Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ani Ural, Villanova University; Joseph Robert Yost, Villanova University; David W Dinehart, Villanova University; Shawn P. Gross, Villanova University

Tagged Divisions

First-Year Programs

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Laura Darrah, Residence Life, Western Michigan University; Paul V. Engelmann, Western Michigan University; Cynthia Halderson, Western Michigan University; Bryan W. Thumme, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Divisions

First-Year Programs

.” Page 23.1041.3Denton, et al demonstrated that an integrated affective-cognitive approach had a positive effecton student learning and achievement in a first-year computing class5,6. Additional studies on theaffective development of first-year engineering students that included the involvement of StudentAffairs have occurred at Arizona State Universities7 in the 1990’s and The University of SouthCalifornia8 in the late 2000’s.Engineering HouseDesign of Engineering HouseOne of the research pilot projects is Engineering House (EH). Ninety-seven percent of first-yearengineering and applied sciences students choose to live in the residence halls even though thereis no requirement that first-year students live on campus. Enrollment in EH has grown

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin K. Hill, University of Wyoming

Tagged Divisions

First-Year Programs

. The incorporation of the novel isalso intended to foster appreciation for non-technical studies as well as the interpretive skills thatserve those studies, and this instructor would be quite pleased to cultivate an appreciation forliterature as an end in itself.References [1] E. Burton, J. Goldsmith, and N. Mattei, “How to teach computer ethics through science fiction,” Commun. ACM, vol. 61, no. 8, p. 54–64, Jul. 2018. [Online]. Available: https://doi.org/10.1145/3154485 [2] J. Schummer, B. MacLennan, and N. Taylor, “Aesthetic values in technology and engineering design,” in Philosophy of Technology and Engineering Sciences, A. Meijers, Ed. North Holland, 2009, section 4; author Bruce MacLennan. [3] S. Zilliox, J. Smith, and C

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University at West Lafayette; Chuhan Zhou; Matthew W. Ohland, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

-0.03863 1.0000 0.0171 0.02995 1.0000 0.0151 4 8 -0.05851 1.0000 0.0402 0.02649 1.0000 0.0208 – 4 of 9 – Table 3: Self-rating and Peer-rating Across Dimension (Convergence) ANOVA AnalysisInterventi Difference P-value Effect Size Difference P-value Effect Size on Mean (Self- (Cohen's d) Dispersion (Cohen' s d) Peer) (Self-Peer) 1 -0.5043 <0.0001 0.4761 -0.4978 <0.0001 1.1806 2 -0.5110 <0.0001 0.4759 -0.4921 <0.0001

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, pp. 1–7, 2013.[2] S. Provasnik, A. KewalRamani, M. McLaughlin Coleman, L. Gilbertson, W. Herring, and Q. Xie, “Status of Education in Rural America,” Washington, DC, 2007.[3] J. J. Versypt and A. N. Ford Versypt, “Mapping Rural Students ’ STEM Involvement : Case Studies of Chemical En- gineering Undergraduate Enrollment in the States of Illinois and Kansas Mapping Rural Students ’ STEM Involvement : Case Studies of Chemical Engineering Undergraduate Enrollment in t,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2013.[4] L. Zahedi, M. Ross, and J. Batten, “Pathways and Outcomes of Rural Students in Engineering," no. June 2019.[5] K. M. Ganss, “The college transition for

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julianne Vernon, Vanderbilt University; Yin Huang, Vanderbilt University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

responses?  Analyze and code homework assignments for connection and curiosity.  Correlate participants’ homework with the five curiosity factors.We also hope in the second iteration of the course to increase the sample size of the data set.References 1. Mahadevan-Jansen, A., & Rowe, C. (2004, June), Module Based Freshman Engineering Course Development Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13180 2. KEEN, https://engineeringunleashed.com/mindset-matters.aspx [accessed 1/20/2020] 3. KEEN,https://engineeringunleashed.com/searchresults.aspx?searchtype=allexemplarcard s, [accessed 1/20/2020] 4. Vernon

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

implicit critical thinking components. The criticalthinking portion of the assignment will help reinforce the importance of engineering reasoning tothe students. By making critical thinking an explicit outcome of the course, students should bebetter prepared to strengthen and enrich their critical thinking skills in future (upper level)courses.Also, planned in the revisions of the course is the creation of a standard case study evaluationrubric that will be used to evaluate parts of the case study assignments. This rubric will allowthe course instructor(s) as well as any TAs to consistently grade these assignments. Thisconsistency will allow the students to better understand where improvement is needed in theirassignments and more importantly

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

David Kazmer, University of Massachusetts-Lowell; John Duffy, University of Massachusetts-Lowell; Beverly Perna, Tsongas Industrial History Center

Tagged Divisions

First-Year Programs

and staffindicated that they enjoyed working on the project[s]. Some written comments from the directorand primary liaison, respectively, are provided in Appendices A.1 and A.2. Perhaps the singlebest measure of client satisfaction is their continued commitment from the first to the secondproject, as well as their documented interest in a third project next year through“institutionalization.” Accordingly, the SL project can bring significant benefits to the client,although it requires significant commitment on the part of the client, faculty, and students.4.2 Academic PerformanceAcross all three years that the instructor has taught the course, the course content and gradingsystem has remained essentially the same. Each year, the hardware

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kleio Avrithi P.E., Mercer University

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

Programs, 2018-2019.” [Online].Available: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-technology-programs-2018-2019/#GC1. [Accessed Jan. 26, 2019][2] Bureau of Labor Statistics, “Architecture and engineering occupations,” April 13, 2018.[Online]. Available: https://www.bls.gov/ooh/architecture-and-engineering/home.htm. [AccessedApr. 21, 2019].[3] J.M. Beggs, J.H. Bantham, and S. Taylor, “Distinguishing the factors influencing collegestudents’ choice of major,” College Student Journal, vol. 42, pp. 381-394, June 2008. [4] M. Kikendall Orr, C. Brawner, M.W. Ohland, R.A. Layton, “The effect of requiredintroduction to engineering courses on retention and major selection,” Proceeding of the 120thASEE

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky; Joshua Parsons; Shannon Lee Sampson; Brad A. Hubbard, University of Kentucky

Tagged Divisions

First-Year Programs

, 2006; Heppner, Wampold, & Kivlighan, 2008; Strauss, 1987).S(Braun & Clarke, 2006; Heppner et al., 2008) specifically, responses were analyzed usingthematic analysis with a constructivist, latent approach, with respect to six steps: familiarizationwith the data; initial line by line coding; collating into potential themes; identifying &explicating themes; revision of themes based on the data as a whole and the naming of thethemes; and producing a report with extracts of data relating the analysis to the researchquestions and existing literature. Each sentence in the responses were analyzed using descriptiveemergent codes. Following our methodology, themes were identified from the data rather thancreated based on a priori theory or

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eduardo G. Perez, Inter American University of Puerto Rico; Omar Meza Castillo, Inter American University of Puerto Rico

Tagged Divisions

First-Year Programs

the areas of science, technologyengineering and mathematics (STEM) in order to have well prepared and successfulprofessionals1,2. Many students are not ready to face their new college life, it is necessary toprovide them bridge programs to help them in this transition process. Since the 1990’s, therehas been numerous efforts to improve the preparation of students for success in college.Summer immersion programs are one of the many strategies used to assist students toimprove their academic development. By improving the student success, the retention andgraduation rates accordingly will increase. These programs are designed to serve newlyenrolled freshman in the fall semester in order to provide the tools necessary to begin theirprofessional

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

Chris Gordon, Southern Illinois University, Edwardsville; Hasan Sevim, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

, New York NY, 1998.5. Canham, M. S., Wiley, J. and Mayer, R. E. (2012), When Diversity in Training Improves Dyadic Problem Solving. Appl. Cognit. Psychol., 26: 421–4306. Wiley, J., et al. "The power of three: Why the third person matters." Annual Meeting of the Psychonomic Society, Boston, MA. 2009.7. Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141- 158.8. Cummings, Marx, Thornton, & Kuhl, Evaluating innovation in studio physics. Am. J. Phys. Supp. 1999. Page 26.117.7

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

Sarah Jane Grigg, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

Page 26.1277.8 Learning in Engineering. Int J Eng Educ. 2010;26(5):1097-1110.7. Beichner R, Saul J, Abbot D, et al. Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project. In: Redish E, Cooney P, eds. Research-Based Reform of University Physics. College Park, MD: American Association of Physics Teachers.8. Jonassen DH. Learning to Solve Problems. San Fransisco, CA: Pfeiffer; 2004.9. Pearson Higher Education. http://www.pearsonmylabandmastering.com/northamerica/myengineeringlab/.10. Grigg S, VanDyken J, Morkos B, Benson L. Process Analysis as a Feedback Tool for Development of Engineering Problem Solving Skills. In: ASEE Annual Conference. Atlanta, Ga; 2013

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Frank Blubaugh, Purdue University; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

 national anthem, or political campaign songs showing solidarity with a particular candidate. Withthe extension of the cultural identity of particular songs and the association of genres withbehaviors,24 the links between personality, values, and grouping behavior related to musicalpreference suggest that there may be a relationship between musical preference and majorchoice. The perceived cultural differences between engineering disciplines25 and the factors ofpersonal interest and social pressures on engineering discipline choice26 may also extend thisrelationship towards the choice of an engineering discipline. Therefore, we explore whether apreference for a particular musical genre(s) correlates with the selection of a particularengineering

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Laurie Laird, Ohio Northern University; John-David Yoder, Ohio Northern University

Tagged Divisions

First-Year Programs

, and Larsen3 discussedemphasizing oral presentation skills through use of the RSVP training framework that focusesstudents’ attention on four key presentation areas: • R – Responsiveness (e.g., audience analysis), • S – Speech Patterns (e.g., speed, volume, enunciation), • V – Verbal and Visual Rhetoric (e.g., presentation structure, use of visual aids), and • P – Physical (e.g., use of stage, congruence of body language with message).The RSVP framework helps students to more easily remember the evaluation criteria of aneffective presentation. The developer of the RSVP framework was kind enough to share hermaterials4 with the lead author of this paper. A one-page handout derived from these materialscan be found in Appendix A. This

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Cindy Foor, University of Oklahoma; Susan Walden, University of Oklahoma; Tyler Combrink, University of Oklahoma; Lindsey McClure, University of Oklahoma; Deborah Trytten, University of Oklahoma

Tagged Divisions

First-Year Programs

Universityof Chicago Press: Chicago, 1993.7. Seymour, E.; Hewitt, N. M., Talking about Leaving: Why Undergraduates Leave the Sciences. WestviewPress: Boulder, 1997; p 429.8. Anastasia, T. T.; Tremblay Jr., K. R.; Makela, C. J.; Drennan, N. H., Student Gender Differences inPerceived Importance of College Services. College Student Journal 1999, 33, (2), 206-210.9. Cross, S. E.; Vick, N. V., The Interdependent Self-Construal and Social Support: The Case for Persistencein Engineering. Personality and Social Psychology Bulletin 2001, 27, (7), 820-832.10. Roe Clark, M., Negotiating the Freshman Year: Challenges and Strategies Among First-Year CollegeStudents. Journal of College Student Development 2005, 46, (3), 296-316.11. Huang

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Lorelle Meadows, University of Michigan; Samantha Jarema, University of Michigan

Tagged Divisions

First-Year Programs

and the last with a service-learning curriculum.This paper presents a summary of the general course objectives, the service-learning curriculumcomponents introduced in 2004 and a detailed discussion of the study results outlining thestatistical results and broader implications for first year engineering curricula.BackgroundSince the mid-1900’s, traditional undergraduate engineering education has been focused on thedevelopment of specialized technical knowledge in students for the purpose of solvingchallenging problems. As a result, the last half-century of engineers have been highly technicallytrained, but generally lack the skills often associated with other successful professionals, such as

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

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Jenahvive K. Morgan, Rowan University; Joseph Francis Stanzione III, Rowan University; Kaitlin Engle Mallouk, Rowan University

Tagged Divisions

First-Year Programs

means that all due dates in a chapter are past. Aright pointing triangle indicates that there is at least one assignment left, but it is more than aweek away. A red “.10 Silverstein, S. (2006). Why go to class? Just go online: even friends’ notes no longer needed.The Los Angeles Times, January 25.11 Sheppard D. (2013). Blended Learning: Traditional lecture learning to be replaced with onlinelectures and group work sessions, how will you adjust? Wisconsin Engineer. Retrieved fromhttp://wisconsinengineer.com/magazine/272/263/.12 Means, B., Toyama, Y., Murphy R., Bakia, M., Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin, Platteville

Tagged Divisions

First-Year Programs

reported here is a follow-upquestion to a short-answer question. (The short answer question asked those students who wereplanning on continuing in engineering to list their primary reason(s) for pursuing engineering.)The follow-up question asked students to state their level of agreement with this statement:“This class reinforced my decision to continue in engineering.” The average score for the oldcourse was 2.72 (n = 294) and improved to 2.15 (n = 60) for the new course. A 2-sample t-testresulted in a P-Value of 0.000; Cohen’s d equaled 0.57. The significant improvement in student responses begs the question: “is the new courseeasier?” That is, are students more favorable about the course because it is easier? Table 1shows that the grades

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mario Gomes, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

of hydro-statics to estimate the buoyancy force ofeach balloon. Empty balloon mass measurements were taken during recitation and guidancein creating their models was provided. Week 13 was a holiday for lecture, but groups metand worked together on their project that week. Week 14’s lecture continued mathematicalmodeling and both lab and recitation were entirely devoted to in-class group work for thefinal project. Week 15’s recitation class was devoted to each group taking photographs of thetarget area using their timer and chosen set of balloons. Week 16’s lecture showed them how Page 22.149.13Figure 7: area ∼ 906f t2

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

.[4] L. M. Boettler, R. A. Goldfine, D. W. Leech, and G. R. Siegrist, “Academic skills, community engaged, leadership, and global themed first-year seminars: Comparisons in student success,” Journal of College Student Retention: Research, Theory & Practice, March 2020. [Online]. Available: https://doi.org/10.1177/1521025120912696.[5] H. Price, “The College Preparatory Pipeline: Disparate Stages in Academic Opportunities,” American Educational Research Journal, November 2020. [Online]. Available: https://doi.org/10.3102%2F0002831220969138.[6] L. Vi-Nhuan, L. Mariano, and S. Faxon-Mills, "Can College Outreach Programs Improve College Readiness? The Case of the College Bound, St. Louis Program

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Charles Minor, Clemson University; Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University

Tagged Divisions

First-Year Programs

strengthen students’ skills asfuture engineering professionals. In an effort to bolster the chances of achieving these goals, theengineering math course outlined below was introduced in Fall 2019.Course content and materialsRatton & Klingbeil’s Introductory Mathematics for Engineering Application [11] and Stephan etal.’s Thinking Like an Engineer [12] are the primary texts used to guide the course. Theoverarching course outcomes listed within the syllabus include preparing students for the rigor offuture engineering and mathematics classes, providing students with a solid foundation of basicengineering skills, and introducing students to the different engineering majors and careeroptions. As seen in these outcomes, the course attempts to draw

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello; Esmeralda Campos, Tecnologico de Monterrey, Monterrey, Mexico; Carlos Eduardo Martinez-Torteya, Tecnologico de Monterrey

Tagged Divisions

First-Year Programs

] National Research Council, "How people learn: Brain, mind, experience, and school: Expanded edition," National Academies Press, 2006.[5] T. Martin, S. D. Rivale and K. R. Diller, "Comparison of student learning in challenge-based and traditional instruction in biomedical engineering," Annals of biomedical engineering, vol. 35, no. 8, pp. 1312-1323, 2007.[6] D. L. Schwartz, S. Brophy, X. Lin and J. D. Bransford, "Software for managing complex learning: Examples from an educational psychology course," Educational Technology Research and Development, vol. 47, no. 2, pp. 39-59, 1999.[7] PER Group, University of Minnesota, Online Archive of Context-rich Problems, October 2012. Available: https://groups.physics.umn.edu/physed/Research

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenell Wilmot, University of Texas, Austin; Nina Kamath Telang, University of Texas, Austin

Tagged Divisions

First-Year Programs

Supplemental Instruction model toengineering and pre-engineering”, Conference Proceedings of the Proceedings of the 2004 AmericanSociety for Engineering Education Annual Conference & Exposition, 2004.[2] Juacquez, R, Gude, V.G., Hanson, A., Auzenne, M, & Williamson, S., “Enhancing critical thinkingskills of civil engineering students through Supplemental Instruction”, Conference Proceedings of theASEE, 2007.[3] Lin, J., and Woolston, D.C., “Important lessons learned from seven years of experience inundergraduate academic support programs”, Conference Proceedings of the ASEE/IEE Frontiers inEducation Conference, Saratoga Springs NY, 2008.[4] Mahdi, A. E., “Introducing peer-supported learning approach to tutoring in engineering andtechnology

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oziel Rios, University of Texas, Dallas; Dani Fadda, University of Texas, Dallas

Tagged Divisions

First-Year Programs

photographs of the Freshman Design Studio are courtesy of SmithGroup.6. References[1] Bates, J. S., "A First Year Course Based on Conceptual Design," Proceedings of the ASEEAnnual Conference and Exposition, Indianapolis, Indiana, 2014.[2] Ambrose, S. A., Amon, C. H., "Systematic Design of a First-Year Mechanical EngineeringCourse at Carnegie Mellon University," Journal of Engineering Education, Vol. 86(2), 1997.[3] Knight, D. W., Carlson, L. E., Sullivan, J., "Improving Engineering Student RetentionThrough Hands-On, Team Based, First-Year Design Projects," Proceedings of the InternationalConference on Research in Engineering Education, 2007.[4] Ha, O., Fang, N., "Computer Simulation and Animation in Engineering Mechanics: ACritical Review and

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leroy L. Long III, Embry-Riddle Aeronautical University; Claudia Morello, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs, Mathematics

/designteach/teach/examwrappers/Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. NY:Routledge. 12Karen L. Smith Faculty Center for Teaching and Learning. (2019, February 4). What is the Scholarship of Teaching& Learning (SoTL)? Retrieved from http://www.fctl.ucf.edu/ResearchAndScholarship/SoTL/Klingbeil, N. W., and A. Bourne. (2013, June). A National Model for Engineering Mathematics Education:Longitudinal Impact at Wright State University.In Proceedings of the 2013 ASEE Annual Conference & Exposition.Klingbeil, N. W., R. E. Mercer, K. S. Rattan, M. L. Raymer, and D. B. Reynolds

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University-Kingsville

Tagged Divisions

First-Year Programs

that Group 1 received. The objectives, theory, and otherinformation have been omitted in the interest of space.“… with the CIPHER encode the following message. Also give the across R3 voltage roundedto the nearest whole number and encode the value at the end of the phraseTHE CIRCUIT PARAMETERS ARE AS FOLLOWS, R4 3, R2 6, R3 9, VS 30. R2 ANDR3 ARE IN PARALLEL AND THEIR COMBINATION IS IN SERIES WITH R4 ANDTHIS IS THEN IN SERIES WITH VS. THE VOLTAGE ACROSS R3 ISCIPHER A a) D K Z 7 V d) c) S . e) C 9 P G > <

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Bert Davy, Morgan State University; Indranil Goswami, Morgan State University; Jiang Li, Morgan State University; Gbekeloluwa Oguntimen, Morgan State University; Charles Oluokun, Morgan State University; Arcadio Sincero, Morgan State University

Tagged Divisions

First-Year Programs

of jobs openings in STEM areas is five times the number of US studentsgraduating in STEM. The National Science Foundation’s (NSF) “Strategic Plan: FY 2003-2008” acknowledges that tapping the potential in “previously underutilized groups” will becritical for sustaining the technological lead the U.S. enjoys throughout the world (NSF, 2006).National concern has been expressed about the status of the U. S. science and engineering base-specifically the human talent, knowledge and infrastructure that generate innovations andundergird technological advances to achieve national objectives. Analyses have shown that theremay be a significant shortage in the entry level science and engineering labor pool, and thatscientific and technical fields could

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Carol Gattis, University of Arkansas; Bryan Hill, University of Arkansas; Abraham Lachowsky, University of Arkansas

Tagged Divisions

First-Year Programs

AC 2007-1460: A SUCCESSFUL ENGINEERING PEER MENTORING PROGRAMCarol Gattis, University of Arkansas Carol S. Gattis, Ph.D. is an associate professor of Industrial Engineering at the University of Arkansas. She also directs and develops new programs for the college-wide efforts of recruitment, retention and diversity.Bryan Hill, University of Arkansas Bryan Hill, an industrial engineer, is the associate director of recruitment, retention and diversity for the College of Engineering at the University of Arkansas. Bryan managed the 2005-2006 pilot engineering peer mentoring program.Abraham Lachowsky, University of Arkansas Abraham Lachowsky is a senior undergraduate student in the Industrial