Exploring Trends in First-Year Student Responses on Asynchronous Design Modules

Sherri Youssef; Patrick James Herak; J. Blake Hylton; Todd France

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Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: First-Year Programs: Design in the First Year
Tagged Division: First-Year Programs
Page Count: 16
DOI: 10.18260/1-2--37165
Permanent URL: https://peer.asee.org/37165
Download Count: 360

Paper Authors

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Sherri Youssef The Ohio State University

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Sherri Youssef is pursuing her Masters of Science degree in the Department of Mechanical and Aerospace Engineering and is involved in the Department of Engineering Education as a Graduate Teaching and Research Associate at The Ohio State University. She completed her Bachelors of Science in Materials Science and Engineering at The Ohio State University as well in May of 2018.

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Patrick James Herak The Ohio State University

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Dr. Herak is a five time graduate of The Ohio State University: BSE (Science Education), MS (Env Sci), MS (Civil Eng), MA (Foreign, Second, and Multilingual Education) and PhD (STEM Education). As an undergrad he was a member of The Ohio State University Marching Band for 5-years and can still be found playing with the TBDBITL Alumni Band.

While at university, Dr. Herak had several jobs including as a lab assistant (in Science Education, Mechanical Engineering and Entomology) as well as a GTA (in Science Education and the first-year Engineering Program). He also worked for 4-summers on the show staff for the Columbus Zoo, training various species of birds and other animals.

Dr. Herak was a secondary science teacher for 18-years, primarily for Westerville City Schools. However, he did take a leave of absence to teach at Aldenham School near London (UK). Dr. Herak has served as an adjunct professor at Central Ohio Technical College (Environmental Science) and adjunct professor position at Ashland University - Columbus Branch (Science Education), a position he still currently holds. Dr. Herak currently serves as a Senior Lecturer in the College of Engineering at The Ohio State University.

Dr. Herak has presented at education conferences at the state, national and international level including the Science Education Council of Ohio, National Science Teachers Association, International Consortium of Research in Science and Math Education, First Year Engineering Education conference and American Society for Engineering Education conference.

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J. Blake Hylton Ohio Northern University orcid.org/0000-0001-9766-971X

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Dr. Hylton is an Assistant Professor of Mechanical Engineering and Coordinator of the First-Year Engineering experience for the T.J. Smull College of Engineering at Ohio Northern University. He previously completed his graduate studies in Mechanical Engineering at Purdue University, where he conducted research in both the School of Mechanical Engineering and the School of Engineering Education. Prior to Purdue, he completed his undergraduate work at the University of Tulsa, also in Mechanical Engineering. He currently teaches first-year engineering courses as well as various courses in Mechanical Engineering, primarily in the mechanics area. His pedagogical research areas include standards-based assessment and curriculum design, including the incorporation of entrepreneurial thinking into the engineering curriculum and especially as pertains to First-Year Engineering.

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Todd France Ohio Northern University

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Todd France is the director of Ohio Northern University's Engineering Education program, which strives to prepare engineering educators for grades 7-12. Dr. France also helps coordinate the first-year engineering experience at ONU. He earned his PhD from the University of Colorado Boulder in Architectural Engineering, and conducted research in K-12 engineering education and project-based learning.

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Abstract

As institutions have struggled to chart a path forward through the current pandemic environment, a greater emphasis has been placed on online and hybrid delivery modes. In first-year programs in particular, instructors are scrambling to identify how best to deliver foundational concepts of engineering design in a remote or socially-distanced in-person environment and still retain the high-interactivity and community building aspects that have become so central to their programs. To this end, two asynchronous, interactive modules have been developed introducing the foundational design concepts of stakeholders, need statements, information gathering, and design specifications. The modules are developed in such a way that student responses to each interaction, such as identifying stakeholders or matching need statements, is captured for later analysis. The modules were deployed with first-semester engineering students enrolled in a Foundations of Design course. In this work the modules are introduced and student responses analyzed to answer the question: What are typical standards of performance on these modules for first-year engineering students? Basic descriptive statistics and trends are presented to define these standards. This includes quantitative measures, such as a how many stakeholders are identified when prompted, as well as more subjective measures, such as how well did the student identify the need in a given problem, and attitudinal measures, such as how confident they are in their answers.

Citation
Format

Youssef, S., & Herak, P. J., & Hylton, J. B., & France, T. (2021, July), Exploring Trends in First-Year Student Responses on Asynchronous Design Modules Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37165