Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacqueline Q. Hodge, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Angie M. Harris, Texas A&M University; Jefferey E. Froyd, Texas A&M University; Margaret Hobson, Texas A&M University; Jasmine Alysse Pope

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First-Year Programs

Texas A&M University System. In this capacity she works with institutions of higher education across the state of Texas to strategically develop education and technical research proposals that will bring federal research dollars into Texas. Her office has garnered over $66 million in federal funding since 2003 for educational research, in addition to working with faculty who received individual technical awards, such as the NSF CAREER. Dr. Hobson has a B.S. from Texas Woman’s University and an M.S. and a Ph.D. from Texas A&M University in Educational Psychology (Dissertation: Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas J. Vasko, Central Connecticut State University; Peter F. Baumann, Central Connecticut State University

Tagged Divisions

First-Year Programs

 Problem-solving and solution presentation using the engineering method and format  Recording data, displaying it graphically, and representing it statistically  Using customary and international (SI) units of measure interchangeably  Applying basic engineering formulae to machine and process design  Working effectively on teamsOriginally explained in a previous work [1], FYE activities added to the introductory course fallinto three categories: informative, instructional, and support services. “Informative elementsincluded a general engineering (and engineering) technology curriculum review, a welcome andmembership invitation by student leaders of the technical student organizations on campus, and asession with the Career

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

education. She was awarded a CAREER grant from NSF to study expert teaching practices in capstone design courses na- tionwide, and is co-PI on several NSF grants to explore gender in engineering, design education, and interdisciplinary collaboration in engineering design.Jacob Preston Moore, Virginia Tech Jacob Moore is a PhD candidate in the Engineering Education PhD program at Virginia Tech. His re- search interests include developing better digital textbooks for engineering and using Rapid Prototyping in education.Deirdre Annaliese Nicole Hunter, Virginia Tech Deirdre Hunter is a doctoral student in the Department of Engineering Education at Virginia Tech.She has a B.S. in Mechanical Engineering from Syracuse

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Robert W. Warke, LeTourneau University

Tagged Divisions

First-Year Programs

review was conducted to determine what other engineering programsacross the nation are currently doing to increase their retention and graduation rates. Mostarticles focused on freshman retention and the many efforts that have been undertaken toimprove first-year retention numbers. Unfortunately, in many cases it is still too early todetermine conclusively whether or not these have been successful. Therefore, this study focuseson efforts where substantial (two or more years of) increased retention have been documented.Successful efforts include:  First-year interest groups where students are clustered in common class sections.  Peer mentoring and/or supplemental instruction.  A first-semester, project-based, career-enlightening

Conference Session

Multidisciplinary First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Ismail Jouny, Lafayette College; Polly Piergiovanni, Lafayette College

Tagged Divisions

First-Year Programs

session, a professor from a particular disciplineintroduces his/her discipline and answers any questions about it. The second hour isstructured so that students research the particular discipline, for example, finding outwhat graduates in the field do, average salary, employment statistics, outlook, potentialfor graduate study, national needs, potential for advancement, career outlook, etc.Students purchase a textbook about engineering graphics and will be required to completeseveral graphics assignments. Students benefit from access to online tutoring material,some interactive sessions with an instructor, and questions and answers sessions spreadthroughout the semester.Enrollment in this course is currently capped at 16 students, with 8 lab

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

withsmaller sections that focused on active learning have also been shown to increase students’retention and certainty [10].In connection with Social Cognitive Career Theory, many elements of first-year engineeringcourses are also directed towards self-efficacy, outcome expectations, and personal goals, andthese courses are proven to increase major certainty by a statistically significant amount [11],[12]. Furthermore, labs, projects, and a close relationship with their professor help studentsselect a major [11]. The retention rate of students within a specific major increased when thatstudent was taught by a professor with the same degree as their intended major for their FYEintroduction course, as well as when students attended 2 or more

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. French, University of Louisville; Campbell R. Bego, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Topics

Diversity

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First-Year Programs

about leaving: Why undergraduates leave the sciences,” Contemp. Sociol., 1997, doi: 10.2307/2655673.[15] A. Battle and A. Wigfield, “College women’s value orientations toward family, career, and graduate school,” J. Vocat. Behav., vol. 62, pp. 56–75, 2003, doi: 10.1016/S0001- 8791(02)00037-4.[16] J. L. Meece and D. P. Courtney, “Gender differences in students’ perceptions: Consequences for achievement-related choices.,” in Student perceptions in the classroom, D. H. Schunk and J. L. Meece, Eds. New York, NY: Routledge/Taylor & Francis Group, 1992, pp. 209–228.[17] M. Inzlicht and T. Ben-Zeev, “A threatening intellectual environment: Why females are susceptible to experiencing problem-solving

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krista M. Kecskemety, Ohio State University; Ada Barach, Ohio State University; Connor Jenkins, Ohio State University; Serendipity S. Gunawardena, Ohio State University

Tagged Topics

Diversity

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First-Year Programs

first programming experience • A Likert-scale to rate their programming skills • Their previous programming/computer science experiences • Which programming languages they consider themselves minimally proficient in • Whether they have used an online programming tutorials or resources (such as Code.org, Khan Academy, etc.) • A Likert-scale to rate whether they would like to take more computing courses • A Likert-scale to rate if they believe the skills taught in their FYE course will be useful in their life and/or career • A Likert-scale to rate if they know how to use programming to communicate with others and/or other programmers • How many times they have seen the MCS1/SCS1 assessment beforeResults and

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

AJ Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Nathan D. Manser, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Ken Thiemann, Michigan Technological University

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First-Year Programs

administered in the last studio sessionof the semester as an assignment (points were given for completing the survey). This surveycontains questions related to enjoyment, student lesson preparation practices, the usefulness ofthe course structure, activities, and resources to their learning, as well as how the course supportscurrent and future courses and career options. The other two surveys were administered byMichigan Tech's Center for Teaching and Learning as part of the course evaluation process. Thestudent rating of instruction is administered using an online evaluation system that is embeddedin the course Learning Management System. There was one survey for the studio session andinstructor, the other was for the LEAP sessions and LEAP Leader

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Woo J. Kim, Miami University; Brielle Nikole Johnson, Miami University; Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University

Tagged Divisions

First-Year Programs

correlated with amotivation. However, amotivation was buffered by the intervention condition; students in the intervention condition did not have their performance affected by their amotivation. Students in the control condition still did. This work is supported by NSF grant 1540627.IntroductionThe demand for engineers in the market is increasing as technology continues to increase incomplexity. However, college students in engineering fields often experience decreases inmotivation due to loss of interest and reduced competence beliefs [1, 2], which leads to thereduced retention in an engineering major and career [3].Motivation is an important component in predicting a variety of academic outcomes such asperformance

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey

Tagged Divisions

First-Year Programs

-285, 2009.[10] A. M. Schmidt and R. P. DeShon, "Prior performance and goal progress as moderators of the relationship between self-efficacy and performance," Human Performance, vol. 22, pp. 191-203, 2009.[11] R. W. Lent, H.-B. Sheu, D. Singley, J. A. Schmidt, L. C. Schmidt, and C. S. Gloster, "Longitudinal relations of self-efficacy to outcome expectations, interests, and major choice goals in engineering students," Journal of Vocational Behavior, vol. 73, pp. 328-335, 2008.[12] R. W. Lent, S. D. Brown, and K. C. Larkin, "Self-efficacy in the prediction of academic performance and perceived career options," Journal of counseling psychology, vol. 33, p. 265, 1986.[13] R. W. Lent, S. D. Brown, and K. C

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Michele Grimm, Wayne State University

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First-Year Programs

two years, the effect of this program on retention is promising. The Fall 2006 program hasbeen enhanced and is anticipated to further increase continued enrollment. Assessment of theprogram will be ongoing, focusing on retention and academic performance.IntroductionAs the economy changes and more emphasis is placed on jobs in technology-related industries, itfalls to the higher education system to prepare students for careers in these fields. Many collegesof engineering, especially those with an urban mission, have recognized that a poor preparationin math and science reduces their students’ chance for success in an undergraduate engineeringprogram. However, for many students it is lack of opportunity – rather than lack of ability – thatis

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Rebecca Damron, Oklahoma State University

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First-Year Programs

material, test-taking skills, and college survival skills. • Professional Success – career planning and effective presentations. • Engineering Information – career and advisement information and research presentations/laboratory tours. • Engineering Design and Problem Solving – creativity, effective teams, brainstorming, process design, and product design. • Societal Issues of Engineers – ethics, diversity/international issues, environmental issues/sustainability, medicine and bioengineering. • Personal Development – stress management and other wellness issues.This course is a particularly good class to do problem-based, cooperative activitiesbecause it addresses the goal of giving students engineering

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University

Tagged Divisions

First-Year Programs

author’s 23-year Page 12.614.2academic career, this course has been the most well-liked by students, who not only activelyengage in the discussions, but report actually enjoying reading the book. By basing anintroduction to ethics on popular culture, students seem more receptive to the relevance totheir own lives and careers.Moral ImaginationThe number one lesson in this course is that ethical issues pervade the practice of engineering.Furthermore, using Star Trek and other situations taken from everyday life teaches the largermessage that ethics pervades day-to-day life. Awareness of the pervasiveness of ethical issues isthe fundamental first step

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Gene Dixon, East Carolina University; William Howard, East Carolina University; Ric Williams; Keith Williamson, East Carolina University; Geoffrey Dieck, East Carolina University; Steve McLawhorn, East Carolina University

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First-Year Programs

one team, two members designed, developed, constructed and operated the robot. The non-attending members were isolated from the oral report, the written report and the competition by the participating members. During the oral presentation judging, the external judges noted the anomaly and queried the students. The students, both participating and non- participating, provided direct, honest feedback which the judges used to relate to real- world examples and career impacts.)The robot project was also evaluated through the use of an instructor survey. This survey wasadministered to the four faculty members comprising the instructing cohort immediatelyfollowing the end of the semester. The most valuable

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Philip Kosky, Union College; William Keat, Union College; George Wise, Union College; Robert Balmer, Union College

Tagged Divisions

First-Year Programs

career. It should not be so formal that the students are repelled or overwhelmed bytechnical issues while, at the same time, it should introduce some of the basic principles ofengineering so that the students can experience what it might be like to spend their life as aprofessional engineer. Ideally the first year engineering course should emphasize basicprinciples as physical realities rather than be an exercise in abstruse terminology and/or evenmore abstruse mathematical formulae. An associated freshman-engineering textbook shouldreflect the excitement of the profession with language, topics, and examples that will stimulateyoung men and women. It should also assure that all students are getting the same message in amultiple section

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda Read-Daily, Elizabethtown College; Kurt M. DeGoede, Elizabethtown College; Stacey L. Zimmerman, Elizabethtown College

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First-Year Programs

ofthe ABET a-k outcomes. We frame developing the required engineering skills from thefoundation of their individual strengths. Our “One-Minute Engineer” assignment requiresstudents to describe why they are pursuing engineering as a career path. Again, the frameworkof StrengthsFinder helps students clearly express their motivations.Team projects form the framework for ItE course sequence. We sort students into teams withdiverse Strengths [2]. Students utilize team contracts in which they develop team roles based onindividual Strengths [3]. A team mapping exercise reveals that our engineering students tend tooverpopulate the executing and strategic thinking domains of Strengths. Less stereotypicalengineering students with Strengths in

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian Scott Robinson, University of Louisville; Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; James Christopher Foreman, University of Louisville

Tagged Divisions

First-Year Programs

control systems and power generation industry prior to academic career. c American Society for Engineering Education, 2019 Creation, Development, and Delivery of a New Interactive First-Year Introduction to Engineering CourseAbstractThis complete evidence-based practice paper is focused on the initiation, development, andexecution of the second component of a two-course sequence for first-year engineering studentsat a large, public university in the southeastern U.S. This sequence was developed with inputfrom an engineering school-wide committee and represents a thorough restructuring of theschool’s first-year introduction to engineering program. The restructuring was designed tosupport

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Universidad EAFIT, Medellin - Purdue University, West Lafayette; S. Zahra Atiq, Purdue University, West Lafayette; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette

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First-Year Programs

extrinsic values. For students it may be important to consider and reflect whatevervalues their families appreciate. Well Informed includes students’ appreciation of having multiplesources of information about the major they wish to pursue. Through this code, we found aconnection to the paramount importance of SLE discussed in an earlier phase of this study7.      References     1.   Krieshok, T. S., Black, M. D., & McKay, R. A. (2009). Career decision making: The limits of rationality and the abundance of non-conscious processes. Journal of Vocational Behavior, 75(3), 275–290. 2.   Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. 3

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

 advisers are assigned to students early in the Spring Term, based on student major and departmental rotation. Moreover, McCormick students can rely on Personal Counselors in the Office of Personal Development. These counselors help students that may need more in­depth advising to help them recover from personal and academic difficulties. Students are also assigned to Career Advisers based on major; these advisers work in the Employment Office. They help students plan their job search and academic plans for students on Co­ops. The Alumni Network is involved in various ways­ through Employment and Dean’s Offices. Each of the these groups plays a vital role in providing guidance to students.   McCormick Advisers McCormick hired four advisers to

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill S. K. Nakatsu, University of Hawaii at Manoa

Tagged Divisions

First-Year Programs

they connected with faculty • Mentors wanted more time to prepare (they were only notified less than a month before the start of the program) • Mentors also wanted more mentorship training • Mentors also wanted a clearer explanation of the challenge Page 26.113.10It was recognized that students, both freshmen and mentors, needed to be informed much earlierto prepare for commitment to this program. The feedback received was that while mostfreshmen appreciated the benefit of meeting other students and experiencing a design projectearly in their college careers, they did not like the feeling of being forced to participate in amandatory

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerry L. Meyers, Youngstown State University; Gregory Warren Bucks, University of Cincinnati; Kathleen A Harper, The Ohio State University; Victoria E Goodrich, University of Notre Dame

Tagged Divisions

First-Year Programs

inMechanical Engineering may be a result of this process of undeclared engineering studentschoosing to look at another discipline if they have found out they are unable to get intoMechanical Engineering. The most popular engineering majors at the Large Land GrantUniversity also have enrollment limits, but since students do not apply to their majors untilcompletion of the first-year sequence, it does not appear to have an effect at this point in theirundergraduate careers. Page 26.1175.7 Table 4. Interest in Engineering Discipline Urban Public

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

Shelley Lorimer P.Eng., MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs

engineering and is a registered professional engineer with APEGA (Association of Professional Engineers, Geologists and Geophysicists of Alberta). Prior to her career at MacEwan, Shelley worked in industry as a research engineer and a consulting engineer for several years.Dr. Jeffrey A Davis P.Eng., Grant MacEwan University Dr Davis obtained his PhD at ETH Zurich specializing in multiphase flows and thermal hydraulics in nuclear reactors. With a passion for teaching, Dr. Davis’ research focuses on pedagogical topics such as student engagement, active learning, and cognitive development. Projects he is currently working on include ”Development of a risk assessment model for the retention of students”, ”Development of

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Gerold Willing, University of Louisville; Thomas D. Rockaway, University of Louisville

Tagged Divisions

First-Year Programs

their degree program. The UTAs will be trackedthrough their curriculum to determine if this has an impact in their advanced courses and theirfuture career paths. It is anticipated that the deeper understanding of the materials gained bybeing a UTA will entice them to take more rigorous courses as they matriculate. It is possiblethat the teaching experience may influence them to pursue an academic career at either theprimary, secondary or collegiate levels.4. AcknowledgementsPartnership for Retention Improvement in Mathematics, Engineering, and Science (PRIMES),National Science Foundation Project NSF-08569, $1,997,451, June 1, 2011 – May 31, 2016.Bibliography1. Otero, V., Pollock, S. & Finkelstein, N. A physics department’s role in

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., The Citadel; Jason Howison, The Citadel; Kevin Skenes, The Citadel

Tagged Divisions

First-Year Programs

come from avariety of backgrounds, the range of students and abilities is advantageous to all concerned. Theengineering principles allow the instructors to make connections and draw analogies anddemonstrations across different areas. A course schedule is in the Appendix.Course Description: Introduction to Mechanical Engineering.The engineering design process is demonstrated through use of practical problem-solvingmethods for mechanical projects. Course subjects include mechanical engineering career paths,ethical canons of the engineering profession, and requirements for professional licensure. Courseassignments, conducted within a collaborative learning environment, focus on creativeengineering solutions through technical analysis, teamwork

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen E Silliman, Gonzaga University; Toni Boggan, Gonzaga University; Vladimir A Labay, Gonzaga University; George D. Ricco, Gonzaga University, Spokane; Suzann Girtz, Gonzaga University

Tagged Divisions

First-Year Programs

/or confidence inpursuing engineering and computer science (ECS)? Second, does the LLC impact studentconfidence to pursue an ECS major during the first semester? Finally, what specific aspects ofthe LCC remain influential throughout the undergraduate academic career?The LLC in ECS at Gonzaga UniversityGoller Hall has been run for a number of years as a dorm with preference for students enteringECS. Starting in 2010, this dorm became an official Living-Learning Community associatedwith a grant from the Kern Family Foundation (focused on Entrepreneurially Minded Learning).Students typically enter in the freshman year and remain in the dorm for two years. As an LLC,Goller Hall accepts applications over the summer prior to the freshman year

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

W. Jackeline Torres, Rice University; Ann Saterbak, Rice University; Margaret E. Beier, Rice University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, availability of instructors, andteaching methods have been shown to be related to attrition.5,7In an effort to improve early academic experiences and increase retention, engineering programshave focused on revamping students’ first-year engineering courses to actively engage studentsin engineering activities. For example, some engineering programs now offer first-yearengineering design courses that provide students opportunities to engage hands-on withengineering design.8,9,10 These courses offer students direct opportunities to practice engineeringdesign, team work, and communication early in their academic career.11Research suggests that engaging students in project-based learning has an array of benefits. Inparticular, participation in design

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

ofmotivation frequently cited in the literature.17 One possible approach to resolving thisapparently counterintuitive result is to consider the underlying reasons for students’learning and academic trajectory: namely, consideration of the extent to which the valueof STEM learning is couched in a professional context that may be associated with valueor utility. In this case, identified regulation could serve as an indication of how relevantor important students felt the course activities were to their chosen path toward a desiredacademic major or professional career. Since it could be argued that this path issometimes driven by desires for prestige or financial success, this may help explain howidentified motivation could display dynamics different

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kala Meah, York College of Pennsylvania; James Moscola, York College of Pennsylvania; James A. Kearns, York College of Pennsylvania; Eleanor Leung, York College of Pennsylvania; Jason Forsyth, James Madison University

Tagged Divisions

First-Year Programs

fields and help them to make an informed decision about theirfuture career. To facilitate this idea, engineering programs at York College of Pennsylvania offer acommon first semester, where all engineering students (and some undeclared students curiousabout engineering) take a design-based engineering course, Engineering Practices and DesignStudio (EPADS), along with other common courses. This design course consists of two modules:an Electrical and Computer Engineering (ECE) module; and a Mechanical and Civil Engineering(MCE) module. Students spend seven weeks working on each module, exploring basic conceptsin each discipline. In the MCE module, students work with Computer Aided Design (CAD) tools,basic hand tools, and machine tools in a machine

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen Roberts, University of Florida; Fazil T. Najafi, University of Florida; Curtis R. Taylor, University of Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, seminars, and workshops, and has developed courses, videos and software packages during his career. His areas of specialization include transportation planning, Engineering and management, legal aspects, construction contract administration, Renewable Energy and public works.Dr. Curtis R. Taylor, University of Florida Dr. Curtis R. Taylor, Ph.D. is the Associate Dean for Student Affairs for the Herbert Wertheim College of Engineering and Associate Professor of Mechanical and Aerospace Engineering at the University of Florida (UF). Dr. Taylor leads and manages all undergraduate student service activities including aca- demic, professional, and extra-curricular activities in the College. Dr. Taylor directs the soft