Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L Newberry, Oklahoma Christian University; Cory R. Davis, Oklahoma Christian University; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

requires the students to determine the area between therobot and an irregular wall as the autonomous robot travels along a defined track. Prior toexecution of this assignment, the students receive instruction in the fundamental nature ofintegration. Specifically, the lectures focus on the fact that integration determines theaccumulation of a quantity (in this case area) and that the integration process subdivides thedomain of integration into smaller manageable sections. In the limit, as the number ofsubdivisions goes to infinity, the integral is reached.A very similar robot chassis to that of the Trigonometry lab is used, shown in Figure 4, which isequipped with an ultrasonic distance transducer and wheels as opposed to the treads used

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ani Ural, Villanova University; Joseph Robert Yost, Villanova University; David W Dinehart, Villanova University; Shawn P. Gross, Villanova University

Tagged Divisions

First-Year Programs

. Page 22.184.1 c American Society for Engineering Education, 2011 An Integrated Freshman Project Course Combining Finite Element Modeling, Engineering Analysis and Experimental InvestigationAbstractThe freshman engineering curriculum at Villanova University is in a state of transition. In fall2009 the College of Engineering introduced a new two semester course sequence that is requiredfor all freshman students. An integral part of this new course is an interdisciplinary project-based experience. Six projects are offered and students must choose two; one in the second halfof the fall semester, and a second in the first half of the spring semester. This paper

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Deborah Morrow, Grand Valley State University

Tagged Divisions

First-Year Programs

understanding.When introducing lifelong learning skills into the engineering curriculum at Grand Valley StateUniversity, there were multiple considerations. How should lifelong learning skills be defined bythis program? What courses and assignments already embody these concepts and skills in someway, implicitly or explicitly? What existing programs, courses, or assignments could be revisedor augmented to introduce lifelong learning skills more explicitly and measurably? At what pointin the curriculum should lifelong learning skills be introduced, and how often?This paper reports on a work in progress where ABET program outcome „i‟ is introduced in afirst-year course through the use of an independent research project, focusing on the ability toseek out and

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

college. To this end, the course provides an overview of collegesuccess strategies and university resources available to students. Topics in the course includeself-assessment, motivation, goal-setting, study skills, learning styles, time management,organizational skills, stress management, decision making, and discovery of campus resources.Teaching methods and interventions from On Course: Strategies for Success in College and inLife (5th ed.) by Skip Downing17 were used to develop some of the curriculum, as well assuccessful strategies from faculty members who have taught similar courses, including modelsfrom the Academic Support Programs for Student Athletes.During the development of the course, multiple retention and advising experts from

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Barbara Elizabeth Carruthers, The Ohio State University; Paul Alan Clingan, The Ohio State University - EEIC

Tagged Divisions

First-Year Programs

visualizationtool which could have supplemented traditional course material throughout their undergraduatecareers. The Ohio State University has created a “cornerstone” design course, available tofreshmen, in which basic micro-fluid dynamics concepts are presented, using CFD software as avisualization and verification tool (5). This allows freshmen to identify and develop an interest influid dynamics at the start of their undergraduate career, perhaps shaping their progressionthroughout the curriculum. Overall, this course is still somewhat a work-in-progress, but also aunique proof of concept for teaching computational modeling early in an undergraduatecurriculum. Results were seen in the high quality of the work produced by students, as well asthe

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University; David E. Hall, Louisiana Tech University

Tagged Divisions

First-Year Programs

. Page 22.1609.1 c American Society for Engineering Education, 2011 Using Arduino as a Platform for Programming, Design and Measurement in a Freshman Engineering CourseAbstract Arduino is a compact, inexpensive, open-source electronics prototyping platform builtaround an Atmel AVR microcontroller. The features, cost, and small size makes Arduino apotent tool teaching as well as practical device use in engineering projects. This paper reports onadapting the Living with the Lab (LWTL) curriculum to the Arduino platform. LWTL wasdeveloped with the Boe-Bot mobile robotics platform and the Basic Stamp microcontroller. TheArduino is more modern and has better technical capabilities, but

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Colleen A. McDonough, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Renée S. DeGraaf, Lansing Community College; Jon Sticklen, Michigan State University; Sarah J. Stoner, Michigan State University; Mark Urban-Lurain, Michigan State University; Claudia E. Vergara, Michigan State University; Thomas F. Wolff, Michigan State University

Tagged Divisions

First-Year Programs

Michigan State. McDonough’s areas of interest include educational theory, student development and engineering education.Daina Briedis, Michigan State University DAINA BRIEDIS is a faculty member in the Department of Chemical Engineering and Materials Science at Michigan State University. Dr. Briedis has been involved in several areas of education research includ- ing student retention, curriculum redesign, and the use of technology in the classroom. She is a co-PI on two NSF grants in the areas of integration of computation in engineering curricula and in developing comprehensive strategies to retain early engineering students. She is active nationally and internationally in engineering accreditation and is a Fellow of

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard White, George Mason University; Eileen Patricia Mazzone, George Mason University; Vicki L. Dominick, George Mason University

Tagged Divisions

First-Year Programs

hands-on activities, and (7) encouragestudent reflection." With these criteria in mind, we created our curriculum to include thefollowing activities: College Activity Purpose/Description Readiness Skill Area Cognitive Strategies – Critical Thinking In an effort to expose students to the A student’s ability to idea of thinking at a higher level, we develop and apply posed open-ended questions similar to higher level thinking those they may encounter in a college skills such as curiosity, class. In order to respond effectively, analysis, and synthesis

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

First-Year Programs

Integrated, First-Year Curriculum in Science, Engineering and Mathematics at Rose-Hulman Institute of Technology, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He has authored or co-authored over 70 papers on engineering education in areas ranging from curricular change to faculty development. He is collaborating on NSF-supported projects for (i) renewal of the mechanics of materials course, (ii) improving preparation of students for Calculus I, (iii) systemic application of concept inventories. He is currently an ABET Program Evaluator and a Senior Associate Editor for the Journal on Engineering Education

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Kline, Western Michigan University; Betsy M. Aller, Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Divisions

First-Year Programs

, 70% of the students enrolled in Calculus or Pre-Calculus during the first semester wereretained in CEAS, compared to 60% of the Algebra II students. First-time, first-year CEASstudents, particularly those with weak mathematics preparation, continue to be a target group.Analysis of data for the latter portions of the 2008-09 and the whole of the 2009-10 academic Page 22.837.2years is ongoing, and is not entirely included in the results discussed in this paper.Literature cites an intensified curriculum and increasingly difficult coursework among thereasons for the “slumping sophomores” phenomenon, which can contribute to disengagementfrom

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

specialist at the Integrated Teaching and Learning Program (ITLL) and the Broadening Opportunity through Leadership and Diversity (BOLD) Center in CU’s College of Engineering and Applied Science. He holds a B.A. in psychology from the Louisiana State University, and an M.S. degree in industrial/organizational psychology and a Ph.D. degree in coun- seling psychology, both from the University of Tennessee. Dr. Knight’s research interests are in the areas of retention, program evaluation and teamwork practices in engineering education. His current duties in- clude assessment, evaluation and research for the ITL Program’s and BOLD Center’s hands-on initiatives.Dr. Jacquelyn F. Sullivan, University of Colorado, Boulder

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

. Reamon’s research interests encompass the foundations of educational theory, the practical issues involved in curricular improvement, and the assessment techniques required to measure the effectiveness of new methods.Dr. Daniel Knight, University of Colorado, Boulder DANIEL W. KNIGHT is the engineering assessment specialist at the Integrated Teaching and Learning Program (ITLL) and the Broadening Opportunity through Leadership and Diversity (BOLD) Center in CU’s College of Engineering and Applied Science. He holds a B.A. in psychology from the Louisiana State University, and an M.S. degree in industrial/organizational psychology and a Ph.D. degree in coun- seling psychology, both from the University of Tennessee. Dr

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

recently, using simulations and games to help facilitate learning. Among other things, she is interested in how students make use of multimedia representations of scientific concepts in games. She is currently the research director for the Epistemic Games Group at the University of Wisconsin - Madison.Golnaz Arastoopour, University of Wisconsin-Madison Golnaz is a graduate student at the University of Wisconsin-Madison. Before becoming interested in education, she studied Mechanical Engineering and Spanish. Golnaz has also worked as a computer sci- ence instructor, high school mathematics teacher, and STEM curriculum designer. Her research interests are how technology can be used as an effective and engaging teaching

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Arturo A Fuentes, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

First-Year Programs

evaluations since both groups expressed high level ofinvolvement in and satisfaction with the hand-on activities. Both groups also displayed highlevel of motivation as anticipated from the backward design aimed at motivating learning.Based on these results, it argued that the CBI and lab curriculum developed helped the studentsto see the relevance of their studies to the real world which is an important factor for studentattraction, engagement, and retention. However, the pretest/posttest results provide evidence thatstudents that exposed to CBI developed a better ability to apply the knowledge that they learnedin a different context (i.e. adaptive expertise).ConclusionsThis paper describes the CBI curriculum development and its implementation

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Robert W. Warke, LeTourneau University

Tagged Divisions

First-Year Programs

increasing from 67%to 86%. The course authors have concluded that students must "do engineering" to get ameaningful picture of the engineering career field. Another initiative implemented at Baylor isoffered as a supplement to first semester engineering courses and packaged in a format calledSuccess4Students.25 This program, dealing with such things as time management and studyskills, is implemented as a three-hour video seminar with 12 weeks of internet follow-up.Preliminary results show a second-semester retention increase from 67% to 83% and an averageGPA increase from 2.6 to 3.1. The University of Denver has integrated design coursesthroughout the four-year curriculum which allow students to practice analysis, design andevaluation of

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xiang Gong, Beihang University, Beijing, Institute of Higher Education; Monica E. Cardella, Purdue University, West Lafayette; Qing Lei, Beihang University, Beijing

Tagged Divisions

First-Year Programs

three aspects: theprogram overview, central program themes, and the curriculum system through interviews withdirectors of both programs.The results of this paper will present the directors’ outlooks of the ongoing programs in both atheoretical level (program vision and mission), and in an operating level (curriculum). Thereasons for the programs’ similarities and differences will be thoroughly discussed based on abroader and comprehensive international and educational background, in order to obtain a moreclear understanding and more rapid advancement of this kind of programs.IntroductionFirst-year Engineering Honors Programs (FEHPs) provide highly motivated, academicallyexcellent first-year engineering students with a broader, and more enriched

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ding Yuan, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I. Jaksic, Colorado State University, Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

First-Year Programs

to the first-year engineering curriculum,” Proceedings of the 2001 ASEE Annual Conference and Exposition, Session 1653, 2001.3. Jacquez, R. B., Auzenne, M., Green, S., and Burnham, C., “Building a foundation for pre-calculus engineering freshmen through an integrated learning community,” Proceedings of the 2005 ASEE Annual Conference and Exposition, Session 1549, 2005.4. Hinds, T., Wolff, T., Buch, N., Idema, A. and Helman, C., “Integrating a first-year engineering program with a living-learning community,” Proceedings of the 2009 ASEE Annual Conference and Exposition, Session 2009- 1922, 2009.5. Manuel-Dupont, S., “Writing-across-the-curriculum in an engineering program,” Journal of Engineering

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacqueline Q. Hodge, Texas A&M University; Margaret Hobson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Magdalini Z Lagoudas, Texas A&M University; Jefferey E. Froyd, Texas A&M University; Natela Ostrovskaya, Texas A&M University; Tatiana Erukhimova, Texas A&M University, Department of Physics and Astronomy; Cesar O. Malave, Texas A&M University; William H Bassichis, Texas A&M University

Tagged Divisions

First-Year Programs

engineering education community. He co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics at Rose-Hulman Institute of Technology, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He has authored or co-authored over 70 papers on engineering education in areas ranging from curricular change to faculty development. He is currently an ABET Program Evaluator and a Senior Associate Editor for the Journal on Engineering Education.Natela Ostrovskaya, Texas A&M University Dr. Ostrovskaya is a senior lecturer in the Department of Nuclear Engineering, Texas A&M University.Tatiana Erukhimova, Department of Physics and Astronomy, Texas A&M University Tatiana

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacqueline Q. Hodge, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Angie M. Harris, Texas A&M University; Jefferey E. Froyd, Texas A&M University; Margaret Hobson, Texas A&M University; Jasmine Alysse Pope

Tagged Divisions

First-Year Programs

their results with the engineering education community. He co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics at Rose-Hulman Institute of Technology, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He has authored or co-authored over 70 papers on engineering education in areas ranging from curricular change to faculty development. He is currently an ABET Program Evaluator and a Senior Associate Editor for the Journal on Engineering Education.Margaret Hobson, Texas A&M University Margaret Hobson, Ph.D. serves as an Assistant Director of Strategic Research Development for the Texas Engineering Experiment Station, a state-wide research agency of the

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Kelly J. Cross, Virginia Tech University

Tagged Divisions

First-Year Programs

Page 22.240.7 learning competence of Mathematics for freshmen of the Comp. Science degree. Education Engineering (EDUCON) 2010. April 14-16: Madrid, Spain.Corcoran, B. and J. Whelan. (2008). A project based approach to learning for first year engineering students. ISEE-08 - International Symposium for Engineering Education. September 8-10: Dublin, Ireland.Courter, S.S.; Johnson, G. (2007). Building community and retention among first-year students: engineering First-Year Interest Groups (eFIGSs). ASEE/IEEE Frontiers in Education Conference. October 10-13: Milwaukee, WI.Cox, M.F.; Diefes-Dux, H.; Julim Lee (2007). Development and Assessment of an Undergraduate Curriculum for First-Year International

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Theodore Demetrius Caldwell, Michigan State University, Diversity Programs Office, College of Engineering; Kyle P. Foster, Diversity Programs Office, College of Engineering, Michigan State University; Tonisha Brandy Lane, Michigan State University; Rickey Alfred Caldwell Jr, Michigan State University; Claudia Elena Vergara, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

First-Year Programs

tackle the diverse issues confronting us.Statistically, students who matriculate to an engineering undergraduate program from aneconomically disadvantaged background are substantially less likely to graduate than otherstudents. Locally, an integral part of the land grant mission of Michigan State University hashistorically be to serving the needs of all segments of the Michigan population. For these twokey reasons - one rooted in current need and one rooted in historic mission - we have operated asummer bridge experience for students from economically disadvantaged, inner city areas ofDetroit over the last several years. Our summer bridge program has been supported with fundingfrom corporate sources and from the NSF-funded Michigan Louis Stokes

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Itasca Community College; Gordy Savela, Itasca Community College; Mason A. Hansen, Itasca Community College; Julie Kennedy, P.E., Itasca Community College

Tagged Divisions

First-Year Programs

engineers use in professional practice15. Professional Development – Student development in ethics, etiquette, interviewing, presentations, “dress for success”, and interpersonal skills is an integral part of the EPD sequence. Graduates of the program frequently refer to the positive impact the professional development activities had on their experiences as interns and ultimately in the careers. Citizen Development – Students learn that engineers are servants to society through presentations, reading activities, and a minimum of 70 of hours of community service that they complete while at Itasca. Examples of the activities include road-side clean- ups, recreational trail maintenance, local

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L. Newberry, Oklahoma Christian University of Science and Arts; Richard Miller, Oklahoma Christian University of Science and Arts; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

-levelengineering courses. A shocking percentage of these students do not make it to their second yearwithin their chosen engineering discipline, either switching majors or leaving the universityentirely. Dr. Nathan Klingbeil of Wright State University first observed that, traditionally, only42% of engineering or computer science majors at Wright State advance beyond first-yearcalculus classes to seek their degrees 1. Thus, in an effort to improve student retention, in 2004WSU under the care of Dr. Klingbeil developed a mathematics education model which is Page 22.585.2designed to incorporate a new introductory math course into the engineering curriculum

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland; Lawrence J. Carter, University of Auckland

Tagged Divisions

First-Year Programs

retained betterinto the following year. In consequence, peer marking is to be retained as a standardcomponent in ELECTENG 101 and is now becoming a standard feature of other first-yearengineering courses at the University of Auckland.Bibliography1. Godfrey, E., Archer, R., Denny, P., Hyland, M., Smaill, C., & Stol, K. (2009). Innovation and Integration in an In-house First-Year Engineering Program: A fast track to Enculturation. Paper presented at the Proceedings of ASEE Annual Conference and Exposition, Austin, TX.2. Smaill, C. (2005). The implementation and evaluation of OASIS: a Web-based learning and assessment tool for large classes. IEEE Transactions on Education, 48(4), 658-663.3. Smaill, C., Godfrey, E., & Rowe, G. (2008

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

George Roesch Johnson, University of Wisconsin, Madison, Engineering Professional Development

Tagged Divisions

First-Year Programs

” is Susan Engel’s (5) call to turn collegeclassrooms into transformative experiences. Engel focuses on three elements to encouragestudents to think and participate in transformative class discussions that include the following:1.The chance to think like an expert, 2. The chance to come up with new ideas, and 3. Thechance to be part of an intellectual group. In many ways these goals overlap with other findingsto improve STEM education and student retention. For example, Daempfle (6a,b) calls forincreased faculty involvement with students along with actively engaging students in anintegrative curriculum that helps students see relationships between the disciplines and theirprofessions. Volkwein &Cabrera (7) stress the importance of

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

Dr. Yacob Astatke completed both his Doctor of Engineering and B.S.E.E. degrees from Morgan State University (MSU) and his M.S.E.E. from Johns Hopkins University. He has been a full time faculty member in the Electrical and Computer Engineering (ECE) department at MSU since August 1994 and currently serves as the Associate Chair for Undergraduate Studies. He teaches courses in both analog and digital electronic circuit design and instrumentation. Dr. Astatke has more than 15 years experience in the development and delivery of synchronous and asynchronous web-based course supplements for electrical engineering courses.Jumoke ’Kemi Ladeji-Osias, Morgan State University DR. JUMOKE LADEJI-OSIAS is an Associate

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

the PBL model, team facilitation and project definition,applied to first-year design courses better support retention and persistence for engineeringstudents. In this paper, we focus on findings associated with facilitation using interview datafrom the first phase of the study. The overall study employs a mixed methods design(observations, interviews, and questionnaires) in two settings. At State U1, students select aspecific engineering department (biomedical for this study) before entering the university andparticipate in a well-established PBL-based course in their first-year. At State U2, students entera general engineering program that uses a project-based approach to integrate design projectsinto the first-year curriculum; we have

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie J. Parish, Texas A&M University; Kristi J. Shryock, Texas A&M University; Dimitris C. Lagoudas, Texas A&M University

Tagged Divisions

First-Year Programs

Director for the Texas Institute for Intelligent Materials and Structures (TiiMS). His research involves the design, characteriza- tion and modeling of multifunctional material systems at nano, micro and macro levels. During the past two decades he has published extensively on the subject of shape memory alloys with his students, post- doctoral associates and colleagues and several of his journal papers are now considered classic papers in the field. He served as an Associate Vice President for Research for Texas A&M University from 2001- 2004, and as the first chair of the Materials Science and Engineering Program at TAMU. He has been involved with curriculum innovations and engineering education throughout his

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Quinn, University of South Australia; Elizabeth J. Smith, University of South Australia; Syed Mahfuzul Aziz, University of South Australia

Tagged Divisions

First-Year Programs

. Page 22.719.2A component of the framework, vital to its success, was the concept of flexible learningenvironments5. This extended the existing notion of flexibility from a focus on the onlinelearning environment, to include new physical learning environments that could foster studentengagement through experiential learning on campus. These were to be informal, or non-teaching spaces – however the curriculum required change to promote conditions where studentswould need to work together in an independent way.The approach used to re-design the Engineering curriculum was to create a common first year ofstudy for students in the four year Bachelor and two year Associate Degree programs in thedisciplines of Mechanical, Electrical and Civil

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Danny King, Indiana University Purdue University, Indianapolis; Laura Masterson, Indiana University Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

AC 2011-915: SUMMER BRIDGE PROGRAM: A JUMPSTART FOR EN-GINEERING STUDENTSDanny King, Indiana University - Purdue University, Indianapolis Danny is the Associate Director of the New Student Academic Advising Center within the School of Engineering and Technology at IUPUI. In addition to his advising duties, Danny teaches in the First Year Experience Seminars for Engineering students, and has taught the Summer Bridge Program’s Engineering section for three years. Danny has a BS in Mechanical Engineering from Texas A&M University, an MS in Higher Education and Student Affairs from Indiana University, and is currently a doctoral student in Higher Education and Student Affairs at Indiana University.Laura Masterson