Collection

2000 Annual Conference

Authors

Susan M. Lord; Jose A. Macedo; Rick T. Olson

4/9 21 Draw state-transition diagram 22 Write software 23 Test & debug software modules 24 Test & debug software (integrated) 25 Test & debug system 26 Fully functional system 4/16 27 Documentation 28 Prepare User’s Manual 29 Submit User’s Manual Draft 4/26 30 Peer-review of User’s Manual 31 Submit User’s Manual 4/30 32 Faculty Return Graded User’s Manual

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning

Tagged Topics

Diversity, NSF Grantees Poster Session

specialties include water quality, water resources, remediation of contaminated soil and water, environmental sustainability, hydrology, hazardous waste management, and STEM ed- ucation. Dr. Clark has been blessed to have the opportunity to edit three books, produce nearly forty peer-reviewed publications, in addition to over fifty presentation to national and international audiences. He has also served as a reviewer for numerous technical journals and a panel reviewer for the National Science Foundation, the U.S. Department of Education, and the Environmental Protection Agency nu- merous times. Dr. Clark’s research interests include combining chemical and environmental engineering techniques for hazardous waste handling

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University; Christina Marie Hartman, Utah State University; Jared W. Garlick, Utah State University

Tagged Topics

NSF Grantees Poster Session

undergraduate education levels must be explored. Oneapproach to introducing students to rigorous, discipline-specific content is through the use ofDisciplinary Literacy Instruction (DLI). DLI is an instructional approach that equips students toutilize the evaluative frameworks and reading and writing strategies that are employed by expertpractitioners in a particular discipline [1].Models of DLI for K-12 instruction have been introduced in subjects such as history [2], math[3], and science [4], but there has been little research exploring a model for DLI in engineering.Thus, this project aims to develop a model of DLI in engineering that can be used in both K-12and undergraduate engineering settings. This model of DLI will be informed by the

Conference Session

Pedagogical Approaches for Software Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alexandra Martinez, University of Costa Rica; Marcelo Jenkins, University of Costa Rica

Tagged Divisions

Software Engineering Constituent Committee

thelearner tests her models and theories with new experiences) 8.Learning journals, diaries and portfolios are increasingly used in higher education to facili-tate and to assess learning. They may be highly structured or free, but regardless of theirshape and form, they generally seem to be helpful in personalizing and deepening the quality Page 25.160.2of learning and in integrating the learning material 10. The distinction between learning jour-nal and other types of writing is that “…it focuses on ongoing issues over time and there willbe some intention to learn from either the process of doing it or from the results of it.” 10Some of the reasons why

Conference Session

Track 2: Technical Session 1: An ecological belonging intervention for equity: Impacts to date and promising directions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jacqueline Ann Rohde, Georgia Institute of Technology; Heather Lee Perkins, Purdue University at West Lafayette (PPI); Charlie Díaz, University of Pittsburgh; Kevin R. Binning

Tagged Topics

CoNECD Paper Sessions, Diversity

outcomes.“I think there's less than a 1,000 Black students on campus and I think in my class, like my year inchemical engineering, there's maybe five or six other Black students that at least I've seen or talked to inany way…I have never felt any malicious intent towards me at this institution purely because I amBlack, but I have had experiences where I’ve had to deal with ignorance from my white peers. And Iknow that it happened just because they have never met a Black person before. So, there's always thisfeeling that just knowing that the way I've maybe talked to someone in my family, I can't talk to a peerabout like a complex engineering process. I can't necessarily just talk how I would to anyone about that,like in the same way that I’d talk

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Saloome Motavas, University of British Columbia, Vancouver; Fatimah Mahmood, University of British Columbia, Vancouver

Tagged Topics

Diversity, FYEE 2025

programs foracademically outstanding international students with English as an additional language. Theseprograms have been custom-designed to support students’ transition from high school touniversity, providing enhanced opportunities to support students’ familiarization with newacademic and linguistic practices during their first year at the university. The VC section ofAPSC 160 is composed entirely of international, non-native English-speaking students. Theunique challenges posed by language barriers, along with the anxiety due to limited Englishfluency, may hinder students’ performance in the course and place them at a disadvantagecompared to their peers in other sections. The primary objective of this work was to achieveeducational equity for

Conference Session

Computers in Education Division (COED) Track 4.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiuhua Si, California Baptist University; Keith Hekman, California Baptist University; Jinxiang Xi

Tagged Divisions

Computers in Education Division (COED)

Paper ID #47485Enhancing Engineering Learning through MathCADDr. Xiuhua Si, California Baptist University Dr. Xiuhua (April) Si is a Professor of aerospace and mechanical engineering at California Baptist University. Her broad research interests include engineering education, thermal fluid science, and composite materials application. She has published over fifty peer-reviewed journal and conference papers and had multiple presentations at engineering conferences and meetings.Dr. Keith Hekman, California Baptist University Dr. Keith Hekman is a full professor in Mechanical Engineering. He has been at California Baptist

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo

Tagged Divisions

First-Year Programs

Paper ID #33359Examining In-Person and Asynchronous Information-Seeking BehaviorInstruction Among First-Year Engineering StudentsDr. George James Lamont, University of Waterloo George Lamont is a member of the Department of English Language and Literature at the University of Waterloo. George is one of many instructors who teach first-year communications courses to engineers and sciences, in addition to courses in writing and rhetoric.Ms. Stephanie Mutch, University of Waterloo Stephanie Mutch works in Information Services and Resources at the University of Waterloo Library. Stephanie holds an MA in Criminology and

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Ifeoma Nwanua, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

, Blackstudents face a higher attrition rate compared to their peers of other races [4]. Given these starkstatistics, the retention of the Black population in graduate and undergraduate engineeringprograms becomes imperative for establishing a diverse and robust workforce [8], [10].The systemic and cultural racial biases inherent within educational institutions contribute to themarked dearth of Black students in engineering doctoral programs. Even as research begins tounravel the experiences of Black Ph.D. students in engineering – from motivations and persistenceto encounters with racial microaggressions – the disparity remains, underscoring the need fordeeper exploration. This group has additional heterogeneity [11], particularly overlooking

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Megan Keogh, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #26448Examining How Skill-building Workshops Affect Women’s Confidence overTimeMs. Megan Keogh, University of Colorado, Boulder Megan Keogh is an undergraduate student studying environmental engineering and environmental policy at the University of Colorado Boulder. Megan has been involved in education outreach and mentorship for much of her college career. She completed a STEM education class in which she shadowed a local 5th grade teacher and taught three of her own STEM lessons. Megan has also been a new-student mentor through her department’s peer mentoring program. Now, Megan is interested in researching

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Randy Brooks, Texas A&M University

-inducing activitiessuch as meeting peers and introduction to course content are completed before “day one” of thecourse.A major objective of a pre-course session is the instructor’s opportunity to frame why a course isnecessary and how the knowledge is to be acquired. This vision can be challenging to highlighteffectively in the ‘day one’ excitement and angst, or after the lesson flow of the course hasbegun. The framing focus can motivate students and help them connect the course objectives toachieving their goals. Providing a framing structure in the course will help students take that firststep, or next step, on their career path.The pre-course session may also provide scaffolding and pre-teaching content to better preparestudents for the course

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Ibach, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln; Deepak R. Keshwani, University of Nebraska, Lincoln; Sydney E. Everhart, University of Nebraska, Lincoln; Leah Sandall, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

ACCESS leadership team in virtual communicationand how to interact with a professional. Scholars practiced writing emails and learned moreabout the structure of the program during onboarding. Program ambassadors were introduced tocross-age mentoring strategies and engaged with Cultivate ACCESS leadership through weeklyexperiential learning class sessions. One month into the onboarding phase ambassadors werepaired with scholars. Ambassadors completed one face-to-face peer mentoring session withscholars and connected weekly to assist scholars in learning how to navigate virtualcommunication channels.Mentors were recruited and trained during onboarding. The onboarding phase allowed CultivateACCESS leadership the opportunity to learn more about

Conference Session

Capstone Design III

Collection

2007 Annual Conference & Exposition

Authors

Peter Orono, Indiana University-Purdue University-Indianapolis; Stephen Ekwaro-Osire, Texas Tech University

Tagged Divisions

Design in Engineering Education

projects, and projects for design competitions. A systematicmethodology, based on the students’ rankings of all the projects for assigning students to theirpreferred choice of projects, is also presented. Whereas the data presented shows that studentsgenerally read carefully the project description, the majority of students prefer the project clientsto make short presentations. To analyze the impact of project choice on team performance, fourcategories, based on the student project choice, were proposed. Teams whose majority did notget their first choice of project, showed the largest drop between the mid-semester peer ratingscompared to end-of-semester peer ratings. This study was performed at two universities.1. Introduction The teaching of

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

curriculum.2-5 Ingeneral, women and underrepresented minority students are less likely to persist in engineering.6Reports also indicate that the persistence of women and underrepresented minority students inengineering may be adversely affected to a greater degree by their experiences within theengineering climate than their majority male counterparts. Here “climate” indicates perceptions ofstudent belonging and interpersonal interactions between student peers, students and faculty (bothin and out of the classroom), and individual compatibility with pedagogical styles in theirclasses.2,7 An undesirable climate also has the greatest impact on student retention in the first yearsof engineering study.8 Most students who leave engineering do so within

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Betsy F. Willis, Southern Methodist University; David A. Willis, Southern Methodist University; Mark Fontenot, Southern Methodist University

Tagged Divisions

First-Year Programs

numerous interventions and programs is reported in the literature onengineering education and higher education more generally. Outside-the-classroom interactionswith faculty members, meaningful interactions with peers, and on-campus living-learningcommunity involvement have been shown to positively affect student persistence in college.2Astin indicates that student-faculty interaction has a positive correlation with a large number ofareas related to personal growth, intellectual growth, and behavioral outcomes includingintellectual self-esteem, leadership, and an orientation towards helping other students ortutoring.3 Vogt studied the effects of approachability and accessibility of faculty on students inthe areas related to academic self-efficacy

Collection

2013 Pacific Southwest Section Meeting

Authors

Antonella Sciortino; Lisa Star; Tesfai Goitom

engineering programs should provide student with "the broad education necessary tounderstand the impact of engineering solutions in a global, economic, environmental, andsocietal context".While it is beneficial to expose students to engineering as soon as they enter the program, manyfreshman students often do not possess the necessary background to perform research on theirown and to fully analyze the technical aspects of engineering projects. Faculty support isindispensable to guarantee a successful outcome, but peer mentoring could also be an effectivestrategy to engage students. Peer mentoring programs that employ junior or senior undergraduatestudents as mentors for freshman/sophomore students, either in freshman courses or in extra-curricular

Conference Session

First-Year Programs Division (FPD) Technical Session 5: Supporting Student Transition

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University; Jacob R Matti, Arizona State University

Tagged Divisions

First-Year Programs Division (FPD)

Engineering Education.Jacob R Matti, Arizona State University ©American Society for Engineering Education, 2025 Inspiring Early Engagement and Community Building Among First Year Students in a Multiyear Co-Curricular Program through A Summer Program: Successes Based on Ten Years of ImplementationAbstractThis Complete Evidence-based Practice paper describes the design and implementation of aweek-long summer program that aims to engage incoming first year students in the GrandChallenges Scholars Program (GCSP) in building a peer community on campus and learningabout opportunities to engage in work addressing global challenges at Arizona State University(ASU). The GCSP Summer Institute (SI) is a program that

Conference Session

CIT Division Technical Session #6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Ferguson, University of Toronto; James Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto; Katherine Mao, University of Toronto

social benefit interest – feeling like your work has apositive impact on society – is an important factor of persistence and overall job satisfaction[32][33]. Social benefit interest has been studied in terms of gender: women place moreimportance on altruistic values at work [34]; are more likely to explain their interest inengineering based on societal contribution [12], [35]; are more likely to specialize in “sociallyconscious” engineering disciplines [36]; and rate impact-driven work as important more oftenthan their peers [24]. High social benefit interest is often studied in relation to public sector work[32], [37], but has also been investigated in engineering [38]. Although there has been a lot ofrecent research into ethical AI use [39

Conference Session

Mechanical Engineering Technical Session: Pedagogy II - Best Teaching Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Esmee Vernooij, University of Illinois at Urbana-Champaign; Catherine LaBore, University of Illinois at Urbana-Champaign ; Ava R. Wolf, Center for Innovation in Teaching and Learning; Cheelan Bo-Linn, Center for Innovation in Teaching & Learning, University of Illinois; Robert Thomas Baird; Nattasit Dancholvichit, University of Illinois at Urbana-Champaign; Leon Liebenberg, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanical Engineering

reflectivepractices, as demonstrated by the curation of artifacts and writing of personal reflections. Webelieve that by allowing students to explore and discover how their competencies are developingthrough their course assignments, they may also discover how classroom learning goals connectto professional learning goals drawn from the ABET quality assurance framework.2) Encouraging peer and instructor assessmentEvaluation of the ePortfolios included peer grading to help build a community of practice [26].This study paper evaluates whether peer grading increases transparency, improves learning,provides more valid and reliable assessment, increases student engagement, and/or increasescoherence in learning outcomes. The study included scaffolded mini projects

Conference Session

Assessing Design Coursework I

Collection

2007 Annual Conference & Exposition

Authors

Nirmala Gnanapragasam, Seattle University

Tagged Divisions

Design in Engineering Education

. Describe the project to peers and faculty through oral presentations during the Page 12.1190.4 project development phase (g).3. Develop design alternatives and evaluate them using a decision matrix, as appropriate for the project (a, c, e, f, h, j, k)4. Apply scientific and engineering principles to the assigned project (a, c, e, k).5. Optimize the engineering design based on client expectations, design constraints, and constructability (a, c, e, f, h, j, k).6. Demonstrate effective written communication skills through the development of a written proposal, progress reports and final project report evaluated by faculty, liaison(s) and Civil Engineering

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chip W Ferguson, Western Carolina University; Paul M Yanik, Western Carolina University; Guanghsu A. Chang, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

in engineering and engineering technologyan opportunity to participate in a new approach to the recruitment, retention, education, andplacement of academically talented and financially needy students. The SPIRIT (ScholarshipInitiative via Recruitment, Innovation, and Transformation) Scholars program establishes atransformative learning environment that fosters the development of professional skills andincreased technical competency through interdisciplinary project-based learning (PBL),undergraduate research, peer-to-peer mentorship, and focused institutional support services.1-8WCU is classified as a regional comprehensive masters-granting university and was awarded theCarnegie Community Engagement classification in 2008.9

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sivakumar Krishnan, Vishnu Educational Development and Innovation Center

Tagged Divisions

Educational Research and Methods

Computer Lab Activity Education Learning Assessment to Learning Assessment -- Close the Loop Case Studies and Mentoring and Individual reflection and Solutions Counselling sharing followed by peer review Faculty Presentations -- Educational Research Educational Paper Reviews and Paper Reviews Research Presentation in Small Groups Educational Research Educational Individual reflection and Paper – Abstract Research sharing followed by peer Writing reviewTable 3. Topics Covered in the Level 2 WorkshopIn this

Collection

1999 Annual Conference

Authors

Marilyn Dyrud

exams to test groupeffectiveness,1, 9, 23, 48, 58 and many incorporate some sort of peer review.1, 22, 29, 32, 48 RobertMartinazzi has been particularly active in the latter, developing a peer review instrument whichincludes 10 items, developed from student input, for evaluation. Items include such statementsas “Shows up for team meetings”; “Demonstrates respect for other team members”; “Willing tohelp other team members in and out of class”; and “Has positive attitude towards the team.”Students rate team members on a Likert scale, and results are equivalent to one quiz grade.29“Peer evaluations,” notes Shellnut et al., “were often the most significant determining factor inoverall team member’s grade differentiations.”48The weight given to

Conference Session

Graduate Student Needs and Experiences, Exploring Graduate Funding and Undergraduate Research Experiences

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert N. Coffey Jr., University of Michigan; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

individual responses suggests that the task ofdrafting academic and personal statements for (potential) graduate school applications was themost burdensome assignment. In comparison, many students indicated that they found theassignment to create an academically-focused resume (appropriate for a graduate schoolapplication) helpful, in part because that assignment included a peer-review component wherestudents got immediate feedback during small group interactions.Some of these concerns have been addressed as the EnSURE program evolved over time: forinstance, writing assignments were refined to better align with students’ research activities, andmore instruction was provided on the value of interdisciplinary interactions—as well as

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Manuel D. Rossetti, University of Arkansas; Kim LaScola Needy, University of Arkansas; Edgar C. Clausen, University of Arkansas; Carol Schubert Gattis, University of Arkansas; Micah Hale, University of Arkansas

Tagged Divisions

Cooperative & Experiential Education

, faculty mentoring and peer mentoring. Theprofessional development activities are designed to target specific points in the students’ plan ofstudy. They include various topics such as preparation of a personal development plan(sophomore level), resume writing and job search skills (sophomore and senior level),developing research skills (junior level), seven habits of highly effective people (senior level),writing and presenting an engineering-based business case (junior level), and presenting andcommunication research (M.S. level).Overview of the SIIRE ProgramThe Student Integrated Intern Research Experience (SIIRE) program at the University ofArkansas is funded via the NSF S-STEM program. The NSF S-STEM program provides studentscholarship funds

Conference Session

ECE Laboratory Development and Innovations

Collection

2002 Annual Conference

Authors

Daniel Beenfeldt; John Field; Eric Beenfeldt; Edward Williams

selected sophomores ar e employed to assist in lab. This helpsthese top students become associated with the Department and gives them a chance to reinforceconcepts learned the previous year. It is also a great opportunity for the first -year students torelate to the peer teachers, particularly since the peer teachers are only one year ahead of them.The class meets Monday, Wednesday, and Friday mornings for 50 minutes. Additionally, thereis a weekly 3-hour lab (four sections are offered with 20-24 students in each). We try to usevery little straight lecturing in the lecture classes. We agree with Felder 5 that lectures do notwork as well as we may have once hoped or expected. So frequently, instead of long lectures,we briefly present a concept

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Amanda Johnston, California Polytechnic State University, San Luis Obispo; Kerrie Douglas, Purdue University at West Lafayette (COE); Julie Martin, The Ohio State University; Ines Direito

Educational Research Methods Division of ASEE.Julie Martin Julie P. Martin is a Fellow of ASEE and an associate professor of Engineering Education at The Ohio State University. Julie’s professional mission is to create environments that elevate and expand the research community. She is the editor- in-chief of Journal of Women and Minorities in Science and Engineering, where her vision is to create a culture of constructive peer review in academic publishing. Julie is a former NSF program director for engineering education and frequently works with faculty to help them write proposals and navigate the proposal preparation and grant management processes. She was a 2009 NSF CAREER awardee for her work operationalizing social

Conference Session

Design Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana - Champaign; Ava R. Wolf, University of Illinois at Urbana-Champaign; Nattasit Dancholvichit, University of Illinois at Urbana - Champaign; Leon Liebenberg, University of Illinois at Urbana - Champaign

Tagged Divisions

Mechanical Engineering

work effectively in teams. Indeed, Kamp [6] writes that personalattributes like autonomy, organizational sensitivity, and empathy are increasingly important injob applications. Developing such a skillset requires that students master the ability to make emotionalconnections among theoretical concepts [7]. This means that engineering educators need toinvolve students at cognitive and emotional levels in authentic, meaningful, and immersivelearning experiences amidst a full curriculum. This study, which uses mixed methods to comparedata from two semesters (one face to face, one online only) of the same Design forManufacturability course, seeks to address this need by investigating the following broadresearch question: How might

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Deborah S. Goldberg, University of Maryland, College Park; Jinwang Zou, University of Maryland, College Park; Ganesh Sriram, University of Maryland

Tagged Divisions

Chemical Engineering

and resources that enable them to succeed. Thisincludes time and task management, assistance with planning an academic roadmap as well asinformation on co-curricular and extra-curricular activities that could develop one’s portfolio as achemical engineer, such as research, internships, co-ops, study abroad and (chemical)engineering clubs. Finally, the curriculum does not typically provide early information on thesteps necessary to prepare for one’s career. Failure to understand the answers to such questionscan result in students dropping the major, struggling academically, failing to make a connectionwith peers and resources, and facing challenges when applying for jobs due to inadequate careerpreparation.To address this gap in the curriculum

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nisha Abraham, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

Tagged Divisions

First-Year Programs

respectively. Her teaching interests are in the area of circuits and devices, computing, and logic design. Dr. Telang works closely with success programs for freshman engineering students. c American Society for Engineering Education, 2019 Effectiveness of the Supplemental Instruction Program in First Year Engineering Courses - A Longitudinal Report (2015-2018)AbstractThis Complete Research Paper examines the effectiveness of the Supplemental Instruction (SI)program implemented at our university in first year engineering courses from its inception in thefall semester of 2015 through the fall semester of 2018. The program offers two sessions perweek outside of the course that incorporates peer and