Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria E Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame

Tagged Divisions

First-Year Programs

Paper ID #16804Implementation of a Flotation Platform Project for a First-Year Engineering,Project-Based CourseDr. Victoria E Goodrich, University of Notre Dame Dr. Victoria Goodrich is the Director of the First-Year Engineering Program at the University of Notre Dame. She holds a BS in Chemical Engineering from the University of Oklahoma and a MS and PhD in Chemical Engineering from Notre Dame. Her research focuses primarily on Engineering Education issues, especially focused within the first-year engineering experience.Dr. Leo H. McWilliams, University of Notre Dame Dr. Leo H. McWilliams is Assistant Dean of Undergraduate

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University; Christopher Leslie, New York University; Gunter W. Georgi, New York University; Alyssa Marie D'Apice, New York University

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First-Year Programs

Paper ID #15067Improving Efficacy in Group Projects with Teamwork AgreementsDr. Jack Bringardner, New York University Jack Bringardner is an Assistant Professor in the First-Year Engineering Program at NYU Tandon School of Engineering. He studied civil engineering and received his B.S. from the Ohio State University and his M.S and Ph.D. at the University of Texas at Austin. His primary focus is developing curriculum and pedagogical techniques for engineering education, particularly in the Introduction to Engineering and Design course at NYU. He has a background in Transportation Engineering and is affiliated with the

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Huihui Qi, Grand Valley State University; Hugh Jack, Western Carolina University

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First-Year Programs

Paper ID #15437A Scalable Course Project to Accommodate Academic VariationDr. Huihui Qi, Grand Valley State University Dr. Qi is an assistant professor in Mechanical Engineering at Grand Valley State University. She earned her Ph.D degree in Mechanical Engineering from Rutgers University. Dr. Qi’s teaching interests include Engineering Design, Solid Mechanics, Mechanical System Design and Computer Aided Design. Dr. Qi’s areas of interest and expertise include design sustainability, Life Cycle Assessment, decision making for optimal design, and Computer Aided Design.Dr. Hugh Jack, Western Carolina University Dr. Jack is

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

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First-Year Programs

B.S. from the University of Michigan and her Ph.D. from Purdue University, both in chemical engineering. She then transitioned into the engineering education field by completing a post-doctoral appointment at Oregon State University investigating technology-aided conceptual learning. She is currently doing research on team dynamics and students’ changes in engineering self-efficacy in project-based learning.Dr. Cynthia Finelli, University of Michigan Dr. Cynthia Finelli is Associate Professor of Electrical and Computer Engineering and Faculty Director for Engineering Education Research at the Center for Research on Learning and Teaching in Engineer- ing (CRLT-Engin) at University of Michigan (U-M). She earned B.S.E.E

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Brett P. Conner, Youngstown State University; Andrew Scott Morgan

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Diversity

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First-Year Programs

c American Society for Engineering Education, 2016 3D Printing in a First-Year Engineering Design ProjectAbstractThe current study is a work in progress. First-Year Engineering Students from a medium-sized,urban, public university took part in a semester long design project. The Honors Students (1section or approximately 20% of the class) had an additional design project that utilized 3D printtechnologies. During the 2015-2016 school year the honors students worked in small groups todevelop a concept that was then 3D printed for a design competition and then students had theopportunity to revise their design for a final design competition. Course instructors assessed theexperience to better understand how the use of 3D printing

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California - Irvine; Robert M. Cassidy, University of California - Irvine; J Michael McCarthy, University of California - Irvine; John C. LaRue, University of California - Irvine; Gregory N. Washington, University of California - Irvine

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First-Year Programs

Paper ID #16909Implementation and Impact of a First-Year Project-Based Learning CourseDr. Liang Li Wu, University of California - Irvine Liang Li Wu is the Director of Academic Innovation, Programs at the Henry Samueli School of Engi- neering, University of California, Irvine. She is responsible for implementing, overseeing and assessing the first-year engineering program and international programs to enhance and support the engineering education at the School of Engineering. She received her Ph.D. degree in Material Science and Engineering from the University of California, Irvine with primary research focuses on the

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University; James C. Curry

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First-Year Programs

Paper ID #15032The Impact of One-Credit Introductory Engineering Courses on EngineeringSelf-Efficacy: Seminar v. Project-BasedDr. Nicholas Andres Brake, Lamar University Nicholas Brake is currently an Assistant Professor in the civil and environmental department at Lamar University. He received his B.S. (2005), M.S. (2008), and Ph.D. (2012) from Michigan State University. His area of expertise is in cementitious composites which includes: fracture and fatigue mechanics of quasi-brittle materials, recycled concrete, conductive concrete, reinforced concrete, pervious concrete, geopolymer, and structural dynamics. He currently

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

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Diversity

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First-Year Programs

Paper ID #16219Assessing Impact of Engineering Projects in Community Service on Engi-neering Freshmen Enrolled in Pre-CalculusMs. Magdalini Z. Lagoudas, Texas A&M University Magda Lagoudas, Executive Director for Industry and Nonprofit Partnerships, Instructional Associate Professor, Dwight Look College of Engineering, Texas A&M University. Mrs. Lagoudas holds a BS and MS in Mechanical Engineering. She worked for the State of New York and industry before joining Texas A&M University in 1993. Since then, she developed and taught courses in the Departments of Mechanical Engineering and Engineering Technology. In

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

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First-Year Programs

Paper ID #14769Assessing the Impact of Incorporating the NAE Grand Challenges for Engi-neering as a Multidisciplinary Hands-On Design Project into the Introductionto Engineering CourseDr. Haolin Zhu, Arizona State University Dr. Haolin Zhu received her PhD in Solid Mechanics and Computational Science and Engineering from Cornell University. She is currently part of the freshmen engineering education team in the Ira A. Fulton Schools of Engineering at Arizona State University. Currently she focuses on designing the curriculum for the freshman engineering program as well as the NAE Grand Challenge Scholars Program. She also

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hyun J. Kwon, Andrews University

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First-Year Programs

visual/multimedia illustrations,provide students a means of developing project portfolios, as well as providing better datamanagement, knowledge sharing, and easy access and the ability to share their own work.Freshman engineering students in “Introduction to Engineering and Design” were required todevelop web pages for their term projects and to turn in URL links or html documents instead ofconventional project reports. The quality of the students’ reports was, measured against a rubricas a means of direct assessment along with student feedback obtained in the form of after-classsurveys. When compared against the term reports from previous years’ students, the overallquality of communication skills improved by 14% in the overall delivery

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

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First-Year Programs

-week, 400-minutes per week course. Severalmeasures were reviewed to evaluate success of the cornerstone. In comparing course contentartifacts from the previous courses to similar ones from cornerstone, the cornerstone students ofsimilar entrance skills did as well as the previous students on tests, projects, quizzes andpresentations. Cornerstone students also reported similar positive outcomes for learning in thenew course compared to students in the traditional courses, and even reported how they couldn’timagine the courses not integrated.This paper will report on the motivations and lessons learned at Northeastern University inimplementing a cornerstone approach. It will present evidence-based practice in required first-year engineering

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah B. Lee, Mississippi State University; Hunter Lovvorn, Mississippi State University

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Diversity

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First-Year Programs

Paper ID #15792Building Computational Thinking Skills Using Robots With First-Year Engi-neering StudentsDr. Sarah B. Lee, Mississippi State University Dr. Sarah B. Lee is an Assistant Clinical Professor in the Department of Computer Science & Engineer- ing at Mississippi State University and is a Gender Studies faculty affiliate. She received her BS from the Mississippi University for Women, a Master’s degree in Computer Science at Mississippi State Univer- sity, and her PhD in Computer Science at the University of Memphis. She brings software development and project management experience to the classroom from her

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

engineering design process in thecontext of a semester-long project. The previous course design used the first half of the semesterto teach important aspects of the engineering design process through scaffolding activitiesdesigned to highlight each step in the design process before having students apply those steps toa full design project in the second half of the semester. The new course design utilizes more just-in-time learning strategies as students learn and apply the design process steps directly to theirproject as they work on the same project throughout the entire semester. To assess the impactthat this course has on the students’ knowledge and application of the engineering design processas well as potential benefits that may arise from the

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University

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Diversity

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First-Year Programs

engineering education (e.g., eTextbooks with embedded simulations) and the complex correlation between instructional material and student de- velopment. Dr. Richard is involved in many outreach activities: e.g., tutoring, mentoring, directing related grants (for example, a grant for an NSF REU site). Dr, Richard is active in professional societies (Amer- ican Physical Society (APS), American Institute for Aeronautics and Astronautics (AIAA), etc.), ASEE, ASME. Dr. Richard has authored or co-authored about 25 technical articles (21 of which are refereed pub- lications). Dr. Richard teaches courses ranging from first-year introductory engineering project design, fluid mechanics, to space plasma propulsion.Dr. Noemi V

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan W. Krauss, Southern Illinois University - Edwardsville; Ryan Fries, Southern Illinois University - Edwardsville; Cem Karacal, Southern Illinois University - Edwardsville

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First-Year Programs

University, Ankara, Turkey in 1982. He has experience in industry and academia. His main research and teaching interest areas are simulation modeling, quality control, operations research, and facilities layout. Before joining to SIUE he worked at Rochester Institute of Technology as a faculty member and Computer Integrated Manufacturing System project coordinator for RIT’s integrated circuit factory. He is a senior member of IIE and SME, and a member of ASEE, Alpha Pi Mu and Tau Beta Pi. c American Society for Engineering Education, 2016 Evaluating the Impact of a Revised Introductory Engineering Course: Student Retention and Success as an IndicatorAbstractThis work in progress

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

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First-Year Programs

Education, 2016 Developing Flexibly Adaptive Skills through Progressive Design ChallengesABSTRACTThis research study explores the potential of using a progression of design challenges in a studiosetting to develop students’ ability to adapt to solving complex challenges. Engineering designblended with challenge-based instructions (a model of project based instruction) provides anexcellent model of instruction for obtaining multiple learning outcomes associated withdeveloping content knowledge, innovation skills, project management strategies, professionalskills (communicating, teaming, leadership) and disposition for sustained inquiry. Many firstyear engineering programs provide design challenges for teams to work on during the term (forexample

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eduardo G. Perez, Inter American University of Puerto Rico; Omar Meza Castillo, Inter American University of Puerto Rico

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First-Year Programs

Paper ID #17114Summer Immersion Program for First-Year Engineering Students as a Strat-egy to Increase Retention: First-Year ResultsDr. Eduardo G. Perez, Inter American University of Puerto Rico Mechanical Engineering Associate prof. and chair Co-Director Project MSEIP PhD. in Mechanical Engineering West Virginia University Ms. in Mechanical Engineering University of Puerto Rico Bs. Engineering of Energy - Universidad del Santa - PeruDr. Omar Meza Castillo, Inter American University of Puerto Rico Omar Meza was born in Chimbote-Ancash, Per´u, in 1969. He received the B.E. degree in Energy Engi- neering from the ”Universidad

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Michael Chajes P.E., University of Delaware; Lori Pollock, University of Delaware; Kevin R. Guidry; Michael L. Vaughan, University of Delaware; Jeannie S. Stephens, University of Delaware

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First-Year Programs

Enrichment Program for incoming engineering freshmen and, in the past, the HEARD (Higher Education Awareness Response in Delaware) Project, a college awareness program, funded by the Department of Education through Philadelphia GEAR UP for College Network. Globally in the College, he manages academic programs and policies that impact the careers of all engineering students at both the undergraduate and graduate level. Dean Vaughan is focused on enhancing the College’s student/faculty interface by fostering c American Society for Engineering Education, 2016 Paper ID #16743 successful academic and

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

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Diversity

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First-Year Programs

year engineering courses. Four faculty, two from the computer science department and twofrom the FYE program, are taking part in this second iteration of the initiative, resulting insubstantial changes to the way they teach and assess their students. During the planning process inthe summer 2015, it became evident that while these courses offered opportunities for students towork on projects, tools for assessing the students’ thinking were not extensively used. Specifically,prior to TH!NK while student artifacts were assessed, the design processes themselves were notassessed, and therefore students only received constructive feedback on work products, not workprocess. With the required TH!NK course revisions, there is an opportunity to improve

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 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

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First-Year Programs

research on team learning processes in engineering student project teams. Additionally, she has co-developed a framework for measuring and interpreting an array of team dynamics. An online assessment tool has been created based on this framework which allows teams to diagnose and improve the ”health” of their team. She is passionate about her area of research and plans to continue conducting research on factors that contribute to effective teamwork.Ms. Genevieve Hoffart, University of Calgary Genevieve is a first year M.Sc. student under the supervision of Dr. Thomas O’Neill at the University of Calgary focusing on at team dynamics, training, and communication. She has been working with the Schulich School of

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Brian Scott Robinson, University of Louisville; Jaqi C. McNeil, University of Louisville

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First-Year Programs

framework primarily through a series ofwritten assignments.This year, the instructors aimed to enhance students’ understanding of the PE framework anddevelopment of critical thinking skills through a collaborative team project investigating vectors.Students mapped out paths on campus using a tape measure and compass, then described theirpaths using vectors. They were asked to reflect critically on the results, considering sources oferror in their measurements, and write a team report explicitly addressing elements from the PEframework.Student surveys conducted at the end of the semester suggested a better student impression ofcritical thinking development as a result of the added vector assignment compared to previousyears with only written

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan

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Diversity

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First-Year Programs

teamsatisfaction and student assessments of team contributions. In first year team-based studentdesign courses, instructors use student self- and peer-assessment information to gauge teamfunctioning and even to affect student project scores. However, students’ identity characteristics,such as their gender and race, may impact the scores they receive from others as well as thescores they assign. The poster will also describe the creation of and results from a learning-analytics style investigation of the researcher’s own student team assessment data, and the posterpresentation will allow others to query the data set with their own questions. The final data setincludes assessment information from 620 first-year engineering students working in 132 teamsof 4

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ma Zenia N. Agustin, Southern Illinois University - Edwardsville; Marcus Agustin, Southern Illinois University - Edwardsville; George Pelekanos, Southern Illinois University; Cem Karacal, Southern Illinois University - Edwardsville

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First-Year Programs

Computer Integrated Manufacturing System project coordinator for RIT’s integrated circuit factory. He is a senior member of IIE and SME, and a member of ASEE, Alpha Pi Mu and Tau Beta Pi. c American Society for Engineering Education, 2016A holistic student-centered approach to retaining and graduating engineers at Southern Illinois University Edwardsville Ma Zenia Agustin1, Marcus Agustin1, George Pelekanos1, Cem Karacal2 Southern Illinois University Edwardsville, Edwardsville, IL 1 Department of Mathematics and Statistics 2 School of EngineeringAbstractThis work in progress describes a

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa A. Dagley, University of Central Florida; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Andrew Patrick Daire, University of Houston; Christopher L. Parkinson, University of Central Florida; Diandra J. Prescod , Pennsylvania State University ; Christopher T. Belser, University of Central Florida

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First-Year Programs

. Diandra J. Prescod , Pennsylvania State UniversityMr. Christopher T. Belser, University of Central Florida Christopher T. Belser is a doctoral student in Counselor Education and Supervision at the University of Central Florida. He serves as a Graduate Teaching Associate for an NSF-funded project with the goal of recruiting and retaining undergraduates into STEM fields. c American Society for Engineering Education, 2016 Recruiting Undecided Admits to Pursue a STEM DegreeAbstractThis paper details the use of evidence based practices in a strategic effort to recruit, and thenretain, undecided admits into a science, technology, engineering and mathematics (STEM)learning community designed to

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

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Diversity

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First-Year Programs

extraordinary learning experiences. As a start-up faculty member at Olin College (2001-2015), Stolk created numerous project-based and interdisciplinary courses and programs that invite students to take control of their learning, grapple with complex systems, engage with each other and the world in new ways, and emerge as confident, agile, self-directed learners. Stolk’s research aims to understand how students experience different classroom settings, particularly with regard to how individuals express situ- ational motivations and develop their own beliefs about learning. A core aspect of his professional work involves translating research to practice, by equipping instructors with design tools and conceptual frame- works

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, NYU Tandon School of Engineering; Yona Jean-Pierre, NYU Tandon School of Engineering

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First-Year Programs

, opportunities for re- search and design, and collaboration on educational and technological projects. Ms. Jean-Pierre has taught Mathematics, Problem- Solving and Academic Success Seminars at Polytechnic University and Columbia University. In addition to her experience in academia, Ms. Jean-Pierre has practical experience in developing online technology and multimedia products having worked in corporate positions at Google Inc. and iVillage Inc. c American Society for Engineering Education, 2016 Video Instruction to Complement All Learning Styles in a First-Year Introduction to Engineering CourseAbstractThis work in progress paper will evaluate the inclusion of video

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

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Diversity

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First-Year Programs

engineering disciplines. It was lecture only,without any team-based projects or hands-on labs. In 1995, Intro 160 was introduced and isdescribed as a course that provides incoming freshman with an overview of engineering based ona "hands-on" experience with a client-centered engineering design project. Intro 160 covers thesame topics as Intro 101 in a lecture format, but also includes this hands-on lab. Due to itspopularity, the course has expanded to serve almost one thousand students per year. The classmeets twice a week in lecture format where the design process is taught and significant societalissues are discussed, such as: clean water, sustainability, energy, health care, and engineeringethics. The class also meets once per week for three hours

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

James B. Riggs, Texas Tech University

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First-Year Programs

their academic and industrial training and meeting this need is the objective ofthis paper. Based on this perspective, we will examine the full range of engineeringfundamentals (i.e., ethics, problem solving, modeling, analysis, design, economics andcommunications) in an effort to layout an approach that prepares first-year students fortheir future careers in a manner that is consistent with their current knowledge andexperience (i.e. high school math and science). That is, in a general sense engineeringreduces to either engineering analysis or engineering design both of which rely onproblem solving and modeling. Engineering economics provides a means to consistentlyevaluate the performance of an engineering project by using optimization

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Biegalski P.E., University of Tennessee, Knoxville; Kevin Kit, University of Tennessee, Knoxville; Rachel McCord Ellestad, University of Tennessee, Knoxville

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First-Year Programs

Paper ID #14875Converting Traditional Engineering Physics Laboratories into Self-DesignedStudent ExplorationsDr. Amy Biegalski P.E., University of Tennessee, Knoxville Dr. Biegalski is a lecturer in the Engineering Fundamentals Program at The University of Tennessee, Knoxville. She received her M.S. and Ph.D. in Structural Engineering from the CASE School of Engi- neering. She worked as a consulting structural engineer before joining UT. Her research interests include engineering fundamentals courses and project based learning; abiegals@utk.edu.Dr. Kevin Kit, University of Tennessee, Knoxville Kevin Kit is Director of the

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura A. Ruhala, Kennesaw State University; Hillary Steiner, Kennesaw State University; Catherine L. Bradford, Kennesaw State University; Ruth Ann Goldfine, Kennesaw State University; Nirmal Trivedi, Kennesaw State University; Scott Larisch, Kennesaw State University

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First-Year Programs

she worked closely with engineering faculty engaged in research projects. Throughout her career in academia, Ruth has worked primarily with first-year students, initially as an instructor of English composition and later as a first-year seminar professor. Her work in the classroom continues to inform her research, which is focused on first-year students, students in transition, and, most recently, first-year STEM students. Her research interests also include the use of technology in the composition classroom, first-generation students, and students in transitions beyond the first year of college.Dr. Nirmal Trivedi, Kennesaw State University Dr. Nirmal Trivedi is the Director of First-Year Seminars and Assistant