Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Arturo A Fuentes, The University of Texas Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Laura Benitez, The University of Texas Rio Grande Valley; Edna orozco-leonhardt, The University of Texas Rio Grande Valley

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Diversity

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First-Year Programs Division (FYP)

Paper ID #44416Work in Progress: Development of a Bootcamp for Freshman Student SuccessDuring COVID-19 TransitionDr. Noe Vargas Hernandez, The University of Texas Rio Grande Valley Noe Vargas Hernandez researches creativity and innovation in engineering design. He studies ideation methods, journaling, smartpens, and other methods and technology to aid designers improve their creativity levels. He also applies his research to the desDr. Arturo A Fuentes, The University of Texas Rio Grande Valley Dr. Fuentes is a Professor of Mechanical Engineering at the University of Texas Rio Grande Valley where he has worked since 2001

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Devlin Montfort, Oregon State University; Jason H. Ideker; Jennifer Parham-Mocello, Oregon State University; Rowan Ezra Skilowitz; Natasha Mallette P.E., Oregon State University

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First-Year Programs Division (FYP)

with Career AttitudesWhen asked about the sources of their enthusiasm or lack of enthusiasm for engineering, morethan three-quarters of the student responses referenced an inherent, non-academic interest in thesubject matter of “engineering” or “computer science.” Many students explained that theirinterest pre-dated their enrollment, and continues to motivate them in ongoing coursework.Similarly, the student responses explaining a lack of enthusiasm also predominately referred to alack of inherent interest in the subject matter of engineering. In both cases students did notdifferentiate strongly between the (a) the subject matter of Engineering+ courses, (b) the contentof other science and math courses, (c) engineering as a professional career

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph McCusker, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

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Diversity

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First-Year Programs Division (FYP)

envision contributing to the eradication of the ‘weed-out’culture in collegiate engineering education, supporting students, and encouraging them to pursuetheir goals without fear of roadblocks.This evidence-based research paper identifies the successes of curricular changes made to a first-year engineering program using the Content, Assessment, and Pedagogy (CAP) model andbackwards design. The primary goal of this research is to identify whether the changes made tothe course (a) increased students’ sense of belonging to the engineering community, (b) assistedin identifying engineering skills, and (c) support their self-recognition as engineers. Throughcollection of survey data across three groups of students, those that took the course between

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Louisiana State University and A&M College

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Diversity

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First-Year Programs Division (FYP)

presented in the class.Attendance: Zoom Usage ReportsIn the 2021 summer program, attendance was taken manually using an Excel spreadsheet,although, attendance was not included as part of the final course grades. However, for2022, Zoom Usage Reports was implemented, and attendance points were assigned the followinggrades based on the amount of time students spent in each Zoom session: A (3 Points): 46-60 min B (2 Points): 31-45 min C (1 Point): 16-30 min F (0 Points): 0-15 minMoreover, an extra point was deducted for students who left the Zoom Meeting just before aBreakout Session or participation-based class activities.Advantages • Zoom Usage Reports (Figure 2) were automatically recorded on the LSU Cloud server. Thus, if the instructor

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joan Matutes, University of Indianapolis; Shelby Hacker, University of Indianapolis; Patricia Snell Herzog, Indiana University Indianapolis; Stephen J. Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis; Joan Martinez, University of Indianapolis; Brett Leonard, University of Indianapolis; Joseph B. Herzog, University of Indianapolis

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First-Year Programs Division (FYP)

Associate Dean and Director of Engineering at the R. B. Annis School of Engineering at the University of Indianapolis. He and his coauthors were awarded the Wickenden award (Journal of Engineering Education, 2014) and Best Paper award, Educational Research and Methods Division (ASEE, 2014). He was awarded an IEEE-USA Professional Achievement Award (2013) for designing the B.S. degree in Engineering Education. He is a co-PI on the ”Engineering for Us All” (e4usa) project to develop a high school engineering course ”for all”. He is active in engineering within K-12, (Technology Student Association Board of Directors) and has written multiple texts in Engineering, Mathematics and Digital Electronics. He earned a PhD in

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey David Carvell, Marian University; Sarah Klanderman, Marian University; Salomon Turgman Cohen, Marian University

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Diversity

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First-Year Programs Division (FYP)

of the ninety-four students who entered the university with an engineeringmajor declared in the two years it has existed, only three students placed below pre-calculus, andthe grades varied. As mentioned above, students are only placed here through the universityexam.Table 1. Students placing into College Algebra Total # Grade Grade Grade Grade Grade Placed Via Withdrew students of A of B of C of D of F University Placement Exam 3 1 1 0 0 1 0 Table 2 includes all the placement and grade data for the pre-calculus course. Asexpected, a larger number

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan W. Krauss, Grand Valley State University; Nicholas A. Baine, Grand Valley State University

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First-Year Programs Division (FYP)

5 Number of Students 4 3 2 1 0 A A- B+ B B- C+ C C- D+ D F W Grades in Intro to CADFigure 1: Histogram of grades earned in Intro to CAD by students who earned a D or D+ inApplied Programming for Engineers. 10 Number of Students 8 6 4 2 0

Conference Session

First-Year Programs Division (FYP) - Technical Session 7: Making

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

. Resultant implications,limitations, and revelations of these findings conclude this paper.1. The Formal Makerspace Course1.1 Course OverviewDuring the first-year at the J. B. Speed School of Engineering at the University of Louisville(UofL), all engineering students are required to take a course titled Engineering Methods, Tools,and Practice II (ENGR 111) [1-7]. The ultimate goal of ENGR 111 is to instruct students inapplication and integration of institutionally-identified fundamental engineering skills that areintroduced and practiced in the prerequisite Engineering Methods, Tools, and Practice I (ENGR110) course. Other notable general features of ENGR 111 include a formal (15,000 ft2) makerspacesetting that exclusively employs active learning

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Timothy Frank, U.S. Air Force Academy; Daphne DePorres, U.S. Air Force Academy; Joel Sloan, United States Air Force Academy

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Diversity

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First-Year Programs Division (FYP)

ed., vol. 2. pp. 241-263, 2011.[6] E. L. Thile and G. E. Matt, “The ethnic mentor undergraduate program: A brief description and preliminary findings, ” Journal of Multicultural Counseling and Development, 23rd ed., vol. 2., pp. 116-126, 1995.[7] T. D. Ennis, J. B. Milford, J. F. Sullivan, B. A. Myers, and D. Knight, “GoldShirt transitional program: first-year results and lessons learned on creating engineering capacity and expanding diversity” ASEE Annual Conference & Exposition, pp. 22.754.1-22.754.15, 2011.[8] M. Mattjik and M. Sanders, “Work in progress: a study on motivation in teams using self determination theory,” ASEE Virtual Annual Conference, pp. 1-9, 2020.[9] L. Tsui, “Effective

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

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Diversity

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First-Year Programs Division (FYP)

: Conceptual Frameworks to Guide Research on Practice,” in CambridgeHandbook of Engineering Education Research, 1st ed., A. Johri and B. M. Olds, Eds.,Cambridge University Press, 2014, pp. 477–496. doi: 10.1017/CBO9781139013451.031.[4] A. Patrick, M. Borrego, and A. Prybutok, “Predicting Persistence in Engineering throughan Engineering Identity Scale,” 2018, doi: 10.15781/T2ZC7SB9J.[5] B. N. Geisinger and D. R. Raman, “Why They Leave: Understanding Student Attritionfrom Engineering Majors”.[6] R. Pekrun, A. Elliot, and M. Maier, “Achievement Goals and Achievement Emotions:Testing a Model of Their Joint Relations With Academic Performance,” J. Educ. Psychol. - JEDUC PSYCHOL, vol. 101, Feb. 2009, doi: 10.1037/a0013383.[7] L. S. SHULMAN

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aditya T. Vadlamani, The Ohio State University; Laine Rumreich, The Ohio State University; Andrew H. Phillips, The Ohio State University

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First-Year Programs Division (FYP)

learning compared to a traditional strategy where students learn allof the needed concepts for the course before the start of the design-build portion of the course.References [1] D. C. Brandenburg and A. D. Ellinger, “The future: Just-in-time learning expectations and potential implications for human resource development,” Advances in Developing Human Resources, vol. 5, no. 3, pp. 308–320, 2003. [2] M. M. Lynch, Learning Online: A Guide to Success in the Virtual Classroom. USA: Routledge, 2004. [3] D. J. Frank, K. L. Kolotka, A. H. Phillips, M. Schulz, C. Rigney, A. B. Drown, R. G. Stricko, K. A. Harper, and R. J. Freuler, “Developing and improving a multi-element first-year engineering cornerstone autonomous robotics

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

ALEJANDRA ESTEFANIA CERVANTES; Miguel Andres Andres Guerra, Universidad San Francisco de Quito USFQ

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First-Year Programs Division (FYP)

lifeFirst, student self-reported answers stated that after completing the first-year course theyconsider that the engineering curriculum can be accessible to understand and fun to learn.For example, one student stated, “My knowledge has expanded a lot, I learned in a simple wayfrom the technical names on construction to the participants involved in the development ofconstruction projects.” Furthermore, students feel confident in what they have learned during thecourse: “I know a lot about construction materials”, “I think that one of the most importantcharacteristics after finishing the course is the fact of knowing how to differentiate thematerials”, “It seems funny to me to think that the roads seek to connect a point A with a point B,but for

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gordon Stewart, Roger Williams University; Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Charles R. Thomas, Roger Williams University

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Diversity

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First-Year Programs Division (FYP)

question is analyzed by the percentage of students who selected each item. Finally,the open-ended questions are coded thematically and the frequencies are counted, where eachresponse could only fall into one theme area. Numerical and thematic responses are used toassess the efficacy of the course project in meeting student learning outcomes described above.Results and DiscussionDirect Outcomes Assessment from Student ReflectionsEach student contributed a personal reflection in Appendix B of their team’s Phase 3 final report.Their reflections included responses to four questions, listed in Table 5, above. This workexplores responses to Question 2: “What did you learn from completing the project?” Moststudents wrote full paragraph responses to the

Conference Session

First-Year Programs Division (FYP) - Technical Session 7: Making

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jason Morlock; Louis Josef Handwerker; Ludvik Alkhoury, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology

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First-Year Programs Division (FYP)

. T. Puente, and F. Torres, “Hands-on experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory,” Comput. Educ., vol. 57, no. 4, pp. 2451–2461, 2011, doi: 10.1016/j.compedu.2011.07.003. [Accessed April 28, 2023].[3] C. S. Cheah, “Factors contributing to the difficulties in teaching and learning of computer programming: A literature review,” Contemp. Educ. Technol., vol. 12, no. 2, pp. 1–14, 2020, doi: 10.30935/cedtech/8247.[4] B. Bettin, M. Jarvie-Eggart, K. S. Steelman, and C. Wallace, “Preparing First-Year Engineering Students to Think About Code: A Guided Inquiry Approach,” IEEE Trans. Educ., vol. 65, no. 3, pp. 309–319, 2022, doi: 10.1109/TE.2021.3140051

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

David H. Smith IV, University of Illinois at Urbana-Champaign; Ujjal K. Bhowmik, University of Illinois at Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign

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First-Year Programs Division (FYP)

responses that they were willing to putlarge amounts of effort into extra credit assignments even in cases where they were only worth afew points. When asked about the factors that influence that effort, responses expanded upon thenotion of ’grade protection’ with some responses indicating that, if the time and points weresufficient, they were willing to dedicate large amounts of effort to the assignment. In particular, toprotect against falling below particular grade boundaries (e.g., B+ vs A-). Related to this, whenstudents were asked about the relationship between anxiety and the presence of extra credit,though the majority indicated through Likert responses that it had no negative impact, severalsuggested that the increase or protection in

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura K. Alford, University of Michigan; James A. Juett, University of Michigan ; Heather Rypkema, University of Michigan

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First-Year Programs Division (FYP)

the vastmajority of students’ overall grades. The median grade in the course is a B+. Students need a C orbetter to count the course toward program requirements or as a prerequisite for future courses.(Students receiving a C- still earn credit for the course, but cannot use it to fulfill requirementsunless they retake it for a better grade.)MethodsOur dataset includes over 13,000 students who took EECS 280 between Fall 2016 and Winter2023 during a regular 4-month semester (Fall = Sep-Dec, Winter = Jan-Apr). We excludedsummer offerings, which are at an accelerated pace. Complete data for Fall 2020 were notavailable, so we also excluded this term.Assessment in EECS 280 has remained relatively consistent throughout the covered time period.The

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin M. Anderson, Southern Methodist University; Kristen McAlexander, Schreiner University

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Diversity

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First-Year Programs Division (FYP)

, “Validating culturally diverse students,” Innov. High. Educ., vol. 19, no. 1, pp. 33–51, 1994.[5] S. Secules, “Putting diversity in perspective: A critical cultural historical context for representation in engineering,” Jun. 2017. doi: 10.18260/1-2--28776.[6] M. J. Lee, J. D. Collins, S. A. Harwood, R. Mendenhall, and M. B. Huntt, “‘If you aren’t White, Asian or Indian, you aren’t an engineer’: racial microaggressions in STEM education,” Int. J. STEM Educ., vol. 7, no. 1, p. 48, Sep. 2020, doi: 10.1186/s40594-020- 00241-4.[7] M. Berger et al., “A tale of two universities: An intersectional approach to examining microaggressions among undergraduate engineering students at an HBCU and a PWI,” in 2020 ASEE Virtual Annual

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Uri Feldman, Wentworth Institute; George D. Ricco, University of Indianapolis

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First-Year Programs Division (FYP)

in STEM Education. In: Dori,Y.J., Mevarech, Z.R., Baker, D.R. (eds). “Innovations in Science Education and Technology.”Volume 24. Springer. Dordrecht. 2018.[9] Wang, C., and Burris, M.A. “Photovoice: Concept, Methodology, and Use for ParticipatoryNeeds Assessment. Health Education and Behavior. 24(3). 1997.[10] Goodhart, F. W., Hsu, J., Baek, J. H., Coleman, A. L., Maresca, F. M., & Miller, M. B., “AView Through a Different Lens: Photovoice as a Tool for Student Advocacy,” Journal ofAmerican College Health, 55(1), 2006. Appendix ACourse Lecture Sequence Through Fall of 2020 (topics removed are crossed off in bold) Planned Lecture Topic Schedule Week Number

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph A. Lyon, Purdue University at West Lafayette (COE); Jacqueline Callihan Linnes, Purdue University at West Lafayette (COE)

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Diversity

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First-Year Programs Division (FYP)

, pp. 187–215, Sep. 2019, doi: 10.1177/0162353219855678.[8] B. T. Long, “Attracting the Best: The Use of Honors Programs to Compete for Students BEST COPY AVAILABLE,” 2002.[9] O. Cantrell, “‘Here’s the church, here’s the steeple’: Existing Politics of Honors Education,” 2021.[10] N. Chandler, “Braced for Turbulence: Understanding and Managing Resistance to Change in the Higher Education Sector,” Management, vol. 3, no. 5, pp. 243–251, 2013, doi: 10.5923/j.mm.20130305.01.[11] M. L. Sinclair and S. R. Faltin Osborn, “Faculty Perceptions to Imposed Pedagogical Change: A Case Study,” The Nebraska Educator: A student-led journal, 2014, [Online]. Available: http://digitalcommons.unl.edu/nebeducatorhttp

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin J. Laugelli, University of Virginia; Keith Andrew Williams, University of Virginia; Esther Tian, University of Virginia; Julia Lapan, University of Virginia; Shaylin Williams, University of Virginia; Deepyaman Maiti, University of Virginia; Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Nicole Dufalla, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; William H. Guilford, University of Virginia

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First-Year Programs Division (FYP)

benefit of giving students a meaningful way of wrestling withsometimes difficult and emotionally charged facets of engineering work, they also provided thefaculty a better understanding of the students’ perspectives and how they evolved over the courseof the semester.Students expressed a desire for more content introducing the specific engineering majorsavailable to them. The dual role of the instructor-advisors once again helped somewhat in thisspace, as students could consult with their professors about major selection outside of class aswell. While areas for improvement have been identified from the student evaluations, initialresponses to the course are promising that the program is achieving its targeted outcomes.[1] L. Lampe and B. Calhoun

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wee Sing Yeo, University of Cincinnati; Muhammad Asghar, Utah State University; Sheryl A. Sorby, University of Cincinnati

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Diversity

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First-Year Programs Division (FYP)

; B). This finding implies that the relationship between competence and interestin engineering plays a stronger role in shaping females’ identity in the engineering field.Therefore, it's possible to enhance females' confidence in their engineering competence andinterest to foster their identity and engagement.From Table 6, it is evident that both the Male and White groups display a stronger correlationbetween "competence and interest" compared to the correlation between "recognition by othersand competence" (i.e., C > A) or "recognition by others and interest" (i.e., C > B), and thisdifference is statistically significant at p < 0.05. This suggests that for both groups, Male andWhite, the balance between self-recognition of

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Melissa M. Simonik, State University of New York, Binghamton; Koenraad E. Gieskes, State University of New York, Binghamton

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First-Year Programs Division (FYP)

people who make slow decisions. Thinkers enjoy the mental activity, intellectual discussions, and spending time alone thinking.Thinker They find it hard to work in teams where acting before thinking is the norm. Nothing excites Time Keeper more than meeting the deadline. They enjoy setting up processes,Time Keeper timelines, and plans. Time Keepers get confused in chaos where neither outcomes nor ways to achieve them are clear. Winners can turn any mundane task into a game or challenge because the feeling ofWinner competition is essential for them. They feel lost in environments with no defined measure of success.Appendix B: Jung Typology Test

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Sheryl A. Sorby, University of Cincinnati; Gibin Raju, University of Cincinnati; Jeffrey Buckley, Royal Institute of Technology (KTH); Niall Seery, Technological University of the Shannon

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First-Year Programs Division (FYP)

Paper ID #36907Using Adaptive Comparative Judgment to Holistically Assess Creativity ofDesign Solutions: A Comparison of First-Year Students and Educators’JudgmentsDr. Clodagh Reid, Technological University of the Shannon: Midlands Midwest PhD in spatial ability and problem solving in engineering education from Technological University of the Shannon: Midlands Midwest. Graduated in 2017 from the University of Limerick with a B. Tech (Ed.). Member of Technology Education Research Group (TERG).Dr. Sheryl A. Sorby, University of Cincinnati Dr. Sheryl Sorby is currently a Professor of STEM Education at the University of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; David A. Copp, University of California, Irvine; Deniz Nikkhah, University of California, Irvine; Kameryn Denaro; Hye Rin Lee, University of Delaware; Lorenzo Valdevit

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Diversity

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First-Year Programs Division (FYP)

. High. Educ., vol. 65, no. 1, pp. 35–44, Jan. 2017.[5] S. E. Hyatt and D. A. Smith, “Faculty Perceptions of Community College Transfer Students: The Private University Experience,” Community Coll. J. Res. Pract., vol. 44, no. 6, pp. 395– 411, Jun. 2020.[6] G. Crisp and I. Cruz, “Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007,” Res. High. Educ., vol. 50, no. 6, pp. 525–545, Feb. 2009.[7] T. V Dinh and Y. L. Zhang, “Engagement in High-Impact Practices and Its Influence on Community College Transfers’ STEM Degree Attainment,” Community Coll. J. Res. Pract., vol. 45, no. 11, pp. 834–849, Nov. 2021.[8] K. Atkins, B. M. Dougan, M. S. Dromgold-Sermen, H. Potter, V. Sathy, and A. T. Panter

Conference Session

First-Year Programs Division (FYP) - WIPS 4: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Erik A. Johnson, University of Southern California

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First-Year Programs Division (FYP)

Paper ID #40105Work in Progress: Engaging First-year Engineering Students throughMakerspace Project-based PedagogyDr. Gisele Ragusa, University of Southern California Dr. Gisele Ragusa is a Professor of Engineering Education at the University of Southern California. She conducts research on college transitions and retention of underrepresented engineering students, engineer- ing ethics, PreK-12 STEM education, and also research about engineering global preparedness.Dr. Erik A. Johnson, University of Southern California Dr. Erik A. Johnson is a Professor of Civil & Environmental Engineering at the University of Southern

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelly Salyards, Bucknell University; Katsuyuki Wakabayashi, Bucknell University; Richard J. Kozick, Bucknell University; Benjamin Wheatley, Bucknell University

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First-Year Programs Division (FYP)

other similar courses (college-wide,introductory, multiple sections/instructors, significant redesign).References[1] K. Salyards, B. Wheatley, and K. Wakabayashi, “Redesigning an Introduction to EngineeringCourse as an Interdisciplinary Project-Based Course,” Presented at 2022 First-Year EngineeringExperience, East Lansing, Michigan. Available: https://peer.asee.org/42246[2] S. Velegol, R. Ziemian, R. Zaccone, R. Kozick, J. Baish, and M. Vigeant, “ExploringEngineering At Bucknell University: A Seminar Approach To The First Year EngineeringExperience,” in 2003 Annual Conference Proceedings, Nashville, Tennessee: ASEEConferences, Jun. 2003, p. 8.561.1-8.561.14.[3] M. Vigeant, K. Marosi, and R. Ziemian, “Evaluating The Seminar Model For First

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane A. Brown P.E., Oregon State University; Natasha Mallette P.E., Oregon State University

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Diversity

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First-Year Programs Division (FYP)

. Barlow, “Developing a scale to measure student social and cognitive engagement in online science, technology, engineering, and math courses,” presented at the 2023 IEEE Frontiers in Education Conference (FIE), IEEE, 2023, pp. 1–5.[10] M. T. H. Chi and R. Wylie, “The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes,” Educ. Psychol., vol. 49, no. 4, pp. 219–243, Oct. 2014, doi: 10.1080/00461520.2014.965823.[11] C. R. Pace, “Recollections and reflections,” High. Educ. Handb. Theory Res., pp. 1–34, 1998.[12] A. Barlow, S. Brown, B. Lutz, N. Pitterson, N. Hunsu, and O. Adesope, “Development of the student course cognitive engagement instrument (SCCEI) for college engineering courses,” Int. J

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, Case Western Reserve University; Kurt R. Rhoads, Case Western Reserve University

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Diversity

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First-Year Programs Division (FYP)

Paper ID #38507Work in Progress: Knowing Our First-year Students, Meeting Them WhereThey Are, and Supporting Them for SuccessDr. Kathleen A Harper, Case Western Reserve University Kathleen A. Harper is the assistant director of the Roger E. Susi First-year Engineering Experience at Case Western Reserve University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics from The Ohio State University.Dr. Kurt R. Rhoads, Case Western Reserve University Kurt R. Rhoads, Ph.D., P.E. is the faculty director of the Roger E. Susi First-Year Engineering Experience

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Libby Flanagan, Clemson University; Madison Pollock, Clemson University ; Elizabeth Anne Stephan, Clemson University; Karen A. High, Clemson University

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

. Hess, J. Strobel, and R. (Celia) Pan, “Voices from the workplace: practitioners’ perspectives on the role of empathy and care within engineering,” Eng. Stud., vol. 8, no. 3, pp. 212–242, Sep. 2016, doi: 10.1080/19378629.2016.1241787.[2] J. Walther, S. Miller, and N. Kellam, “Exploring the role of empathy in engineering communication through a transdisciplinary dialogue,” in 2012 ASEE Annual Conference & Exposition Proceedings, San Antonio, Texas: ASEE Conferences, Jun. 2012, p. 25.622.1- 25.622.11. doi: 10.18260/1-2--21379.[3] D. Weichert, B. Rauhut, and R. Schmidt, “Educating the engineer for the 21st century: Proceedings of the 3rd workshop on global engineering education.” 2001.[4] H. Burns and K. Lesseig, “Infusing

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs Division (FYP)

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