Conference Session

First-Year Programs Division (FYP) - Technical Session 8: Skill Building

Collection

2023 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Bucknell University; Katsuyuki Wakabayashi, Bucknell University; Kelly Salyards P.E., Bucknell University

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First-Year Programs Division (FYP)

Paper ID #39695Integration of ethics in sustainability in a first-year design courseDr. Benjamin B. Wheatley, Bucknell University Benjamin Wheatley was awarded a B.Sc. degree in Engineering from Trinity College (Hartford, CT, USA) in 2011 and a Ph.D. in Mechanical Engineering from Colorado State University (Fort Collins, CO, USA) in 2017. He is currently an Assistant Professor in the Department of Mechanical Engineering at Bucknell University. He runs the Mechanics and Modeling of Orthopaedic Tissues Lab and his pedagogical interests include first year engineering, computational analysis, and design.Prof. Katsuyuki

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria Mosley, The Pennsylvania State University, Academic Adviser, Engineering Advising Center; Kellie Scofield; Jennifer Saltsgiver, The Pennsylvania State University Engineering Advising Center within the College of Engineering; Christine B. Masters, The Pennsylvania State University

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First-Year Programs Division (FYP)

Massachusetts with an M.Ed. in Stu- dent Personnel Administration and has a Bachelors degree in Communication from Mansfield University in Pennsylvania.Kellie ScofieldMrs. Jennifer Saltsgiver, The Pennsylvania State University Engineering Advising Center within the College ofEngineering Jennifer Saltsgiver is the Assistant Director of the Engineering Advising Center at The Pennsylvania State University, University Park campus. She obtained her Masters degree in Education from Millersville University and her B.S. from DeSales University.Dr. Christine B. Masters, The Pennsylvania State University Christine Masters is the Assistant Dean for Academic Support and Global Programs and a Teaching Professor in the Engineering Science

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Penn State University; Maria Mosley; Jennifer Saltsgiver; Jana Bontrager Auman, Penn State University; Christine B. Masters, Pennsylvania State University; Kellie Scofield; Stephanie Cutler, Pennsylvania State University; Shawna Dory, Pennsylvania State University

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First-Year Programs Division (FYP)

Center at The Pennsylvania State University, University Park campus. She obtained her Masters degree in Education from Millersville University and her B.S. from DeSales University iJana Bontrager Auman, Penn State UniversityDr. Christine B. Masters, Pennsylvania State University Christine Masters is the Assistant Dean for Academic Support and Global Programs and a Teaching Professor in the Engineering Science and Mechanics Department at the Pennsylvania State University. In between raising 4 great kids with her husband of 35 years, she taught large enrollment statics and strength of materials courses for 12 years and has been leading the efforts focused on support, global engagement, and academic integrity as

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catalina Cortazar, Pontificia Universidad Catolica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Gabriel Astudillo, Pontifica Universidad Católica de Chile

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First-Year Programs Division (FYP)

of effects onstudent performance across disciplines and education levels,” Educ Res Rev, 2020.[17] J. O'Flaherty, C. Phillips, “The use of flipped classrooms in higher education: A scopingreview,” The Internet and Higher Education, 25, pp. 85-95, 2015.[18] C. Miranda, Crash course de AntroDiseño: Herramientas Aplicadas para la InnovaciónTemprana, Ediciones UC, 2019.[19] B. Honeycutt, J. Garrett. (2013). “The flipped approach to a learner-centered class,”Available at https://www.magnapubs.com[20] K. Chua, and M. Islam, “The hybrid Project-Based Learning–Flipped Classroom: A designproject module redesigned to foster learning and engagement,” International Journal ofMechanical Engineering Education, 49(4), pp. 289–315, 2021. DOI:10.1177

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isha Bhatt, University of Michigan; Laura K. Alford, University of Michigan; Lesa Begley; Ryien Hosseini; Deborah A. Lichti, University of Michigan

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First-Year Programs Division (FYP)

resubmission of work and flexible deadlines,” in 2003 GSW, 2021. [3] M. L. Amyx, K. B. Hastings, E. J. Reynolds, J. A. Weakley, S. Dinkel, and B. Patzel, “Management and treatment of attention-deficit/hyperactivity disorder on college campuses,” Journal of Psychosocial Nursing and Mental Health Services, vol. 53, no. 11, pp. 46–51, 2015. [4] C. Kuimelis, “The deadline dilemma: when it comes to course assignments, how much flexibility is too much?” Nov 2022. [Online]. Available: https://www.chronicle.com/article/the-deadline-dilemma [5] D. Thierauf, “Feeling better: A year without deadlines,” Nineteenth-Century Gender Studies, vol. 17, no. 1, 2021. [6] M. Schroeder, E. Makarenko, and K. Warren, “Introducing a late bank in online

Conference Session

First-Year Programs Division (FYP) - Technical Session 8: Skill Building

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Huizar, Center for Research in Engineering and Technology Education (CREATE); Diane Elisa Golding, University of Texas at El Paso; Victor Manuel Garcia Jr.

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

’ family members, particularly when it comes to college expenditures.However, many of these students are about to experience a significant transformation in their lives, thismeans that they are close to completing an academic degree and obtaining their first professional position,and their financial responsibilities will change considerably. a) Personal Expenditures b) College Expenditures 100% 100% 80% 80% 65

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sánchez-Peña, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M. Burke; Julia Latorre; Carl F. Lund, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

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Diversity

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First-Year Programs Division (FYP)

engineeringthinking and engineering design in addition to the tools to succeed in their new college environment. Inthe late 2000s, providing students just exploring the possibility of pursuing an engineering degree wasdeemed appropriate with an adjusted version of the first-year engineering seminar. This version wascomparable but differed in depth and rigor. The two versions of the seminar were for (a) acceptedengineering and (b) intended engineering students.The intended group made up approximately 35%-40% of the first-year engineering cohort. Thispercentage of the first-year cohort remained consistent since 2016; however, it was a more diverse groupin terms of race/ethnicity and first-generation status than that of the accepted students consisting of

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FYP)

. Eng. Humanit. Eng. Soc. Entrep., vol. 3, no. 2, 2008, doi: https://doi.org/10.24908/ijsle.v3i2.2103.[8] L. A. Cooper, D. Kotys-Schwartz, and D. T. Reamon, “Project-Based Service-Learning and Student Motivation,” in ASME International Mechanical Engineering Congress and Exposition, 2011, pp. 47–53.[9] B. D. Jones, “Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation,” Int. J. Teach. Learn. High. Educ., vol. 21, no. 2, pp. 272–285, 2009.[10] J. Thompson and B. Jesiek, “Motivation of Community Partners and Advisors to Participate in Community Engagement Engineering Programs,” in 2014 ASEE AnnualConference & Exposition Proceedings, Indianapolis, Indiana: ASEE Conferences, Jun. 2014,p. 24.916.1

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Gibin Raju, University of Cincinnati; So Yoon Yoon, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

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Diversity

Tagged Divisions

First-Year Programs Division (FYP)

successfulin their social integration, (b) more confident in stepping out of their comfort zones, (c) fostershigher critical thinking skills, and (d) be a more open-minded and inclusive person. As such,transformative learning readiness could be considered an important student characteristic toconsider while determining the effectiveness of a summer bridge program, thus, improving theretention of first-year students.ConclusionSummer Bridge Programs participants are recruited from a diverse range of prior experiences,familial and cultural values, as well as unique career and educational aspirations andmotivations. By acknowledging and incorporating these varied backgrounds, the transformativelearning framework accounted for the distinct experiences of

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Timothiax Shoushounova, Keiser University; Ali Zilouchian, Florida Atlantic University

Tagged Divisions

First-Year Programs Division (FYP)

engagement was assessed by observing student participation in hands-on group activitiesin the course. Student learning outcomes were assessed by reviewing student understanding ofthe material presented in the course. Student satisfaction was assessed by evaluating students’feedback regarding the course. Student feedback data was collected for several hands-on groupactivities and curricular components of the course. The data was analyzed and assessed toevaluate the effectiveness of the course. The findings of the evaluation are presented anddiscussed in the results section.V.2-Data AnalysisStudent demographics and survey results are presented in appendix B. A cohort of 18 first-yearengineering students were surveyed regarding several areas of the

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University at West Lafayette (COE); Nathan Mentzer, Purdue University at West Lafayette (COE); Adrie Koehler; Shawn Farrington, Purdue University at West Lafayette (COE); Elnara Mammadova

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First-Year Programs Division (FYP)

course materials are dull and uninteresting, I manage to keep working until I finishPeer Learning- beliefs about learning regarding working with peers (3) 26. When working on something for this course, I often try to explain the material to a classmate or a friend 27. I try to work with other students from this class to complete the course assignments 28. When working on something for this course, I often set aside time to discuss the course material with a group of students from the class 13 References[1] B. Beatty, Hybrid-Flexible Course Design. EdTech Books, 2019. Accessed: Feb. 13

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Craig M. Harvey P.E., Georgia Southern University; Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University; Roberto Champney

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

the college for freshman-level math and sciencecourses. Upperclassman that completed a course with B- or higher tutor freshmen in criticalfoundation courses for engineering majors. Students in the program have improved their scoresin their freshman STEM courses over students not in the program.The implementation of these programs for CoE majors at LSU are impacting the retention ofstudents and creating a connected community of students and new student leaders. This paperwill present more of a case study assessment of the three programs designed to help engineeringstudents reach success.Project ApproachDiscussion here will surround the execution of each of the programs mentioned above includingitems learned along the way. These programs were

Conference Session

First-Year Programs Division (FYP) - Technical Session 6: Mentors & Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

mentorship programbegan in Fall 2019 and has grown to include the following layers: (a) first-year students whoreceive mentorship, (b) sophomore- and junior-level students who serve as mentors (all of whomreceived mentorship during their first year), (c) junior- and senior-level students who serve aslead mentors who design the program for that academic year (including content, group meetings,service projects, meeting schedules, etc.), (d) a graduate student who mentors and supervises thelead mentors, and (e) a faculty member who oversees the overall program, provides generalguidance, and advises all the students. We will describe ways in which the participating studentshave made meaning of their experience in the program, highlighting three key

Conference Session

First-Year Programs Division (FYP) - Technical Session 5: Supporting Success 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sahar Mari, Northwestern University in Qatar; Sara AlBanna, SLB; Nayef Alyafei, Texas A&M University at Qatar

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Diversity

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First-Year Programs Division (FYP)

. References[1] T. Kantanis, “The role of social transition in students’: adjustment to the first-year of university,” Journal of Institutional Research, vol. 9, no. 1, pp. 100-110, 2000.[2] B. Tabuenca, W. Greller, and D. Verpoorten, “Mind the gap: smoothing the transition to higher education fostering time management skills,” Universal Access in the Information Society, vol. 21, no. 2, pp. 367-379, June 2022. Available: https://doi.org/10.1007/s10209-021-00833-z.[3] A. Häfner, A. Stock, and V. Oberst, “Decreasing students’ stress through time management training: An intervention study,” European journal of psychology of education, vol. 30, no, 1 pp. 81-94, March 2015. Available: https://www.jstor.org/stable

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz P.E., University of the Pacific; Luke S. Lee P.E., University of the Pacific; Jeffrey Shafer, University of the Pacific; Navdeep Singh, University of the Pacific

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First-Year Programs Division (FYP)

.• Roundtables with the Program Chairs – Students were assigned to two breakout groups of 20 minutes each: one to meet with the Chair or faculty representative from the student’s intended major, plus one other major.• Ethics Game – A Jeopardy-like game was created that required students to look up answers in codes of ethics such as the one provided by NSPE for engineers [20] or by the ACM for computer scientists [21].• Effective Communication – Written and oral communication activities were included throughout the course, including: o Written Communications – K’Nex instructions. One half of the class was given “Kit A” with 6 K’Nex pieces, while the other half of the class was given “Kit B” with 6 different

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey N. Phillips, Hanover College; Kathryn A. Lowe Schneider, Hanover College

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First-Year Programs Division (FYP)

://www.suitable.co/products/guided-pathways (accessed 14 January 2024).[2] “Möbius MAA Placement Test Suite by DigitalEd”, Mathematical Association of America,https://maa.org/node/259 (accessed 14 January 2024).[3] J.L.M. Wilkins, B.D. Bowen, and S. B. Mullins, “First mathematics course in college andgraduating in engineering: Dispelling the myth that beginning in higher-level mathematicscourses is always a good thing”, Journal of Engineering Education, Volume 110, Issue 3,https://doi.org/10.1002/jee.20411, 2021.[4] Daniel W. Knight, D.W., L. E. Carlson, and J. F. Sullivan, “Staying in Engineering: Impact ofa Hands-On, Team-Based, First-Year Projects Course on Student Retention”, Proceedings of the2003 American Society for Engineering Education Annual

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan Elaine Benzel, Colorado State University

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Diversity

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First-Year Programs Division (FYP)

48.4% 17.0% 31.3 PP Limited Incomed 34.2% 20.1% 14.1 PP CO Resident 78.8% 65.3% 13.5 PP Racially Minoritized 40.8% 24.8% 15.9 PPTable 4: Overall SURE Persistence & Demographics with Reference GroupTable 4 Notes:a Data and interpretation for table A and B provided by Nicole Ross of CSU’s Office ofInstitutional Research, Planning, & Effectiveness.b The WSCOE reference group includes all full-time new (summer and fall start)s and transfer(fall starts) undergraduates in entering cohorts FA17-FA22 whose entering

Conference Session

First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martinez, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico Mayagüez Campus

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Diversity

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First-Year Programs Division (FYP)

Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27552[5] Robinson, B. S., & Hawkins, N., & Lewis, J. E., & Foreman, J. C. (2019, June), Creation, Development, and Delivery of a New Interactive First-Year Introduction to Engineering Course Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2-- 32564[6] M. Jimenez, L. Guillemard, S. Bartolomei, O.M. Suarez, A. Santiago, N. Santiago, C. Lopez, P. Quintero, and N. Cardona, WIP: Impacting Students from Economically Disadvantaged Groups in an Engineering Career Pathway, In Proc. of 2020 ASEE Virtual Conference and Exposition – ASEEVC 2020, Hosted by Univ. of Maryland, June 22-26, 2020[7] UPRM Office of

Conference Session

First-Year Programs Division (FYP) - Technical Session 11: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randy Hugh Brooks, Texas A&M University

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Diversity

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First-Year Programs Division (FYP)

College Bridge. Available: TexasCollegeBridge.org.[4] UTSA Summer Bridge Program. Available: https://ceid.utsa.edu/ceid-summer-bridge-program/.[5] L. M. Yingling. “Evaluating an academic bridge program using a mixed methods approach,”.Graduate Theses and Dissertations. Available: https://scholarworks.uark.edu/etd/2739.[6] R. Brooks, R. Lightfoot, and S. Thomas. “The power of the pre-course survey for courselaunch, addressing concerns, and developing community,” in proceedings of the 2022 ASEEGulf-Southwest Conference, Prairie View, Texas, March 16-18, 2022.[7] Texas Developmental Summer Bridge Study. Available: https://www.mdrc.org/project/texas-developmental-summer-bridge-study#overview retrieved 1/7/2023.[8] B. Grace-Odeleye, and J. Santiago

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Syahrul Amin, Texas A&M University; Miriam Marie Sanders, Texas A&M University; Aaron E. Kidd, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University

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Diversity

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First-Year Programs Division (FYP)

who do not have the prerequisite courses must complete thembefore enrolling in engineering classes. In this study, we use Social Cognitive Career Theory(SCCT) framework and Identity Development framework to investigate whether theserelationships differ between (a) students who entered as first-year students with the prerequisitesto immediately begin taking engineering course work (on-track students) or (b) students whowere delayed in beginning their engineering coursework (off-track students). Specifically, weexamine the persistent intentions and engineering identity development for the two groups ofstudents. To address our research questions, we employ Hierarchical Linear Models (HLM) inwhich 280 engineering students (n =152 on-track, n= 128

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware; Pamela S. Lottero-Perdue, Towson University; Jenni Buckley, University of Delaware

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Diversity

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First-Year Programs Division (FYP)

the host (Nina) and all students (Ciara, Jordan, and Stephanie) forall participants’ discussions during this study. This sim has been certified by Mursion®, is a co-author of this study, and is a member of the engineering education community.Post-Simulation SurveyAfter completing the simulation session, all twelve participants completed the post-simulationsurvey, which is shown in Appendix B. This instrument was used to gather data on theparticipants’ reflections on the one-on-one discussions and team dynamics; and perceptions ofthe authenticity of the scenario and realism of the avatars, ease or difficulty of using thetechnology, and value of the scenario as a TA training experience. The survey contained a blockof questions for TAs to

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Atheer Almasri, West Virginia University; Todd R. Hamrick, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University ; Lizzie Santiago, West Virginia University

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First-Year Programs Division (FYP)

. Todd R. Hamrick, West Virginia University Dr. Todd Hamrick, Ph.D. is aTeaching Professor in the Fundamentals of Engineering Program at West Virginia University Statler College of Engineering and Mineral Resources, a position he has held since 2011.Dr. Carter Hulcher, West Virginia University Dr. Hulcher is a Teaching Assistant Professor in the Fundamentals of Engineering Program in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University in Morgantown, WV. He has been in his current role at WVU since 2020. Dr. Hulcher holds degrees in Civil Engineering, as well as Mathematics.Dr. Akua B. Oppong-Anane, West Virginia University Akua Oppong-Anane is an Assistant Professor of

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danahe Marmolejo, Saint Louis University; Chris Carroll P.E., Saint Louis University; Michael A. Swartwout, Saint Louis University; Kyle Mitchell, Saint Louis University; Raymond LeBeau, Saint Louis University; Gary Bledsoe, Saint Louis University; Susheel Singh, Saint Louis University; Huliyar S. Mallikarjuna, Saint Louis University; Scott A. Sell, Saint Louis University

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First-Year Programs Division (FYP)

interdisciplinarynaturally fosters connections between various engineering disciplines and their tangibleapplications in the real world. The entire project is based on the central theme of Creating Valuefor the future habitation of Mars.Project ModulesIn a six-team structure with a maximum of four members each, students engaged in six modulesover six weeks, intricately designed to align with specific engineering majors. Figure 1 showsstudents’ final prototypes and simulations, the pictures were taken during class, and were presentedby students in their posters. a) b) c) d) e) f)Figure 1 – Final Prototypes and Simulations a

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin Anderson, Southern Methodist University

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

, and B. Bogue, “Leaving engineering: A multi-year single institution study,” J. Eng. Educ., vol. 101, no. 1, pp. 6–27, 2012, doi: 10.1002/j.2168- 9830.2012.tb00039.x.[9] R. Campbell-Montalvo et al., “How stereotypes and relationships influence women and underrepresented minority students’ fit in engineering,” J. Res. Sci. Teach., vol. 59, no. 4, pp. 656–692, 2022, doi: 10.1002/tea.21740.[10] D. S. Yeager et al., “Teaching a lay theory before college narrows achievement gaps at scale,” Proc. Natl. Acad. Sci., vol. 113, no. 24, pp. E3341–E3348, Jun. 2016, doi: 10.1073/pnas.1524360113.[11] R. Stevens, K. O’Connor, L. Garrison, A. Jocuns, and D. M. Amos, “Becoming an engineer: Toward a three dimensional view of

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware

Tagged Divisions

First-Year Programs Division (FYP)

access in the rest of the document to use as theyprepare. The document specifies that during the simulation session, NPMs will have theopportunity to have three one-on-one discussions with Ciara, Jordan, and Stephanie,respectively. NPMs are advised that their goal is to understand the perspective of each studentavatar with whom they have a one-on-one discussion rather than to give advice or fix theproblem. NPMs are asked to use the provided student information, CATME data, and studentcomments to prepare for the discussions. Additionally, NPMs are informed that a student whoothers suspect is not doing their part for the team may be (a) having logistical issues that make itdifficult for them to contribute to the team, (b) feeling marginalized by

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Esme Eleanor Abbot, Franklin W. Olin College of Engineering; Berwin Lan, Franklin W. Olin College of Engineering; Luke Raus, Franklin W. Olin College of Engineering; Bill Fan, Franklin W. Olin College of Engineering; Zachary del Rosario, Franklin W. Olin College of Engineering

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First-Year Programs Division (FYP)

. Porter and M. Kilbridge, Eds., Cambridge, MA: MIT Laboratory of Architecture and Planning, 1978, pp. 551–660.[7] S. Dinham, “Research on Instruction in the Architecture Studio: Theoretical Conceptualizations, Research Problems, and Examples,” presented at the Annual Meeting of the Mid-America College Art Association, 1987.[8] NCTQ, “Classroom Management.” National Council on Teacher Quality, 2020. [Online]. Available: https://www.nctq.org/review/standard/Classroom-Management[9] B. M. Dewsbury, “Deep teaching in a college STEM classroom,” Cult. Stud. Sci. Educ., vol. 15, no. 1, pp. 169–191, Mar. 2020, doi: 10.1007/s11422-018-9891-z.[10] A. Thompson, B. Sattler, and J. Turns, “Understanding a studio environment: A complex

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Grace Hincher, North Carolina State University; Ton Nguyen; Nicholas Goodwin

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First-Year Programs Division (FYP)

Paper ID #37951The Grand Challenges Scholars Program Research Experience: A GreatOpportunity to Cultivate Belonging in a Community of PracticeDr. Olgha Bassam Qaqish, North Carolina State University at Raleigh Olgha B. Qaqish, Ph.D. is an engineering educator and researcher, who has experience working with students at all levels in science, math, engineering, and technology (STEM). Dr. Qaqish is an author of a mathematics textbook: Algebra Essentials.Chloe Grace Hincher, North Carolina State University Chloe Hincher is an undergraduate pursuing a B.S. in Biomedical and Health Sciences Engineering con- centrating in

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily M Wortman-Wunder; Miriam Howland Cummings Ph.D., University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver

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First-Year Programs Division (FYP)

and higher studentsatisfaction. Future efforts will seek to measure outcomes more systematically though surveysadministered in students’ senior year and comparative writing assessments.AcknowledgementThis work is supported by NSF S-STEM #1833983.References[1] B. Pepin, R. Biehler and G. Gueudet, “Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices,” International Journal of Research in Undergraduate Mathematics Education, vol. 7, (2), pp. 163-188, 2021. https://doi.org/10.1007/s40753-021-00139-8[2] J. L. Craig, N. Lerner and M. Poe, “Innovation Across the Curriculum: Three Case Studies in Teaching Science and Engineering Communication,” IEEE

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

arediscussed.1. Introduction1.1 Overview and Scope of the Interest in Engineering StudyResearchers in Engineering Education at J. B. Speed School of Engineering at the University ofLouisville (UofL) are in the preliminary stages of a multi-year study aimed at exploring theeffectiveness of a formal, makerspace-based course in increasing engineering retention amongfirst-year undergraduate, engineering students. Specifically, the study explores the impact of theinterest-in-engineering (IIE) construct on engineering student retention by examining howstudents’ experiences in a formal makerspace-based course can influence their interests in coursefeatures and engineering in general. The aforementioned makerspace course is titled EngineeringMethods, Tools

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gregory J. Mazzaro, The Citadel; Timothy Aaron Wood P.E., The Citadel; Kevin Skenes, The Citadel

Tagged Divisions

First-Year Programs Division (FYP)

are amixed population representing all engineering majors. The 15 weeks of the semester are splitinto three modules, and instructors move round-robin through each of the three sections. Majortopics include (a) adoption of best practices for success in college and for studying engineeringspecifically, (b) examination of each sub-discipline within each major, and (c) cultivation ofskills required to be successful as a practicing engineer.After each of their three modules, students were surveyed regarding their understanding of theirchosen discipline, their awareness of adjacent disciplines, their confidence in their selection of atechnical major, and their enthusiasm for their chosen discipline. The evolution of the student’sattitudes across