Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F. James Boerio, University of Cincinnati; Joni A. Torsella, University of Cincinnati

Tagged Divisions

First-Year Programs

, and system modeling. The course again ends witha project requiring the students to work in groups to design a graphical user interface (GUI) thatserves as a teaching tool for some topic that they learned in calculus, chemistry, physics, or adiscipline specific engineering course.First Year ResultsThere was a significant improvement in retention of first-year students in the 2012-2013academic year when the three common courses were implemented and required for all incomingfreshmen. Retention data for the last twelve years is summarized in Table 1. Table 1: Retention Rates from Freshman to Sophmore Year 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Year 2003

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oguz Hanoglu, Purdue University, West Lafayette; Aladar Horvath, Ivy Tech Community College; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

identify misconceptions and target feedbackappropriately.I. IntroductionLeadership coach Rick Tate said "feedback is the breakfast of champions"1. This is especiallytrue for education. Students benefit from timely and effective feedback. However, achievingtimely and effective feedback is not easy, especially when open-ended problem-solving activitiesare considered. These activities may require complex product development that involves deepand multidimensional thinking. In open-ended activities, there is not one right answer and inmost cases, this will result in a variety of different answers from students. The challenge here isto provide timely feedback by reviewing all answers in detail, deciding on an effective way toguide each unique case, and

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wallace Martindell Catanach III, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park; Christopher Stephen Smith, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

occasions where a concept needs to be conveyed but paper and pencil are not availableto convey the concept without a sketch. We have developed a product challenge for first-yearstudents that teaches them the design process. The students are guided through the processwhere they individually brainstorm and design their own version of a rake for a one handedperson. This product challenge follows the How People Learn (HPL)1 theory where the studentsare given a problem that they have to solve. The customer is a disabled person that has lost theuse of one of their arms.The customer would like to be able to rake leaves and lead a normal life. The normal rake doesnot allow the customer to put downward pressure thus the customer can only drag the rake

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter A Sable, Milwaukee School of Engineering; Sharon Liz Karackattu; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

four-year study results are evaluated utilizing nonparametric statistical analysis Page 24.613.2compared to the reassessed pilot study to confirm and strengthen its validity by using a larger,more diverse student population less prone to the bias of a single class cohort.IntroductionUndergraduate student interest in the fields of science, technology, engineering, and mathematics(STEM) has steadily declined over the past few decades with a cumulative loss of almost 40percent.1 This decline has prompted a massive response to investigate causes of decreasingretention as well as to introduce efforts to counteract losses.2 Particular emphasis has

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ryan Fries, Southern Illinois University, Edwardsville; Ryan W. Krauss, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

- sign course, he has taught courses in mechatronics, controls, vibrations, dynamics and robotics as well as senior design. Page 24.150.1 c American Society for Engineering Education, 2014 An Analysis of First Year Students’ Changing Perceptions of Engineering Design and PracticeIntroductionA vast body of literature is available to guide freshman engineering introductory courses. Thispaper builds on three key pillars within the literature that focus on 1) project-oriented learning, 2)team-based learning, and 3) freshman design experiences. Design experiences at

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Katherine Sofía Palacio, Fundacion Universidad del Norte; Sarah Spencer-Workman, Colorado State University-Pueblo; Yaneth Correa-Martinez, Colorado State University-Pueblo

Tagged Divisions

First-Year Programs

24.160.2http://www.nae.edu/File.aspx?id=10368 visited on January 3, 2014. In a study, Allen et al.(2008)1 attempted to benchmark sustainable engineering education through a survey aimed atengineering department heads. In this survey, with more than 270 respondents, about 80%reported teaching sustainable engineering-focused courses or the integration of sustainableengineering material into existing courses. Increased attention to teaching engineering studentsabout sustainability, sustainable development, and sustainable design is also evident on the basisof the number of papers presented at the American Society for Engineering Education (ASEE)annual conference that included these keywords in their titles, which increased from 1 to 3papers in the 1998

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Tracy Volz, Rice University

Tagged Divisions

First-Year Programs

thesemester. Written responses were coded by three trained raters on eight aspects: 1) needsassessment/establishing design criteria; 2) design context review; 3) idea generation; 4) analysisand decision-making; 5) building and testing; 6) overall layout of a design process and iteration;7) time allotments; and 8) documentation.Data presented in the paper includes 72 student responses from fall 2012 and spring 2013.Analysis shows statistical significance between pre- and post-test results for seven of the eighttopics evaluated. The refined assessment method described here is an improvement over apreviously deployed assessment tool.IntroductionDesign is a critically important skill in engineering practice. As a result, it is stronglyemphasized in ABET

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

John A. Mirth, Rose-Hulman Institute of Technology; John P Iselin, University of Wisconsin, Platteville

Tagged Divisions

First-Year Programs

approaches include freshman engineering design coursesthat introduce students to the design process,1, 2 courses that are built upon on reverseengineering projects,3 and others that combine these ideas with computer modeling and/orprototyping of products.4-6The course described in this paper has many of the same aspects as the various styles of coursescited above. This paper describes a freshman-level course that introduces students to theirchosen major (mechanical engineering) using the combination of solid modeling and reverse Page 24.254.2engineering as the foundation of the course. The culmination of the course, upon which thispaper will focus

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian M. Frank P.Eng., Queen's University; Behnam Behinaein Hamgini, Department of Electrical and Computer Engineering, Queen's University

Tagged Divisions

First-Year Programs

instructor tounderstand how students are solving problems, and provide feedback to help students developthe ability to solve problems better. Page 24.280.3Course contextThe study was set in the first year of the undergraduate engineering program at Queen’sUniversity, a medium-sized university in Canada. APSC-100 is a team-based, project-basedcourse designed to promote a sense of curiosity about engineering, and develop open-endedproblem solving skills. The course is divided into three modules (each roughly the equivalent ofa standard one-semester course): Module 1-Problem analysis and modeling; Module 2-Experimentation and measurement; Module 3

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ishbah Cox, Purdue University, Band and Orchestra Department; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

3.30ServicesPharmacy 2.93 3.22Science 2.91 3.12Technology 2.88 3.12Agriculture 2.79 3.19Engineering 2.89 3.29Table 1- Comparisons of Average University GPAs and Band and Orchestra Students’GPA (2012-13)Given the promising connections between STEM and music, this paper presents resultsfrom first-year engineering student participants in an inaugural course representing acollaboration between the Band and Orchestra department and the College ofEngineering at this same Midwestern university. Explored were the students’ perceptionsabout the extent to which the course

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

at the end of the course. The pre- and post-course surveys are providedin Appendix 1. The results of surveys are used to analyze the following four questions. Werecognize that students’ knowledge and interest are affected by their greater environment, mostnotably interaction with other students. However, we assume the knowledge gained through thecourse to have a greater effect on the students’ evolution of knowledge and interest, evaluatedthrough the pre- and post-course surveys.This paper investigates four topics: 1. Is there a correlation between a student’s initial desire to pursue a specific engineering major and their actual and perceived knowledge of that engineering discipline? 2. For those students who are interested in

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole L Hird, Ohio State University; Deborah M. Grzybowski, Ohio State University

Tagged Divisions

First-Year Programs

principles and to computational fluid dynamics(CFD) software. Students may alternatively enroll in a robotics design and build project,1 whichdoes not contain fluid mechanics material. Many of the engineering majors later require studentsto take classes which focus further on fluid mechanics. This paper seeks to answer the question:Does introduction to the subject of fluid mechanics including computational fluid dynamics(CFD) in a first-year engineering research and design course increase students comprehensionand performance in subsequent major-required fluid mechanics courses?The course is intended to give first-year engineering students experience with research anddesign while teaching concepts such as cell adhesion, cellular response to shear

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

the students towards interests in nanotechnologytracks and research, and over 90% of the students indicate that they are enjoying themultidisciplinary activities of the program. This may be attributed to the “attached learning”when incorporating nanotechnology into real engineering applications, such as renewableenergy, medicine, quantum computers, and many others.1. IntroductionNanotechnology is a rapidly advancing field that shows promise in solving current science andtechnology challenges through the innovative materials, processes & devices, and theirapplications. Nanomanufacturing, including self-assembly, has become an important tool indeveloping nanoscale devices applicable in medicine, electronics, and energy. Nanomaterialssuch as

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

use the toolto program LEGO MINDSTORM® robots. This combination provides immediate, visual,verification of project solutions. The students quickly gain skills and facility with both tools,creatively addressing the various assigned tasks. The program has been highly successful incapturing the interest of the participants and has led to increased retention of these students inengineering.IntroductionRecruiting and retaining students in engineering programs is a national problem that has beenaddressed in many, varied ways.1 Many universities offer bridge programs for incomingfreshmen to increase their success in engineering programs.2,3 These programs are oftendesigned to improve skills in fundamental courses such as mathematics and English as

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Norb Delatte P.E., Cleveland State University

Tagged Divisions

First-Year Programs

to discuss questions with their team members. Some of the questionswe prompt them with are: “How did this occur?”, and “Which party is most responsible for thecollapse?” Each individual student is then responsible for writing a one to two page paperexpression their opinion which who was the most responsible and who else shared responsibilityof this failure.Before the mock hearing occurs, each student team was assigned an entity to represent. Theseentities are: Engineer of Record, Project Engineer, Owner, General Contractor, Fabricator,Testing Agencies, and the Sub-Fabricator. The teams must develop a defense for who theyrepresent. The team is expected to develop a defense document that has three main items: 1. Opening Statement: The

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

implementation was a pilot, with minimal formal assessmentconducted but improvements were made based on feedback from students (through courseevaluations) and informal discussions. During the second offering, there was a formalassessment process which was primarily quantitative in nature but also posed several open-endedqualitative questions. The assessment was in the form of surveys that each student completed inclass, on-line using BlackBoard. Surveys were administered at 3 points during the semester: (1)prior to starting the project, (2) after playing the mini-golf course and meeting with the customer,and (3) upon conclusion of the project / semester. Results indicate that student participation inthe project is beneficial to establishing a network of

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Arizona State University; Claire L. A. Dancz, Arizona State University; Thomas P Seager, Arizona State University; Amy E. Landis, Arizona State University

Tagged Divisions

First-Year Programs

Arizona State University that introduced a new module on conation in a mandatoryfreshman engineering education course, FSE 100 Introduction to Engineering. All studentscompleted an on-line assessment of their instinctive behavioral strengths called the Kolbe ATM.During a three-hour lab period, the assessment results were interpreted with the class and teamswere formed to test different combinations of instinctive strengths: 1) students with similarstrengths (inertia), 2) students with different strengths (conflict) and 3) students with acomplementary diversity of strengths (synergy). These teams were assigned an interim projectrequiring them to work together and observed peer behavior. Then, the instructor facilitateddiscussion of why teams with

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Theodore Demetrius Caldwell M.Ed., Diversity Programs Office/College of Engineering/Michigan State University; Jon Sticklen, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Kyle P. Foster, Michigan State University College of Engineering; Tonisha Brandy Lane, Michigan State University; Rickey Alfred Caldwell Jr.; Lisa R. Henry, Michigan State University

Tagged Divisions

First-Year Programs

Office, International Academy of Design and Technology. (c-1) Five Closely Related Publications (out of >100 refereed publications) None. (c-2) Five Other Significant Publications 1. Caldwell, T.D., Foster, K., Lane, T., Caldwell, R.A., Vergara, C.E., and Sticklen, Jon. What Happens After a Summer Bridge Program: The DPO Scholars Program. Accepted for publication in ASEE 2011. Paper 1790. Five Synergistic Activities 1. Serving as Program Manager for MSU on National Science Foundation NSF 03-520; Michigan Louis Stokes Alliance for Minority Participation (MI-LSAMP); under the direction of Mary Sue Coleman, Ralph Kummler, Levi Thompson, Edmond Tsang and Thomas Wolf. This award was effective from September 1, 2005

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Timothy J. Hinds, Michigan State University; S. Patrick Walton, Michigan State University; Mark Urban-Lurain, Michigan State University; Daina Briedis, Michigan State University

Tagged Divisions

First-Year Programs

the areas of integration of Page 24.743.1 computation in engineering curricula and in developing comprehensive strategies to retain early engineer- ing students. She is active nationally and internationally in engineering accreditation and is a Fellow of ABET and of the AIChE. c American Society for Engineering Education, 2014 Influence of Integrated Academic and Co-Curricular Activities on First-Year Student SuccessIntroductionIncreasing the number of STEM graduates from U.S. universities is a national priority.1 Thisneed can be addressed through a

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

learning and cooperative learning have bothbeen used to classify these types of learning activities. Some authors use the termsinterchangeably, while others consider them on a continuum with cooperative learning being themost structured and collaborative learning the least structured.1 For the purpose of this paper, werefer to structured in-class or out-of-class group activities as formal collaboration and voluntarypeer-to-peer student initiated activities as informal collaboration.Background Literature The majority of the research on collaboration has focused on teacher initiated formalcollaboration as part of course design. Definitive reviews have established that formalcollaborative learning techniques can positively influence students

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William Travis Horton, Purdue University

Tagged Divisions

First-Year Programs

vertically integrated service-learning designprogram (engaging first-year students, sophomores, juniors and seniors) with a first-year learningcommunity to provide students with the benefits of an authentic design experience as well as thesupport of a first-year learning community. The learning community courses are used as analternative path to the traditional first-year engineering program of the university.Purdue University’s First-Year Engineering ProgramAll engineering students at Purdue University are required to complete a common first year coreof classes shown in Table 1 before matriculating to their respective engineering major.Minimum grade levels are established for matriculation to the major of their choice. The First-Year Program

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Everaldo Marques de Aguiar Jr., University of Notre Dame; G. Alex Ambrose, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Nitesh Chawla, University of Notre Dame

Tagged Divisions

First-Year Programs

) as an assessment tool for their Introduction toEngineering course sequence. While each year the ePortfolio assignments have expanded, theyhave been focused largely in three types of reflections: (1) student experiences within the collegebut outside of the course, (2) the skills gained specifically through course projects, and (3) theirfour year plan to be a successful engineering student as defined by the ABET a-k criteria.ePortfolio assignments were initially included to allow students to reflect on their education,develop evidence of their blossoming skills, and take control of their graduation plan. After thefirst year of practice, there was a clear secondary benefit to the faculty and student advisors.Anecdotally, student reflections

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Stephen P Mattingly, University of Texas, Arlington; Ziaur Rahman, The University of Texas at Arlington; Heather L Frost

Tagged Divisions

First-Year Programs

mathematics aptitude measured using ACT and/or SAT Math scoresand not only enrolling in, but also performing well in advanced science (i.e. physics) andmathematics (i.e. calculus) courses in high school.1-3 Additionally self-efficacy, determinedfrom student survey responses to questions designed to gauge their confidence in theirquantitative abilities, parental educational attainment and geographic location (i.e. urban versusrural home) have been found to impact engineering student persistence and achievement. 4,5 Oneof the primary first year indicators is grade point average (GPA), which is indicative of students’quantitative and analytical capabilities, as first year engineering curricula are dominated bymathematics, science and fundamental

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

ofoutcomes. The introductory course is designed to contribute toward the achievement of fourABET1 student outcomes. Assessment of outcomes is performed through direct measurements ofstudent performance in multiple assignments and three team projects. The data from the directassessment is compared with the student perceptions of the achievement of these outcomes.Statistical analysis and correlation analysis are used to compare the two data sets. Studentperceptions are quantified through data collected from surveys conducted in three sections of thecourse taught by two different instructors during Fall 2013 with the use of a 1-5 Likert scale. Thesurveys are conducted at the end of the semester. The surveys are designed such that eachoutcome can be

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Divisions

First-Year Programs

. Page 25.16.2The logistics of the event, including strategies for recruiting company participation, are alsodiscussed. The paper also analyzes the feedback received from students, faculty, and industrypartners and how that feedback informed the lessons learned from this second annual event.BackgroundEducators and industry alike have well documented their concerns about the future ofengineering in the United States due to a decline of engineering graduates.1 Increasing thenumber of engineering graduates requires both an increase in the number of students choosing tostudy engineering as well as an increase in engineering student retention. Engineering programshave struggled with retention issues for decades with many programs reporting that 30-40

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Samantha Islam, University of South Alabama; Samuel H. Russ, University of South Alabama; Kevin D. White Ph.D., University of South Alabama

Tagged Divisions

First-Year Programs

femalestudents than their male counterparts. There was an 11.8% increase in the mean score of thefemale students, whereas there was a 6.9% increase in the mean score of the male students. Astatistical analysis of the pre- and post-test scores also demonstrated a statistically significantgain in average sores of the students. In addition to test results, student’s response to theassessment survey indicated that this initiative was effective in raising awareness in the studentsthat spatial visualization skill is very useful to become successful in engineering studies.1. IntroductionThis paper describes an attempt made at the University of South Alabama to assess and improvethe spatial visualization skills of engineering freshman students. The College of

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mike Elmore, Binghamton University; Koenraad E Gieskes, Binghamton University

Tagged Divisions

First-Year Programs

the culmination of a two-year study of an alternative for freshmanengineering students to attending a large lecture in their introductory engineering course1.During the course of this study, in the fall semester, students were required to be physicallypresent in lecture. Following this, in the spring semester, students were given the choice ofeither: (1) being physically present, when the lecture was given, or (2) viewing the recordedlecture. The student’s in-class attendance was recorded via the iClicker™ classroom responsesystem. Students who chose to not attend lecture could access the video recording via theBlackboard™ course management system during the same week the lecture was given. Thispaper consists of several parts. First a

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

Tagged Divisions

First-Year Programs

sustainability. Prior to joining the JMU Engineering faculty in 2012, Dr. Barrella was at Georgia Tech completing her Ph.D. research as part of the Infrastructure Research Group (IRG). She also completed a teaching certificate and was actively involved with the Center for the En- hancement of Teaching and Learning (CETL) at Georgia Tech. Her academic interests focus on two primary areas of sustainable transportation: (1) community-based design and planning and (2) strategic planning and policy development. Dr. Barrella is also interested in investigating how to best integrate these research interests into classroom and project experiences for her students

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Timothy J Hinds, Michigan State University; Carmellia Davis-King, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

, advisors, and corporate representatives • Cultivate students' skills that encourage lifelong learning • Demonstrate to the students the critical roles of engineers in contributing to societyOur activities and events are organized around the principles of our mission. In this paper, wewill highlight some of the specific activities we undertake in our academic and co-curricularprograms that encourage development across the student skill sets we have defined (summarizedin Figure 1). The activities are described to assist others who may have interest in adapting theseactivities for their own programs.Figure 1: Summary of CoRe Experience Activities and Events. Events are noted according to theprogram that organizes them (length of line) and what

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

and the wholeclass. Moreover, this paper will attempt to compare the outcome of previous methodologies thathad been used in “ET100, introduction to Engineering technology”, with the outcome of the newintroduced methodology in the same class.IntroductionThe traditional lecture methods in which professors talk and students listen have dominatedcollege and university classrooms [1]. Although these methodologies have been widely used toteach college students, they are not adequate for new generation of college students who areintelligent, talented and energetic [2-3].Today’s students need to do more than just “sit and listen” to the tedious lectures. They need toactively be involved in instructional activities; continuously be challenged by