Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay A. Weitzen, University of Massachusetts, Lowell; Md Mamunur Rashid, University of Massachusetts Lowell; Stephen Johnston, University of Massachusetts, Lowell; Eric L. Maase, University of Massachusetts, Lowell; David J. Willis, University of Massachusetts, Lowell

Tagged Divisions

First-Year Programs

given rapid growth in first-year and transfer enrollments. Before the restructuring, the first-year program consisted of two, 2 credit courses calledIntroduction to Engineering I and Introduction to Engineering II. Introduction to Engineeringcourses were run out of the College of Engineering but were staffed with faculty and TeachingAssistants from the individual departments. Introduction to Engineering I was taken by all students independent of engineering major,usually in the first semester on campus, and therefore had a fall term enrolment approaching 600plus students and approximately 100 students in the second semester, mostly transfer students.The first course was run in the form of 2 lectures and 2 hours of laboratory per

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Clifford A. Whitfield, Ohio State University; Dustin W. West, Ohio State University; Lowell Toms P.E., Ohio State University; John A. Merrill, Ohio State University

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First-Year Programs

laboratory experiences for first year engineeringstudents that culminate in a quarter-long design-build project. The course sequences retain thetraditional material covered - engineering orientation, engineering graphics, and engineeringproblem solving with computer programming while offering several design-build project topics.One important objective for the first-year design projects, commonly called cornerstone projects,is to provide a team-based experience that includes all aspects of engineering design anddevelopment. This objective also includes successfully providing students with awareness of,and experience with, the iterative nature of design throughout the design cycle. The sequencesare one of the most innovative and successful of their

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Saeid Moslehpour, University of Hartford

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First-Year Programs

significantly benefit from specially engineered tools andassistive technologies to address variety of needs by individual students.Motivated by such needs, through a collaborative effort between the Center forCommunity Engagement at SSU11, Kinesiology Department sponsoring the Sidekicksprogram, and the Healthcare Technologies Laboratory (HTLab) at Engineering ScienceDepartment, we developed a unique service-learning component that was introduced toES110. The objective of this project was to design and build a powered throwing Page 15.771.3machine that can throw a ball at least ten feet and can easily be customized for one ormore physically disabled students

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason Scott Smith, Michigan State University

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First-Year Programs

get the answercorrect. In the second modality, students will be given an identical set of assignments with a limitednumber of attempted submissions to the auto-grader. To date, outcomes have been assessed for bothstudent groups through direct comparison of homework grades and through student surveys. In futureiterations of this work it is proposed that the results of common examinations also be used to determinewhich strategy optimizes individual student performance.2 BackgroundThis study describes the results of student outcomes under varying homework assessment strategies inEGR 102: Introduction to Engineering Modeling. EGR 102 is a freshman laboratory course with 200-350students per semester, divided into 30 student laboratory groups

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University, Fort Wayne

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First-Year Programs

educational materials and learning spaces that stimulate serious play. © American Page 15.470.1© American Society for Engineering Education, 2010 Engaging Spaces for First-year Engineering: A Tale of Two ClassroomsAbstractEngaging students in learning through the use of active and cooperative approaches has beenrecognized as an effective way to improve their educational experience. These approaches areparticularly important in the first year where student engagement is an important factor instudents success and retention. Engineering education has used these approaches in laboratories

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University; Amy Barton, Mississippi State University; Rani Warsi Sullivan, Mississippi State University; Bill B Elmore, Mississippi State University; Jane Nicholson Moorhead, Mississippi State University

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First-Year Programs

to the different engineering disciplinesand principles associated with engineering design. Consequently, by the end of the course, itwas our expectation that students would be able to: 1. Articulate the fundamental differences between the engineering disciplines 2. Work in a team environment to solve engineering problems 3. Write technical communications for various audiencesWe used a combination of laboratory worksheets, laboratory reports, quizzes, concept maps, anda final paper assignment to evaluate student learning.The course was taught by six faculty and was comprised of five modules (engineering topics andpanel sessions) that introduced students to the various engineering degree programs. The fivecourse modules

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

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First-Year Programs

- trollers and the MSP430 (Springer 2014). From 2013 to 2018 served as Associate Dean of engineering at UPRM. He currently directs the Engineering PEARLS program at UPRM, a College-wide NSF funded initiative, and coordinates the Rapid Systems Prototyping and the Electronic Testing & Characterization Laboratories at UPRM. He is a member of ASEE and IEEE.Dr. Luisa Guillemard, University of Puerto Rico, Mayaguez Campus Luisa Guillemard is a psychology professor at the University of Puerto Rico, Mayag¨uez Campus. She has a M.S. in Clinical Psychology from the Caribbean Center of Advanced Studies in Puerto Rico [today the Carlos Albizu University] and a Ph.D. in Educational Psychology from Texas A&M University, post

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

Margot Vigeant, Bucknell University; Karen Marosi, Bucknell University; Ronald Ziemian, Bucknell University

Tagged Divisions

First-Year Programs

project laboratories, inside and outside of the facultymember’s discipline. For example, the electrical engineering faculty member wouldsupervise a lab on structural engineering. While these labs were at a basic level, somefaculty were uncomfortable teaching outside of their field. Faculty further observe thatstudents and faculty are pleased with the more intense experience in engineering designwithin a major field during the first semester. Contact-hours between individual facultyand students are greater in the seminar-version, allowing faculty the chance to closelyinteract with and get to know 60-90 members of the first-year class. The main downsidefor faculty in the seminar-course is the increased grading burden relative to the singlecourse

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chitra Javdekar, Massachusetts Bay Community College, Wellesley Hills MA 02481; Stephen W. McKnight, Northeastern University; Michael E. Pelletier, Northern Essex Community College

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First-Year Programs

opportunities to solve engineeringproblems in a laboratory with sophisticated engineering tools and thus develop an appreciationfor the engineering profession. The contact of community college engineering students with theengineering profession is often even more meager.Engineering programs at two-year institutionsNearly forty percent of engineers who graduated between 1999-2000 attended a communitycollege at some point during their studies[7]. Despite this broad contribution of communitycolleges in our engineering education system, the equipment and financial resources available tothese two-year undergraduate institutions remain considerably less than that of their four yearinstitution counterparts. In addition, due to the lack of resources or time

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, The Ohio State University; Tyler Milburn, The Ohio State University; Brooke Morin, The Ohio State University

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First-Year Programs

of a faculty instructor,a graduate teaching associate, and undergraduate teaching assistants. The classrooms arearranged to encourage groupwork, with students seated at four-person tables with individualcomputers and a collaborative workspace [33]. These four-person groupings extend to thelaboratory experience, where students rotate groups approximately weekly. The facultyinstructors take primary responsibility for delivery of the classroom experience, while thegraduate teaching associates develop and lead the laboratory component under the guidance ofthe instructors.The first course in the honors sequence provides instruction in problem solving, computerprogramming, engineering design, and technical communication. The classroom portion of

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Demetris Geddis, Hampton University; Brian Aufderheide, Hampton University; Herman W. Colquhoun Jr., IBM Canada Ltd.

Tagged Divisions

First-Year Programs

Paper ID #31333Work in Progress: Project and Design-Based Introductory EngineeringCourse using Arduino KitsDr. Demetris Geddis, Hampton University Demetris L. Geddis is an associate professor and Chair of Electrical and Computer Engineering at Hamp- ton University. He has extensive research experience in the areas of Integrated optoelectronics, Optics, Microelectronics, and Electromagnetics. He has worked as a Research and Design Engineer at Motorola and Bell laboratories. Also, he worked at NASA Langley Research Center as a NASA faculty fellow for the Nondestructive Evaluation Sciences Branch where he performed research

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Sondra Miller, Boise State University; Pat Pyke, Boise State University; Amy Moll, Boise State University; Melissa Wintrow, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University

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First-Year Programs

first and second-year concurrent science laboratories(SCI. LAB.). All course grade data were averaged over the three semesters included in thisstudy (i.e., fall 2007, spring 2008, and fall 2008) to ensure adequate sample sizes. Course gradesare reported out of 4.0 and were considered passing when greater than 1.7. Similar results for allother undergraduate (1) engineering or computer science students residing in on-campus housing(Eng-on), (2) non-engineering students residing in on-campus housing (Non-Eng-on), (3)engineering or computer science student who resided in off-campus housing (Eng-off), and (4)non-engineering students who resided in off-campus housing (Non-Eng-off) during the 2007-2008 academic year and fall 2008 semester were

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Stacy Bamberg, University of Utah; Debra Mascaro, University of Utah; Robert Roemer, University of Utah

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First-Year Programs

student response systems("clickers") to enhance small group interactive discussions and peer-based learning; CAE/CAMsoftware and rapid prototyping technology to allow students to design and manufacturesophisticated components without overwhelming our machine shop resources; in-classdemonstrations of engineering principles with oversized components and associated interactivestudent team discussions and clicker responses; inverting the lecture/homework paradigm byproviding lectures on YouTube and using in-class activities to work on homework/exampleproblems in small groups in class; elimination of some textbooks when lecture material cansuffice in order to save the students money; hands-on laboratory experiments using inexpensive,mass-produced

Conference Session

FPD6 - First Year Curricula Development

Collection

2008 Annual Conference & Exposition

Authors

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

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First-Year Programs

hours and three laboratory hours each week. The delivery of material in the lecturessupports the projects and skills that the students work on in their laboratory. With a nominalclass size of 100 students, two lecture sections were created with approximately 50 students ineach section, and five laboratory sections were created with approximately 20 students in eachlab section. Four instructors from each of the three engineering disciplines shared the courseload each semester. This diversity in the instructors supports the multi-disciplinary nature of thecourse. The specific projects, lecture topics, and homework assignments were common to allsections; however, each instructor was responsible entirely for the delivery of the material intheir

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

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First-Year Programs

, CampbellUniversity’s implementation of the LWTL first-year curriculum was ongoing during the 2016-2017 academic year, but no LWTL-style offerings in sophomore, junior, or senior years were inplace.It was decided to limit class size to 24 students for Campbell University’s LWTL courses, sothree sections of the first-year engineering course were required to accommodate all interestedstudents. This is somewhat smaller than most Louisiana Tech LWTL course sections (most ofwhich have 40 students each), but Campbell University does not plan to implement an in-classTA. An in-class TA is standard at Louisiana Tech, and removing the in-class TA lowers themaximum number of students that can reasonably be supervised using laboratory equipment persection, but allows

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

run during a 13-week fall semester, and in recentyears have had an enrollment total averaging 800 students. A second offering is made availablein the spring or summer semesters, usually with a much smaller class size.Prior to July 2015, ENGG 233 followed a traditional lecture format. Content was deliveredduring three one-hour lectures each week in a large theater-style format. Students practiced theirapplication skills in C++ programming during a two-hour weekly laboratory period withguidance from graduate student teaching assistants. In 2015, the faculty decided to redesign thecourse with emphasis on algorithmic thinking and exploratory, applied learning [Pears, 2007].The language of focus was changed to Processing, a Java-based language

Conference Session

FPD1 - Early Success and Retention

Collection

2008 Annual Conference & Exposition

Authors

Jale Tezcan, Southern Illinois University-Carbondale; John Nicklow, Southern Illinois University-Carbondale; James Mathias, Southern Illinois University-Carbondale; Lalit Gupta, Southern Illinois University-Carbondale; Rhonda Kowalchuk, Southern Illinois University-Carbondale

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First-Year Programs

13.182.3 Figure 2. Components of the retention program at COEThe Introduction to Engineering course exhibits radical departure from the COE’s tradition inwhich each engineering department in the College offered its own introductory course. Logisticalproblems related to scheduling, laboratory space, and equipment resources were resolvedthrough a very concerted effort across the college. The course has been implemented withexisting resources. This organization and development of Introduction to Engineering course ispresented below.Development of the Course:Until Fall 2007 Semester, each department in the COE offered their own introductory course.The content of these courses varied widely from teaching computer applications to

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mangilal Agarwal, Indiana University-Purdue University Indianapolis; Maher E. Rizkalla, Indiana University-Purdue University, Indianapolis; Sudhir Shrestha; Kody Varahramyan, IUPUI

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First-Year Programs

1985. From January 1985 to September 1986, he was employed as a Research Scientist at Argonne National Laboratory, Argonne, IL, and an Assistant Professor at Purdue University Calumet until September 1986. Then, he joined the Department of Electrical and Computer Engineering at IUPUI where he is now Professor and Associate Chair of the Department. His research interests include solid State devices, VLSI signal processing, and electromagnetics. He is a senior member of IEEE and a PE registered in the State of Indiana.Dr. Sudhir ShresthaDr. Kody Varahramyan, IUPUI Dr. Kody Varahramyan received his Ph.D. in Electrical Engineering from Rensselaer Polytechnic Institute in 1983. From 1982 to 1992 he was with IBM

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohammad Esmaeili, University of Dayton; Ali Eydgahi, Eastern Michigan University

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First-Year Programs

Paper ID #7138By the Students, for the students: A New Paradigm for Better Achieving theLearning ObjectivesMr. Mohammadjafar EsmaeiliDr. Ali Eydgahi, Eastern Michigan University Dr. Eydgahi is a professor in the school of Engineering Technology at Eastern Michigan University. He has supervised a number of graduate thesis and undergraduate projects in the areas of Unmanned Vehicle Design, Sensor Fusion, Speaker Recognition Design, Virtual Reality and Visualization, Digital Signal Processing, Control Systems, Robotics and Systems Automation. He has an extensive experience in curriculum and laboratory design and development

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aamir Fidai, Texas A&M University; Samiha Momin; Asma Salim Maredia, Texas A&M University; Insha Ashirali Umatiya

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First-Year Programs

-solver.However, these activities require access to equipment, peripherals, and sensors. Traditional thehigh cost of these laboratory equipment have made their use restrictive [7] [8]. In recent years,open source hardware and software has helped to reduce the cost of laboratory equipment andmake hands-on engineering education accessible to more students [9] [10]. Open source Arduinomicrocontroller has become the go to tool for researchers, academics, and DIY enthusiasts forprototyping control systems [11]. Arduino is a simple and easy to use device that has helped todemocratize prototyping and making for all [12]. Open source Arduino microcontroller hashelped to make scientific experimentation affordable and created more opportunities for first-year

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sally J. Steadman, University of South Alabama; Gail D. Jefferson, University of South Alabama; Tom G. Thomas, University of South Alabama; Kuang-Ting Hsiao, University of South Alabama

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First-Year Programs

materials. A companion thread for the program is LabVIEWprogramming, which is integrated into each topic. Robotics and the associated programming areintriguing topics for the students and provide immediate motivation for studying engineering.The students explore instrumentation, sensors, and control using Lego Robots. They useLabVIEW to investigate material properties and behavior for metals, polymers, and composites.The LabVIEW and MINDSTORM combination provides immediate, visual, verification ofproject solutions. Each topic is introduced by a series of short lectures followed by hands-oninteractive laboratory sessions. The students quickly gain skills and facility with both tools,using creative approaches to accomplish the various assigned

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

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First-Year Programs

directly; in a way theyare involved in at least one task of each of the three projects, though each task is different in eachproject. There are three final deliverables, one from each group, delivered at the same time. Thestudents get a more holistic idea of what is involved to get to the final delivery from the initialtasks. The disadvantage remains one of a coordination issue. An additional drawback in multi-disciplines would be finding a project where all steps of a project are relevant to all groups ofstudents.3. Application ExampleIn this paper the pilot project implemented made use of the Sequential Learning Matrix. Theproject was implemented as part of the laboratory exercises. The targeted skills includedproblem solving, technical

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

Jess Everett, Rowan University; John Chen, Rowan University; Stephanie Farrell, Rowan University; Jennifer Kadlowec, Rowan University

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First-Year Programs

150-minute laboratory session each week. Students from all four disciplines are mixed insections of approximately 20 students each. The course serves as both an introduction to collegeand an introduction to engineering. Lectures focus on survival skills and other topics importantto freshman engineers, such as note taking, problem solving, engineering estimation, significantfigures, professionalism and ethics. Approximately eight of the laboratory sessions are devotedto open-ended project-based learning used to reinforce lecture topics. The rest are used forexams, to view and discuss videos, etc.Freshman Clinic I is additionally designated as a “Rowan Seminar” course. Rowan Seminarclasses are university-wide courses designed to help freshmen

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Janet Callahan; John Gardner, Boise State University; Amy Moll, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University

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First-Year Programs

students were given the goal of at 3 hours on ALEKS per week while showing at least 6%progress each week. The requirement of weekly progress precludes students logging intoALEKS and hitting the keyboard now and again, without putting in real effort.The remaining class time in ENGR 110, approximately 2 hours per week, was spent onengineering laboratories, described further below. Other relevant components of the courseincluded time management skills; a one hour in-class session led by a supplemental instructionstudent tutors; a weekly log kept by students on time spent on homework; and, early in thesemester, the use of class time to self-identify student enrollment in various math sections, withthe goal of forming study groups.Engineering

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

David Hall, Louisiana Tech University; Stan Cronk, Louisiana Tech University; Patricia Brackin, Rose-Hulman Institute of Technology; Mark Barker, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University

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First-Year Programs

ENGR 121 2 ENGR 122 2MATH 240 3 MATH 241 3 MATH 242 3CHEM 100 2 CHEM 101/103 2/1 PHYSICS 201* 3 * Students in chemical engineering postpone physics and take an additional chemistry here. The “original” ENGR 12X freshman engineering course sequence between 1998 and the spring of 2007 included engineering fundamentals (circuits, materials balance, and statics), computer applications (Excel, Mathcad, and Solid Edge), statistics, engineering economics, teamwork, communication skills, and a design project. The students did most of their work in teams, including homework problems, laboratory

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

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First-Year Programs

March 6, 1945 and completed his secondary education in Snyder, Texas. He was granted the B.A. (magna cum laude) and M.E.E. degrees in Electrical Engineering from Rice University, Houston, Texas, in 1967 and 1968, respectively, and the Ph.D. degree in Applied Physics from Harvard University, Cambridge, Massachusetts, in 1974. He was employed as an Aerosystems Engineer in the antenna design group of General Dynamics, Ft. Worth, Texas, from 1968 to 1969. From 1970 to 1974 he was a Teaching Fellow and Research Assistant in applied mathematics and applied physics at Harvard University. He was also a Research Assistant at Los Alamos Scientific Laboratories, Los Alamos, New Mexico, for the summers of 1970 and 1971. In 1974

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Phil Schlosser, Ohio State University; Michael Parke, Ohio State University; John Merrill, Ohio State University

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First-Year Programs

addition to his teaching activities, he has started several successful electronics companies in Columbus, OH.Michael Parke, Ohio State University Dr. Parke has been teaching courses in the First-Year Engineering Program at The Ohio State University for the past eight years. He earned dual B.A. and B.S. degrees in Mathematics and Physics from Humboldt State University and a Ph.D. degree in Physical Oceanography from U.C. San Diego. He worked for 12 years at the Jet Propulsion Laboratory on satellite missions and the design of satellite missions. He then worked at the Center for Space Research at the University of Colorado and later at The Ohio State University, on global applications of

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Kathleen Harper, Denison University; Richard Freuler, Ohio State University; Stuart Brand, Ohio State University; Craig Morin, Ohio State University; Patrick Wensing, Ohio State University; John Demel, Ohio State University

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First-Year Programs

., she worked as a postdoctoral fellow in the Physics Education Research Group at Ohio State with Alan Van Heuvelen.Richard Freuler, Ohio State University Richard J. Freuler is the Faculty Coordinator for the Fundamentals of Engineering for Honors (FEH) Program in the OSU Engineering Education Innovation Center, and he teaches the three-quarter FEH engineering course sequence. He is also a Professor of Practice in the Aerospace Engineering Department and Associate Director of the Aeronautical and Astronautical Research Laboratory at Ohio State. Dr. Freuler earned his Bachelor of Aeronautical and Astronautical Engineering (1974), his BS in Computer and Information Science (1974), his MS in

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Liesl Hotaling, Stevens Institute of Technology; Richard Sheryll, Center for Maritime Systems, Stevens Institute of Technology; Rustam Stolkin, Center for Maritime Systems, Stevens Institute of Technology

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First-Year Programs

students. With freshmen, the course can be completed in as little as four 90 minutecontact sessions with additional periods of unsupervised laboratory time. High school seniorshave completed the same tasks comfortably in 12 contact hours over five sessions. Someflexibility with laboratory sessions and contact time is desirable to accommodate different abilitylevels.4.2 MaterialsStudents were provided with a selection of LEGO including several motors, battery boxes andleads, gearing, structural and mechanical components. Also provided, were a selection of plasticpropellers (obtainable from hobby stores) mounted on LEGO axles (figure 2). Additional

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, NYU Tandon School of Engineering; Yona Jean-Pierre, NYU Tandon School of Engineering

Tagged Divisions

First-Year Programs

consuming and prevent students frommoving to more complex concepts. Video resources can accelerate the process of learningfundamental skills, and provide the opportunity to review basic material for students who alreadyhave experience.Videos are an effective educational tool that amplify the learning experience for students. Usedproperly, multimedia instruction can gives students an opportunity to start the learning processbefore they step into a structured classroom or laboratory environment. This method can alsoeasily bring experts or instructors who are in other states or countries into the classroomenvironment. Videos can provide the preliminary subject information to initiate the thoughtprocess for students to make the connection with prior