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Joanna Weaver is a doctoral student in Experimental Psychology in the Department of Psychological and Brain Sciences. She is involved in research examining how instructional methods and social-cognitive factors influence academic achievement. She holds a Master of Science in Education degree from the University of Pennsylvania (2004) and a Bachelor of Arts in History from Wesleyan University (2001). She is a certified Reading Specialist (K-12) and Social Studies teacher (7-12) and taught in public schools and museums from 2003-2013. Dr. Marci S. DeCaro, University of LouisvilleMarci DeCaro is an assistant professor in the Department of Psychological and Brain Sciences at the University of Louisville. Her research focuses on the role of cognitive factors such as working memory in learning and performance situations. She studies these topics with adults and children in laboratory and educational contexts. Since completing his degree, he has been teaching engineering mathematics courses and continuing his dissertation research in cyber security for industrial control systems. In his teaching, Dr. Hieb focuses on innovative and effective use of tablets, digital ink, and other technology and is currently investigating the use of the flipped classroom model and collaborative learning. His research in cyber security for industrial control systems is focused on high assurance field devices using microkernel architectures.Dr. Patricia A. Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD degrees in chemical engineering from the University of Louisville. Dr. Ralston teaches undergraduate engineering mathematics and is currently involved in educational research on the effective use of technology in engineering education, the incorporation of critical thinking in undergraduate engineering education, and retention of engineering students. She leads a research group whose goal is to foster active interdisciplinary research which investigates learning and motivation and whose findings will inform the development of evidence-based interventions to promote retention and student success in engineering. Her fields of technical expertise include process modeling, simulation, and process control.c American Society for Engineering Education, 2016 Social Belonging and First-Year Engineering Mathematics: A Cooperative Learning Intervention PurposeThis research examined the relationship between engineering students' sense of belonging and performance in a remedial first-year math class and investigated how a cooperative learning intervention might improve both students' affective and academic experience in this course. Many universities offer academic interventions to support at-risk engineering freshmen. At our university, Introductory Calculus for Engineers targets students identified as under-prepared or struggling in the freshman engineering math course. Although the intervention helps...