Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Ahmed Ashraf Butt, Purdue University at West Lafayette (COE); Saira Anwar, Texas A&M University; Muhsin Menekse, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, Works In Progress

funded by grants from the Institute of Education Sciences (IES), Purdue Research Foundation (PRF), and National Science Foundation (NSF). American c Society for Engineering Education, 2022 WIP: Investigating the relationship between FYE students’ reflections and academic performance across genderAbstractPrior studies have emphasized the importance of reflective process and reflection activities asthey facilitate student engagement and learning outcomes. In the context of First-YearEngineering (FYE) courses, reflection activities engage students with the learning content,specifically with concepts that are traditionally considered as a threshold

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

assignments completed. Required assessments hadcriteria-based rubrics indicating what was needed to achieve correct/incorrect orexcellent/adequate/insufficient levels. Correct and excellent or adequate marks on the criteriameant that the student successfully completed the assignment. If students received incorrect orinsufficient, the assignment did not count toward meeting contract requirements. However,students could revise and resubmit the assignment along with a reflection (metacognitivecomponent) on what was missed and how they could avoid incorrect or insufficient marks in thefuture. All submissions were manually graded within a learning management system.Results and discussionAt the end of the course, students completed a survey about their

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Nada Veskovic, Lehigh Carbon Community College

Tagged Topics

Works In Progress

. Tinto, “Reflections on student persistence,” Student Success, vol. 8(2), pp. 1–8, July 2017.[4] A. Brooker, S. Brooker, and J. Lawrence, “First year students’ perceptions of theirdifficulties,” Student Success, vol. 8(1), pp. 49–62, 2017.[5] M. Prince, “Does Active Learning Work? A Review of the Research,” Journal of EngineeringEducation, vol. 93(3), pp. 223-231, 2004.[6] G. Akçayır and M. Akçayır, “The flipped classroom: a review of its advantages andChallenges,” Comput. Educ., vol. 126, pp. 334–345, November 2018.

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

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

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