Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Tom Bramald, Newcastle University; Sean Wilkinson, Newcastle University

Tagged Divisions

First-Year Programs

: Students who completed 24 months ago. 12: Students who completed 12 months ago. Table 4: Students responding to statements relating to their CIV1002 studies and resulting experiences 12 and 24 months after completing the module.Page 14.800.12Table 4 shows a majority of students feel that while CIV1002 is a well structured module, it hasnot formed an appropriate part of their studies. This sits awkwardly with the results shown inTable 3 and suggests that the module needs to make more effort to explain the importance ofsustainability in a civil engineering curriculum. A small majority of students agree that theyhave used material taught in CIV1002 in their C&CSE studies after

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M Gillespie, University of New Haven; Goli Nossoni, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

integrating the makerspace into the existing curriculum are discussed, as well asthe guidelines for the revised class periods and final project.This paper also provides an analysis regarding whether integration of a makerspace into a first-year engineering course positively or negatively impacted first-year students developing: 1) anengineering or maker identity, 2) technical skills, and 3) general engineering skills such ascuriosity, problem solving, and/or teamwork. Students completed pre/post surveys regardingprior makerspace experience, their first-year makerspace experience, engineering identity, andgeneral engineering skills. The survey results of students who participated in the maker-sectionsof the course are compared with survey results of a

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Joseph Reese Jr., Johns Hopkins University; Michael L. Falk, Johns Hopkins University; Joanne F. Selinski, Johns Hopkins University; Sara Miner More, Johns Hopkins University; Ali Darvish, Johns Hopkins University; Ivan Sekyonda, Johns Hopkins University; Amy Brusini, Johns Hopkins University; Alejandra J. Magana, Purdue University-Main Campus, West Lafayette (College of Engineering); Ahmed Ibrahim, Johns Hopkins University; Nathan Graham, Johns Hopkins University; Paul Huckett, Johns Hopkins University

Tagged Divisions

First-Year Programs

, Santa Barbara. He has received several awards for his educational accomplishments, and in 2018 received the Materials Research Society’s Impact Award for his work on broadening participation in STEM and com- puting education. His education research focuses on integrating computation into the undergraduate core curriculum. Falk also served as the lead investigator for STEM Achievement in Baltimore Elementary Schools (SABES) an NSF funded Community Enterprise for STEM Learning partnership between JHU and Baltimore City Schools.Dr. Joanne F. Selinski, Johns Hopkins University Joanne Selinski is an Associate Teaching Professor and the Director of Undergraduate Studies in the Computer Science Department at Johns

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cem Karacal, Southern Illinois University, Edwardsville; Ma Zenia N. Agustin, Southern Illinois University, Edwardsville; George Pelekanos, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs, Mathematics

Professor in the Department of Mathematics and Statistics at Southern Illinois University Edwardsville. He obtained his Ph. D degree in Applied Mathematics from the University of Delaware in 1997. His research interests include inverse scattering and mathematics education. c American Society for Engineering Education, 2019 An Integrated Mathematics Enrichment, Peer-Mentoring, Tutoring and Freshman Course for Student Success Cem Karacal1, Zenia Agustin2, George Pelekanos2 skaraca@siue.edu, zagusti@siue.edu, gpeleka@siue.edu Southern Illinois University Edwardsville School of Engineering , College of Arts & Sciences

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

David Hall, Louisiana Tech University; Stan Cronk, Louisiana Tech University; James Nelson, Louisiana Tech University; Patricia Brackin, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

Curriculum: “Living with the Lab”All engineering students at Louisiana Tech enroll in an integrated curriculum designed to Page 14.619.3incorporate many of the educational practices of the National Science Foundation EducationalCoalitions9. Students complete three engineering courses (ENGR 120, 121 and 122) which areimplemented as combined lecture / laboratory classes and which meet twice each week for tenweeks for 110 minutes per meeting, as shown in Table 1.Our freshman integrated curriculumincludes differential and integral calculus courses, basic chemistry lecture and laboratorycourses, and a calculus-based physics course; students also

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Neeraj Buch, Michigan State University; Amanda Idema, Michigan State University; Cynthia Helman, Michigan State University

Tagged Divisions

First-Year Programs

AC 2009-1922: INTEGRATING A FIRST-YEAR ENGINEERING PROGRAMWITH A LIVING-LEARNING COMMUNITYTimothy Hinds, Michigan State University TIMOTHY J. HINDS is an Academic Specialist in the Michigan State University College of Engineering Undergraduate Studies and Department of Mechanical Engineering. He is the lead instructor for the Cornerstone Engineering / Spartan Engineering program teaching courses in engineering design and modeling. He has also taught courses in machine design, manufacturing processes, mechanics, computational tools and international product design as well as graduate-level courses in engineering innovation and technology management. He has over 25 years of combined academic

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University - West Lafayette; Andrew Jackson, Purdue University - West Lafayette; Dawn Laux; Max Renner, Purdue Polytechnic Institute, Purdue University

Tagged Divisions

First-Year Programs

integrated introductory Technology class are also enrolled in eitheran introductory Communication course or an introductory English course. Administrators fromeach department worked to develop initial outlines and structures that would facilitate curricularoverlap and connection across each trio of classes. Scheduling and classroom spaces werearranged so that each pair of courses (Technology and English, or Technology andCommunication) would meet consecutively once per week in the same shared classroom space.Instructors in each “trio” of courses were encouraged to collaboratively explore and implementeffective ways of reinforcing and integrating concepts and curriculum from the course they werepaired with in their own courses. This article reports

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

, wind, and hydrogen fuel cells asenergy sources and a writing across the curriculum assignment on global warming.The paper includes the revised structure of the lectures and labs, how the video is integrated, andthe response of the students through their writing across the curriculum assignment. Details onthe pre and post perception survey has been submitted as a separate paper.IntroductionThe emphasis for this effort came about because the common freshman book chosen at ouruniversity for the 2007-2008 academic year had its focus on global warming. This was formerVice President Al Gore’s “An Inconvenient Truth”. [1] The book has a compelling presentationof data related to the causes and effects of global warming. There is also a companion DVD

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Festus Ogbaisi, Jacksonville University; Martins Slaboh, Jacksonville University; Emre Selvi, Jacksonville University; Maria Javaid, Jacksonville University

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

careers.References[1] A. K. Ellis, C. J. Stuen, “The Interdisciplinary Curriculum”, Eye On Education. pp. 174, Larchmont, NY, 1998.[2] K. Lake, “Integrated Curriculum”, School Improvement Research Series VIII. Northwest Regional EducationalLaboratory, 1994.[3] R.W. Hendricks, L.J. Guido, J.R. Heflin, S. Sarin, “An Interdisciplinary Curriculum for Microelectronics”,Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, 2011.[4] Capt. Trevor D McLaughlin, “Support for Interdisciplinary Engineering Education Through Application ofIndustry-Focused Case Studies”, 121st ASEE annual conference and exposition, Indianapolis, IN, June 15-18, 2014.[5] A. J. Muscat, E. L. Allen, E. D. H. Green, and L. S. Vanasupa

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

Paper ID #20575Work in Progress: Curriculum Revision and Classroom Environment Re-structuring to Support Blended Project-Based Learning in First-Year Gen-eral Engineering Laboratory CoursesProf. Brandon B. Terranova, Drexel University Dr. Terranova is an Assistant Teaching Professor in the College of Engineering at Drexel University. In his current role, he is the lead instructor for the freshman engineering program, and oversees activities in the Innovation Studio, a large-area academic makerspace. He has taught and developed courses in general engineering and mechanical engineering at Drexel. Prior to Drexel, he has taught

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaqi C. McNeil, University of Louisville; Angela Thompson P.E., University of Louisville

Tagged Divisions

First-Year Programs

Paper ID #15579Enhancing Curriculum in a First-Year Introduction to Engineering Courseto Assist Students in Choice of MajorDr. J. C. McNeil, University of Louisville Jacqueline McNeil is an Assistant Professor for the Department of Engineering Fundamentals at Univer- sity of Louisville. She is investigating nontraditional student pathways in engineering. She finished her Ph. D. in December 2014, titled, ”Engineering Faculty Views of Teaching Quality, Accreditation, and In- stitutional Climate and How They Influence Teaching Practices.” Her research is focused on engineering faculty perceptions of quality and on

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Xiafeng Li, Texas A&M University; Arun Srinivasa, Texas A&M University; William Bassichis, Texas A&M University; Jacque Hodge, Texas A&M University; Donald Maxwell, Texas A&M University

Tagged Divisions

First-Year Programs

implementation of project-based engineering courses have been growing during thepast decade. However, evidence-based evaluations of the degree to which project-based courseshave improved student retention and learning are still rare. Faculty members at Texas A&MUniversity have developed a project-based first-year engineering curriculum that draws on theestablished knowledge base of integrated engineering curricula to construct a new learningexperience for engineering majors. The first pilot of the curriculum was offered to approximately200 students in the 2004-05 academic year. Students who continued in engineering are nowtaking a sophomore engineering mechanics course in classes with students who were intraditional first-year courses. Comparison of

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Deborah Morrow, Grand Valley State University

Tagged Divisions

First-Year Programs

understanding.When introducing lifelong learning skills into the engineering curriculum at Grand Valley StateUniversity, there were multiple considerations. How should lifelong learning skills be defined bythis program? What courses and assignments already embody these concepts and skills in someway, implicitly or explicitly? What existing programs, courses, or assignments could be revisedor augmented to introduce lifelong learning skills more explicitly and measurably? At what pointin the curriculum should lifelong learning skills be introduced, and how often?This paper reports on a work in progress where ABET program outcome „i‟ is introduced in afirst-year course through the use of an independent research project, focusing on the ability toseek out and

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Asma Idries, North Carolina State University; Akira Angel Romero-Berube, North Carolina State University ; Rachel Lee Tilly, North Carolina State University; Laura Bottomley, North Carolina State University; Raegan Santana Reeves, North Carolina State University; Miles Xavier Davis

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

collaborationcentered extra-curricular resources can improve the project experience for first-year engineeringstudents.Background and Motivation First-year engineering education and its impact on student retention, culture, andexperience is an important topic to current educators trying to improve university levelengineering education. Persistence in an engineering program is directly related to the first-yearexperience [1]. The first-year curriculum and surrounding environment are essential componentsto providing students with points of both learning and discovery that will ultimately impact theirdecision to stay within their chosen path [1]. Although the engineering path may not be the bestpath for every student, there is a serious concern over

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jaskirat Sodhi, New Jersey Institute of Technology; Ashish Borgaonkar, New Jersey Institute of Technology; Edwin Hou, New Jersey Institute of Technology; Moshe Kam P.E., New Jersey Institute of Technology

Tagged Divisions

First-Year Programs, Mathematics

Educational Activ- ities (2005-2007) IEEE launched tryengineering.org and expanded greatly its pre-university engineering programs, including EPICS-in-IEEE. Kam is a Fellow of IEEE ”for contributions to the theory of deci- sion fusion and distributed detection.” He received the IEEE Third Millennium Medal and the C. Holmes MacDonald Award ”for the Outstanding Young Electrical Engineering Educator.” c American Society for Engineering Education, 2018 An Application-Oriented Course to Improve Student Performance in Mathematics CoursesAbstractThis is an evidence-based practice paper. Performance in pre-calculus and calculus courses has astrong impact on student success

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

6 7 8 9 10 Figure 13. Creative thinking average team (each bar represents a different team) scores and standard deviations (error bars) assessed by means of the Investment Theory of Creativity Rubric created out of Sternberg and Lubart.8 Performance levels on the y-axis vary from exemplar: 4 to benchmark: 1.The vast majority of the teams were able to attain projects’ expected outcomes at an intermediatelevel. Therefore, it is suggested to further integrate creativity in subsequent pillar courses inorder to foster meaningful development of students’ creative thinking. Furthermore, reflectionsintegrated in the two projects’ design binders, suggest that these projects allowed

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lacey Jane Bodnar, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Jacqueline Q. Hodge, Texas A&M University; Travis Austin Smith, Engineering Student Services and Academic Programs; Jesus A. Orozco; Joshua Grant Corso; Cristian R. Sanchez; Jillian Kathleen Freise, Texas A&M ELLC Children's Museum; Hannah Ringler, Texas A&M University; Ivan Cortes, Texas A&M University

Tagged Divisions

First-Year Programs

in general, but specifically for a career in NASA. What followed was a sense of motivation, and an assurance that with hard work, I can achieve a lot with an engineering career” (Ivan).InterpersonalStudents learned the importance of teamwork and collaboration. “Through the team project, I learned how to think from multiple viewpoints when approaching a project, incorporate other student’s ideas to create new concepts, and Page 25.530.8 combine team members’ skills to solve problems” (Cristian). “Teamwork was an integral part of the design projects. In fact, if there was one expectation of the

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University, Daytona Beach; Jaqi C. McNeil, University of Louisville; Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University, Daytona Beach; Farshid Marbouti, San Jose State University

Tagged Divisions

First-Year Programs

Paper ID #25455Impact of a Modeling Intervention in an Introductory Programming CourseDr. Kelsey Joy Rodgers, Embry-Riddle Aeronautical University, Daytona Beach Kelsey Rodgers is an Assistant Professor in the Engineering Fundamentals Department at Embry-Riddle Aeronautical University. She teaches a MATLAB programming course to mostly first-year engineering students. She primarily investigates how students develop mathematical models and computational mod- els. She also conducts research around effective feedback and nanotechnology education. She graduated from the School of Engineering Education at Purdue University with

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

Paper ID #25368Students Using Sensors: Multi-Disciplinary Interactive Demonstrations forFirst-Year Design CoursesMs. Lisa DeWitte, University of Florida Lisa DeWitte is a 4th year Engineering Student at the University of Florida majoring in Mechanical and Aerospace Engineering. She has been involved in Undergraduate Research since her freshman year designing course curriculum for a freshman design course and providing manufacturing support for an aerospace controls laboratory. Her research interests are in engineering education, advanced manufactur- ing, and the design process. She intends to pursue an advanced degree in

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

the similar way we would test with the middle school students. This helped us get feedback onthe feasibility of the app and the usability of the interface.Research methodologyOur study examined the degree to which 3D modeling and AR can help enhance engineeringdesign skills in youth, ways AR can be integrated into an after-school engineering curriculum,and possible ways to enhance and analyze spatial reasoning skills in youth.ParticipationEight middle school (6 male, 2 female) youth from a PK-8 School in Colorado participated in theprogram. At the school, 84% of the students are Hispanic, 12% are Caucasian, and 83% qualifyfor free-and-reduced lunch. In our program 7 of the youth were Hispanic and 1 was Caucasian.All the youth who participated

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University

Tagged Divisions

First-Year Programs

Work in Progress: Living With The Lab: A New Implementation of the Project-Based First-Year Engineering Curriculum at Campbell UniversityIntroductionThe Living With The Lab (LWTL) curriculum developed at Louisiana Tech offers an extensiveset of first-year engineering projects integrating student hands-on tool use with engineeringcontent, and has been the subject of numerous previous reports (Crittenden, Hall, & Brackin,2010; Cronk, Hall, & Nelson, 2009; Hall, Barker, & Nelson, 2008; Hall, Cronk, Brackin, Barker,& Crittenden, 2008). Campbell University is now in the process of implementing the LivingWith The Lab curriculum in their new engineering program’s first year of study in collaborationwith Louisiana Tech University

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Beverly Jaeger, Northeastern University; Richard Whalen, SUSAN FREEMAN, and BEVERLY JAEGER are members of; Susan Freeman, Northeastern University; John-David Yoder, Ohio Northern University

Tagged Divisions

First-Year Programs

design tradeoffs, such as the realization that having a greater load-bearing capability will result in a higher cost due to the larger amount of materials required,which would thereby lower the cost criterion score. The traditional Tower of Straws activity istypically introduced, designed, constructed, and finished within a single class period. This shortamount of time is insufficient for students on a team to thoroughly perform many of the aspectsof engineering design being emphasized in our curriculum, such as the examination of alternatesolutions, performing an analysis to decide upon the best solution, and providing documentationof the specifications of their chosen design. This is the case in the first of the two times theTower activity is

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lilianny Virguez, Virginia Tech; Kenneth Reid, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

in constructswithin motivation for first year students during the revision of a first year curriculum. Results of thesurveys can be applied in foundational courses to reveal critical information about students’ motivation,attitudes, and beliefs about engineering and their intention to completing an engineering degree.Although the motivational constructs did not present statistically significant differences between the twoversions of the course, our identification of differences in motivational constructs between the beginningand the end of the semester in both courses replicates findings from prior studies that indicate thatstudents’ motivation decreases over the first year in an engineering program. The finding that the moremature offering

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

programs more relevant andengaging for our students, this is something that did not emerge from our data. Hence, weconsider we would like to explore this phenomenon better in the future.References[1] J. E. Froyd and G. J. Rogers, “Evolution and evaluation of an integrated, first-year curriculum,” in Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change, 1997, vol. 2, pp. 1107–1113.[2] C. E. Brawner, X. Chen, M. W. Ohland, and M. K. Orr, “The effect of matriculation practices and first-year engineering courses on engineering major selection,” in 2013 IEEE Frontiers in Education Conference (FIE), 2013, pp. 1217–1223, doi: 10.1109/FIE.2013.6685023.[3] H. V. Chang, Autoethnography as

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University

Tagged Divisions

First-Year Programs

students returned to give additionalpresentations to the freshman students to focus on the environmental and societal impacts of theirdesign projects. We report baseline engineering identity in this paper.IntroductionThis work hypothesizes that 1) peer-based interventions implemented within the existingcurriculum can help teach underclassman ‘what it means to be an engineer’ and 2) participationin these interventions will stimulate engineering identity formation during the first one and twoyears of the curriculum, which will better retain students. Multiple reports have expressed theconcern that there will be at least a one-million-person deficit between the forecasted demand forSTEM professionals and the number of STEM graduates (Chen, 2013

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

set by an upbringing on the family ranch near Joshua, Texas and 4 memorable years at Texas A and M where I met my wife, I led Bugle Rank #7 in the Fightin’ Texas Aggie Band (Class of ’86 Whoop!), and dove into Telecom Engineering. Once in Telecom, my learning continued at MCI, Vartec, and Charter. American c Society for Engineering Education, 2021 Drivers and Impacts of a ‘Clean Slate’ Foundational Engineering Curriculum Redesign at a Large Southwestern UniversityAbstractThis paper will address the research question: “What is the perceived impact and constructs of a‘clean slate’ foundational engineering curriculum change at a large southwestern

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Mark T. Holtzapple, Texas A&M University; Bonnie J. Dunbar Ph.D., Texas A&M University

Tagged Divisions

First-Year Programs

Paper ID #18998Longitudinal Effects of the Foundation Coalition Curriculum on Chemicaland Petroleum Engineering Student PerformanceDr. So Yoon Yoon, Texas A&M University So Yoon Yoon, Ph.D., is an assistant research scientist at the Institute for Engineering Education and Innovation (IEEI) within the College of Engineering, Texas A&M University and the Texas A&M Engi- neering Experiment Station (TEES). She received her Ph.D. in Educational Psychology with specialties in Gifted Education and her M.S.Ed. in Educational Psychology with specialties in Research Methods and Measurement both from Purdue University

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

J. Roger Parsons, University of Tennessee-Knoxville; Rachel McCord, University of Tennessee-Knoxville; J. Elaine Seat, University of Tennessee-Knoxville; Thomas Scott, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

AC 2008-1089: COMPARISON OF TRADITIONAL AND INTEGRATED FIRSTYEAR CURRICULA - GRADUATION SUCCESS AND MBTI DISTRIBUTIONJ. Roger Parsons, University of Tennessee-Knoxville Roger Parsons is the Director of the Engineering Fundamentals Division and a Professor of Mechanical Engineering at the University of Tennessee. He was an original member of the Engage curriculum development team.Rachel McCord, University of Tennessee-Knoxville Rachel McCord is a graduate teaching assistant in the Engage freshman engineering program at the University of Tennessee. She has a Bachelor's degree in mechanical engineering and is currently a second year student in a combined Master of Science/Master of Business

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

toPurdue University in an approved field receive a full-tuition scholarship to Purdue for eightsemesters. Around 50 students from the 24 IPS middle schools are added to Science Boundeach year. Criteria for selection are based on national test scores and the students’ potential tosucceed in the program.Twenty-two mentor teachers — one from each of the 24 middle schools and, eventually, the fivehigh schools in the IPS School Corporation — participate in professional development. Theprogram strengthens their teaching methodology and instructs them in cutting-edge technology Page 11.1410.5and curriculum integration of advanced mathematical and

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

college. To this end, the course provides an overview of collegesuccess strategies and university resources available to students. Topics in the course includeself-assessment, motivation, goal-setting, study skills, learning styles, time management,organizational skills, stress management, decision making, and discovery of campus resources.Teaching methods and interventions from On Course: Strategies for Success in College and inLife (5th ed.) by Skip Downing17 were used to develop some of the curriculum, as well assuccessful strategies from faculty members who have taught similar courses, including modelsfrom the Academic Support Programs for Student Athletes.During the development of the course, multiple retention and advising experts from