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

course format in detail, focusing onthe ebook and online homework. The results of surveys of students and instructors are used toexplore the functionality of hybrid flipped courses. Levels of satisfaction with general onlineaspects, feedback, and online solution methods are explored. Student preparation for class isevaluated, as is the use of active learning techniques by the teachers.BackgroundHybrid courses typically consist of face-to-face classroom interaction and online computer-mediated communication.1 In the current research literature, the term hybrid course is often usedinterchangeably with the terms “hybrid instruction,” “blended instruction,” “technology-mediated instruction,” “blended learning”, and “mixed-mode instruction”.2,3

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Lisa Abrams, Ohio State University; Jonathan P. Ruffley

Tagged Divisions

First-Year Programs

Page 24.62.1 c American Society for Engineering Education, 2014 A Longitudinal Study of the Impact of a First-Year Honors Engineering ProgramBackgroundThe honors program for first-year engineering students at The Ohio State University (OSU) beganapproximately twenty years ago, based upon successful curricular developments at other schools,particularly the E4 (Enhanced Educational Experience for Engineering) program at DrexelUniversity.1-6 Part of the driving force for its development was a retention study conducted in 1988,showing that only 38 percent of first-year engineering students went on to earn an engineeringdegree from Ohio State.7 At OSU, students considering

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, MacEwan University

Tagged Divisions

First-Year Programs

provided in the literature regarding the declining math andscience literacy of engineering students entering universities, since quantitative studies in the UKand US had supported this hypothesis. Davis et al.1 cited reports affirming the extent of the“mathematics problem” in the UK, while several other authors alluded to the similar issues in theUS.2-7In this study, mathematical skills for the period 2000-2011 were tested using a 20-question,multiple-choice, pre-calculus Math Advisory exam, administered to first-year engineeringstudents (without calculators) prior to entering first-year. Engineering skills were evaluatedduring the period 2007- 2011 using the Force Concept Inventory (FCI) Exam, which is a 30-question, multiple-choice exam8. This

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College; Carmen Sidbury, Spelman College

Tagged Divisions

First-Year Programs

.    The  course  project  should  aim  to  engage  student  at  multiple  levels,  including  the  technician  level,  the  design  level,  the  development  level  and  the  research  level.    Foster  Collaborative  Learning  The  project  needs  to  be  a  cooperative  effort  of  student  groups.    Research  shows  that  collaborative  learning  is  not  only  an  effective  pedagogical  instrument  17,  it  is  also  deemed  to  be  an  important  part  of  engineering  training  both  from  an  industry  13  and  accreditation  point  of  view  1.    Hands-­‐On,  Non-­‐Trivial  The  project  must  be  hands-­‐on,  non-­‐trivial  and  relevant  to  common  experiences.    To  achieve  this,  the  engineering  curriculum  is  “inverted

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Graham Talmadge Fennell, Ohio Northern University; Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

engineering” as a description?Second, with little focus on specification of models for these courses, many courses become agrab bag of unrelated topics. The course meant to introduce engineering to a student may insteaddissuade them from continuing as they try to understand what engineering is.This paper will present intermediate results of an NSF sponsored project to define a classificationscheme for first-year engineering courses with associated outcomes. For example, courses mayinclude engineering design, engineering analysis, professional skills, or orientation to specificdisciplines described by a classification system based on course outcomes 1.Results are presented from a multifaceted approach. Approximately 30 syllabi for First-Year

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

First-Year Programs

University ofLouisville (information about the CIRP Freshman survey can be found athttp://heri.ucla.edu/cirpoverview.php). Those results showed students who more frequentlystudied with others in high school (3 point scale) and students who more frequently completedtheir homework in high school (3 point scale) were more likely to stay in engineering.2 Thestudy raised questions about students’ views toward homework and patterns of completinghomework they bring with them from high school and whether students keep those same patternsand views of the usefulness of homework during their first semester in college. This led to thefollowing research questions. 1. What were students’ views toward homework and patterns of completing homework while in

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Renée S DeGraaf M.A., Lansing Community College; Louise Paquette, Lansing Community College; Ruth Heckman, Lansing Community College; Neeraj Buch, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

is a not a traditional conference paper. In this report we describe the progress of anNSF-funded Science, Technology, Engineering, and Mathematics Talent Expansion Program(STEP) project. The report is based on our STEP Third Year Review report. The broad processtimeline for a STEP project typically includes a lifetime of five years, with a milestone duringthe third year of operation that is an NSF checkpoint. This Third Year Review is centrallyimportant to every STEP project that is a standard Type 1 project; the data conveyed to NSFdetermines whether or not the fourth and fifth year of the project will be funded by NSF.The complete title of our STEP project is “EEES: Engaging Early Engineering Students toExpand Numbers of Degree Recipients

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

identification of students, motivation, andpreparation, bridging programs, learning communities, internships, and research opportunitiesthat provide intense preparation for university and industry involvement.ANSEP students are successful at rates far exceeding national and state averages. Middle SchoolAcademy students complete algebra 1 by the end of eighth grade at a rate of 83%. The nationalaverage is 26%. More than half of ANSEP high school students graduate engineering ready,compared to 4% of minority students nationwide who do so. Summer Bridge students takeadvanced mathematics courses for credit, have paid internships, and are awarded scholarshipsupon successful completion of the component, with 96% successfully transitioning to BS STEMmajors

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

A Taxonomy of Engineering Matriculation PracticesIntroductionThere is clear evidence that engineering persistence varies significantly among institutions.1Institutional culture,2 policy,3 and selectivity4,5 likely all play a role, but much research is neededto understand exactly which aspects of an institution most strongly influence student success.Even though retention in engineering is as good or better than other groups of majors in highereducation,1 retention in engineering continues to be one of the dominant topics of interest amongengineering education scholars. This is not surprising given that the national average retentionrate is 56% and can be as low as 30%. Also, while engineering retains students as well as othermajors

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

problemsolving has been incorporated and TA training has been implemented to facilitate the use of suchproblems. This paper will do the following: (1) explore the history and need for TA training inthis context, (2) describe the context in which training occurs, (3) describe the training processand protocol in detail, (4) examine current data to explore the effectiveness of the TA trainingprotocol, and (5) identify future direction for informing the design of the TA training protocol.History and Need for TA TrainingBringing authentic1, open-ended learning experience into early undergraduate engineeringcourses is encouraged as a means of showcasing and engaging students in the nature ofengineering practice as well as laying the foundation for addressing

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julia H. Chariker, University of Louisville; Patricia A Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Carrye Y Wilkins, University of Louisville

Tagged Divisions

First-Year Programs

into a contract agreement promising that they had read the syllabus and understood thatthey had to:1) complete a pre assessment (ARE) and post assessment (IPT), 2) submit a signedand dated program agreement, 3) attend 80% of onsite classes or make four contacts (emails,calls or texts) with the facilitator for online classes, 4) complete a program evaluation, and 5)complete the homework assignments and tests with an 80% on both.Engineering Analysis I This lecture based course covered the development and use of differentiation andintegration to solve engineering problems, including those involving motion, related rates,optimization, moments and centers of mass and it also includes an introduction to vectormethods. In the approximately 15

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto; Mark Chignell, University of Toronto

Tagged Divisions

First-Year Programs

Page 23.155.2education pertinent to the study ranges from the Plain Language Movement to languageacquisition and English as a Second Language research.1-3 These approaches aim to simplifylanguage structure and vocabulary to maximize accessibility.2,4 Further, research in this areafocuses on the relationship of words to generate meaning and on how language development isaffected by choice of vocabulary.1,2,4 The research informs an understanding of the importanceof language development and the motivation to use accessible, yet immersive, language inlearning environments.4-6 While this is important in public documents (i.e. tax forms) overlysimplifying language does not suit the purposes of the engineering classroom. Engineeringstudents need to

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Robin Fowler, University of Michigan; Elizabeth S. Hildinger, University of Michigan

Tagged Divisions

First-Year Programs

at justover 30 percent in 2002, but has recently declined despite increasing national trends, settling atabout 23 percent. Under-represented minority (URM) student enrollment has also declined sincereaching a high in 2001of approximately 15 percent. These trends are presented in Figure 1, andshow a slight recovery in URM enrollment in the past two years, although this increase in URMenrollment is not as high as the national trend (greater than 15%). "#-./# "#01234# (!"# !"#$"%&'()'*%$(+,%-'./011' '!"# &

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

section fivewith conclusions about the effectiveness of the exercise and its future use presented in section six.1. Critical thinking instruction in Introduction to EngineeringThe university has adopted the Paul-Elder1 framework for its critical thinking model. By adopting thisframework, faculty throughout the university will use the same language (Paul-Elder is disciplineneutral) and it is hoped students will better recognize the critical thinking aspects that are implicitly apart of most courses. The Paul-Elder framework is shown in figure 1. The framework includesstandards, elements, and traits. The elements are the elements of thought; they can be used todecompose any critical thinking into its constituent components: “what are the

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

c American Society for Engineering Education, 2012 Engaging Freshman in Team Based Engineering ProjectsIntroductionResearch demonstrates that early involvement in engineering projects during a student’sfreshman year increases his / her interest, excitement, and retention in engineering.1-5 To meetthe need for retaining engineering students, the Engineering Student Services and AcademicPrograms (ESSAP) Office at Texas A&M University initiated a team based FreshmanEngineering Project (FEP) Program, in collaboration with community sponsors. This program isa continuation of a previous program at Texas A&M, known as the Space Engineering Institute(SEI).1 The current FEP program utilizes a similar educational paradigm as SEI

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel Ed.D., West Virginia University; Ordel Brown Ph.D., West Virginia University; Mary L. Strife, West Virginia University

Tagged Divisions

First-Year Programs

andtechnical papers which not only inform their research11,12 but provide high quality examples ofvarious types of technical communication13.The first engineering problem solving course that first-year students take at West VirginiaUniversity, a large land-grant university in the mid-Atlantic region, requires students to write atleast two technical reports. Students, typically, have difficulty with the following: (1)understanding the parts of a technical report; (2) defining and avoiding plagiarism; (3) evaluatingtheir online sources; and (4) finding appropriate sources from which to perform a literaturesearch for background information on their assigned topic.To address these issues, engineering faculty collaborated with campus librarians14,15 to: (1

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lizzie Y. Santiago, West Virginia University; Robin A.M. Hensel Ed.D., West Virginia University

Tagged Divisions

First-Year Programs

lack interest in the subject. Additional explanations are considered and presented,as well as the implications for potential intervention programs to address increasing studentinterest as well as academic success in engineering.The percentage of students who leave engineering and who also leave the university is a sourceof concern for both engineering and university administrators. Influencing factors for leavingboth engineering and the university are explored and presented. Page 25.538.2IntroductionThe United States is in need for well-qualified engineers. Obtaining high education degrees hasbeen linked to economic growth and prosperity.1

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; Evan T. Curtis, University of Nebraska, Lincoln

Tagged Divisions

First-Year Programs

the seminar evaluation resulting in a 93% response rate. Almost half (48%) of thestudents transferred from a two-year, traditional community college and 33.8% transferred froma four-year institution. The remaining students identified themselves as international students orsecond career students. See Table 1 for the transfer status of the students. Page 25.564.4 Table 1. Transfer Status of Seminar Students Frequency Percent Not identified 2 2.6 Four year transfer 26 33.8 Two year transfer 37

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

observedstudents actively engaged in the projects and often working beyond what was required for thegrade.IntroductionComputers are a quintessential component of modern engineering practice. They are used tomodel potential solutions, collect and analyze data, and create new parts through computer aideddesign packages and computer controlled machinery. In addition, they are used as integralcomponents of the products of design themselves. Examples include sneakers that track thedistance traveled to smart building materials that can report on the stresses and strains they areexperiencing. Many reports, such as the National Academy of Engineering’s Engineering of2020 report [1], have identified computing skills as one of the attributes that future engineers

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian P. DeJong, Central Michigan University; Joseph Langenderfer, Central Michigan University

Tagged Divisions

First-Year Programs

underprepared math students, persistence is very poor(10% of trigonometry and algebra students, 27% of Precalculus students), but for students on-track in math, persistence is much better (28% of Calculus I students, 63% of post-Calculus Istudents). Lastly, a Precalculus co-requisite with the introductory course may reduce enrollmentby 18%, but should only reduce number of majors by 5% or less. Until now, the programs haverelied on a convenience sample of students with minimal program promotion or recruitment.However, focus should be directed at recruiting and retaining students who are prepared to enrollin Calculus, or at least Pre-calculus. Results of this study may be informative for universitieslooking to begin engineering programs.1

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs

. Several data collection methods were used todetermine the effects of varied conditions on participation rates, the quality of post content,student perception and outcomes. The purpose of this paper is to introduce this exploratory, yetpractical application of blogging in higher education. Findings are revealed based on theprevailing research questions in an attempt to argue whether the use of blogging is an effectivetool given student participation, perception and content quality.1. IntroductionA 2011 study conducted by Cisco Systems1 shows that nearly half the student populationsurveyed internationally considers the Internet as close in importance as water, food, shelter andair. It further shows a tendency of college students to prefer online

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andria Costello Staniec, Syracuse University; Helen M. Doerr, Syracuse University

Tagged Divisions

First-Year Programs

” have demonstrated higher student outcomes, includingpersistence to graduation9. While a variety of programs have evolved over the past two decades,in Arendale’s review of postsecondary peer cooperative learning programs, they are divided intotwo groups: (1) those that provide additional support through outside of class activities withlittle change by the primary instructor and (2) those that reflect a transformed learningenvironment for all students enrolled in the course9. Included in the second category are thoseworkshops using the Peer-Led Team Learning (PLTL) model developed in science education.Keys to the success of the PLTL model are a peer-led workshop that is integral to the course, theclose involvement of the faculty in working with

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Miller, Pittsburg State University; Greg Murray, Pittsburg State University; Robert E. Gerlick, Pittsburg State University

Tagged Divisions

First-Year Programs

, it helps them learn to think in three dimensions, and allows fortie-ins with many analysis and prototyping packages. To illustrate the last of these points, thestudents were allowed to create rapid prototypes of their models to race the cars. The rapidprototype machine used was a STRATASYS Dimension sst768 (Stratasys, Inc. Eden Prairie,MN), which printed three-dimensional models out of ABS plastic based on the solid part filesproduced in SolidWorks (Figure 1). This, too, is becoming more and more prevalent in industrybecause of the speed and low cost of the models which allow designs to be tested before full-scale production. The project was called the “SLA Derby,” after a rapid prototyping method

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Tkacik, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley P.E., University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

experiencesilluminated an interesting facet of social dynamics that they encountered in relation to youngermale and female students. Findings derived from the larger survey data and thematic analysis ofthe interview data collected from 77 traditional engineering students were partially used tocontextualize the unique aspects of the transition experiences and perspectives of transfer/non-traditional students.IntroductionDuring the last two decades, there has been a growing public consensus that it is vital to preparea qualified engineering workforce that will generate a profound impact on the nation’s economyand prosperity.1 Based on the most recent U.S. Bureau of Labor Statistics projections2, thedemand for qualified engineering graduates nation-wide will grow

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Alan D. Niemi, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Divisions

First-Year Programs

the logistics and challenges of starting up this mentoring program, andpresents qualitative and quantitative assessment results, with the intention of contributing ourexperiences and materials to the dialogue on retention initiatives. Details include: creatingconducive mentoring groups, identifying and recruiting ideal mentors, empowering student peeradvisors to “own” the relationship (and the accompanying logistics), jumpstarting conversationswith first-year students and mentors, and program results. Results include data from one focusgroup and surveys of first-year students, student peer advisors, faculty mentors, and industrialmentors. Results to-date are very encouraging and include recommended improvements.1 Introduction and

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Diana G. de la Rosa-Pohl, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

First-Year Programs

-represented groups who may not have access to college-educated role models within theirfamilies and who may not otherwise have access to professional and academic engineeringmentors. PROMES was launched at the University of Houston in 1974 and incorporates keyrecommended structural elements such as a formal introductory course for new freshmen andincoming transfer students, clustering of students in common sections of their courses, adedicated study center, and structured study groups.1 In addition, peer mentors assist freshmenand new transfer students throughout the first year.There is a second learning community within the College of Engineering that supports successfor a different, although sometimes overlapping, cohort. This second community is

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

to teach to first-year students. It is not unusual for students towant to jump straight to a solution, skipping over steps of background research, problemdefinition, idea generation, idea comparison, and the systematic development of well-foundedconclusions. Moving students toward being more careful practitioners is an important step intheir development. Atman, et. al.1 have observed that one of the key differences betweeninexperienced student designers and experienced professional designers is the amount of timeand care spent in the project scoping and definition phase.Carrying out and documenting a design process are naturally linked and writing is an importantskill for an engineer. However many, if not most, engineering students do not

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Scott Michael Abernathy, Ohio State University; Barbara Elizabeth Carruthers, Ohio State University ; Kayla Fay Presley, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

Clingan, Ohio State University Engineering Education and Innovation Center Page 25.849.1 c American Society for Engineering Education, 2012 Introduction of CNC Milling to First-Year Engineering Students with Interests in Nanotechnology and MicrofluidicsAbstractAn early introduction to various prototyping and production technologies is important to theeducation of engineering students [1]. As such, the skills learned in early engineering classes builda strong foundation for students that maintain their relevancy in job markets and providevaluable knowledge that can be applied in upper

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Argrow, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Nathan E. Canney, University of Colorado, Boulder; Suzana Brown, University of Colorado, Boulder; Adam J. Blanford, University of Colorado, Boulder; Corrina Ladakis Gibson, University of Colorado, Boulder; Eric Donnelly Kenney

Tagged Divisions

First-Year Programs

Students for an Informed Major ChoiceIntroductionA new Introduction to Engineering course designed to introduce the engineering profession andto prepare students to make an informed discipline-major choice, was piloted in preparation toreplace the current introduction-to-major courses currently taught in the College of Engineeringand Applied Science at the University of Colorado Boulder. The course objectives for this one-credit pilot are to:1. Discover the engineering profession2. Learn about the College’s disciplines and majors3. Learn about the transition to university and college life4. Organize for academic successThe National Academy of Engineering (NAE) Engineering Grand Challenges1 were chosen toprovide relevance and context for a

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Deborah Worley, University of North Dakota; Jeremiah J. Neubert, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, University of North Dakota

Tagged Divisions

First-Year Programs

progress was assessed through nine homework assignmentsand three exams. Students that completed the course and received a passing grade were allowedto register for calculus even if their original placement score would have prohibited them fromdoing so. Page 25.897.4Methods of AssessmentThe evaluation plan for the bridge program in this study centers on implementing assessmentmodels in three impact areas: student learning, engineering retention rates, and instructionaltools. Table 1 summarizes evaluation goals for each impact area, assessment method, or vehicleused, and performance indicators or markers for success of the participants.Table 1:Summer