Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

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

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan Elaine Benzel, Colorado State University

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Diversity

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First-Year Programs Division (FYP)

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randy Hugh Brooks, Texas A&M University

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First-Year Programs Division (FYP)

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs Division (FYP)

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jahnavi Dirisina, University of Oklahoma; Randa L. Shehab, University of Oklahoma

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First-Year Programs Division (FYP)

self-efficacy is understood to be driving self-perceptions and eventually performance in those tasks. For instance, self-concept in calculus (i.e., a domain) can be expressed as “I am able to understand and follow along the calculus classes”, and self-efficacy in calculus (i.e., task performance) can be expressed by “I am confident I can score at least a B in the upcoming test”.The above definitions for both constructs are adapted from previous research and validating orverifying them is not within the scope of this project. This study agrees with previous findings[7], [44], [45], [46], that state self-concept is a prime predictor for favorable academic outcomesand well-being as a student. Self-efficacy, although crucial for an individual’s

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Joylyn Paredes, New York University ; Rui Li, New York University; Sooah Kwak, New York University ; Chris Woods, New York University; Dominic Roy Krusniak, New York University

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First-Year Programs Division (FYP)

in a First-Year Design Course," in 2020 ASEE Virtual Annual Conference Content Access, 2020.[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 Traditional Laboratory to an Inquiry-Based Course: Importance of Training TAs when Redesigning a Curriculum," Journal of Chemical Education, vol. 94, no. 8, pp. 1019-1026, 2017/08/08 2017.[6] C. Robinson and J. Collofello, "Utilizing undergraduate teaching assistants in active learning environments," in 2012

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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First-Year Programs Division (FYP)

center. Figure 4. Circuits used in the system. a) Analog circuit in the testing center. b) Digital circuit controlling the conveyor belt.The overall functionality process is depicted through a sequence of strategic positions and sensorinteractions, as outlined below: 1. Initiation: The robot arm, mounted on a linear rail, moves to the Home Position for calibration. After the calibration is completed, the robot slides to the Start Position (P1). 2. Picking a bulb up: Bulbs are placed in a student-designed 3D-printed holder, shown in Figure 3When sensor S1 detects a light bulb in the Bulb Docking Area, the robot slides to the P2 position and moves the arm griper over to the Bulb Docking Area (P3) to

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lizandra C. Godwin, University of New Mexico

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Diversity

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First-Year Programs Division (FYP)

- identify as a woman with Hispanic ethnicity, or “Latinas,” are of particularinterest in this study due to their underrepresentation in doctoral engineering programs, even atan R1 Hispanic serving institution.The research study is guided by the following two research questions: 1. To what extent do the following explain variance in research persistence intentions: (a) research self-efficacy, (b) engineering research identity, (c) perceived cultural compatibility? 2. Do Latinas’ intentions to pursue research opportunities differ from their peers?Experimental MethodsThis study involved designing and creating a survey instrument that was administered to first-year engineering students. We selected first year students because we were

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mark Jeunnette, University of Auckland; Enrique del Rey Castillo

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Diversity

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First-Year Programs Division (FYP)

engineering projects.The design process used by the course, illustrated in Figure 2, was developed to be genericenough to apply to any engineering discipline. It consists of three design phases, each with theirown output document. (a) (b) Figure 2: The ENGGEN 115 Design Process is generic enough to apply to any engineering discipline (a). The messy and iterative nature of design is illustrated through additional arrows, and the scopes of the two design projects identified in (b). - The Problem Definition phase encourages background research, stakeholder assessments, and deep understanding of the problem beyond the original problem statement. This phase

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dori Harcharik, Western Washington University; Jill Davishahl, Western Washington University

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Diversity

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First-Year Programs Division (FYP)

Teacher Education , vol. 53, no. 2, 2002.[4] J. O. &. C. B. Jeanne M. Hughes, "The Power of Storytelling to Facilitate Human Connection and Learning," IMPACT: The Journal of the Center, vol. 11, no. 2, pp. 18-26, 2022.[5] J. Davishahl, "Centering Social Justice in Engineering: A new course model for first year engineering education," in American Society of Engineering Education Annual Conference, Baltimore, MD, 2023.[6] O. Hargie, Skilled Interpersonal Communication, London: Routledge, 2011.[7] C. M. &. M. Poston, "Self-Disclosure and Interpersonal Communication," in Exploring Communicaiton in the Real World, College of DuPage Digital Press, 2020.

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University

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First-Year Programs Division (FYP)

Paper ID #38303Centering Social Justice in Engineering: A New Course Model forFirst-year Engineering EducationProf. Jill Davishahl, Western Washington University Jill Davishahl is Assistant Professor and First Year Programs Director in the Engineering + Design depart- ment at Western Washington University. Jill’s teaching, service, and research activities focus on enhancing the first -year student experience by providing the foundational technical skills, student engagement op- portunities, and professional skill development necessary to improve success in the major. Her current research focuses on creating inclusive and

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Hicks, Texas A&M University, Kingsville ; Michael Preuss, Exquiri Consulting, LLC; Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University, Kingsville; Mahesh Hosur, Texas A&M University, Kingsville

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First-Year Programs Division (FYP)

that form of analysis was possible.Grade Distribution AnalysisComparison of grade distributions for UNIV 1201 and GEEN 1201 during the three years inwhich GEEN 1201 existed was completed to determine whether there was a difference inacademic performance. There were adequate cumulative counts of students to ensure that theimpact of variance would be minimized and to arrive at general patterns as grades for nearly 450GEEN 1201 students and 4000 UNIV 1201 students were considered, counts sufficient todecrease the impact of variability and random fluctuations. A summary of the results appears inTable 4. Table 4 Comparison of Grade Distributions: UNIV 1201 to GEEN 1201 Course n A B C D

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

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First-Year Programs Division (FYP)

-7795.2010.00725.x[7] M. Y. Ahn and H. H. Davis, “Sense of belonging as an indicator of social capital,” Int. J.Sociol. Soc. Policy, vol. 40, no. 7/8, pp. 627–642, Jan. 2020, doi: 10.1108/IJSSP-12-2019-0258.[8] De La Garza, B. (2019). Experiences of college students in a first-year seminar course (OrderNo. 22584104). Available from ProQuest Central; ProQuest Dissertations & Theses Global.(2300629507). Retrieved fromttps://proxy1.library.jhu.edu/login?url=https://www.proquest.com/dissertations-theses/experiences-college-students-first-year-seminar/docview/2300629507/se-2[9] First Year seminars. Office of the Provost. (n.d.). https://provost.jhu.edu/education/second-commission-on-undergraduate-education/cue2-implementation-progress/first-year-seminars

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado Boulder

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First-Year Programs Division (FYP)

; Development, vol. 41, no. 6, pp. 2020-2033, 2022, doi: 10.1080/07294360.2021.1945547.[4] P. Dwyer, “The neurodiversity approach(es): What are they and what do they mean?” Human Development, vol. 66, pp. 73-92, 2022, doi: 10.1159/000523723.[5] N. Doyle, “Neurodiversity at work: a biopsychosocial model and the impact on working adults,” British Medical Bulletin, vol. 135, pp. 108-125, 2020, doi: 10.1093/bmb/ldaa021.[6] B. Mirfin-Veitch, N. Jalota, and L. Schmidt, “Responding to neurodiversity in the education context: An integrative review of the literature,” 56 pp., Dunedin: Donald Beasley Institute, 2020.[7] K. Gillespie-Lynch, D. Bublitz, A. Donachie, V. Wong, P.J. Brooks, and J.D’Onofrio, “’For a long time our voices have been

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael Rizk, Duke University; William Ross Denton; Roxana Haas

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Diversity

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First-Year Programs Division (FYP)

teamwork experiencesof underrepresented engineering students, there is reason to believe that positive effects of thiswork could extend to all students. A further area of study could be an investigation into howthese resources and activities affect various demographic groups differently.AcknowledgmentWe would like to thank the Maclin Community Connections Grant Program for providingfunding to support this project.References [1] “Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity,” U.S.Bureau of Labor Statistics. Retrieved February 10, 2023, fromhttps://www.bls.gov/cps/cpsaat11.htm.[2] R. Fry, B. Kennedy, and C. Funk, “STEM Jobs See Uneven Progress in Increasing Gender,Racial and Ethnic Diversity,” Pew Research

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, The Ohio State University; Laine Rumreich, The Ohio State University; Ethan Cartwright, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University; H. Schwab, The Ohio State University

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First-Year Programs Division (FYP)

, doi: 10.5539/elt.v5n9p78.19. C. Schau, N. Mattern, M. Zeilik, K. W. Teague, and R. J. Weber, “Select-and-Fill-in Concept Map Scores as a Measure of Students’ Connected Understanding of Science,” http://dx.doi.org/10.1177/00131640121971112, vol. 61, no. 1, pp. 136–158, Feb. 2001, doi: 10.1177/00131640121971112.20. E. Cartwright, M. E. Ita, and K. M. Kecskemety, “Analyzing Various Scoring Methods for Fill-In Concept Maps,” ASEE Annual Conference and Exposition, Conference Proceedings, Aug. 2022, doi: 10.18260/1-2--41498.21. J. D. Novak, D. B. Gowin, and J. B. Kahle, Learning How to Learn. Cambridge University Press, 1984. doi: 10.1017/CBO9781139173469.22. M. A. Ruiz-Primo, “On the Use Of Concept Maps As An Assessment Tool in

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Chris Cagle

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First-Year Programs Division (FYP)

-CollegeRelationship, and Alumni Support,” Journal of Marketing for Higher Education, vol. 10, no. 3,pp. 21–44, May 2001, doi: https://doi.org/10.1300/j050v10n03_02.[3] S. Gaier, “Alumni Satisfaction with Their Undergraduate Academic Experience and theImpact on Alumni Giving and Participation,” International Journal of Educational Advancement,vol. 5, no. 4, pp. 279–288, Aug. 2005, doi: https://doi.org/10.1057/palgrave.ijea.2140220.[4] Hoyt, J. E., & Winn, B. A. (2004, Spring). Understanding retention and college studentbodies: Differences between drop-outs, stop-outs, opt-outs, and transfer-outs. NASPA Journal,41(3), 395-417[5] Melguizo, T., Kienzl, G. S., & Alfonso, M. (2011). Comparing the educational attainment ofcommunity college transfer students

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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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 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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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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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 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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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 (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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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

Tagged Topics

Diversity

Tagged Divisions

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