Conference Session

Beyond the Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Matthew Traum, University of North Texas; Sharon Karackattu, University of North Texas

Tagged Divisions

First-Year Programs

at the University of North Texas (UNT). Our mandatory freshman coursesequence, Mechanical and Energy Engineering Practice, includes exposure to practicing engineersas a significant component of the first-year experience by highlighting activities and responsibilitiesthat engineers encounter after college as they join the profession. Classes are team-taught by theMEE faculty in concert with practicing engineers from local industries. Faculty share their careersas research engineers, whereas practicing engineers expose students to industry work. Through datacollected from students enrolled in this course sequence, we test the hypothesis that educating newengineering students about the responsibilities, activities, and projects they may

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

Tagged Divisions

First-Year Programs

from University of Illinois, Urbana. Her M.S. and Ph.D. degrees are in Materials Science and Engineering from University of California at Berkeley in 1992 and 1994. Following graduate school, Amy worked for Hewlett Packard in San Jose, CA and in Colorado Springs, CO. Amy’s research interests include microelectronic packaging, particularly 3-D integration and ceramic MEMS devices.Pat Pyke, Boise State University Patricia Pyke is Director of Special Programs for the College of Engineering at Boise State University. She oversees projects in freshman curriculum development, retention, math support, mentoring, and women’s programs. She earned a B.S.E. degree in Mechanical Engineering from

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #19771First-Year Engineering Students’ Perceptions of their Abilities to SucceedDr. Tanya Dugat Wickliff, Texas A&M University Delivering significant results in pivotal roles such as Sr. Consultant to high-profile clients, Sr. Project Manager directing teams, and Executive Leader of initiatives and programs that boost organizational effectiveness and optimize operations have been hallmarks of Dr. Wickliff’s career spanning more than 24 years with leaders in the oil & gas and semiconductor industries. As an expert in the areas of Executive Leadership and Team Development, Strategy Design & Execution

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis J. Everett, University of Texas, El Paso; Phillip Cornwell, Rose-Hulman Institute of Technology; Yirong Lin, The University of Texas, El Paso; Norman Love, University of Texas, El Paso

Tagged Divisions

First-Year Programs, Mathematics

and ASME Best Paper in Materials of 2010 at SPIE Smart Materials/NDE 2011 conference. He is a member of ASME, SPIE, SAMPE and AIAA.Dr. Norman Love, University of Texas, El Paso Norman D. Love, Ph.D.is an Associate Professor in the Department of Mechanical Engineering. Dr. Love earned a B.S. and M.S. in Mechanical Engineering from the University of Texas El Paso and completed his Ph.D. at the University of Oklahoma in the same field. Dr. Love’s research interests lie in the areas of propulsion, energy, and engineering education. He has developed flipped classroom modules and also implements project based learning activities in his class activities. c American Society for

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico; Yan Chen, University of New Mexico; Chen Qiu, University of New Mexico; Jordan Orion James, University of New Mexico

Tagged Divisions

First-Year Programs

Paper ID #28923A Multidimensional Approach to Understanding the Development of DesignSkills, Knowledge, and Self-EfficacyDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information and Learning Sciences program and in the Chemical and Biological Engineer- ing Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revo- lutionizing Engineering Departments project. She was

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Society for Engineering Education, 2018 Engineering Boot Camp: An Intense, Transformative Program for Incoming FreshmenAbstractThis complete evidence-based practice describes a new summer boot camp program withobjectives to prepare students for the rigors of university courses and increase student retention.This boot camp is a subset of a university wide program specifically for students entering theCollege of Engineering. It is not a remedial course and all incoming freshmen engineeringstudents are encouraged to apply. This is an intense week-long course requiring students toattend lectures, complete homework assignments and projects, take exams, and partake in skillssessions meant to help students adjust to university life and

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #23514Reported Changes in Students’ Perceptions of Their Abilities to Succeed onthe ABET Student Outcomes During the First-year Engineering ProgramDr. Tanya Dugat Wickliff, Texas A&M University Delivering significant results in pivotal roles such as Sr. Consultant to high-profile clients, Sr. Project Manager directing teams, and Executive Leader of initiatives and programs that boost organizational effectiveness and optimize operations have been hallmarks of Dr. Wickliff’s career spanning more than 24 years with leaders in the oil & gas and semiconductor industries. As an expert in the areas of

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

room for this discernment module,other content of the course had to be adjusted accordingly. This was accomplished by reducing the lengthof the two group projects delivered during the semester and adjusting the project content to removematerial that was not necessary for success in future engineering courses (as determined by student andfaculty feedback).First, all students were required to attend “Department Days” where 5 consecutive class sessions wereused to introduce each of the 5 departments to all students (Aerospace and Mechanical Engineering,Chemical and Biomolecular Engineering, Civil and Environmental Engineering and Earth Sciences,Computer Science and Engineering, Electrical Engineering). This includes a description of the

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maria Perez-Colon, Rowan University

Tagged Divisions

First-Year Programs

University Maria Perez-Colon is a program advisor in the Henry M. Rowan College of Engineering at Rowan Univer- sity, NJ. She received her M.A. degree in Higher Education Administration from Rowan University, and B.A. in English from Rutgers University. Her master thesis focused on the effects of Engineers Without Borders service projects on the global-mindedness of student participants. Page 26.693.1 c American Society for Engineering Education, 2015 Evaluation of a Dual First-year Student Advising ProgramIntroductionDramatic enrollment growth has prompted the College of

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Gerold Willing, University of Louisville; Thomas D. Rockaway, University of Louisville

Tagged Divisions

First-Year Programs

, but are very difficult to quantify.1. Introduction Page 26.1221.2The Partnership for Retention Improvement in Mathematics, Engineering, and Science(PRIMES) is a University of Louisville cross-college collaboration aimed at reducing attritionamong our STEM majors. This project unites faculty from the College of Arts & Sciences, theJ.B. Speed School of Engineering, and the College of Education and Human Development intackling identified hurdles that contribute to poor retention (and thus low graduation rates) in ourrespective undergraduate STEM programs. PRIMES’ goals are quite simple: 1. Increase by 25% the number of Bachelor’s degrees

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gustavo B. Menezes, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles; Ni Li, Northwestern Polytechnical University; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #30464Results of an Intro to Mechanics Course Designed to Support StudentSuccess in Physics I and Foundational Engineering CoursesProf. Gustavo B Menezes, California State University, Los Angeles Menezes is a Professor of Civil Engineering at Cal State LA. His specialization is in Environmental and Water Resources Engineering. Since becoming part of the faculty in 2009, Menezes has also focused on improving student success and has led a number of engineering education projects. He is currently the Director of the First-Year Experience program at ECST (FYrE@ECST) and coordinates engineering education activities

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Devin R. Berg, University of Wisconsin-Stout; Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering, if such courses even exist. At the same time,universities are often interested in providing their students with diverse learning opportunitiessuch as service learning, both domestically and internationally. However, students often lack theproper experience or training to deal with complex ethical, cultural, or societal situations thatwill likely be encountered or the resources to properly participate while carrying out service-learning projects [1].Numerous studies have been conducted to investigate the impact of various pedagogical andcurricular approaches on the transfer of knowledge in ethics and social justice in STEMdisciplines, often with disappointing results [2]–[5]. However, it may be that we are notmeasuring concepts of ethics

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

courses. Several schools have adopted project-based or laboratory-basedapproaches to incorporate active learning. For example, the University of Florida converted theirlecture-based Introduction to Engineering course into a series of labs focusing on the variousdisciplines. They found that the active learning approach was preferable and saw significant increases inretention6. Other schools have taken similar approaches by having students participate in bothdiscipline-specific and multidisciplinary projects7,8,9. At North Carolina State University, student teamswere asked to conduct research about a particular discipline and give short (5-10 minute) presentationsto the rest of the class10. Additionally, students were required to attend at least

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

. Page 15.1143.2So can we attribute part of the success to the “smarter” students we are selecting? To our talentsas faculty? To the support programs? Considering that it is likely a combination of all of theelements listed above –and some others that are less apparent– this new research takes anothertack. The hypothesis, stemming from psychological research, is that success is better predictedby grit than measures of academic skill. The operational definition of grit involves the ability –or propensity– to overcome obstacles, topersist through setbacks, maintain commitment, and to stick to projects and goals over longperiods, even if interest wanes or the going becomes difficult. It is reportedly possible to quantifysome aspects of this

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

relationship with retention and satisfaction rates.Many students enter the program with little knowledge on some of the engineering disciplinesoffered at Quinnipiac University. Some are cognizant of their unawareness. Throughout thesemester, the students go through several lessons on each of the four disciplines as well as ahands-on project. By the end of the course, the strong majority of the students are aware of thenature of each of the four engineering careers.Due to the small size in the current data set, we are not able to draw any other statisticallysignificant conclusions. However, our analysis does provide support for some of our hypothesis.One such example is the course further strengthening the students’ interest in the major of theirchoice

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University

Tagged Divisions

First-Year Programs

and is currently coordinating the Engineering Graduate Attribute Development Project, working with National Council of Deans of Engineering and Applied Science and the Canadian Engineering Accreditation Board, to develop national guidelines and resources for outcomes assessment in engineering education. Page 23.1364.1 c American Society for Engineering Education, 2013 Web-based audience response system for quality feedback in first year engineeringAbstractThe paper will describe the pilot of a commercial web-based audience response system toenhance

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

their non-ELC peers.BackgroundPrior research has suggested several potential contributing factors to lower rates of academicsuccess and retention within undergraduate engineering. These include lack of support andrecognition [2], inadequate advising [3], and feelings of disconnection to peers and faculty [4]–[6]. In addition to these factors linked with negative student outcomes, research has alsoidentified a host of best practices linked to positive student outcomes. Called high-impactpractices, these include learning communities, first-year seminars, writing-intensive courses,problem-based learning, collaborative assignments, and research and service opportunities [7].Specific to engineering, the use of hands-on collaborative design projects

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily J. Schiavone, Viterbo University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-brick assembly Students assemble building bricks from front, top, and side-view images. 4 Building-brick sketches Students create 3-view sketches of building brick structures, and assemble building blocks based off a classmate’s sketches. 5 Worksheet Students complete a worksheet containing orthographic projection exercises. 6 Post-intervention measurements Students complete the last 12 questions of the Vandenberg MRT and create 3-view sketches of pipefittings.Table 1 outlines our six-day intervention to improve the mental

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Laura Girardeau, Washington State University; Jennifer Beller, Washington State University; Greg Crouch, Washington State University

Tagged Divisions

First-Year Programs

“worth it” overall but not freshmen seminar class. Page 11.1404.8 Content analysis ‚ worked with peers in study groups and projects; from reflective ‚ made friends; reports ‚ perceived Teniwe as helping them make the transition to college primarily through friends and ready-made study groups; 5 ‚ majority of students in dualistic phase as categorized by Perry

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Pankaj Sharma, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

important factor in persistence to degree completion. For example, somestudies report that the diversity gap in STEM participation may be attributed more to perceptionsand beliefs than to academic preparation or achievement levels [1-5]. To the extent that suchperceptions and beliefs form an inaccurate (or “negative”) vision of a future engineering career,curricular approaches that aim to form a more “positive” vision may be warranted. Theseapproaches can be pedagogical, such as collaborative and project-based learning [6-8], content-based by aiming (for example) to expose the positive contributions of engineering to society [9-12], or both. All other things being equal, curricular features than can foster among students amore positive

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

Tagged Divisions

First-Year Programs

primarily focused on introduction to and practice with fundamental engineering skills. Thesecond component, Engineering Methods, Tools, and Practice II (ENGR 111), was essentiallybuilt from “scratch” and is primarily focused on application and integration of the fundamentalskills learned in ENGR 110. Fundamental skills that has been integrated within this course include3D printing, basic research fundamentals, circuitry, communication, critical thinking, design,engineering ethics, hand tool usage, problem solving, programming, project management,teamwork, and technical writing.ENGR 111 culminates in team-based Cornerstone projects that all students demonstrate andpresent at the end of the semester. Throughout the semester up to Cornerstone

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas, El Paso; Giselle Andrade, STEMGrow; Diane Elisa Golding, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Melissa Stearns

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering education strategies as well as the technologies to support the 21st century classroom (online and face to face). He also has assisted both the campus as well as the local community in developing technology programs that highlight student skills development in ways that engage and attract individuals towards STEAM and STEM fields by showcasing how those skills impact the current project in real-world ways that people can understand and be involved in. As part of a university that is focused on supporting the 21st century student demographic he continues to innovate and research on how we can design new methods of learning to educate both our students and communities on how STEM and STEAM make up a large part of

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #21854A Strategic Plan to Improve Engineering Student Success: Development, Im-plementation, and OutcomesDr. Jerome P. Lavelle, North Carolina State University Jerome P. Lavelle is Associate Dean of Academic Affairs in the College of Engineering at North Carolina State University. His teaching and research interests are in the areas of engineering economic analysis, decision analysis, project management, leadership, engineering management and engineering education.Dr. Matthew T. Stimpson, North Carolina State University Matthew Stimpson is the Director of Assessment in the Office of Undergraduate Academic Affairs at NC

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Maritza Paz, The University of Texas at Austin, Cockrell School of Engineering; Margo Cousins, University of Texas, Austin; Cindy D. Wilson, University of Texas, Austin; Mia K. Markey, The University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #13134Retention of First-Year Undergraduate Engineering Students: Role of Psy-chosocial Interventions Targeting First-Generation College StudentsMs. Jennifer Maritza Paz, The University of Texas at Austin, Cockrell School of Engineering Jennifer Paz is a graduate student of the Department of Educational Psychology at The University of Texas at Austin. She received her Bachelor’s Degree in Psychology from Texas State University in 2011. She is currently working with Dr. Mia Markey in the Biomedical Engineering Department at The University of Texas at Austin in a project aimed at improving retention rates of first

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caitlin Cairncross, University of Portland; Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Divisions

First-Year Programs

. During the programstudents learn about the STEM field, participate in leadership development, and connect withpeers and faculty. USC’s program is a 4 week program for engineering students (by participatingin the program students can actually earn college credits). During the program studentsparticipate in lectures, fieldtrips, and projects, and learn about the field of engineering as awhole.Though most of the summer bridge programs that were researched are significantly shorter, anddon’t require students to complete college-level courses, much of the co-curricular programming,such as workshops, team building activities, and field trips, proved to be useful in designing theUniversity of Portland summer bridge program.In addition to existing best

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina H Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Jennifer Francis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

University Jennifer Francis is a graduate student at West Virginia University in the College of Education and Hu- man Services in the Education Research and Evaluation master’s program. Her research interests include mathematics education, project/problem based learning, and evaluations of a variety of educational pro- grams. Page 26.418.1 c American Society for Engineering Education, 2015 Creating Inclusive Environments in First-Year Engineering Classes to Support Student Retention and LearningIntroductionA new NSF-funded experimental study seeks to incorporate

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deborah M. Grzybowski, Ohio State University; Xiaofeng Tang, Ohio State University; Eunjeong Park, Ohio State University; Alexia Leonard, Ohio State University; Jack DeLano, The Ohio State University; Kai Zhao, Florida State University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

curriculawhile the AEV sections were the traditional sections. Quantitative data included pre- and post-collection of Kashdans’ Five-Dimensional Curiosity Scale, which measures students’ curiosity inthe following areas: joyous exploration, deprivation sensitivity, stress tolerance, social curiosity,and thrill seeking [4]. Assessment of EML skillset related to creating value and creatingconnections, defined as the ability to integrate information from many sources to gain insight,were measured using students’ grades for project assignments. Technical learning was assessedusing four common engineering graphics exams and one lab proficiency quiz.ResultsWith IRB approval, we conducted the consent process with 1,072 students in 16 sections (8 AEVand 8 ITS

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

overall critical thinkingprogram, how this relates to ABET outcomes, and the critical thinking goals of the Introductionto Engineering course. Section three describes the critical thinking instructional component ofthe Introduction to Engineering course, including changes made based on analysis of previousyears implementation. Some conclusions and future directions for the ENGR 100 course arediscussed in Section four.2. A critical thinking agenda for the School of Engineering.The i2a initiative is a broad and comprehensive multi-year plan to improve the overall criticalthinking abilities of students that spans general education courses, discipline specific courses,capstone projects, and community engagement1. Dr. Joe Hagerty, of the Civil

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jesse J. French, LeTourneau University; Paul R. Leiffer, LeTourneau University

Tagged Divisions

First-Year Programs

process, with a one-semester design project 5. Introduction to engineering problem solving with an introduction to principles from circuits, statics, and thermodynamics (Eide et.al. 4) 6. Introduction to engineering thinking and engineering skills (Stephan et. al.-Thinking Like an Engineer 5 )Our goal became to combine the best of each approach while focusing throughout the course onthe question, “What do engineers actually do?” Previous studies by Trevelyan and others haveserved to define what an engineer does in the course of executing their professional duties6. Acomposite list of tasks that engineers tackle became central to the goal of introducing as many“real engineering tasks” as possible into the course. These tasks were

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; Susan Donner Bibeau, U.S. Coast Guard; K.L. Burns, U.S. Coast Guard Academy; Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy

Tagged Divisions

First-Year Programs

Officer and the Construction Officer. In this latter capacity, she was the Contracting Officer’s Technical Representative (COTR) as well as Civil Engineering Project Manager for the Academy’s $5.2 million dollar construction program. In 2003, she was selected for graduate school and attended the University of Texas, Austin where she earned a M.S.C.E with an emphasis on Construction Engineering and Project Management. In December 2004, she joined the USCGA faculty as an Instructor. During her time at the Academy, she has been the advisor for both the American Society of Civil Engineering and Society of American Military Engineers student chapters, a member of the SUPT Gender Policy Group, and worked with CGA Admissions