Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Biegalski P.E., University of Tennessee, Knoxville; Kevin Kit, University of Tennessee, Knoxville; Rachel McCord Ellestad, University of Tennessee, Knoxville

Tagged Divisions

First-Year Programs

Paper ID #14875Converting Traditional Engineering Physics Laboratories into Self-DesignedStudent ExplorationsDr. Amy Biegalski P.E., University of Tennessee, Knoxville Dr. Biegalski is a lecturer in the Engineering Fundamentals Program at The University of Tennessee, Knoxville. She received her M.S. and Ph.D. in Structural Engineering from the CASE School of Engi- neering. She worked as a consulting structural engineer before joining UT. Her research interests include engineering fundamentals courses and project based learning; abiegals@utk.edu.Dr. Kevin Kit, University of Tennessee, Knoxville Kevin Kit is Director of the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura A. Ruhala, Kennesaw State University; Hillary Steiner, Kennesaw State University; Catherine L. Bradford, Kennesaw State University; Ruth Ann Goldfine, Kennesaw State University; Nirmal Trivedi, Kennesaw State University; Scott Larisch, Kennesaw State University

Tagged Divisions

First-Year Programs

she worked closely with engineering faculty engaged in research projects. Throughout her career in academia, Ruth has worked primarily with first-year students, initially as an instructor of English composition and later as a first-year seminar professor. Her work in the classroom continues to inform her research, which is focused on first-year students, students in transition, and, most recently, first-year STEM students. Her research interests also include the use of technology in the composition classroom, first-generation students, and students in transitions beyond the first year of college.Dr. Nirmal Trivedi, Kennesaw State University Dr. Nirmal Trivedi is the Director of First-Year Seminars and Assistant

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Todd R. Hamrick, West Virginia University; Lizzie Santiago, West Virginia University; Kristin Brewster, West Virginia University

Tagged Divisions

First-Year Programs

academia after a 22-year engineering career in industry. During his career, Dr. Hamrick served in a broad range of positions in- cluding design, product development, tool and die, manufacturing, sales, and management. His teaching style brings practical, innovative, experience-based learning to the classroom, where hands-on projects that reflect real-world applications are valued by students. His teaching interests include active learning, robotics, and study abroad.Dr. Lizzie Santiago, West Virginia University Lizzie Y. Santiago, Ph.D., is a teaching assistant professor for the freshman engineering program in the Benjamin M. Statler College of Engineering and Mineral Resources. She holds a Ph.D. in chemical

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

that apply to multiple areas ofengineering (e.g., that students will understand the engineering design process), each section ofthe course may take different pedagogical approaches to achieving those outcomes. In addition,each professor selects his/her own topic and adds specific student learning outcomes to thecommon outcomes that are related to his/her area of disciplinary expertise. The sections of thecourse that serve as the foundation for the work presented in this paper are taught by facultymembers in chemical engineering, civil engineering, and mechanical engineering.The authors are motivated by a desire to understand how the different approaches faculty used inthis introductory course impact student learning. In a pilot project in fall

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail M. Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

’ experiences and develop a futureprotocol and establish a baseline of identity and community development for FYE students. Thesurvey is part of a multi-year project, and this initial understanding will shape future interviewsallowing the impact of the FYE experience to be further explored. Ultimately, the larger studyseeks to understand the impact various decisions made regarding FYE have on community andidentity development as student move through multiple pathways. The baseline survey will guidethe development of future aspects of this project while providing insights about FYE students’communities and views of themselves.IntroductionOver the last several years, there have been calls for changes to engineering education in order toensure that

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

Anthony Dean, Old Dominion University; Bonita Anthony, Old Dominion University; Linda Vahala, Old Dominion University

Tagged Divisions

First-Year Programs

theDepartment of Engineering Technology (which offers degrees in Mechanical EngineeringTechnology, Civil Engineering Technology and Electrical Engineering Technology). The twocourse sequence, Exploring Engineering and Technology I and II, involve the five departmentsin teaching at least one five week module in each of the two courses. Each department generallyinvolves the students in a basic design project related to its discipline.The freshman course sequence has provided an excellent opportunity for the BCET to interactwith first year engineering students to address the issues related to student retention and allowsthe division to provide student guidance in determining the appropriate major that best satisfiestheir individual needs in choosing a

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Argrow, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Nathan E. Canney, University of Colorado, Boulder; Suzana Brown, University of Colorado, Boulder; Adam J. Blanford, University of Colorado, Boulder; Corrina Ladakis Gibson, University of Colorado, Boulder; Eric Donnelly Kenney

Tagged Divisions

First-Year Programs

(TIGER) at the University of Colorado, Boulder. TIGER is part of the national Center for the Integration of Research, Teaching, and Learning (CIRTL) network, which is dedicated to the development of the next generation of STEM faculty. Blanford worked with the TAR fellows to facilitate the development and execution of the Teaching-as-Research projects referred to in this study.Ms. Corrina Ladakis Gibson, University of Colorado, BoulderMr. Eric Donnelly Kenney Page 25.851.1 c American Society for Engineering Education, 2012 Introduction to Engineering: Preparing First-Year

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alyssa N Berg, University of Colorado Boulder; Janet Y Tsai, University of Colorado at Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Beverly Louie, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

leadership rolesin either industry or academia. The program is held during the spring semester where theundergraduate students complete a one-credit pass/fail seminar course in which they learn abouta variety of research practices and opportunities, become familiar with the graduate schooladmission process, meet industry professionals, and tour college research laboratories hosted byfaculty members. In addition to the seminar, undergraduate mentees are paired with a graduatementor to complete a hypothesis or objective-based, level-appropriate project during the samespring semester. To gain further information on student attitudes, undergraduate studentscomplete several surveys to gauge their excitement and interest in engineering prior to

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University; Aparajita Jaiswal, Purdue University; Shawn Farrington, Purdue University

Tagged Divisions

First-Year Programs

18 sections of the course and each section has 40 students. The objective of the course is toexpose students to design thinking concepts and enable them to solve various design challenges.The pedagogical framework of the course is focused on collaborative learning in a project-based,active learning environment. Student teams participate in various activities in class designed topromote creative and innovative thinking. The major learning outcomes focus on 1) writing anarrowly focused problem statement addressing open-ended or ill-defined global challenges; 2)applying ethnographic methods to understand technological problems; 3) developing a searchstrategy, access technical data bases and evaluate results and source quality; 4) creating

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Munden, Fairfield University; Marcia Arambulo Rodriguez, Fairfield University; Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University

Tagged Divisions

First-Year Programs

thinking, guide development of aresearched writing piece, and as a rubric instrument to assess student critical thinking throughwriting. Student oral communication is another key outcome. A subjective rubric has beenreplaced with a transparent, straightforward, binary check sheet rubric.Another signature assignment in the course is a team-based design challenge. Evaluation ofstudent performance was difficult and subjective. Through continuous improvement built onstudent feedback we developed a transparent method of evaluating the design challenge. Wedemonstrate the effectiveness of a simple check-sheet style rubric for evaluation of demonstrateddesign thinking and project management skills in the team-based design challenge.Results of this 6-year

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Mark Tufenkjian, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Eva Schiorring, Research and Planning Group for California Community Colleges

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #20525An Integrated First-Year Experience at ECST (FYrE@ECST)Dr. Gustavo B. Menezes, California State University, Los Angeles Menezes is an Associate Professor in Civil Engineering Department at CalStateLA. Since becoming part of the faculty in 2009, Menezes has focused on improving student success and has participated in sev- eral teaching workshops, including one on ”Excellence in Civil Engineering Education” and another in ”Enhancing Student Success through a Model Introduction to Engineering Course.” He is currently the PI of TUES project to revamp the sophomore-year experience at the college of engineering

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Bill Elmore, Mississippi State University; Arash Salehi, Mississippi State University

Tagged Divisions

First-Year Programs

semester, began modifying ChE 2213 Chemical EngineeringAnalysis (hereafter referred to as ―Analysis‖). Originally offered to mid-/upper-level chemicalengineering students subsequent to the traditional Mass and Energy Balances course, the coursewas re-examined as a vehicle for engaging students in a variety of topics and activities inaddition to the original scope of the course—namely numerical and statistical techniques usingMicrosoft Excel and Visual Basic. Topics including team-building, engineering problemsolving, and project design and development have been added. An interesting feature of thecourse was the addition of LEGO NXT robotics systems with a growing cache of chemicalengineering applications. Such an addition has energized student

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado, Denver; Dakota Ryan Edmonds, University of Colorado, Denver

Tagged Divisions

First-Year Programs

application of those fundamentals in solving engineering problems. Thus, wehave created a first-year learning community as a solution to low retention rates in engineering.In this learning community, the first-year students take the following courses together: ● An interdisciplinary freshman experiences course, in which we teach the concept of "Design-Build-Test-Improve-Collaborate" to the students. The students take the ownership of their group projects, while working together and building friendships that last. ● An appropriate Math course (Calculus or Pre-Calculus), which is specifically designed to address the applications of math in engineering. ● An English composition class, which focuses on "Writing

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

. I anticipate technological developments by interpreting individual needs. I can identify new business opportunities. Q5: The following represent characteristics that some consider important for a professional career. Please provide your current opinion of how often these characteristics are likely to be important to a practicing ECS. (Never important = 1, Always important = 5) Apply mathematics to problem solutions Use computer programs to help design solutions Communicate with fellow professionals Communicate with clients Communicate with the general public Perform a business analysis related to a project or solution Be aware of news and current events Be able to clearly define projects in terms of creation of value for the

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

Tagged Divisions

First-Year Programs

g)• Learn independently using a variety of commonly available resources (ABET i)• Use common engineering tools and software to solve engineering problems. (ABET k)In order to achieve those objectives, each instructor addressed the following course topicsthrough readings from a common textbook, homework exercises, and project application:  Madison Engineering  Succeeding in the Classroom  Problem Solving  Visualization and Graphics  Computer Tools  Engineering Ethics  Units & Conversions  Mathematics  Engineering Fundamentals.An interactive lecture format with application sessions was the predominant structure for eachsection, although teaching style and specific content varied at the

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Larry Bland, John Brown University

Tagged Divisions

First-Year Programs

National Academy ofEngineering projects that, because of growing political and economic ties among nations,engineers will discover that their designs have much broader and more significant impacts thanthey once did. As a result, engineering practice will be driven by attention not only to thefamiliar topics of intellectual property, project management and cost-benefit constraints, as wellas multilingual influences, cultural diversity, moral/religious repercussions, global/internationalimpacts, and national security.1In 2000, Smerdon noted that, “Perhaps there is no single factor of greater importance in its effecton engineering education than the internationalization of engineering practice.”2 A recurringtheme Smerdon recognized is that engineers

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel Ed.D., West Virginia University; Ordel Brown Ph.D., West Virginia University; Mary L. Strife, West Virginia University

Tagged Divisions

First-Year Programs

engineering course instructors implemented thegrading rubric in all technical reports required.This paper presents the learning objectives and grading rubrics and describes the contentmodules developed through this project. The results of the assessment of student learning and ofthe development process are presented as well. Recommendations are made for additionalmodifications to more effectively prepare students to search and use information correctly andappropriately, giving them skills needed to succeed as a student and as an engineering Page 25.534.2professional.2.0 Integrating Information Literacy into the Freshman Engineering CourseThe targeted

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Jeffrey A. Davis, Grant MacEwan University; Olivia Tronchin, University of Alberta

Tagged Divisions

First-Year Programs

the University of Alberta in 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, 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

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adia Radecka, University of Illinois at Urbana-Champaign; Alyssa Bradshaw, University of Illinois at Urbana-Champaign; Javi Cardenas, University of Illinois at Urbana-Champaign; Sara Xochilt Lamer, University of Illinois at Urbana-Champaign; Ilalee Harrison James, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

components with compliant materials andflexible electronics [3]. The research area has several attributes that make it amenable toundergraduate participation. Soft robots can be made from common, low-cost materials [4]. Thenascent field allows for novel contributions from young students. The field is highlyinterdisciplinary, drawing on traditional mechanical and electrical principles to use new materialsfor human-centered, biomedical applications [5]. Students from many disciplinary backgroundscan bring their engineering foundation to the group and contribute in unique ways. Students in years one and two of the ARISE program, have not yet declared anengineering major. Soft robotics allows these students to experience hands-on projects

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa DeWitte, University of Florida; Pamela L. Dickrell, University of Florida

Tagged Divisions

First-Year Programs

and Society” isused as a general introduction to the college of engineering, while also addressing socialchallenges and the values of problem solving from a multidisciplinary approach, by using thehuman centered design process. A team project based course, students are presented andencouraged to explore prototyping skills such as solid modeling, basic programming skills,electronics, sensors, data acquisition, power tools, and 3D printing [3]. It was clear that whatever an introductory engineering program’s structure, its success andoverall impact was dependent on the successful integration of multidisciplinary information andprinciples. This is for the intended purposes of providing first year students with the knowledgeto make an informed

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Yih-Fang Huang, University of Notre Dame

Tagged Divisions

First-Year Programs

some of these concepts, making their transition intosophomore year much more difficult. In order to help better prepare these students, facultymembers at Notre Dame developed a set of videos covering topics that students may needadditional guidance and practice. These videos were released to students before the start of thefall semester and were completely voluntary. This paper will review initial findings from thatrelease and detail some future directions for expanding this project as a first-year to sophomorebridge.In starting this video site, faculty members from a number of first-semester sophomore courses.were asked to provide guidance on what pre-requisite concepts students would need to besuccessful in their classes. In each case, the

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

Angel Ari Perez-Mejia, Quinnipiac University; John E. Greenleaf P.E., Quinnipiac University; Priscilla C Fonseca P.E., Quinnipiac University; Chris Hakala, Quinnipiac University

Tagged Divisions

First-Year Programs

students that had been exposedto the music performed much better as compared to students in the control group. This waswidely reported in the media, and led to a frenzy of activity in the media and social policyspheres, including the project to distribute a Mozart cd to every baby born in Georgia2.Subsequently, Davies3 reported a host of other academic benefits to music listening such as“music in the classroom reduces stress, increases productivity, regulates energy, and creates arelaxed supportive learning environment”. Davies also recommended playing songs withlyrics related to the subject being studied, as it led to establishing an enhanced learningatmosphere. Davies included a list of songs arranged by subject that could be used to

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney A. Lemasney, Rowan University; Hayley M. Shuster, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

cancapitalize on students’ affinity for curiosity. First, recognizing that students are motivated andinterested when they are curious provides impetus to design projects and lessons to start withquestions or require students to ask questions about the topic through the Question FormulationTechnique [14]. In addition, our results showed that students often link Curiosity with the type oflearner they are, with doing hands on work, and trying new things. These relationships alsoprovide opportunities for project design. In the program at Rowan University we make aconcerted effort to engage these pieces of students’ curiosity through the projects in our first-yearengineering course. For example, we have a project during which students design and producetoys

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

Tagged Divisions

First-Year Programs

Professorships, two national ASEE teaching awards, and is internationally recognized in his primary research field.Ms. Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and MedicalEngineering Kristen Strominger is the STEM Program Coordinator working under Anant Kukreti on the NSF Type 1 STEP Project in the School of Energy, Environmental, Biological and Medical Engineering at the Uni- versity of Cincinnati (UC). Kristen completed her master’s degree in Higher Education, Student Affairs at Florida State University in Tallahassee, Florida previous to beginning her position at UC in July 2012. She plans, designs, evaluates and modifies programs supported by the NSF Type 1 STEP Grant in the

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Benjamin Flores, UTEP; James Becvar, UTEP; Ann Darnell, UTEP; Helmut Knaust, UTEP; Jorge Lopez, UTEP; Josefina Tinajero, UTEP

Tagged Divisions

First-Year Programs

management.Motivated by a successful experience in a general chemistry course, we have implementedworkshops based on the Peer Led Team Learning (PLTL) model that engages every engineeringstudent enrolled in the introductory chemistry, mathematics, and physics courses through aguided-process and inquiry-based strategy utilizing small group settings. For this purpose wereplaced one hour of lecture with a two-hour small-group workshop. Workshops are guided byan advanced undergraduate peer leader who has successfully completed the course with a gradeof A or B. The courses included in this project are pre-calculus, general chemistry 1 and 2,mechanics, and fields and waves. We anticipate that the implementation of PLTL will result inimprovements in learning that

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian M. Frank P.Eng., Queen's University; Behnam Behinaein Hamgini, Department of Electrical and Computer Engineering, Queen's University

Tagged Divisions

First-Year Programs

Electrical and Computer Engineering, Queen’s University Page 24.280.1 c American Society for Engineering Education, 2014 Collaborative cloud-based documents for real-time bi-directional feedback in large lecture activitiesAbstractThis paper presents a pilot project that uses cloud-based documents to provide bi-directional feedbackon open-ended contextualized activities. The course setting is a first year engineering design andprofessional practice course of approximately 700 students, taught in three sections, at Queen’sUniversity, a medium-sized research-intensive

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Blair Rowley, Wright State University; Kumar Yelamarthi, Central Michigan University; Thomas Bazzoli, Wright State University

Tagged Divisions

First-Year Programs

Instrumentation and Web Design-III – Final Project Assigned 7 Circuits and Engineering Math 8 Timers, Flip Flops and other ICS, Exam-II 9 Temperature Satellite and How Things Work Launching Temperature Satellite, Recording, Analyzing Data, and 10 Presentation of Final Project – Plane Flying EndsThis course structure was changed to incorporate the common book “An Inconvenient Truth”DVD, provide two new lectures and two new labs on global warming issues. In addition, thewriting intensive portion was changed to a focus on issues on global warming of interest toengineers. The revised course is presented in Table 2

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(2015-2016) I have the privilege of being a Course Assistant for three classes at Stanford: (1) E14: Introduction to Solid Mechanics; (2) BIOE51: Anatomy for Bioengineers; (3) BIOE80: Introduction to Bioengineering and Engineering Living Matter. I also have pleasure of serving as the Safety and Operations Manager at the Volkswagen Automotive Innovation Laboratory, which includes managing the machine shop and teaching students how to use the machinery. In this role I am able to advise and educate students on design choices for their personal and research projects from ideation phases to functional products, with an emphasis on design and manufacturing techniques. c American Society for

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Connor, Virginia Tech; Vinod Lohani, Virginia Tech; Kumar Mallikarjunan, Virginia Tech; G. Loganathan, Virginia Tech; Jenny Lo, Virginia Tech

Tagged Divisions

First-Year Programs

(EngE). Studentstransfer from ENGE to eleven degree-granting departments as sophomores. The yearlyenrollment in GE has been about 1300 for the past decade. The department has beenemphasizing a hands-on approach to instruction with design as the central theme since about theyear 2000.2Providing meaningful hands-on experiences to a large number of engineering students is achallenge. Faculty, lab space, and money are always a consideration. Even the mechanics ofadding lab time to the students’ already tight schedules creates an immense hurdle. Thedepartment has been fortunate to receive significant funding support for student projects throughthe generosity of Virginia Tech’s Student Engineers Council (SEC). The SEC has provided thefreshman

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Kelsey Joy Rodgers, Purdue University, West Lafayette; Hyunyi Jung, Purdue University; Alena Moon, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

eight TAs, 11 different factors regarding time, workload, training format, andtraining content were discussed that they felt either helped or hindered their training experience.Three factors, completing the open-ended project, face-to-face discussions, and face-to-facelecture discussed as main helpful factors. Major hindering factors were too much work and toomuch information.3. Helpful Factors related to TrainingThe completing the open-ended project for the semester was identified to be the most helpfulfactor on training participation, since three TAs (Piper, Gail, and Greg) explicitly discussed thisfactor. Piper mentioned completing an MEA and doing MEA grading prior to face-to-facetraining was helpful. Gail states that completing the MEA