Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeong Hin Chin, University of Michigan; Jing Ouyang, University of Michigan; Robin Fowler, University of Michigan; Gongjun Xu, University of Michigan; Rebecca L Matz, University of Michigan

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First-Year Programs Division (FYP)

. If it fails, one will go back to the first step and build a new model [8].The diagnosis section consists of the estimation of Q-matrices and using these Q-matrices toprovide insight into the dependency between the variables of BoT and the TC. In this paper, weused the GDINA function from the CDM package [9], [10] to retrieve the delta matrices that areessential to the estimation of the Q-matrices. The initial Q-matrix given to the GDINA functionis always 1J x K. Both the Lasso and the Truncated L1 penalty (TLP) terms were used as tuningparameters to retrieve the delta matrices which were then converted to Q-matrices following asimilar expectation–maximization (EM) algorithm in [11]. We also used our experience to comeup with one expert

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University ; Brainerd Prince, Plaksha University; Vinayak Krishan Joshi, Plaksha University

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First-Year Programs Division (FYP)

significant predictors is as follows:Motivation = 2.866 + 0.229(Enjoyment) - 0.101(Anxiety) - 0.153(Shame)Residuals were examined to assess the assumptions of the regression model. The scatter plot ofobserved vs. predicted values and the plot of residuals vs. predicted values indicated that theassumptions of linearity and homoscedasticity were reasonably met. The histogram and Q-Q plotof the residuals suggested that the residuals were approximately normally distributed, with someminor deviations at the tails. The Durbin-Watson statistic was 2.04, indicating no significantautocorrelation in the residuals. These checks support the appropriateness of the regression modelfor the data.From the figure 3, we can interpret that the Observed vs. Predicted

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sherri Youssef, The Ohio State University; Meagan Eleanor Ita, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

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First-Year Programs Division (FYP)

datasets (pre-standard course, post-standard course, pre-honors course, post-honors course) and conductedstatistical tests to determine any differences within our datasets. significance testing, we analyzedfor any pre/post differences within and across course types via these statistical tests andconducted tests for normality via the Shapiro-Wilk Test and Q-Q plots. These normality testswere used to establish if parametric or nonparametric testing was appropriate. Nonparametrictests were used given normality testing indicated non-normal data for each variable(stakeholders, value categories, value created) in all four datasets. Thus, we applied theWilcoxon Signed Rank Test for pre/post significance testing within courses and the Mann-Whitney U Test

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)

and examined Q-Q plots, so non-parametric tests for significant differencesbetween the sections were performed using Kruskal-Wallis to analyze for significant differencesbetween the medians of each section. Subsequently, a post-hoc Dunn’s test with Bonferronicorrections was conducted to analyze which sections were significantly different. The sample sizefor each of the sections were as follows: Section A had a sample size of 33 (n = 33), Section B had asample size of 38 (n = 38), and Section C had a sample size of 50 (n=50).Table 2. Descriptive statistics of student engagement scores (n = 121) Measurement Total Emotional Physical Cognitive Mean 67.61 23.13

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Carl Boyet, Louisiana Tech University; James D. Palmer, Louisiana Tech University

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

. Through the lunch, students became acquainted with their discipline-specific facultymentors. These faculty mentors consist of one representative from each engineering disciplinewho eventually would become the SSP students’ academic advisors and have regular check-inswith their students. The lunches offered a casual, non-threatening environment to help buildconnections between students and their mentors. Faculty mentors utilized the lunches to provideshort Q&A sessions with the group describing their discipline along with academic andprofessional opportunities.Throughout the year, social events were planned to provide students with an opportunity to relaxand connect with each other and the grant team. A winter quarter kick-off party was held

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)

difference at =0.05. Several questions were found to be statistically significant, asshown in Table 4 Table 4: Comparing mean values between post-fall and post-spring Q Post Fall 2022 Post Spring 2023 Mean t df p M (SD) M (SD) Difference 16 1.660 (1.205) 2.009 (0.956) -0.349 -2.257 177 .025 34 1.032 (1.589) 1.636 (1.239) -0.604 -2.973 175 .003 37 1.602 (1.595) 2.103 (1.140) -0.501 -2.519 164 .013Discussion & Future WorkAdditional work is needed to better understand the results of the EDVES survey. Initial

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nusaybah Abu-Mulaweh, The Johns Hopkins University; Constanza Miranda, The Johns Hopkins University; Alissa Burkholder Murphy, The Johns Hopkins University; Jenna Frye, The Johns Hopkins University

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

, Australian Journal of Psychology, 73:1, 87-102, DOI:10.1080/00049530.2021.1883409[4] Maithreyi Gopalan. “Students’ Sense of Belonging Matters: Evidence from Three Studies”.https://www.google.com/url?q=https://tll.mit.edu/sense-of-belonging-matters/&sa=D&source=docs&ust=1707428553250036&usg=AOvVaw00y7fOXuEVLb49q3Cg-2MA[5] Eccles, J. S., & Midgley, C. (1989). Stage/Environment Fit: Developmentally AppropriateClassrooms for Early Adolescence. In R. E. Ames, & Ames, C. (Eds.), Research on Motivationin Education, 3, 139-186. New York: Academic Press.[6] Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence.Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology; Abigail Clark, Ohio Northern University

Tagged Divisions

First-Year Programs Division (FYP)

/not-just-for-kids-using- picture-books-with-teens-and-tweens.html#more-22917[3] Wpadminlernerbookscom. (2022a, April 11). How to Use Picture Books with Tweens and Teens: Q&A with Literacy Experts. The Lerner Blog. https://lernerbooks.blog/2021/03/how- to-use-picture-books-with-tweens-and-teens-qa-with-experts.html[4] Fresch, M.J. & Harkins, P. (2009). The power of picture books: Using content area literature in middle schools. Urbana, IL: National Council of Teachers of English.[5] Massey, S.R. (2015). The Multidimensionality of Children’s Picture Books for Upper Grades. English Journal, 104, 45.[6] Chesney, D. Big Fish: The Lost Art of Storytelling in the Engineering Classroom, at the American

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gerald Tembrevilla, Mount Saint Vincent University; Andre Phillion, McMaster University

Tagged Divisions

First-Year Programs Division (FYP)

. Q. Gates, P. J. Teller, A. Bernat, N. Delgado, and C. K. Della-Piana, "Expanding Participation in Undergraduate Research Using the Affinity Group Model*," Journal of Engineering Education, vol. 88, no. 4, pp. 409-414, 1999, doi: 10.1002/j.2168- 9830.1999.tb00467.x.[33] J. S. Lamancusa, J. E. Jorgensen, and J. L. Zayas-Castro, "The Learning Factory—A New Approach to Integrating Design and Manufacturing into the Engineering Curriculum," Journal of Engineering Education, vol. 86, no. 2, pp. 103-112, 1997, doi: 10.1002/j.2168-9830.1997.tb00272.x.[34] M. E. Gorman, L. G. Richards, W. T. Scherer, and J. K. Kagiwada, "Teaching Invention and Design: Multi-Disciplinary Learning Modules," Journal of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas H. Cheong; Meagan Eleanor Ita, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University; Ethan Cartwright, The Ohio State University; Amanda Marie Singer, The Ohio State University

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First-Year Programs Division (FYP)

., vol. 11, no. 1s, pp. 127–135, 2014.[2] A. R. Peterfreund, E. Costache, H. L. Chen, S. K. Gilmartin, and S. Sheppard, “Infusing innovation and entrepreneurship into engineering education: Looking for change as seen by ASEE Members, 2012 to 2015,” in American Society of Engineering Education Annual Conference & Exposition, 2016, vol. 2016-June.[3] KEEN, “The Framework for Entrepreneurially Minded Learning,” Engineering Unleashed, 2022. [Online]. Available: https://engineeringunleashed.com/framework.[4] C. Q. Li, R. S. Harichandran, M. I. Carnasciali, N. O. Erdil, and J. Nocito-Gobel, “Development of an instrument to measure the entrepreneurial mindset of engineering students,” in American Society

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, The Ohio State University at Marion

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.[5] Larkin-Hein, T. (2001, June), Enhancing Understanding Through On-Line Discussions Paperpresented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9222.[6] Tahmina, Q. (2018, June), Assessing the Impact of Peer Mentoring on Performance in aFundamentals of Engineering Course Paper presented at 2018 ASEE Annual Conference &Exposition, Salt Lake City, Utah. https://peer.asee.org/29829[7] J. J. Park, M. Park, K. Jackson, and G. Vanhoy, “Remote engineering education under covid-19 pandemic environment.” International Journal of Multidisciplinary Perspectives in HigherEducation, vol. 5, no. 1, pp. 160–166, 2020.[8] M. Adnan and K. Anwar, “Online

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)

. Hartleroad, “Comparison of the Academic Achievement of First-Year Female Honors Program and Non-Honors Program Engineering Students,” Journal of the National Collegiate Honors, 2005, [Online]. Available: https://digitalcommons.unl.edu/nchcjournal[27] X. Gong, M. E. Cardella, and Q. Lei, “COMPARATIVE STUDY OF FIRST-YEAR ENGINEERING HONORS PROGRAMS BETWEEN US AND CHINA,” in 2011 ASEE Annual Conference & Exposition, 2011.[28] D. I. Miller and D. F. Halpern, “Can spatial training improve long-term outcomes for gifted STEM undergraduates?,” Learn Individ Differ, vol. 26, pp. 141–152, 2013, doi: 10.1016/j.lindif.2012.03.012.[29] S. Y. Yoon and E. L. Mann, “Exploring the Spatial Ability of Undergraduate Students: Association

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Wonch Hill, University of Nebraska - Lincoln; Lance C. Pérez, University of Nebraska - Lincoln; Sohrab Asgarpoor, University of Nebraska - Lincoln; David Jones, University of Nebraska - Lincoln; Zachary George Short, University of Nebraska-Lincoln; Jennifer N. Rutt, University of Nebraska - Lincoln

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

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

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Diversity

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First-Year Programs Division (FYP)

. Accessed: Apr. 03, 2022. [Online]. Available: https://www.overdrive.com/search?q=7C5DB81D-CB21- 44B7-8335-5DC66EC6BD6B[8] J. Walther, S. E. Miller, and N. W. Sochacka, “A model of empathy in engineering as a core skill, practice orientation, and professional way of being: A model of empathy in engineering,” J. Eng. Educ., vol. 106, no. 1, pp. 123–148, Jan. 2017, doi: 10.1002/jee.20159.[9] N. W. Sochacka, D. A. Delaine, T. Shepard, and J. Walther, “Empathy instruction through the propagation paradigm: A synthesis of developer and adopter accounts,” Adv. Eng. Educ., p. 29, 2021.[10] J. E. Froyd, C. Henderson, R. S. Cole, D. Friedrichsen, R. Khatri, and C. Stanford, “From dissemination to propagation: A new paradigm for education

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)

-kilmann conflict mode," vol. 1, no. 11, 2008.[22] O. S. L. Strategies. Available: https://opensourceleadership.com/documents/DO%20Definitions.pdf[23] D. Jacobson and N. J. I. J. o. Q. M. Mustafa, "Social identity map: A reflexivity tool for practicing explicit positionality in critical qualitative research," vol. 18, p. 1609406919870075, 2019. 13

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Zanin Flanagan, Clemson University; Karen A. High, Clemson University

Tagged Divisions

First-Year Programs Division (FYP)

engineering formation,” J. Eng. Educ., vol. 109, no. 1, pp. 11–33, Jan. 2020, doi: 10.1002/jee.20301.[11] J. P. Gee, “Identity as an Analytic Lens for Research in Education,” Rev. Res. Educ., vol. 25, p. 99, 2001, doi: 10.2307/1167322.[12] J. E. Stets and P. J. Burke, “Identity theory and social identity theory,” Soc. Psychol. Q., vol. 63, no. 3, p. 224, Sep. 2000, doi: 10.2307/2695870.[13] H. B. Carlone and A. Johnson, “Understanding the science experiences of successful women of color: Science identity as an analytic lens,” J. Res. Sci. Teach., vol. 44, no. 8, pp. 1187–1218, Oct. 2007, doi: 10.1002/tea.20237.[14] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Arturo A. Fuentes, The University of Texas, Rio Grande Valley; Eleazar Marquez, The University of Texas, Rio Grande Valley

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First-Year Programs Division (FYP)

interactive discussion and Q&A sessions. The presentations were evaluated basedon clarity of communication, coherence of content, depth of research, alignment with pathwayobjectives, and ability to respond to questions and feedback effectively. These deliverablesprovided opportunities for students to engage in reflective practices, communicate their pathwayplans effectively and receive constructive feedback from peers and instructors. By completingthese tasks, students gained valuable insights into their academic and career aspirations anddeveloped essential skills for professional development and self-awareness. In addition, thisproject approach was approved by the Institutional Review Board IRB-24-0170 and adhered toethical guidelines for

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fazel Ranjbar, University of Cincinnati; Jutshi Agarwal, University at Buffalo, SUNY; P.K. Imbrie, University of Cincinnati

Tagged Divisions

First-Year Programs Division (FYP)

City, SD, USA: IEEE, Oct. 2011, pp. F1C-1-F1C-5. doi: 10.1109/FIE.2011.6143000.[7] R. Reiter-Palmon and J. J. Illies, “Leadership and creativity: Understanding leadership from a creative problem-solving perspective,” Leadersh. Q., vol. 15, no. 1, pp. 55–77, Feb. 2004, doi: 10.1016/j.leaqua.2003.12.005.[8] R. E. Slavin, “Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?],” An. Psicol., vol. 30, no. 3, pp. 785–791, Oct. 2014, doi: 10.6018/analesps.30.3.201201.[9] Y. Chang and P. Brickman, “When Group Work Doesn’t Work: Insights from Students,” CBE—Life Sci. Educ., vol. 17, no. 3, p. ar52, Sep. 2018, doi: 10.1187

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew B. James, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Jennifer Lyn Benning, Virginia Polytechnic Institute and State University; Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Jenny L Lo, Virginia Polytechnic Institute and State University

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Diversity

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First-Year Programs Division (FYP)

. Medin, C. D. Lee, and M. Bang, “Point of View Affects How Science Is Done,” Scientific American. https://www.scientificamerican.com/article/point-of-view-affects-how-science-is-done/ (accessed Feb. 13, 2023).[4] S. C. Hill, “When I Learned the Value of Diversity for Innovation,” Scientific American. https://www.scientificamerican.com/article/when-i-learned-the-value-of-diversity-for-innova tion/ (accessed Feb. 13, 2023).[5] C. Cole et al., “What Factors Impact Psychological Safety in Engineering Student Teams? A Mixed-Method Longitudinal Investigation,” J. Mech. Des., vol. 144, no. 12, p. 122302, Dec. 2022, doi: 10.1115/1.4055434.[6] A. Edmondson, “Psychological Safety and Learning Behavior in Work Teams,” Adm. Sci. Q

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)

Supervision & Curriculum Development, 2005.[5] E. J. Hansen, Idea-Based Learning: A Course Design Process to Promote Conceptual Understanding, Illustrated edition. Sterling, Va: Stylus Publishing, 2011.[6] K. Bain, What the Best College Teachers Do, 1st edition. Cambridge, Mass: Harvard University Press, 2004.[7] N. Graff, “‘An Effective and Agonizing Way to Learn’: Backwards Design and New Teachers’ Preparation for Planning Curriculum,” Teach. Educ. Q., vol. 38, no. 3, pp. 151–168, 2011.[8] A. Childre, J. R. Sands, and S. T. Pope, “Backward Design: Targeting Depth of Understanding for All Learners,” Teach. Except. Child., vol. 41, no. 5, pp. 6–14, May 2009, doi: 10.1177/004005990904100501.[9] J. C

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Danilo Alberto Gomez Correa, Universidad Andres Bello, Concepcion, Chile

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Diversity

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First-Year Programs Division (FYP)

," Machine Learning, vol. 45, no. 1, pp. 5-32, 2001.[23] S. Park y S. Holloway, “Parental Involvement in Adolescents’ Education: An Examination of the Interplay among School Factors, Parental Role Construction, and Family Income,” School Community Journal, vol. 28, n.o 1, pp. 9-36, 2018, Available in: https://eric.ed.gov/?id=EJ1184925.[24] D. J. Wilson-Ihejirika, Q. Liu, J. Meihui Li, M. Nisar, y J. Lin, “Engineering Pathways from High School to Workplace: A Review of the Literature,” in 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benito Mendoza, New York City College of Technology; Angran Xiao, New York City College of Technology; Muhammad Ummy, New York City College of Technology

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Diversity

Tagged Divisions

First-Year Programs Division (FYP)

City 8 3 5 4.13 0.83 Tech.p. I would recommend this workshop to other students interested in understanding what 8 3 5 4.50 0.76 majoring in engineering would be like at City Tech. q. I would recommend this workshop to other students interested in understanding what the 8 3 5 4.25 0.89 different engineering majors are like at City Tech. r. I am confident that I can identify the engineering 8 3 5 4.25 0.71 major that best fits my desired

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)

generative AI (many wrote about multiple types of experiences), 5 students mentioned theirexperience using generative AI for schoolwork. Examples included using DALL-E to generateimages when making a zine for a senior English project and generating practice problems forclasses. 4 talked about learning with or about generative AI in out-of-school settings. Forexample, one student had attended a summer program hosted by a university where they codedan AI using Q-learning and Monte Carlo tree search. 3 students used generative AI for theirhobby by setting generative AI up as their opponent for video games or creating stories aboutcharacters for role-playing games. 10 students stated their experiences testing out generative AIon their own or with their

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nadiye O. Erdil, University of New Haven; Ronald S Harichandran P.E., University of New Haven; Stephanie M Gillespie, University of New Haven

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Diversity

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First-Year Programs Division (FYP)

, 2024. Date. [Online]. Available: https://eric.ed.gov/?q=ED610707&id=ED610707[20] I. Fomunung, C. Silver, and M. Porter, “Increasing the success rates of engineering students after transferring into four year colleges from community colleges: It’s much more than dollars” in Proceedings of the 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, Aug., 2022. https://peer.asee.org/42050[21] M. McGinnis and R. Welch, “Capstones with an industrial model,” in Proceedings of the ASEE Annual Conference and Exposition, Louisville, KY, June 2010. https://peer.asee.org/16899[22] C.E. King, “Industry engagement versus faculty mentorship in engineering senior capstone design courses,” in Proceedings of the 2020 ASEE

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)

words, why did we not skip the process of flocculation and go directly to filtering? 7. What additional steps would you take to make the water potable?ENGR 1203Module 6: Life Cycle AssessmentUse the following carbon footprint database to find the kg CO2e/kg for each ingredient.https://apps.carboncloud.com/climatehub/search?q=pizza&market=USA&sort=market%3AdescDeliverables 1. One table showing total kg CO2e/kg for each meal (three rows, one column) 2. Three pie charts, one for each meal, showing what proportion of the total impact is caused by each ingredient 3. One bar graph, showing how the total kg CO2e/kg breaks out by "phase" (agriculture, transportation, etc.) 4. Discussion

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lawrence R. Chen, McGill University

Tagged Divisions

First-Year Programs Division (FYP)

2008.[7] G. E. Okudan, M. Murphy, and B. Bowe, “An international comparison of engineeringprograms in their emphases and professional skills development,” in Proc. of the AmericanSociety for Engineering Education North Midwest Section Annual Conference, Vancouver, BC,June 2011.[8] A. M. Gansemer-Topf, Q. Li, S. Jianh, G. E. Okudan-Kremer, and N. F. Reuel,“Implementing professional skills training in STEM: a review of the literature,” in Proc. of theAmerican Society for Engineering Education North Midwest Section Annual Conference,Brookings, SD, October 2020.[9] S. M. Lord, B. Przestrzekski, and E. Reddy, “Teaching social responsibility in a circuitscourse,” in Proc. of the American Society for Engineering Education Annual Conference,Tampa, FL

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University

Tagged Divisions

First-Year Programs Division (FYP)