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

beginningtheir research. The students also complete a post-research survey about their experiences. Theundergraduate students gain practical research experience and demonstrate theiraccomplishments in an end-of-semester poster presentation. Both the undergraduates andgraduate mentors complete weekly qualitative reflective questions through an online process.Through both the pre- and post- surveys, as well as reflective questions posed during thesemester, the research team gathered information on maintaining and creating trust in thesementoring relationships. We compared and contrasted our mentor-mentee relationship to theperceived trust model created by Mayer, Davis, and Schoorman1. Our initial findings show thatability, benevolence, and integrity are

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sherry Liao, University of Portland

Tagged Divisions

First-Year Programs

, otheruniversities can adopt and adapt these activities to use in their programs.1. IntroductionChoosing a major is a daunting task for many first-year college students, especially if the choicesspan fields with which students have little exposure and experience. It is estimated that 20 – 50%of first-year college students enter college as “undecided” about their major[7]. In order toprovide first-year engineering students time to discern, a set of resources and course activitieswere created and assessed in an introduction to engineering course. The results of two studies arepresented in this paper.The structure of the remainder of the paper is as follows. The next section describes theeducational theory relevant to this study, models of introduction to

Conference Session

FPD6 - First Year Curricula Development

Collection

2008 Annual Conference & Exposition

Authors

Gregory Wight, Norwich University; R. Danner Friend, Norwich University; Jacques Beneat, Norwich University; William Barry, Norwich University

Tagged Divisions

First-Year Programs

core curriculum includes Calculus, English, Chemistry, and an Introduction toEngineering course about which this paper is written. There were several reasons why thischange occurred; two primary reasons were to improve retention within the School ofEngineering and to increase efficiency from a human resources perspective. During the course,students learn what engineering is all about and what the differences are among the variousengineering disciplines and construction engineering management. The students have the entirefreshman year to decide which major is best for them. The changes also allowed the previousIntroduction to Engineering courses to be redesigned and combined in a way that is responsive tothe current and future needs of society

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

science courses and their mathematics level was at algebra 1 orlower. It would be years before these underprepared undergraduates would be eligible to taketheir first introduction to engineering course. The lack of academic preparation for theseincoming first-year engineering students presented a formidable problem.We searched for a solution where we could connect directly with the K-12 students. It had toresult in the K-12 students being motivated to complete chemistry, physics, and trigonometry inhigh school. It had to develop the self-efficacy required to continue to pursue a challengingSTEM curriculum. At the university, we had to find a way for Alaska Native and AmericanIndian students to survive and then excel. We needed to develop an

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

responsibility.Although this research focuses on an unwritten syllabus, some of these skills are listed in syllabithroughout engineering curriculum. For the most part, though, traditional engineering coursesfocus on learning objectives for the technical skills, with potentially only some of the soft skillsoutlined. The classic list of soft skills is found at careerbuilder.com (Lorenz8). This list startswith a strong work ethic and positive attitude, which are challenging to teach. The moreteachable skills include good communication skills, time management, problem solving skills,and teamwork skills. Shuman, et al9 have a long list of skills, but some of the top skills arelistening, decision making, problem solving, communication and time management

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Lisa Abrams, Ohio State University; Jonathan P. Ruffley

Tagged Divisions

First-Year Programs

disciplines, as well as to teach themhow to use particular tools, employ some data techniques, and write technically.8 Content that iscommon between the two tracks include engineering graphics (both by hand and with a softwarepackage), MATLAB, design, and engineering ethics. They also address an array of professionalskills, including teamwork and oral reporting. The major additional content area for the honorsstudents is computer programming in C and C++. Further, with the additional contact time, thehonors students are able to engage in a more challenging and substantial design project.9 The honorsprogram reserves ten weeks at the end of the program almost exclusively for this project, while thestandard track integrates their design project with

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; Beverly Jaeger, Northeastern University; John K. Estell, Ohio Northern University

Tagged Divisions

First-Year Programs

. Integrating Communication and Engineering Education:A Look at Curricula, Courses, and Support Systems, Journal of Engineering Education, October2003, 325-238.[5] Sawyers, David and John-David Yoder, 2006. Teaching Technical Communication within aFreshman Engineering Course Sequence. Proceedings of the ASEE North Central SectionConference, Fort Wayne, IN, March 2006.[6] Yoder, John-David, David Sawyers, John K. Estell, and Laurie Laird, ProofreadingExercises to Improve Technical Writing in a Freshman Engineering Course, Proceedings of theASEE National Conference, Chicago, IL, June, 2006.[7] Ribando, Robert J. and Edward A. Weller, 1999. The Verification of an Analytical Solution:An Important Engineering Lesson, Journal of Engineering Education. 1999

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Tara Gupte Wilson, Ohio State University; Alexander James Egyed, Ohio State University; Olivia Vick, Ohio State University; Michael Parke, Ohio State University

Tagged Divisions

First-Year Programs

,” in 120th ASEE Annual Conference and Exposition, 2013.[2] K. P. Brannan and P. C. Wankat, “Survey of first-year programs,” in 4th ASEE/AaeE Global Colloquium on Engineering Education, 2005, p. 410.[3] A. Yadav, D. Subedi, M. A. Lundeberg, and C. F. Bunting, “Problem-based Learning: Influence on Students’ Learning in an Electrical Engineering Course,” J. Eng. Educ., vol. 100, no. 2, pp. 253–280, 2011.[4] M. Savin-Baden, Problem-based learning in higher education: Untold Stories. UK: McGraw-HIll Education, 2000.[5] J. D. Lang, S. Cruse, F. D. McVey, and J. McMasters, “Industry Expectations of New Engineers: A Survey to Assist Curriculum Designers,” J. Eng. Educ., vol. 88, no. 1, pp. 43–51, 1999.[6] S

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, Supply Chain Optimization, Change Management, System Integration and LEAN Process Improvement (technical and business), Dr. Wickliff is passionate about Organizational Wellness and the Holistic Well- ness of individuals. She is also a professional Facilitator and Motivational Speaker. Dr. Wickliff earned a PhD in Interdisciplinary Engineering from Texas A&M University where she com- bined Industrial & Systems Engineering with Organizational Development to conduct research in the area of talent management and organizational effectiveness. She also completed an executive MBA from the University of Texas-Dallas and a BS in mechanical engineering from the University of Houston. She is founder of a nationally

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

be made to select material appropriate to eachschool’s curriculum. Figure 2 The faculty team each wrote outlines of chapters for the applications of their particularfields of endeavor that are exploited in designing the modern automobile. Subsequently all thechapters were re-written4 to achieve a degree of stylistic conformity. These were certainly notintended to be all inclusive chapters that discussed everything a mechanical, or an electrical, or achemical, or a civil engineer does, etc., but they did demonstrate how 1) modern technology isinterdisciplinary and 2) how engineering fundamentals cross all fields of application. The practicum or ‘hands-on’ portion of this course was

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

the PBL model, team facilitation and project definition,applied to first-year design courses better support retention and persistence for engineeringstudents. In this paper, we focus on findings associated with facilitation using interview datafrom the first phase of the study. The overall study employs a mixed methods design(observations, interviews, and questionnaires) in two settings. At State U1, students select aspecific engineering department (biomedical for this study) before entering the university andparticipate in a well-established PBL-based course in their first-year. At State U2, students entera general engineering program that uses a project-based approach to integrate design projectsinto the first-year curriculum; we have

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, University of Oklahoma; Matthew Reyes, University of Oklahoma; Nooshin Nassr P.E., University of Oklahoma; Dan Thomas Carlton, University of Oklahoma, College of Aerospace and Mechanical Engineering

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Page 26.1389.8serve to impact an individual’s spatial ability. We expect that this analysis to be the most impactful 7in the future as the lived experiences that impact spatial ability can be translated into instructionalinterventions that can be applied in existing curricula in STEM disciplines. 6. Conclusion We trust our study will inform engineering education community in two ways: 1).Gaining a deeper insight on the intrinsic relationships between spatial thinking and STEMdisciplines. 2). Findings from this study can lead to clues on how to integrate elements of spatialthinking with engineering concepts and incorporating

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

includesa 1-credit course devoted to selection of an engineering major. This includes hands-on activitieslead by faculty and industry professionals to learn about each of the engineering disciplinesoffered.At the Private institution, the students are exposed to a basic engineering design process throughmulti-week projects that are not intended to aide in engineering discipline selection. However,students complete a series of homework assignments throughout the semester that aid inselecting their major, understanding engineering career options, and integrating into the Collegeof Engineering.At the Large Land Grant, the students are exposed to a variety of engineering disciplines throughweekly laboratory experiences, but selection of a major is not a

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E. Canney PE, Seattle University

Tagged Divisions

First-Year Programs

they progressthrough the engineering curriculum using a longitudinal study.BackgroundIt has been asserted that the current generation of incoming college students possesses a highdegree of civic responsibility. The Higher Education Research Institute has been studying civicresponsibility for over 40 years and reported that civic engagement has increased, evidenced bythe fact that 72% of first year college students in 2012 said that “help others in difficulty” was anobjective that was essential or very important,1 as compared to 58.7%, in 1987.2 The Associationof American Colleges and Universities (AACU) currently has an initiative to educate studentsfor personal and social responsibility, stating a goal that campuses should “prepare [students

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Roy W. Melton, Department of Computer Engineering, Rochester Institute of Technology; Shanchieh Jay Yang, Rochester Institute of Technology (COE); Adriana Becker-Gomez, Rochester Institute of Technology (KGCOE)

Tagged Divisions

First-Year Programs

Leader for the Automotive Industry in the area of Embedded and Software Systems. She also worked as an Assistant to the Dean of the Graduate Studies of Engineering Division at Universidad Nacional Autonoma de Mexico, Mexico in 1995 .In 2000 she was a grader at Texas A&M University. In 2001 she interned in the Preamp R&D SP Group at Texas Instruments, Dallas, TX, and at Intersil Corporation, Dallas / Milpitas, as a Design Engineer, in the High Performance Analog Group in 2005. She worked at Intersil as a Senior Design Engineer in the Analog and Mixed Signal-Data Converters Group. In 2009 she joined Rochester Institute of Technology in Rochester, New York as an adjunct professor in ECT-ET Department. Currently

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie J. Parish, Texas A&M University; Kristi J. Shryock, Texas A&M University; Dimitris C. Lagoudas, Texas A&M University

Tagged Divisions

First-Year Programs

Director for the Texas Institute for Intelligent Materials and Structures (TiiMS). His research involves the design, characteriza- tion and modeling of multifunctional material systems at nano, micro and macro levels. During the past two decades he has published extensively on the subject of shape memory alloys with his students, post- doctoral associates and colleagues and several of his journal papers are now considered classic papers in the field. He served as an Associate Vice President for Research for Texas A&M University from 2001- 2004, and as the first chair of the Materials Science and Engineering Program at TAMU. He has been involved with curriculum innovations and engineering education throughout his

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Louisiana Tech University; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

First-Year Programs

Paper ID #9246The Accidental EngineerDr. Catherine E. Brawner, Research Triangle Educational Consultants Catherine E. Brawner is President of Research Triangle Educational Consultants. She received her Ph.D.in Educational Research and Policy Analysis from NC State University in 1996. She also has an MBA from Indiana University (Bloomington) and a bachelor’s degree from Duke University. She specializes in evaluation and research in engineering education, computer science education, teacher education, and technology education. Dr. Brawner is a founding member and former treasurer of Research Triangle Park Evaluators, an

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

grading in the activities at the beginning and gradually withdrawfacilitation [20] as the students become more self-directed.Research MotivationWhile the current research done with the StRIP instrument has covered a number of specificengineering classes, we are interested in evaluating the students’ potential resistance across anentire engineering program that is dedicated to providing students with active learning experiences.Founded in 2010, the Iron Range Engineering (IRE) program transforms the landscape ofengineering education with its philosophy of integrated engineering, project-based learningcombined with an entrepreneurial mindset. Project-based learning (PBL) is inherently active innature, as students work with industry clients on a

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

register as acohort for all of their classes, especially in the recommended Calculus course for the fallsemester. The course schedules are pre-made as part of the Summer Bridge Scholars Programand consist of an additional collaborative learning course taken for each regular Calculus andPhysics freshman course, as described in the following section.Supplemental Cooperative Learning Courses (SCLC) These courses are first-year SCLC in Calculus 0, I, II and Physics 0, I taken by the studentsalong with the regular course which is part of their curriculum (used to be Calculus 0, I, II, IIIand Physics 0, I, II in the quarter system prior to fall of 2012). All Bridge students enroll inSCLC. The SCLCs are one-credit courses, and the students meet twice

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Susanne Wolf, Technische Universitaet Darmstadt; Manfred Hampe, Technische Universitaet Darmstadt

Tagged Divisions

First-Year Programs

curriculum was the development of an innovative project-based course entitled “Introduction to Mechanical Engineering” (IME) which was firstimplemented in 1998. The course approach includes both active and collaborative learningtechniques. Teamwork ability plays an important part in the project. Overall IME aims toprovide first-year students with a really good start to their mechanical and processengineering program at the Technische Universität Darmstadt.This paper will describe some of the key aspects of the concept of the project-based courseIME. First-year students´ cohort data was analyzed in order to examine the possible impact ofparticipation in the project with regard to dropout rate and study success. Furthermoreimportant evaluation work

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward W. Davis, Auburn University; Joni M. Lakin, Auburn University; Virginia A. Davis, Auburn University; P.K. Raju, Auburn University

Tagged Divisions

First-Year Programs

website lists fourteendegree programs at US schools related to nanotechnology: four minor programs innanotechnology, six degrees that include a specialization or concentration in nanotechnology,and four B.S. degree programs in nanoscience or nanoengineering.7 A review of nanotechnologyprograms by Minaie et al. categorized current initiatives into nine models of integratingnanotechnology into engineering curricula.8 Of the universities included in their review, TexasState was the only school categorized as integrating nanotechnology into existing courses. Themajority of nanotechnology education efforts focusing on teaching nanotechnology as a separatesubject or in addition to traditional topics in the curriculum is incongruous with the

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua L. Hertz, Northeastern University; Richard Whalen, Northeastern University; Constantine Mukasa, Northeastern University; John Sangster P.E., Northeastern University

Tagged Divisions

First-Year Programs

interdisciplinary career that impacts global society and daily life. 2. Provide students with the opportunity to develop process-driven problem-solving skills that recognize multiple alternatives and apply critical thinking to identify an effective solution. 3. Provide students with the opportunity to integrate math & science in an engineering context. 4. Create motivated and passionate engineering students by challenging them with authentic engineering problems across multiple disciplines. 5. Instill in students the professional, personal and academic behaviors and common competencies needed to move to the next stage of their development.The Cornerstone courses are taught in two forms to accommodate the varying needs of ourfirst-year students

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christa R. James-Byrnes, University of Wisconsin, Barron County; Mark H. Holdhusen, University of Wisconsin, Marathon County

Tagged Divisions

First-Year Programs

very challenging.Another integral part of the traditional introductory engineering course is the inclusion of theperspective of outside practicing engineers. This usually takes the form of either a field trip tothe practicing engineer’s company or bringing the engineer to class as a visiting lecturer. Forreasons stated above, this becomes a challenge in the online environment.Oral communication is an important aspect of any engineer’s career. For this reason, it isemphasized in the traditional introductory engineering course. Given that students aregeographically dispersed and courses are generally delivered asynchronously in the onlineenvironment, including an oral presentation into the online delivery of the course is a majorchallenge.There

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Quinn, University of South Australia; Elizabeth J. Smith, University of South Australia; Syed Mahfuzul Aziz, University of South Australia

Tagged Divisions

First-Year Programs

. Page 22.719.2A component of the framework, vital to its success, was the concept of flexible learningenvironments5. This extended the existing notion of flexibility from a focus on the onlinelearning environment, to include new physical learning environments that could foster studentengagement through experiential learning on campus. These were to be informal, or non-teaching spaces – however the curriculum required change to promote conditions where studentswould need to work together in an independent way.The approach used to re-design the Engineering curriculum was to create a common first year ofstudy for students in the four year Bachelor and two year Associate Degree programs in thedisciplines of Mechanical, Electrical and Civil

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Broderick W. Carlin, University of St. Thomas

Tagged Divisions

First-Year Programs

describes thecircuit, lab exercise, in-class curriculum and assessment of this project and provides a detailedbill of materials. Alterations to the current circuit which would provide a deeper experience withcircuits and electronic components, such as amplifiers and RC filters, are also discussed anddemonstrate the potential for this project to be applied in a variety of courses. Page 24.48.2IntroductionFirst-year engineering curriculum can potentially cover an incredible array of topics. Inevitablyan instructor must prioritize the topics and depth of coverage as they best see fit. Thisprioritization becomes of increasing importance in classes

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

Tagged Divisions

First-Year Programs

-Engineering curriculum. Dr. High is involved with the development of an undergraduate entrepreneurship program at Oklahoma State University.Rebecca Damron, Oklahoma State University REBECCA DAMRON earned her B.A. from the University of Wisconsin-Madison in 1987 in South Asian Studies, her M.A. in Teaching English as a Second Language in 1992 from Oklahoma State University, and her Ph.D. in Linguistics in 1997 from Oklahoma State University. Dr. Damron worked in the writing program in the department of English at the University of Tulsa from 1996-2001, and is currently an Assistant Professor of English and Director of the OSU Writing Center at Oklahoma State University. Her main research interests

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nora Honken, University of Cincinnati; Angela Boronyak, University of Cincinnati; James Edward Roethler, Spalding University; Aimee M. Frame, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Divisions

First-Year Programs

2016 and is an Assistant Professor-Educator in Biomedical Engineering and the Undergraduate Program Director in Biomedical Engineering. Before joining the University of Cincinnati, she was an Assistant Professor in Chemical and Biomedical Engi- neering at Syracuse University for two years. She teaches a variety of biomedical engineering courses from the first year to the fifth year in the curriculum, including CAD, electric circuits, and sensing and measurement. Her educational research interests include the use of teaching technologies and student engagement in learning. Her Ph.D. and Masters in Biomedical Engineering were granted from Vanderbilt University where she completed a certificate in college teaching. She

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

AC 2011-915: SUMMER BRIDGE PROGRAM: A JUMPSTART FOR EN-GINEERING STUDENTSDanny King, Indiana University - Purdue University, Indianapolis Danny is the Associate Director of the New Student Academic Advising Center within the School of Engineering and Technology at IUPUI. In addition to his advising duties, Danny teaches in the First Year Experience Seminars for Engineering students, and has taught the Summer Bridge Program’s Engineering section for three years. Danny has a BS in Mechanical Engineering from Texas A&M University, an MS in Higher Education and Student Affairs from Indiana University, and is currently a doctoral student in Higher Education and Student Affairs at Indiana University.Laura Masterson

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary

Tagged Divisions

First-Year Programs

Paper ID #20170Flipping the Foundation: A Multi-Year Flipped Classroom Study for a Large-Scale Introductory Programming CourseMs. Emily Ann Marasco, University of Calgary Emily Marasco is a Ph.D. candidate in Electrical Engineering at the University of Calgary. Her research focuses on interdisciplinary creativity and how creative thinking development can be integrated within technical STEM learning. Emily is a co-founder of Learning Academy for Teaching Techniques and In- terdisciplinary Curriculum Enhancement (LATTICE) Development, and is involved in educational tech- nology development initiatives. She is the Canadian

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, Ohio State University; Cassondra Wallwey, Ohio State University; Michael Parke, Ohio State University

Tagged Divisions

First-Year Programs

elementary school [1]. First-year engineering programsoften take on the task of providing students with engineering experiences to help mold theirexpectations of what an engineer does and what various engineering disciplines are available tothem in an effort to improve retention [2].As many different first-year engineering (FYE) programs have shown, students can beintroduced to engineering experiences earlier in their education through course work, designprojects, or lab experiences. A challenge of this discipline-exposure component of a first-yearengineering curriculum is how to efficiently use course time to introduce so many differentengineering disciplines in ways that are impactful and meaningful to students. One such way ofproviding first-year