Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Danny King, Indiana University Purdue University, Indianapolis; Laura Masterson, Indiana University Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

individualpaper which was related to engineering careers. On the last day of the two week SB students givea presentation surrounding their design project giving details, sketches, and concepts to the otherstudents in the class. In addition, the SB program engineering students also participate in aPumpkin Drop project during the fall semester just as the traditional engineering LCs studentsdo. Students complete the Pumpkin Drop project in a team as well. The summer bridge program is followed into the first semester with five class meetingsthroughout the fall semester. Continued contact with the students allows the instructional team tocontinue to serve students as they face the challenges of adjusting to college life. It also allowscontinued

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

section taught by different professors togive hands-on engineering experience in their first-year of university coursework. Some previousprojects include an Egg-Drop Machine, a Pumpkin Launcher and autonomous robots.16 Detailsregarding these project sections will not be discussed here since the individual professors,independent of the larger lecture section of FEOC, determine the objectives and designrequirements.For the FEOC, DLC mentors are used for the large section lecture as well as the smaller project-based sections mentioned above. Small groups of approximately ten freshman students areassigned a mentor. The mentor is responsible for organizing and leading group activities withtheir protégés’ every other week. The off-weeks are used for

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan F Freeman, Northeastern University; Beverly Kris Jaeger, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

similar list of elements in the responses, which are explained in thesenext paragraphs. The Minor Design project is hands-on, small team, design-and-build,accomplished early in the term, with a short assignment window of approximately 2-3 weeks.There are different Minor Design projects across the sections taught by various instructors–design and build an alternative energy vehicle to meet criteria, build a pasta bridge to hold amaximum load, design a device to protect a pumpkin from a 50-foot freefall, or develop amodular custom aircraft engine support stand. The Major Design project is conducted in groups Page 24.880.6of 3 to 4, and over a

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Susan Freeman, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

examples are: a pumpkin drop, ping pong ball launchers,mousetrap cars, and devices to wake up a roommate2,18. The opportunity is present for alllearning styles to be reached. Sensors will benefit from seeing the physical fruits of their laborwhile intuitors are able to apply concepts, perform calculations, and innovate. Visuals are able todraw and diagram whereas verbals and reflectors benefit from research and book reading. Activelearners get to work in teams and have a hands-on approach to the solution, while sequentialsand globals are both covered through the nature of the design process and iteration.Professor’s Presentations & Explanations. This learning mode includes any material presentedin the form of a lecture, PowerPoint presentation