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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Paper ID #14864Utility of Post-Hoc Audio Reflection to Expose Metacognition and StrategyUse by First-Year Engineering Students for Different Problem TypesMs. Heidi Cian, Clemson University Heidi Cian is a PhD student enrolled in Clemson University’s Curriculum and Instruction program with a concentration in science education. Heidi is a former high school biology and anatomy teacher.Dr. Michelle Cook, Clemson University Michelle Cook is an Associate Professor of Science Education in the Eugene T. Moore School of Educa- tion at Clemson University.Dr. Lisa Benson, Clemson University Lisa Benson is an Associate Professor of

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noel Kathleen Hennessey, The University of Arizona; Rebecca Primeau, University of Arizona

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-disciplinary courses and concepts, and providing learning opportunities for students toconnect, integrate, and synthesize knowledge (8).Two underlying assumptions are at play when considering how integrative learning takes place:(1) students do not naturally integrate, or translate, their experiences to novel complex issues orchallenges (9); (2) how a student integrates knowledge across contexts and over time takes work,and is unlikely to occur without commitment from the educational institution (8). The mostprominent pedagogies of integration include service-learning, problem-based learning,collaborative learning, and experiential learning (10). What is essential to each of thesepedagogies is the practice of reflection; “these pedagogies necessitate

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University; Liya Ni, California Baptist University

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types of service opportunities they resonate with the most, see how toconnect with the surrounding community, and be able to reflect on their experiences and see thevalue of service. The course meets the ABET Criterion 5 by broadening of the role engineeringcan make in the world and seeing engineering as service, by planting a seed for seeingopportunities for lifelong learning and engaging the community.There are three major assignments to meet the course requirement. The first assignment is to readfirst two chapters of ‘Service Learning: Engineering In Your Community’1 by Marybeth Lima,PhD and William C. Oakes, PhD, PE. The first two chapters lay out the detailed linkage betweenengineering and service learning. After the reading assignment the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

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-order thinking skills canbe developed through practice, feedback, and reflection. (Miri, 2007; Sawyer, 2013).In order to build the STEM workforce of tomorrow, faculty must be trained to implementevidence-based pedagogies that foster higher-order thinking skills. Specifically, learningenvironments must foster and support critical and creative thinking skills. While there arecountless examples of institutions focusing faculty development efforts on promoting criticalthinking, very few place an explicit emphasis on the creative aspect of higher-order thinking. Thesingular example we identified that emphasized critical and creative thinking was focused in theliberal arts (Five Colleges of Ohio, 2012). Higher education must shift the paradigm that

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

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anengaging platform. In order to present students and teachers perception about this newmethodology, Kahoot system is presented in five different approaches: Introduction of anew concept or topic; Reinforcement of knowledge; Encouragement of reflection andpeer-led discussion; Connection of classrooms and Challenge for learners to make theirown Kahoot quizzes. Some of these purposes presented were studied in Physics I andChemistry courses for freshman students and Physics II course for sophomore students inan Engineering School.IntroductionImmediate feedback enhances students’ learning. For students, it’s a chance to go furtherby breaking misconceptions and changing learning routes. For teachers, it’s a practicalopportunity to feel the “temperature

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee - Knoxville

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different views of SRL, in general SRLtheorists “view students as metacognitively, motivationally, and behaviorally active participantsin their own learning process” [5]. Thus, we can summarize most major SRL theories with thegeneralized framework of SRL, shown in Figure 1. Performance Phase Self-Control Self-Observation Forethought Phase Self-Reflection Phase Task Analysis Self-Judgment Self-Motivation Beliefs Self-Reaction Figure 1 Phases and Sub

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Micah Stickel P.Eng., University of Toronto; Brian M. Frank, Queen's University; James A. Kaupp, Queen's University

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student demographics reflecting changes in Canada’spopulation over the past several decades in addition to the recent trend in internationalization inCanadian higher education. The demographic change is not just from international students whomake up an increasingly large proportion of the student bodies, but mirrors the ethnic, culturaland linguistic diversity and complex linguistic histories of the Canadian population. Accordingto Statistics Canada’s most recent available figures, immigrants make up 46% of the urbanpopulation where University of Toronto is located. Although the share of newcomers (recentimmigrants and new Canadian citizens) settling in this urban area declined slightly since the last(2006) census, the area still received the

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

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(mechanical, civil, aero/astro, for example) so eventhough many of the students are chronologically second year students they experience “firstyear” dynamics.A “large class” is usually defined by the institution offering the class. For example, in a stateuniversity a “large class” could be 300 to 500 students, while in a smaller, private institution itcould be 30 to 50 students. Certainly, classroom dynamics will be different between the 500students and 50 student classroom if only reflected in the size of the classroom space. Theimportant point is that Introduction to Solid Mechanics or Statics will be one of the largerclassroom experiences for entry-level engineering students at the location where they areenrolled. In this research, classroom sizes

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

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with LEGO Mindstorms software and Excel. Thesoftware allowed the teams to program the robots, collect the data, plot a graph and come upwith a hypothesis about the time the robot would require to traverse an arbitrary distancespecified by the faculty and/or an undergraduate student leader. The teams who did the mostaccurate predictions won prizes. After the competition ended time was allotted to reflect on theexercise and the lessons learned.In the last part of the orientation, students watched some highlights from videos related to robotapplications previously collected by the faculty and the undergraduate students planning theorientation. A magazine article15 related to humans and robots interaction was provided as areading. Freshman engaged

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Ross Tapia, New Mexico State University; Elizabeth Ann Howard, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

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outcomes. The data will provide us with the ability to make comparisons todetermine the most effective way to encouraging students to persist in the COE. After reviewingthe results, we will be able to reflect and research other strategies that can be implemented toassist in student success.Faculty and Staff within the NMSU College of Engineering.Beginning in the fall of 2014, the COE implemented an ENGR 100 course and freshman yearexperience program to provide students with the necessary skills to succeed during their firstyear of college. Throughout the first semester of implementation, the ENGR 100 course wastaught by seven different professors in seven sections. Four of the professors were also servingas department heads. After assessing each

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

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pedagogical and curricular practices at the intersection with the issues of gender and diversity. Dr. Zastavker is currently working with Dr. Stolk on an NSF-supported project to understand students’ motivational attitudes in a variety of educational environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from sci- ence to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Franklin W. Olin College of Engineering; Lauren Van Beek, University of St. Thomas; Laura Ann Lilienkamp, Smith College

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conduct quantitative and qualitative analysis on students’activity participation by asking students to reflect on their experiences and performing the sameanalysis that has been performed on the activities after the students complete their first semester.The authors are particularly interested in understanding if introducing students to Chickering’sstudent development theory will cause more diversity in students’ choices of what vectors theyparticipate in. The authors plan on expanding the submission form students use to report theirparticipation to include self-reporting of what vectors they believe they engaged in and an areafor students to comment and reflect on their experience.ConclusionStudent development in the first year is complex and

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meg Harkins, University of North Carolina - Charlotte

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helpimprove performance in Calculus I.Another change will be how the EBC is delivered to the students. UNC Charlotte is changingcourse management systems from Moodle to Canvas, effective fall 2017. For 2016, the programwill remain in Moodle, with plans to use Canvas for 2017. The migration from Moodle toCanvas is expected to be relatively easy based on pilot studies.In order to maintain its usefulness, the EBC is modified and updated annually to reflect changesin the campus and university policies. The Forum interaction portion of the Boot Camp has roomfor growth. For example, student workers are developing a menu of topics and questions that canbe used as prompts. These improvements, combined with better timed communications with theparticipants

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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contract, thus many courses plan to implement Top Hat.Second, we plan to develop online quizzes to test students on weekly lectures, readingassignments, and online material in both new courses. Online quizzes are also being piloted thissemester in our Intro 160 course. There is evidence to suggest that quizzes promote self-reflection and a deeper understanding. [4] These online quizzes can also serve as assessment ofthe course content, allowing course coordinators to make adjustments in real-time based on quizresults. [3, 5] Third, particularly in the hands-on course, we will provide online tutorials, videos,and lectures--commonly known as "flipping the classroom." [5] This strategy will be largelyimplemented in the Design Practicum course to

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

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their sessions, some measures were not utilized by Instructor B.The outcomes of student performance were categorized into two levels: (a) individuallevel performance and (b) team level performance. Here, individual level performanceindicates individual students’ scores from their own performance on enculturation factorsand team level performance indicates that students in the same team received the samescores as reflection of teamwork for an activity on enculturation factors. The mostfrequent number of team members was four and a few teams had three, due to the lack ofstudents or attrition. Table 2 shows characteristics of the measures utilized in this study,related enculturation factors of each measure, and the level of performance. Details

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University; Jack Bringardner, New York University

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majoruniversities are lower: 20% at Ohio State,3 27% at UT Austin,4 24% at NYU,5 26% at UCBerkeley,6 and 28% at Georgia Tech.7 It is suspected that the low enrollment numbers are aresult of social issues and curricular policies. While social change is outside the scope of highereducation faculty control, curriculum changes can be used to encourage women as well as retainthem in engineering programs.There is evidence that certain curriculum practices are more enticing to women and motivatethem to stay in engineering. Strategies to attract women to engineering have included teamwork,service projects, and social impacts of engineering projects. These strategies reflect the higherpercent of degrees awarded to women in areas like environmental and biomedical

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

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,identifying design requirements and functions for the expected solution, developing andevaluating design concepts, developing a baseline solution and project plan, and meeting theirproject plan milestones. Table 1 lists all the projects titles student teams pursued as part of thesecond project. They represent a wide range of applications, which reflect different studentinterests. Table 1. Project Titles Interactive Maps Bike Rack Drip Irrigation Automated Animal Feeder SeKure Bike Bust Stop Awning Smart Lifejacket F.L.O.P. Board-Based Transportation Lock Methane Collection Box

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

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, only 5% of B.S. engineering graduates have been AfricanAmerican and only 7-8% have been Hispanic.2Shoring up the leaky STEM pipeline, particularly for underrepresented groups, is of nationalimportance. The first two years of college are particularly important for STEM retention.1 Onestrategy employed by some universities to remedy the gap in retention rates is the creation ofsummer bridge programs.3. Research BackgroundResearch suggests this achievement gap does not reflect a difference in student ability but ratherstructural inequalities in K-12 educational experiences between students from high-performing,well-resourced schools and students from under-performing, low-resource schools.4 Studiesshow abilities, attitudes, and college

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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