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

academic spaces (e.g., project and computer laboratories) ● serves as the first point of contact for inquiries regarding the academic programThe co-curricular director: ● coordinates with the housing department to secure residential space for participants ● plans and implements co-curricular programming ● manages a staff of tutors and resident mentors (termed Peer Leaders) ● serves as the first point of contact for inquiries regarding the residential program and co- curricular activitiesFour additional staff members provide advising, instructional, and programmatic support on afull-time or part-time basis. In support of the professional staff, a number of graduate studentsserve as teaching assistants (TAs) for the courses

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

, the list and definitions of professional skills varies widely, as does howthese skills are learned. Some methods focus on direct learning, via workshops, skill-buildingclasses, mentoring or direct required practice. Other methods are more indirect, such as rolemodeling, practice as part of project and assignments or from the indirect lessons of theUnwritten Syllabus itself.The engineer of 2020 has a set of guiding strategies that may be of help in forming teachingtechniques. The set of strategies is:  Engage in a comprehensive effort  Consider the linkages  Focus on levers for change  Pursue student-centered education  Develop a research base  Communicate, communicate, communicateWhile some of these do not apply