Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

First-Year Programs

2006-2076: ENHANCING LEARNING OF LOW ABILITY STUDENTS INMULTI-SECTION FRESHMAN LECTURE/LABORATORY CLASSESJon Sticklen, Michigan State University Jon Sticklen is an Associate Professor in the Department of Computer Science and Engineering at Michigan State University. He has a strong research record in knowledge-based systems. His main contributions have been in the theory and application of task specific approaches and in model-based reasoning. Dr. Sticklen has led the effort to rejuvenate the MSU College of Engineering freshman gateway course in computational tools.Mark Urban-Lurain, Michigan State University Mark Urban-Lurain is Director of Instructional Technology Research and

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Susan Freeman, Northeastern University; Beverly Jaeger, Northeastern University; Richard Whalen, Beverly Jaeger and Richard Whalen are members of Northeastern University's

Tagged Divisions

First-Year Programs

2006-1001: ACTIVE TEACHING, ACTIVE LEARNING: INFUSING THE DESIGNPROCESS IN A FIRST-YEAR COURSESusan Freeman, Northeastern University Susan Freeman, Beverly Jaeger and Richard Whalen are members of Northeastern University's Gateway Team, a selected group of faculty expressly devoted to the first-year Engineering Program. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience in engineering that endorses the student-centered and professionally-oriented mission of Northeastern University.Beverly Jaeger, Northeastern UniversityRichard Whalen, Northeastern University

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

Youssef Allam, Ohio State University; David Tomasko, Ohio State University; John Merrill, Ohio State University; Bruce Trott, Ohio State University; Phil Schlosser, Ohio State University; Paul Clingan, Ohio State University

Tagged Divisions

First-Year Programs

first-yearengineering curriculum. The lab project was piloted during Winter and Spring Quarters of 2004,with one section offered in each quarter for a total of 127 students then expanded to 3 sections in2005 with an enrollment of 190 students. This alternate project is currently being revised andwill be fully integrated into the program by Winter and Spring of 2006. In addition, an honorsversion of the project was offered in Spring 2005 to a single section of 32 students. A revisedhonors version will also be offered in Spring 2006. A three-pronged approach was employed indeveloping the project involving on-campus nanotechnology research laboratory tours hosted byfaculty and researchers, nanotechnology teaching modules, and hands-on lab

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Michael Hagenberger, Valparaiso University; Barbara Engerer, Valparaiso University; Doug Tougaw, Valparaiso University

Tagged Divisions

First-Year Programs

) 13. Structural Engineering (CL)demonstrations (D), computer labs (CL), and/or hands-on 14. Transportation (D)laboratory experiments (L) that were developed by faculty 15. Digital Logic (L)throughout the College of Engineering. Generally, the modules 16. Electromagnetic Fields (D)were not prepared by the faculty teaching the class and were 17. Motors (L)often topics beyond their particular area of expertise. Therefore, 18. Manufacturingthe instructors would meet the day before the module was to be 19. Pneumatics (L)taught, providing an opportunity to discuss the material and to 20. Environmental Engineering

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Liesl Hotaling, Stevens Institute of Technology; Richard Sheryll, Center for Maritime Systems, Stevens Institute of Technology; Rustam Stolkin, Center for Maritime Systems, Stevens Institute of Technology

Tagged Divisions

First-Year Programs

2006-78: DISCOVERY BASED LEARNING IN THE ENGINEERING CLASSROOMUSING UNDERWATER ROBOTICSLiesl Hotaling, Stevens Institute of Technology Liesl Hotaling is Assistant Director of the Center for Innovation in Engineering and Science Education (CIESE), Stevens Institute of Technology. She received a B.S. in Marine Science from Fairleigh Dickinson University, a M.A.T. in Science Teaching from Monmouth University and a M.S. in Maritime Systems from Stevens.Richard Sheryll, Center for Maritime Systems, Stevens Institute of Technology Richard Sheryll is a Research Associate and Ph. D. candidate in Ocean Engineering at Stevens Institute of Technology. He received a B.S. in Oceanography and an A.S

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Marc Christensen, Southern Methodist University; David Willis, Southern Methodist University; Scott Douglas, Southern Methodist University

Tagged Divisions

First-Year Programs

David A. Willis is an Assistant Professor in the Department of Mechanical Engineering at Southern Methodist University. He received the B.S. degree in Mechanical Engineering from North Carolina State University (1995) and M.S. (1997) and Ph.D. (2001) degrees in Mechanical Engineering from Purdue University. Dr. Willis actively performs research in laser processing and thermal sciences. He developed the Laser Micromachining Laboratory at SMU, where he and his research team study thermal transport during laser-material interactions and laser micro-processing. His recent works have been published in the highly visible journals Physics of Fluids, the International Journal of Heat

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Connor, Virginia Tech; Vinod Lohani, Virginia Tech; Kumar Mallikarjunan, Virginia Tech; G. Loganathan, Virginia Tech; Jenny Lo, Virginia Tech

Tagged Divisions

First-Year Programs

courses called “Engineering Exploration EngE1024” in order toprovide avenues for educational research, provide teaching opportunities for graduate students,and reduce faculty teaching loads for pursuing scholarly activities. This model was fullyimplemented in the fall of 2005. Traditionally, EngE faculty members taught the two credit hour Page 11.943.2introduction to engineering classes similar to EngE1024 twice a week for fifty minutes each in atraditional classroom of about thirty seats. With the new model, the course had eight largeweekly lecture sessions with 150-170 students in each section and taught by a faculty memberfor fifty minutes

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Janet Callahan; John Gardner, Boise State University; Amy Moll, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

First-Year Programs

and points were awarded weekly.ENGR 110 met for approximately 5.5 hours weekly, 3.6 of which were devoted all semester longto supplemental math instruction, primarily through the use of a web-based tutorial program,ALEKS (Assessment and LEarning in Knowledge Spaces). This web-based program wasdeveloped and implemented as an assessment and teaching system based on Knowledge SpaceTheory; see for example, Falmagne, et al.5 Developed at the University of California, Irvine andsupported initially by the National Science Foundation, ALEKS offers individualizedmathematics tutoring that identifies what the individual student already knows, via assessmenttechnology, and what is ready to be learned. Based on the results obtained from Carpenter etal.,2

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Ari Epstein, Massachusetts Institute of Technology; Alberta Lipson, Massachusetts Institute of Technology; Rafael Bras, Massachusetts Institute of Technology; Kip Hodges, Massachusetts Institute of Technology

Tagged Divisions

First-Year Programs

identify the program as a highlight of their freshman year, both academically andsocially, and they report that it has had a strong impact both on the work they choose to do asupperclassmen and on the way in which they do it. (2006 is the first year in which a Terrascopeclass will graduate, so we do not yet have any data on post-graduation activity.)The authors of this paper include a co-director of ESI/Terrascope (Hodges), faculty responsiblefor teaching the Terrascope classes (Bras, Epstein and Hodges) and an associate director ofMIT’s Teaching and Learning Laboratory (Lipson) who has been conducting research on thesocial and educational outcomes of Terrascope and its MIT antecedents since before theprogram’s formal inception. The program is

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University Purdue University-Fort Wayne (ET)

Tagged Divisions

First-Year Programs

), accessed January 2006.8. Thompson, E. “Project for Signal Processing Course,” Department of Engineering, Indiana University Purdue University - Fort Wayne, Personal Communication (2005).9. Moor, S, “Case Study: Renovating a Computer Teaching Laboratory for Active and Cooperative Learning,” ASEE 2006 Illinois-Indiana and North Central Joint Section Conference, (Fort Wayne, IN).10. Moor, S. “Music in MATLAB,” http://www.engr.ipfw.edu/~moor/music/.11. Peterson, M., “Resources to accompany Musical Analysis and Synthesis in MATLAB,” http://amath.colorado.edu/pub/matlab/music/, November 2005, accessed January 2006.12. University of Jyväskylä, “MIDI Toolbox contents,” http://www.jyu.fi/musica/miditoolbox/index.html, ©2004

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Odis Griffin, Virginia Tech

Tagged Divisions

First-Year Programs

description and a New Teaching FormatThe ENGE1024 course description is: “Introduction to the profession and the College ofEngineering; foundation material in: problem definition, solution and presentation; design,including hands-on realization working in teams; modeling and visual representation of abstractand physical objects; scientific computation; algorithm development, computer implementationand application; documentation; ethics; professionalism”.9The course is a 2-credit course and all engineering freshmen are required to pass the course witha C- or better grade. Traditionally, this course was taught by EngE faculty using two 50-minlessons every week. In spring 2005, the first two authors took the lead in piloting a new formatinvolving one 50

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

William Howard, East Carolina University; Joseph Musto, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

programs have freshman-level courses that are designed to introduce studentsto the engineering profession, teach problem-solving and design skills, and motivate the students.Engineering graphics is a subject that is also usually taught at the freshman level, sometimesintegrated with the introduction to engineering course, other times as a stand-alone course. Solidmodeling software has become widely used in education over the past decade, primarily inexisting engineering graphics courses. Because solid modeling is an integral part of the productdesign cycle, it can be used as a gateway to explore engineering design and to relate courseworkto real world applications. The use of solid modeling software at the freshman level also has thepotential for

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Laura Girardeau, Washington State University; Jennifer Beller, Washington State University; Greg Crouch, Washington State University

Tagged Divisions

First-Year Programs

2006-1278: USING REFLECTIVE ESSAYS AS PART OF A MIXED METHODAPPROACH FOR EVALUATING A FRESHMAN LIVING-LEARNINGCOMMUNITY FOR ENGINEERING AND SCIENCE STUDENTSJennifer Light, University of Washington Jennifer Light is a 2005 Ph.D. graduate in Engineering Education from Washington State University and was recently awarded a National Academy of Engineering post doctoral appointment with the University of Washington Center for Engineering Education. She is the author of several publications on engineering learning communities and assessment.Laura Girardeau, Washington State University Laura Girardeau, M.S., is a Learning Designer at Washington State University’s Center for Teaching, Learning, and

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Gene Dixon, East Carolina University; William Howard, East Carolina University; Ric Williams; Keith Williamson, East Carolina University; Geoffrey Dieck, East Carolina University; Steve McLawhorn, East Carolina University

Tagged Divisions

First-Year Programs

joining ECU, he was appointed as an Associate Research Professor at Auburn University. Williams has sixteen years of industrial experience in design, research and development and project management functions. He received his BS and MS degrees from Georgia Tech and his PhD from Auburn University. Williams is a registered Professional Engineer in Virginia.Keith Williamson, East Carolina University Dr. Keith Williamson is an Associate Professor in the Department of Technology Systems at East Carolina University. He received his Ph.D. in Mechanical Engineering from Tufts University. He has received numerous awards for teaching and research. Dr. Williamson’s current research is focused on

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

S. Keith Hargrove, Morgan State University; Marie Dahleh, Harvard University

Tagged Divisions

First-Year Programs

needand desire to reduce the gap in student learning and real world problem solving asgraduates enter the workforce. The National Academy of Engineering has appealed toengineering programs to integrate theory and practice in the curriculum, and introducemore innovative learning methods that simulate industrial decision making in theclassroom and laboratory [1]. Hence, the challenge for engineering educators is the useof more innovative methods for instruction and learning to replicate real world problemsolving, and provide an environment for intellectual exchange of ideas and solutions in aclassroom setting. This is further reinforced by the Accreditation Board for Engineeringand Technology (ABET) to encourage the use of a cadre of tools and

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

First-Year Programs

innovative educational materials as part of the Laboratory for InnovativeTechnology and Engineering Education (LITEE). This paper describes the project goals,summary of some of the case studies that have been developed, methods to integratethese case studies with theoretical materials, and evaluation of implementing thesematerials in freshman engineering classrooms. Page 11.842.4Establishing Project Goals Information technology is essential for solving critical national problems in areassuch as science and engineering, the environment, health care, and governmentoperations; but new fundamental understanding is required to make optimal

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

David Kazmer, University of Massachusetts-Lowell; John Duffy, University of Massachusetts-Lowell; Beverly Perna, Tsongas Industrial History Center

Tagged Divisions

First-Year Programs

projects could be replaced with two lectures and two homeworkassignments, with a lower teaching load but different learning outcomes.In addition to the time requirements, there is a significant increase in stress and apparentworkload from the expectations from the client and the larger community that the SL projects Page 11.879.13will be a success. For all these reasons, the instructor reports feeling “burnt out” after thecompletion of the projects. Possible reductions in workload may be achieved through theaddition of the engineering workshop and technical laboratory instructor, additional training andearlier recruitment of teaching assistants to

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Xiafeng Li, Texas A&M University; Arun Srinivasa, Texas A&M University; William Bassichis, Texas A&M University; Jacque Hodge, Texas A&M University; Donald Maxwell, Texas A&M University

Tagged Divisions

First-Year Programs

2006-1117: HOW DO STUDENTS IN A PROJECT-BASED FIRST-YEARENGINEERING CURRICULUM PERFORM IN A SOPHOMORE ENGINEERINGMECHANICS COURSE?Jefferey Froyd, Texas A&M University Jeff Froyd is a Research Professor in the Center for Teaching Excellence and Director of Academic Development at Texas A&M University. He was Project Director for the Foundation Coalition, one of the NSF Engineering Education Coalitions and now serves as Project Director for “Changing Faculty through Learning Communities,” a project sponsored by the NSF Research on Gender in Science and Engineering Program.Xiafeng Li, Texas A&M University Xiafeng Li is a PhD student of computer science at Texas A&M