Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University; Marcia Arambulo Rodriguez, Fairfield University; Michael Zabinski, Fairfield University; Ryan Munden, Fairfield University

Tagged Divisions

First-Year Programs

. Project-based courses attempt to resolve the tension betweenproviding training in the fundamentals of engineering and problem solving by motivating and engagingstudents. Active learning in first year engineering courses is believed to improve retention and appeal toa diverse population of students [1].We report on a two-year study using the Arduino platform to build a series of projects. We have usedArduino platform projects in two-course instances and present survey results describing studentresponses to learning with Arduino. 1. Introduction Multiple active learning projects and hands-on activities are incorporated in the Fundamentals ofEngineering course. This course is a required course for first-semester engineering students in

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oziel Rios, University of Texas, Dallas; Dani Fadda, University of Texas, Dallas

Tagged Divisions

First-Year Programs

Course to Make Informed Design DecisionsAbstractIn this complete evidence-based paper, it will be shown how computer simulations can beintroduced in a freshman mechanical engineering course and how students can use computersimulations to make informed design decisions. Freshman-level engineering students may haveinsights about the workings of mechanical systems even though they may not be versed in themathematical descriptions of such systems. The motivation for this work is three-fold: (1) allowfreshman students to apply and expand their insights into mechanical systems without the needfor mathematical descriptions which they may not yet be prepared to understand; (2) exposestudents to computer simulations at an early stage of their curriculum

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abigail T. Stephan, Clemson University; Laurel Whisler, Clemson University; Elizabeth Anne Stephan, Clemson University; Bridget Trogden, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

framework contributes to students’ knowledge of how to effectively learn in STEMcourses in addition to sharpening metacognitive processes. A mixed methods approach will beutilized to analyze student learning gains by quantifying exam grades as well as qualitativelyexamining students’ self-reported responses through reflections, exam wrapper survey results,and documentation of changed study behaviors.IntroductionOur 2018 ASEE paper “Work in Progress: Strategic, Translational Retention Initiatives toPromote Engineering Success” [1] described a pilot program designed to leverage existinguniversity resources to support successful course and program outcomes for first-year studentsentering general engineering with weak calculus skills. The General

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Jeffrey A. Davis, Grant MacEwan University; Olivia Tronchin, University of Alberta

Tagged Divisions

First-Year Programs

development of additionallearning activities as the need arises. A detailed curriculum map using Bloom’s taxonomy for thecognitive domain is presented for both the classroom and lab environment. This curriculum mapis linked to learning outcomes for the course.IntroductionThe impetus for this research came from papers by Behrens et al. [1], [2] which suggested thatLEGO® Mindstorms robots coupled with the MATLAB programming language could be used inundergraduate courses in electrical engineering to motivate students using “practical situations”driven by “active learning” activities. The activities proposed by those authors were disciplinespecific to electrical engineering and design, but their results motivated us to consider a similaridea for a more

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leroy L. Long III, Embry-Riddle Aeronautical University; Claudia Morello, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs, Mathematics

represented about five percent of all first-degree-seeking, first-year engineeringstudents. Of the 28 students who completed the EGR_Math course, approximately 4% had aninternational country of origin and 36% were women. In addition, roughly 67% were White,11% were Hispanic, 11% were Black and 7% were of an unknown race/ethnicity. As of Fall2017, undergraduate students from the Southeastern campus were 13% international students and22% female. Moreover, 56% were White, 7% Hispanic, 7% were multi-racial, 5% Asian, and 5%Black. See below for Figures 1-2. Students' Race/Ethnicity in EGR_Math White 67% Hispanic 11% Black

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Dr. Freuler earned his Bachelor of Aeronautical and Astronautical Engineering (1974), his B.S. in Computer and In- formation Science (1974), his M.S. in Aeronautical Engineering (1974), and his Ph.D. in Aeronautical and Astronautical Engineering (1991) all from The Ohio State University. c American Society for Engineering Education, 2019 Visibly Random Grouping Applied to First-Semester EngineeringIntroductionThis complete evidence-based practice paper is based on visibly random grouping (VRG). Thistechnique, introduced in the mathematics education literature in 2014, has been shown to have avariety of benefits [1] [2]. While there may not have been sufficient time for this technique to bea

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University; Noah Daviero, Northeastern University

Tagged Divisions

First-Year Programs

onthe class and learning outcomes. Specific research questions were: 1) What knowledge of patentsand intellectual property protections have been retained from the class? 2) What role did theclass patent system have on student learning outcomes related to the purpose and mechanics ofpatents? and 3) What role did the class patent system have on student experience in the class and,especially, the design project? A post-class student survey instrument was developed, andrequests to complete the online survey were sent via email to all students who had taken thecourse while the class patent system was in place. This group covers the last two academic years,and the response rate to the survey was high at 53%. The lead finding of this work is

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

knowledge about engineering, low self-efficacy, not identifying with the engineeringprofession, and poor academic performance. Literature states the attrition of engineering studentshas been connected to factors such as curricular requirements [1], lack of readiness related to studyand survival skills [2], loss of interest or disappointment in the field [3], poor academic and/orcareer advising [4], unapproachable faculty [4], and academic difficulty with mathematics [5].First-generation students are known to lack support from family [6] [9], lack academic preparation[7], have trouble transitioning into both the social and academic college environments [8], andhave greater financial concerns than non-first generation students [8]. URM students from

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Anne Blackowski, Virginia Tech; Holly M. Matusovich, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

approaches to curricula in the first-year in engineering [1]. Someinstitutions admit students directly to their engineering discipline or major. Others focus on ageneral engineering curriculum before students select their engineering discipline or major [2].Research shows that engineering programs that require students participate in First-YearEngineering (FYE) programs have greater retention for engineering [3]. FYE programs providestudents opportunities to engage in mastery experiences related to engineering before committingto a specific engineering discipline. Participating in the mastery experiences provided throughthe FYE program should contribute to student motivation to persist in engineering. This workwill take a look at one FYE program

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas

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Diversity

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First-Year Programs

Graduation: Helping First-Year Low Income, Rural STEM Students SucceedIntroductionWhile the STEM-based economy has been an enormous economic boon for some parts of theUnited States, other states, especially those more rural and economically beleaguered states, arefalling further behind economically due in part to their inability to meet engineering labordemands. Ranking 49th in college attendance and 45th in per capita Bachelor of Scienceengineering and science degrees [1], Arkansas is an example of one such state struggling to meetits STEM labor needs. However, the state could close this labor gap in part by recruiting previouslyoverlooked students – low-income and rural students. The University of Arkansas’ Path toGraduation (PTG

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Baker A. Martin, Clemson University

Tagged Divisions

First-Year Programs

the lack of a perfect correlation between the two. To investigate the factors first-yearstudents consider during their engineering disciplines major selection process, this Work inProgress paper will illustrate our approach to identify the factors using Social Cognitive CareerTheory. A survey has been compiled from two existing instruments with some additional itemswritten for this study.IntroductionAccording to data from the United States Bureau of Labor Statistics, engineering jobs areexpected to grow at an overall rate of 4% from 2014 to 2024, with some disciplines growingmuch faster than average [1]. Despite a growing demand for engineering graduates, a recentstudy has shown that only 28.1% of junior and senior engineering majors are

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Kim M. B. Tucker, Boise State University; Samantha Schauer, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, innovation,discourse, and collaboration can take place. Adding to FYECS struggles is the fact that many donot have a mentor in their related field and are unable to start building their professionalrepertoire, network, technical skills, or their content knowledge related to engineering. Simplyput, many FYECS do not identify with a community. The EIRC can be described as aCommunity of Practice (CoP) where a group of individuals have a shared vision, mutualengagement, shared repertoire, and joint enterprise. The Value Creation Framework, constructedby Wenger, Trayner, and de Laat [1] focuses on assigning value which can be produced throughsocial learning. This theoretical framework can be used as an analytical tool to evaluate the valuecreated within

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

minority institution like a Historically Black College and University (HBCU)are still the first generation college students in their families [1, 2]. Hence, the challenges theyhave to overcome as a first-year engineering student are greater than their peers. Students are notprepared to enroll into the right set of pre-engineering courses and persist due to their lack ofprior preparedness in high school math, physics, chemistry, and English [3,4,5,6]. Gatewaycourses have been recognized as one of the major barriers to earning a STEM degree [7]. Thenumber of times pre-requisite courses can be offered particularly every semester and in summeris also limited in small schools. Our own research on HBCUs with a student enrollment of 3000or less has shown

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenahvive K. Morgan, Michigan State University; Roya Solhmirzaei, Michigan State University; Hadi Salehi, Michigan State University

Tagged Divisions

First-Year Programs

Michigan.Mrs. Roya Solhmirzaei, Michigan State University I am PhD student in the department of Civil and Environmental Engineering at Michigan State University.Mr. Hadi Salehi, Michigan State University c American Society for Engineering Education, 2019 Work in Progress: Improving Team Performance in First-Year Engineering StudentsIntroductionSeat and Lord (1997) [1] discussed two types of student cognitive style theories. These are fieldindependence and field dependence. Seat and Lord (1997) argues that these theories describehow technical students, or engineering students, learn new information. These theories involvestudents being classified as either independent or dependent

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soundouss Sassi, Mississippi State University; Abigail Clark, Ohio State University; Jane Petrie, Ohio State University ; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering communities of First-Year Engineering students. Three phase interviewsare being conducted with participants from two different universities (Institution 1 and Institution2). First phase interviews were conducted with 12 students from Institute 1, and 14 from Institute 2in Spring 2018. Participants were selected to ensure there was representation of a variety ofbackgrounds and demographics (e.g., race, ethnicity, life experience.). During the initial interviews,students were asked questions including 1) What kinds of groups did you associate with duringyour first year? 2) In what ways are you connected to these groups? 3) What was your greateststruggle during your first year? 4) Are you an engineer? To analyze the data gathered from

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

workers who can effectively communicate with one another, problem- solve, and innovate… Preparing students for the future and to make significant contributions to society and the world has always been the noblest aim of higher education.” [1] Success then becomes not only a multi-objective problem, seeking mastery over thedefined learning objectives of the individual course, but also a transformational and aspirationalgoal of helping students to advance the depths of their own engagement and responsibility forlearning. A partial measure of success can also be seen in the degree to which students havegrown in terms of identifying themselves as an engineer, feeling part of the culture and having asense of belonging

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ariana Gabrielle Tyo, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Nathan D. Manser, Michigan Technological University

Tagged Divisions

First-Year Programs

in ENG 1101 (fall semester) and ENG 1102 (spring semester) during their first year.The course sequence is six credit hours in total, three credit hours each semester. The coursemeets for four hours each week, in addition to a mandatory one-hour LEAP session administeredsolely by the LEAP Leader, for a total class time of five hours. The typical class size for thismodel is 120 students for each instructor. The overall class is split into five sub-levels of 24students each, all reporting to a single LEAP Leader, meaning that the instructional staff for thisstudy consists of one full-time instructor and five LEAP Leaders. The sub-levels are split oneadditional time into four-person teams, for six teams per LEAP Leader. Figure 1 illustrates

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University

Tagged Divisions

First-Year Programs

needs of the students and institution. Recently, Reid, Reeping, andSpingola (2018) introduced a taxonomy, or classification list, for an introduction to engineeringcourses. The FYE classification list details the content areas in which first-year course elementsmay include: (1) Design, (2) Professional Skills, (3) Engineering Profession, (4) AcademicAdvising, (5) Math Skills, (6) Engineering Tools, (7) Global Interests, and (8) Communication.First-year courses do not necessarily include all of those elements, but typically most courseelements can be mapped to the classification list.For example, one element of a first-year program is that of engineering design, which is introducedin the first-year to students to get a better understanding of

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska, Anchorage; Matthew E. Calhoun, University of Alaska, Anchorage

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to Engineering Course to Improve RetentionAbstractThis complete research paper revisits and describes the efficacy of first-year retentioninterventions focused on engineering identity that were developed for a common Introduction toEngineering course. This research aims to improve retention rates where presently about half ofthe engineering undergraduate students exit or drop out [1]. The American Society ofEngineering Education (ASEE) has indicated that engineering universities should developretention programs to reduce these numbers [1]–[3]. One of the main recommendations is todevelop first-year retention programs [1]–[3]. At one university, two engineering professorsdeveloped first-year retention interventions into

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University; Nicholas A. Baine, Grand Valley State University; Samhita Rhodes, Grand Valley State University

Tagged Divisions

First-Year Programs

year of college are often faced with a number of challenges such as anew, higher-level curriculum, managing their time effectively, as well as developingrelationships with faculty and other students [1]. The greatest proportion (over 50%) of thestudents leaving an institution has been found to be between the first and second years of study[2, 3]. In a study of engineering student attrition at the University of Pittsburgh over a six-yearperiod, of the freshman attrition, half was accounted for by freshman that are placed on academicprobation at the end of their first term [4].Within first year engineering programs, mathematics is often one of the largest contributors toattrition in the first year [5]. Many schools across the country have

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa DeWitte, University of Florida; Pamela L. Dickrell, University of Florida

Tagged Divisions

First-Year Programs

education or recruitment. Inthe future, models of all major engineering subdisciplines will be developed, with current plansfor Aerospace and CS/Electrical engineering focused demonstrations. The intention behind theseself-contained demonstrations is to provide comprehensive methods of educating undecidedengineering majors about future career paths and promoting interdisciplinary critical thoughtthrough hands-on interaction.Introduction In the interest of student retention in engineering colleges, numerous programs have adjustedtheir first year engineering courses to include subjects that immediately define the role of themodern professional engineer [1] [2]. This has resulted in the earlier introduction of engineeringdesign principles, in

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Connor Sonnier, Arizona State University

Tagged Divisions

First-Year Programs

ofinformation, i.e., existing solutions, for the ‘research/information gathering’ phase of the designprocess.IntroductionIn the NAE “The Engineer of 2020” report, engineering is described as being “about designunder constraint” [1]. ABET criteria (c) and (e) also clearly emphasize students’ ability todesign a system, process, or product to meet desired needs under constraints [2]. As the centralactivity in engineering, design must be taught and applied in the engineering curriculum in orderto prepare next generation engineers who are able to create value for the society through design.The engineering design process has become one of the main topics in first year introductorycourses and many incorporate design activities such as hands-on design projects

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Asma Idries, North Carolina State University; Akira Angel Romero-Berube, North Carolina State University ; Rachel Lee Tilly, North Carolina State University; Laura Bottomley, North Carolina State University; Raegan Santana Reeves, North Carolina State University; Miles Xavier Davis

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

collaborationcentered extra-curricular resources can improve the project experience for first-year engineeringstudents.Background and Motivation First-year engineering education and its impact on student retention, culture, andexperience is an important topic to current educators trying to improve university levelengineering education. Persistence in an engineering program is directly related to the first-yearexperience [1]. The first-year curriculum and surrounding environment are essential componentsto providing students with points of both learning and discovery that will ultimately impact theirdecision to stay within their chosen path [1]. Although the engineering path may not be the bestpath for every student, there is a serious concern over

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

First-Year Programs

Judgment Scale for Suitability with First Year Student Reflective ResponsesAbstractThis Complete Evidence-Based Practice paper describes the use of reflection in a first-yearengineering design course. Reflection is an essential part of learning, but it is not widely used inengineering curricula. However, using reflective learning techniques in the classroom can helpstudents develop critical thinking skills [1] [2], which are highly valued in the modern workplace[3]. Critical thinking consists of an objective analysis and reconstruction of availableinformation, often from multiple sources, before deciding what to accept as valid. While weexpect that the ability to think critically develops with practice and time, it would be

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Philip A. Dunn Jr. P.E., University of Maine

Tagged Divisions

First-Year Programs

Maine.introductionEngineers have a vital role in modern society. They are the developers and innovators of theproducts, services, and overall environment in which we live. As consumers, we seekimproved and reliable services. We want innovative, environmentally neutral, andsustainable products. We expect a reliable and safe infrastructure to continue our dailyliving standard. Engineers are needed to keep us at the living standard that we enjoy andexpect.As we enter into the 21st Century, the demand for more engineers in the United States isincreasing. According to projections from the U.S. Department of Labor, “engineeringoccupations will add 178,300 jobs in the 2008-2018 period at a growth of 10.3% [1].”The Bureau of Labor Statistics (BLS) projects that the number

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amie Baisley, Utah State University; V. Dean Adams, Utah State University

Tagged Divisions

First-Year Programs, Mathematics

determine which studentsare more likely to persist in engineering or leave the engineering degree program.IntroductionIn the nation, the engineering retention rate is consistently reported to be below the nationalaverage for higher education retention at around 50 percent [1] - [6]. This low retention numberis placing a growing demand on the higher education system to keep and produce more engineers[7] - [9]. There are numerous reasons students leave engineering that range from student issues toinstitutional issues, but one of the leading causes has been attributed to the coursework thatengineering students are required to take early on in their program [3], [10] - [12]. These earlycourses include a series of math courses typically made up of 2 or

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Joseph Reese Jr., Johns Hopkins University; Michael L. Falk, Johns Hopkins University; Joanne F. Selinski, Johns Hopkins University; Sara Miner More, Johns Hopkins University; Ali Darvish, Johns Hopkins University; Ivan Sekyonda, Johns Hopkins University; Amy Brusini, Johns Hopkins University; Alejandra J. Magana, Purdue University-Main Campus, West Lafayette (College of Engineering); Ahmed Ibrahim, Johns Hopkins University; Nathan Graham, Johns Hopkins University; Paul Huckett, Johns Hopkins University

Tagged Divisions

First-Year Programs

) from McGill University and completed his postdoctoral train- ing in developmental psychology at the University of California at Riverside (UCR). He earned a B.S. in electrical engineering from Cairo University, and a MSc. in computer engineering from New York Uni- versity (NYU) before working in the engineering field for several years. Dr. Ibrahim’s research interests c American Society for Engineering Education, 2019 Paper ID #27185 include: (1) practices of science, (2) engineering design, (3) computer-human interaction, (4) pedagogical training, (5) educational research, and (6) assessment and

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder; Kenneth M. Anderson, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

needs of all incoming first-year students in engineering.Introduction and MotivationThe Wright State Model for Engineering Mathematics Education (Wright State Model or WSM)is being modified during a three-year pilot implementation to fit within the context of a large,public, research-oriented engineering college with an incoming first-year cohort ofapproximately 900 students [1]. During year two of the pilot (Y2), the WSM course, knownlocally as Engineering Math, became compulsory for all first semester engineering studentsassessed not to be ready for enrollment in a one-semester Calculus I course - about 14% of thefirst-year engineering cohort.1Inspirations for adapting the WSM model into Engineering Math harken back to the originalmotivation

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Pamela L. Dickrell, University of Florida; Lilianny Virguez, University of Florida

Tagged Divisions

First-Year Programs

solution to help humanity to meet specific needs. Thecourse is centered on experiential learning for all first-year engineering students through hands-on education in a classroom structured as a makerspace. Students collaborate at worktables inteams, each team with their own tools, with a dedicated class suite of 3D printers and othermaker tools to help students not only design, but also physically build and program functionalprototypes.The goals and benefits of the Engineering Design & Society course are to:1) Promote a culture of making in first-year students through early introduction of solidmodeling, programming, sensors, data acquisition, 3D printing, and other maker tools;2) Help students learn techniques to solve open-ended engineering

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis J. Everett, University of Texas, El Paso; Phillip Cornwell, Rose-Hulman Institute of Technology; Yirong Lin, The University of Texas, El Paso; Norman Love, University of Texas, El Paso

Tagged Divisions

First-Year Programs, Mathematics

Engineering Education, 2019 Mechanical Engineering Organized Around Mathematical SophisticationThis paper describes a work in progress. It is applying a proven, NSF funded problem-solvingapproach to a new and important demographic of underrepresented minority students. Those thataspire to become engineering majors, but are not calculus ready. The work will determine if itincreases success for that population. The intervention, called the Conservation and AccountingPrinciples or CAP, is applicable to all Engineering Science (ES) [1]. The CAP unifies theapproach to ES problems and has Algebraic, Trigonometric and Calculus formulations. The CAPallows a student to solve real world (Authentic) problems in