Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Goli Nossoni, University of New Haven; Ronald S. Harichandran, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

introverted (I).Personality types can be used to help people know more about their strengths, weaknesses, likes,dislikes, compatibility with other people and even potential career preferences. An ASEE-MBTIstudy done in 1980s showed that engineering students predominantly tend to have thinking andjudging personality types and are generally introverted [3,4]. However, no study has relatedstudents’ personality type to their technical topics of interest. Data gathered last year [1] showed that engineering students generally have the samepersonality types as in the 1980 data gathered by ASEE. The majority of engineering studentshad J and T personality types. There was a shift in the introverted and extroverted personalitytypes with a greater

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Cecelia Wigal, University of Tennessee-Chattanooga; Molly Littleton, Signal Centers

Tagged Divisions

First-Year Programs

thelives of a particular child or a group of children. The customer supported projects are alsohelping them learn about the design process and engineering’s impact on society. Using thismodel with a freshman level course helps set the stage for a reality grounded, practicalcurriculum to begin the students’ engineering careers. Page 12.1432.12In addition, several local community organizations, through public relations activities andpresentations, have become more aware of the contributions and impact that engineers can haveon society. This has resulted in several local organizations requesting assistance from UTC’sengineering program for projects that

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Alex Friess; Carol Briam, Dubai Aerospace Enterprise University; Linda Thompson, Dubai Aerospace Enterprise University; Hemdeep Dulthummon, Dubai Aerospace Enterprise University

Tagged Divisions

First-Year Programs

ĂǁĂƌĞŶĞƐƐ 'ůŽďĂů /ŶĚƵƐƚƌLJ ĂǁĂƌĞŶĞƐƐFigure 3. Student survey results on perceived improvements in industry understanding and related environmentalconsiderations.The learning objective of gaining an understanding of the industry, its global nature, and itsincreasing environmental pressures, was perceived as highly successful. The vendor andprofessional interaction of the students at the Air Show generated a completely newunderstanding of their chosen career, and reinforced and motivated them for their academicchallenges. A project such as this, where first year students experience firsthand theprofessional environment of their chosen field of study, has generated beneficial

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, MacEwan University

Tagged Divisions

First-Year Programs

engineering and is a registered professional engineer with APEGA (Association of Professional Engineers and Geoscientists of Alberta). Prior to her career at MacEwan, Shelley worked in industry as a research engineer and a consulting engineer for several years. Page 23.323.1 c American Society for Engineering Education, 2013 Assessment Tools as Predictors of Changing Pre-Engineering SkillsAbstractThis article was motivated by a need to understand the academic strengths and weaknesses ofengineering students entering first-year. The underlying impetus was the improvement of theeducational

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

Tagged Divisions

First-Year Programs

. Frontiers in Education 2009, San Antonio, TX, October 18-21, 2009.9. Orr, M.K., M.W. Ohland, R.A. Long, S.M. Lord, C.E. Brawner, and R.A. Layton, “Engineering Matriculation Paths: Outcomes of Direct Matriculation, First-Year Engineering, and Post-General Education Models,” Proc. 2012 IEEE/ASEE Frontiers in Education Conference, Seattle, WA, October 3-6, 2012.10. Brannan, K.P. and P.C. Wankat, "Survey of First-Year Programs," Proceedings of the 2005 American Society for Engineering Education annual Conference and Exposition, June 12-15, 2005 in Salt Lake City, UT.11. C. Adelman, “Women and men of the engineering path: A model for analyses of undergraduate careers,” Washington, DC: Department of Education, 1998

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs

. To instill an interest for the engineering profession as a O7 42% 26% career objective. Reflect on practical and theoretical engineering exercises that cross disciplines to capture my imaginations regarding future academic and professional O8 26% 26% engineering activities. Gain an introduction to engineering design as a team activity and as a major element within the engineering O9 26% 32% profession

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Susan Freeman, Northeastern University; Richard Whalen, Northeastern University; Rebecca Payne, Northeastern University

Tagged Divisions

First-Year Programs

characteristic and map it to student success.4 However, first we will discussthe benchmark predictors which are in current use.Conventional Predictors of SuccessAs educators we have all too often seen intelligent students who lack desire and ambition, thesestudents sometimes will generate only average or even poorer quality work than peers ofseemingly less talent. Conversely, we relish the students who might be described as less giftedfor learning who triumph over their limitations to produce stellar work because they work hardand aspire to be the best. There has been a significant amount of research done attempting toqualify and quantify success in education, life, and career. This is a clear indicator of thecomplexity of the problem at hand and it is

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Richard Cassady, University of Arkansas; Gigi Secuban, University of Arkansas

Tagged Divisions

First-Year Programs

relative to grading is placed on submitting complete, correct, andneat homework in a timely fashion. Most FEP students find that achieving a high grade in GNEG1111 and GNEG 1121 is a result of beginning assignments in a timely fashion, diligentlyfollowing directions, and taking advantage of resources available for assistance. As such, theFEP faculty and staff consider the grades in GNEG 1111 and GNEG 1121 to be accuratemeasures of the students’ work ethic.The Introduction to Engineering course sequence also provides a forum for many activitiesrelated to CoE major selection, career development (resumes, interview skills, job searchstrategies, coops and internships, etc.), academic skills development (note taking, test preparationstrategies, etc

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lynn K. Byers, Quinnipiac University; Justin W. Kile, Quinnipiac University; Corey Kiassat, Quinnipiac University

Tagged Divisions

First-Year Programs

students. The course provides career and technicalinformation on the four engineering disciplines offered at Quinnipiac University. The followingfour questions are investigated: Is there a correlation between a student’s initial desire to pursuea specific engineering major and their actual and perceived knowledge of that engineeringdiscipline? For those students who are interested in and knowledgeable about a specificengineering discipline, does the introductory course strengthen that interest? For those studentswho are unsure about what specific engineering discipline to choose, are the students more likelyto be interested in a specific engineering discipline at the end of the course? Does theintroductory course increase students’ knowledge

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

peers which is critical to student success incompleting an engineering degree.IntroductionImproving opportunities for higher education for low-income, minority, and urban studentsremains a critical issue in engineering education1, increasing the access to engineeringeducational opportunities of these key populations will have a significant impact on balancingthe shortage of qualified engineers in the U.S. which is important for global competitiveness.Further, engineering educators are tasked with changing traditional ways of educating engineersand broadening the exposure of K-12 students to engineering careers, requirements, andopportunities 2. With the wide range of research citing the need to transform traditional lecture

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William Travis Horton, Purdue University

Tagged Divisions

First-Year Programs

early in theiracademic careers, report increase motivation to remain in engineering. The challenge ofengaging students as early as their first year is that students can become overwhelmed. Whilethe experience can be very positive, when students are adjusting to college life and course loads,the additional variable of an experiential learning environment can be foreign and sometimes Page 24.782.4overwhelming. In addition, while the vertical integration allows mentoring of younger students,older students do not always embrace the mentoring roles. The results have been bimodal withfirst-year students in the program having either very positive or

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

significantskills lacking in students. However, it is interesting to note that junior faculty had almost twicethe percent of responses in these categories as senior faculty. And that senior faculty had a morediverse spread across other skill categories than the junior faculty. This may be due to thecorrelation between junior faculty and the level of course they teach. Junior faculty teachingfreshman or sophomore classes are seeing the most significant weakness of their students in theirtime skills and their interest in learning. It may be that this is endemic to students early in theirhigher education careers, not yet having seen the value they can derive from the experience. Theopposite may be true with senior faculty, having more courses with more

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beverly K. Jaeger, Northeastern University; Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

. This second semester ‘programming’ course had not fullymade the connection between software written to solve a practical problem and how it might be used todrive hardware/devices in a visible experiential way. As a result, students were skeptical, expressing adisconnect with real-world and career applications. This weak cause-and-effect association at timesresulted in a somewhat uninterested learning population. It became apparent that students did not deeplyunderstand the importance of writing code in relation to engineering problem solving. We as instructorssaw an opportunity to take a role in bridging this gap.Challenge #2: Resources. A further challenge relates to resources: How can we demonstrate the value ofprogramming and problem

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Arturo A Fuentes, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

First-Year Programs

to students early in their careers allows them to connect their current knowledge to engineering applications. The mechanics knowledge gained provides a foundation and motivation to many courses in the mechanical, civil, and industrial engineering curriculum.Then, the authors had to categorize and prioritize the target concepts of the different challenges.This process is illustrated below for the bridge failure challenge:  Concept Map o Engineering Design Process  Role of prototype/model testing and validation o Truss Bridge  Tension  Compression o Prototype Construction and Instrumentation o Teamwork Skills

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

First-Year Programs

information literacy, medialiteracy, and information, communications and technology literacy), and Life and Career Skills(such as flexibility and adaptability, initiative and self-direction, social and cross-cultural skills,productivity and accountability, leadership and responsibility) as proposed by the Partnership for21st Century Skills.15-17This paper describes in detail how a second semester cornerstone (and pillar) course(Introduction to Chemical, Food, and Environmental Engineering Design) for CE, FE, and EE ishelping students to develop their creativity, as well as its alignment with the Investment Theoryof Creativity developed by Sternberg and Lubart.5-8 As stated previously, ITC comprises sixresources for creativity: intellectual processes

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

, graphics, and communication. These oversights may have caused the students to question the relevance of the teamwork activities to their design project, in turn, leading them to label the exercises as “busy work” (a term they use all too readily for many of the assignments in DTC, even those that they come to value later in their undergraduate career). The syllabus also did not explicitly list how the teamwork assignments would be weighted in the final course grade. While they were included as part of the student’s “individual grade,” this only comprised 10% of the final grade, of which, the teamwork assessments were only a small part.2) Adding eight additional exercises to an already crowded curriculum was a mistake. The principal

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Lauren Elise Gentry, LeTourneau University

Tagged Divisions

First-Year Programs

Paper ID #9195Management and Assessment of a Successful Peer Mentor Program for In-creasing Freshmen RetentionMr. Jeff Johnson, LeTourneau University Jeff Johnson is an Instructor at LeTourneau University. He received his B.S. in Mechanical Engineering Technology from LeTourneau in 1994 then proceeded to spend 16 years in industry focusing on machine and civil design as well as project management. In 2010 he began his teaching career at his alma mater to share his experiences with engineering and technology students. He is currently a co-PI on the schools NSF-STEP retention grant.Prof. Alan D. Niemi, LeTourneau University

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail E. Heinz, Rowan University; Matthew Strauss; Mary Staehle, Rowan University

Tagged Divisions

First-Year Programs

assignments, labs,and homeworks.Administering this simple activity could result in a similar effect on first-year engineeringstudents in other disciplines and improve their learning strategies for the remainder of theircollege careers. Importantly, these activities can be adapted in many different ways to fit theexact needs of any classroom.References[1] Cornell, Heather, Wade Kenny, and Kevin Myers. "An Investigation of the organizational communication culture of an introductory chemical engineering class." Proceedings of the North Central Section of the American Society for Engineering Education: Annual Section Meeting. 1999.[2] Swartz, Brian. "Building a Classroom Culture that Paves the Way for Learning." American

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ariana Gabrielle Smies, Michigan Technological University; Erin Vandenbusch; Michelle E. Jarvie-Eggart, Michigan Technological University

Tagged Divisions

First-Year Programs

, andpresented in labs for feedback. To assess the effectiveness of these changes, students weresurveyed before and after the project was changed. Overall, Rozelle found the new, more open-ended project to be a better way to teach engineering design. Students indicated they knew moreabout engineering design after the project, and were in greater agreement that students should learnabout engineering design early in their college career. Additionally, students expressed greaterinterest in the project, indicated finding it more fun and liking the project, but also found it slightlymore frustrating. Student comments, in particular, indicated they loved the freedom and creativityrequired by the project.Overall, the literature indicates that incorporating an

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miriam Howland Cummings, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Gregory Edward Simon, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

Tagged Divisions

First-Year Programs

represented only for the Fall 2019 ELC cohort. In order to examine how thepandemic may have impacted the academic success of students in the ELC, it is necessary tocompare student outcomes for the Fall 2019 ELC cohort with other students who alsoexperienced the pandemic at the same point in their academic career. Further, since theuniversity implemented temporary policies for modified grading options in the Spring 2020semester, using only GPA as the student outcome for comparison is inadequate; in addition toGPA, comparing utilization of the modified grading policy as well as completion rate willprovide a more complete picture of academic outcomes in the Spring 2020 semester. The nextsection will detail the modified grading options offered in Spring

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

First-Year Programs

Pennsylvania. His research interests are in radio frequency and analog integrated circuit design, embedded systems, biomed- ical electronics, and engineering education. He received his Ph.D. in Electrical Engineering and Computer Science from MIT.Miss Kristin Imhoff, Drexel University (Eng. & Eng. Tech.) Kristin Imhoff graduated from Drexel University with her Bachelor’s in Mechanical Engineering in 2009. She began her career at Drexel in 2009 as an academic advisor for the Mechanical Engineering & Me- chanics department, serving as a professional academic advisor to over 550 students. In January 2012, c American Society for Engineering Education, 2017

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Tricia Serviss, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(procrastination) Questioning Study groups (peer learning) Use academic services* Prep for and taking exams *Tutoring, professors office hours, library, advising, career center, etc.Assessment:We propose two types of assessment for this assignment. First, an assessment rubric for theinfographics evaluates the quality of the infographic (see Table 2). The rubric is given when thefirst draft is assigned and students peer review the draft infographics using the rubric during thefacilitated in-class workshop(s). The rubric areas inform the authors of areas for improvementincluding creativity, graphics, fonts, and colors, but is also meant to inform instructors towardour

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Steven Lehr, Embry-Riddle Aeronautical University; Christopher Grant, Embry-Riddle Aeronautical University-Prescott

Tagged Divisions

First-Year Programs

capabilities. ….Andrew PTime, patience, and dedication are necessary for any programming project to be successful. Theymust be planned out over a period of time, rather than done the night before in order for theproject to have any possibility of being impressive. The project is only as good as the quality ofwork you put into it. Your attitude towards the project also affects the quality of its final outcome.This program is not just a final project, but a tool for me in the future. I have truly realized thepower, convenience, and usefulness of the C++ programming environment and will be using itthroughout my career. .. Matthew SIn conclusion, the horsepower calculator is a very handy piece of code that is of high interest tome, and some of my friends

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Gary Halada, State University of New York at Stony Brook

Tagged Divisions

First-Year Programs

make lifelong learning a natural pursuit for thesuccessful engineering student throughout his or her career. 1. Development of assessment tools:Many assessment tools have been developed for undergraduate engineering courses andprograms, many of them in response to the assessment and feedback loop requirements of theABET guidelines for accreditation of engineering degree programs. The 2008-2009 ABETAccreditation Policy and Procedure Manual states that “Assessment is one or more processesthat identify, collect, and prepare data to evaluate the achievement of program outcomes andprogram educational objectives.”7 Assessment should be designed to provide actionablefeedback; in other words, the feedback provided should help program

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

field of engineering became much clearer after completion of Engineering Exploration. There are several valuable pieces of information that have been impressed upon me and that I will carry throughout my college/engineering career. The first being all of the opportunities available to engineers, especially at a research institution like Virginia Tech. Second, that the modern engineer must not only possess the power of knowledge, but maintain professional standards. Furthermore, I was taught how to use many tools such as the engineering design process, MatLab, the basics of Object-Oriented Programming, and how to effectively use graphing.AcknowledgementsThe authors of this paper would like

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University, Daytona Beach; Nanmwa Jeremiah Dala, Embry-Riddle Aeronautical University ; Krishna Madhavan, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

University majoring in Aerospace Engineering and Computational Mathematics. He is currently conducting research on How First-Year Engineering Stu- dents Develop Visualizations for Mathematical Models with Professor Kelsey Rodgers.Dr. Krishna Madhavan, Purdue University, West Lafayette (College of Engineering) Dr. Krishna Madhavan is an Associate Professor in the School of Engineering Education. In 2008 he was awarded an NSF CAREER award for learner-centric, adaptive cyber-tools and cyber-environments using learning analytics. He leads a major NSF-fundedprojectcalled Deep Insights Anytime, Anywhere (http://www.dia2.org) to characterize the impact of NSF and other federal investments in the area of STEM education. He also

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Holly M. Matusovich, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Benjamin D. Chambers, Virginia Polytechnic Institute and State University; Matthew B. James, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

Graduate Advising Award in 2015, and won the 2018 Graduate Student Mentor Award for the College of Engineering. Dr. Matusovich has gradu- ated 10 doctoral students since starting her research program in Spring 2009. Dr. Matusovich co-hosts the Dissertation Institute, a one-week workshop each summer funded by NSF, to help underrepresented students develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding be ingnearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won

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

UGTAs and of this group, 81% rated the UGTA as either good or excellent. Trainingundergraduates can serve several pedagogical functions that benefit faculty (by supporting inclassrooms), students (in their educational development), and the assistants themselves (byproviding professional growth opportunities by enhancing confidence in their skills,consideration of teaching related career) [5]. UGTA classroom experience boosts personalmaturity of UGTAs [6] while also improving essential communicating skills [7].A variety of studies have investigated what UGTA characteristics or factors are important inexplaining their effectiveness in the classroom. Filz and Gurung [2] conducted a survey of 142students enrolled in a class (Introduction to Human

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne Ph.D., University of Colorado, Boulder; Peter Gyory, University of Colorado, Boulder; Hannie Ngo; Tamara Sumner, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education, First-Year Programs

curriculum.An approach to enhance spatial thinking or spatial reasoning skills is learning three-dimensional(3D) modeling [4]. 3D modeling involves several steps and design decisions to make sure that afeasible design is made. Learning 3D modeling is supposed to not only enhance students’ designdecisions but also improve their spatial thinking ability. With the proliferation of consumer-level3D printing, Virtual Reality (VR), and Augmented Reality (AR), there is a sparked interestamong educators to teach 3D modeling using tools like Tinkercad in formal and informal settings[5], [6]. An additional benefit of 3D modeling knowledge is the career path it opens. Severalcompanies and industries are in the need for 3D designers for a variety of projects

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Alicia Baumann, Arizona State University

Tagged Divisions

First-Year Programs

Table 4 in the Appendix. This classintentionally does not introduce the different engineering disciplines explicitly, but rather focuseson teaching skills that engineers use and encourages students to both document and reflect onthose skills. The engineering disciplines do, however, appear in the course through a series ofvideos which are called “Day in the Life” videos. In these videos students hear from industryprofessionals and upper division engineering students about how the weekly topic is currentlybeing applied within their projects and/or careers. Each unit consists of videos, readings,tutorials, discussion boards, and/or simulations which teach the students new concepts, and guidetheir practice in applying the skills being taught. Each