Kenny, M. C. (2024, July), GIFTS: Helping Students to Advise Themselves Using a Graded Curricular Map in the First Year  Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48621

\bibitem{asee_peer_48621}
  Kenny, M. C. (2024, July), \emph{GIFTS: Helping Students to Advise Themselves Using a Graded Curricular Map in the First Year}
  Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts.
  10.18260/1-2--48621

Melissa C Kenny.  "GIFTS: Helping Students to Advise Themselves Using a Graded Curricular Map in the First Year".  15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July.  ASEE Conferences, 2024.  https://peer.asee.org/48621 Internet.  23 Jan, 2025

\bibitem{asee_peer_48621}
  Melissa C Kenny.
  "GIFTS: Helping Students to Advise Themselves Using a Graded Curricular Map in the First Year".
  \emph{15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48621 Internet.  23 Jan, 2025

@INPROCEEDINGS{asee_peer_48621
author = "Melissa C Kenny"
title = "GIFTS: Helping Students to Advise Themselves Using a Graded Curricular Map in the First Year"
booktitle = "15th Annual First-Year Engineering Experience Conference (FYEE)"
year = "2024"
month = "July"
address = "Boston, Massachusetts"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48621}
number = {10.18260/1-2--48621}
}

TY  - CPAPER
AB  - Although teaching first-year engineers generally involves introducing engineering concepts, problems, and skills, it also regularly includes advising students as they assimilate to college life. Students are desperate for advice from their peers, teaching assistants, and professors on course selection, majors, minors, studying abroad, getting internships, and many other topics that could affect their future. Most engineering curricula require a significant amount of coursework that makes fitting in additional studies and opportunities a bit more complicated. This can lead students to choose more flexible majors or leave engineering entirely in order to pursue their other interests. To combat this issue, our first-year engineering course includes a graded assignment in which students develop a curricular map describing when they will take all of the required courses to graduate with the major(s) and minor(s) they hope to achieve. Students use an excel template which is programmed to add credits based on engineering major requirements and provides warnings when students don't meet these. The goal of this assignment is not to simply have a set plan for their remaining semesters, but to guide students towards the resources they must use to choose classes and understand what they require. Students must explore major and minor requirements, consider other graduation requirements, find pre-requisite courses, and discover any relevant programs (e.g. study abroad). Students can resubmit their curricular map an unlimited number of times in response to comments until they achieve a final working map and full credit on the assignment in order to develop mastery learning. This GIFTS paper describes this assignment and how it helps students to discover how they can find the answers to many of their advising questions on their own, empowering them to explore the opportunities available to them and pursue all of their interests. 
AU  - Melissa C Kenny
CY  - Boston, Massachusetts
DA  - 2024/07/28
PB  - ASEE Conferences
TI  - GIFTS: Helping Students to Advise Themselves Using a Graded Curricular Map in the First Year
UR  - https://peer.asee.org/48621
DO  - 10.18260/1-2--48621
ER  -