Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William Travis Horton, Purdue University

Tagged Divisions

First-Year Programs

goal for first-yearengineering programs to increase the number and diversity of students who earn engineeringdegrees. These efforts have included programs targeted at special populations with the creationof minority and women’s programs in engineering, technology and science; summer andoutreach programs for K-12 students; summer bridge programs and larger curriculum reformefforts including integrated curricula and learning communities1. Earlier design experiences havebecome more common and have shown to be valuable in motivating students to continue inengineering programs2. A challenge with first-year design experiences is a lack of engineeringexpertise. Often students’ designs are scaled down to the level of a first-year student but it

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Everaldo Marques de Aguiar Jr., University of Notre Dame; G. Alex Ambrose, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Nitesh Chawla, University of Notre Dame

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First-Year Programs

engineering experience at Notre Dame will be like and how to make itsuccessful…Overall, this event was extremely helpful in strengthening my confidence thatchemical engineering, even just engineering in general, is a good major for me.Rating of 2 (Event held for Integrated Business and Engineering Minor)I realize there is more that I can do with an engineering major than I previously knew. AlthoughI am not totally sure that I want to major in engineering, I am confident that engineering will notinhibit my ability to change fields, but open me to new job opportunities.Rating of 1 (Attended lecture by Dean of college of Engineering)This event initially peaked my interest due to the fact that I was unsure of whether I wanted topursue engineering further

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

First-Year Programs

6 7 8 9 10 Figure 13. Creative thinking average team (each bar represents a different team) scores and standard deviations (error bars) assessed by means of the Investment Theory of Creativity Rubric created out of Sternberg and Lubart.8 Performance levels on the y-axis vary from exemplar: 4 to benchmark: 1.The vast majority of the teams were able to attain projects’ expected outcomes at an intermediatelevel. Therefore, it is suggested to further integrate creativity in subsequent pillar courses inorder to foster meaningful development of students’ creative thinking. Furthermore, reflectionsintegrated in the two projects’ design binders, suggest that these projects allowed

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Timothy J. Hinds, Michigan State University; S. Patrick Walton, Michigan State University; Mark Urban-Lurain, Michigan State University; Daina Briedis, Michigan State University

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First-Year Programs

College of Engineering Withrow Teaching Excellence Award, and being named an MSU Lilly Teaching Fellow.Dr. Mark Urban-Lurain, Michigan State University Mark Urban-Lurain is an Associate Professor and Associate Director of the Center for Engineering Edu- cation Research at Michigan State University. Dr. Urban-Lurain is responsible for teaching, research and curriculum development, with emphasis on engineering education and, more broadly, STEM education. His research interests are in theories of cognition, how these theories inform the design of instruction, how we might best design instructional technology within those frameworks, and how the research and development of instructional technologies can inform our

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

semester, the researchers met at least every two weeks to share and recordobservations from the different sections and to discuss pedagogy, ensuring consistent instruction.These observations are integrated into the findings in the following section.Test performance data was measured on the final exam, based on student descriptions of thesesame two definitions. Again, Atlas software was used to compile the response and identify thecommonly-used words. Next, the researchers compared the trends in the use of common wordsfor each definition, respectively.Analysis and FindingsWhen asked, “What does an engineer do?” the findings suggest that the most significant changeswere increases in words such as product (+350%), problem (+315%), efficient (+300

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

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First-Year Programs

strategies for improving student engagement and performance. Additional experience working with Faculty on the integration of Instructional Technologies in the class- room. Major strengths in innovative problem solving; modeling and simulation (mainly for business analysis and government consulting); operations research and decision sciences (risk analysis, investment valuation under uncertainty, financial engineering). Additional skills in optimization, statistical analysis and systems engineering. Page 24.160.1 c American Society for Engineering Education, 2014 An Exploratory

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

, diffuser, and Venturi are discussed through computationalfluid dynamics analysis. Finally, the students are exposed to structured experimental proceduresto determine the flow rate and maximum pressure capabilities of each blower. The end result ofthe project is the ability to provide freshman engineering students with an introduction to severalimportant mechanical engineering topics in a relatively short time frame.IntroductionOne of the challenges of developing a cohesive engineering curriculum is that of providingstudents with experiences that will engage them with relevant engineering problems at an earlypoint in their education. A number of popular approaches exist for engaging freshman studentsin their early studies. Samples of these

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

First-Year Programs

incorporating one ormore community-based engineering projects as the core theme of the course. Service learning is 3of vital importance in the engineering profession and must be integrated into the engineeringcurriculum at an early stage of career development. Engineering projects with aspects of servicelearning are both challenging and motivating to students entering the engineering profession afterSTEM studies at the high school level. In addition to teaching the students engineering design 4and practice in the context of society and values, and instilling the recognition of engineeringissues and concerns, engineering project activity with service learning components

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

and Nanotechnology to the First Year Students Through an Interactive Seminar Course,” J. Nano Educ., vol. 4, pp. 41-46, 2012. 2. Zheng W., Shih H. R., Lozano K., Pei J. S., Kiefer K., and Ma X., “A Practical Approach to Integrating Nanotechnology Education and Research into Civil Engineering Undergraduate Curriculum,” J. Nano. Educ., vol. 1, pp. 22-33, 2009. 3. Mehta B. R., “Nano Education at Indian Institutes of Technology: A Status Report,” J. Nano. Educ., vol. 1, pp. 106-108, 2009. 4. Certificate in Nanotechnology and Nanoscience, George Mason University [Available: http://cos.gmu.edu/academics/graduate/certificates/certificate-nanotechnology-and-nanoscience]. 5. Drexel University - BSc Materials Engineering with

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

Accrediting Engineering Programs – Effective for Reviews during the 2013-2014 Accreditation Cycle, 27 October 2012, 22 March 2014, .6. Oakes, W., Coyle, E., and Jamieson, L., “EPICS: A Model of Service-Learning in an Engineering Curriculum”. Page 24.1369.12 Proceedings of the American Society of Engineering Education Annual Conference, 2000.7. Oakes, W. and Thompson, M. “Integration of Service Learning into a Freshman Engineering Course”. Proceedings of the American Society of Engineering Education Annual Conference, 2004.8. Duffy, J., Tsang, E. and Lord, S. “Service-Learning in Engineering: What, Why and How

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

, graphics, and communication. These oversights may have caused the students to question the relevance of the teamwork activities to their design project, in turn, leading them to label the exercises as “busy work” (a term they use all too readily for many of the assignments in DTC, even those that they come to value later in their undergraduate career). The syllabus also did not explicitly list how the teamwork assignments would be weighted in the final course grade. While they were included as part of the student’s “individual grade,” this only comprised 10% of the final grade, of which, the teamwork assessments were only a small part.2) Adding eight additional exercises to an already crowded curriculum was a mistake. The principal

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Arizona State University; Claire L. A. Dancz, Arizona State University; Thomas P Seager, Arizona State University; Amy E. Landis, Arizona State University

Tagged Divisions

First-Year Programs

Paper ID #10128Improving learning productivity and teamwork skills in freshman engineer-ing students through conative understandingDr. Elizabeth A Adams, Arizona State UniversityMs. Claire Louise Antaya, Arizona State UniversityDr. Thomas P Seager, Arizona State University Associate Professor in the School of Sustainable Engineering and the Built Environment, and Director of the Sustainable Energy and Environmental Decision Sciences (SEEDS) studio.Prof. Amy E. Landis, Arizona State University Dr. Landis recently joined ASU in January 2012 as an Associate Professor in the School of Sustainable Engineering and the Built

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Pow, Chester F. Carlson Center for Imaging Science, RIT; María Helguera, Rochester Institute of Technology; Elizabeth Pieri, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Sadie Wolters; Michael Glynn Augspurger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Briana A. Neuberger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Victoria Scholl, Rochester Institute of Technology; Elizabeth Bondi, Rochester Institute of Technology

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First-Year Programs

. She teaches undergraduate and graduate courses at RIT. She is an active member of the CIS undergraduate curriculum committee and has been the undergraduate program coordinator since 2012.Elizabeth Pieri, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology Second-year Motion Picture Science student at Rochester Institute of Technology. From Syracuse, NY.Ms. Sadie WoltersMr. Michael Glynn Augspurger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Tech-nology I am a first-year imaging science major in Rochester Institute of Technology. I am part of the university’s honors program, which has given me the opportunity to study the pedagogy of project based learning versus

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

Paper ID #9805Collaborative cloud-based documents for real-time bi-directional feedback inlarge lecture activitiesProf. Brian M Frank P.Eng., Queen’s University Brian Frank is an associate professor in Electrical and Computer Engineering, where he has taught courses in electronics and wireless systems. He is the DuPont Canada Chair in Engineering Education Research and Development, and the Director of Program Development in the Faculty of Engineering and Applied Science where he works on engineering curriculum development, program assessment, and developing educational technology.Mr. Behnam Behinaein Hamgini, Department of

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Theodore Demetrius Caldwell M.Ed., Diversity Programs Office/College of Engineering/Michigan State University; Jon Sticklen, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Kyle P. Foster, Michigan State University College of Engineering; Tonisha Brandy Lane, Michigan State University; Rickey Alfred Caldwell Jr.; Lisa R. Henry, Michigan State University

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First-Year Programs

- ticipants involved in the reforms. She is involved in several research projects focusing on competencies- based curriculum redesign and implementation aimed to integration across curricula; increasing the re- tention rate of early engineering students; providing opportunities for STEM graduate students to have mentored teaching experiences.Mr. Theodore Demetrius Caldwell M.Ed., Diversity Programs Office/College of Engineering/Michigan StateUniversity BIOGRAPHICAL SKETCHES THEODORE D. CALDWELL, DIVERSITY DIRECTOR Contact Information Michigan State University Cell: (517) 614-3528 Diversity Programs Office Office: (517) 355-8310 College of Engineering Facsimile: (517) 355-2293 1108 Engineering Building E-mail: tc

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 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

Engineering Education*." Journal of Engineering Education 90, no. 1 (2001): 33-41.8. Ambrose, Susan A., and Cristina H. Amon. "Systematic Design of a First‐Year Mechanical Engineering Course at Carnegie Mellon University." Journal of Engineering Education 86, no. 2 (1997): 173-181.9. Felder, Richard M., Robert J. Beichner, L. Bernold, E. Burniston, Philip Dail, and Hugh Fuller. "Update on IMPEC: An integrated first-year engineering curriculum at NC State University." In 1997 ASEE Annual Conference Proceedings. 1997.10. Kilgore, Deborah, Cynthia J. Atman, Ken Yasuhara, Theresa J. Barker, and Andrew Morozov. "Considering Context: A Study of First‐Year Engineering Students." Journal of Engineering Education 96, no

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

building excitement about engineering, working on project-based problem solving, teamwork and leadership, disciplinary content, and an idea of the“engineering roadmap.” This study examines first-year students solving an engineering challengein one of these first-year courses entitled “Simple Robotics”.The engineering design process is an integral part of any engineering curriculum and a necessaryaid to solving engineering challenges in university courses and engineering practice. Numerousstudies have examined the way in which a range of participants, from young children to expertengineers, solve engineering problems.7,8,9,10,11,12,13,14 This study builds on that literature byexamining the design practices of first-year engineering students in the

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan F Freeman, Northeastern University; Beverly Kris Jaeger, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

pieces are most effective in influencing,inspiring, and/or guiding our students into their particular pathways of engineering.At NU, the first-year engineering curriculum is fundamentally common for all majors andstudents take an Engineering Design course and a Problem Solving and Computation course in atwo-semester sequence. There is pressure for these two introductory engineering courses toaccomplish a myriad of things alongside content delivery, such as prepare students for thedemands of college, expose them to the engineering majors, provide relevant hands-on and real-world projects, develop algorithmic and critical thinking skills, and get them excited about theirengineering career path. There are a number and variety of projects

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

%. Page 24.608.2This has led to the development and implementation of first-year engineering experiences, eitherthrough engineering specific courses or through integrated curricula, to provide context andsupport for the mathematics and science courses taken during the first year and to providestudents with engineering-related experience.7 Use of these strategies has been shown to improveretention of students in engineering fields.8 At the University of Cincinnati work is progressingto implement a variety of educational reforms to enhance the first-year engineering experiencefor students.University of Cincinnati switched from quarters to semesters in fall of 2013. The switch tosemesters provided an opportunity to make changes to the first year

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lydia Prendergast, Rutgers, School of Engineering; Eugenia Etkina, Rutgers University

Tagged Divisions

First-Year Programs

development of engineering community relate to the educational process.21 Others,such as race, gender, and interest in other fields depend on a particular student.22,23,24Engineering identity and self-efficacy are the factors that are influenced both by an individualstudent and the educational process.24,13 The first year curriculum is where many universitiesstart tackling all of these retention-related factors.4,25,26,27 Developing experiences in the first yearthat actively engage the student in learning, such as an integrated curriculum, updated teachingmethods, or a cornerstone course, can be used to counteract attrition by improving theeducational process and addressing issues related to student specific variables.28,29,30,31,32Educational

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

, Learning Outcomes, Project-based Learning (PBL).1. IntroductionThe role of introductory courses in engineering is commonly acknowledged to be extremelyimportant for student engagement as well as retention.4 The introductory courses in engineeringgenerally serve the purpose of raising student awareness about engineering careers and theengineering curriculum while trying to excite and motivate them by using hands-on activities,projects, etc. The core learning objectives of the introductory courses involve activities thatentail application and understanding rather than higher level cognitive outcomes involving Page 24.854.2design and analysis. An

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

Experience at the University ofTennessee,” presented at 30th ASEE/IEEE Frontiers in Education Conference, Kansas City, MO, 2000.6. D. Barrow, B. Bassichis, D. DeBlassie, L. Everett, P. Imbrie, and M. Whiteacre, “An Integrated FreshmanEngineering Curriculum, Why You Need It and How to Design It.”http://www.foundationcoalition.org/publications/journalpapers/fie95/3c12.pdf (accessed 10/15/13).7. J. Parker, D. Cordes, and Richardson J., “Engineering Design in the Freshman Year at the University of Alabama-Foundation Coalition Program.” http://www.foundationcoalition.org/publications/journalpapers/fie95/4d22.pdf(accessed 10/15/13).8. J. Parker, D. Cordes, C. Laurie, A. Hopenwasser, J. Izatt, and D. Nikles, “Curriculum Integration in the FreshmanYear at

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

disciplines, as well as to teach themhow to use particular tools, employ some data techniques, and write technically.8 Content that iscommon between the two tracks include engineering graphics (both by hand and with a softwarepackage), MATLAB, design, and engineering ethics. They also address an array of professionalskills, including teamwork and oral reporting. The major additional content area for the honorsstudents is computer programming in C and C++. Further, with the additional contact time, thehonors students are able to engage in a more challenging and substantial design project.9 The honorsprogram reserves ten weeks at the end of the program almost exclusively for this project, while thestandard track integrates their design project with

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E. Canney PE, Seattle University

Tagged Divisions

First-Year Programs

they progressthrough the engineering curriculum using a longitudinal study.BackgroundIt has been asserted that the current generation of incoming college students possesses a highdegree of civic responsibility. The Higher Education Research Institute has been studying civicresponsibility for over 40 years and reported that civic engagement has increased, evidenced bythe fact that 72% of first year college students in 2012 said that “help others in difficulty” was anobjective that was essential or very important,1 as compared to 58.7%, in 1987.2 The Associationof American Colleges and Universities (AACU) currently has an initiative to educate studentsfor personal and social responsibility, stating a goal that campuses should “prepare [students

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

Leader for the Automotive Industry in the area of Embedded and Software Systems. She also worked as an Assistant to the Dean of the Graduate Studies of Engineering Division at Universidad Nacional Autonoma de Mexico, Mexico in 1995 .In 2000 she was a grader at Texas A&M University. In 2001 she interned in the Preamp R&D SP Group at Texas Instruments, Dallas, TX, and at Intersil Corporation, Dallas / Milpitas, as a Design Engineer, in the High Performance Analog Group in 2005. She worked at Intersil as a Senior Design Engineer in the Analog and Mixed Signal-Data Converters Group. In 2009 she joined Rochester Institute of Technology in Rochester, New York as an adjunct professor in ECT-ET Department. Currently

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

Paper ID #9246The Accidental EngineerDr. Catherine E. Brawner, Research Triangle Educational Consultants Catherine E. Brawner is President of Research Triangle Educational Consultants. She received her Ph.D.in Educational Research and Policy Analysis from NC State University in 1996. She also has an MBA from Indiana University (Bloomington) and a bachelor’s degree from Duke University. She specializes in evaluation and research in engineering education, computer science education, teacher education, and technology education. Dr. Brawner is a founding member and former treasurer of Research Triangle Park Evaluators, an

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

describes thecircuit, lab exercise, in-class curriculum and assessment of this project and provides a detailedbill of materials. Alterations to the current circuit which would provide a deeper experience withcircuits and electronic components, such as amplifiers and RC filters, are also discussed anddemonstrate the potential for this project to be applied in a variety of courses. Page 24.48.2IntroductionFirst-year engineering curriculum can potentially cover an incredible array of topics. Inevitablyan instructor must prioritize the topics and depth of coverage as they best see fit. Thisprioritization becomes of increasing importance in classes

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

Education. Engineering in K-12 education  : understanding the status and improving the prospects. (National Academies Press, 2009).2. Brophy, S., Klein, S., Portsmore, M. & Rogers, C. Advancing Engineering Education in P-12 Classrooms. Journal of Engineering Education 97, 369–387 (2008).3. Hester, K. & Cunningham, C. Engineering is elementary: An engineering and technology curriculum for children. in Proceedings of 2007 ASEE Annual Conference and Exposition (2007).4. Bottoms, G. & Anthony, K. Project Lead the Way: A Pre-engineering Curriculum that Works. (Southern Regional Education Board, 2005).5. International Technology and Engineering Educators Association. Engineering byDesign. (2011). at 6. FIRST. USFIRST.org. Vision and

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

engineering student performance and retention, and how to best teach work skills throughout the engineering curriculum.Dr. Patricia A Ralston, University of Louisville Dr. Patricia A. S. Ralston is Chair of the Department of Engineering Fundamentals at the University of Louisville. She also has an associate appointment in Chemical Engineering. Dr. Ralston teaches under- graduate engineering mathematics and is currently involved in educational research on the effective use of Tablet PCs in engineering education, the incorporation of critical thinking in undergraduate engineer- ing education, and retention of engineering students. Her fields of technical expertise include process modeling, simulation, and process