Conference Session

Beyond the Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Gary Bailey, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University

Tagged Divisions

First-Year Programs

Engineering Effective solution Desire to solve engineering problems approach algorithms technical problems k. Use techniques, skills & Engineering tools Efficient, effective Need to assess tools of engineering use of tools limitations of tools b. Design & conduct Experimental Laboratory Empirical stance experiments, interpret data method techniquesII c. Design a system, Design methodology Design process, Open to risk and component or process creativity uncertainty d

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Odis Griffin, Virginia Tech

Tagged Divisions

First-Year Programs

Program for the New Millenium,” ASEE Southeastern Regional Conf, April 6-8, 1998, Orlando, FL.[5] Goff, R.M. and Gregg, M.H. "Why Hands-on Design? A First Year Hands-on Design & Dissection Laboratory", 1998 Industrial Designers Society of America (IDSA) National Design Education Conference. Long Beach, CA September 21-23, 1998. Proceedings are on CD. Page 11.657.14[6] York, S. C., “Providing early design/build opportunities to Freshman Engineering Students”, Proceedings of the ASEE 2002 Annual Conference and Exposition, June 16-19, 2002, Montréal, Quebec Canada.[7] Lo, Jenny, Richard M. Goff

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Susan Freeman, Northeastern University; Beverly Jaeger, Northeastern University; Richard Whalen, Beverly Jaeger and Richard Whalen are members of Northeastern University's

Tagged Divisions

First-Year Programs

engineering design is to build a course out ofactivities that are woven around a well-established process in order to allow students toexperience design rather than just listen to how it is supposed to work. It is well known throughresearch and practice that incorporating learning activities into a course better facilitates thestudent learning process as compared with more passive approaches2,6,13,14,15. First-yearengineering design courses typically include standard design-and-build projects, designcompetitions, laboratory projects, and other projects that span many weeks. These projects areactive and hands-on, but are often relatively self-contained and separate from the exercises ofpresenting a design process and becoming familiar with other

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

First-Year Programs

innovative educational materials as part of the Laboratory for InnovativeTechnology and Engineering Education (LITEE). This paper describes the project goals,summary of some of the case studies that have been developed, methods to integratethese case studies with theoretical materials, and evaluation of implementing thesematerials in freshman engineering classrooms. Page 11.842.4Establishing Project Goals Information technology is essential for solving critical national problems in areassuch as science and engineering, the environment, health care, and governmentoperations; but new fundamental understanding is required to make optimal

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Laura Girardeau, Washington State University; Jennifer Beller, Washington State University; Greg Crouch, Washington State University

Tagged Divisions

First-Year Programs

Technology, and was formally a Jr. Researcher in the Laboratory for Interactive Learning Technologies at the University of Hawaii. She is co-author of several publications on collaborative learning.Jennifer Beller, Washington State University Jennifer M. Beller, Ph.D. is an Associate Professor of Educational Psychology in the Department of Educational Leadership and Counseling Psychology at Washington State University. She is co-author of six ASEE proceeding papers, including one that won the ASEE Best Conference Paper.Greg Crouch, Washington State University Greg Crouch is associate professor of chemistry at Washington State University. In addition to organic chemistry research, Greg’s

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dawn Patterson Shew M.Ed., University of Kansas; Lorin P. Maletsky, University of Kansas; Grace Clark; Molly McVey, University of Kansas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering.” Journal of Engineering Education, Vol. 101, No. 2, pp, 319-345 2. Lichtenstein, G. , McCormick, A. C., Sheppard, S. D. and Puma, J, “Comparing the Undergraduate Experience of Engineers to All Other Majors: Significant Differences are Programmatic.” Journal of Engineering Education, 99: 305-317, October 2010. 3. Felder and R. Brent, “Why Students Fail Tests: 1. Ineffective Studying.” Chem. Engr. Education, 50(2), 151-152 (Spring 2016). 4. Newcomb and Bagwell, “Collaborative Learning in an Introduction to Psychological Science Laboratory: Undergraduate Teaching Fellows Teach to Learn.” Teaching of Psychology, April 1997, Vol. 24(2), pp. 88-95. 5. V. Tinto, “Taking Retention Seriously: Rethinking the

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

Tagged Divisions

First-Year Programs

to offer training and/or teaching in new skillsand/or knowledge [51]. For quite some time now, many colleges have provided makerspace-analogous functionalities, including assembly/testing areas, machine shops, Computer AidedDesign laboratories, and/or classrooms. What universities often disregard is the inclusion all ofthese elements in one location [52]. For campuses that do implement such centralizedaccommodations, the majority of these makerspaces are utilized predominantly for informalsettings. Utilizing a makerspace for housing an introductory course in engineering, such as ENGR111, fosters a formal setting that includes a variety of disciplines that draws in diverse backgroundsand varying levels of expertise.If structured properly

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, Ohio State University

Tagged Divisions

First-Year Programs

provided withthe help of hands-on laboratory experiments. The course is divided into lecture and hand-on labs.The topics included covered in lecture are engineering design process, problem solving, technicalcommunication, engineering ethics and teamwork. Utilizing engineering tools to analyze dataand solve real world problems is an important aspect of the course. Analyzing data in MicrosoftExcel, Programming in MATLAB and Design Project are three major areas of the lecturecomponents of the course. Data analysis concepts involve creation of arrays, use of arithmeticoperators, use of built-in functions, graphing techniques for single or multiple datasets inMicrosoft Excel. An Alternative approach to data analysis is presented using MATLABprogramming

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet K. Lumpp, University of Kentucky; Jennifer Lovely, University of Kentucky; Laura Marie Letellier P.E., University of Kentucky; David L. Silverstein P.E., University of Kentucky; Derek Lynn Englert, University of Kentucky; John R. Baker P.E., University of Kentucky; Neil Moore, University of Kentucky; John F. Maddox, University of Kentucky; Julie Gordon Whitney, University of Kentucky; Doug Klein, University of Kentucky; Whitney C. Blackburn-Lynch, University of Kentucky

Tagged Divisions

First-Year Programs

tear of thestudents’ laptops while in use, and these investments need to be constantly renewed. Finally thelarge number of students who enter today’s engineering programs at many institutions providesits own logistical barrier to retention efforts. Developing laboratory experiences that promotepersonal discovery are made more difficult the larger the number of students that must haveaccess.III. Creating a First-Year Computer Programming CourseStudents entering a large engineering program bring a wide variety of background skills. Whilethe ability to understand how computers and computer programming works, and what these toolscan enable is considered to be a basic skill of the modern engineer there is a wide range of howcomputer-ready students

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

Tagged Divisions

First-Year Programs

students. The course istaught by an assistant professor in the civil engineering department specializing in structural andmaterials engineering. The students met in a small classroom (20 student capacity) located in thecivil engineering teaching laboratory once per week for one hour and twenty minutes. Theclassroom was equipped with four large tables capable of seating up to five students, fourcomputers, a projector, and a 3D printer. Each computer was equipped with Microsoft Office®AutoCad®, STAADPro® and PASCO®. The students were provided with weekly lecturematerial via PowerPoint presentations and embedded video tutorials. All lecture material andproject descriptions were made available to the students four to five days prior to the lecture.The

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

Tagged Divisions

First-Year Programs

learning engineeringsurvey (APPLES) (TR-10-01)”. Technical Report CAEE-TR-10-01. Seattle, WA: Center for the Advancement forEngineering Education, September, 2010.[3] Brown, P. R., “Unlocking student motivation: development of an engineering motivation survey”, in AmericanSociety for Engineering Education Conference, Proceedings of, Atlanta, GA, 2013.[4] Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A.,Harackiewicz, J. M., “Measuring situational interest in academic domains”, in Education and PsychologicalMeasurement, DOI: 10.1177/0013164409355699[5] Huettel, L., “Connecting theory and practice: laboratory-based explorations of the NAE Grand Challenges,” inAmerican Society for Engineering

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B. Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University; Claire Y. Yan, University of British Columbia - Okanagan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. degrees from Xi’an Jiaotong University, China and Ph.D. degree from University of Strathclyde, UK. Prior to joining UBC in 2008, she worked as a research scientist at Ryerson University on various projects in the area of CFD and heat and mass transfer. Dr. Yan has taught a variety of courses including fluid mechanics, fluid machines, mechanics of materials, calculus, and kinematics and dynamic. She has also developed undergraduate fluids laboratories and supervised many capstone projects. Her interest in SoTL is evidence-based teaching strategies, student engagement, faculty development, and teaching and learning communities. Dr. Yan is a registered P.Eng. with APEGBC and has served as reviewer for various

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Ann Saterbak, Rice University; Michael Wolf, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #15772Summer Bridge Program Structured to Cover Most Demanding STEM Top-icsMs. Megan McSpedon, Rice University Megan McSpedon is the Associate Director of the Rice Emerging Scholars Program. She has been with the program since it was founded in 2012. Megan received a B.A. in English from Rice University.Dr. Ann Saterbak, Rice University Ann Saterbak is Professor in the Practice in the Bioengineering Department and Associate Dean for Un- dergraduate Education in the School of Engineering at Rice University. Saterbak was responsible for developing the laboratory program in Bioengineering. Saterbak introduced problem

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Divisions

First-Year Programs

engineers for 2020 and beyond. Available from http://www.engineeringchallenges.org/cms/7126/7639.aspx4 Merriam, S., & Bierema, L. (2014). Adult learning: Linking theory and practice. San Francisco, CA: John Wiley & Sons, Inc.5 Arkes, J. (1999). What do educational credentials signal and why do employers value credentials? Economics of Education Review, 18, 133-1416 Morell, L. (2012). Engineering education in the 21st century: Roles, opportunities, and challenges. Hewlett Packard Laboratories. Available from http://luenymorell.files.wordpress.com/2010/12/morell- eng-edu-in-21st-cent-roles-opport-and-challenges.pdf7 Young, J. (2012). Badges earned online

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, University of Connecticut; Malgorzata Chwatko, University of Connecticut; Daniel D. Burkey, University of Connecticut; Jeffrey Ryan McCutcheon

Tagged Divisions

First-Year Programs

Paper ID #12397A First-Year Project-Based Design Course with Management Simulation andGame-Based Learning ElementsMr. Daniel D. Anastasio, University of Connecticut Daniel Anastasio received his B.S. in Chemical Engineering from the University of Connecticut in 2009. He is pursuing a Ph.D. in Chemical Engineering at the University of Connecticut while acting as a co- instructor for the chemical engineering capstone laboratory and the first-year foundations of engineering course. His research interests include osmotically driven membrane separations and engineering peda- gogy.Ms. Malgorzata Chwatko, University of

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Polytechnic School of Engineering (formerly Polytechnic University); Gunter W. Georgi, New York University Polytechnic School of Engineering; Alyssa Marie D'Apice, New York University Polytechnic School of Engineering

Tagged Divisions

First-Year Programs

students in allsections of the course. As the instructors at UM note, not all faculty have access to an on-campuseducational theater group. Even so, we were inspired enough to make our own presentation. Ourintroduction to engineering course is divided into a portion that is team-based, a weekly lecture,and a portion that is conducted in a more traditional laboratory-and-recitation format. Thecourse’s instructional team itself is team-based, which means we value the power of teams at thesame time that we incorporate ideas from a wide range of sources. It seemed to us that even aneffort that was not supported by an educational theater group would be beneficial to initiating aconversation about teamwork.A. Literature ReviewAlthough much of 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

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

Tagged Divisions

First-Year Programs

most majors in theschool of engineering, and the course is designed to provide a foundation in the soft skillsstudents will need in future engineering courses (such as giving presentations, following labinstructions, using software, as well as working on teams). All students in the class meet once aweek for lecture, which is where this course’s version of the educational theater took place. Thecourse also requires weekly interdisciplinary laboratory experiments and recitations forpresentations in sections of up to 18 students. In addition, an independent design project that isdeveloped by teams is required. Students rank their top choices of various design projects andthen are placed into teams during the third week of class. Although the

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette (College of Engineering); Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Jill Anne Folkerts, Purdue University; Taylor V. Williams, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

of scoring rubrics: Reliability, validity and educational consequences. Educ. Res. Rev. 2, 130–144 (2007).27. Popham, W. J. Classroom assessment: What teachers need to know. (Pearson, 2014).28. Reddy, Y. M. & Andrade, H. A review of rubric use in higher education. Assess. Eval. High. Educ. 35, 435–448 (2010).29. Andrade, H. G. Using rubrics to promote thinking and learning. Educ. Leadersh. 57, 13– 18 (2000).30. Kellogg, R. S., Mann, J. A. & Dieterich, A. Developing and using rubrics to evaluate subjective engineering laboratory and design reports. in ASEE Annual Conference & Exposition 1–10 (2001).31. Lovorn, M. G. & Rezaei, A. R. Assessing the assessment: Rubrics training for pre-service

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

, “Predicting performance in a first engineering calculus course: Implications for interventions,” Int. J. Math. Educ. Sci. Technol., vol. 46, no. 1, pp. 40–55, 2015.[33] D. B. Bellinger, M. S. DeCaro, and P. A. S. Ralston, “Mindfulness, anxiety, and high- stakes mathematics performance in the laboratory and classroom,” Conscious. Cogn., vol. 37, pp. 123–132, 2015.[34] J. P. Weaver, M. S. DeCaro, J. L. Hieb, and P. A. Ralston, “Social Belonging and First- Year Engineering Mathematics: A Collaborative Learning Intervention.” ASEE Conferences, New Orleans, Louisiana, 2016.[35] P. Weaver, J., DeCaro, M., Hieb, J., Ralston, “Social Belonging and First-Year Engineering Mathematics: A Collaborative Learning Intervention,” in ASEE

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Mary Roth P.E., Lafayette College

Tagged Divisions

First-Year Programs, Mathematics

a way of approaching the design process and asks howwe design to 1) preserve and rejuvenate this existing infrastructure, and 2) create newinfrastructure that will help to make our cities more sustainable. Students will use [the local city]as a laboratory to apply principles of reverse engineering to understand existing infrastructureand apply the design process to develop creative solutions to urban infrastructure problems.Engineering Failures: Lessons for the Future (Civil and Environmental Engineering –Instructor 5)Unless they are constructed and used entirely at sea, in the air, or in space, all structures aresupported by soil and/or rock for at least part of their design life. Geotechnical engineering is thearea of engineering that

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

housing for the duration of the three-weekprogram. The main goal of the FYSE program is to strengthen engineering-related mathematicsskills, with particular focus on pre-calculus and the application of engineering problem solving.Each day during the week, the students participate in several classroom and laboratory hours ofmath-intensive curriculum aligned with practicing and strengthening engineering problem-solving skills (see Appendix A for sample syllabus from 2017). From 2012, the coursework has 5been taught by three university faculty members and instructors and assisted by a graduateassistant and undergraduate teaching assistants. In

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Louisiana Tech University

Tagged Divisions

First-Year Programs

Education. ASEE Board of Directors. June 2016,www.asee.org/about-us/the-organization/our-mission.[4] Big Beacon. 2012. Big Beacon Manifesto [PowerPoint slides]. Retrieved fromhttp://bigbeacon.org/big-beacon-manifesto.pdf[5] Crittenden, K., Hall, D., Brackin, P. Living with the Lab: Sustainable Lab Experiences for FreshmanEngineering Students American Society for Engineering Education Annual Conference and Exposition,June 2010. 2010 Best Paper Award, Division of Experimentation and Laboratory Oriented Studies[6] Hall, D.E., Cronk, S.R., Brackin, P.D., Barker, J.M., Crittenden, K.B. Living with the Lab: ACurriculum to Prepare Freshman Students to Meet the Attributes of "The Engineer of 2020," AmericanSociety for Engineering Education Annual

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada, Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, and completed her doctorate in mechanical engineering in 2011, all from WVU. At WVU, she has previously served as the Undergraduate and Outreach Advisor for the Mechani- cal and Aerospace Engineering department and the Assistant Director of the Center for Building Energy Efficiency. She has previously taught courses such as Thermodynamics, Thermal Fluids Laboratory, and Guided Missiles Systems, as well as serving as a Senior Design Project Advisor for Mechanical Engineer- ing Students. Her research interests include energy and thermodynamic related topics. Since 2007 she has been actively involved in recruiting and outreach for the Statler College, as part of this involvement Dr. Morris frequently makes

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

Pat Pyke; John Gardner; Marcia Belcheir; Janet Callahan; Amy Moll; Cheryl Schrader

Tagged Divisions

First-Year Programs

(Any 2) Completed (Any 2) Completed (Any 2) Completed (Any 2) (Mechanical) (Materials Science) (Civil) (Electrical) Heat Transfer MSE Laboratory Engr. Properties of Signals & Systems Construction Materials Applied Mechanics Mech. Behavior of Transportation Engr. System Modeling of Materials Materials Fundamentals and Control Kinematics and Thermodynamics of Reinforced Concrete Microelectronic Machine Dynamics Materials Design Circuits

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

can serve alarger number of students.Each team was given a budget of $50 that was also covered by funds for laboratory expenses.The students identified sensors, motors, and other materials that were ordered for the class. Thisallowed the greatest flexibility for the students but it created a number of logistical challengeswith purchasing such a wide array of items. On the next iteration, we would offer a list ofavailable materials that they could select from rather than having each team select their ownitems. This would simplify the ordering process. The list of items would include sensors (suchas pressure, proximity, motion, light, infrared, force, and flex), small lasers, motors, LED’s,holiday light strings, magnetic card readers

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Robert Caverly, Villanova University; Howard Fulmer, Villanova University; Sridhar Santhanam, Villanova University; James O’Brien, Villanova University; Gerard Jones, Villanova University; Edward Char, Villanova University; Frank Mercede, Villanova University; Pritpal Singh, Villanova University; Randy Weinstein, Villanova University; Joseph Yost, Villanova University

Tagged Divisions

First-Year Programs

proper format for an engineering laboratory report.Carbon FootprintIn lecture, we discussed a chemistry-based as well as an energy-based approach to calculatingthe amount of CO2 we produce on an annual basis; i.e., our carbon footprint. To obtain“ballpark values,” we pointed the students to several online carbon footprint calculators thathandle various pollution sources. A specific source of CO2 generation is a dorm room, and that’swhat we wanted the students to investigate.The carbon footprint assignment proceeded as follows: • In your dorm, note all the electrical appliances (e.g. refrigerator, computer, lighting, cell phone charger, iPod, etc.). Enter each appliance name into Excel, along with its operating current, voltage, and

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University

Tagged Divisions

First-Year Programs

from 33 students to 72 students during that time period.The lab and seminar class sizes have remained the same due to constraints in the physical sizelimitations of the laboratories. Though the curriculum itself has remained the same, the deliveryof the curriculum has changed as well. In many instances faculty are making use of newtechnologies such as MasterEngineering©3 and MasteringPhysics©4 to supplement the deliveryof course material.Program ObjectivesSetting the objectives for MacEwan’s engineering program is strongly driven by the processesthat have been summarized in this article thus far. One of the main objectives of the program isto ensure that students from our engineering program are successful in Year Two at the U of A

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; Susan Donner Bibeau, U.S. Coast Guard; K.L. Burns, U.S. Coast Guard Academy; Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy

Tagged Divisions

First-Year Programs

who are admitted to theScholarship program usually visit several times over a two year period, often with financialsupport from the University. They participate in overnight "Student for a Day" programs, andideally, a one week experiential workshop, the College Introduction Program (CIP). The CIP is a college student-led, faculty-supported, reality-based journey into life as a Four-Year College student, designed for rising high school seniors. This special week, offered threetimes each July, is built around a robotics project which serves not only as an introduction toengineering, but also as a laboratory to explore leadership and team building. The schedule ishigh-intensity, deliberately designed to challenge students in several

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State Univesity; Nathaniel Ehrlich, Michigan State University; Colleen McDonough, Michigan State University; Jon Sticklen, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

First-Year Programs

has lead a laboratory in knowledge-based systems focused on task specific approaches to problem solving. Over the last decade, Dr. Sticklen has pursued engineering education research focused on early engineering; his current research is supported by NSF/DUE and NSF/CISE.Thomas Wolff, Michigan State University Dr. Thomas F. Wolff is Associate Dean of Engineering for Undergraduate Studies at Michigan State University. He is principal investigator on several NSF grants related to retention of engineering students. As a faculty member in civil engineering, he co-teaches a large introductory

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

George Roesch Johnson, University of Wisconsin, Madison, Engineering Professional Development

Tagged Divisions

First-Year Programs

assignment asked each student to keep a log for four days of how they spenttheir time, including their use of social media, and display the results in a pie chart that could beshared with the class. To prepare for playing and evaluating educational games, they read,“Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are Restless (13), whichclaimed game based learning is effective and engaging because games involve analyticalthinking, risk taking, and progressive challenges involving choice. Students were then asked togo to the Tiltfactor, (15) a collaborative laboratory that makes screen based computer games, andplay their game Layoff. The game Layoff attempts to comment on the current state of the USfinancial crisis by asking