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WIP: Adaptive Comparative Judgement as a Tool for Assessing First-Year Engineering Design Projects

Conference Session: Technical Session M1
Collection: 2022 First-Year Engineering Experience
Authors: Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Gibin Raju, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Niall Seery, Technological University of the Shannon
Tagged Topics: Works In Progress

., judging) student work on these two tasks. Participation in actual ACJ panelswill enable judges to gain a “feel” for what this assessment technique entails and how it couldbe used to enhance first-year engineering students learning experiences. At the end of theFYEE conference, results from the panels will be available for those who are interested.AcknowledgementThis work was made possible by a grant from the National Science Foundation (NSF#2020785). Any opinions, findings, and conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] G. J. Strimel, S. R. Bartholomew, S. Purzer, L. Zhang, and E. Yoshikawa Ruesch, “Informing

Relevance Score: 0.014759223

Work in Progress: Using CATME in Team Development of One-Semester-Long Open-Ended First-Year Engineering Student Design Projects

Conference Session: Technical Session M1
Collection: 2022 First-Year Engineering Experience
Authors: Rui Li, New York University; Jack Bringardner, New York University Tandon School of Engineering
Tagged Topics: Works In Progress

quantitative scores ofare helpful for identifying leadership while individual comments are beneficial for identifyingpotential conflicts. Based on the feedback from CATME, the instructor could apply a variety ofinterventions to prevent further development of conflicts. The inventions include one-on-onevirtual or in-person meetings, group meetings, redistributing of team tasks, and shifting groupactivity to a more agreeable time slot.References[1] S. Akbar, E. Gehringer, and Z. Hu, “Poster: Improving formation of student teams: A clustering approach,” in IEEE/ACM 40th International Conference on Software Engineering: Companion (ICSE-Companion), 2018: IEEE, pp. 147-148.[2] A. Rezvani, R. Barrett, and P. Khosravi, “Investigating the

Relevance Score: 0.014759223

WIP: Effectiveness of Recruitment Strategies for Underrepresented Groups in an Engineering Bridge Program

Conference Session: Technical Session M1
Collection: 2022 First-Year Engineering Experience
Authors: Xinyu Zhang, West Virginia University; Lizzie Santiago, West Virginia University; Stefanie Paige Hines, West Virginia University
Tagged Topics: Diversity, Works In Progress

future recruitment efforts to attract engineering students with a diverse background,particularly the underrepresented populations. This paper reported progress of the first objective.Introduction/BackgroundThe importance of diversity in the U. S. engineering workforce has been recognized. Lack ofworkforce diversity in engineering fields has been related to the poor recruitment and retentionof educationally disadvantaged students or underrepresented groups in engineering [1]. Researchhas identified factors preventing those students from pursuing and completing a STEM degreeand strategies to increase diversity in STEM programs such as summer camps/bridge programs,pipeline programs, pre-college programs, targeted programs, and integrated approach

Relevance Score: 0.013718933

WIP: Eagle ExCEL-Engineers Connect, Engage, and Learn: An At-Risk Advising Program

Conference Session: Technical Session M1
Collection: 2022 First-Year Engineering Experience
Authors: Elizabeth A. Powell, Tennessee Technological University; Harry T Ingle Jr., Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University
Tagged Topics: Works In Progress

-13/ALL_MAJORS/X/X/home/ (accessed May 27, 2022).[9] S. B. Robbins, I-S Oh, H. Le, and C. Button, Christopher, “Intervention effects on collegeperformance and retention as mediated by motivational, emotional, and social control factors:Integrated meta-analytic path analyses,” Journal of Applied Psychology, vol. 94, no. 5, pp.1163-1184, 2009, DOI: 10.1037/a0015738.[10] C. Cairncross, T. VanDeGrift, S. Jones, Sharon, and L. Chelton, “Best practices for advisingat-risk first-year engineering students, 7th First Year Engineering Experience Conference,August 3-4, Roanoke, VA, 2015,https://pilotscholars.up.edu/cgi/viewcontent.cgi?article=1049&context=egr_facpubs[11] W. R. Habley, “Key concepts in academic advising. In Summer Institute on

Relevance Score: 0.011432445

Work in Progress: Success and Retention Strategies for STEM Gatekeeper Courses in a Community College

Conference Session: Technical Session M1
Collection: 2022 First-Year Engineering Experience
Authors: Nada Veskovic, Lehigh Carbon Community College
Tagged Topics: Works In Progress

?” and “What isyour experience with the student leader’s help?” Their responses indicated one hundred percentpositive feedback to the introduction of conceptual questions and a student leader to the class.References[1] Office of Institutional Research & Effectiveness, “Fall 2021 Facts & Figures,” lccc.edu.https://portal%2Dna.campusm.exlibrisgroup.com/assets/LehighCarbonCommunityCollege/LehighCarbonCommunityCollege/CS-Assets/Intranet/Institutional-Research/Fall-2021-Fact-Book-Intranet.pdf (accessed: July 14, 2022).[2] R. Ajjawi, M. Dracup, N. Zacharias, S. Bennett, and D. Boud, “Persisting students’explanations of and emotional responses to academic failure,” Higher Education Research &Development, vol. 39:2, pp. 185-199, 2020.[3] V

Relevance Score: 0.011201462

WIP: Wrap-Around Advising: A Collaborative Effort Between Faculty Members and Student Success Professionals

Conference Session: Technical Session M1
Collection: 2022 First-Year Engineering Experience
Authors: Andrew Assadollahi, P.E., Christian Brothers University; Mardarius Liddell Thomas, Christian Brothers University
Tagged Topics: Works In Progress

student selectsappropriate courses for their degree program and optimizing their roadmap towards graduation.References[1] Hasenwinkel, J. and Mack, S. (2021) “Holistic, Wrap-Around, Advising Model to Support Student Success and Professional Development” AIChE Annual Meeting, November, 2021.[2] Assadollahi, A. “Using Proactive Advising in a First-Year Introductory Engineering Course“ ASEE First Year Engineering Experience Conference, East Lansing, MI 2020.

Relevance Score: 0.00792063

WIP: Contract grading as an alternative grading structure and assessment approach for a process-oriented, first-year course

Conference Session: Technical Session M1
Collection: 2022 First-Year Engineering Experience
Authors: Erica J Marti, University of Nevada - Las Vegas
Tagged Topics: Diversity, Works In Progress

; Zurhellen, H. S. (1978). Student attitudes toward the grade contract. Improving College and University Teaching, 26(4), 239-242.[7] Frank, T., & Scharff, L. L. (2013). Learning contracts in undergraduate courses: Impacts on student behaviors and academic performance. Journal of the Scholarship of Teaching and Learning, 36-53.[8] Hiller, T. B., & Hietapelto, A. B. (2001). Contract grading: Encouraging commitment to the learning process through voice in the evaluation process. Journal of Management Education, 25(6), 660-684.[9] Inoue, A. B. (2019). Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom. WAC Clearinghouse.[10] Carillo, E. C. (2021). The

Relevance Score: 0.00792063

WIP: Developing the next generation expert: What we learned from under-academically prepared students about academic self-efficacy in engineering and computing

Conference Session: Technical Session M1
Collection: 2022 First-Year Engineering Experience
Authors: Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman
Tagged Topics: Diversity, Works In Progress

: Perspectives on the ecology of human development, P. Moen, G. H. Elder Jr., and K. Lüscher, Eds. Washington, D.C.: American Psychological Association, 1995, pp. 619–647.[16] U. Bronfenbrenner, “The bioecological model from a life course perspective: Reflections of a participant observer,” in Examining lives in context: Perspectives on the ecology of human development, P. Moen, G. H. Elder Jr., and K. Lüscher, Eds. Washington D.C.: American Psychological Association, 1995, pp. 599–618.[17] M. Ashley, K. M. Cooper, J. M. Cala, and S. E. Brownell, “Building better bridges into stem: A synthesis of 25 years of literature on stem summer bridge programs,” CBE Life Sci. Educ., vol. 16, no. 4, 2017, doi: 10.1187/cbe.17-05-0085.[18

Relevance Score: 0.0074676415

WIP: Identity-Based Bias in Undergraduate Peer Assessment

Conference Session: Technical Session M1
Collection: 2022 First-Year Engineering Experience
Authors: Madison Jeffrey, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, UM, Center for Academic Innovation
Tagged Topics: Diversity, Works In Progress

swayed by characteristics andperceptions of students, instructors must approach the practice with a complete understanding ofwhat those ratings reflect. Establishing best practices for peer assessment in how it is conducted,determining the subject matter, and how it is reviewed is integral to the growth of small learningpractices and its positive impacts on the student experience.References[1] M. Donia, T. O’Neill, & S. Brutus. (2018). The longitudinal effects of peer feedback in the development and transfer of student teamwork skills. In Learning and Individual Differences, 61, 87-98.[2] C. Brooks & J. Ammons. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer

Relevance Score: 0.006600525

Work-In-Progress: Tackling DEI Issues in the Classroom Through Interactive Historical Fiction

Conference Session: Technical Session M1
Collection: 2022 First-Year Engineering Experience
Authors: Stephany Coffman-Wolph, Ohio Northern University; John K. Estell, Ohio Northern University
Tagged Topics: Diversity, Works In Progress

. Slater, “Who Gets to Die of Dysentery? Ideology, Geography, and The Oregon Trail,” Children’s Literature Association Quarterly, vol. 42, no. 4, Winter 2017, pp. 374-395.[3] B. Bigelow, “On the Road to Cultural Bias: A Critique of The Oregon Trail CD-ROM,” Language Arts, vol. 74, no. 2, Feb. 1997, pp. 84-93.[4] S. Coffman-Wolph and J. K. Estell, “Playing in the Sandbox: Developing Entrepreneurial Mindset Communication Skills in Introductory Programming Students,” in Proc. 2022 ASEE North Central Sect. Conf., Pittsburgh, PA, USA, Mar. 2022. [Online]. Available: https://peer.asee.org/39256[5] J. K. Estell and D. Reeping, “Providing Authentic Experiences in the First Year: Designing Educational Software in Support of Service Learning