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

not only the solution to theproblem, but also their process for solving it.14,15 The situations described in the MEAs requirestudents to create and use a mathematical model of a physical system using MATLAB, and dealwith professional issues including ethical dilemmas, conflicting information, andincorrect/missing information.16 The first MEA (MEA1) involved investigation of a cable ferryfailure, and modeling the failed system. The second one (MEA2) involved modeling heattransfer in a laptop, and proposing a new product using the heat transfer model.The module learning outcomes are such that open-text responses to complex situated problemsare desirable; the learning outcomes are: 1. Apply a prescribed process for solving complex

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

 Anticipated outcomes  Timeline for completion  References Each team through collaboration and dialog between the team members identifies and proposes a project. Different robotic projects are proposed for this activity. Each team is required to prepare and submit a final project report along with a PowerPoint presentation on the last day of the course. Page 23.264.5 4. Team Ethics Activity: Each team is assigned an ethical case study by the instructor. The team members have to prepare a PowerPoint presentation for it and present and act the case in the class by the middle of the

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler

Tagged Divisions

First-Year Programs

laboratory data collection and report writing,team forming and experiences, improved (technical) writing skills, and designexperiences. Table 1. Course Objectives1. Explain the engineering profession and engineering ethics.2. Use technical communication skills to explain the results/analysis of introductorylaboratory exercises in Civil, Mechanical, and Electrical Engineering and ComputerScience.3. Explain engineering analysis and design.4. Analyze data collected during laboratory exercises.5. Analyze the impact engineering has had on the modern world.6. Design a simple engineering device, write a design report, and present the design aspart of team

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

First-Year Programs

: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h)the broad education necessary to understand the

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Discussion #2: ASEN and CVEN 5 Discipline Module I Expo 6 Academic Expectations 7 Majors Discussion #3: CHEN/CBEN and CSEN 8 Majors Discussion #4: ECEE/EEEN and EVEN 9 Majors Discussion #5: EPEN and MCEN 10 Discipline Module II Expo 11 The Profession: Industry Panel 12 Engineering Ethics: Case Studies; Honor Code Professionalism: Expectations, licenses, communications, after the B.S.; preparing for 13 finals Major Selection: Senior Student Panel, Asst. Dean for Students-reminders; revisit main 14 topics; FCQs 15 Discipline Module III ExpoFollowing the majors discussions in Weeks 3-4, the students were given a “majors essay”assignment. For this one-page essay, the students were

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

alerting the committee to additional challenges: • Students are hindered by not having a strong knowledge of computer programming before entering their upper level courses. • Engineering Ethics is typically a senior-year course taken while students are focused on their job search and is administered via the Philosophy department. As seniors, students apply their efforts to courses in their field of study and explore employment opportunities; thus, there is concern that integration of engineering ethics into student psyches is not occurring effectively.“The committee came forward in March 2017 with recommendations, which were immediatelyfast-tracked to support a fall 2018 rollout: • The first semester

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Susan Montgomery, University of Michigan; Rodney Johnson, University of Michigan

Tagged Divisions

First-Year Programs

. Engage in an ethical decision-making process, given some engineering situation. 6. Identify the ethical, environmental and global and societal impacts of engineering practice. 7. Design technical/professional communications. 8. Deliver well-structured, technically sound oral and written communication. 9. Evaluate and effectively construct arguments, using technical content at the first-year level.The technical component of the course varies by section, with some sections being very specificto a given major, such as the “Mechanics and Materials for the Design of Biomedical Devicesand Orthopedic Implants.” Others, such as ours, are broader in

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

University of Houston. She is founder of a nationally recognized pre-college initiative program, FreshStart, which has served more than 2000 students since its inception. Dr. Wickliff is blessed to work daily in the area of her passion – developing young professionals – in her role at Texas A&M University. She is a Professor of Engineering Practice. At Texas A&M University, she has taught Capstone Senior Design, Statics & Dynamics, Engineering Ethics, Engineering Leadership and Foundations of Engineering courses. She has also taught Project Management and Risk Management courses for the University of Phoenix. Dr. Wickliff has been honored with University of Houston’s Distinguished Young Engineering Alumni

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sydney N Hallman, University of Oklahoma; Chad Eric Davis P.E., University of Oklahoma

Tagged Divisions

First-Year Programs

Mentors Exploring Majors-Engineering Physics Academic Advising and Study Abroad 5 Academic Advising and Study Abroad Mentor Breakout Group Meeting Engineering Ethics Video 6 -Planning Activity -Ethics Worksheet Exploring Majors-Electrical and 7 Computer Engineering and Chemical, Undergraduate Research Panel Biological & Materials Engineering Mentor Breakout Group Meeting Mentoring Day 8 -Dedication -Graduation Plans Exploring Majors-Computer Science and 9 Civil, Architectural, Environmental Professional Registration and Licensure

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

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

Tagged Divisions

First-Year Programs

strengths” had a better chance of succeeding to second year.A comparison of these strengths with the attributes of a “model engineer” was made showingshortfalls for the first-year engineering transfer students studied being: leadership,communication, ethics, professionalism, and social/global analysis skills. Finally, we discusshow to foster the growth of first-year students to ensure that they are well rounded and successfulin moving forward in their careers.IntroductionAnnually thousands of students enter first-year engineering, each having their own distinctpersonality type. They are then taught by instructors using pedagogical methods that work forstandardized groups but are rarely modified for individual students. This can become a concernwith

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

project-based learning courses. At the University of Michigan this course,Engineering 100, Introduction to Engineering, takes the form of a first year design experience,devised to introduce the first year student to what it means to be a practicing engineer. Page 25.524.5II. Engineering 100Engineering 100 is a team-taught, four-credit core course with four primary goals: to introducefirst-year students to basic engineering concepts, principles, and methods; to give themcontextualized instruction and experience in technical communication; to acquaint them withimportant concepts in engineering ethics, professionalism, teamwork, and sustainability

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Rick Williams, East Carolina University; William Howard, East Carolina University

Tagged Divisions

First-Year Programs

concepts, professional practice topics (such as teamwork, ethics, and projectmanagement), and a robot project. The second course, ICEE 1020, was taught in five one-hourlectures and one two-hour lab session per week and included statics, mechanics of materials,materials science, and engineering economics.In an “ideal” environment (all students beginning in fall semester at the same math level, allstudents highly motivated to learn engineering, and no transfer students), these freshman courses Page 15.210.2could probably be taught successfully. In practice, the six-credit freshman courses presentedseveral problems: ≠ Because there were no admission

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University; Baker A. Martin, Clemson University; Matthew K. Miller, Clemson University

Tagged Divisions

First-Year Programs

department is always looking to improve how material relevant to major explorationis incorporated into its introductory course as it can have a significant impact on individualstudents as well as the retention and persistence statistics in the engineering majors.Over the years, the General Engineering department has implemented a variety of methods toencourage and/or require students to learn about the different engineering majors offered atClemson. For several years, students were required to complete a series of assignments as part ofan “Individual Reflection Portfolio.” These assignments required students to researchinformation about the different engineering disciplines then write reflections related toengineering ethics and future engineering

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

, knowledge of changes in student attitudes were sought as a response to a coursedeveloped for first year engineering (FYE) majors [12]. This course, Engineering and Society,contains elements that are common among FYE courses such as the study of engineeringdisciplines, ethics, and a team-based design project, yet it uniquely focuses on the connectionsamong engineering/technology and society and the development of technology within a societalcontext. This allows us to integrate ethics and the engineering design experience with thetechnology and society content, which provides a platform for analyzing current technologicalsystems and exposes students to the breadth and diversity of engineering. Aside from meetingABET and University-level outcomes

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky; Joshua Parsons; Shannon Lee Sampson; Brad A. Hubbard, University of Kentucky

Tagged Divisions

First-Year Programs

toavoid any potential ethical conflicts. Beyond ethical conflicts, this is also important as there arefaculty both within the college of engineering (CoE) and the FYE group itself with groupinterview experience and one with significant experience with engineering education. Facultybeing interviewed may not have been as forthright knowing data gathering was being performedby their peers. Furthermore, members of the FYE program abstained from surveys responses andfocus groups. A series of four questions was asked in survey form of all faculty: 1. What is your understanding of the rational motivating this curriculum change? 2. From your perspective, what are the potential benefits of the FYE program? 3. What concerns do you have

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas J. Vasko, Central Connecticut State University; Peter F. Baumann, Central Connecticut State University

Tagged Divisions

First-Year Programs

matter, has proven ideal for the inclusion of FYE activities. Within this firstengineering course, classroom lectures and activities are based on a text by Eide et al. [11],which includes chapters focusing on the engineering profession, the design process, engineeringsolutions and problem-solving format, dimensional unit conversions, basic and inferentialstatistics, mass balance, statics and mechanics of materials, energy concepts, and electrical Page 25.332.2theory. The desired student-learning outcomes include:  Familiarity with the engineering discipline  Engineering professionalism and behavior consistent with the code of ethics

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne P.E., Colorado School of Mines; M Brunhart-Lupo, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

and Engineering Students. Part 1: Modelsand Challenges.” Journal of Engineering Education, Vol. 93, No. 4, 2004, pp. 269-277. Page 26.1740.136. R.M. Felder and R. Brent, “The Intellectual Development of Science and Engineering Students. Part 2: Teachingto Promote Growth.” Journal of Engineering Education, Vol. 93, No. 4, 2004, pp. 279-291.7. G. S. Stump, J.C. Hilpert, J. Husman, W.-T. Chung and W. Kim, “Collaborative Learning in EngineeringStudents: Gender and Achievement.” Journal of Engineering Education, Vol. 100, No. 3, 2011, pp. 475-497.8. N.Van Tyne and M. Brunhart-Lupo, “Ethics for the ‘Me’ Generation – How ‘Millennial

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Divisions

First-Year Programs

,undocumented values, ethics and beliefs they acquire while at school, that is, the lessons fromthe Unwritten Syllabus. These other skills, frequently described as soft skills, are often discussedby both teachers and human resource personnel for employers.7 This set of soft skills, such aspersonal accountability and greater work ethic, is not subject to defined teaching methods. Thereare clearly benefits to acquisition of these skills, but it has been a challenge to describe themethods and techniques used to achieve success in these skills and the list of these skills variesfrom source to source. The Unwritten Syllabus may encompass skills such as intellectualcuriosity, caring for others, ability to overcome obstacles and more. In addition, many of

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; David Wheatley

Tagged Divisions

First-Year Programs

Students in Critical ThinkingAbstractCase studies are used in the Introduction to Engineering course as a method for incomingstudents to experience and evaluate examples of various engineering activities. A majorobjective of the case studies is to expose students to some aspects of the modern practice ofengineering, namely: teamwork, problem and data analysis, design creation, presentation anddefense of a designed solution, and professional ethics. The case study work is carefullystructured to engage students in the engineering activities of critical thinking and analysis of acomplex problem. Highly technical aspects of engineering requiring training not yet received bythe students are avoided.A common case study used in engineering training is

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicole R. Weber, Purdue University; Melissa Dyehouse, Purdue University; Constance A Harris, Purdue University; Ray David, Purdue University; Jun Fang, Purdue University; Inez Hua, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

nationally6: 43%, almost two and ahalf times the 18% figure for women in engineering as a whole6. The connection ofEnvironmental and Ecological Engineering (EEE) to solving problems that matter to people maybe one reason for this high representation1.Finally, the research team is addressing an area of national need. The increased need forengineers who are skilled in addressing a broad range of engineering issues with environmentalimplications has been identified in some of the National Academy of Engineering’s “GrandChallenges of Engineering1”. As the world becomes more integrated culturally andenvironmentally, engineers have to adapt to the challenges with responsible innovations thatembrace the ethical and ecological contexts. Traditional

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas

Tagged Divisions

First-Year Programs

” formatting. The shown graded deliverables in the schedule for Week 9 are Lab9, which is worth 3 points, and Quiz 9, which is worth 2 points. The study materials for Week 9are Lecture 9 on the subject of Ethics. Several students provided feedback about this schedule andappreciated its simplicity, availability, and efficacy. Fig. 1, Top of the Course’s HomepageA link is provided, below the schedule, to a discussion board where all technical questions areasked and resolved. As presented in a previous paper [6], discussion boards initialized a sense ofcommunity and helps students interact with the professor, teaching assistants, and one another.Ray and Tabas [7] deployed a survey in their online class. Their survey indicates

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Divisions

First-Year Programs

% Teamwork 57% Problem Solving 55% Design 52%Analysis of course syllabus and course timeline scheduleStudents that responded to this survey had just completed an introductory course for theirengineering coursework that included learning outcomes of: applying critical thinkingframework to engineering design problems, explaining steps to an engineering design,summarizing effective strategies for dealing with interpersonal and communication problems thatarise in teamwork, and identifying ethical and professional issues of engineering practice.Through an analysis of the course schedule and lesson timeline we found a significant amountclass time was

Conference Session

FPD6 - First Year Curricula Development

Collection

2008 Annual Conference & Exposition

Authors

Laura Ruhala, University of Southern Indiana; Richard Ruhala, University of Southern Indiana; Eric Sprouls, University of Southern Indiana

Tagged Divisions

First-Year Programs

Careers in Engr / Planning Careers in Engr/Planning/Professionalism 5 Co-op Program Student Chapter Meetings 6 Engr Student Club Meetings Civil Engineering Program 7 Mechanical Engr Program Breakout Session Î Note-taking/Sketching 8 Civil Engr Program Electrical Engr Program 9 Electrical Engr Program Breakout Session Î Graphs/Tables 10 Engr Ethics Industrial Supervision/Adv. Manufacturing 11 Adv. Manufacturing/Industrial Sup. Ethics/Life-Long Learning 12 Engr Professionalism Mechanical Engr Program 13 Thanksgiving Î

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

Tagged Divisions

First-Year Programs

applying components of the engineering design process, as well ascommunications, teamwork skills, and the human factors (such as equity and ethics) that go intothe business of engineering. The entire class discussed these concepts for the first half of eachsynchronous session. The second half of the sessions took place in team breakout rooms forfurther discussion and applicational activities.Student support: Friday class time was dedicated to teaching team support, either through virtualmeetings or in-person studio support. As studio capacity was decreased due to COVID-19, arotating schedule of teams could attend in-person studio time with the teaching assistants to workon their projects or to seek general academic support. Throughout the semester

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Gary Halada, State University of New York at Stony Brook

Tagged Divisions

First-Year Programs

designed to avoid failure. The ethical implications of engineering failures are also discussed, and students individually research and report on a recent engineering failure (of their own choosing), providing a brief failure report and presentation.Modules 2 and 3 (the “mousebot” and fuel cell) have been recently redesigned to expand theopportunities for active (hands-on) and problem based learning. For example, students areencouraged and directed to optimize the designs by customizing construction and materials, anda “studio” approach has been incorporated into nearly one quarter of the classes for the course.This allows student groups to freely explore ideas and develop skills with supervisory assistancefrom the

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

glance, one mayassume that factors such as student aptitude (understanding engineering concepts) and work ethic(study and preparation skills) are the leading contributors to student attrition. However, the vastmajority of engineering students, whether they are aware of it or not, do certainly have the requiredaptitude to succeed (apparent in the fact that they met the engineering school admission criteria),and work ethic is a characteristic that all can attain (if they do not already have it). While thesepotential barriers of aptitude and work ethic surely play a role in effecting retention, modernresearch has shown that there are other individual constructs that not only play a very influentialrole in retention, but are even more meaningful

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University

Tagged Divisions

First-Year Programs

problems. Examples are Ohm’s Law to analyzea simple circuit, energy transformation and conservation for projects involving dropping objectsor projectile motion, or chemical reactions to evaluate soil or water contamination. The goals ofthis class are similar to those of other first-year engineering courses: Summarize the steps of the engineering design process Apply basic physics concepts to the design and analysis of built systems Apply teamwork skills and resolve team conflict Write a simple engineering report and present the report orally Use tools such as spreadsheets, programming, and CAD software to support engineering design and analysis Use ethical reasoning to address to evaluate ethical dilemmas Explain principles

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Deborah Morrow, Grand Valley State University

Tagged Divisions

First-Year Programs

mission andvalues, and that can be selected from for incorporation into assignments, courses, and curricularprograms explicitly and measurably[10]. For each of six Skills Goals areas, Learning Objectivesare defined at three levels: General Education and Basic Skills Courses, Major Program, andGraduate Programs. A clear path lay for defining IL instruction associated with a targetassignment in EGR 220 to include selected ILCC skills goals and Basic-level learning objectivesthat matched with desired lifelong learning skills interpreted to fulfill ABET program outcome„i‟. ABET program outcomes relating to professional responsibility and ethics („f‟) and effectivecommunication („g‟) could also be part of this intersection between the School of

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University

Tagged Divisions

First-Year Programs

education.Dr. Barbara B. Kawulich, University of West Georgia Dr. Barbara Kawulich is Interim Director of the Evaluation Center and Associate Professor of Research in the Educational Technology and Foundations Department at the University of West Georgia. She teaches qualitative and action research, ethics, leadership, and diversity to graduate and undergraduate students. Her research focuses on research methods, research pedagogy, and issues related to indigenous women. She has authored numerous publications on these topics and has co-authored two books on research methods.Prof. P.K. Raju, Mechanical Engineering Dept, Auburn University,Al Dr. Raju is the Thomas Walter Distinguished Professor of Mechanical Engineering at

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo

Tagged Divisions

First-Year Programs

skills, such as findingand using reliable information, conducting their work ethically, and locating standards and codes[3], [4]. As such, engineering students need comprehensive and effectively designedinformation-seeking instruction.Traditionally, information-seeking behavior instruction is formally delivered in person, followedby in-class activities that give students opportunities to practice their skills. In this setting,instructors, librarians, and teaching assistants can directly observe and guide student behavior,while students can ask questions and receive real-time feedback. These interactions have beenshown to improve learning outcomes by facilitating student engagement [5]. With classes movedonline, educators are left to determine