Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Engineering Education, Purdue University; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

together to more fully address morecomplex design problems.There is a diverse set of engineering design experiences, skills and knowledge that pre-collegestudents acquire. As students matriculate, one of the main skills that engineering collegegraduates obtain from their education is the ability to efficiently and effectively solve a problem[17] . When students with pre-college engineering exposure enter the college engineeringclassroom, they may experience the tension of trying to reconcile previous experiences withthose taught in college [1]. Regardless of their previous experience, there has been an increasingfocus on encouraging design exploration and reducing fixation [18] while also teaching students tobetter integrate mathematical

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elisabeth A. Chapman, Clarkson University; Elisabeth Maria Wultsch, Clarkson University; Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Peter R Turner, Clarkson University; Michael W. Ramsdell, Physics Dept. Clarkson University; Robert Prout Jaspersohn, Clarkson University

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First-Year Programs

Paper ID #13493Innovating Engineering Curriculum for First-Year RetentionMs. Elisabeth A. Chapman, Clarkson University Ms. Chapman is an Instructor and Advisor (First Year Engineering Studies Majors) in the Wallace H. Coulter School of Engineering, Clarkson University in Potsdam, NY.Miss Elisabeth Maria Wultsch, Clarkson University Instructor/Advisor Clarkson University Potsdam NYDr. Jan DeWaters, Clarkson University Jan DeWaters is an Assistant Professor in the Wallace H. Coulter School of Engineering at Clarkson Uni- versity, in Potsdam, New York. She teaches introductory courses on energy issues and energy systems, and

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University; Nova Alexandria Glinski Schauss, Oregon State University

Tagged Divisions

First-Year Programs

career as an engineeringstudent. The benefits of this approach can be summarized as follows:  Individual accountability for success as an engineering student  Setting the goal of graduating with an engineering degree and developing a plan to achieve the goal will result in more efficient students, potentially reducing the time to graduation, and reduce the number of students who “drift aimlessly” through a curriculum  Students will perform better in all courses  The skills students develop to be an effective engineering students are the same skills they need in their later career  Learning to apply general student development topics from the course to their personal development planThe focus

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Polytechnic School of Engineering (formerly Polytechnic University); Gunter W. Georgi, New York University Polytechnic School of Engineering; Alyssa Marie D'Apice, New York University Polytechnic School of Engineering

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First-Year Programs

during her freshman year she earned the basketball Rookie of the Year award for her conference. Page 26.112.1 c American Society for Engineering Education, 2015 A Student-Led Approach to Promoting Teamwork in an Introductory Engineering PresentationAt the Polytechnic School of Engineering of New York University, formerly known asPolytechnic University, a first-year required course, Introduction to Engineering and Design, hasbeen a core part of the curriculum for many years. As part of this course, student teams areexpected to solve one of eight independent

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julianne D. Vernon, University of Michigan; Lorelle A Meadows, Michigan Technological University; Stacie Edington, University of Michigan

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First-Year Programs

highest gain of 0.41 wasshown for the intervention group and was significantly higher than the pre to post increase forthe control (p-value<0.001). This shows that the restructure and inclusion of the discussionsession increases the student’s confidence in declaring major.6.0 ConclusionPreliminary results from our pilot study, modifying an elective first year survey course to includediscussion intended to initiate development of self-authorship and integrative learning, showpositive development of students in their confidence in choosing a major and linking this to theirinterests, values and strengths. This was a significant focus of the pilot course and shows thatthe curriculum is affecting students in a positive way as designed. Because

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University

Tagged Divisions

First-Year Programs

was 2.13, while the students whohad taken the robotic version of Engineering Problem Solving 2 scored 3.00 in Mechatronics.While the difference in the grades is noteworthy, the small number of data points made a class-by-class comparison inconclusive. This will require further study in subsequent semesters.ConclusionsIn order to better serve engineering students who respond to hands on learning, a robotic versionof a MATLAB programming course was developed through a pilot program. After being taughtunder the pilot for two years it was integrated into the regular curriculum. It was brought into thecourse offering as a variant of the regular version, and so uses the same syllabus and book as theregular version. Some modifications to the course

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James M Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Peter Schuster, California Polytechnic State University

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Diversity

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First-Year Programs

finish thefreshmen year with the same core set of courses completed and with ample opportunity to makesocial connections. Although the larger goal of integrating general science, math andcommunication proved unrealistic at this time, the core ME curriculum was integrated. Finally,to achieve the objectives related to teamwork, project management and professionalresponsibility, the faculty decided to include a long-term service-learning design projectspanning the first year. For this project, students would work in teams to address the needs of anexternal client. Many similar models exist in the literature. For example, the ROXIE9 program atVirginia Tech engages a cohort of freshmen in the design process through a large number ofservice projects

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

written.More common in the computing disciplines is to find problem-based learning being incorporatedinto the first year or introductory curriculum. Iowa State University developed an educationalmodel where the progression of introduction, illustration, instruction, investigation, andimplementation is used in a sophomore-level introductory microcontrollers course. The purposeof this choice of model is to nurture a learning environment emphasizing creative thinking andproblem solving for a laboratory project by combining a required system integration part with anoptional system innovation part.20 The concept of learning spaces, where students are membersof a learning community grounded in mutual respect and their experience is taken seriously, isoften

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, Northeastern University; Susan F Freeman, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Kris Jaeger-Helton, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the first-year engineering curriculum. It will be a repository ofopinions on diverse learning environments, as authored by first-year engineering students.Specifically, an online questionnaire asks students – anonymously – about their pre-conceivedassumptions as they entered first-year engineering at Northeastern University. These questionsattempt to uncover what first-year students had thought about with respect to what they thoughttheir professor would be like, what they would look like, how diverse their classroom would be,etc. This data is collected in addition to non-specific demographic information, which is used tobroadly connect common misconceptions to background at a future date.BackgroundDiversity levels in STEM have been and are

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado Boulder; Beth A Myers, University of Colorado Boulder; Jacquelyn F. Sullivan Ph.D., University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering degree, with the ultimate goal of broadening participation among those who attend engineering college. Sullivan was conferred as an ASEE Fellow in 2011 and was awarded NAE’s 2008 Gordon Prize for Innovation in Engineering and Technology Education.Dr. Derek T Reamon, University of Colorado, Boulder Derek Reamon is the Co-director of the Integrated Teaching and Learning Program (ITLP) and the Gen- eral Engineering Plus (GE+) degree program, and a Senior Instructor in the Department of Mechanical Engineering. As ITLP co-director, he coordinates 19-22 sections of First-year Engineering Projects, a course that has a proven benefit on retention within engineering and is also a nationally recognized model for

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

skill development. In response to thischallenge, a collaborative partnership between the Psychology and Engineering department at theUniversity of Calgary has yielded a theoretical-based communication technique applied to theengineering curriculum in order to enhance team effectiveness.While teams stimulate an innovative environment, the interdependence of individuals leads to anincreased risk of conflict between members2. Teams literature has identified three types ofconflict that can arise3: task conflict (TC), relationship conflict (RC) and process conflict (PC).Briefly, TC involves contrary perspectives and opinions about the task, RC refers to perceivedinterpersonal incompatibilities (i.e., personality clashes), and PC involves discordant

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina H Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Jennifer Francis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

innovative curriculum activities thatcultivate inclusive engineering identities and demonstrate how the engineering professionbenefits from diversity. We intend to expand first-year engineering student perceptions aboutwho can be an engineer and what engineers do. This effort aims to create a cultural shift inengineering departments so students think beyond stereotypical perceptions of who belongs tothe engineering profession (White men) toward more expansive notions about how theengineering profession needs diversity to thrive. Arguably, inclusive engineering departmentswill contribute to the retention and success of students who are underrepresented in engineeringin terms of gender and race, but also in terms of backgrounds, talents, and

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

experiences.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring com- munication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary; Bob Brennan, University of Calgary

Tagged Divisions

First-Year Programs

). As an instructor, she was one of the recipients of The Allan Blizzard Award, a Canadian national teaching award for collaborative projects that improve student learning in 2004. In 2005, she was one of the recipients of the American Society of Mechanical Engineers Curriculum Innovation Award. She is - as PIC II chair - currently a board member of ASEE. Page 26.1495.1Dr. William Rosehart, University of CalgaryDr. Bob Brennan, University of Calgary c American Society for Engineering Education, 2015 Team CARE model: Assessing team dynamics in first

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

introduction to engineering design.Critical thinking instruction in particular, has been one area the instructors have aimed toimprove and reinforce in each iteration of the course. Students in this course are providedexplicit instruction in the Paul-Elder (PE) Critical Thinking framework (Figure 1).1 The PEframework was adopted by the University to improve critical thinking skills for allundergraduates across the curriculum. In addition to explicit instruction of the PE framework inthe Introduction to Engineering course, the PE framework is an implicit part of many later Page 26.1688.2courses in the engineering curriculum. The framework highlights

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park

Tagged Divisions

First-Year Programs

 identified for improvement were in the development of new design projects with system integration requirements, applications of new technologies, and enhanced communication skills through teamwork.   At the beginning of 2006, the Dean’s office established the Clark School Keystone Academy of Distinguished Professors to recognize those educators who have made significant contributions to the undergraduate education in engineering, and to provide these faculty members with the support necessary to continue to make contributions to the undergraduate curriculum.  The mission was clear: to revive the infrastructure of freshman and sophomore engineering courses with a focus on engineering design.  To ensure the success of this new initiative, the

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Divisions

First-Year Programs

course was rooted in the idea of aseamless integration of direct teaching and learning-by-doing while working on real-world ill-structured problems with ongoing feedback and critique from both an instructor and peers. Thediverse academic interests of the freshman cohort allowed them to form teams with a range ofskills and abilities to mimic a team approach to design and innovations at a workplace. TheSeminar course embraced a range of topics rooted in technology and liberal arts to develop andadvance creative and critical thinking, oral, written, and design skills with a heavy focus on theuse of technology to transmit the message. Similarly to the Design Lab, it utilized a combinationof teaching and learning strategies, teamwork, and peer

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Chandler Gilbert Community College; Claire Louise Antaya Dancz, Arizona State University; Amy E. Landis, Arizona State University

Tagged Topics

Diversity

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First-Year Programs

, retain, andprepare students in science, technology, engineering and mathematics (STEM) fields to addresschallenges facing the 21st Century. This paper describes a method for integrating behavioralinstinct learning modules into freshman engineering classes. The method includes an onlineinstinct assessment, in-class activities created to illustrate instinctive behavior related toengineering tasks, practicing awareness through class projects, and reflective writing toencourage students to critically think about this awareness for future classes, activities, andcareers. The effectiveness of the methods described herein will be evaluated through the use ofsurveys, reflective essays, and interviews with faculty and students. The assessments have

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carmela Cristina Amato-Wierda, University of New Hampshire; Robert M. Henry P.E., University of New Hampshire; Ernst Linder, University of New Hampshire (UNH)

Tagged Divisions

First-Year Programs

Hewitt4 published a landmark ethnographic study in 1997 titled, Talking AboutLeaving: Why Undergraduates Leave the Sciences. This study identified 23 factors thatcontributed to students’ decisions to switch from a STEM discipline to a non-STEM discipline.Most of the factors were associated with issues related to faculty teaching, pedagogy, assessmentpractices, curriculum design and conceptual difficulty.However pedagogy, curriculum, assessment and conceptual understanding do not exist inisolation. They are inter-related components of an educational ecosystem that has a directimpact on the development of a student’s understanding of a concept. The students in Seymourand Hewitt’s study associated aspects of volume, pace, and difficulty of the

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maria Perez-Colon, Rowan University

Tagged Divisions

First-Year Programs

2013 2014 Year Figure 1: Change in First Year Students, 2010 to 2014.The College recognized that one of its hallmarks--the successful integration of academic andcareer advising by faculty--had become difficult to sustain. The needs of first-year engineeringstudents were of particular concern since, in addition to managing the transition from high schoolto college, engineering students must handle the rigors of an academically challenging program.While retention remained high, the college decided to prevent any future drop by proactivelyimproving the advising program.The College adopted a dual approach targeting

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen E Silliman, Gonzaga University; Toni Boggan, Gonzaga University; Vladimir A Labay, Gonzaga University; George D. Ricco, Gonzaga University, Spokane; Suzann Girtz, Gonzaga University

Tagged Divisions

First-Year Programs

, fostered students' academic integration at levels similar to that of the other more selective and somewhat more coordinated, LC models.Recent work on LLCs has also raised a number of interesting questions regarding whether self-selection into an LLC influences the impact of the LLC on the student 4,6 and how individualpersonality might impact the influence of an LLC on an individual student.5Within the present manuscript, attention is focused on students involved in what Stassen3 wouldlikely term a modest model of an LLC. Three specific questions are explored relative to thisLLC. First, do students applying for the LLC prior to arriving on campus as freshmen havedifferent characteristics than their classmates in terms of: self-confidence and

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donald E. Richards, Rose-Hulman Institute of Technology; Michael A. Collura, University of New Haven

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First-Year Programs

) published by McGraw-Hill. Since 1995 he has taught in Rose- Hulman’s innovative, integrated Sophomore Engineering Curriculum, and his textbook, Basic Engineer- ing Science–A Systems, Accounting, and Modeling Approach, is used in this curriculum. In addition to teaching, he also served two years as the Director of the Center for the Practice and Scholarship of Education at Rose-Hulman.Dr. Michael A. Collura, University of New Haven Michael A. Collura, professor of chemical engineering at the University of New Haven, received his B.S. in chemical engineering from Lafayette College and M.S. and Ph.D. degrees in chemical engineering from Lehigh University. After several years in industry, he moved to the academic world

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

Tagged Divisions

First-Year Programs

Outcome FrequencyIntroductionFirst-year programs nationwide typically feature an introductory curriculum featuring a semesteror yearlong “Introduction to Engineering” course or sequence. Examining a number of thesecourses shows that the content can vary significantly. For example, one course could focus onMATLAB programming while another course could emphasize technical communication. Mostcourses are a combination of these topics to varying degrees; therefore, an NSF-sponsoredproject to classify these courses was conducted which resulted in the First-Year Introduction toEngineering Course Classification Scheme.1 This taxonomy allows programs or instructors toquantify the content of their course(s) using the scheme. As a result, the scheme has

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rolfe Josef Sassenfeld, New Mexico State University; John Ross Tapia, New Mexico State University

Tagged Divisions

First-Year Programs

to working at NMSU, John worked at New Mexico’s first Early College High school and helped develop the curriculum for their STEM program, he also has 14 years’ experience in the Civil Engineering Industry. John Ross has a BS in Civil Engineering, and a MA in Agriculture and Extension Education with an emphasis in technology, both from New Mexico State University. Page 26.1461.1 c American Society for Engineering Education, 2015 Teaching a college-wide Introductory Engineering Course within a Freshmen Year Experience College of

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

Tagged Topics

Diversity

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First-Year Programs

curriculum.2-5 Ingeneral, women and underrepresented minority students are less likely to persist in engineering.6Reports also indicate that the persistence of women and underrepresented minority students inengineering may be adversely affected to a greater degree by their experiences within theengineering climate than their majority male counterparts. Here “climate” indicates perceptions ofstudent belonging and interpersonal interactions between student peers, students and faculty (bothin and out of the classroom), and individual compatibility with pedagogical styles in theirclasses.2,7 An undesirable climate also has the greatest impact on student retention in the first yearsof engineering study.8 Most students who leave engineering do so within

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sydney N Hallman, University of Oklahoma; Chad Eric Davis P.E., University of Oklahoma

Tagged Divisions

First-Year Programs

one of the orientation courses is required by all students in the CoE.Since the creation of these orientation courses, evaluations and student surveys have beenregularly assessed to continuously improve curriculum and better meet the needs of the differenttypes of incoming students.Undergraduate studies in both the United States and Canada have shown that students with peer-and near-peer mentoring supports are more heavily engaged in their academic curricula and aremore socially integrated into engineering-related programs than those students without mentors.1-6 Student evaluations in both the freshman and transfer sections at the University of Oklahomareflect that the mentorship techniques that are currently in place not only encourage

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Janet Callahan, Boise State University; Gary LeRoy Hunt, Boise State University; Carol Sevier, Boise State University; Amy J Moll, Boise State University

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First-Year Programs

1992 and 1994. Following graduate school, Amy worked for Hewlett Packard in San Jose, CA and in Colorado Springs, CO. She joined the faculty at Boise State as an Assistant Professor in Mechanical Engineering in August 200. Along with Dr. Bill Knowlton, Amy founded the Materials Science and Engineering Program at BSU and served as the first chair. In February 2011, Amy was became Dean of the College of Engineering. Amy’s research interests include microelectronic packaging, particularly 3-D integration and ceramic MEMS devices. Amy especially enjoys teaching the Introduction to Engineering and Introduction to Materials Science and Engineering courses as well as engineering outreach activities

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

Paper ID #12230Spatial Visualization Skills Intervention for First Year Engineering Students:Everyone’s a Winner!Dr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S. and Sc.D. while working jointly with researchers at the Shriners Burns Hospital and Massachusetts General Hospital. While at MIT, he was awarded a Shell Foundation Fellowship and was an NIH biotechnology Predoctoral Trainee. Upon completion of his doctoral studies, he

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay A. Weitzen, University of Massachusetts, Lowell; Md Mamunur Rashid, University of Massachusetts Lowell; Stephen Johnston, University of Massachusetts, Lowell; Eric L. Maase, University of Massachusetts, Lowell; David J. Willis, University of Massachusetts, Lowell

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First-Year Programs

1000 students. 7) Be ready with the restructured program at the start of the next academic year.II. Process for Choosing a New First-Year Curriculum Model A wide variety of first-year engineering program models exist and the committee decidedtake a two-pronged systematic approach to figuring out what the new course model should be.The committee believed that to a large degree, students who are in years 2 through 4 have a goodidea about what kinds of skills they would want to learn in an introductory class, so we wouldgive great weight to their input. Since the first-year program had not been changed in more thantwo decades, the committee wanted to look at what other schools were doing with their first-yearprograms. The first

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, College of Engineering, University of Wisconsin-Madison; John Murphy, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

Paper ID #14145Bringing technology to the First Year Design Experience through the use ofElectronic Design NotebooksDr. Tracy Jane Puccinelli, College of Engineering, University of Wisconsin-Madison In 2011, I joined the Biomedical Engineering (BME) Department as a Lecturer and Outreach Coordinator. As part of the BME design faculty, I work on curriculum development, as well as innovative approaches for teaching design. I coordinate BME outreach, advising BME seniors as they develop interactive hands- on activities for K-12 students that teach biomedical engineering concepts. Additionally, in 2012, I began teaching an