Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas

Tagged Divisions

First-Year Programs

. Page 23.708.1 c American Society for Engineering Education, 2013 Implementing First-Year Design Projects with the Power of ChoiceAbstract: This paper presents the re-design of an introduction to engineering lab course at aprivate urban institution in the Midwest. In the lab portion of the course students were providedwith a menu of three design projects, asked to rate their interest in the three projects, and splitinto small teams according to these ratings. In a given semester the three projects centered on atheme such as water balloon launching technology or small vehicle technology. The averageinterest rating for all projects was rated as 3.58-3.65 on a 1-5 Likert scale while the averageinterest rating of

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

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First-Year Programs

clearly a different approach must betaken.This paper describes the methods used to implement a digital logic design project in the first-year honors engineering curriculum and presents the quantitative and qualitative results obtainedfrom the assessment of project objectives through project grades, exam results, and studentsurvey responses.Literature ReviewHistorical Location of Boolean Algebra and Karnaugh Maps in Engineering CurriculumDigital logic concepts have historically been taught to electrical and computer engineeringstudents deep in the engineering curriculum. For example, the introductory logic design course atSanta Clara University has been taught at the end of the sophomore year or beginning of thejunior year 1. At Bucknell

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University; Robin A.M Hensel, West Virginia University

Tagged Divisions

First-Year Programs

students had highermedian and mean exam scores as compared with students who took the conventional course,with significantly more students earning 100% on the final exam. Student feedback was alsovery favorable, with high marks given in all categories. Written student feedback indicated thatthe hands-on approach was highly valued. Many indicated that making the programmingtangible made the concepts more clear.Introduction and BackgroundWest Virginia University uses a common first year program for its Engineering curriculum,which includes two consecutive introductory courses. The second course is primarily dedicatedto teaching fundamental Matlab programming as an engineering tool. Such programs arecustomary in common first year curricula.1-4 The

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda S Zarske, University of Colorado, Boulder; Janet L Yowell, University of Colorado Boulder; Samantha Maierhofer, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

has become an integral component in engineering education.Senior capstone courses and first-year engineering design courses are becoming ubiquitouswithin an undergraduate engineering education. It has been suggested that attention be paid tothe formation of teams and that training in how to work as a team occurs early and often inengineering education.1 Effective teams can provide many benefits to students, including anincrease in knowledge and skills, such as communication, from working with people unlikethemselves. Furthermore, such skills undoubtedly transition into myriad facets of life aftercollege—rendering the skills an invaluable asset for engineering students.Formation of Teams and Team Dynamics in Engineering EducationTeams and

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

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First-Year Programs

Professorships, two national ASEE teaching awards, and is internationally recognized in his primary research field.Ms. Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and MedicalEngineering Kristen Strominger is the STEM Program Coordinator working under Anant Kukreti on the NSF Type 1 STEP Project in the School of Energy, Environmental, Biological and Medical Engineering at the Uni- versity of Cincinnati (UC). Kristen completed her master’s degree in Higher Education, Student Affairs at Florida State University in Tallahassee, Florida previous to beginning her position at UC in July 2012. She plans, designs, evaluates and modifies programs supported by the NSF Type 1 STEP Grant in the

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

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First-Year Programs

classroom. However, these students have a lowerpositive “perception of the work engineers do and for the engineering profession”. 1 A majorcomponent of the EXCEED project is to emphasize the social relevance of STEM careers.Extensive research has documented the need for integrating student success practices into thefirst year to increase student success in science and engineering. Research indicates that high-impact practices significantly increase student retention among all students, but especiallyunderrepresented students.2,3,4,5,6,7 These activities often provide students with an identifiablepeer group and make the campus feel more intimate. Several studies have also reported that highimpact practices improve retention rates in STEM fields.8,9

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Kelsey Joy Rodgers, Purdue University, West Lafayette; Hyunyi Jung, Purdue University; Alena Moon, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

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First-Year Programs

undergraduate instruction. Atlarger research institutions, graduate teaching assistants (GTAs) serve to teach most of thelaboratory and discussion sections.1 There has also been a movement towards usingundergraduate teaching assistants (UTAs) in an instructional capacity, specifically forintroductory courses as they provide structure for courses with large numbers of students.2-4These TAs are in a unique position by serving as both students and teachers simultaneously.A significant portion of research regarding TAs has focused on training and supporting TAs.5-7One of the problems is that many teaching assistants reported being assigned to undergraduatecourses with no prior training.8 In the case of GTAs, they are assumed to have the contentknowledge

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen Zahorian, Binghamton University; Mike Elmore, Binghamton University; Kyle J. Temkin, Binghamton University

Tagged Divisions

First-Year Programs

declining interest of US students in the STEM disciplines relative toother choices available to students. Within engineering and computer science, educators arecoping with large increases in undergraduate enrollment in some disciplines (for example,mechanical engineering) and large declines in enrollment in others (for example electricalengineering and computer science after the “dot com” collapse 1). Over a period of four academicyears, Binghamton University has held a student survey designed to rank the factors whichinfluence choice of major. This work examines the results of these surveys, as collected from apool of approximately 300 freshman engineering-intended majors, each year. Three factors wererated by students as most important in their

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janaki Isabella Perera, Franklin W. Olin College of Engineering; Brendan Thomas Quinlivan, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

Undergraduate Engineering Education in First-Year Engineering, Physics, and Mathematics CoursesAbstractExamining the perceptions of first-year undergraduates and their instructors can provide insightinto these students’ experiences and shed light on the emerging issues of student attrition andlack of preparedness for the workforce.1-3 Students’ perceptions about introductory courses havebeen examined in previous work.4 On the other hand, as the high rate of university studentdropouts has frequently been attributed to the poor quality of teaching in first-year undergraduatecourses, this study aims to investigate the perceptions of faculty members instructing first-yearundergraduates.5Our analysis results in several emergent themes, which

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

First-Year Programs

mechanics, and solid mechanics).At a small private institution in the Southern region of the United States there is currently acorequisite requirement of Calculus I for students taking Physics I, but a perceived lack ofmathematical ability has indicated that the Calculus I course should be a prerequisite for PhysicsI and subsequently Calculus II as a prerequisite for Physics II. The physics courses primarilyutilize differentiation and integration of algebraic and elementary trigonometric functions taughtin the calculus courses. Descriptions of these courses can be seen in Table 1.Literature has identified math and physics aptitude as a predictor of academic success incollege[1, 2]. Within these studies math and physics aptitude was represented by

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Silverstein, University of California, Los Angeles

Tagged Divisions

First-Year Programs

, more than half switched to a different, non-engineering, STEM major.This paper describes the course. The Background that led to this course is contained atAppendix 1.For the past 5 years I have taught an upper-division undergraduate course in engineering careerskills and ethics at UCLA. (see Appendix 2, Syllabus of ENG185 “The Art of EngineeringEndeavors” .) As part of the class, students write a short, ungraded biography which describestheir reasons and preparation for their engineering studies. In addition, students take a survey(also ungraded) that further illuminates their preparation and interests relative to engineering andan engineering career (Appendix 3.) Based upon the information I collected and the experience Igained talking to and

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Christine C Murphy, Clemson University Academic Success Center

Tagged Divisions

First-Year Programs

to 8 activities in a semester. This list includes workshops, guest speakers, andactivities designed to help students improve study skills or explore different majors. Once anactivity has been completed, the person in charge of the activity will sign under the "Verified"location, and the students will turn in the worksheet in class. An example of the worksheet isshown in Table 1.Table 1. Example of bonus opportunities in Fall 2012. Page 23.658.2Two very popular activities are the "CoES Student Organizations Fair" and "Alumni and MajorMix and Mingle." In the Organizations Fair, the various clubs and organizations in the collegeare allowed to

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University

Tagged Divisions

First-Year Programs

design workand teamwork was done outside of class. Projects included disassembling a household object anddescribing the components, and designing a penny launcher, a rubber band-powered flyingmachine, and a balsa-wood bridge. These projects all used materials that students could easilyfind around the house or at a local grocery store, making the projects easily accessible. On theother hand, many were similar to projects students had done in high school science courses.Assessments showed gains in student knowledge about, and positive attitudes towards,engineering as a career9. Gains were significant in knowledge areas (ranging from 1 to 1.6 on afive point scale for most areas); however the changes in attitudes were very modest (1 to 5percentage

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Heath A Schluterman, University of Arkansas; Kellie Schneider, University of Arkansas; Adrienne L. Gaines, University of Arkansas

Tagged Divisions

First-Year Programs

alternative to the Precalculus course. E-Mathis modeled after a similar course developed at Wright State University [1]. The course coversmany of the topics from the Precalculus course (in the context of engineering applications) aswell as topics heavily used in sophomore-level engineering courses (including derivatives andintegrals). To date, over 370 students have taken the course, and an additional 66 students areenrolled this spring.In this paper, we discuss the evolution of the E-Math course structure since its implementationincluding our work with the Department of Mathematical Sciences in having the courserecognized as a prerequisite to the Calculus I course. We evaluate the retention rates andprogression through the math sequence of students

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Ding Yuan, Colorado State University - Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

First-Year Programs

teaching engineering students about sustainability, sustainabledevelopment, and sustainable design is also evident on the basis of the number of paperspresented at the American Society for Engineering Education (ASEE) annual conference thatincluded these keywords in their titles, which increased from 1 to 3 papers in the 1998–2002period to 27 papers in 2009 to 36 in 2012. Page 23.726.2Additionally, the Code of Ethics for the National Society of Professional Engineers (NSPE)states that engineers have an ethical obligation to hold paramount the health, safety and welfareof the public in the performance of their professional duties (NSPE website at

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Edward Randolph Collins Jr. P.E., Clemson University; Chris Porter, Clemson University

Tagged Divisions

First-Year Programs

high academic standards,inclusiveness, collaboration and a drive to excel.

Located in a college-town setting, Clemson boasts a 17,500-acre forest, a 295-acre botanicalgarden and a lakefront setting. Undergraduate enrollment is managed to ensure small classes, an18-to-1 student-to-faculty ratio, and high retention and graduation rates. Clemson scores abovethe national average on student engagement and satisfaction surveys, and has earned nationalrecognition for living-learning communities, Creative Inquiry, writing across the curriculum andparticipation in community service1.Clemson University is divided into five colleges. The engineering program is housed in theCollege of Engineering and Science, which is comprised of 15 schools and

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, MacEwan University

Tagged Divisions

First-Year Programs

provided in the literature regarding the declining math andscience literacy of engineering students entering universities, since quantitative studies in the UKand US had supported this hypothesis. Davis et al.1 cited reports affirming the extent of the“mathematics problem” in the UK, while several other authors alluded to the similar issues in theUS.2-7In this study, mathematical skills for the period 2000-2011 were tested using a 20-question,multiple-choice, pre-calculus Math Advisory exam, administered to first-year engineeringstudents (without calculators) prior to entering first-year. Engineering skills were evaluatedduring the period 2007- 2011 using the Force Concept Inventory (FCI) Exam, which is a 30-question, multiple-choice exam8. This

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College; Carmen Sidbury, Spelman College

Tagged Divisions

First-Year Programs

.    The  course  project  should  aim  to  engage  student  at  multiple  levels,  including  the  technician  level,  the  design  level,  the  development  level  and  the  research  level.    Foster  Collaborative  Learning  The  project  needs  to  be  a  cooperative  effort  of  student  groups.    Research  shows  that  collaborative  learning  is  not  only  an  effective  pedagogical  instrument  17,  it  is  also  deemed  to  be  an  important  part  of  engineering  training  both  from  an  industry  13  and  accreditation  point  of  view  1.    Hands-­‐On,  Non-­‐Trivial  The  project  must  be  hands-­‐on,  non-­‐trivial  and  relevant  to  common  experiences.    To  achieve  this,  the  engineering  curriculum  is  “inverted

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Graham Talmadge Fennell, Ohio Northern University; Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

engineering” as a description?Second, with little focus on specification of models for these courses, many courses become agrab bag of unrelated topics. The course meant to introduce engineering to a student may insteaddissuade them from continuing as they try to understand what engineering is.This paper will present intermediate results of an NSF sponsored project to define a classificationscheme for first-year engineering courses with associated outcomes. For example, courses mayinclude engineering design, engineering analysis, professional skills, or orientation to specificdisciplines described by a classification system based on course outcomes 1.Results are presented from a multifaceted approach. Approximately 30 syllabi for First-Year

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

First-Year Programs

University ofLouisville (information about the CIRP Freshman survey can be found athttp://heri.ucla.edu/cirpoverview.php). Those results showed students who more frequentlystudied with others in high school (3 point scale) and students who more frequently completedtheir homework in high school (3 point scale) were more likely to stay in engineering.2 Thestudy raised questions about students’ views toward homework and patterns of completinghomework they bring with them from high school and whether students keep those same patternsand views of the usefulness of homework during their first semester in college. This led to thefollowing research questions. 1. What were students’ views toward homework and patterns of completing homework while in

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Renée S DeGraaf M.A., Lansing Community College; Louise Paquette, Lansing Community College; Ruth Heckman, Lansing Community College; Neeraj Buch, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

is a not a traditional conference paper. In this report we describe the progress of anNSF-funded Science, Technology, Engineering, and Mathematics Talent Expansion Program(STEP) project. The report is based on our STEP Third Year Review report. The broad processtimeline for a STEP project typically includes a lifetime of five years, with a milestone duringthe third year of operation that is an NSF checkpoint. This Third Year Review is centrallyimportant to every STEP project that is a standard Type 1 project; the data conveyed to NSFdetermines whether or not the fourth and fifth year of the project will be funded by NSF.The complete title of our STEP project is “EEES: Engaging Early Engineering Students toExpand Numbers of Degree Recipients

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

identification of students, motivation, andpreparation, bridging programs, learning communities, internships, and research opportunitiesthat provide intense preparation for university and industry involvement.ANSEP students are successful at rates far exceeding national and state averages. Middle SchoolAcademy students complete algebra 1 by the end of eighth grade at a rate of 83%. The nationalaverage is 26%. More than half of ANSEP high school students graduate engineering ready,compared to 4% of minority students nationwide who do so. Summer Bridge students takeadvanced mathematics courses for credit, have paid internships, and are awarded scholarshipsupon successful completion of the component, with 96% successfully transitioning to BS STEMmajors

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

Tagged Divisions

First-Year Programs

A Taxonomy of Engineering Matriculation PracticesIntroductionThere is clear evidence that engineering persistence varies significantly among institutions.1Institutional culture,2 policy,3 and selectivity4,5 likely all play a role, but much research is neededto understand exactly which aspects of an institution most strongly influence student success.Even though retention in engineering is as good or better than other groups of majors in highereducation,1 retention in engineering continues to be one of the dominant topics of interest amongengineering education scholars. This is not surprising given that the national average retentionrate is 56% and can be as low as 30%. Also, while engineering retains students as well as othermajors

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

problemsolving has been incorporated and TA training has been implemented to facilitate the use of suchproblems. This paper will do the following: (1) explore the history and need for TA training inthis context, (2) describe the context in which training occurs, (3) describe the training processand protocol in detail, (4) examine current data to explore the effectiveness of the TA trainingprotocol, and (5) identify future direction for informing the design of the TA training protocol.History and Need for TA TrainingBringing authentic1, open-ended learning experience into early undergraduate engineeringcourses is encouraged as a means of showcasing and engaging students in the nature ofengineering practice as well as laying the foundation for addressing

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julia H. Chariker, University of Louisville; Patricia A Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Carrye Y Wilkins, University of Louisville

Tagged Divisions

First-Year Programs

into a contract agreement promising that they had read the syllabus and understood thatthey had to:1) complete a pre assessment (ARE) and post assessment (IPT), 2) submit a signedand dated program agreement, 3) attend 80% of onsite classes or make four contacts (emails,calls or texts) with the facilitator for online classes, 4) complete a program evaluation, and 5)complete the homework assignments and tests with an 80% on both.Engineering Analysis I This lecture based course covered the development and use of differentiation andintegration to solve engineering problems, including those involving motion, related rates,optimization, moments and centers of mass and it also includes an introduction to vectormethods. In the approximately 15

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto; Mark Chignell, University of Toronto

Tagged Divisions

First-Year Programs

Page 23.155.2education pertinent to the study ranges from the Plain Language Movement to languageacquisition and English as a Second Language research.1-3 These approaches aim to simplifylanguage structure and vocabulary to maximize accessibility.2,4 Further, research in this areafocuses on the relationship of words to generate meaning and on how language development isaffected by choice of vocabulary.1,2,4 The research informs an understanding of the importanceof language development and the motivation to use accessible, yet immersive, language inlearning environments.4-6 While this is important in public documents (i.e. tax forms) overlysimplifying language does not suit the purposes of the engineering classroom. Engineeringstudents need to

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Samantha Islam, University of South Alabama; Samuel H. Russ, University of South Alabama; Kevin D. White Ph.D., University of South Alabama

Tagged Divisions

First-Year Programs

femalestudents than their male counterparts. There was an 11.8% increase in the mean score of thefemale students, whereas there was a 6.9% increase in the mean score of the male students. Astatistical analysis of the pre- and post-test scores also demonstrated a statistically significantgain in average sores of the students. In addition to test results, student’s response to theassessment survey indicated that this initiative was effective in raising awareness in the studentsthat spatial visualization skill is very useful to become successful in engineering studies.1. IntroductionThis paper describes an attempt made at the University of South Alabama to assess and improvethe spatial visualization skills of engineering freshman students. The College of

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mike Elmore, Binghamton University; Koenraad E Gieskes, Binghamton University

Tagged Divisions

First-Year Programs

the culmination of a two-year study of an alternative for freshmanengineering students to attending a large lecture in their introductory engineering course1.During the course of this study, in the fall semester, students were required to be physicallypresent in lecture. Following this, in the spring semester, students were given the choice ofeither: (1) being physically present, when the lecture was given, or (2) viewing the recordedlecture. The student’s in-class attendance was recorded via the iClicker™ classroom responsesystem. Students who chose to not attend lecture could access the video recording via theBlackboard™ course management system during the same week the lecture was given. Thispaper consists of several parts. First a

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

Tagged Divisions

First-Year Programs

sustainability. Prior to joining the JMU Engineering faculty in 2012, Dr. Barrella was at Georgia Tech completing her Ph.D. research as part of the Infrastructure Research Group (IRG). She also completed a teaching certificate and was actively involved with the Center for the En- hancement of Teaching and Learning (CETL) at Georgia Tech. Her academic interests focus on two primary areas of sustainable transportation: (1) community-based design and planning and (2) strategic planning and policy development. Dr. Barrella is also interested in investigating how to best integrate these research interests into classroom and project experiences for her students

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Timothy J Hinds, Michigan State University; Carmellia Davis-King, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

, advisors, and corporate representatives • Cultivate students' skills that encourage lifelong learning • Demonstrate to the students the critical roles of engineers in contributing to societyOur activities and events are organized around the principles of our mission. In this paper, wewill highlight some of the specific activities we undertake in our academic and co-curricularprograms that encourage development across the student skill sets we have defined (summarizedin Figure 1). The activities are described to assist others who may have interest in adapting theseactivities for their own programs.Figure 1: Summary of CoRe Experience Activities and Events. Events are noted according to theprogram that organizes them (length of line) and what