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

, her bubbly personality was evident. She wasperfectly made up and wore jewelry and perfume making an immediate impression that wasdifferent from that of most of the dozens of other women we have interviewed over the yearsthrough the MIDFIELD project. It is her story that begat the title of “Accidental Engineer.”Bethany is a white woman who comes from a family where neither parent attended college. Hercareer plan was to be a doctor and she applied to A-State with that in mind. She was acceptedinto a program, Diamonds in the Rough, for students who the college of engineering believeshave potential that may not be demonstrated by grades or test scores

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

engineeringpractice through a curriculum culminating in a major design experience based on the knowledgeand skills acquired in earlier course work and incorporating appropriate engineering standardsand multiple realistic constraints. Therefore an engineering experience that introduces thestudents to the practice of engineering should speak to the acquisition and use of traditional Page 24.1054.3skills, development of professional skills, and the fluency of the engineering design process.With these learning goals in mind, engineering educators are challenged to design curricularinterventions that will help students develop these requisite skills. In 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

-statistic of 3.3. With that in mind, the low overallnumber of women, the number of outliers, and the sensitivity to a Gaussian fit, lead us toconclude that we cannot determine at this time if the two distributions are statistically different.Table 3 illustrates the relationship between number of activities and the intended major of thesurvey respondents, and suggests several trends. Respondents who participated in larger numbersof pre-college engineering programs and activities seem to be more likely to be interested inelectrical and computer engineering and interdisciplinary/multidisciplinary engineering, and lesslikely to be considering majoring in industrial engineering, biomedical engineering, or

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

Paper ID #9724Examining the Engineering Design Process of First-Year Engineering Stu-dents During a Hands-on, In-class Design Challenge.Ms. Jessica E S Swenson, Tufts Center for Engineering Education and Outreach Jessica Swenson is a graduate student at Tufts University. She is currently pursuing a Ph.D. in mechanical engineering with a research focus on engineering education. She received a M.S. from Tufts University in science, technology, engineering and math education and a B.S. from Northwestern University in mechan- ical engineering. Her current research involves examining the design process of undergraduate students

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

universities have been introducing cornerstone design courses, using hands-on projects,looking for real-world challenges and problems to meet the many objectives named above.These reflections were deliberately gathered at the end of the first year, as students are decidingon majors, and have the projects most fresh in their minds as influencing their decision. Indeveloping their version of a cornerstone course at McMaster University, it was noted, “Theobjective of the Cornerstone is to instill in first-year engineers enjoyment from learning,motivation to continue learning, and genuine intellectual curiosity about the engineering in theworld around them.” 1 And, from the Royal Institute of Technology in Sweden, “The purpose ofcornerstone projects is to

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

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First-Year Programs

Paper ID #8789Multidimensional Assessment of Creativity in an Introduction to EngineeringDesign CourseMrs. Silvia Husted, Universidad de las Americas Puebla Silvia Husted is Science, Engineering, and Technology Education Ph.D. Student at Universidad de las Americas Puebla in Mexico. She teaches design related courses. Her research interests include creative thinking, cognitive processes, and creating effective learning environments.Dr. JUDITH VIRGINIA GUTIERREZ PhD. in Science, Engineering, and Technology Education.Dr. Nelly Ramirez-Corona, Universidad de las Americas PueblaProf. Aurelio Lopez-Malo, Universidad de las

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

productivity in addition to increasing retentionand persistence in engineering.The mind consists of three separate domains: cognitive, affective and conative 1, 2. The cognitivedomain houses learned information, a person’s knowledge and skills. The affective domainhouses emotional responses to this learned information, and determines such things aspersonality, values, and motivation. The conative domain houses instinctive behavior anddescribes how someone will most naturally approach a challenging situation. According toconative theory this is the only part of the mind that remains unchanging throughout a person’slifetime1. Existing approaches to teamwork instruction in engineering education emphasizecognitive complementarity (i.e., ensuring

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Brooke Morin, Ohio State University

Tagged Divisions

First-Year Programs

Paper ID #9381Student Perceptions of Inverted Classroom Benefits in a First-Year Engineer-ing CourseDr. Krista M. Kecskemety, Ohio State University Krista Kecskemety is a lecturer in the Engineering Education Innovation Center at The Ohio State Univer- sity. Krista received her B.S. in Aerospace Engineering at The Ohio State University in 2006 and received her M.S. from Ohio State in 2007. In 2012, Krista completed her Ph.D. in Aerospace Engineering at Ohio State. Her engineering education research interests include investigating first-year engineering student experiences, faculty experiences, and the connection between

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

Paper ID #8754Effect of Flipping the Classroom on Student Performance in First Year Engi-neering CoursesDr. Kathleen A. Ossman, University of Cincinnati Dr. Kathleen Ossman is an Associate Professor in the School of Engineering Education in the College of Engineering and Applied Science at the University of Cincinnati. She teaches courses to freshmen engineering students that require the application of mathematics and physics to solving applied problems from a variety of engineering disciplines and utilize MATLAB for solving computationally intensive problems and analyzing data. She earned a BSEE and MSEE from Georgia Tech

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

.) Matthieu, J. and Rapp, T. “Laying the foundation for successful team performance strategies: The roles of team charters and performance strategies.” Journal of Applied Psychology, 94:1 (90-103), 2009.6.) Katzenbach, J.R. and Smith, D.K. “The Discipline of Teams.” Harvard Business Review, 71(2) (111-120), 1993.7.) Hirsch, P. “Improving Interpersonal Communication in Engineering Education: New Light on Teaching Teamwork.” Association for Business Communication and New Zealand Communication Association Asian- Pacific regional meeting, Auckland, NZ, December 10, 2003. Bransford, J., Brown, A., and Cocking, R. “How People Learn: Brain, Mind, Experience, and School

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Caroline Liron, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi M. Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Jayathi Raghavan, Embry-Riddle Aeronautical Univ., Daytona Beach; Bereket Berhane, Embry Riddle Aeronautical University

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First-Year Programs

Paper ID #9852Multi-Course Alignment for 1st Year Engineering Students: Mathematics,Physics, and Programming in MATLABCaroline Liron, Embry-Riddle Aeronautical Univ., Daytona Beach Caroline Liron is an Assistant Professor in the Engineering Fundamentals Department, at Embry-Riddle Aeronautical University (ERAU), where she has been teaching since 2005. She obtained her bachelor’s in aeronautics and space from EPF, Ecole d’Ing´enieur (France), and her M.S. in aerospace engineering from ERAU. She currently teaches Introduction to Programming for Engineers. She is involved in devel- oping and maintaining the hybrid version of

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

:   0.4Conclusions:The results of this study show that the Mini-Golf design project meets all of the learningobjectives in the minds of students including collaboration with peers, Excel, statistics, andtechnical communication. It is noteworthy that there is a measureable difference in student’sself-reported feelings of comfort with working with their peers. Specifically, two metricsshowed statistically significant improvements related to peer relationships including: (1) thelearning objective metric: To establish a solid relationship with engineering class peers andwork collaboratively and (2) How comfortable to you feel with your class peers? And while astudent’s individual sense of belonging can be evaluated by other metrics as well, this ismeaningful to the

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

the National Academyof Engineering as well as the interdisciplinary nature of engineering. Students were introducedto the design process, and faculty came into the class to talk about their research with twothoughts in mind. The first was to talk about the different kinds of engineers who work on thesame research projects and to identify the role of each major. The second was to address howthey use the design process in their research. Faculty interactions occurred both through labtours and through classroom presentations. The final project for the course was to incorporatethe design concepts discussed in class by designing a new technology that would help solve asmall and focused piece of a grand challenge of their choice. At the

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

for a more systematic approach to evaluation ofthe Product Challenges quiz and data analysis, both quantitatively and qualitatively.13The author’s would like to thank the Pennsylvania State University, College of Engineering, Page 24.612.14Leonhard Center for the Enhancement of Engineering Education for support of this project.Bibliography1. Bransford, J. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: NationalAcademy Press.2. Rowe, Christopher and Stacy Klein. "A study of challenge-based learning techniques in an introduction toengineering course." ASEE Annual Conference and Exposition. Honolulu: American

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

First-Year Programs

private foundations fund his research. His research and teaching focuses on engineering as an innovation in P-12 education, policy of P-12 engineering, how to support teachers and students’ academic achievements through engineering, the measurement and support of the change of ’engineering habits of mind’ particularly empathy and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning. Page 24.1407.1 c American Society for Engineering Education, 2014 You May be Able to Teach Early Classes, but

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Lauren Elise Gentry, LeTourneau University

Tagged Divisions

First-Year Programs

Paper ID #9195Management and Assessment of a Successful Peer Mentor Program for In-creasing Freshmen RetentionMr. Jeff Johnson, LeTourneau University Jeff Johnson is an Instructor at LeTourneau University. He received his B.S. in Mechanical Engineering Technology from LeTourneau in 1994 then proceeded to spend 16 years in industry focusing on machine and civil design as well as project management. In 2010 he began his teaching career at his alma mater to share his experiences with engineering and technology students. He is currently a co-PI on the schools NSF-STEP retention grant.Prof. Alan D. Niemi, LeTourneau University

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

range of new technologies and systems.Dr. Mar´ıa Helguera, Rochester Institute of Technology Mar´ıa Helguera was born in Mexico city where she got a BS in Physics from the National Autonomous University of Mexico (UNAM). She also holds an MS in Electrical Engineering from the University of Rochester and a PhD in Imaging Science from the Rochester Institute of Technology (RIT) . Dr. Helguera is the principal investigator in the Biomedical and Materials Multimodal Imaging Laboratory in the Chester F. Carlson Center for Imaging Science (CIS), RIT. Dr. Helguera is also very interested in implementing novel pedagogies in science and technology and has been involved with the freshman imaging project since its inception