Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Belue Buckley, University of Louisville; Brian Scott Robinson, University of Louisville; Tom Tretter, University of Louisville; Alexandria Hammond, University of Louisville; Angela Thompson P.E., University of Louisville; James E. Lewis, University of Louisville

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Diversity

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First-Year Programs

into three constructs of teaching,social and cognitive presence designed to examine key elements of an online course (measuredwith an existing 34-item survey and qualitative interview questions). Preliminary findingssuggest no statistically significant differences in sense of belonging, teaching presence, socialpresence or cognitive presence between students in marginalized and dominant identity groups(continued analysis of qualitative data will reveal nuances between groups not apparent in surveydata); however, belonging was higher for students who attended class physically versus virtuallymost of the time. In addition, compared to a past (pre-pandemic) comparison, social presencewas lower for all fall 2020 students. This project is supported

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashraf Badir P.E., Florida Gulf Coast University; Jeanette Hariharan, Florida Gulf Coast University

Tagged Divisions

First-Year Programs

second one, “Challenge Activity (CA)” is due a week after covering thecontent of each chapter in class by the faculty. These tools are being assessed in this paper due toour recent use of this curriculum. Further studies of other platforms and learning outcomes maybe looked at in further research on this topic.This paper also provides an assessment of students’ performance on quizzes, exams, homework(PAs and CAs), and projects for the sections of the course taught in Fall 2020, compared toprevious semesters where students were taught using a traditional textbook. The students haveopportunities to do in-class work with the professors’ accessibility during all teaching sessionsand office hours. Therefore, the factor we are focusing on is the

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University, West Lafayette; Rui Wang, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Gaurav Nanda, Purdue University, West Lafayette

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First-Year Programs

teamwork behaviors, the integration and implementation of team-based assignments and projects into STEM course designs and using mixed-method, especially natural language processing to student written research data, such as peer-to-peer comments. Siqing also works as the technical support manager at CATME research group.Mr. Rui Wang, Purdue University Rui Wang is an undergraduate student at School of Electrical and Computer Engineering at Purdue Uni- versity. His research interests include interpretable machine learning, robust computer vision and natural language processing.Dr. Matthew W. Ohland, Purdue University at West Lafayette Matthew W. Ohland is Associate Head and Professor of Engineering Education at Purdue

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

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Diversity

Tagged Divisions

First-Year Programs

personality andbehavior that may either be interconnected or may separately play a role in student success. Wealso know that specific behaviors such as forming study groups can have an impact on studentsuccess [14]. In the current work, we are attempting to tease out the unique factors andinterrelations between these various research approaches to identify the best path forward foreffective student interventions.Experimental Methods/Materials/Project ApproachAll first-time in any college (FTIAC) students in the College of Engineering and AppliedSciences were invited to participate in an online survey for the project. Students were invitedand the consent forms administered during the first two weeks of the semester by giving shortpresentations in

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky

Tagged Divisions

First-Year Programs

conversations reported by the faculty indicate that students begin sharing informationthey did not know would help them in their engineering careers. The third course in the sequence being more of a team design course, employs methodsfrom other design courses from FYE institutions in contact with our team (Adams, 2002; Atmanet al., 2007; Crismond & Adams, 2012; Turns et al., 2006). One engagement protocol that mixesbest practices from Adams’ work and is similar to the liberative ones employed by Riley is usedby one faculty member who requires all students to stand while discussing an element of designfrom the project, and the next speaker must amplify the previous student’s statement in terms ofhis own. Students in this scenario must engage

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mukul Shirvaikar, University of Texas-Tyler; Ron Pieper, University of Texas-Tyler; David Beams, University of Texas-Tyler

Tagged Divisions

First-Year Programs

2004 show 34 Entering, 31 Progressing, 14 Advanced and 5Graduated students, roughly corresponding to freshmen, sophomores, and upper-class studentsrespectively. Of the 84 students there are 6 women (7%). The ethnic breakdown is as follows: 64white non-Hispanic (76%), 4 black non-Hispanic (4.8%), 4 Hispanic (4.8%), 2 Asian/Pacificislander (2.4%), 7 international (8.3%) and 3 unknown (3.6%). Our projected goal is to increasethe student population at a rate of 14.5% per year over the next two years. Another goal is toincrease the underserved populations by an even larger margin. One of the characteristics of thelocal students in the East Texas regions is that they start work at an early age, typically after highschool, and continue working

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua A. Enszer, University of Delaware; Jenni M. Buckley, University of Delaware

Tagged Divisions

First-Year Programs

algorithmthat allows the rubric to expand from having two columns to having six – two columns arebetween A and C-, which represent being closer to the A description than the C- or being closerto the C- description than the A, and two columns are on the other side of the C-, whichrepresents an attempt that is below the minimum standard or no attempt at all. Rubric use followsthe same general algorithm: the student work is first compared against the highest quality level,then if necessary the lower level, and finally if necessary the work is determined to be closer toone of these levels or the other.The final element of this project involves the training of our teaching assistants to obtainconsistent evaluation of student work across all students in the

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary; Laleh Behjat P.Eng., University of Calgary; Yasaman Amannejad, University of Calgary

Tagged Divisions

First-Year Programs

multiple team projects anddeliverables. ENGG 233 is a required first-year technical course that introduces foundationalconcepts in programming and software engineering to all students, regardless of their intendedprogram.In 2015, ENGG 233 was redesigned to focus on algorithmic thinking through exploratory andapplied learning, as opposed to syntax-focused programming education [Pears, 2007]. Thisresulted in a course format similar to ENGG 200.Both courses have a significant regular laboratory component, where students are given theopportunity to collaborate with peers and receive coaching from instructors and teachingassistants. In these laboratory sessions, students work on exploratory exercises and larger design-based projects. This interactive

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Christopher Peter Scianna, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

] hasset the standard and has become a leader in engineering service learning. The positive outcomesfor the students are clearly discussed, but the program is on a much larger and college-widescale. Though many lessons can be learned and adopted from this existing program, the model isout of reach for one faculty member working on their own. Another hallmark leader isUniversity of Massachusetts in Lowell [6], where they have a variety of examples and possibleapproaches outlined, after chronicling the positive outcomes for students. Many otheruniversities across the country are introducing service learning projects to better accommodate asense of student engagement into their curriculums as well. Universities with such programsinclude Virginia Tech

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Davis, Grant MacEwan University; Shelley Lorimer P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs, Mathematics

Paper ID #21855Student performance on drawing Free Body Diagrams and the effect on Prob-lem SolvingDr. Jeffrey A Davis P.Eng., Grant MacEwan University Dr Davis obtained his PhD at ETH Zurich specializing in numerical simulation of multiphase flow. With a passion for teaching, Dr. Davis’ research focuses on pedagogical topics such as student engagement, active learning, and cognitive development. Projects he is currently working on include ”Development of a risk assessment model for the retention of students”, ”Development of Student Assessment Software”, and ”Improving Student Engagement through Active Learning”.Dr

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yang Yang, Kansas State University

Tagged Divisions

First-Year Programs

of research has examined students’ epistemologicalviews in engineering learning [10] – [14]. For example, Felder and Brent [10] have found thatstudent who demonstrate higher levels of epistemological development tend to display expertengineers’ thinking patterns. Liu and Zhu [11] found that project-based learning positivelyinfluence students’ contextual constructivist thinking. Frye, Montfort, and Brown [12] reportedthat as students’ epistemological views change, their ability to perform critical evaluation of thereasoning for engineering processes tend to progress as they advance in the academic program.Research ObjectivesThe purpose of this study is to examine the multidimensionality of engineering epistemologicalbeliefs among first year

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin J. Reagle, George Mason University; Oscar Barton Jr., George Mason University; Kenneth S. Ball P.E., George Mason University; Sharon A. Caraballo, George Mason University; Abe Eftekhari; Rodolfo Napisa

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. More recently, He has mentored numerous midshipmen through independent research projects and has directed two Tri- dent Scholars, the Naval Academy’s flagship research program. He has published over 50 journal and conference articles on these topics. Dr. Barton is actively involved in curriculum development and program assessment. He chairs ASME Committee on Engineering Accreditation. He serves a Commissioner for Engineering Accreditation Com- mission of ABET, Inc. and was a program evaluator for 6 six years prior to joining the commission. Dr. Barton holds a professional engineering license in the State Maryland. He is a member of the Board of Education, ASME.Dr. Kenneth S. Ball P.E., George Mason University

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 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

Tagged Divisions

First-Year Programs

, basic mechanics, and system modeling. The course ends with aproject 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. This project requires students to utilize the knowledgegained throughout the year as well as tie the computation skills developed to an application oftheir choosing which they have already experienced.Impact on RetentionThere was a sizable improvement in retention of first-year students in the 2012-2013 academicyear when the university transitioned from the quarter to semester system and the three commoncourses were implemented and required for all incoming

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Victoria E Goodrich, University of Notre Dame; Leo H McWilliams, University of Notre Dame; Catherine F Pieronek, University of Notre Dame

Tagged Divisions

First-Year Programs

completed the fall semester of the course sequence, withapproximately 85% of those students persisting through the second semester course. For bothacademic years, the course consisted of large lecture sections (~250 students) that introducebasic concepts and background for projects followed by smaller group sessions (30-35 students).Overall, the course focused on understanding general engineering principles by completingmulti-week projects as a means of understanding the Engineering Design Process. Virtually noclass time is used to discuss various engineering disciplines or possible careers for students.However, through a series of reflective assignments, including attending four EngineeringExploration events, students are tasked with considering

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

Tagged Divisions

First-Year Programs

freshman honorary society (Alpha Lambda Delta / Phi Eta Sigma) and the mathematics honorary soci- ety (Kappa Mu Epsilon). His research interests involve first year engineering course analysis, authentic projects and assessments, and K-12 engineering.Dr. Kenneth J Reid, Virginia Tech Kenneth Reid is the Assistant Department Head for Undergraduate Programs and an Associate Professor in Engineering Education at Virginia Tech. He is active in engineering within K-12, serving on the TSA Boards of Directors and over 10 years on the IEEE-USA STEM Literacy Committee. He was awarded an IEEE-USA Professional Achievement Award in 2013 for designing the nation’s first BS degree in Engineering Education. He was named NETI Faculty

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

Joseph Blais Dannemiller, Texas Tech University; Audra N. Morse, Texas Tech University; Stephen Michael Morse, Texas Tech University

Tagged Divisions

First-Year Programs

meetings in the Fall semester of 2013, 30 in the Spring of 2014 and 29 in the Fallof 2014. The course covers an introduction to the engineering profession, different engineeringmajors, math concepts, basic problem solving, MATLAB programming, Excel basics andconcludes with a team project. Prior to enrolling in ENGR 1315, students are required to take,and pass, a math placement exam and have already completed, or be concurrently enrolled in,Calculus I. The first lessons in ENGR 1315 include curriculum on time management, project Page 26.1518.2management, successful homework strategies, how to study, how to prepare for an exam, andexam taking tips

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wujie Zhang, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering; Anne Alexander, Milwaukee School of Engineering; Jill Meyer, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

academicpotential in high school, they may need more preparation to successfully transition from highschool academics into an engineering program at MSOE in addition to getting used to theMSOE’s fast-passed quarter system and campus facilities. The Carter Academy program isoffered fully-funded to students; participants are not responsible for paying for housing, food orclasses. During this summer residential program, which runs for four weeks, the students attendclasses in math, engineering, writing, chemistry, and physics, with organized study time duringthe evenings and projects. These classes are limited to about 18 students per section [1].The chemistry portion, Chemistry Preparation lectures, has always focused on studentpreparation for Chemistry I

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

Tagged Divisions

First-Year Programs

accommodatethe new” [42]. Additionally, students are motivated more intrinsically, rather than receiving 4external affirmation. This theory requires engagement on the part of the learner [43]. “Withoutsome kind of internal drive on the part of the learner to do so, external rewards and punishmentssuch as grades are unlikely to be sufficient”[42].Experimental Methods/Materials/Project ApproachEngineering State of Mind Instrument (ESMI) Interviews conducted in 2011, at the university in the department of xxx, [44] revealedthemes that were used to create and develop the survey used in this research. Measuring theidentified themes, a survey was

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Peter Burton, Royal Melbourne Institute of Technology

Tagged Divisions

First-Year Programs

Computer Engineering.The strong focus on real world problems and practical applications throughout the programnot only has the significant benefit of producing work ready graduates who are immediately ofvalue to an employer, but also has the benefit of maintaining students’ interest because theycan see a clear connection between what they are learning and where that knowledge can beapplied. It enables first year engineering students to see the road ahead and helps to focusthem on that road.Laboratory sessions, run in conjunction with lectures, focus on real world projects andproblems and enable first year students to make an immediate connection between theory and

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Ding Yuan, Colorado State University - Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

First-Year Programs

projects through various sources such as NASA, the Department of Homeland Security, NSF, and the Colombian Research Institute. He also have several years of experience working as a consultant for pharmaceutical and energy companies in the U.S. and Latin America.Dr. Ding Yuan, Colorado State University - Pueblo Ding Yuan received a Bachelor of Engineering degree in industrial automation from Dalian University of Technology, Dalian, Liaoning, China, in 1998 and a Ph.D degree in Electrical Engineering from New Jer- sey Institute of Technology, Newark, NJ, in 2006. She is currently an Assistant Professor of Engineering at Colorado State University-Pueblo.Dr. Jane M. Fraser, Colorado State University, Pueblo Jane M

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

AC 2011-1316: THE FRESHMAN ENGINEERING EXPERIENCE: RESULTSFROM A MIXED-METHOD EVALUATION STUDYJae Hoon Lim, University of North Carolina at Charlotte Dr. Jae Hoon Lim is an Assistant Professor of Research Methods at the University of North Carolina at Charlotte and teaches introductory and advanced research method courses in the College of Education. Her research interests include socio-cultural issues in mathematics education and various equity topics in STEM fields. She has served as a lead investigator for multiple international and comparative educational research and evaluation projects. She published twenty-five articles in scholarly and professional journals world-wide and authored seven book or monograph

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L Newberry, Oklahoma Christian University; Cory R. Davis, Oklahoma Christian University; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

bachelors in Mechanical engineering from the same school. For his senior design project he and his team entered the regular class of the SAE Aero Design East competition and won first place in the presen- tation portion. After completing his masters he plans on entering into industry for a few years and then considering returning to school to pursue his doctorate degree. Page 22.1333.1 c American Society for Engineering Education, 2011 Student Learning Modules in Trigonometry and Integral Calculus using LEGO MINDSTORMS® NXTIntroduction and MotivationRetention of

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Fahmida Masoom, University of Wisconsin, Platteville; Abulkhair Masoom, University of Wisconsin, Platteville

Tagged Divisions

First-Year Programs

differentlyfor both high school and college math courses.Survey Results and Discussion Page 22.533.3Responses collected from 719 students enrolled in various General Engineering (GE) coursesoffered between spring 2008 and spring 2010 were analyzed. The courses included introductorycourses such as Engineering Success Skills, Introduction to Engineering Projects, EngineeringGraphics, Engineering Modeling and Design and engineering science courses such as, Statics,Dynamics, Mechanics of Materials, and Basic Thermodynamics.The composition of the survey population by class standing is shown in Figure 1 below. Asexpected, there were more freshmen and sophomore

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Barbara Bogue, Pennsylvania State University; Chia-Lin Tsai, University of Missouri; Fleur Gooden, Virginia Tech

Tagged Divisions

First-Year Programs

AC 2010-384: PEER MENTORING: IMPACT ON MENTEES AND COMPARISONWITH NON-PARTICIPANTSRose Marra, University of Missouri ROSE M. MARRA is an Associate Professor in the School of Information Science and Learning Technologies at the University of Missouri. She is Co-Director of the NSF-funded Assessing Women andMen in Engineering (AWE) and Assessing Women In Student Environments (AWISE) projects and Co-PI of the National Girls Collaborative Project. Her research interests include gender equity issues, the epistemological development of college students, and promoting meaningful learning in web-based environments.Whitney Edmister, Virginia Tech WHITNEY A. EDMISTER is the Assistant Director of the

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Junqiu Wang, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

First-Year Programs

assigned to workon real engineering related projects in authentic teams of 3 or 4. The authentic means that thestudents are put into a team working towards course related projects.Student ratings were compared with expert ratings considering the expert’s ratings as unbiased.The differences between the students’ rating and expert’s rating were defined as students’ bias.The biases of students’ rating performance were analyzed at the item-level and the constructlevel. From both the item and construct level, our data show that students did not perform betterwith repeated vignette administrations. However, after taking the students’ bias calibration intoconsideration, students’ peer evaluation performance move closer to the expert’s

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs

the toughest courses faced by our students. Wealso found that classroom experiences appeared to be important to maintain student interest inengineering and their retention. For instance, in the reflective essays, students indicated that“Teamwork increased my desire in pursuing a degree in engineering”, “The competition is afactor that I enjoyed much more than I had predicted. It helps to drive me much more than abasic problem with a single solution”, and “This semester I have learned that I like being incharge of projects (project management)”.Some students experienced homesickness, while others had a hard time trying to adjust to a newsystem of note taking, lectures, and exams.ConclusionsStudents face a multitude of challenges during the

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Louisiana Tech University; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

for the National Center for Women in Information Technology (NCWIT) and, in that role, advises computer science departments on diversifying their un- dergraduate student population. She currently serves as the principal evaluator for the Teachers Attracting Girls to Computer Science project which aims to increase and diversify the student population studying computer science in high school. Dr. Brawner previously served as principal evaluator of the NSF- sponsored SUCCEED Coalition. She remains an active researcher with MIDFIELD, studying gender issues, transfers, and matriculation models in engineering.Dr. Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Professor of engineering education

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Mary A. Robinson, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

data.Table 2. Three main student-reported activities during fall break 2018 2019 Category (Keywords) #1 #2 #3 #1 #2 #3 Activity Activity Activity Activity Activity Activity Studying/Homework (study, library, assignment, 77 56 52 104 62 42 help session, homework, hw, review, notes, school, lecture, education, project, WEEF, class, coding, design, team, work, question, class) Family/Friends (family, friend, socializing, 76 75 38

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

and Aerospace Engineering department and the Assistant Director of the Center for Building Energy Efficiency. She has previously taught courses such as Thermodynamics, Thermal Fluids Laboratory, and Guided Missiles Systems, as well as serving as a Senior Design Project Advisor for Mechanical Engineering Students. Her research interests include energy and thermodynamic related topics. Since 2007 she has been actively involved in recruiting and outreach for the Statler College, as part of this involvement Dr. Morris frequently makes presentations to groups of K-12 students, as well as perspective WVU students and their families. Dr. Morris was selected as a Statler College Outstanding Teacher for 2012, the WVU Honors

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

David Illig, Clarkson University; John Hrynuk, Clarkson University; Matthew Pennington, Clarkson University; John P. Dempsey, Clarkson University

Tagged Divisions

First-Year Programs

PrincipalInvestigators of this “Hands-On Learning in Engineering” project were Professors J. Dempsey, J.Carroll, J. Taylor, W. Wilcox, and A. Zander. The teaching methodology for the revised ES100course adapted the ‘integrated teaching and learning’ paradigm pioneered and developed by Drs Page 13.630.2L.E. Carlson and J.F. Sullivan at the University of Colorado at Boulder.2 The adaptation atClarkson is a combination of laboratory experience woven within an introductory computercourse teaching both MATLAB and LabVIEW. Significantly, note that just recently (February,2008), Drs. Sullivan and Carlson were awarded the prestigious 2008 Bernard M. Gordon Prizeby the