Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Robin Fowler, University of Michigan; Elizabeth S. Hildinger, University of Michigan

Tagged Divisions

First-Year Programs

at justover 30 percent in 2002, but has recently declined despite increasing national trends, settling atabout 23 percent. Under-represented minority (URM) student enrollment has also declined sincereaching a high in 2001of approximately 15 percent. These trends are presented in Figure 1, andshow a slight recovery in URM enrollment in the past two years, although this increase in URMenrollment is not as high as the national trend (greater than 15%). "#-./# "#01234# (!"# !"#$"%&'()'*%$(+,%-'./011' '!"# &

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

section fivewith conclusions about the effectiveness of the exercise and its future use presented in section six.1. Critical thinking instruction in Introduction to EngineeringThe university has adopted the Paul-Elder1 framework for its critical thinking model. By adopting thisframework, faculty throughout the university will use the same language (Paul-Elder is disciplineneutral) and it is hoped students will better recognize the critical thinking aspects that are implicitly apart of most courses. The Paul-Elder framework is shown in figure 1. The framework includesstandards, elements, and traits. The elements are the elements of thought; they can be used todecompose any critical thinking into its constituent components: “what are the

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lacey Jane Bodnar, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Jacqueline Q. Hodge, Texas A&M University; Travis Austin Smith, Engineering Student Services and Academic Programs; Jesus A. Orozco; Joshua Grant Corso; Cristian R. Sanchez; Jillian Kathleen Freise, Texas A&M ELLC Children's Museum; Hannah Ringler, Texas A&M University; Ivan Cortes, Texas A&M University

Tagged Divisions

First-Year Programs

c American Society for Engineering Education, 2012 Engaging Freshman in Team Based Engineering ProjectsIntroductionResearch demonstrates that early involvement in engineering projects during a student’sfreshman year increases his / her interest, excitement, and retention in engineering.1-5 To meetthe need for retaining engineering students, the Engineering Student Services and AcademicPrograms (ESSAP) Office at Texas A&M University initiated a team based FreshmanEngineering Project (FEP) Program, in collaboration with community sponsors. This program isa continuation of a previous program at Texas A&M, known as the Space Engineering Institute(SEI).1 The current FEP program utilizes a similar educational paradigm as SEI

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel Ed.D., West Virginia University; Ordel Brown Ph.D., West Virginia University; Mary L. Strife, West Virginia University

Tagged Divisions

First-Year Programs

andtechnical papers which not only inform their research11,12 but provide high quality examples ofvarious types of technical communication13.The first engineering problem solving course that first-year students take at West VirginiaUniversity, a large land-grant university in the mid-Atlantic region, requires students to write atleast two technical reports. Students, typically, have difficulty with the following: (1)understanding the parts of a technical report; (2) defining and avoiding plagiarism; (3) evaluatingtheir online sources; and (4) finding appropriate sources from which to perform a literaturesearch for background information on their assigned topic.To address these issues, engineering faculty collaborated with campus librarians14,15 to: (1

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lizzie Y. Santiago, West Virginia University; Robin A.M. Hensel Ed.D., West Virginia University

Tagged Divisions

First-Year Programs

lack interest in the subject. Additional explanations are considered and presented,as well as the implications for potential intervention programs to address increasing studentinterest as well as academic success in engineering.The percentage of students who leave engineering and who also leave the university is a sourceof concern for both engineering and university administrators. Influencing factors for leavingboth engineering and the university are explored and presented. Page 25.538.2IntroductionThe United States is in need for well-qualified engineers. Obtaining high education degrees hasbeen linked to economic growth and prosperity.1

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; Evan T. Curtis, University of Nebraska, Lincoln

Tagged Divisions

First-Year Programs

the seminar evaluation resulting in a 93% response rate. Almost half (48%) of thestudents transferred from a two-year, traditional community college and 33.8% transferred froma four-year institution. The remaining students identified themselves as international students orsecond career students. See Table 1 for the transfer status of the students. Page 25.564.4 Table 1. Transfer Status of Seminar Students Frequency Percent Not identified 2 2.6 Four year transfer 26 33.8 Two year transfer 37

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

observedstudents actively engaged in the projects and often working beyond what was required for thegrade.IntroductionComputers are a quintessential component of modern engineering practice. They are used tomodel potential solutions, collect and analyze data, and create new parts through computer aideddesign packages and computer controlled machinery. In addition, they are used as integralcomponents of the products of design themselves. Examples include sneakers that track thedistance traveled to smart building materials that can report on the stresses and strains they areexperiencing. Many reports, such as the National Academy of Engineering’s Engineering of2020 report [1], have identified computing skills as one of the attributes that future engineers

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian P. DeJong, Central Michigan University; Joseph Langenderfer, Central Michigan University

Tagged Divisions

First-Year Programs

underprepared math students, persistence is very poor(10% of trigonometry and algebra students, 27% of Precalculus students), but for students on-track in math, persistence is much better (28% of Calculus I students, 63% of post-Calculus Istudents). Lastly, a Precalculus co-requisite with the introductory course may reduce enrollmentby 18%, but should only reduce number of majors by 5% or less. Until now, the programs haverelied on a convenience sample of students with minimal program promotion or recruitment.However, focus should be directed at recruiting and retaining students who are prepared to enrollin Calculus, or at least Pre-calculus. Results of this study may be informative for universitieslooking to begin engineering programs.1

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs

. Several data collection methods were used todetermine the effects of varied conditions on participation rates, the quality of post content,student perception and outcomes. The purpose of this paper is to introduce this exploratory, yetpractical application of blogging in higher education. Findings are revealed based on theprevailing research questions in an attempt to argue whether the use of blogging is an effectivetool given student participation, perception and content quality.1. IntroductionA 2011 study conducted by Cisco Systems1 shows that nearly half the student populationsurveyed internationally considers the Internet as close in importance as water, food, shelter andair. It further shows a tendency of college students to prefer online

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andria Costello Staniec, Syracuse University; Helen M. Doerr, Syracuse University

Tagged Divisions

First-Year Programs

” have demonstrated higher student outcomes, includingpersistence to graduation9. While a variety of programs have evolved over the past two decades,in Arendale’s review of postsecondary peer cooperative learning programs, they are divided intotwo groups: (1) those that provide additional support through outside of class activities withlittle change by the primary instructor and (2) those that reflect a transformed learningenvironment for all students enrolled in the course9. Included in the second category are thoseworkshops using the Peer-Led Team Learning (PLTL) model developed in science education.Keys to the success of the PLTL model are a peer-led workshop that is integral to the course, theclose involvement of the faculty in working with

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Miller, Pittsburg State University; Greg Murray, Pittsburg State University; Robert E. Gerlick, Pittsburg State University

Tagged Divisions

First-Year Programs

, it helps them learn to think in three dimensions, and allows fortie-ins with many analysis and prototyping packages. To illustrate the last of these points, thestudents were allowed to create rapid prototypes of their models to race the cars. The rapidprototype machine used was a STRATASYS Dimension sst768 (Stratasys, Inc. Eden Prairie,MN), which printed three-dimensional models out of ABS plastic based on the solid part filesproduced in SolidWorks (Figure 1). This, too, is becoming more and more prevalent in industrybecause of the speed and low cost of the models which allow designs to be tested before full-scale production. The project was called the “SLA Derby,” after a rapid prototyping method

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Tkacik, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley P.E., University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

experiencesilluminated an interesting facet of social dynamics that they encountered in relation to youngermale and female students. Findings derived from the larger survey data and thematic analysis ofthe interview data collected from 77 traditional engineering students were partially used tocontextualize the unique aspects of the transition experiences and perspectives of transfer/non-traditional students.IntroductionDuring the last two decades, there has been a growing public consensus that it is vital to preparea qualified engineering workforce that will generate a profound impact on the nation’s economyand prosperity.1 Based on the most recent U.S. Bureau of Labor Statistics projections2, thedemand for qualified engineering graduates nation-wide will grow

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Alan D. Niemi, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Divisions

First-Year Programs

the logistics and challenges of starting up this mentoring program, andpresents qualitative and quantitative assessment results, with the intention of contributing ourexperiences and materials to the dialogue on retention initiatives. Details include: creatingconducive mentoring groups, identifying and recruiting ideal mentors, empowering student peeradvisors to “own” the relationship (and the accompanying logistics), jumpstarting conversationswith first-year students and mentors, and program results. Results include data from one focusgroup and surveys of first-year students, student peer advisors, faculty mentors, and industrialmentors. Results to-date are very encouraging and include recommended improvements.1 Introduction and

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Diana G. de la Rosa-Pohl, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

First-Year Programs

-represented groups who may not have access to college-educated role models within theirfamilies and who may not otherwise have access to professional and academic engineeringmentors. PROMES was launched at the University of Houston in 1974 and incorporates keyrecommended structural elements such as a formal introductory course for new freshmen andincoming transfer students, clustering of students in common sections of their courses, adedicated study center, and structured study groups.1 In addition, peer mentors assist freshmenand new transfer students throughout the first year.There is a second learning community within the College of Engineering that supports successfor a different, although sometimes overlapping, cohort. This second community is

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

to teach to first-year students. It is not unusual for students towant to jump straight to a solution, skipping over steps of background research, problemdefinition, idea generation, idea comparison, and the systematic development of well-foundedconclusions. Moving students toward being more careful practitioners is an important step intheir development. Atman, et. al.1 have observed that one of the key differences betweeninexperienced student designers and experienced professional designers is the amount of timeand care spent in the project scoping and definition phase.Carrying out and documenting a design process are naturally linked and writing is an importantskill for an engineer. However many, if not most, engineering students do not

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Scott Michael Abernathy, Ohio State University; Barbara Elizabeth Carruthers, Ohio State University ; Kayla Fay Presley, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

Clingan, Ohio State University Engineering Education and Innovation Center Page 25.849.1 c American Society for Engineering Education, 2012 Introduction of CNC Milling to First-Year Engineering Students with Interests in Nanotechnology and MicrofluidicsAbstractAn early introduction to various prototyping and production technologies is important to theeducation of engineering students [1]. As such, the skills learned in early engineering classes builda strong foundation for students that maintain their relevancy in job markets and providevaluable knowledge that can be applied in upper

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Argrow, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Nathan E. Canney, University of Colorado, Boulder; Suzana Brown, University of Colorado, Boulder; Adam J. Blanford, University of Colorado, Boulder; Corrina Ladakis Gibson, University of Colorado, Boulder; Eric Donnelly Kenney

Tagged Divisions

First-Year Programs

Students for an Informed Major ChoiceIntroductionA new Introduction to Engineering course designed to introduce the engineering profession andto prepare students to make an informed discipline-major choice, was piloted in preparation toreplace the current introduction-to-major courses currently taught in the College of Engineeringand Applied Science at the University of Colorado Boulder. The course objectives for this one-credit pilot are to:1. Discover the engineering profession2. Learn about the College’s disciplines and majors3. Learn about the transition to university and college life4. Organize for academic successThe National Academy of Engineering (NAE) Engineering Grand Challenges1 were chosen toprovide relevance and context for a

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Deborah Worley, University of North Dakota; Jeremiah J. Neubert, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, University of North Dakota

Tagged Divisions

First-Year Programs

progress was assessed through nine homework assignmentsand three exams. Students that completed the course and received a passing grade were allowedto register for calculus even if their original placement score would have prohibited them fromdoing so. Page 25.897.4Methods of AssessmentThe evaluation plan for the bridge program in this study centers on implementing assessmentmodels in three impact areas: student learning, engineering retention rates, and instructionaltools. Table 1 summarizes evaluation goals for each impact area, assessment method, or vehicleused, and performance indicators or markers for success of the participants.Table 1:Summer

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christa R. James-Byrnes, University of Wisconsin, Barron County; Mark H. Holdhusen, University of Wisconsin, Marathon County

Tagged Divisions

First-Year Programs

). Page 25.1002.1 c American Society for Engineering Education, 2012 Online Delivery of a Project-Based Introductory Engineering CourseIntroductionEngineering education is increasingly moving to nontraditional delivery modes, especially onlinedelivery. According to Allen and Seaman, “Over 5.6 million students were taking at least oneonline course during the fall 2009 term; an increase of nearly one million students over thenumber reported the previous year.”1 This represents a 21 percent growth rate while there wasonly a 2 percent growth rate for higher education student population.1 With this movementcomes the challenge to meet the quality offered by traditional face-to

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Divisions

First-Year Programs

. Page 25.16.2The logistics of the event, including strategies for recruiting company participation, are alsodiscussed. The paper also analyzes the feedback received from students, faculty, and industrypartners and how that feedback informed the lessons learned from this second annual event.BackgroundEducators and industry alike have well documented their concerns about the future ofengineering in the United States due to a decline of engineering graduates.1 Increasing thenumber of engineering graduates requires both an increase in the number of students choosing tostudy engineering as well as an increase in engineering student retention. Engineering programshave struggled with retention issues for decades with many programs reporting that 30-40

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Reap, Virginia Tech; Holly M. Matusovich, Virginia Tech; Rachel A. Louis, Virginia Tech

Tagged Divisions

First-Year Programs

maintain student engagement and promote motivation for learning. Specifically, westudy the motivational effects of offering optional challenge projects to freshmen engineeringstudents enrolled in an introductory engineering course.FrameworkMotivation directly relates to engagement in learning in classrooms 1. In particular, researchshows that motivation influences the strategies students use to approach learning 2. Because we Page 25.306.2examine motivation and learning, our study is situated in a self-regulated learning (SRL)conceptual framework proposed by Pintrich 3. Generally, SRL models take into considerationcognitive, motivational and

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Mark Embree, Rice University; Maria Oden, Rice University

Tagged Divisions

First-Year Programs

fabricating prototypes in the OEDK.Assessment of the course over two semesters is presented. Survey results indicate that freshmanstudents felt ENGI 120 helped them develop skills in engineering design, prototyping, andwriting and editing technical documents. The course was less effective in helping studentsdecide on an engineering major and see applications for their fundamental math and sciencecourses in engineering design.IntroductionFirst-year programs for engineering students are very common across the country.1 Differentuniversities, college, and departments often take different approaches to the content and deliveryof the courses. Whereas some courses focus on engineering skills such as technicalcommunication and computer-aided design

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas J. Vasko, Central Connecticut State University; Peter F. Baumann, Central Connecticut State University

Tagged Divisions

First-Year Programs

 Problem-solving and solution presentation using the engineering method and format  Recording data, displaying it graphically, and representing it statistically  Using customary and international (SI) units of measure interchangeably  Applying basic engineering formulae to machine and process design  Working effectively on teamsOriginally explained in a previous work [1], FYE activities added to the introductory course fallinto three categories: informative, instructional, and support services. “Informative elementsincluded a general engineering (and engineering) technology curriculum review, a welcome andmembership invitation by student leaders of the technical student organizations on campus, and asession with the Career

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel Ed.D., West Virginia University; Todd R. Hamrick Ph.D., West Virginia University

Tagged Divisions

First-Year Programs

in early math courses by: (1) requiring entering students to take a math placementexam to determine appropriate initial math course placement; (2) requiring a grade of C or betteras a pre-requisite to move to the next math course in sequence (this requirement exists for allmath courses prior to Differential Equations); and (3) transferring out students who earn a D or Ftwo times in any math course up to and including Calculus 1. So, for example, if an enteringfreshman places into College Trigonometry and earns a D in it during his first semester, repeatsthat course during his second semester and earns a B, then takes Calculus 1 and earns a D in hisfirst attempt, that student is transferred out of engineering and sent to “General Studies

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

First-Year Programs

civil engineering and calls for increasing accessibilityto physical structures by incorporating accessibility as a priority in the design process. Appliedto education, this design philosophy attempts to “make instruction accessible to the greatestextent for the largest number of people possible”.1 The literature on this subject suggests the useof seven principles that guide teachers to create accessible learning material by increasing clarity,transparency, flexibility and usability of instruction. However, the use of UID has not beenrigorously examined within the context of engineering education as a tool to create moreinclusive learning environments. The premise of our study is to use a UID-inspired approach tomake engineering education more

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Danielle M Fitch, Department of Aerospace Engineering, Texas A&M University; Kristi J. Shryock, Texas A&M University; Dimitris C. Lagoudas P.E., Texas A&M University

Tagged Divisions

First-Year Programs

mentors need to truly want to provide assistance andbe a resource for younger students. Mentors need to also make sure they are encouraging thestudents to continue to pursue aerospace engineering rather than discouraging them fromcontinuing due to current struggles they may be encountering in senior-level courses. Due tothese past observations, the mentoring program now screens using an application. A good placeto start looking for volunteers to mentor is through student organizations in your department orarea. A few sample questions from the current mentor application at TAMU include: 1. How do you feel about your experience as a whole in the Aerospace Engineering Department at TAMU? 2. Why do you want to be a mentor, and why do you

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University, University Park; Tara Lynn Sulewski, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

. Thethird meeting room is a computer lab with custom-designed tables allowing teams of fourstudents to sit together and each have a computer. This room is mainly used to teach and applysolid-modeling software, but is also used to teach use of spreadsheets, web page design, andother computer-intensive applications.Over the last three years, the EDSGN 100 faculty have worked on improving the course learningobjectives and associated learning outcomes. Currently, our objectives are that studentscompleting the EDSGN 100 course will be able to: 1. Conceptually design a system, component, product, service, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeff M. Citty , University of Florida; Angela S. Lindner, University of Florida

Tagged Divisions

First-Year Programs

has projecteda need for 12,200 more engineering positions over the 10-year period between 2008-201826,which does not include the replacement of many retiring engineers. The number of engineeringbachelor degrees awarded in the U.S is also contributing to this problem. In 2010, the U.S.produced 79,000 new engineering bachelor’s degrees. Undergraduate engineering enrollment in2010 grew by 5.3% from 427,503 to 450,685 (a notable improvement from the 1% growth from2005-200911), but weakening interest in studying engineering among graduating high schoolstudents lends credence to growing concerns of a decrease in engineering degree production in Page

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason Bazylak, University of Toronto; Susan McCahan, University of Toronto; Peter Eliot Weiss, University of Toronto

Tagged Divisions

First-Year Programs

removing some of the obstacles for students Page 25.507.3struggling with the English language.Methodology – Service EnvironmentCourse lectures take place in a large 1750 seat theater that has been retrofitted to serve part-timeas a lecture hall (see Figure 1). There are two small and one large projection screens at the frontof the room along with an elevated stage and podium (see Figure 2).Figure 1 –View of two thirds of the studied course student populationFigure 2 – Reference view of the stage and projection screens, (not lecture capture view)The podium mounted teaching station consists of a Personal Computer (PC) and monitor running

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

John C. Moosbrugger, Clarkson University; Jan DeWaters, Clarkson University; Melissa Carole Richards, Clarkson University; Elisabeth A. Chapman, Clarkson University

Tagged Divisions

First-Year Programs

requirements are outcomes-based, sothat courses designated as satisfying any of the six Knowledge Areas (KAs), or as a Tech course,must meet specified learning outcomes.1 One of these KAs is Science, Technology and Society(STS) for which a student successfully completing a so-designated course should: 1. Analyze relationships among science, technology, and the health and welfare of humans and sustainability of the environment. 2. Gain an awareness of information technologies and their impact on society, culture, business, and education. 3. Understand the social and contextual nature of scientific research and technological developments 4. Analyze conflicting cultural values in scientific and technological research. 5. Analyze