Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville

Tagged Divisions

First-Year Programs

scores using an instructor-created rubric. Following the assessment activity, rather than simply revising the individualreports, students worked in teams to develop a single improved team report using what they hadlearned from peer assessment. Students were surveyed to assess perceived learning gains.Results of the survey combined with instructor observations suggest that the peer assessmentactivity met the desired goals. Peer assessment will likely be utilized in future versions of thecourse and expanded to other writing assignments though some modifications may be necessaryto address current limitations.Introduction All first-year engineering students at the University of Louisville are required to take anIntroduction to Engineering

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

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

Tagged Divisions

First-Year Programs

-assessment.It is important to note that outcome III has a performance indicator of 63 (Table 5), considerablylower than the indicator for all other outcomes, and also well below the established limit of 75. Asample of the student self-assessment for this outcome can be seen in Fig. 1 (for survey question# 4), 27% of the students feel that they did not improve their written communication skills. Theaggregate for outcome III in Table 4 yields the highest mean and the highest COV, bothindicative of student dissatisfaction with the achievement of this outcome. This could beattributed to the fact that students were only required to write three status reports and two projectreports for this course, and that each of these reports was a group activity. It is

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

Tagged Divisions

First-Year Programs

could do to improve their performance. By the end of the yearthere were almost none.6. When providing written comments, the rater almost always talk about the ratee, and virtually Page 24.1252.11never talk to the ratee. This was an interesting observation. Although the students all knew thepurpose of the peer evaluation was to give some of their classmates feedback about theirperformance, the comments were virtually always written as if the rater was communicating withtheir instructor, and not their classmate. So rather than writing, for example, “you could havedone a better job preparing for the design review,” almost all raters would have

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

numerous interventions and programs is reported in the literature onengineering education and higher education more generally. Outside-the-classroom interactionswith faculty members, meaningful interactions with peers, and on-campus living-learningcommunity involvement have been shown to positively affect student persistence in college.2Astin indicates that student-faculty interaction has a positive correlation with a large number ofareas related to personal growth, intellectual growth, and behavioral outcomes includingintellectual self-esteem, leadership, and an orientation towards helping other students ortutoring.3 Vogt studied the effects of approachability and accessibility of faculty on students inthe areas related to academic self-efficacy

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

particulartasks and avoid others (e.g., CAD modeling, report writing), an issue when course outcomes areassessed at the team-level but skills are developed at the individual level.Though students perceive participation on diverse teams as “real world” and thereforebeneficial,9 their behaviors and experiences on diverse teams can be more problematic.10,11 Forexample, students of different genders tend to take different roles on teams, with females morelikely to complete project planning and communication work and males more likely to dotechnical planning and hands-on building.10 It is unclear in the research whether students chooseto take on gender-specific tasks or are pushed by teammates into those roles.Team discussions tend to privilege some students

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

Institute and for the last seven years, he has also directed McCormick’s well-known freshman design course, Design Thinking and Communication, formerly Engineering Design and Communication.Dr. Penny L. Hirsch, Northwestern University Penny L. Hirsch, Professor of Instruction and Associate Director of Northwestern’s Writing Program, teaches classes in the Weinberg College of Arts and Sciences and the McCormick School of Engineering and Applied Science, and was Northwestern’s first Charles Deering McCormick University Distinguished Lecturer. She played a key role in developing Design Thinking and Communication (formerly Engineer- ing Design and Communication), a course co-taught by faculty from engineering and writing in

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

) and Presidential Early Career Award for Scientists and Engineers (PECASE) recipient. c American Society for Engineering Education, 2014Competing with “Real Classes”: The Value of Performing Ensemble Experiencesfor Non-Music MajorsAbstractDuring the fall semester of 2013, the Band and Orchestra Department and EngineeringEducation Department at a large Midwest university launched an academic learningcommunity to give all students enrolled in first-year engineering courses and in Band andOrchestra ensembles opportunities to obtain common academic experiences during theirfirst year, to form collegial relationships with their peers, and to bond academically andsocially via their passions for music. Data from the

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

Tagged Divisions

First-Year Programs

duringtheir transition from high school into university life: • Mandatory participation in the Engineering and Science Summer Academy (ESSA). ESSA is a six-week, pre-freshmen summer bridge program that provides information about support units and systems across campus. It also exposes participants to successful academic skills to deal with courses that are critical to the success of all college students but, in particular, students in STEM majors: o Mathematics o Chemistry/Biology o Writing • Mandatory schedule building by DPO staff during their first full academic year and approval of schedule during the second academic year. Due to the amount of time spent

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

, in mathematical modeling activities, the kind of detail infeedback that offers a better learning experience is still not well understood16. The prerequisitefor understanding the nature of effective feedback is to understand how students perceive andrespond to various types of feedback they are provided. The feedback TAs and peers provide andthe way students respond to it when revising their solutions capture important data aboutstudents’ thinking processes. In the literature, these thinking processes have been revealedmostly through an analysis of documented works, such as written feedback and studentsolutions15,17. However, such approaches do not reveal the whole story of students’ interactionswith feedback. The purpose of this study is to

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

by computerizedscoring of student work 3 and computer-supported peer review 4, and considerable success hasbeen found by enhancing lecture time using an interactive classroom format and frequent in-classassessment.5,6 When combined with small group work in approaches like peer instruction,regular-in class feedback has been shown to yield significant learning gains as measured byconcept inventories.5Audience response systems have been widely used to provide feedback to the instructor aboutand their impact on engagement and learning has been presented widely. These include handhelddedicated transmitters, often known as clickers 7,8, and web-based response systems that allowstudents to use their laptops, tablets, smartphones, and SMS 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

Tagged Divisions

First-Year Programs

” (Figure 4) on two actual design projects. Students were organizedinto multidisciplinary teams of three to four members; the group had a total of thirty-eightstudents (15 male). The “Concepts” section uses quizzes given in nearly every session toascertain whether students have understood the material in their pre-class reading assignments.In addition, we encourage students to write brief reflective journal entries to further solidify andreinforce their own understanding, as well as demonstrate that improved understanding for animproved quiz grade. Universidad de las Américas Puebla’s Chemical, Environmental, and Foodengineering students have in the studied course a great opportunity for a multidisciplinarycollaborative experience

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

interactive engagement of students in heads-on (always) and hands-on(usually) activities which yield immediate feedback through discussion with peers and/orinstructors, all as judged by their literature descriptions.3 Project-based courses and other activelearning-based strategies are becoming increasingly common interventions used to improveretention and student satisfaction in engineering programs across the nation.4,5,6 Educators andpractitioners use various active learning methodologies in reforming the first year curriculum.With several available active learning methods, choosing one or more specific reform methods,implementing them, and assessing their effectiveness can be a complex task.7,8It is common for engineering institutions to have

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

their choice, all first year engineering students who elected a service-learningproject followed the engineering design process as covered in their Engineering Design course todesign, create, deliver and subsequently improve their own STEM curriculum as part of asubstantial team design project. They submitted the same engineering design assignments totheir professor during the semester as their peers who were working on service-oriented designprojects. At the end of the semester, the first year engineering students prepared their ownservice-learning presentation for their classmates and a technical final report for their professorto meet their engineering course requirements, just as their peers had done for their service-oriented design

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

Central Queensland University Matthew W. Ohland is Professor of Engineering Education at Purdue University and a Professorial Re- search Fellow at Central Queensland University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineer- ing students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $12.8 million from the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011. Dr. Ohland is past Chair of ASEE’s

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

introduced to fluidmechanics and CFD software. Students watch short (1-15 minute) videos covering the basicprinciples of fluid mechanics over several days, and complete an accompanying worksheet forthe derivation of a velocity profile across a cylindrical channel. Following their completion ofthis worksheet, students complete a guided worksheet for a rectangular channel during class,using the principles discussed in the videos and the cylindrical coordinates worksheet.After completing the worksheets, students use their derived equations to write a program (usingMATLAB, C++, or LabVIEW) to determine flow characteristics of an incompressibleNewtonian fluid through a rectangular channel. Also after completion of these worksheets,students perform a two

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University

Tagged Divisions

First-Year Programs

group. They had to also identify thetypes of engineers and non-engineers that are needed to address the challenge and explain howthe various people would need to be involved. Page 24.1314.3The second assignment was to prepare an annotated bibliography. Rather than simply asking thestudents to find a number of sources that were relevant to their topic, they were also asked toreview the sources and write a brief summary of the information presented in the sources. Thisencouraged them to consider the relevancy of the information and then to describe theinformation in their own words by preparing the summary. This assignment was due by thefourth