Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Johns Hopkins University; Mareham Essam Yacoub, Johns Hopkins University; Rachel Saperstein McClam, Johns Hopkins University

Tagged Divisions

First-Year Programs Division (FYP)

. B. Yancey, Reflection In The Writing Classroom. University Press of Colorado, 1998.[4] P. Groißböck, “E-portfolios in teacher education: ‘Teaching e-portfolios’ in mentoring processes or peer-learning in higher education,” 2012, doi: 10.1109/ICL.2012.6402153.[5] B. Eynon and L. M. Gambino, High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning. Taylor & Francis, 2023.[6] H. C. Barrett and N. Garrett, “Online personal learning environments: Structuring electronic portfolios for lifelong and life-wide learning,” Horiz., vol. 17, no. 2, pp. 142– 152, 2009, doi: 10.1108/10748120910965511.[7] S. Rubín and M. Rümler, “E-PORTFOLIO: A METACOGNITIVE ACTIVITY TO

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Paul Summerfield, Wentworth Institute of Technology; Will Cashel-Cordo; Hadi Kazemiroodsari, Wentworth Institute of Technology

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First-Year Programs Division (FYP)

course evaluations for all courses consist primarily of multiple choice, “stronglyagree/disagree” style questions. To supplement the standard course evaluations, the instructors forENGR 1203 also included free-response questions to assess students’ feelings about the structureand content of the class and whether the course goals had been achieved. A total of 44 studentswere enrolled between two sections of the course and a total of 29 of these students responded tothe survey. However, not all student respondents answered all free-response questions. The full listof free-response questions and student responses is included in Appendix B. Some responses tothree questions in particular provide useful insight.Q1: Do you feel like this class gave you

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew Charles Bartolini, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

/professor-takes-his-classes-walk-essay(accessed Feb. 28, 2023)[2] P. Kelly, M. Murphy and N. Mutrie, "The health benefits of walking," in Walking, EmeraldPublishing Limited, 2017,[3] J. Barton, R. Hine and J. Pretty, "The health benefits of walking in greenspaces of highnatural and heritage value," Journal of Integrative Environmental Sciences, vol. 6, pp. 261-278,2009.[4] J. Roe and P. Aspinall, "The restorative benefits of walking in urban and rural settings inadults with good and poor mental health," Health Place, vol. 17, pp. 103-113, 2011.[5] G. Olafsdottir, P. Cloke, A. Schulz, Z. Van Dyck, T. Eysteinsson, B. Thorleifsdottir and C.Vögele, "Health benefits of walking in nature: A randomized controlled study under conditionsof real-life stress

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna Newsome Holcomb, Georgia Institute of Technology; Jacqueline Rohde, Georgia Institute of Technology; Lakshmi Raju

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Diversity

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First-Year Programs Division (FYP)

can help.’”The article referenced is a collection of excerpts from the book “Peer-to-Peer Leadership:Transforming Student Culture” by Aaron Thompson, Greg Metz, and Joseph B. Cuseo. Contentsections summarized include Why Peer Leadership Matters in the 21st Century, The Importanceof Social Capital, The Power of Peer Leadership, and Positive Outcomes Associated with PeerLeadership. In the content referenced as the most impactful reading of the practicum, leadershipis undeniably linked to peer mentorship, yet the connection was missed in PL reflection. As thePeer Leader Practicum further develops, activities and discussions should reinforce theimportance of leadership development within the practice of peer mentorship.Peer Leaders Self-Identify

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Kristina Wagstrom; Daniel D. Burkey, University of Connecticut; Marina Creed

Tagged Divisions

First-Year Programs Division (FYP)

C. C.; Deng, X.; Iachan, R.; Tripathi, T.; Martin, S. B.; Barrios, L. C. Ventilation Improvement Strategies Among K-12 Public Schools - The National School The Corsi-Rosenthal box (C-R box) is a potentially infectious disease transmission COVID-19 Prevention Study, United States, Februarymitigation approach that arose in August 2020. COVID-19, like respiratory syncytial virus 14-March 27, 2022. Morbidity and Mortality Weekly(RSV) and influenza, is primarily spread through respiratory aerosols from infected

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pamela Bilo Thomas, University of Louisville; Campbell R. Bego, University of Louisville; Arinan De Piemonte Dourado, University of Louisville

Tagged Divisions

First-Year Programs Division (FYP)

student decision-making are likely to make the greatestimprovement in retention rates.Research has revealed that grades received in the first semester are strong indicators for studentpersistence [4, 5, 6]. This is especially true in mathematics courses; those who perform well (i.e.,receive an A or B) are likely to persist, whereas students who perform poorly (i.e., receiving a D,F, or W) are likely to leave (e.g., [7]).Understanding the factors that lead to persistence should help stakeholders (e.g., instructors and ad-visors) develop interventions to counteract these problems. The consequences of low first-semesterperformance can be many. Poor grades from the first semester can lower students’ self-perceptionsand restrict their eligibility for

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Sottile, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Yu Xia, Emporia State University; Tim Kane, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

First-Year Programs Division (FYP)

Includes FYS Objective 4 o Includes FYS Objective 5 • Includes grading information: o Attendance o Participation o Written assignment o Out-of-class assignment o In-class assignment o Project o Presentation o Quiz or exam o Unique grading categories o Number of grading activitiesBesides open-ended questions on the lengths of a syllabus, unique grading categories, andnumber of grading activities, all other components were coded binary with 1 for the inclusion onthe specific item and 0 for its absence.Appendix B Table 2. Non-Student Stakeholder Survey Qualitative Responses Regarding FYS Success Q1. How do you define success in a First

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nazli Aslican Yilmaz Wodzinski P.E., Virginia Polytechnic Institute and State University; Pavan Karra, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

data pollution with random guessing. Multiple-choice questions were onlypreferred when students were asked to make a comparison between options or select one optionthat does not satisfy the criteria of the problem-statement. On the other hand, all vocabularyquestions were multiple-choice to prevent any divergences in the collected data. Table 1. Summaries of Surveys A and B. Survey A Survey B Terminology 3 open-ended and 2 multiple-choice, 5* open ended questions, Math Questions total 5 No-term Math 3 open-ended and 2 multiple-choice, 4 open ended and 1 multiple-choice Questions total 5 questions, total 5 Vocabulary 5

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aishwary Pawar, University of Michigan - Dearborn; DeLean Tolbert Smith, University of Michigan - Flint

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

? • How do PENG students describe their program experiences at a public University? • How can we redesign the PENG program to better support students? • What similarities exist between under-recruited Zipcodes in Michigan and student representation in the PENG program at a public University? These guiding questions help in examining students' needs, comfort issues, and concerns about the support provided in a PENG program and further assist higher education personnel in enhancing their office's tools and processes to better support students and use data more effectively to better track, identify, and support students. B. Abbreviations and Definitions of Technical Terms • STEM — Science Technology Engineering and

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University; Lauren H. Logan, Ohio Northern University

Tagged Divisions

First-Year Programs Division (FYP)

activities (9.0%) organizations (14.0%) (32.5%) Trying new things (12.8%) Meeting faculty/staff (16.9%) Get rid of passport (9.0%)In regard to what was most useful about the passport, one student said “I met a lot of theengineering faculty and feel comfortable approaching them.” Another student found a similarexperience when asked what was most enjoyable, saying “Meeting the teachers, it was a lotmore personable and friendly than I imagined. I met Dr. [A] and Dr. [B] and had a very goodconversation.” Students also found it helpful to require them to attend TA hours, saying “Hadme visit TAs which I visited after I got it stamped.” Overall, the students seem to indicate apositive experience with the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Male White MFGE 3 B: Louis Male Asian EECE 3 C: Emily Female Hispanic EECE 4 D: Anna Female Asian ID 4Data Collection & AnalysisData for this study consisted of a total of four (4) semi-structured interviews and four (4) journalentries conducted at the end of the first year of employment (one interview and one journal entryfor each SEL) between spring 2021 and spring 2022. The authors designed and conducted semi-structured interviews with open-ended questions to explore the experiences and expectations ofbeing a mentor. These interviews

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Idalis Villanueva Alarcón, University of Florida; Quinn Alessandro Corrigan, Minnesota State University, Mankato

Tagged Divisions

First-Year Programs Division (FYP)

codebook (Appendix A) was created to describe thecategories, which was then provided to two undergraduate researchers, who were not students atthe western institution of interest. These students used the established code book to performintercoder agreement and check for biases [26]. After the first round of intercoder agreement, theresearch team met to discuss the results and the coding scheme was adjusted and simplified toallow for consensus (Appendix B). This simplification considered and incorporated all codespreviously within the codebook by grouping similar themes together into coding categories. The40 random responses were then re-coded using the new coding scheme and it was agreed that theintercoder results were acceptable (i.e., within 10

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts University; Ethan E. Danahy, Tufts University; William Church

Tagged Divisions

First-Year Programs Division (FYP)

other tools in engineering. Instead of imposing views on them, engineeringschools should support them in grappling with these views with agency and ownership as theywill become the future of engineering and will carry the torch to shape the culture ofengineering.References[1] M. Chui, L. Yee, B. Hall, A. Singla, and A. Sukharevsky, “The state of AI in 2023: Generative AI’s breakout year. McKinsey & Company,” 2023. Accessed: Jan. 31, 2024. [Online]. Available: https://www.mckinsey.com/capabilities/quantumblack/our- insights/the-state-of-ai-in-2023-generative-ais-breakout-year[2] B. A. Becker, P. Denny, J. Finnie-Ansley, A. Luxton-Reilly, J. Prather, and E. A. Santos, “Programming is hard - or at least it used to be: Educational

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mahdi Agheli, Worcester Polytechnic Insitute; Greg Lewin, Worcester Polytechnic Institute; Markus Nemitz

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

not directly used,the authors found them both insightful and helpful and are therefore citing them here [3]-[7].References [1] Overview of CATME Features. Available: https://info.catme.org/features/overview/. [Accessed: 3/31/2024]. [2] D.A. Kolb, “Experiential learning: Experience as the source of learning and development,” FT press, 2014. [3] V. Sukack˙e, . A. O. P. de Carvalho Guerra, D. Ellinger, V. Carlos, S. Petronien˙e, L. Gaiˇzi¯unien˙e, S. Blanch, A. Marb`a-Tallada, A. Brose, “Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL,” in Sustainability, vol. 14, no. 21, 13955, 2022. [4] C. Herodotou, M. Sharples, M. Gaved, A. Kukulska-Hulme, B. Rienties

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Paredes, New York University Tandon School of Engineering; Kaz Burns; Jack Bringardner, New York University Tandon School of Engineering; Rui Li, New York University Tandon School of Engineering; Ameya Palav; Elena Rose Hume; Victoria Bill, New York University Tandon School of Engineering; Chris Woods, NYU

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Creating Value in the Classroom," in 2019 ASEE Annual Conference & Exposition, 2019.[3] L. Mohandas, N. Mentzer, A. Jaiswal, and S. Farrington, "Effectiveness of Undergraduate Teaching Assistants in a First-Year Design Course," in 2020 ASEE Virtual Annual Conference Content Access, 2020. 12[4] A. Phillips, K. M. Kecskemety, and D. A. Delaine, "First-year Engineering Teaching Assistant Training: Examining Different Training Models and Teaching Assistant Empowerment," in 2018 ASEE Annual Conference & Exposition, 2018.[5] L. B. Wheeler, C. P. Clark, and C. M. Grisham, "Transforming a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tristan Hernandez, University of Texas at El Paso; Sarah Huizar, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Juan Jose Ochoa Jr., University of Texas at El Paso; Victor Manuel Garcia Jr., US Army Engineer Research and Development Center

Tagged Divisions

First-Year Programs Division (FYP)

analytics, accounting and reliability functions, and engineering systems. 3) Teamwork Competencies. Students will practice the value of teamwork, which is common in engineering environments. Students will understand that teamwork promotes: a. Development of an ethical mindset and ability to seek assistance to get the job done. b. Collaborative skills, experience, and knowledge to solve challenging problems. c. Credibility of solutions derived from multiple perspectives. d. Learning from and professional development for team members. e. Better communication, trust, support, and a positive working environment. 4) Communication: Students will exercise their communication skills in oral and written

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Gretchen Scroggin

Tagged Divisions

First-Year Programs Division (FYP)

thetimeframe of this study, the pass rate for CHEM 1103 was 85.1% and the fail rate was 14.9%.Note that the data shown in Figure 1 excludes grades recorded as No Credit (NC). During covid-impacted semesters, students were given the option to turn failing grades into NC on theirtranscript so that these courses would not impact their GPA calculations. There were 14 studentswho chose NC in fall 2020 (0.2% of total). A 33.1% B 26.7% Grade Distribution C 18.5% D 6.8% F

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

John William Lynch, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; P.K. Imbrie, University of Cincinnati

Tagged Divisions

First-Year Programs Division (FYP)

sections at the same time throughout thesemester. At the end of each class, students are administered a brief quiz that can be in team orindividual format as decided by the individual instructor to check for comprehension andattendance. The physical structure of the team seating arrangements in-class divides teams of fourinto pairs seated across and facing each other. Three sections of the first-year engineering coursewere selected based on convenience sampling for the researchers. Section A had 40 students,Section B and C had about 50 students. Instructor’s enforcement of teaming activities varied bysection. Section A’s instructor consisted of more laissez-faire attitudes to enforcement of teamingactivities which allowed for reduced interactions

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Evelyn Walters, Temple University; Cory Budischak, Temple University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

]. Thestudent essays will subsequently be evaluated by the course instructors together with theuniversity’s Center for the Advancement of Teaching to understand whether asset maps had anybearing on cognitive trust and thereby, team effectiveness.In future work, we also hope to explore these two other research questions:1. To what extent do students capitalize on their strengths and develop their growth areas as a result of the team asset mapping protocol?2. Are students who are provided with the opportunity to identify, share, and capitalize on their strengths in the context of a group project more likely to remain in an engineering program?References[1] National Science Board, “The State of US Science & Engineering,” 2022.[2] B. N

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew J. Haslam, Embry-Riddle Aeronautical University - Prescott; Jonathan M. Adams, Embry-Riddle Aeronautical University - Prescott; Robert Gerrick, Embry-Riddle Aeronautical University - Prescott

Tagged Divisions

First-Year Programs Division (FYP)

rhetoric, composition, and technical communication in engineering.Prof. Robert Gerrick, Embry-Riddle Aeronautical University - Prescott ©American Society for Engineering Education, 2023 1 From the Start: A Case for Introducing a Design, Build, Test Classroom Earlier in the CurriculumFollowing a recommendation of the College of Engineering Industrial Advisory Board, faculty atEmbry-Riddle Aeronautical University integrated almost all upper-level engineering capstoneswith courses in advanced technical writing starting in 2003 and finalized the completion of thiseffort in 2013. The courses are co-taught by a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathleen Bieryla, University of Portland; Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland

Tagged Divisions

First-Year Programs Division (FYP)

EngineeringUnleashed website [26]. The card contains instructor notes and the class activity handout tocomplete the design sprint. The materials can be freely used in courses under the CreativeCommons CC BY-NC license [30].AcknowledgmentThis work was supported by a grant from the Kern Family Foundation.References[1] B. M. Capobianco, B. F. French and H. A. Diefes-Dux, "Engineering identity developmentamong pre‐adolescent learners," J Eng Educ, vol. 101, (4), pp. 698-716, 2012.[2] H. M. Matusovich, R. A. Streveler and R. L. Miller, "Why do students choose engineering?A qualitative, longitudinal investigation of students' motivational values," J Eng Educ, vol. 99,(4), pp. 289-303, 2010.[3] B. E. Hughes et al, "Do I think i’m an engineer? understanding the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sophia T. Santillan, Duke University; Linda P. Franzoni, Duke University; Stacy L. Tantum, Duke University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Education, vol. 41, no. 11, pp. 1918-1942, 2016.[3] M. M. Chemers, L. Hu, and B. F. Garcia, “Academic self-efficacy and first-year college student performance and adjustment,” Journal of Educational Psychology, vol. 93, no. 1, pp. 55-64, 2001.[4] R. T. Freeman, K. Gentry, and J. E. Goldberg, “Changing the Advising Model,” presented at 2016 ASEE Annual Conference and Exposition. New Orleans, LA, June 26–29, 2016.[5] C. L. Smith and J. M. Allen, “Essential Functions of Academic Advising: What Students Want and What Students Get.” NACADA Journal, vol. 26, no. 1, pp. 56–66, 2006.[6] B. J. Zimmerman, A. Bandura and M. Martinez-Pons, “Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting

Conference Session

First-Year Programs Division Technical Session 3: Teamwork

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rui Li, New York University; Jack Bringardner, Colorado School of Mines; Victoria Bill, Colorado School of Mines

Tagged Divisions

First-Year Programs Division (FYP)

project ideas. The rest of theclass, who chose not to participate in this activity or were not interested in the project ideas, weresemi-randomly assigned to form teams according to their background and instructors. (a) Proposed Workflow (b) Overall view of the activity within a classroom Figure 1. The proposed way of forming student teams for semester-long design projects is as follows: (a) Workflow illustrates the breakdown steps that the instructor would follow to form the team in this study, and (b) shows the in-class demonstration.Motivation-driven Team FormationThe student team was formed by a student pitch. The instructor asked students, “Anyone whowould like to pitch their project ideas?” Some students would go up to the stage and present

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Anjali Mulchandani, University of New Mexico; Vanessa Svihla, University of Texas at Austin; Ruben D. Lopez-Parra, Purdue University ; Sydney Donohue Jobe, University of New Mexico; Paris Eisenman, University of New Mexico; Ethan Kapp, University of New Mexico

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First-Year Programs Division (FYP)

solving and design expertise,” Journal of Design Research, vol. 4, no. 2. pp. 185–196, Jan. 2004. doi: 10.1504/JDR.2004.009841.[4] D. A. Schön, “Problems, frames and perspectives on designing,” Des. Stud., vol. 5, no. 3, pp. 132–136, Jul. 1984, doi: 10.1016/0142-694X(84)90002-4.[5] J. W. Getzels, “Problem finding: A theoretical note,” Cogn. Sci., vol. 3, no. 2, pp. 167–172, 1979, doi: 10.1207/s15516709cog0302_4.[6] K. Dorst and N. Cross, “Creativity in the design process: co-evolution of problem– solution,” Design Studies, vol. 22, no. 5. pp. 425–437, Sep. 01, 2001. doi: 10.1016/S0142- 694X(01)00009-6.[7] L. J. Ball, B. Onarheim, and B. T. Christensen, “Design requirements, epistemic uncertainty and solution

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olivia Reynolds, Washington State University; Sandra Brabb, Washington State University; Eleanor Dizon, Washington State University

Tagged Divisions

First-Year Programs Division (FYP)

) Number of Events Attended Number of Resources UtilizedFigure 1. Distribution of number of events attended (A) and resources utilized (B) by 2021vs. 2022 first-time freshmenTaken together, this indicates that the 2021 cohort of incoming freshmen were more engagedwith college events and utilized more of the available resources, even though many of themtransitioned directly from a high-school experience that allowed very little in-person learning andsocial engagement during their senior year compared to students in the 2022 cohort.First-time Freshmen vs. Transfer StudentsWhen comparing first-time freshmen and transfer students, the primary difference was thattransfer students were significantly more likely to utilize

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Ohio Northern University

Tagged Divisions

First-Year Programs Division (FYP)

. Dyehouse, “The role of authenticity in design- based learning environments: The case of engineering education,” Comput. Educ., vol. 64, pp. 143–152, May 2013, doi: 10.1016/j.compedu.2012.11.026.[4] K. Reid, D. Reeping, and E. Spingola, “A Taxonomy for Introduction to Engineering Courses,” Int. J. Eng. Educ., vol. 34, no. 1, p. 18, 2018.[5] B. D. Jones, M. C. Paretti, S. F. Hein, and T. W. Knott, “An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans,” J. Eng. Educ., vol. 99, no. 4, pp. 319–336, Oct. 2010, doi: 10.1002/j.2168-9830.2010.tb01066.x.[6] J. B. Hylton, P. J. Herak, T. France, and S. Youssef, “Towards Development of an

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland; Kathleen Bieryla, University of Portland

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

at all certain – 5: Extremely Moderately certain certain) Very certain Extremely certain Pre, How important was each factor A) Personal interest Post below in choosing the engineering B) Abilities/talents (electrical/mechanical/civil/computer C) Job opportunities after graduation science) or non-engineering major D) Salary levels you are currently in (or will be in, if E) Opportunity to serve the society you are currently undeclared)? F) Desired work/life balance (1: Not at all important – 5

Conference Session

First-Year Programs Division Technical Session 3: Teamwork

Collection

2024 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., Oklahoma Baptist University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

ongoing problem in engineering education [22]. All studentswho started this course successfully completed it, with most students getting an A or B and 2students getting a C for the class.Although not a specific objective of this activity, it was observed that students often had to useproblem-solving skills to reassemble the more complicated devices. No assembly instructionswere provided with the devices since they came assembled and they were not specificallydesigned for users to take them apart and put them back together again. One particular incidenthighlighted this problem-solving. One of the groups disassembled the engine which has a pull-string mechanism to start it, similar to gas-powered lawnmowers. A team took that mechanismapart but was

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, The Ohio State University; Benjamin Grier; Brooke Morin, The Ohio State University; Amy Kramer P.E., The Ohio State University

Tagged Divisions

First-Year Programs Division (FYP)

regularly throughout the semester.References[1] M. K. Hartwig and E. D. Malain, “Do students space their course study? Those who do earn higher grades.,” Learn Instr, vol. 77, p. 101538, Feb. 2022, doi: 10.1016/J.LEARNINSTRUC.2021.101538.[2] A. Latimier, H. Peyre, and F. Ramus, “A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on Retention,” Educ Psychol Rev, vol. 33, no. 3, pp. 959– 987, Sep. 2021, doi: 10.1007/S10648-020-09572-8/FIGURES/4.[3] C. R. Bego, P. A. Ralston, K. B. Lyle, and J. Immekus, “Introducing Desirable Difficulty in Engineering Mathematics with Spaced Retrieval Practice.” Jul. 26, 2021.[4] R. F. Hopkins, K. B. Lyle, J. L. Hieb, and P. A. S. Ralston, “Spaced

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gibrán Sayeg-Sánchez, Tecnologico de Monterrey ; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey

Tagged Divisions

First-Year Programs Division (FYP)

changes at a rate of = −2.3 °𝐶/𝑚𝑖𝑛. Most likely, the cake... 𝑑𝑡 a) It’s in the oven b) It's out of the oven c) It’s already at room temperatureThe comparison of the pre-test vs post-test shows that the improvement is not sustained equallyamong all skills. We can see at Figure 6 that there is no improvement in “Understanding themeaning of rates of change”, while “Interpretation of graphs” and “Decision making according toa mathematical model” do present an improvement that can be interpreted as a better ability touse mathematical data to graphically explain a problem and to obtain a solution from it. Table 5reinforce this inference with a 95% paired sample hypothesis test for