Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Richard Newman, Arizona State University

Tagged Divisions

First-Year Programs

student capabilities, the outcomes criteriaand the role of the course to set expectations for the following program of study. Thefirst delivery in fall 2005 was treated as a prototype within the systems model. Whileretaining the same scope, the topics will be expanded in 2006-07 to provide a well-rounded 6 SCH first year program. The process used to plan, analyze and recordprogress is also being applied more generally to overhaul the whole curriculum.OriginsIn the past, the campus operated a 2 + 2 system with most students transferring from thelocal community college system to take upper division university courses to completetheir bachelor degrees. The designation of the campus as a Polytechnic in early 2005introduced many program changes to

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

idealized habitation plan for permanent residents and visitors that minimizes impact on the Islands’ ecosystems. • 2005-2006 (Mission 2009): Develop a comprehensive plan for tsunami preparedness in the circum-Pacific region, focusing on two developing nations—one in the islands of the western Pacific, and the other on the west coast of South America. Include: quantitative estimation of tsunami risk and hazard; engineering and land-use strategies to limit impact of tsunamis on people and the environment; methods for communicating tsunami warnings and evacuating the populace; and ways to prioritize and coordinate relief efforts.Once the problem has been introduced, it is up to the students in the

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Dana Elzey, University of Virginia

Tagged Divisions

First-Year Programs

Page 11.1212.2diverse group, and actively motivate students to the study and practice of engineering, therebyimproving retention.The introduction to engineering offered to students in the School of Engineering and AppliedScience at the University of Virginia (affectionately known as ENGR 162) has traditionallycomprised three projects, each requiring roughly a third of the (Fall) semester: these included a paperdesign study, a technical problem, typically requiring some optimization, and a design-build-testactivityi. The principal drawbacks of this course plan is that the time available for each project is tooshort to allow consideration of realistic problems (or of real problems in a realistic way) and that theprojects had little relation to

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mwarumba Mwavita, Oklahoma State University

Tagged Divisions

First-Year Programs

addition, Klem and Connell12 identify time students spend on work, intensity ofconcentration and effort, tendency to stay on task, and propensity to initiate action when given anopportunity as indicators of academic engagement.Self-regulated learning literature identifies key indicators of self-regulated learning strategies.These are organization, concentrating, participating, identifying and using available resources toenhance achievement. All four indicators of self-regulated learning strategies are examined inthis study. Since calculus course work involves completing assigned problems, students enrolledin the class are expected to plan and work on the problems outside the classroom. However,students do face various distractions while in college

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

commonseminar times and introduced them to Science Bound and the two. The first-year students weretold that they would be working with Science Bound students in two ways.The first way was having the first year students go to the high schools of the Science Boundstudents in Indianapolis. Students were expected to conduct short engineering and scienceprojects which would engage Science Bound students. These projects were designed to less thantwo hours in length. They included projects like building simple structures to support a load,designing or creating a vehicle to support an egg dropping from a height.Students wrote a short proposal on the type of projects that were planned. In addition to theplanned proposal students were required to verbally

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

business plan for new ventures and 3.40 products 14. Working knowledge of enterprise database systems 3.35 15. Working knowledge of concepts such as MRP, ERP and e- 3.34 commerce Table 1: Skills Valued by Employers of Engineering StudentsItems ranked on a scale of 1-5, where1=Very little value added to the company, 2=Some added value to the company, 3=Good added value to the company, 4=Moderately high added value to the company, and 5=Very high added value to

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

experiential writing opportunity designed toexpose the students to the technical writing that will be expected throughout their academic andprofessional careers. The students were given written format and content requirements for theteam report. The reports were evaluated by two faculty members from the cohort. The reportsgenerally met the format requirements, but lacked depth and continuity. In particular, thestudents did not adequately describe the technical aspects of their gripper design. The lack ofcontinuity was attributed to the team writing with an “I’ll write this section, you write thatsection” mentality. While the goal was for a team report, most teams apparently did not assignan overall report coordinator or thoroughly plan, outline, write

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

significant projects in civil,electrical/computer, and mechanical engineering. The remaining lectures covered many of theprevious general topics such as problem solving, ethics, and careers.The revised course dealt with one of the weaknesses of the original course, but still included thelarge lectures. Faculty did not like to give these lectures since it was very hard to connect withthe students in a large lecture hall. Students did not like to attend the classes, and it was veryeasy to go to sleep in them. Furthermore, the perception of the students was that the course waseasy and that engineering was not going to challenge them as much as their math or physicscourses. Based upon these concerns, a major course evaluation was planned for the 2004

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

modeling software, along with the advances incomputer hardware of the past fifteen years, has enabled the design cycle to be compressed inmany industries.One topic of debate among engineering educators is whether or not 2-D graphics should betaught before 3-D. A consideration that is sometimes lost in this debate is the meaning of theterm 2-D graphics. This term can be used to describe: 1. The representation of 3-D objects with 2-D multi-view engineering drawings, and 2. The representation of objects/systems that are idealized as two-dimensional, such as floor plans, site plans, and circuit diagrams.If engineering graphics instruction is to include 2-D graphics as described by the first definition,then 3D objects must be introduced at

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Steven Bradley, Indiana University; Walter Bradley, Baylor University

Tagged Divisions

First-Year Programs

professor with their own experiences, some good and some bad. Students are often morewilling to learn from other students than from professors, and especially to learn from themistakes of their peers, making the video presentation quite effective. The video program ispresented in five segments, each about 20 minutes in length, with a 10-15 minute personalapplication activity that the students do in their workbooks. The 50-page workbook which eachstudent gets includes 25 pages of notes from the seminar and 25 pages of personal applicationsactivities. The topics covered in the seminar include: • Select your destination (where do you want to be in five years); • Determine your path (focusing on goal setting for the semester); • Planning to

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Darryl Koch, University of Michigan; Gary D. Herrin, University of Michigan

Tagged Divisions

First-Year Programs

Engineering Advising Center and the Engineering Learning Resource Center metwith the course director for Calculus I and formulated the following plan:1. The course director would release a list of all engineering students who earned a C- or lower on the first exam to the Engineering Advising Center within two days of the exam being taken.2. The directors of the Engineering Advising Center and Engineering Learning Resource Center would contact all students on the list and require them to attend a group advising session the following week. The group advising session would be used to present data to the students about the importance of doing well in calculus, give advice about the likelihood of success in calculus if students remain in the

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

its differing models gave the students preliminary insight into many of themethods, concepts, and tools that they will be more formally exposed to in upper level courses.The authors are continuing efforts to refine the project and plan to use it in future semesters. Page 11.943.7AcknowledgementThe support provided by the NSF through its Department-level Reform (DLR) program (grant #0431779) is sincerely acknowledged.Bibliography1. Engineering Workforce Commission Report. 2002. "Engineering & Technology Degrees." Report from theAmerican Association of Engineering Societies Inc.2. Connor, J. and J. C. M. Kampe (2002). “First Year Engineering

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

2006-2383: HIGH ENROLLMENT, EARLY ENGINEERING COURSES AND THEPERSONAL RESPONSE SYSTEMMark Urban-Lurain, Michigan State University Mark Urban-Lurain is Director of Instructional Technology Research and Development in the Division of Science and Mathematics Education at Michigan State University. He is responsible for providing vision, direction, planning and implementation for using technology mathematics and science education and developed several introductory computer science courses for non-computer science students serving 2000 students per semester.Jon Sticklen, Michigan State University Jon Sticklen is an Associate Professor in the Department of Computer Science and Engineering at

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Susanne Wolf, Technische Universitaet Darmstadt; Manfred Hampe, Technische Universitaet Darmstadt

Tagged Divisions

First-Year Programs

process engineering. - 90% said they think they now have a better idea of their future job might be like. - And 90% stated that their study motivation has increased. - One of the goals was “to help undecided students to make the decision whether to stay on or whether to drop out of the program as early as possible”. For 17 of the participants this goal was achieved: they planned to drop out of the program after participating. This result is very important for the students and the faculty because an early decision is advantageous to both sides: the students do not lose any valuable time and the faculty saves resources.Generally spoken the majority of the course objectives listed above were

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Roth Elliot, Rehabilitation Institute of Chicago; Phillip Jacob, Northwestern University; Stacy Benjamin, Northwestern University; Bruce Ankenman, Northwestern University; James Colgate, Northwestern University

Tagged Divisions

First-Year Programs

design projects and clients for over five years. In addition to identifying and screening project proposals for the nearly 200 teams per year, he meets regularly with the core faculty to plan curriculum and logistics of the freshman design course. Before joining Northwestern, Phillip completed an internship with an international trade organization and has(and continues to)lead work teams with Habitat for Humanity International. Phillip received a BA from the University of Illinois and also studied at DePaul University and at McGill University.Roth Elliot, Rehabilitation Institute of Chicago Elliot J. Roth, M.D. is the Donnelley Senior Vice President for Medical Affairs and Medical

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

following week. Most of the problems built to the final two challenge problems. The eightchallenge problems given in Fall 2005 and planned for Spring 2006 are briefly reviewed below.1. Song Script: The first problem was to rewrite a simple MATLAB script. Students were Page 11.945.4provided with the code for a MATLAB script that would play a simple song. This script isshown in Appendix A and was based on suggestions by Dr. Shreekanth Mandayam at RowanUniversity.7 The code in appendix A includes annotations that are provided to the students.Students were then asked to rewrite this script so it played a different tune. It must include atleast

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

were not wellenough defined, and that some very good projects received a lower grade than poorer projectsthat were selected for exhibition by the client.These student criticisms are not easily addressed since no single client can provide a project ofsufficient breadth to support all engineering majors and interests. In the future, we plan to solvethese problems by agreeing that the theme would be “inventions of historical significance” andtraining our judges to accept and exhibit the best explanatory/demonstration exhibits regardlessof whether they addressed the client’s themes and teaching objectives. Alternatively, or inaddition, we are considering adding the College of Engineering itself as an SL client for studentsto develop exhibits that

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

planned to conduct longitudinal studies to assessthe long term impacts of freshman year instruction. Some new hands-on activities emphasizingsustainability are planned for the spring 2006. For example, in spring 2006 a population relatedhands-on workshop has been piloted. Students worked in group of four to build 3D models usinglegos to represent the population of different countries on a map of the world. Each groupexamined geographic, literacy, population, environment, life expectancy, etc. related data ofabout 15 countries located throughout the world. These data were obtained from the CIA WorldFact Book22 . Students were then asked a few free response questions such as: 1)What are themost common “Environment Related Current Issues?” 2) What

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

assignments that allow for assessment of their proficiency in AutoCAD andMicrosoft Excel. Other team assignments include a reverse engineering exercise and posterpresentation, a movie scene dissection analysis, presentations on engineering disasters andrelevant case histories, and demonstrations of engineering products, devices, and systems.Active LearningKolb17 proposed a four-phase learning cycle, in which “half” of the effective learning sequenceinvolves passive observing and thinking (cognition). The remaining “half” involves planning,(active experimentation) and doing (concrete experience). When combined iteratively and inbalanced proportions, the combination of knowledge-based cognition and purposeful action canresult in improved and lasting

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

tocomplete anonymous assessment questionnaires. These consisted of a combination of Likertscale and open ended questions. More comprehensive assessment studies are planned and adiscussion of possible assessment methodologies is included later in the paper (section 5.2). Thefollowing is a summary of the student questionnaire responses. The number of students isinserted in each box. A total of 13 students completed the survey.Question 1. On a scale of 1 to 5, with 5 representing very easy, how easy did you find thefollowing? 1 2 3 4 5 Average Very difficult

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; David Sawyers, Ohio Northern University; John K. Estell, Ohio Northern University; Laurie Laird, Ohio Northern University

Tagged Divisions

First-Year Programs

above assignments. In addition, students weregiven a self-assessment of how their writing and proofreading skills have been affectedby this assignment. In-class quizzes were given to measure students’ ability to proofreadby asking them to find errors in written work and in graphs. Finally, two similarquestions on the final examination were used to measure students’ ability to proofread.This paper discusses the proofreading assignment, the results of the various forms ofassessment, lessons learned, and plans for modification for next year’s classes.IntroductionAs part of curriculum reform at ONU, a new sequence of three freshman courses wascreated in the Engineering College. These courses were designed to have significanttechnical communication

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Kristin Wilhelm, University of Virginia; Benjamin Kidd, University of Virginia; P. Paxton Marshall, University of Virginia

Tagged Divisions

First-Year Programs

2Technical Lectures 4Lack of in-class planning/meeting time 2Group dynamics 8Time constraints/requirements 8Dymm and Little 4Failed special effects during final performance 2Grading 1 Number of students thatSuccesses

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

Learning”, Journal of Engineering Education, July 1995. 6. Rose-Hulman, “Engineering Case Studies”, www.civeng.carlton.ca; 7. Pauley, L., and Brasseur, J., “Mechanical Engineering Case Studies on the Web”, ASEE Annual Conference and Exposition, 2004. 8. National Academy of Engineering, “Case Studies in Engineering Project”, www.nae.edu. 9. Raju, PK, and Sankar, CS, “Crist Power Plant Case Study: Planning for a Maintenance Outage”, Tavener Publishing, 1996. 10. Stanovich, KE, and Cunningham, AE, “Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure”, Memory & Cognition, 20, 1992. 11. Beeckmans, R, etc., “Examining the yes/no

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

where course content and requirements are unique for each specific major. • It does not impose a common interdisciplinary “introduction to engineering” course, in which all students participate in the same lectures and laboratories5-8, thus maintaining the diversity of each department’s teaching and scheduling resources. • It involves course content change only; thus, there is no impediment to implementation caused by administrative changes to degree plans, graduation requirements, and the like. • It provides a balance between the conflicting needs of (a) offering enough technical content to allow a student to evaluate her or his choice of major and (b) showing the student what the

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Cindy Foor, University of Oklahoma; Susan Walden, University of Oklahoma; Tyler Combrink, University of Oklahoma; Lindsey McClure, University of Oklahoma; Deborah Trytten, University of Oklahoma

Tagged Divisions

First-Year Programs

carefully plantheir courses. A male student (IE, upper division) commented, “Plan out your entire collegecareer… You need to take it and figure out if it is do-able…”Aspects of this advice include beingaware of intermittent course offerings, seeking professor and course recommendations fromupper division students in the major, taking courses at a local community college, and payingcareful attention to discipline-specific foundational courses. Get course advising very early and an idea of recurrence very early. One of the reasons it took me five years, one issue is because I was out of the rotation for the course schedule so I had to wait for these courses to come around so I just take other fillers at a time. (male, ECE

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

John Simmons, University of Queensland; Elise Barrella, Bucknell University; Keith Buffinton, Bucknell University

Tagged Divisions

First-Year Programs

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Sven Bilen, Pennsylvania State University; Beverly Jaeger, Northeastern University

Tagged Divisions

First-Year Programs

similar. Finally, they were also asked to provide suggestions for ways to improveand for other forms of One-Minute Engineer presentations. While the majority of respondentsstated “none” or left this section blank, a few comments that were noted from the Penn Statestudents are interesting for their potential to aid in planning subsequent OME programs. Thosecomments were: “Start at an earlier point in the semester.” “Enforce the time limit, so that only important info is discussed.” “Include movies” and “Discuss ways to improve existing items.”Phase III, NU: The next and most recent iteration occurred at Northeastern University early inthe Fall 2005 semester. This version of OME saw its instructions further clarified with a

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

% reported that this assignment caused them to change their plan for how they spent their time that semester. A majority of students (76%) recommended repeating the use of SolidWorks for a couple of Page 11.776.9 laboratories, with the majority commenting that it was a fun break from math. The minority response indicated that it took time away from math. • A variety of responses, with no majority trend, were obtained from the question, “What was the best part of taking this course?” Responses included: “SolidWorks, pizza, ALEKS, improvement in math, meeting other engineering students, mouse trap car.” By

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Philip Kosky, Union College; William Keat, Union College; George Wise, Union College; Robert Balmer, Union College

Tagged Divisions

First-Year Programs

different design studiocompetitions that can be used over at a four year cycle without repetition.Finding a Publisher Publishers will want to see a book proposal (or prospectus) to see if it fits their publishingneeds. Each publisher has their own suggested proposal format, but they typically include 1) anoutline of the text (list of chapters, special features, educational goals, approximate length etc.),2) planned on-line supplements, 3) brief author biographies, 4) a description of competing books,and 5) the size of the prospective student audience (such as to which courses it applies - toestimate the sales market). It is not recommended to write a book proposal before completing atleast several draft chapters. Writing a textbook is a long

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

Development in the Division of Science and Mathematics Education at Michigan State University. He is responsible for providing vision, direction, planning and implementation for using technology mathematics and science education and developed several introductory computer science courses for non-computer science students serving 2000 students per semester. Page 11.586.1© American Society for Engineering Education, 2006 Enhancing Learning of Low Performance Students in Multi-section Freshman Lecture/Laboratory ClassesAbstractBecause of a scheduling “glitch,” in fall semester, 2004, our large