Collection

2021 First-Year Engineering Experience

Authors

Charmane Caldwell, Florida A&M University - Florida State University; Roxanne Hughes, National High Magnetic Field Laboratory

Tagged Topics

Diversity

Sessions (PASS). Dr. Caldwell also serves as the activity director for the Title III program Engi- neering Learning Community. Those collective programs have nearly doubled the first-year retention of underrepresented minorities at the college..Dr. Roxanne Hughes, National High Magnetic Field Laboratory Dr. Roxanne Hughes is the Director of the Center for Integrating Research and Learning (CIRL) at the National High Magnetic Field Laboratory (MagLab). She has also directed the MagLab’s Diversity and Inclusion Programs from 2014 to 2019. She brings a breadth of experience in science teaching and infor- mal science education to her position. Her research interests include programs and policies that attempt to increase the

Collection

2021 First-Year Engineering Experience

Authors

Hadi Kazemiroodsari, Wentworth Institute of Technology; Anuja Kamat, Wentworth Institute of Technology

Tagged Topics

Diversity

ofroad design is the geometric design that focuses on locating the road on a topographic map.Introduction to Engineering Design is a laboratory-based course for first-year students at theauthors’ university. In this course, students work on a civil engineering-related project during thesemester. In the Spring 2019 and 2020 semesters, students were introduced to geometric designby working on a road design project. Three main sections were implemented in this project. Thefirst piece was understanding of topographic map. In this piece, students were asked to select anon-flat site located in the United States. The topographic map of the selected site was printedand provided to the students. Students were asked to draft the topographic map in

Collection

2021 First-Year Engineering Experience

Authors

Kristine K. Craven, Tennessee Technological University; Laura Cruz; Jennifer Renee Meadows

Tagged Topics

Diversity

the relevance of the skills being taught in the course. To address thisfeedback, the instructor chose to make significant changes to the design of the course. In the firstiteration of the course design, class time was devoted largely to instructor-led demonstrationsand student practice limited to the laboratory sections of the course. Pedagogically, theseparation rested on the assumption that students would need to have these skills modeled by anexpert before they could apply it for themselves in the lab sections. With the availability of videotutorials and other support resources that students could access from increasingly ubiquitousdevices; the instructor chose to collapse the differences between the lecture and lab sections;shifting the