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

Conference Session

Curriculum and Program Developments, Exchanges, Collaborations, and Partnerships

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eck Doerry, Northern Arizona University; Harvey Charles, Northern Arizona University

Tagged Divisions

International

the cost of establishing such large-scale programs surprisingly modest while greatly increasing their accessibility and impact.In the next section, we begin by describing our Global Science and Engineering Program indetail, followed by an in-depth discussion of program design considerations and rationale for keyprogram features, with particular attention devoted to design decisions that impact programscalability and efficiency. In Section 3, we turn to a broader discussion of best practices inplanning and implementing comprehensive, college-wide internationalization initiatives for otherinstitutions exploring large-scale internationalization of their engineering and science programs

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Milwaukee School of Engineering; David A Howell, Milwaukee School of Engineering; Leah C. Newman, MSOE

Tagged Divisions

Community Engagement Division

-Fairbanks and an interdisciplinary Ph.D. from Washington State University. His writing has appeared in a wide variety of publications including Seven Hundred Kisses and Pillow: Exploring the Heart of Eros, and he recently published a chapbook titled In Sixteen Hands of Shadow.Dr. Leah C. Newman, MSOE Leah Newman, Ph.D., is an assistant professor and has been with the IE Program at MSOE since the fall of 2007. Dr. Newman’s research interests are in the study and design of medium-to-large-scale systems, particularly as it relates to the ”human factors” needs of the system. Specifically, she is interested in further exploring the area of social innovation as it relates to issues of culture and organizational and job

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Kyle F Trenshaw, University of Illinois, Urbana-Champaign; Michael C. Loui, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign; David E. Goldberg, ThreeJoy Associates, Inc. and the University of Illinois

Tagged Topics

NSF Grantees Poster Session

from the pilot IM course conversion volunteered to serve as peer mentors. These peermentors acted as team leaders for three learning teams during their weekly consultation meetingsto help reduce the teaching load of the TAs. These students volunteered because they had had apositive experience in the pilot course and they recognized an opportunity to learn teammanagement skills which they hoped would be helpful later in their careers as engineers. Weexpect that more students from the scaled IM course conversion will similarly wish to return aspeer mentors. If sufficient numbers of students volunteer as peer mentors, we could potentiallyeven lower the financial cost of the IM course conversion by reducing the number of TAsrequired to run the