Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, Petroleum Institute; Nicholas J. Dimmitt, Petroleum Institute

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First-Year Programs

AC 2012-4833: A COURSEWORK PLAN FOR IMPROVING SKILLS NEC-ESSARY FOR SUCCESSFUL CAPSTONE PROJECTSDr. Jaby Mohammed, Petroleum Institute Jaby Mohammed is a faculty at the Petroleum Institute, Abu Dhabi, UAE. He received his Ph.D. in indus- trial engineering from University of Louisville (2006), master’s in industrial engineering from University of Louisville (2003), and also a master’s in business administration from Indira Gandhi National Open University (2001). His research interest includes advanced manufacturing, design methodologies, six sigma, lean manufacturing, and enterprise resource planning. He previously taught at Indiana Purdue, Fort Wayne, in Indiana and at Morehead State University in Kentucky. He is a

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

W. David Harding, University of New Haven; Samuel Daniels, University of New Haven

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First-Year Programs

AC 2008-2194: USING MICROSOFT OUTLOOK FOR PERSONAL AND PROJECTPLANNING IN A FIRST YEAR ENGINEERING COURSEW. David Harding, University of New HavenSamuel Daniels, University of New Haven Page 13.1347.1© American Society for Engineering Education, 2008 Using Microsoft Outlook for Personal & Project Planning in a Freshman Year Engineering CourseAbstractA great variety of tools are available for use in the planning and organizing of project work.This paper discusses the use of Microsoft Outlook (Outlook) as a primary planning andorganizational tool for a first year engineering course; “Project Planning and Development.” Inthe course, Outlook is

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

Paper ID #21854A Strategic Plan to Improve Engineering Student Success: Development, Im-plementation, and OutcomesDr. Jerome P. Lavelle, North Carolina State University Jerome P. Lavelle is Associate Dean of Academic Affairs in the College of Engineering at North Carolina State University. His teaching and research interests are in the areas of engineering economic analysis, decision analysis, project management, leadership, engineering management and engineering education.Dr. Matthew T. Stimpson, North Carolina State University Matthew Stimpson is the Director of Assessment in the Office of Undergraduate Academic Affairs at NC

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

to move forward. Briefly, we have streamlined the number ofrequired teamwork activities, more carefully connected them to the project work, and broughtmore of the activities “in-house,” making design faculty more responsible for the first and lastactivities. Our plan is to continue assessing these areas at the end of the 2013-2014 academicyear.IntroductionSince its inception, the development of teamwork skills has been integrated into the DesignThinking and Communication Program (previously “Engineering Design and Communication”),a two-quarter interdisciplinary course (DTC-1, DTC-2) required of all first-year engineeringstudents at Northwestern University. From the start, this took the form of supplementing theexperiential learning that

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University

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First-Year Programs

Paper ID #19563Work in Progress: An Interdisciplinary Course Designed to Assist First-YearStudents in Planning and Preparing for Success in the NAE Grand ChallengeScholars ProgramAmy Trowbridge, Arizona State University Amy Trowbridge is a Lecturer and Director of the Grand Challenge Scholars Program in the Ira A. Fulton Schools of Engineering at Arizona State University. Her teaching focuses primarily on first year engi- neering students, and she is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning.Dr. Haolin Zhu, Arizona State University Dr. Haolin Zhu

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Mark Tufenkjian, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Eva Schiorring, Research and Planning Group for California Community Colleges

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Diversity

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First-Year Programs

Angeles. She earned her BS in metallurgy and materials science from Columbia University, and her MS and PhD in materials science and engineering from Stanford University. She previously served as faculty, chair and Associate Dean at San Jose State University’s College of Engineering. Dr. Allen believes in a collaborative, student-centered approach to research, education and academic administration and leadership. She currently serves on the ASEE Engineering Deans Council Executive Board, the ABET Academic Affairs Council, and chairs the ABET Task Force on Diversity and Inclusion.Eva Schiorring, Research and Planning Group for California Community Colleges Eva Schiorring has almost two decades of experience in research

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

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First-Year Programs

last semester in high school was about two orthree hours. Many engineering freshmen do not put in the time that they should be in learningtheir classes until they hit the first quizzes or a midterm and suddenly realize that they have a lotof learning to make up to be on top of the class material. Many students do not know how tolearn material.This paper will explore the transition from high school to college relative to the number of studyhours a freshman engineering student devotes each week and the “solutions” that have been usedto help with this problem through a literature search. The paper will discuss how muchengineering students study their last year in high school, how much the students plan to “study”in college, and the reasons

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Audra N. Morse, Texas Tech University; Richard Glenn Watson

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First-Year Programs

programs.Thus, the challenge is to retain the large number of students entering engineering program whileremoving the students who have no interest in being retained. Enrollment management activitiesmust address these issues while addressing the pressure to grow the institution populationwithout compromising engineering program quality.To manage growth in the engineering college, an enrollment management system wasimplemented in 2012 and employs program admission requirements and student performance aswell as performance metrics. The enrollment management plan was developed by a committeeof faculty and staff advisors in the college of engineering. The plan addressed the increase innew admits to the college as well as strategies to remove non-completers

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

students are comfortable exploring the STEMdisciplines, COMPASS places undecided, non-STEM students into one of two tracks during thefirst-semester in college where they complete a Career Planning: STEM Explorations or STEMSeminar course. In addition to the Career Planning and STEM Seminar courses, students alsoenroll in cohort math courses throughout the first year, are assigned a STEM program advisor,have the opportunity to live in block housing, receive an upper-division STEM peer mentor,interact in a designated STEM Center with program peers and STEM graduate tutors andparticipate in an early undergraduate research experience.This paper discusses COMPASS’ infrastructure, the evidence based practices implemented toachieve its objectives, the

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

courses. Followingthe first round of exams, students select the course in which they wish to improve theirperformance most significantly and then complete both an exam wrapper survey and learningstrategies survey to evaluate their preparatory behaviors, conceptual understanding, andperformance on the exam. Each student develops an action plan for improvement based on theirresults and begins implementation immediately. Following the second exam, students completean exam wrapper survey followed by a learning journal, in which students evaluate and reflect ontheir adherence to and effectiveness of their action plan and performance on the second exam.We propose that engagement with this exam wrapper activity in the context of the EntangledLearning

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heidi Cian, Clemson University; Michelle Cook, Clemson University; Lisa Benson, Clemson University

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Diversity

Tagged Divisions

First-Year Programs

little evidence of planning. Several strategies are used bystudents for all problems, but some are unique to specific types of problems. These findingsdemonstrate the usefulness of post-hoc audio reflection in engineering education research tobetter assess and address students’ metacognition and problem solving strategies.IntroductionThis work-in-progress paper identifies metacognitive activities and problem solving strategiesutilized by first-year engineering students to solve different types of problems. Our researchquestion is: What problem solving strategies and metacognitive activities are revealed bystudents’ post-hoc audio reflections on their solutions to three different types of engineeringproblems (story, open-ended, exercise)? Post

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

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Diversity

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First-Year Programs

, there were only significant differences in course grades between thosewho entered with 1-20 credits and those who entered with more than 20 credits (p=0.046).Among students entering with zero pre-college credits, females had higher course grades thanmales (F=8.38, p=0.005). No differences were observed between genders for those entering with1-20 credits (F=1.29, p=0.26) or those with more than 20 credits (F=0.22, p=0.64).Previous use of SI and study methodsWe also examine whether prior use of SI and other study methods, including attending officehours and studying in groups, in high school correlated with planned SI use for students’ firstsemester in college and subsequent academic outcomes. Our previous research has shown thatfirst semester

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Woo J. Kim, Miami University; Brielle Nikole Johnson, Miami University; Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University

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First-Year Programs

possible effectiveness of an intention intervention in the relationship betweenmotivation and course performance. Planning is a self-regulatory strategy involving a mentalsimulation of concrete actions in future situations. By simulating future events, individualswould be able to anticipate possible obstacles and make pre-planned, more realistic strategies.This active mental representation thus leads people to have greater accessibility to the plans andact as planned [21]. Therefore, by planning, students may devote more time to study and findmore effective ways to perform better in the course even if their motivation to go to college islow.MethodsThe engineering majors at Miami University have several required courses that they take in theirfirst

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Catherine Pieronek, University of Notre Dame; Kerry Meyers, University of Notre Dame; Sara Skiles, University of Notre Dame; Sean Kelly, University of Notre Dame; Leo McWilliams, University of Notre Dame

Tagged Divisions

First-Year Programs

at the end of first year to continue in an ABET-accredited engineeringdiscipline).The survey analysis yielded several broad conclusions. First, certain aspects of a student’s pre-college experiences and preparation are statistically significant predictors of retention into thesophomore year. Second, students who enter the program with settled plans to pursueengineering-related goals after college are much more likely to be retained in the program than arestudents with unsettled or non-engineering-related goals.These findings indicate the importance of prior experiences to continued engineering study, andindicate that exposure to pre-college programs that support or complement engineering, such asparticipation in science fairs, robotics teams

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

skills are deemed lacking and also to know student attitudesand perceptions to effectively devise teaching methods that will enhance skills whilesimultaneously shifting attitudes to match situational reality. The results will be drawn from asurvey of freshman having just begun their undergraduate engineering studies at a major urbanUniversity.BackgroundTo both identify the key soft skills perceived to be important and not currently being learned bythe students and to then codify classroom techniques for enhancing these skills, a multistepapproach for this investigation was started.1 A multistep approach is used because each stepdirects the next, and although these are seen as the steps now in our plan, our research may alterthese. The steps are

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Jenahvive K. Morgan, Rowan University; Joseph Francis Stanzione III, Rowan University; Kaitlin Engle Mallouk, Rowan University

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First-Year Programs

, there is a requirement that there is amethod of making sure that students are performing the before class preparation that is required.Usually a pre-class, online quiz is utilized to ensure student will perform the tasks requiredbefore class, so that they are ready to participate in the in-class activities. This also allows theinstructor to use the results of the quizzes as a discussion point for the class, as well as a guide toadjust in-class plans, and to review areas that the students may be underperforming in. Flippedclassrooms allow real time assessment of a student’s progress, to allow the instructor to addressany pressing student issues with the material. Introduction of this method can be utilized in evenlarge lecture halls, and without

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

, as well as overall course grades.The historically successful and evidence-based Supplemental Instruction (SI) program wasintroduced at The University of Texas at Austin in 2015 through a collaboration between theSchool of Engineering and the Sanger Learning Center. The supported courses include freshmanlevel introductory courses in Electrical and Computer Engineering, and report high percentagesof D’s, F’s, Q’s (drops), and W’s (withdraws). This report investigates the impact of explicitmetacognitive training and lesson planning for SI Leaders and two rounds of explicitmetacognitive instruction in SI sessions for these courses.I. Motivation for StudyWhile most K-12 educators and administrators are trained to implicitly structure their

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Richard Newman, Arizona State University

Tagged Divisions

First-Year Programs

student capabilities, the outcomes criteriaand the role of the course to set expectations for the following program of study. Thefirst delivery in fall 2005 was treated as a prototype within the systems model. Whileretaining the same scope, the topics will be expanded in 2006-07 to provide a well-rounded 6 SCH first year program. The process used to plan, analyze and recordprogress is also being applied more generally to overhaul the whole curriculum.OriginsIn the past, the campus operated a 2 + 2 system with most students transferring from thelocal community college system to take upper division university courses to completetheir bachelor degrees. The designation of the campus as a Polytechnic in early 2005introduced many program changes to

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard M. Bennett, University of Tennessee, Knoxville; William Schleter, University of Tennessee, Knoxville; D. Raj Raman, Iowa State University

Tagged Divisions

First-Year Programs

homework, and attended one extra hour of study sessioneach week. The SEP program seeks to intervene earlier in the semester, and is available to allstudents.Another early intervention technique in a calculus course is described by Koch2. Students whoperformed poorly on the first exam in Calculus I were given the option of switching into a half-term, 2-credit hour intensive pre-calculus course, before retaking Calculus I the following term.The goal of the SEP program is to retain the students in the course, and for them to make thenecessary corrections to be successful.Lavelle3 describes an intervention program after the first Calculus exam in which students meetwith an academic advisor, develop an action plan, and then have a follow-up meeting

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Louisiana Tech University; Matthew W. Ohland, Purdue University and Central Queensland University

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First-Year Programs

, her bubbly personality was evident. She wasperfectly made up and wore jewelry and perfume making an immediate impression that wasdifferent from that of most of the dozens of other women we have interviewed over the yearsthrough the MIDFIELD project. It is her story that begat the title of “Accidental Engineer.”Bethany is a white woman who comes from a family where neither parent attended college. Hercareer plan was to be a doctor and she applied to A-State with that in mind. She was acceptedinto a program, Diamonds in the Rough, for students who the college of engineering believeshave potential that may not be demonstrated by grades or test scores

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Ann Kos, University of Colorado, Boulder; Sarah Miller, University of Colorado, Boulder

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First-Year Programs

Implementing your Students will be able to construct a professional goal Engineering Plan and an educational goal 11 Complete your Final Project 12-16 This class has ended. Good luck with your other courses!Table 1: Course ScheduleThe design of the course was based on content pulled from previous iterations of this course inpast years, as well as best practices learned from the introduction to engineering courses at otherinstitutions (Brake 2016, Peuker 2016, ASEE 2017). The coursework was divided into two typesof assignments: weekly homework and a final report. The course schedule is presented in Table1.At our university, semesters are 16 weeks long, usually lasting from mid-August toearly-December, but we

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico; Chen Qiu M.Sc., University of New Mexico; Christopher Riley

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Diversity

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First-Year Programs

Paper ID #22582Using Design Challenges to Develop Empathy in First-year CoursesJordan Orion James, University of New Mexico Jordan O. James is a Native American Ph.D. learning sciences student and lecturer at the University of New Mexico’s School of Architecture and Planning in the Community & Regional Planning program. He has served as a graduate research assistant on an NSF-funded project, Revolutionizing Engineering De- partments, and has been recognized as a Graduate Studies student spotlight recipient and teaching scholar. Jordan studies learning in authentic, real-world conditions utilizing Design Based Research

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

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First-Year Programs

anancillary role in the service effort and do not travel to the site of the project. This study wasconducted during the 2013-2014 school year in the context of two courses offered at OhioNorthern University. Participants of the study included first-year programming students enrolledin a second semester introductory programming course and engineering education studentsenrolled in an upper-level elective course involved with developing lesson plans for teacherworkshops being conducted in the Dominican Republic by members of the university’s NorthernEngineers Without Boundaries student organization. The following sections of this paper willfirst examine the relevant background concerning prior research, explain the framework for thestudy, review the

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda Christine Bordelon, Utah Valley University; Susan L. Thackeray , Utah Valley University; Sean S. Tolman, Utah Valley University; Jane M. Loftus, Utah Valley University

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First-Year Programs

be delivered as a discipline-specific or as a universal cross-disciplinary version.For this study, students were assessed with Likert-based survey questions about how they felt the classprepared them or engaged them for a career in engineering and if they planned to remain in their program.The survey was given at the end of the semester they took their respective Introduction to Engineeringcourse. Statistical p-values were calculated from the Likert scores with respect to the discipline area of thestudent, the instructor, the semester, and the demographics of the student class population. The coursewas delivered in one semester as a generalized mechanical-engineering focused design approach and thenin a second semester as the three

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., Binghamton University; Peter J. Partell, Binghamton University; Meghan Crist, Binghamton University

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First-Year Programs

Director of Institutional Research and Planning for the university. Partell received his doctoral degree in Political Science from Binghamton University in May 1999 and his bachelor’s de- gree from the State University of New York, College at Buffalo. In his role as Associate Dean, Partell is responsible for the Watson School’s academic programs and policies, academic support programs, cur- ricular planning, accreditation, space planning, and enrollment planning and management. Some of his accomplishments as Associate Dean include spearheading the graduate enrollment growth strategy that resulted in an increase in graduate enrollment of 400 students over a 4-year period, managed a $4 mil- lion teaching and graduate

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University

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Diversity

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First-Year Programs

. Participants employed multiple self-generated hands-on methods toestimate the volume of trash collected by molding the bags of trash into cylindrical, rectangular,and ellipsoid shapes to simplify the estimation of their volume. They then combined theirunderstanding of geometry and algebra with critical thinking to design their own methods forestimating the volume of the various types of trash collected.Participants also explored how to develop a business/financial plan for the operation of arecycling business in their community for the fictional purpose of submitting a proposal to thetribal government. The plan used profit and cost equations to analyze the trash data. Lessoncontent emphasized algebra and ratios, while instructional methods emphasized

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Samantha Islam, University of South Alabama; Samuel H. Russ, University of South Alabama; Kevin D. White Ph.D., University of South Alabama

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First-Year Programs

Paper ID #7976Assessment of Spatial Visualization Skills in Freshman SeminarDr. Samantha Islam, University of South Alabama Dr. Samantha Islam, Ph.D. is an assistant professor of civil engineering at the University of South Alabama. She received her B.S. from Bangladesh University of Engineering and Technology and her M.S.C.E. and Ph.D. from Purdue University. Her research interests include application of econometric and statistical methods to a variety of transportation engineering problems, including highway safety, traf- fic safety and transportation planning. Dr. Islam is actively involved in developing an

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony T. Cahill, Texas A&M University; Andrea M. Ogilvie P.E., Texas A&M University; Mark Weichold, Texas A&M University

Tagged Divisions

First-Year Programs

Partnering with PhysicsAbstractThis work-in-progress paper will describe an effort at curriculum reform for the first yearengineering program at Texas A&M University. A variety of motivations for, and challengesencountered in this effort are discussed, which highlight how educational change often takesplace in tension between educational theory and institutional constraints. Preliminary discussionof results and future plans for assessment are discussed.IntroductionRetention of engineering students continues to be a concern nationally [1]. There are perhapsadditional pressures for improvement in retention at large state institutions, where legislatureskeenly watch metrics such as retention, and where the institutions have a mission to serve

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Howard, New Mexico State University

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Diversity

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First-Year Programs

Education, 2017Evaluating the Success of Peer Led Student Interventions in a Freshman Year Experience ProgramAbstractThis paper is a Work in Progress and will discuss the process and assessment of a structured peermentor intervention plan implemented in a Freshman Year Experience (FYE) program at NewMexico State University, a Hispanic serving institution. The FYE program was implemented inFall 2014 as an attempt to increase retention. After the first year of implementation, retentionsrates from freshman to sophomore rose by 14.6%.The FYE program has several different components, including a hands-on introductory course,peer mentoring and tutoring, exposure to the engineering disciplines on campus, and othersuccess initiatives. In Fall

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

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Diversity

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First-Year Programs

the week, and will be quizzed on boththe lectures and the reading assignments.The two credit course, Design Practicum, is a hands-on design course with lectures and labs thatwill introduce students to relevant topics in engineering including: problem solving, team design,innovation, information technology, engineering, ethics in engineering, community engagementand social responsibility. This course will require partial departmental financial support, thus notall departments are currently committed to participating due to budget concerns. Just over halfof our engineering college is currently planning to participate, with approximately 600 studentsexpected to enroll this coming year. (Fall 2016/Spring 2016) This course is modeled after