Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler

Tagged Divisions

First-Year Programs

have from the multiplecolleges within the university and may decide to change majors based on the quality ofthe teaching alone.4The UT-Tyler Freshman Engineering Course – ENGR 1200 Engineering MethodsSince the offering of the revamped course coincided with the completion of the newengineering and science building which has larger classrooms, the course was also team Page 14.537.4taught for the first time in the fall of 2006 with one large lecture for the entire course andmultiple smaller laboratory sections of 32 students or less each week. Each instructortaught all labs covering a particular topic to ensure consistent content coverage. The tablein

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University

Tagged Divisions

First-Year Programs

c American Society for Engineering Education, 2015 A Guided Approach to Technical Report Writing for Undergraduate Engineering StudentsAbstractLearning how to write technical reports can be difficult for undergraduate engineering studentsthat have had very little, if any, experience with technical report writing in their high schoolclasses. The laboratory course “Engineering Measurement and Data Analysis” is required for allundergraduate engineering students at Grand Valley State University, with a major focus of thiscourse being technical report writing.In order to guide the students in preparing technical reports, templates were designed to act as anexample of how to present their laboratory results in a

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Jenahvive K. Morgan, Rowan University; Kaitlin Engle Mallouk, Rowan University

Tagged Divisions

First-Year Programs

Paper ID #11641Pre-defined roles and team performance for first year studentsDr. Jess W. Everett, Rowan University Jess W. Everett has worked in four distinct areas: waste management operations research, contaminated site assessment and remediation, education innovation, and sustainable engineering. He has employed a wide variety of techniques, including computer modeling, laboratory experiments, field testing, and surveys. His current research focuses on energy conservation, alternative energy generation, engineering learning communities, and hybrid courses (courses with classroom and on-line aspects).Dr. Jenahvive K Morgan

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Colarado State University; Tammy Lynn Haut Donahue, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Divisions

First-Year Programs

interactive experience where students wereable to act as a team member within a group that mocked to show a diverse team struggling withcommunication. This session involved humor, discussion, and lively responses from students inplace of a traditional static lecture.Laboratory SessionsIn place of Friday lecture, students were asked to attend laboratory sessions for one hour [14,3].A total of eleven sessions were provided throughout the week to accommodate all schedules.Sessions included one instructor, 13-16 students, and were held in laboratories with individualworkstations with Microsoft Excel and MATLAB software. Laboratory instructors included aGraduate Teaching Fellow and Undergraduate Learning Assistants (LAs).Laboratory sessions involved a

Conference Session

Multidisciplinary First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Amanda Idema, Michigan State University; Neeraj Buch, Michigan State University; Carmellia Davis-King, Michigan State University

Tagged Divisions

First-Year Programs

meetonce per week for 110 minutes each. The instructional team is composed of faculty membersfrom each of the nine engineering programs in the College. Each member of the team develops Page 15.589.10and presents at least one of the lecture sessions during the semester. In addition, graduatestudent teaching assistants are charged with conducting the laboratory sessions. A group of threeundergraduate mentors per lab section (juniors and seniors in their respective majors) aid thestudents with homework and projects during the laboratory sessions. Lectures are held in atraditional auditorium, whereas the laboratory sessions are held in a

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

in Figure 2 below. Page 14.749.9 Figure 2: Cornerstone Engineering Project Assembly LabA suite of offices has been designated near the computer and project labs for instructional staff,graduate teaching assistants and upper-level undergraduate mentors.When locating a large program and its respective students within a new or renovated facility,many needs arise for housing of services and administration. In addition to newly renovated andplanned classroom and laboratory space, office and other facility needs exist for programadministration, instruction and support staff, academic advising, and other support services.Residence Hall Gender BalancingThe gender distribution of students at MSU is approximately 54% female

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Guohua Ma, Wentworth Institute of Technology; David E. Perkins, Wentworth Institute of Technology; Theodore Greene, Wentworth Institute of Technology; John Peter Voccio, Wentworth Institute of Technology

Tagged Divisions

First-Year Programs

] C.J. Ankeny and M.C., Tresch, "Creation and Deployment of a Virtual, Inquiry-Guided Biomedical Engineering Laboratory Course," Biomedical Engineering Education, 1(1) pp. 67-71, 2021.[16] T.E. Allen, and S.D. Barker, "BME Labs in the Era of COVID-19: Transitioning a Hands- on Integrative Lab Experience to Remote Instruction using Gamified Lab Simulations", Biomedical Engineering Education, 1(1) pp. 99-104, 2021.[17] K.C. Fogg, and S.J. Maki, "A Remote Flipped Classroom Approach to Teaching Introductory Biomedical Engineering during COVID-19", Biomedical Engineering Education, 1(1) pp. 3-9, 2021.[18] H. Lancashire and A. Vanhoestenberghe, "Rapid Conversion of a Biomedical Engineering Laboratory from in Person to

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, College of Engineering, University of Wisconsin-Madison; John Murphy, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

, and availability of the content to instructors, clients, and teammates.2LabArchives ELN was chosen due to the very successful implementation of the classroomversion in the Department of Biomedical Engineering (BME) Design Courses, and the fact thatour university began a campus-wide contract with LabArchives to provide this technology toresearch labs and other courses. LabArchives was well-studied and compared with numerousother ELNs and deemed the best option currently available that provided both a research andclassroom edition.Electronic Laboratory Notebook FormatDue to considerable reluctance by many instructors teaching the freshman course,implementation of the ELN as a replacement for the paper design notebook was stronglyencouraged, but

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

engineering, incorporating laboratory experiences into traditional coursework, and bringing awareness of electrochemical engineering to chemical engineers. Biddinger’s research involves applications of green chemistry and energy utilizing electrocatalysis, batteries, and novel solvents. c American Society for Engineering Education, 2019 Program evaluation of a high school summer bridge program in chemistry and engineeringAbstractIn this paper we evaluate a summer college preparatory program for New York City high schoolstudents housed at Bronx Community College. The program was titled “Introduction to EnergyTechnology” and it focused on teaching chemistry and engineering

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Joseph Menicucci, Montana State University; James Duffy, Montana State University; Betsy Palmer, Montana State University

Tagged Divisions

First-Year Programs

AC 2007-1748: HANDS-ON INTRODUCTION TO CHEMICAL AND BIOLOGICALENGINEERINGJoseph Menicucci, Montana State UniversityJames Duffy, Montana State UniversityBetsy Palmer, Montana State University Page 12.796.1© American Society for Engineering Education, 2007 Hands-On Introduction to Chemical and Biological EngineeringAbstractMontana State University has revised our freshman seminar course by modeling it afterRowan University’s exemplary Freshman Engineering Clinic which utilizes a hands-onlaboratory approach to introduce freshman students to engineering.In the first half of the course, innovative laboratory modules developed by faculty atMSU and Rowan were adapted and

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

Youssef Allam, Ohio State University; David Tomasko, Ohio State University; John Merrill, Ohio State University; Bruce Trott, Ohio State University; Phil Schlosser, Ohio State University; Paul Clingan, Ohio State University

Tagged Divisions

First-Year Programs

first-yearengineering curriculum. The lab project was piloted during Winter and Spring Quarters of 2004,with one section offered in each quarter for a total of 127 students then expanded to 3 sections in2005 with an enrollment of 190 students. This alternate project is currently being revised andwill be fully integrated into the program by Winter and Spring of 2006. In addition, an honorsversion of the project was offered in Spring 2005 to a single section of 32 students. A revisedhonors version will also be offered in Spring 2006. A three-pronged approach was employed indeveloping the project involving on-campus nanotechnology research laboratory tours hosted byfaculty and researchers, nanotechnology teaching modules, and hands-on lab

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Clifford A. Whitfield, Ohio State University; Philip Schlosser, Ohio State University; John A Merrill, Ohio State University; Elizabeth Riter, Ohio State University; Kuldeep Agarwal, Ohio State University

Tagged Divisions

First-Year Programs

AC 2011-761: ADVANCED ENERGY VEHICLE DESIGN-BUILD PROJECTFOR FIRST-YEAR ENGINEERING STUDENTSClifford A. Whitfield, The Ohio State University Graduated from The Ohio State University with B.Sc., M.Sc., and PhD. in Aerospace Engineering and currently working as a Lecturer-BE and a Senior Research Associate for the Mechanical and Aerospace Engineering Department and the Engineering Education Innovation Center’s First-Year Engineering Pro- gram at The Ohio State University.Philip Schlosser, Ohio State University Dr. Schlosser teaches First-Year Engineering courses and Freshman Seminars at The Ohio State Univer- sity. He graduated from Ohio State University with B.Sc. degrees in Physics and Electrical Engineering and

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

Tagged Divisions

First-Year Programs

.[8] D. E. Graff, et al. (ed.), Research and Practice of Active Learning in Engineering Education, Pallas Publication in Leiden University Press, Amsterdam, Nederland, 2005.[9] D. Paulson and J. Faust, “Active Learning for the College Classroom,” Journal on Excellence in College Teaching, Vol. 9, No. 2, pp. 3-24, 1998.[10] P. Pheeney, “Hands on, minds on: Activities to engage our students,” Science Scope, Vol. 21, No. 4, pp. 30-33, 1997. Page 23.264.14[11] S. Burd, et al. (ed.), “Virtual Computing Laboratories: A Case Study with Comparisons to Physical Computing Laboratories,” Journal of Information Technology

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

week. Each of the Page 26.65.24 lecture sections, with approximately 150-200 students each, was subdivided into laboratorysections run by a Teaching Assistant (TA) with a maximum of 19 students per lab section. Thelectures were a mix of topics ranging from how to get around campus, student clubs andactivities, time management, general engineering design concepts, engineering ethics,engineering economics, and talks from industry and faculty. Laboratory work consisted ofseveral team-based design projects generally using low cost elements such as Popsicle sticks orsoup cans and tried to teach general engineering design principles. Two full-time

Conference Session

FPD6 - First Year Curricula Development

Collection

2008 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

First-Year Programs

instructor. In high enrollment courses that have both lecture and laboratory components, studentratings of the lead faculty instructor may have two components: student attitudes about thecourse based on perceptions of the lead faculty person, and student attitudes about the coursebased on perceptions about the student’s teaching assistant (TA). It could be conjectured thatthese two sources of attitudes about the course merge in the perception of a student, and that animportant factor in the rating a student gives to a faculty person is the rating the student gives tohis TA or vice versa. Certainly, anecdotal evidence is available that if a student is unhappy witha TA, the same student may be unhappy with the course in general, and with the

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James A Middleton, Arizona State University; Stephen J Krause, Arizona State University; Kendra Rae Beeley; Eugene Judson, Arizona State University; John Ernzen; Ying-Chih Chen, Arizona State University

Tagged Divisions

First-Year Programs

mostly lecture with pauses for questions inone of the physics classes, to shared problem solving in one of the mathematics classes, tostudent led activities in engineering. Student interactions with each other during class rangedfrom very little, particularly in the large lecture halls, to almost constant collaboration in classeswith laboratory formats. Implications for faculty development for the improvement of freshmanengineering programs are discussed.Introduction This study examines the relationship between the pedagogical beliefs and practices offaculty teaching required freshman courses for engineering students. Research shows that facultymay hold beliefs about teaching that, in the ideal, are learner-centered, but in reality

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darren K. Maczka, University of Tennessee at Knoxville; Rehan Shah, University College London; Andrew L. Gillen, University College London

Tagged Divisions

First-Year Programs

AbstractIn this paper, we describe an exploratory study to support efforts in revising first-year coursesrequired for engineering students. It is common to include some form of introductoryprogramming or spreadsheet computation topics in first-year courses. The inclusions of thesetopics is ostensibly to provide foundational computational skills needed in later courses.However, there are many challenges associated with teaching and learning these skills, the leastof which is selecting which skills to include in the finite time allotted for a first-year introductorycourse that may also be tasked with teaching foundational problem solving and professionalskills. This study is the first stage towards identifying a core set of skills for inclusion that

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

.Challenge Based InstructionThe selected pedagogical approach was Challenge Based Instruction (CBI) based on theprinciples of “How People Learn” (HPL) and the STAR Legacy cycle (LC). CBI, as project-based learning (PBL), is a form of inductive learning. CBI has been shown to be a more effectiveapproach to the learning process than the traditional deductive pedagogy4-6 and incorporatescognitive and affective elements recommended for retaining underrepresented students7-9. CBIprovides a real life learning environment where the challenge/problem is introduced first and thesupporting theory/principles second (i.e. traditional teaching backwards)10. Thus, by directlyaddressing students’ need to see Relevance of Studies to the Real World and creating

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

Tagged Divisions

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

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

Tagged Divisions

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

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

mechanical engineering majorsmixed. The course met twice a week during the 15 week semester, a 50 minute “lecture” and a160 minute laboratory session. The purpose of the course was three-fold: (a) help students makea good transition to college; (b) introduce students to engineering; and (c) prepare students forthe engineering curriculum by teaching them a number of basic skills.The online aspects of the course are delivered using PathFinder, a website developed at theuniversity. The course chapters are given in the PathFinder Plan Tab shown in Figure 1.Semester projects are used to reinforce course topics. Students work on the project during the labperiod. Projects are chosen by each instructor. Figure 1: PathFinder

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

. Page 12.24.1© American Society for Engineering Education, 2007 A Cooperative Learning Model in Multi-disciplines across Universities in Freshman CoursesAbstractInstructors are constantly seeking innovative methods to teach students the engineering conceptsin freshmen classes. Freshmen classes are particularly important for student retention, since theseclasses are the students’ “first impression” of the engineering department or program.Additionally, the freshman classes are where the students are expected to begin learning softskills besides the fundamental concepts. In this paper, a cooperative learning model and its firstimplementation are presented. The cooperative learning model and exercises involve

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

. Lecture notesare posted on WebCT before class and students are required to come with paper copies of thelecture notes. Lectures are delivered interactively using PowerPoint during class. Meetings takeplace in a variety of locations including the home-base classroom, electrical engineeringlaboratory, and structural engineering teaching and research laboratory (SETRL). The classschedule and course overview as delivered in fall 2010 is provided in Fig. 3 Day Week Monday Wednesday (#) Location Lecture # T

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Michael Gustafson, Duke University; Rebecca Simmons, Duke University; W. Neal Simmons, Duke University; Michael Ehrenfried, Kent Denver School; Tod Laursen, Duke University

Tagged Divisions

First-Year Programs

undergraduate teaching assistants. Finally, we would like tothank the reviewers for their helpful comments and Mary Lindblad for her editorial advice.1 Bjedov, G. and Anderson, P.K., Should Freshman Engineering Students Be Taught a Programming Language?,Proceedings of the 26th Frontiers in Education Conference, 1996, pp. 90-92.2 Azemi, A. and Pauley, L.L., Teaching the Introductory Computer Programming Course for Engineers UsingMatlab, Proceedings of the 38th ASEE/IEEE Frontiers in Education Conference, 2008, pp. T3B-18—21.3 Huettel, L.G. and Collins, L.M., A vertically-integrated application-driven signal processing laboratory, ASEEAnnual Conference and Exposition, Conference Proceedings (2005), pp. 15613 – 15623.4 Huettel, L.G., et al., Work in

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Odesma Dalrymple, ASU Polytechnic; David Sears, Purdue University; Demetra Evangelou, Purdue University

Tagged Divisions

First-Year Programs

AC 2010-2027: EVALUATING THE MOTIVATIONAL AND LEARNINGPOTENTIAL OF AN INSTRUCTIONAL PRACTICE FOR USE WITH FIRSTYEAR ENGINEERING STUDENTSOdesma Dalrymple, ASU PolytechnicDavid Sears, Purdue UniversityDemetra Evangelou, Purdue University Page 15.533.1© American Society for Engineering Education, 2010 Evaluating the Motivational and Learning Potential of an Instructional Practice for use with First Year Engineering StudentsAbstractAn experiment was conducted within a first-year engineering laboratory to provide empiricalevidence to support the pedagogical viability of Disassemble/Analyze/Assemble (DAA)activities, such as

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

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 Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L. Newberry, Oklahoma Christian University of Science and Arts; Richard Miller, Oklahoma Christian University of Science and Arts; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

class is spent introducing basic concepts from higher-level courses such as differentiation, integration, first and second order linear differentialequations and linear algebra. Furthermore, the laboratory portion is designed to directlycomplement the lecture periods of the course as students apply that week’s teaching directly toengineering models. This program inaugurates incoming engineering students by introducingapplications of math within multiple disciplines of engineering.Course success was initially examined by issuing a mid-term calculus readiness exam designedby the Oklahoma Christian mathematics department as well as examining student final classgrades. After students who participated in the first incarnation of this course in fall

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

knowledge and improve their ability toapply new concepts. Video use also has the potential to utilize students’ existing knowledge baseto foster their interest in engineering and provide them with techniques to assist them withinformation retention. Video instruction allows instructors to tap into students’ prior learning ordeficiencies and provide a teaching approach that helps students prepare outside of theclassroom. It can provide instructors with a method to measure students’ preparedness before thelab and potential for success.For this first-year engineering course, the laboratory exercises and assignments make up three ofthe five weekly meeting hours. The lab assignments cover different disciplines of engineeringevery week, and therefore

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

Tagged Divisions

First-Year Programs

and an Undergraduate Teaching Assistant for the Engineering Education Innovation Center.Lowell Toms P.E., Ohio State UniversityDr. John A. Merrill, Ohio State University Page 25.47.1 c American Society for Engineering Education, 2012 A First-year Design Project Software Tool to Emphasize Problem Solving with Computer Programming in the Design ProcessAbstractThe Engineering Education Innovation Center (EEIC) has offered, through its Fundamentals forEngineering, Fundamentals for Engineering for Scholars, and Fundamentals for Engineering forHonors course sequences, several hands-on

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

Tagged Divisions

First-Year Programs

and solutions, quizzes, handouts, laboratoryexperiment handouts, a proper laboratory notebook, and project deliverables.In previous years, the instructor teaching section 4 evaluated portfolios by inspection during orafter the final exam. Students brought voluminous binders to the final exam, the instructorsevaluated the portfolio for organization and completeness, and students received a score worth5% of the final grade. In reality this method of evaluation was inconvenient, inefficient, andinadequate. It was difficult for the instructor to “spot check” a portfolio containing a semester’sworth work and to evaluate it adequately. In addition, the instructor was left in possession ofmore than twenty heavy three-ring binders, which were