Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lee Kemp Rynearson, Purdue University

Tagged Divisions

First-Year Programs

plausible that this factor may besubstantially influential for a wide variety of institutions offering distinctive or unique academicprograms.IntroductionPrevious research into what influences a high school student’s selection of a college or universityfor undergraduate study have found that many factors may impact this decision.1-7 Dozens ofpotential candidate factors have been identified and tested, some of which have been found to behighly influential in several studies and can be considered to have substantial evidence behindthem3,4,8-10. This body of evidence supports the assertion that several important school choicefactors are known. Examples of such factors include the cost of tuition, the overall academicreputation of the institution, and

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Jeffrey A. Davis, Grant MacEwan University

Tagged Divisions

First-Year Programs

research that was conducted to examine trends in pre-engineering assessment exams (academic indicators) using results from a longitudinal study offirst-year engineering students that spanned just over a decade.1 In the previous 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 engineering students (withoutcalculators) prior to entering first-year. Engineering skills were also evaluated during the period2007- 2011, using the Force Concept Inventory (FCI) Exam, which is a 30-question, multiple-choice exam2. Earlier work had indicated that there was little variation in these assessment scoresduring the time period considered. Furthermore, the

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University, West Lafayette; George D. Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

First-Year Programs

differentactivities, some reported participating in as many as nine different pre-college engineeringprograms or activities.BackgroundThe National Academy of Engineering report Engineering in K-12 Education – Understandingthe Status and Improving the Prospects1 identifies five main benefits of K-12 engineeringeducation. These are 1) improved learning and achievement in science and mathematics, 2)increased awareness of engineering and the work of engineers, 3) understanding of and theability to do engineering design, 4) interest in pursuing engineering as a career, and 5) increasedtechnological literacy. This study focuses on pursuing engineering as a career, which typicallyrequires a 4-year college degree in engineering. While the other benefits of K-12

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Louisiana Tech University; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

First-Year Programs

Male Black 0% Male White First MajorFigure 1 – Race and Gender of Engineering Graduates by Initial MajorQualitative Methods Page 24.1186.3In an ongoing study of engineering matriculation practices using MIDFIELD, interviews wereconducted with sophomore engineering students at 6 universities in the MIDFIELD partnership.Prospective interviewees were restricted to those officially majoring in civil, chemical, computer,electrical, industrial, and mechanical engineering as well as those who were still officially in aFirst Year Engineering (FYE) program or

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

the engineering faculty.IntroductionMany of today’s first year engineering students enter Northeastern University with memorablecommunity service experiences from their hometowns which inspire them to pursue similaropportunities in college. As a result, faculty in the First Year Engineering Program atNortheastern University developed service-oriented design projects (not direct service-learningprojects) as part of a required first-year engineering course that have a similar impact indemonstrating the connection between engineering and the community as experiential service-learning projects do.1 However, the gains associated with a hands-on direct service-learningproject were encouraging enough for faculty in this study to visit a pilot year

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah

Tagged Divisions

First-Year Programs

exposure to engineering design and createrealistic expectations for a major and a career in engineering.Introduction Within the College of Engineering at the University of Utah, there are eight majorsoffered. While the retention rate of students in the program has not been low, there are barriersin place that do not allow for an easy transition between departments. Furthermore, otherresearch universities across the US have implemented first-year engineering courses to helpstudents gain a better understanding of engineering and design at an earlier point in theiracademic programs.1-9 These universities have reported higher retention rates because not onlyhave students gained more realistic expectations of engineering, but they have also

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Broderick W. Carlin, University of St. Thomas

Tagged Divisions

First-Year Programs

which involve students from multipleengineering disciplines as well as classes which are shorter than the more common four creditintroduction to engineering class. At the University of St. Thomas introduction to engineering isa 1 credit course which has both electrical (~20%) and mechanical engineering students (~80%)and is comprised of a 100 minute lecture and a 100 minute lab that meet each week during a 14week semester. The curriculum is heavily geared towards project-based and hands-on learningwith a goal of exposing students to many facets of engineering.There are many works out there which show that students, and specifically first-year engineeringstudents, learn by doing and retention can be improved by incorporating hands-on projects

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Jenahvive K. Morgan, Rowan University; Joseph Francis Stanzione III, Rowan University; Kaitlin Engle Mallouk, Rowan University

Tagged Divisions

First-Year Programs

course format in detail, focusing onthe ebook and online homework. The results of surveys of students and instructors are used toexplore the functionality of hybrid flipped courses. Levels of satisfaction with general onlineaspects, feedback, and online solution methods are explored. Student preparation for class isevaluated, as is the use of active learning techniques by the teachers.BackgroundHybrid courses typically consist of face-to-face classroom interaction and online computer-mediated communication.1 In the current research literature, the term hybrid course is often usedinterchangeably with the terms “hybrid instruction,” “blended instruction,” “technology-mediated instruction,” “blended learning”, and “mixed-mode instruction”.2,3

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Lisa Abrams, Ohio State University; Jonathan P. Ruffley

Tagged Divisions

First-Year Programs

Page 24.62.1 c American Society for Engineering Education, 2014 A Longitudinal Study of the Impact of a First-Year Honors Engineering ProgramBackgroundThe honors program for first-year engineering students at The Ohio State University (OSU) beganapproximately twenty years ago, based upon successful curricular developments at other schools,particularly the E4 (Enhanced Educational Experience for Engineering) program at DrexelUniversity.1-6 Part of the driving force for its development was a retention study conducted in 1988,showing that only 38 percent of first-year engineering students went on to earn an engineeringdegree from Ohio State.7 At OSU, students considering

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Betsy F. Willis, Southern Methodist University; David A. Willis, Southern Methodist University; Mark Fontenot, Southern Methodist University

Tagged Divisions

First-Year Programs

of the program were: 1) to identify incoming engineering students with high potentialfor leadership, 2) to enhance and build leadership skills, 3) to build academic excellence, and 4)to foster community among students through living in the Engineering Living and LearningCommunity (ELLC).The IDEAL program provided scholarships in the first and second years of the engineeringcurriculum, years in which engineering and computer science students have high attrition rates.After successfully completing the first two years, participants were supported by the universityfor their third and fourth years. In order to remain eligible for the IDEAL program, participantswere required to maintain at least a 3.000 GPA at the end of each academic year, live

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen A. Ossman, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati

Tagged Divisions

First-Year Programs

motivation andinterest in course content and improve retention.5-6 Through computing, instructors can bringtogether concepts and ideas from mathematics, science, and engineering and allow students tointeract with them, helping to form the cross-disciplinary mental connections necessary for moreexpert-like understanding.7-8In the fall of 2012, the University of Cincinnati converted from a quarter system to a semestersystem. This conversion provided an ideal opportunity to review the first-year curriculum for theengineering and engineering technology students and make changes to help improve retentionand performance of students in the College of Engineering and Applied Science (CEAS). Thecollege faculty agreed on an almost common first year (Table 1

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University Purdue University, Fort Wayne; Stephen Heindel, Indiana University-Purdue University Fort Wayne; Yanfei Liu, Indiana University Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

Page 24.482.1 c American Society for Engineering Education, 2014 Energy Scavenging - an Introductory Engineering ProjectIntroductionFirst year engineering courses come with a wide range of objectives and configurations.However, it is quite common that they include a hands-on project of some kind. A recent work-in-progress attempting to develop a taxonomy for first-year engineering programs has noted fouroverarching possible categories for what is covered in these courses: 1) professional skills (e.g.,teamwork, communication), 2) engineering skills (e.g., mathematics, programing, graphics), 3)orientation to the engineering profession and 4) orientation to the particular university/program(including

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Roy W. Melton, Department of Computer Engineering, Rochester Institute of Technology; Shanchieh Jay Yang, Rochester Institute of Technology (COE); Adriana Becker-Gomez, Rochester Institute of Technology (KGCOE)

Tagged Divisions

First-Year Programs

commitment appropriate to zero credithours, lab facility access, etc.), of the freshmen in spring, the set of needs in Table 1 emerged forthe project.At the beginning of winter quarter before the project was offered to freshmen in spring quarter,faculty associated with the project recruited upper-class students (mentors) to serve two vitalroles over the course of the project:· assist faculty to plan the project during this quarter, and· mentor freshmen enrolled in the project during the next quarter.The group of mentors included a representative of each year level except freshmen. Throughoutthe planning quarter, faculty and mentors met together once or twice a week to evaluate projectconcepts and then to define the project.At the first meeting

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

First-Year Programs

professional field. In addition, thecourse is intended to link knowledge and application of engineering principles to professionalethics and values, and to foster the academic and personal growth of the students. Unfortunately,the previous offerings of this course failed to deliver the desired learning experiences due to (1)the disparate nature of the content and delivery from session to session (2) the lack of continuityacross sessions (3) the absence of a common thread to bind the content of the course.In order to overcome these drawbacks and to teach engineering design and practice in the context 1-2of society, ethics, and economics, the course has been restructured by

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura K Alford, University of Michigan; Robin Fowler, University of Michigan; Stephanie Sheffield, University of Michigan

Tagged Divisions

First-Year Programs

ofteaming skills.We utilize design-build-test (DBT) projects to provide a framework for instruction on effectiveteaming skills. DBT projects mimic real-world team projects;12 they require student teams todesign a product, build it, test the product, and report on the results.13 A DBT project is intense,requiring much effort, communication, and time management. There is a significant learningcurve to this type of project; therefore, we have our students do two cycles of DBT projects asillustrated in Figure 1 on the next page. The first project is a blitz-type, two-week project aimedat familiarizing the students with the DBT method and our expectations for them regardingprofessional conduct, presentations, and reports. The second project is a five

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica E.S. Swenson, Tufts Center for Engineering Education and Outreach; Merredith D. Portsmore, Tufts University; Ethan E. Danahy, Tufts University

Tagged Divisions

First-Year Programs

artifact is being produced.Class Context“Simple Robotics” is one of eight introductory engineering courses offered at Tufts University.While still delivering traditional technical content, these courses differ from other engineering"overview" or "introduction" courses due to the simultaneous inclusion of several additional keyaspects: (1) emphasis on topical ideas, illustrating the creativity and excitement of engineering, Page 24.558.4incorporating cross disciplinary work; (2) opportunities for project-based, problem solving tasks,with students working in teams and ideas of leadership and collaboration explored; (3) inclusionof at least one

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F. James Boerio, University of Cincinnati; Joni A. Torsella, University of Cincinnati

Tagged Divisions

First-Year Programs

, and system modeling. The course again ends witha project requiring the students to work in groups to design a graphical user interface (GUI) thatserves as a teaching tool for some topic that they learned in calculus, chemistry, physics, or adiscipline specific engineering course.First Year ResultsThere was a significant improvement in retention of first-year students in the 2012-2013academic year when the three common courses were implemented and required for all incomingfreshmen. Retention data for the last twelve years is summarized in Table 1. Table 1: Retention Rates from Freshman to Sophmore Year 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Year 2003

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oguz Hanoglu, Purdue University, West Lafayette; Aladar Horvath, Ivy Tech Community College; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

identify misconceptions and target feedbackappropriately.I. IntroductionLeadership coach Rick Tate said "feedback is the breakfast of champions"1. This is especiallytrue for education. Students benefit from timely and effective feedback. However, achievingtimely and effective feedback is not easy, especially when open-ended problem-solving activitiesare considered. These activities may require complex product development that involves deepand multidimensional thinking. In open-ended activities, there is not one right answer and inmost cases, this will result in a variety of different answers from students. The challenge here isto provide timely feedback by reviewing all answers in detail, deciding on an effective way toguide each unique case, and

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wallace Martindell Catanach III, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park; Christopher Stephen Smith, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

occasions where a concept needs to be conveyed but paper and pencil are not availableto convey the concept without a sketch. We have developed a product challenge for first-yearstudents that teaches them the design process. The students are guided through the processwhere they individually brainstorm and design their own version of a rake for a one handedperson. This product challenge follows the How People Learn (HPL)1 theory where the studentsare given a problem that they have to solve. The customer is a disabled person that has lost theuse of one of their arms.The customer would like to be able to rake leaves and lead a normal life. The normal rake doesnot allow the customer to put downward pressure thus the customer can only drag the rake

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter A Sable, Milwaukee School of Engineering; Sharon Liz Karackattu; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

four-year study results are evaluated utilizing nonparametric statistical analysis Page 24.613.2compared to the reassessed pilot study to confirm and strengthen its validity by using a larger,more diverse student population less prone to the bias of a single class cohort.IntroductionUndergraduate student interest in the fields of science, technology, engineering, and mathematics(STEM) has steadily declined over the past few decades with a cumulative loss of almost 40percent.1 This decline has prompted a massive response to investigate causes of decreasingretention as well as to introduce efforts to counteract losses.2 Particular emphasis has

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ryan Fries, Southern Illinois University, Edwardsville; Ryan W. Krauss, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

- sign course, he has taught courses in mechatronics, controls, vibrations, dynamics and robotics as well as senior design. Page 24.150.1 c American Society for Engineering Education, 2014 An Analysis of First Year Students’ Changing Perceptions of Engineering Design and PracticeIntroductionA vast body of literature is available to guide freshman engineering introductory courses. Thispaper builds on three key pillars within the literature that focus on 1) project-oriented learning, 2)team-based learning, and 3) freshman design experiences. Design experiences at

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Katherine Sofía Palacio, Fundacion Universidad del Norte; Sarah Spencer-Workman, Colorado State University-Pueblo; Yaneth Correa-Martinez, Colorado State University-Pueblo

Tagged Divisions

First-Year Programs

24.160.2http://www.nae.edu/File.aspx?id=10368 visited on January 3, 2014. In a study, Allen et al.(2008)1 attempted to benchmark sustainable engineering education through a survey aimed atengineering department heads. In this survey, with more than 270 respondents, about 80%reported teaching sustainable engineering-focused courses or the integration of sustainableengineering material into existing courses. Increased attention to teaching engineering studentsabout sustainability, sustainable development, and sustainable design is also evident on the basisof the number of papers presented at the American Society for Engineering Education (ASEE)annual conference that included these keywords in their titles, which increased from 1 to 3papers in the 1998

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Tracy Volz, Rice University

Tagged Divisions

First-Year Programs

thesemester. Written responses were coded by three trained raters on eight aspects: 1) needsassessment/establishing design criteria; 2) design context review; 3) idea generation; 4) analysisand decision-making; 5) building and testing; 6) overall layout of a design process and iteration;7) time allotments; and 8) documentation.Data presented in the paper includes 72 student responses from fall 2012 and spring 2013.Analysis shows statistical significance between pre- and post-test results for seven of the eighttopics evaluated. The refined assessment method described here is an improvement over apreviously deployed assessment tool.IntroductionDesign is a critically important skill in engineering practice. As a result, it is stronglyemphasized in ABET

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

John A. Mirth, Rose-Hulman Institute of Technology; John P Iselin, University of Wisconsin, Platteville

Tagged Divisions

First-Year Programs

approaches include freshman engineering design coursesthat introduce students to the design process,1, 2 courses that are built upon on reverseengineering projects,3 and others that combine these ideas with computer modeling and/orprototyping of products.4-6The course described in this paper has many of the same aspects as the various styles of coursescited above. This paper describes a freshman-level course that introduces students to theirchosen major (mechanical engineering) using the combination of solid modeling and reverse Page 24.254.2engineering as the foundation of the course. The culmination of the course, upon which thispaper will focus

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian M. Frank P.Eng., Queen's University; Behnam Behinaein Hamgini, Department of Electrical and Computer Engineering, Queen's University

Tagged Divisions

First-Year Programs

instructor tounderstand how students are solving problems, and provide feedback to help students developthe ability to solve problems better. Page 24.280.3Course contextThe study was set in the first year of the undergraduate engineering program at Queen’sUniversity, a medium-sized university in Canada. APSC-100 is a team-based, project-basedcourse designed to promote a sense of curiosity about engineering, and develop open-endedproblem solving skills. The course is divided into three modules (each roughly the equivalent ofa standard one-semester course): Module 1-Problem analysis and modeling; Module 2-Experimentation and measurement; Module 3

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ishbah Cox, Purdue University, Band and Orchestra Department; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

3.30ServicesPharmacy 2.93 3.22Science 2.91 3.12Technology 2.88 3.12Agriculture 2.79 3.19Engineering 2.89 3.29Table 1- Comparisons of Average University GPAs and Band and Orchestra Students’GPA (2012-13)Given the promising connections between STEM and music, this paper presents resultsfrom first-year engineering student participants in an inaugural course representing acollaboration between the Band and Orchestra department and the College ofEngineering at this same Midwestern university. Explored were the students’ perceptionsabout the extent to which the course

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lynn K. Byers, Quinnipiac University; Justin W. Kile, Quinnipiac University; Corey Kiassat, Quinnipiac University

Tagged Divisions

First-Year Programs

at the end of the course. The pre- and post-course surveys are providedin Appendix 1. The results of surveys are used to analyze the following four questions. Werecognize that students’ knowledge and interest are affected by their greater environment, mostnotably interaction with other students. However, we assume the knowledge gained through thecourse to have a greater effect on the students’ evolution of knowledge and interest, evaluatedthrough the pre- and post-course surveys.This paper investigates four topics: 1. Is there a correlation between a student’s initial desire to pursue a specific engineering major and their actual and perceived knowledge of that engineering discipline? 2. For those students who are interested in

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole L Hird, Ohio State University; Deborah M. Grzybowski, Ohio State University

Tagged Divisions

First-Year Programs

principles and to computational fluid dynamics(CFD) software. Students may alternatively enroll in a robotics design and build project,1 whichdoes not contain fluid mechanics material. Many of the engineering majors later require studentsto take classes which focus further on fluid mechanics. This paper seeks to answer the question:Does introduction to the subject of fluid mechanics including computational fluid dynamics(CFD) in a first-year engineering research and design course increase students comprehensionand performance in subsequent major-required fluid mechanics courses?The course is intended to give first-year engineering students experience with research anddesign while teaching concepts such as cell adhesion, cellular response to shear

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mangilal Agarwal, Indiana University-Purdue University Indianapolis; Maher E. Rizkalla, Indiana University-Purdue University, Indianapolis; Sudhir Shrestha; Kody Varahramyan, IUPUI

Tagged Divisions

First-Year Programs

the students towards interests in nanotechnologytracks and research, and over 90% of the students indicate that they are enjoying themultidisciplinary activities of the program. This may be attributed to the “attached learning”when incorporating nanotechnology into real engineering applications, such as renewableenergy, medicine, quantum computers, and many others.1. IntroductionNanotechnology is a rapidly advancing field that shows promise in solving current science andtechnology challenges through the innovative materials, processes & devices, and theirapplications. Nanomanufacturing, including self-assembly, has become an important tool indeveloping nanoscale devices applicable in medicine, electronics, and energy. Nanomaterialssuch as

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sally J. Steadman, University of South Alabama; Gail D. Jefferson, University of South Alabama; Tom G. Thomas, University of South Alabama; Kuang-Ting Hsiao, University of South Alabama

Tagged Divisions

First-Year Programs

use the toolto program LEGO MINDSTORM® robots. This combination provides immediate, visual,verification of project solutions. The students quickly gain skills and facility with both tools,creatively addressing the various assigned tasks. The program has been highly successful incapturing the interest of the participants and has led to increased retention of these students inengineering.IntroductionRecruiting and retaining students in engineering programs is a national problem that has beenaddressed in many, varied ways.1 Many universities offer bridge programs for incomingfreshmen to increase their success in engineering programs.2,3 These programs are oftendesigned to improve skills in fundamental courses such as mathematics and English as