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

, and perform at thehighest levels in an increasingly global and demanding world. Educating graduates that meetthese standards is critical to retaining America’s worldwide technical leadership. The MichiganState University College of Engineering has responded to this need through a large-scaleinitiative, the CoRe Experience, that integrates the first-year engineering academic program andan engineering living-learning community to support the academic, personal, and professionalgrowth of early engineering students during this important transition year. Instructors, peers,advisors, staff, and faculty all play a role in “building the whole engineer.” The CoRe Experiencename captures the two primary program components, the Cornerstone Engineering

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

opportunities during all four academicyears4. Our goal is to expose students to their future role as global engineers where they will berequired apply technology to balance impacts associated with the three pillars of sustainability—economic, environmental, and societal—to create safe and sustainable designs.As our first graduating class became seniors, we recognized that we could improve on thestudents’ ability to discover and understand their identity as the Engineer of 2020. Consequently,we became aware of the need to revamp the introduction to engineering course. While the initialcourse focused on developing strong analytical skills, creativity, communication, strong sense ofprofessionalism, and versatility—all skills of the Engineer of 20201—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

for SWE, and on the development team for the TeachEngineering digital library. Her primary re- search interests are on student identity, recruitment, and retention in K-12 and undergraduate engineering.Ms. Janet L Yowell, University of Colorado Boulder Janet serves as the Associate Director of K-12 Engineering Education for the College of Engineering and Applied Science at the University of Colorado Boulder. Involved since 2000, she collaborates on the College’s ambitious K-12 engineering initiatives, including their capacity-building and school partner- ship programs. She coordinates the Integrated Teaching and Learning Program’s NSF-funded TEAMS Program (Tomorrow’s Engineers. . . creAte. iMagine. Succeed.) which

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University

Tagged Divisions

First-Year Programs

findings from the culminating third year of a three-yearNSF-funded project to improve introductory engineering courses at two universities carried outby the interdisciplinary team.Engineering InstructionThe field of engineering education has changed from its 19 th-century emphasis on industrialskills to the post-World War II focus on scientific and mathematics skills to a shift in the 1970sand 1980s that centered on such skills as critical thinking, communications, and team work. 16Recent industry reports indicate that engineering graduates are lacking in the areas of creativethinking and design, communication, and other professional skills.9 Graduates have been foundto be weak in their understanding of certain engineering processes and to lack

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

and subsequentPhysics II course and corequisite Calculus I grades. The findings provide information that can beused by other institutions of similar size and scope to examine the structure of their first yearcourses in engineering, initiate university policies, and develop interventions to support math,physics, and overall graduation success.IntroductionThe first year coursework, similar in most engineering curriculums, involves a series ofintroductory engineering design, graphical communication, and programming courses. Inaddition students are required to complete Calculus I and Physics I as a prerequisite to CalculusII and Physics II which are themselves prerequisites to advanced engineering science courses(i.e., statics, dynamics, fluid