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

Victoria E Goodrich, University of Notre Dame; Leo H McWilliams, University of Notre Dame; Catherine F Pieronek, University of Notre Dame

Tagged Divisions

First-Year Programs

engineering education community has further extended this concept toengineering-specific retention3-5 with similar findings. These studies and others indicate thathelping students to develop an engineering identity and community can be a strongencouragement to persist in engineering to graduation. In many ways, engineering colleges arewell situated to encourage academic involvement and faculty-student interactions for theirstudents, but they are less likely to address peer interactions and student involvement in social oracademic extracurricular activities.It stands to reason that finding effective methods to increase student involvement may benefitoverall retention. While students leave engineering throughout their academic careers, attrition

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

the beginning of theiracademic careers at the university. The mentors assigned to the project-based section of thefreshman orientation class have specific roles depending on which professor is teaching thecourse. Most mentors are asked to act as a “technical teaching assistant” to help students learnnew software or master basic engineering concepts needed to successfully implement a project’sdesign.Table I shows the course schedule for both the FEOC and TEOC and includes additional detailsunder the weeks where specially designed mentor activities are performed. Some of theseactivities were created to help students focus on the importance of planning a successfulacademic career, while others emphasized the dedication required to complete 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

Engineering at Rowan University, aNorth-Eastern public university, to switch from entirely faculty-led advising to a dual system,where a professional advisor assists first-year students with course registration while facultycontinue to provide career related guidance. In addition, the Introduction to Engineering coursetaken by all engineering first-year students is used to support the advising program. The goal ofthis paper is to describe the dual system and assess it using surveys and observations of theprofessional advisor.BackgroundA recent national survey of members of the National Academic Advising Association(NACADA) can be used to get a sense of the current state of higher education academic advisingin the US.1 Mandatory advising was reported

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University

Tagged Divisions

First-Year Programs

Paper ID #11891A First-Year Attrition Survey: Why Do They Say They Are Still Leaving?Mr. Jeff Johnson, LeTourneau University Jeff Johnson is an Assistant Professor 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 earned a masters in Engineering Project Management from Eastern Michigan University in 2014. He is currently a co-PI on

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

Tagged Divisions

First-Year Programs

understanding and a disposition that a student builds across thecurriculum and co-curriculum, from making simple connections among ideas and experiences tosynthesizing and transferring learning to new, complex situations within and beyond thecampus”10, 11. The Integrative Knowledge Portfolio Survey was designed “in order to create apedagogy and technology to help students know and articulate what they have learned”9, 11especially valuing how they learn and implementing this in their career choices11. Pizzolato’sSAS is the first tool of its kind to assess self-authorship quantitatively. The capacity to assessself-authorship quantitatively can help institutions create and implement new practices by havinga tool that could be used for assessment. Prior to

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Frank Blubaugh, Purdue University; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, and family members may also influence a  student’s  major  selection.  Researchers haveidentified factors, such as career prospects, personal interests, parental influence, effects ofclimate and culture, to be important. Although a few models of major choice exist, relativelylittle attention has been given to examining engineering disciplinary choice (e.g. Mechanical,Environmental, Civil, Chemical, or Industrial). Our research aims to fill this gap from a uniqueperspective—since music genre preference can represent diversity in the broad dimension ofexperiences, we explore whether there is an association between music genre preference andengineering discipline choice.Music penetrates all aspects of modern society, including academic settings

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

0.95 3.83 0.98 0.05 0.2710.Confident dealing with problems 3.77 0.99 3.88 0.83 0.14 0.7511. Adopting engineering approach 3.27 1.21 3.00 1.18 -0.23 -1.2812. Wish to be engineering major 2.84 1.53 2.35 1.42 -0.35 -1.9313. Professional identity 2.64 1.40 2.51 1.43 -0.09 -0.5414. Career identity 1 2.44 1.49 2.14 1.39 -0.21 -1.1715. Interests in opinion for engineers 2.64 1.44 2.35 1.38 -0.21 -1.2016. Belong to engineering

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

Krista M. Kecskemety, Ohio State University; Jacob T Allenstein, Ohio State University; Robert B. Rhoads, Ohio State University; Clifford A Whitfield, Ohio State University

Tagged Divisions

First-Year Programs

DevelopmentIntroductionAlbert Einstein once said, “intellectual growth should commence at birth and cease only atdeath.” 1 To develop students who can achieve lifelong learning is a goal of higher education.2Because lifelong learning is vital to an engineer's career, the accreditation board for engineeringand technology (ABET) included lifelong learning as one of its student outcomes. ABET statesthat by graduation students should have "a recognition of the need for, and an ability to engage inlife-long learning."3At The Ohio State University’s Engineering Education Innovation Center (EEIC), students areoffered a wide range of engineering courses through the first-year engineering program and asenior-year multidisciplinary capstone program. A requirement for all first

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette, IN; Juan David Ortega-Alvarez, Universidad EAFIT, Medellin, Colombia - Purdue University, West Lafayette, IN; S. Zahra Atiq, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

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First-Year Programs

. We conducted individual interviews with 12 students enrolled in the FYEProgram. These students were selected so that they were representative of the entire studentpopulation in terms of gender. The qualitative findings of this study reinforce that the studentsare basing their decision of a major using SLE. These findings also helped us unpack themeaning of SLE, and we further came up with 6 different types of SLE. Finally, our findings alsoindicated that direct interaction with people was highly valued by the students while selecting amajor.IntroductionFrom the vocational standpoint, literature on career decision-making is abundant. As early as1979, Harren advanced a comprehensive model for career decision-making focused on collegestudents

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

supported by parentswho themselves had both expectations and concerns about their children entering anexperimental pilot program. This paper explores those hopes and concerns, and facultymembers’ responses to them. Page 26.677.2Literature ReviewTransition to college life holds many promises of independence, new friends, experiences, andcareer prospects. However, along with the excitement comes anxiety and fear that mayundermine positive feelings and, if left unchecked, may make it difficult for some students tocontinue their academic career. After all, the freshman year is the toughest one students face intheir lifetime [1]. If these fears are not

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

becomingproficient in them may require inculcation throughout a student’s academic career. It may beinstructional for students to experience interdisciplinary courses and even projects for whichstudents could take full responsibility: from assessing requirements, designing an initial plan,assigning and managing workload, to creating a prototype and collaboration with other studentsand faculty.Badges as Competency Credentialing and Life-Long LearningThe challenges that emerge with teaching competencies required for the 21st century are alsoaligned with challenges of evaluating and credentialing those competencies in the classroomsetting and “selling” them to a potential employer. Recently, digital badges or microcredentialshave gained attention in the world

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

Tagged Divisions

First-Year Programs

engineering education. He was trained as a Manufacturing Process Specialist within the textile industry, which was part of an eleven- year career that spanned textile manufacturing to product development.Dr. Justin J HenriquesMr. Sancho Sequeira Page 26.509.1 c American Society for Engineering Education, 2015Work in progress: Development and Implementation of a Cornerstone Course: Engineering Opportunities    Abstract    In response to the vision presented in the Engineer of 2020 Project, many engineeringeducators are redesigning courses

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

Denise H Bauer, University of Idaho, Moscow

Tagged Divisions

First-Year Programs

course topics were developed.Student Learning OutcomesBy the end of the course, students should be able to: 1) Great each student in the class by their first and last name. 2) Convey to another person a broad notion of “What is engineering?” 3) Set both short- and long-term goals in their academic careers. 4) Create (and stick to) a personal schedule for studying. 5) Understand their preferred learning style and be aware of all learning styles. 6) Be aware of the resources available to them for tutoring, academic advice, personal advice, and professional advice. 7) Work cohesively and effectively as a member of a team. 8) Communicate their ideas in both verbal and written form. Table 1. ENGR 204

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

project report at the end of the course. A general handout of "Design your Process forBecoming a World-Class Engineering Student" has been published in Appendix A of “StudyingEngineering: A Road Map to a Rewarding Career”11. The project challenges students to evaluatethemselves against a benchmark student—referred to as a "world-class" engineering student—based on the following objectives: 1. Setting goal(s), e.g. which major to pursue, graduating with an engineering degree, etc. 2. Developing a strong commitment to the goal of graduating in engineering, setting-up a plan to graduation 3. Being prepared to deal with inevitable adversity 4. Managing various aspects of personal life including interactions with family and friends

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

possible career options. The following three topics are chosen forthis purpose: mars rovers, solar energy, and Grand Challenges for Engineering18.Student Perceptions and Performance in the CourseThe course learning outcomes have been assessed using the hands-on team-based design project,along with other tools, such as, quizzes and notebooks (individual reports of both individual andteam activities). In this section, student demographics information will be presented andstudents’ performance on the design project will be presented and discussed. In addition, duringthe final week of the course, an optional discussion board is used for students to reflect on theirlearning experience and comment on what they think has been most useful from this class

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Anna Stevenson Blazier, University of Virginia; Alyssa Becker, University of Virginia

Tagged Divisions

First-Year Programs

fiveevents to expand their utilization of campus resources, and incorporated several in-classdiscussions on topics including: ⋅ pedagogy ⋅ preparing for a career ⋅ choosing an engineering major ⋅ stress management and support ⋅ first year academic advising resourcesThis combination of advising with instruction was envisioned by Dr. Edward J. Berger and Dr.Archie L. Holmes, and supported by the Office of the Provost.Control: In the non-advising section (control), we spent an equivalent amount of time instead inweekly team progress meetings. The instructor and the GTA spoke with each groupindependently for about 8 minutes to see how their team was

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 Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caitlin Cairncross, University of Portland; Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Divisions

First-Year Programs

Page 26.300.6on campus, and participated in workshops on topics such as effective writing and “survivingengineering.” These co-curricular activities were intended to introduce students to differentresources on campus that could be valuable to them, and to call attention to some of the commonchallenges that students face during their first year. Students also went on site visits to localengineering companies, in order to familiarize them with the local engineering community, andgive them an overview of the various career opportunities available within the field.Throughout their time in the program, participants stayed in a residence hall together and had thesupport of a peer mentor, a sophomore engineering student who provided assistance

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F James Boerio, University of Cincinnati

Tagged Divisions

First-Year Programs

cooperative education, or coop. At UC, students are required tocomplete four coop rotations during their academic career, starting with either the fall or springsemester of their sophomore year. Coop has been shown to improve both student performanceand retention.8-9In this paper, additional data will be presented on the impact of the first-year courses on studentretention from the first to second years. Additionally, the impact of the first-year courses onstudent performance on the first coop experience will be explored through analysis of employercoop surveys completed at the end of each student’s rotation. The results of the first cohort ofstudents to complete the required first-year courses under the semester system will be comparedto the

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

Tagged Divisions

First-Year Programs

Paper ID #12320Improving engineering student preparedness, persistence, and diversity throughconative understandingDr. Elizabeth A Adams, Chandler Gilbert Community College Residential Engineering Faculty at Chandler-Gilbert Community College.Claire Louise Antaya Dancz, Arizona State University Ph.D. Candidate in Sustainable Engineering at Arizona State UniversityProf. Amy E. Landis, Arizona State University Dr. Landis joined ASU in January 2012 as an Associate Professor in the School of Sustainable Engi- neering and the Built Environment. She began her career as an Assistant Professor at the University of Pittsburgh, after

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

and German in 1987, and returned to academia after a 22 year engineering career in industry. During his career Dr. Hamrick served in a broad range of positions including design, product development, tool and die, manufacturing, sales, and management. His teaching style brings practical, innovative, experience based learning to the classroom, where hands on projects that reflect real world applications are valued by students. Since 1998 he has mentored and lead youth organizations including Boy Scouts, Girl Scouts, 4-H, and First Robotics, with youth ranging in ages from first grade through high school. He was named a Statler College of Engineering and Mineral Resources Outstanding Teacher for 2013-14

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

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Diversity

Tagged Divisions

First-Year Programs

students chose engineering that occurred with the leastfrequencies included a desire for a stable/well-paying career, because it is fun/interesting, andbecause they desire a challenge. Notable in this last group of responses is that more women thanmen cited that they were looking for a challenge within engineering. Typical comments included: “I think it's a fulfilling and interesting career path, one that will help the world and allow me to explore fields that interest me.” “...engineers are wanted in Kuwait in large numbers, so I know that I am able to secure a job that I like and that pays well after college.” “… I believe it will offer me a career that not only pays well, but also challenges me on a daily basis

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

Tagged Topics

Diversity

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First-Year Programs

) servicelearning project where 240 freshmen mechanical engineering students worked together in smallteams to design and deploy an engineering outreach experience for a designated age-group of 4th-11th grade students. This educational experience is designed to expose the freshmen engineeringstudents to a variety of concepts and skills necessary for successful negotiation of theirengineering careers. The project encourages the freshmen to challenge their assumptions andconceptions of what an engineer is and does. Other knowledge and skills gained includeunderstanding and using the engineering design process, effectively working on engineeringteams, effectively communicating, planning and making decisions, all while solving an open-ended problem. The

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Maritza Paz, The University of Texas at Austin, Cockrell School of Engineering; Margo Cousins, University of Texas, Austin; Cindy D. Wilson, University of Texas, Austin; Mia K. Markey, The University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to emphasizemeasures related to having political power as matters of importance13. The disparity between thevalues of an institution and that of an individual can make it difficult to promote integration ofthe two entities. Thus, failure to adapt to the mainstream collegiate culture may have detrimentaloutcomes for a first-generation student and influence their ultimate success.A bachelor’s degree is the surest path to higher socioeconomic status and for a first-generationstudent to earn a comparable salary as their continuing-generation peers14. The field ofengineering is a growing sector of the economy that offers some of the best paid careers in theUnited States, which makes it a desirable degree for a lot of students15. However, it is

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

Sarah Jane Grigg, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

first-semester course which has three mainobjectives: (1) to prepare students for the rigor of future engineering classes; (2) to providestudents with a solid foundation of basic engineering skills; and (3) to introduce students to thedifferent engineering majors available at Clemson and possible career options. In Fall 2014, theGE program enrolled 1215 new freshman and 177 new transfer students1.Promoting problem solving development in first year engineering courses is critical to ensuringstudents’ transition successfully into upper-division courses and ultimately to a practicingengineer2. Innovative approaches to teaching problem solving skills have the potential ofappealing to a broader range of students in engineering3. “Traditional

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill S. K. Nakatsu, University of Hawaii at Manoa

Tagged Divisions

First-Year Programs

they connected with faculty • Mentors wanted more time to prepare (they were only notified less than a month before the start of the program) • Mentors also wanted more mentorship training • Mentors also wanted a clearer explanation of the challenge Page 26.113.10It was recognized that students, both freshmen and mentors, needed to be informed much earlierto prepare for commitment to this program. The feedback received was that while mostfreshmen appreciated the benefit of meeting other students and experiencing a design projectearly in their college careers, they did not like the feeling of being forced to participate in amandatory

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerry L. Meyers, Youngstown State University; Gregory Warren Bucks, University of Cincinnati; Kathleen A Harper, The Ohio State University; Victoria E Goodrich, University of Notre Dame

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First-Year Programs

inMechanical Engineering may be a result of this process of undeclared engineering studentschoosing to look at another discipline if they have found out they are unable to get intoMechanical Engineering. The most popular engineering majors at the Large Land GrantUniversity also have enrollment limits, but since students do not apply to their majors untilcompletion of the first-year sequence, it does not appear to have an effect at this point in theirundergraduate careers. Page 26.1175.7 Table 4. Interest in Engineering Discipline Urban Public

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

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs

engineering and is a registered professional engineer with APEGA (Association of Professional Engineers, Geologists and Geophysicists of Alberta). Prior to her career at MacEwan, Shelley worked in industry as a research engineer and a consulting engineer for several years.Dr. Jeffrey A Davis P.Eng., Grant MacEwan University Dr Davis obtained his PhD at ETH Zurich specializing in multiphase flows and thermal hydraulics in nuclear reactors. With a passion for teaching, Dr. Davis’ research focuses on pedagogical topics such as student engagement, active learning, and cognitive development. Projects he is currently working on include ”Development of a risk assessment model for the retention of students”, ”Development of

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Gerold Willing, University of Louisville; Thomas D. Rockaway, University of Louisville

Tagged Divisions

First-Year Programs

their degree program. The UTAs will be trackedthrough their curriculum to determine if this has an impact in their advanced courses and theirfuture career paths. It is anticipated that the deeper understanding of the materials gained bybeing a UTA will entice them to take more rigorous courses as they matriculate. It is possiblethat the teaching experience may influence them to pursue an academic career at either theprimary, secondary or collegiate levels.4. AcknowledgementsPartnership for Retention Improvement in Mathematics, Engineering, and Science (PRIMES),National Science Foundation Project NSF-08569, $1,997,451, June 1, 2011 – May 31, 2016.Bibliography1. Otero, V., Pollock, S. & Finkelstein, N. A physics department’s role in

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., The Citadel; Jason Howison, The Citadel; Kevin Skenes, The Citadel

Tagged Divisions

First-Year Programs

come from avariety of backgrounds, the range of students and abilities is advantageous to all concerned. Theengineering principles allow the instructors to make connections and draw analogies anddemonstrations across different areas. A course schedule is in the Appendix.Course Description: Introduction to Mechanical Engineering.The engineering design process is demonstrated through use of practical problem-solvingmethods for mechanical projects. Course subjects include mechanical engineering career paths,ethical canons of the engineering profession, and requirements for professional licensure. Courseassignments, conducted within a collaborative learning environment, focus on creativeengineering solutions through technical analysis, teamwork