of students and additional institutions. Thesestudents were from only a handful of majors (mostly mechanical and civil engineering) andresults might differ significantly through inclusion of other majors.The engineering identity measure (EI) is new and adapted from Godwin et al.’s (2016)definitional work and has not been qualified as a valid and reliable measurement scale

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

) has thehighest impact to students’ grade outcomes, retention and graduation rates, as well as their senseof connection, belonging and positive experience in their first year. This complete research paperexamines the quantitative and qualitative impact of intentionally creating small,registration-based cohorts of students to regularly attend SI sessions, implemented at ouruniversity in a first year engineering course in fall 2020. Our results indicate that (as in othersemesters), students who attended SI sessions had statistically significant higher course GPAsthan those who did not attend, but an added benefit was that almost 40% of students in the courseregularly attended SI this fall, compared to previous fall semesters where only 12-22

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura A. Ruhala, Kennesaw State University; Hillary Steiner, Kennesaw State University; Catherine L. Bradford, Kennesaw State University; Ruth Ann Goldfine, Kennesaw State University; Nirmal Trivedi, Kennesaw State University; Scott Larisch, Kennesaw State University

Tagged Divisions

First-Year Programs

Consortium, host of the annual National Learning Communities Conference. She teaches the first-year seminar within learning communities and provides academic and graduation coaching for a group of students attending the university on state-funded merit scholarships.Dr. Ruth Ann Goldfine, Kennesaw State University Ruth A. Goldfine, PhD, is a tenured Professor and Chair of the Department of First-Year and Transition Studies at Kennesaw State University, a position she has held since 2013. She holds a doctorate in English and has been teaching in higher education for nearly 20 years. Prior to joining Kennesaw State University, Ruth held a position as a Technical Editor at the University of Dayton Research Institute, where

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andria Costello Staniec, Syracuse University; Helen M. Doerr, Syracuse University

Tagged Divisions

First-Year Programs

excellence. One of the signature programs offered is the “Academic ExcellenceWorkshop” (AEW). This program is offered as a one-credit pass/fail course for students in theirfirst and second years in the College and has met with varying levels of success, as measured bystudent performance, feedback on student surveys, and faculty perceptions of their effectiveness.Approximately 100 AEW courses are offered throughout the academic year for mathematicscourses (pre-Calculus through Calculus III) and select engineering classes. Students register forAEWs that correspond to the particular mathematics and/or engineering course(s) in which theyare enrolled. Because Syracuse University students pay block tuition, there is no financialdisincentive to enrolling

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tanya D Ennis, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

described.IntroductionAlthough calculus I is a traditional entry point for first-year engineering students, for a variety ofreasons the course generates a high failure rate. Poor performance in this “gateway” course nodoubt leads many students to reexamine their decisions to study engineering. Compounding thescenario are widespread efforts to diversify the student population of engineering with the verystudents who are statistically most likely to graduate high school underprepared for direct entryinto calculus I—minorities, women and first-generation college attendees. Thus, achievingdiversity in engineering is linked to the performance outcomes in mathematics of studentshistorically underrepresented in engineering, including the underrepresented minority (URM

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

William John Palm IV P.E., Roger Williams University; Charles R Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-engineering fields. Research on Engineering LLCshas focused primarily on student engagement. Two studies to examine performance and retentionfound that LLCs had little effect on first-semester grades but increased first-year retention inengineering by 2 to 12%. Unfortunately, one of these studies did not control for differences inincoming student characteristics, and another used a comparison group that differed little fromthe LLC group, possibly causing them to understate the LLC’s true effects. To improve ourunderstanding, this paper examines performance and retention in the inaugural EngineeringLLCs at a small, private non-profit, regional university in the northeastern United States.Results indicate that 82% of the Engineering LLC participants

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter M. Ostafichuk, University of British Columbia, Vancouver; Susan Nesbit, University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver; Gerald Tembrevilla, University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

receiving a doctoral degree in Chemical Engineering from the University of British Columbia for research on colloidal ink particle detachment mechanisms during paper recycling, Dr. Nesbit obtained a Bachelor or Arts degree in History and a Bachelor of Applied Science in Chemical Engineering, then worked as a research engineer studying novel methods of chlorine dioxide production. Dr. Nesbit is dedicated to the development and delivery of sustainability education. She has developed and taught several undergraduate and graduate courses that focus on the context of engineering decision-making. In 2010/11, she was awarded an inaugural Sustainability Teaching Fellowship at the University of British Columbia. Dr. Nesbit’s

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Khushikumari Patel, Clemson University; Claire L. A. Dancz, Clemson University; Eliza Gallagher, Clemson University; Charity Watson

Tagged Divisions

First-Year Programs

study focuses on thecorrelation between Kolbe ATM results and student performance in hybrid precalculus to determineif certain conative categories are particularly well-suited or poorly-suited to this course model. Wereport preliminary data from a Fall 2016 pilot study and discuss next steps to predict which studentsare “at risk” on the basis of Kolbe ATM results.Course Structure of PrecalculusCalculus is a common prerequisite for introductory courses in science, technology, engineering,and mathematics (STEM) disciplines. Students who are not yet ready to take calculus must takeprecalculus in order to start the path towards a degree in a STEM discipline. The precalculuscourse at Clemson University is a pass/fail hybrid course in which students

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Alan D. Niemi, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Divisions

First-Year Programs

mentoring relationships for women pursuing technical careers”, Journal of Engineering Education, Volume 89, 2000.11 Judge, J. and Leary, J. “Department-Specific Mentoring Network for Women Students in Engineering”, Proceedings of 35th ASEE/IEEE Frontiers in Education Conference, Indianapolis, IN, 2005.12 Wilder, P., Kenefic, R., and Burke, A., “Integrating engineering practice into undergraduate curricula using project simulation: outcomes related to retention and persistence” Proceedings of 35th ASEE/IEEE Frontiers in Education Conference, Indianapolis, IN, 2005.13 Rippon, S., Collofello, J., and Hammond, R., “Helping Freshmen Develop a Personal Identity as an Engineer” Proceedings of the 2011 American Society for

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

María del Carmen Garcia-Higuera, Universidad Panamericana; Rocio Chavez-Telleria, Universidad Panamericana; Armando Alemán-Juárez, Universidad Panamericana ; Isabel Joaquina Niembro García P.E., Universidad Panamericana

Tagged Divisions

First-Year Programs

the last 60 years, engineering graduation rates have been around 50% [4]; similarly, inMexico, engineering graduation rates barely achieve 40%. A review of the literature conductedby Geisinger and Raman [4] identified a set of factors that contribute to the attrition of students.These factors include classroom and academic environment including teaching and advising,grades and conceptual understanding, self-efficacy and self-confidence determined by highschool preparation in math and science among others. Engineering educators have argued thatpersonal and socio-economic factors can contribute to the attrition of students; however, there isa proportion of engineering students that leave because of the educational system. Studies haveshown that

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University; Amy Barton, Mississippi State University; Rani Warsi Sullivan, Mississippi State University; Bill B Elmore, Mississippi State University; Jane Nicholson Moorhead, Mississippi State University

Tagged Divisions

First-Year Programs

gathering and informed decision-makingduring the first year. Our hybrid model is targeted at students who meet all the standardadmission requirements for engineering, but do not know which degree program they want topursue. In the remainder of this paper, we describe two primary challenges for transitioning tothe hybrid model (Sections 3 and 4), the resultant introduction to engineering course that wasdeveloped and piloted in Fall 2014 (Section 5 and 6), our future trajectory for our hybrid model(Section 7).2. Institutional ContextMississippi State University is a rural, research-focused, public, land-grant institution with anenrollment of 16,500 undergraduate students and 3,700 graduate students. The college ofengineering (CoE) is the third

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Patricia Dee Zobel, Rowan University

Tagged Divisions

First-Year Programs

StudentsIntroductionThe College of Engineering at Rowan University, a four-year, mid-sized, suburban, publicuniversity in the North East, is in the fourth year of a six year NSF S-STEM grant (Scholarshipsfor Science, Technology, Engineering and Math). In addition to providing two cohorts ofstudents with four year $3,000 dollar annual scholarships, students are provided targetedmentoring, participate in an Engineering Learning Community (ELC) in the first year, and areprovided with tutoring-on-demand for core engineering courses throughout the four-year degreeprogram.Only students with financial need were accepted into the S-STEM scholarship program and ELC.Students from under-represented groups in Engineering were aggressively recruited, i.e., women,African

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Ann Saterbak, Rice University; Michael Wolf, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Inequality: Toward a Student-Based InquiryPerspective,” REVIEW OF EDUCATIONAL RESEARCH, vol. 77, no. 3, pp. 310–333, Sep. 2007.5. P. L. Ackerman, R. Kanfer, and M. E. Beier, “Trait complex, cognitive ability, and domain knowledge predictorsof baccalaureate success, STEM persistence, and gender differences,” Journal of Educational Psychology, vol. 105,no. 3, pp. 911–927, 2013.6. M. Meyer and S. Marx, “Engineering Dropouts: A Qualitative Examination of Why Undergraduates LeaveEngineering,” Journal of Engineering Education, vol. 103, no. 4, pp. 525–548, Oct. 2014.7. T. E. Murphy, M. Gaughan, R. Hume, and S. G. Moore, “College Graduation Rates for Minority Students in aSelective Technical University: Will Participation in a Summer Bridge Program

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Kelly J. Cross, Virginia Tech University

Tagged Divisions

First-Year Programs

Pilot Validation Study Of The Epistemological Beliefs Assessment For Engineering (Ebae): First-Year Engineering Student Beliefs. American Society for Engineering Education Annual Conference. June 20-23: Louisville, KY.Carr M., and E. Ní Fhloinn (2009). Assessment and Development of Core Skills in Engineering Mathematics. CETL-MSOR Conference 2009 Proceedings. D. Green, Ed. Birmingham, UK: The Math, Stats, and OR Network. 19-24.Concannon, J. and L. H. Barrow, Men’s and Women’s Intentions to Persist in Undergraduate Engineering Degree Programs, Journal of Science Education and Technology. 19(2): 133-145.Conejero, J.A.; Juan-Huguet, J.; Morillas, S.; Mas, J.; Vendrell, E. (2010).Assessment of the