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

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

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First-Year Programs

for Engineering Education, 2006 Discovery based learning in the engineering classroom using underwater roboticsAbstractUnderwater robotics projects offer an excellent medium for discovery based engineering andscience learning. The challenge of building underwater robotic vehicles and manipulatorsengages and stimulates students while encompassing a very broad spectrum of engineeringdisciplines and scientific concepts.This paper describes the successful design and implementation of student projects, building wireguided remotely operated underwater vehicles (ROVs) with motorized grabbers. This work ispart of an ongoing effort to incorporate innovative, hands on projects into our freshmanengineering curriculum

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

2006-435: TERRASCOPE: A PROJECT-BASED, TEAM-ORIENTED FRESHMANLEARNING COMMUNITY WITH AN ENVIRONMENTAL/EARTH SYSTEMFOCUSAri Epstein, Massachusetts Institute of Technology ARI W. EPSTEIN, a Lecturer in the MIT Department of Civil and Environmental Engineering, earned a Ph.D. in Oceanography (specializing in physical/biological interactions) in a program run jointly by MIT and the Woods Hole Oceanographic Institution. He is particularly interested in free-choice learning, such as the learning that happens through museums, media, libraries and community-based organizations.Alberta Lipson, Massachusetts Institute of Technology ALBERTA LIPSON is the associate director of the Teaching and Learning

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

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First-Year Programs

services from both a worship follower’s and a worship leader’s perspective.William Howard, East Carolina University William E.(Ed) Howard is an Assistant Professor of Engineering at East Carolina University. Prior to joining ECU, he was a faculty member and program coordinator at Milwaukee School of Engineering. Howard has fourteen years of industrial experience in design and project engineering functions. He received BS and MS degrees from Virginia Tech, and his PhD from Marquette University. Howard is a registered Professional Engineer in Wisconsin.Rick Williams, East Carolina University Rick Williams is an Assistant Professor of Engineering at East Carolina University. Prior to

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

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First-Year Programs

2006-2326: LAB-ON-A-CHIP DESIGN-BUILD PROJECT WITH ANANOTECHNOLOGY COMPONENT IN A FRESHMAN ENGINEERING COURSEYoussef Allam, Ohio State UniversityDavid Tomasko, Ohio State UniversityJohn Merrill, Ohio State UniversityBruce Trott, Ohio State UniversityPhil Schlosser, Ohio State UniversityPaul Clingan, Ohio State University Page 11.856.1© American Society for Engineering Education, 2006 Lab-on-a-chip Design-Build Project with a Nanotechnology Component in a Freshman Engineering CourseAbstractA micromanufacturing lab-on-a-chip project with a nanotechnology component was introducedto first-year engineering students as a voluntary alternative within the standard

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

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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

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Lorelle Meadows, University of Michigan; Samantha Jarema, University of Michigan

Tagged Divisions

First-Year Programs

EVALUATION OF THE IMPACT OF A SERVICE LEARNING PROJECT IN A REQUIRED FIRST-YEAR ENGINEERING COURSEAbstractIn Fall 2004, a service-learning curriculum was introduced in one section of Engineering 100:Introduction to Engineering, at the University of Michigan. Engineering 100 is a required coursefor all first year students and comprises a team project coupled with an introduction to technicalcommunication. The course also includes threads of environmental sustainability, ethics and therole of the engineer in society. As a required course, Engineering 100 has suffered from lowteaching evaluations, despite the efforts of many faculty to actively engage students in thelearning process. Thus, one of the goals of this project

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

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First-Year Programs

Engineering Education, 2006 Learning through Service: Analysis of a First Semester, College-Wide, Service-Learning Course1. AbstractService-learning is a pedagogy which strives to integrate student learning with communityservice. In an engineering context, service-learning provides a project-based experience in whichstudents are confronted with real clients and problems, often of immediate need. In the context ofcourse development, however, many engineering faculty seem to feel that service learning isinfeasible in technical and/or large engineering courses, and that the overhead and opportunitycosts associated with service learning exceed the benefits received by students.This paper contemplates two years of service

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

2006-223: SOLID MODELING AS THE CORNERSTONE OF AN INTRODUCTIONTO ENGINEERING COURSEWilliam Howard, East Carolina University William E.(Ed) Howard is an Assistant Professor of Engineering at East Carolina University. Prior to joining ECU, he was a faculty member and program coordinator at Milwaukee School of Engineering. Howard has fourteen years of industrial experience in design and project engineering functions. He received BS and MS degrees from Virginia Tech, and his PhD from Marquette University. Howard is a registered Professional Engineer in Wisconsin.Joseph Musto, Milwaukee School of Engineering Joe Musto is an Associate Professor and Mechanical Engineering Program Director at

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

engineering design is to build a course out ofactivities that are woven around a well-established process in order to allow students toexperience design rather than just listen to how it is supposed to work. It is well known throughresearch and practice that incorporating learning activities into a course better facilitates thestudent learning process as compared with more passive approaches2,6,13,14,15. First-yearengineering design courses typically include standard design-and-build projects, designcompetitions, laboratory projects, and other projects that span many weeks. These projects areactive and hands-on, but are often relatively self-contained and separate from the exercises ofpresenting a design process and becoming familiar with other

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

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First-Year Programs

Learning for Signal Processing since 1999. He has given a number of keynote and invited lectures as well as short courses on topics ranging from adaptive signal processing and control to innovative engineering education methods. Most recently, he has co-authored a textbook, Engineering Our Digital Future (Prentice Hall, 2004), that is a key component of The Infinity Project, a multi-faceted effort to establish a nationwide engineering curriculum at the high school level. Dr. Douglas is a frequent consultant to industry, a senior member of the IEEE, and a member of both Phi Beta Kappa and Tau Beta Pi

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

theemerging global competition of the production of engineers. The use of multimedia andinformation technologies has provided a tool for learning delivery in engineeringeducation, and this project provides a methodology to incorporate real-world experiencewith decision making in an academic setting. The use of a multimedia case study is usedfor an engineering design course to encourage team work, improve presentation skills,and simulate real world decision making. An evaluation of the project suggests thatstudents are susceptible to this pedagogy for engineering instruction, and that it canpromote critical thinking and team work in an academic environment.IntroductionThe industry foghorn continues to resonate across the engineering academy on the

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

community consists of aseries of linked classes where cohorts of students are registered together, co-curricular activities.Some learning communities also offered a residential component where students are assigned tothe same floor of a residence hall. Service-learning has been integrated as a curricular tie for allthree of the First-Year Engineering Learning Communities.Students elect to participate in a learning community. Information about the learningcommunities is distributed in the spring and students register for them as part of the class andhousing registration process. The expectation of a service-learning project was made clear toeach participant. The honors learning community is only open to students in the Engineering

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

2006-178: PROFESSIONAL ENGINEERING EDUCATION BEST PRACTICESTUDY FOR FIRST-YEAR, MULTI-DISCIPLINARY COURSESElise Barrella, Bucknell University ELISE M. BARRELLA is a senior Civil and Environmental Engineering major at Bucknell University. Upon acceptance to Bucknell, she was selected to be a Presidential Fellow, which provided a stipend to support her research on this project. The best study practice was conducted at The University of Queensland, Australia while Elise was studying abroad for the Spring 2005 semester. In addition to her fellowship research, Elise is vice president of programming for Bucknell's student chapter of ASCE, a member of Delta Gamma sorority, and a teaching

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

of the different engineering disciplines necessary to select a major and, eventually, acareer. Courses at universities such as Vanderbilt2 and Purdue3 provide such backgroundknowledge, helping their students to make an informed decision about their choice of major.Frequently, such courses are designed in a modular structure, such that students can completedifferent modules and different hands-on projects based on their particular interests. Enablingstudents to make an informed choice of major was one of the most important learning objectivesof the first-semester engineering course at Valparaiso University until 2004, and it is still asecondary purpose of the course

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

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First-Year Programs

, Germany, in 2001. From 2002 until now she works at the Didactic Center of Technische Universität Darmstadt. She is currently working on her doctorate which is part of a broad-based research project of the Department of Mechanical Engineering. Her interests involve the development, introduction and evaluation of innovative teaching and learning methods as well as quality assurance. She is particularly interested in project-based courses that support the acquirement of soft skills. Page 11.701.1© American Society for Engineering Education, 2006 How to provide first-year students with a really good

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

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First-Year Programs

2006-1362: THE SHOW MUST GO ON - REFLECTIONS ON THE PURSUIT OFENGINEERING THROUGH INTER-DISCIPLINARY DESIGN CHALLENGESBenjamin Kidd, University of Virginia Benjamin holds a B.S. in Electrical Engineering, also from the University of Virginia. His current research involves a project called "ecoMOD", a collaborative effort between the University's Engineering and Architecture schools to design and build energy efficient affordable housing. Benjamin is also the recipient of the 2004-2005 Outstanding GTA Award for the Electrical Engineering Department, and a recipient of the All-University Teaching Assistant Award. His interests include Amateur Radio (Call sign KG4EIF), stage lighting, pyrotechnics

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

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First-Year Programs

2006-982: FULL IMPLEMENTATION OF A NEW FORMAT FOR FRESHMANENGINEERING COURSE AT VIRGINIA TECHJenny Lo, Virginia Tech Jenny Lo is an assistant professor in the Department of Engineering Education at Virginia Tech. She is the co-coordinator of the first semester engineering course and has been involved with educational projects related to freshmen programs, engineering ethics, and undergraduate research.Vinod Lohani, Virginia Tech Vinod Lohani is an associate professor in the Department of Engineering Education at Virginia Tech. He is the co-coordinator of the first semester engineering course and has been involved in many educational research projects including a departmental level reform

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

cooperative learning. Page 11.945.1© American Society for Engineering Education, 2006 Music in MATLAB: A series of programming challenges for an introductory course.AbstractStudents often find their first course that includes programming a difficult new world. First-yearstudents may not be inspired by programs that input numbers, perform a calculation and thenoutput a number. To help motivate students there are many examples of courses using roboticsor graphics projects and problems to provide a more concrete result for programming exercises.MATLAB’s ability to output a time series to the sound card of a

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Dwight Tolliver, University of Tennessee; Lauren Hines, University of Tennessee; J. Roger Parsons, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

year and has continued to grow and develop.One of the key components of the program is team projects. Students are placed into fourto six member teams and given various projects throughout the course of the year. Theteams are formed based on several different factors. First, personality type is considered,as identified by the Myers-Briggs Type Indicator, so that each team has members withvarious personality types. Next, ACT scores and gender are considered. Historically,higher ACT scores were grouped together and lower ACT scores were grouped together.Teams were arranged so that those teams with female members had at least two femalesin the group.The team projects correspond with the concepts and skills students are learning in theirclasses

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

(EngE). Studentstransfer from ENGE to eleven degree-granting departments as sophomores. The yearlyenrollment in GE has been about 1300 for the past decade. The department has beenemphasizing a hands-on approach to instruction with design as the central theme since about theyear 2000.2Providing meaningful hands-on experiences to a large number of engineering students is achallenge. Faculty, lab space, and money are always a consideration. Even the mechanics ofadding lab time to the students’ already tight schedules creates an immense hurdle. Thedepartment has been fortunate to receive significant funding support for student projects throughthe generosity of Virginia Tech’s Student Engineers Council (SEC). The SEC has provided thefreshman

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

analysis, thishumble course is now burdened with a host of newly recognized needs. These include the ability toexcite a wide range of students about engineering, motivating them to its study, and aiding in theretention of non-traditional engineering students. This paper discusses our efforts to redesign theUniversity of Virginia’s Intro to Engineering to better meet all of these requirements, using theEngineering In Context approach. The EIC approach seeks to improve retention and the quality oflearning through integration of context. Here, the critical contextual learning component is asemester-long, hands-on project (theme) emphasizing application of the engineering problem-solving method to a current challenge or opportunity, coupled with more

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

project management 4.07 6. Understand how technical decisions affect business decisions 4.04 7. Work in cross-functional teams with other engineering majors 3.85 8. Work in cross-functional teams with business majors 3.73 9. Understand the engineer’s role in corporate competitiveness 3.72 10. Internship with a company 3.64 11. Read and understand financial statements 3.46 12. Working knowledge of costing methods and cost accounting 3.41 13. Participate in preparing a

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

coached about the level of the audience, most of them could not relate tofreshmen. Their talks were often jargon filled and over the students’ heads, and as a result thestudents were confused and bored. The students filled out an evaluation card for each speaker tohelp us understand who reached them and who didn’t. They were also encouraged to addcomments about the presentation. Using this technique we were able to bring back speakers thatcould communicate well with the students.Minds-On and Hands-On Experiences Both theory and experimentation are important in an introduction to engineeringtextbook, but how to do both effectively? By integrating simple design projects into the lectureprocess one can expose students to both theory and

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

see the job being done. In addition, the baby-care unit was the basis ofthree short team projects to examine data acquisition, maintenance and management ofsuch a unit. The concepts were easily grasped but since no-one had any experience ofthe activities, the module provided a good starting point to define the subject anddevelop team-working skills as they analyzed the different interpretations of what theyhad seen. The limited time available for each topic was fully occupied with preparation,a visit and a short follow-up review. As a result, only the systems features wereconsidered and the students had no problems in working down from the general systemrequirements to the electronic building blocks. We stopped just at the point where agreat

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

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First-Year Programs

from University of Illinois, Urbana. Her M.S. and Ph.D. degrees are in Materials Science and Engineering from University of California at Berkeley in 1992 and 1994. Following graduate school, Amy worked for Hewlett Packard in San Jose, CA and in Colorado Springs, CO. Amy’s research interests include microelectronic packaging, particularly 3-D integration and ceramic MEMS devices.Pat Pyke, Boise State University Patricia Pyke is Director of Special Programs for the College of Engineering at Boise State University. She oversees projects in freshman curriculum development, retention, math support, mentoring, and women’s programs. She earned a B.S.E. degree in Mechanical Engineering from

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

“worth it” overall but not freshmen seminar class. Page 11.1404.8 Content analysis ‚ worked with peers in study groups and projects; from reflective ‚ made friends; reports ‚ perceived Teniwe as helping them make the transition to college primarily through friends and ready-made study groups; 5 ‚ majority of students in dualistic phase as categorized by Perry

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mukul Shirvaikar, University of Texas-Tyler; Ron Pieper, University of Texas-Tyler; David Beams, University of Texas-Tyler

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First-Year Programs

2004 show 34 Entering, 31 Progressing, 14 Advanced and 5Graduated students, roughly corresponding to freshmen, sophomores, and upper-class studentsrespectively. Of the 84 students there are 6 women (7%). The ethnic breakdown is as follows: 64white non-Hispanic (76%), 4 black non-Hispanic (4.8%), 4 Hispanic (4.8%), 2 Asian/Pacificislander (2.4%), 7 international (8.3%) and 3 unknown (3.6%). Our projected goal is to increasethe student population at a rate of 14.5% per year over the next two years. Another goal is toincrease the underserved populations by an even larger margin. One of the characteristics of thelocal students in the East Texas regions is that they start work at an early age, typically after highschool, and continue working

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Carrie Slater, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Jean Kampe, Virginia Tech

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First-Year Programs

programs, validated pre- andpost-assessment instruments were used. These were produced by the Assessing Women inEngineering (AWE) Project developed by the Pennsylvania State University and University ofMissouri funded by The National Science Foundation (HRD 0120642). To view the surveyinstruments, visit the AWE web site at www.aweonline.org and register as a user. Onceregistered, the user may login to view all of the instruments available for use in assessingundergraduate engineering mentoring programs.After the CEED office secured approval through the Virginia Tech Institutional Review Board,the AWE Undergraduate Engineering Mentee and Mentor Pre-Participation Surveys were sent toall participants who were 18-years of age and older by the date of

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Gary D. Herrin, University of Michigan; Cindy Veenstra, University of Michigan

Tagged Divisions

First-Year Programs

students take eitherEngineering 100 or Engineering 101 in the first term of their freshman year. Engineering 100 isa project-based introduction to engineering course and Engineering 101 is a course on Page 11.1415.2programming with engineering applications. There are no remedial sections or coursesassociated with Engineering 100 or 101.For Calculus, correct placement includes a decision on whether to place a student into Calculusor Pre-Calculus. For Chemistry, correct placement includes a decision on whether to place astudent into the regular or remedial sections of Chemistry. For Engineering 100 or 101, correctplacement is equivalent to asking