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

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Huff, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

were representedamong the students enrolled in the course, and approximately 70% of these were engineeringmajors. The program began in 1995 through university’s electrical and computer engineeringdepartment, and more than 3,000 alumni have graduated from EPICS in its 17 years of existence.This service-learning program has been nationally recognized8 and cited by others as anexemplar for providing a platform of real-world, engineering experience for students5, 8, 22, 23.While several in engineering education have championed EPICS and similar programs forproviding such an authentic design experience, no prior studies have investigated how suchexperiences shape the design knowledge, ability, and identity of alumni of such programs. Weconducted

Conference Session

Innovative IE Curricula

Collection

2013 ASEE Annual Conference & Exposition

Authors

Saylisse Davila, University of Puerto Rico, Mayaguez Campus; Viviana I. Cesani, University of Puerto Rico, Mayaguez Campus; Alexandra Medina-Borja, University of Puerto Rico at Mayaguez

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

in 2006 and won the award in 2007, 2008 and 2011. Page 23.890.2 c American Society for Engineering Education, 2013 Measuring intercultural sensitivity: A case study of the REU program at UPRMAbstractThe National Academy of Engineering’s call to educate global engineers has sparked a numberof globalizing programs and coursework at different institutions. Nevertheless, there is a need toquantify the extent to which the ability of recent graduates to understand, appreciate, and acceptdifferences among cultures is being influenced by globalizing programs and coursework

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet L. Yowell, University of Colorado Boulder; Malinda S Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

advice of Schunn, modeling the engineering design cycle forchildren is an essential component for their true understanding of the concepts of engineering.5All TEAMS Club activities follow a pattern for design-based student engagement: identify theproblem, brainstorm ideas, design solutions, build a prototype device, test the device, reflect,redesign/improve the device. The value of engineering design being practiced by the volunteersand modeled for the elementary students leaves a lasting impression on both groups in terms ofengineering interest and problem-solving development.14,15This research aimed to discover the impact of the University of Colorado Boulder’s afterschoolK-12 engineering education initiative through exploring the following

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathleen L Kitto, Western Washington University; Debra S. Jusak, Western Washington University

Tagged Topics

NSF Grantees Poster Session

Community Through Cooperative Learning, Spring 1999, pp.67-73.24. Mazur, E., Peer Instruction: A User’s Manual, Benjamin Cummings, 1996.25. Krause, Decker, Niska, Alford, and Griffin, “Identifying Student Misconceptions in Introductory Materials Engineering Classes”, American Society of Engineering Education, Annual Meeting, Proceedings, 2004.26. Jordan, W., Cardenas, H., O’Neal, C., “Using a Materials Concept Inventory to Assess an Introductory Materials Class”, American Society of Engineering Education, Annual Meeting, Proceedings, 2005.27. Newell, J., and Cleary, D., “Using an Undergraduate Materials Research Project to Foster Multidisciplinary Teaming Skills”, Journal of STEM Education, Vol. 5, Issue 1 and 2, Jan. – June 2004, pp