Brozina, C. (2019, June), Work in Progress:The Development of a First-Year Engineering Program Assessment Framework  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33665

\bibitem{asee_peer_33665}
  Brozina, C. (2019, June), \emph{Work in Progress:The Development of a First-Year Engineering Program Assessment Framework}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33665

Cory Brozina.  "Work in Progress:The Development of a First-Year Engineering Program Assessment Framework".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/33665 Internet.  11 Dec, 2024

\bibitem{asee_peer_33665}
  Cory Brozina.
  "Work in Progress:The Development of a First-Year Engineering Program Assessment Framework".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/33665 Internet.  11 Dec, 2024

@INPROCEEDINGS{asee_peer_33665
author = "Cory Brozina"
title = "Work in Progress:The Development of a First-Year Engineering Program Assessment Framework"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33665}
number = {10.18260/1-2--33665}
}

TY  - CPAPER
AB  - This WIP paper will describe the initial development of a framework to help first-year engineering programs in their assessment and evaluation activities. There continue to be calls to increase the rate at which engineers graduate with a degree while retaining the students who enter into an engineering program. Consequently, first-year engineering programs are on the rise nationally as engineering colleges continue to see the increased value that first-year programs provide to students motivation, identity development, and overall success in engineering. Additionally, as students transition from high school to the first year of engineering, it is imperative programs develop a comprehensive assessment framework to ensure students are not only meeting learning objectives in courses but integrate into the university environment on multiple measures. 

Therefore, this paper brings together student-learning objectives along with student-growth objectives to produce a detailed framework to understand the development of first-year engineering students holistically. By combining ABET outcomes one through seven, with theoretically-grounded assessment measures of motivation and identity, along with student support and success measures, we propose a comprehensive way to assess a first-year engineering program. This framework will allow first-year engineering administrators to detail the growth and development of their program in an easily relatable manner to engineering department chairs and college deans by providing a high-level view of first-year engineering. 


AU  - Cory Brozina
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Work in Progress:The Development of a First-Year Engineering Program Assessment Framework
UR  - https://peer.asee.org/33665
DO  - 10.18260/1-2--33665
ER  -