Collection

2020 First-Year Engineering Experience

Authors

Benjamin D McPheron, Anderson University; Willis Troy, Anderson University; Caroline Baker, Anderson University

application of a semester project in an introductory engineering course is not noveland is not discussed further in this work.The lab courses are both 2-hour sections that meets weekly and is led by a faculty member.Students work in pairs to complete laboratories, but are expected to complete quizzes, lab reports,and skills exams independently. In the mechanical engineering laboratory, ENGR 2002, the focusis on an introduction to computer-aided design, measurement, unit conversions, and hands-onfabrication methods. The first few weeks reinforce unit manipulation and conversions that wouldhave first been introduced in high school, and we move quickly to appropriate measurementtechniques and the corresponding concepts of precision and accuracy in

Collection

2020 First-Year Engineering Experience

Authors

Koenraad E Gieskes, State University of New York at Binghamton; Michael Elmore, State University of New York at Binghamton

yourintended engineering major and 2) How certain are you of your intended major. Typically, aboutone-half of first-year students indicate that they are very sure of their intended engineering majorand the other half is only somewhat sure or not at all sure.Along with an introduction to general engineering concepts, one of the primary objectives of theintroduction to engineering course that the students take in their first semester at SUNYBinghamton is to familiarize them with the engineering majors offered at the university:biomedical, computer, electrical, mechanical, and industrial and systems engineering.Throughout the course students are given lectures, assignments, and laboratories that arerepresentative of the engineering majors offered. The

Collection

2020 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University; Sarah Swain, Christian Brothers University; Sam Das

meetingits objective of helping students better understand and perform in the second-year course ofStatics and Mechanics of Materials [2]. As part of the CE 113 course, students are introduced toprogramming processes in the associated laboratory meetings, using MATLAB [3]. Within thefirst half of the course, students are introduced to the introductory programming topics, includingfunctions, command window operations, graphics window operations, script and function fileswithin the editor window, if-statements, and loops with MATLAB [3]. By the eighth week ofthe course, students are introduced to writing programs to solve simple statics and mechanics ofmaterials problems, which develops into more complex coding by the second half of the course.The

Collection

2020 First-Year Engineering Experience

Authors

Pichayathida (Alice) Luanpaisanon, University of Virginia; Carter Kenneth McCullough, Human Machine Interface Research Lab; Ryan Van Der Zee, Caterpillar Inc.; Ruth Wertz P.E., Valparaiso University; Reva E. Johnson, Valparaiso University

Work in Progress: Building Intuition in Mechanics with Haptic FeedbackIntroductionPeople learn best by interacting with physical systems: by exploring and receiving rich sensoryfeedback. In engineering education, this sensory feedback is provided best by laboratories andprojects. However, it is not possible or practical to build physical systems for every engineeringproblem that students encounter. Because of these practical limitations, much of an engineer’seducation comes through analyzing systems drawn on paper or projected on a screen.One solution is to use haptic devices to simulate physical interaction. Haptic devices make itpossible to rapidly create and interact with a wide range of physical systems. When

Collection

2020 First-Year Engineering Experience

Authors

Elizabeth Kurban, Women in Engineering, University of Maryland College Park; Mary L Bowden, University of Maryland College Park

Tagged Topics

Diversity

classroom and laboratory hours of math-intensivecurriculum aligned with practicing and strengthening engineering problem-solving skills. Thecoursework was taught by a university faculty member and doctoral student, and assisted bystudent teaching assistants. FYSE participants were given homework assignments, lab work,quizzes, exams, and an engineering-related group project with a final presentation. Upper-levelengineering undergraduate students were hired as residential tutors to assist students each weeknight, providing guidance and support on homework assignments and projects, in addition togeneral support in the students’ residence facility.In addition to the academic components, the FYSE program was designed to cultivatecommunity and a network

Collection

2020 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University; Kyle Raburn

evident that civil engineeringstudents struggled significantly in the second-year courses of Statics and Mechanics of Materials.In 2015, the 2-credit hour CE 113 (Civil Engineering Analysis) course was developed in order toexpose first-year civil engineering students to more rigorous, computational-based content earlyin their academic careers in efforts to improve student understanding and performance in thesecond-year courses of Statics and Mechanics of Materials. The pre-requisite for the CE 113course is Precalculus. The class meets for two 75-minute lecture sessions with an additional 75-minute laboratory component each week. Although the contact time is high for a 2 credit-hourcourse, much of the class time has group problem solving exercises

Collection

2020 First-Year Engineering Experience

Authors

Ludvik Alkhoury, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

separate laboratory experiences in a computer lab. In each of the four (4) labsections, students are asked to form teams of three to work on the drone project.For this project, students are asked to (1) reverse engineer, (2) physically assemble, and (3)redesign a mini-drone. The objective of this project is to introduce engineering world – from allits angles – to students and teach them how to transform an idea into a real product. The studentsare asked to come up with their own designs to create a drone with improved capabilities byeither altering the basic drone body already provided or starting from scratch. For simplicity,design process is subdivided the into three (3) milestones as discussed below. Students spend thefirst nine weeks to learn

Collection

2020 First-Year Engineering Experience

Authors

AJ Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Brett Hamlin, Michigan Technological University; Norma L Veurink, Michigan Technological University; Jon Sticklen, Michigan Technological University

Tagged Topics

Diversity

Technological University Jon Sticklen was the chairperson of the Engineering Fundamentals Department, Michigan Technological University from August 2014 through June 2020. In the decade of the 90s, Dr. Sticklen founded and led a computer science laboratory in knowledge-based systems in the College of Engineering, Michigan State University that focused on task-specific approaches to problem-solving, better known as expert systems. Over the last fifteen years, Dr. Sticklen has pursued engineering education research focused on early engineering with an emphasis on hybrid course design and problem-based learning. Dr. Sticklen assumed the chairperson of Engineering Fundamentals at Michigan Tech on August 1, 2014. His research has