Conference Session

M2A: Learning By Design 1

Collection

2019 FYEE Conference

Authors

Nicholas A Meisel, The Pennsylvania State University; Sarah C Ritter, Pennsylvania State University, University Park

Tagged Topics

FYEE Conference - Paper Submission

, print preparation, material extrusion, andmanufacturability constraints. The integration of the proposed solution with existingmanufacturing lessons and faculty skillsets is also discussed.1. MOTIVATION AND BACKGROUND Additive manufacturing (AM, or 3D printing) technology is quickly becoming a common sightin cornerstone engineering design courses [1,2]. The reason is twofold: (i) AM is set to be adominant tool for end-use manufacturing (and thus it benefits engineering students to be exposedas soon in their careers as possible) and (ii) low-cost AM systems can enable rapid prototypingand iteration in the design process, while dovetailing well with computer-aided design (CAD)skills also learned in cornerstone design courses. Learning

Conference Session

M2B: Learning in teams

Collection

2019 FYEE Conference

Authors

Anna Norris, Colorado State University; Alistair Cook, Colorado State University; Rebecca A Atadero, Colorado State University; Thomas J. Siller, Colorado State University

Tagged Topics

FYEE Conference - Paper Submission

) educational programs and careers [1]. This underrepresentation is reflected in the normsand culture existing in STEM fields. The perception of a white-men dominated environment canoften result in unfair stereotypes and biases imposed on women and people of color. These studentscan face assumptions of inferiority and be considered as part of the STEM field only as part of arequirement or quota [2],[3],[4]. Group based project learning is a common tool used in the engineering classroom topromote the acquisition and development of skills that prepare students for engineering careersrequiring significant collaborative effort. Working in groups and collaborating towards acommon goal allows students to develop their communication, leadership

Conference Session

T1A: Readiness 1

Collection

2019 FYEE Conference

Authors

Nicholas A Meisel, The Pennsylvania State University; Sarah C Ritter, Pennsylvania State University, University Park; Christopher McComb, Pennsylvania State University, University Park; Jessica Dolores Menold, Pennsylvania State University, University Park

Tagged Topics

FYEE Conference - Paper Submission

study was supported by the Leonhard Center for Enhancement of Engineering Educationat The Pennsylvania State University. The authors also graciously acknowledge the assistance ofDorcas Kaweesa for her efforts in helping to conceptualize the framework.6. REFERENCES[1] Gerber, E. M., Olson, J. M., and Komarek, R. L. D., 2012, “Extracurricular Design-Based Learning: Preparing Students for Careers in Innovation,” Int. J. Eng. Educ., 28(2), pp. 317–324.[2] Andreasen, M. M., and Hein, L., 1987, Integrated product development.[3] Lemons, G., Carberry, A., Swan, C., Jarvin, L., and Rogers, C., 2010, “The benefits of model building in teaching engineering design,” Des. Stud., 31(3), pp. 288–309.[4] Genco, N., Johnson, D., Hoelttae-Otto, K

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Jack Bringardner, NYU’s Tandon School of Engineering

Tagged Topics

FYEE Conference - Paper Submission

) Instruction/Pedagogy (e.g., curriculum design, ABET accreditation requirements andAssessment assessments, peer mentoring/teaching programs Student Success/Development (e.g., learning communities, development models andStudent Outcomes what best procedures to promote the professional development of first-year students) Academic & Career Advising (e.g. exploring engineering, understanding today'sStudent Outcomes student, students on non-traditional pathways and advising students on probation)Diversity Diversity and InclusionStudent Outcomes First Year Student OrientationRecruitment Enrollment ManagementExperiential

Conference Session

M3B: Learning in Context 2

Collection

2019 FYEE Conference

Authors

Roger J Marino P.E., Drexel University; Christopher M Weyant, Drexel University (Eng. & Eng. Tech.); Brandon B. Terranova, Drexel University

Tagged Topics

FYEE Conference - Paper Submission

students’ early exposure will benefit them in subsequent courses intheir academic careers [1,2]. Major constraints in exposing students to probability and statisticsin their first year are: course-space availability to accommodate an additional subject, and limitedclassroom time. Additionally, these constraints affect the depth at which an instructor can delveinto the material [2]. Also contributing to difficulty in students understanding the material is thatthey may not have been exposed to the subject of statistics in high school [2].To prepare high school students for the SAT and college, many high schools offer advancedmathematics courses such as Probability/ Statistics and Calculus. The U.S. Department ofEducation compiled data on mathematics

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Jonathan R. Brown, Ohio State University; Irina Kuznetcova, The Ohio State University; Ethan Kirk Andersen; Nick H Abbott; Deborah M. Grzybowski, Ohio State University; Christopher Douglas Porter, The Ohio State University Department of Physics

Tagged Topics

Diversity, FYEE Conference - Paper Submission

in these skills, and there is agender and racial gap in students’ performance on visuospatial tasks [5]–[8]. Fortunately,visuospatial skills can be explicitly taught [1], [5], [9]–[11]; research shows that when studentswho struggle in this area take a freshman-level course in visuospatial thinking, they havemeasurably better performance throughout their college career than those who do not [12], [13].Additionally, training can lead to significant improvements in visuospatial skills that persist intime and can translate to other tasks [1], [10], [11].For these reasons, the Ohio State University (OSU) offers a visuospatial skills course aimed atincoming freshman engineering students with relatively weak visuospatial skills. Relatedstrategies