Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

First-Year Programs

Paper ID #12230Spatial Visualization Skills Intervention for First Year Engineering Students:Everyone’s a Winner!Dr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S. and Sc.D. while working jointly with researchers at the Shriners Burns Hospital and Massachusetts General Hospital. While at MIT, he was awarded a Shell Foundation Fellowship and was an NIH biotechnology Predoctoral Trainee. Upon completion of his doctoral studies, he

Conference Session

Introducing Programming in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Steven Gordon, The Ohio State University

Tagged Divisions

First-Year Programs

-based or problem-and project-based learning. Inductive teaching is a style that includes both problem and project-based instructional methods. The literature shows that inductive methods promote activelearning in order to advance intellectual development by encouraging students to confront thechallenges provided by real situations. 5,6,7,8 Problem and project-based learning promotes thedevelopment of the conceptual understanding, retention of knowledge, cognitive reasoning, andproblem-solving skills necessary to apply the material to the situation. It has been shown toimprove class attendance while enhancing the skills necessary to solve the logistical andinterpersonal problems that predictably occur when students work in teams. 9,10,11 Being

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doina Bein, California State University, Fullerton; Jidong Huang, California State University, Fullerton; Yu Bai, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Paulina Reina, California State University, Fullerton

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Diversity

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First-Year Programs

Paper ID #34955Lessons Learned From the First-Year Enrichment Program for Engineeringand Computer Science Students in the ASSURE-US ProgramDr. Doina Bein, California State University, Fullerton Dr. Bein has an extensive publication record: 13 book chapters, 19 journal articles, and 69 conference papers. Four of her conference papers have received the best paper awards. She was awarded (as PI or co-PI) several research and teaching grants from AFOSR and NSF. She is the general vice-chair of an annual conference, International Conference on Information Technology: New Generations (ITNG), held in April in Las Vegas, NV. She

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

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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

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

David Hall, Louisiana Tech University; Stan Cronk, Louisiana Tech University; James Nelson, Louisiana Tech University; Patricia Brackin, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

. Page 14.619.2Gustafson, McCaul, and Soboyejo conducted a survey of 280 alumni during the academic year2000-2001. Asked how their undergraduate experiences could have better prepared them fortheir professional careers, their top four responses included5: ≠ Changes in the content of engineering courses, including the use of current technology and software, more industry interactions, and real-world context; ≠ More involvement in professional organizations; ≠ An increased use of trade/professional publications within the curriculum; and ≠ Increased focus on professional skills, including ethics, teamwork, and communication.Several have reported the need to teach and encourage students to use library resources such astrade

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, Quinnipiac University; Nebil Buyurgan, Quinnipiac University; Julia Leeds

Tagged Divisions

First-Year Programs

traditionalmethods should remain as the major part of teaching. In Weisner & Lan[7] student learning iscompared in engineering laboratories on process control and monitoring. Computer-basedsimulation experiments are used as teaching tools for one group of students while another groupuses tactile experiments. The study reveals that student learning is not adversely affected bycomputer-based experiments. A similar comparison study is reported in Olin et al. [8], wheresimulation-based laboratory components are introduced a group of electrical engineeringstudents and their learning performances are assessed against a control group. The group thatused simulation-based environments outperformed the control group. The study in Fraser et al. [9]also reports

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Lynnane George, U.S. Air Force Academy; Robert Brown, U.S. Air Force Academy

Tagged Divisions

First-Year Programs

all students at the US Air Force Academy (USAFA). Ittakes an innovative approach to first-year engineering education by introducing engineering inthe context of the design process. Students are organized into teams and are given assignmentsgeared towards hands-on exposure to five engineering disciplines: astronautical, aeronautical,mechanical, electrical, and civil. The final project requires them to design, construct, and launcha rocket-powered boost glider. The boost glider is produced in a five-stage process whichbalances textbook and laboratory work, with each stage focused on one of the engineeringdisciplines. Faculty from each of the five engineering departments at USAFA teach the course,reinforcing the multidisciplinary nature of

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Michael Swanbom; David Hall, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University

Tagged Divisions

First-Year Programs

the regular class period are required to come back to the classroom after hours tocomplete the project. The faculty members teaching the course team up to monitor the work ofthese stragglers. The assembly steps can be completed outside of class. Figure 9 – Assembled PumpWith a class size of 40 students and a group size of 2, half of the class can work on their pumpsat the same time since 10 fabrication stations are available in the classroom (Figure 10). Theother half of the class works on drawing other pump parts (the barbed fittings, DC motor, andscrews) and create an exploded assembly of the system in Solid Edge®. Figure 10 – Integrated Lecture / Laboratory / Shop Classroom

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beverly K. Jaeger, Northeastern University; Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

AC 2012-4011: PROGRAMMING IS INVISIBLE OR IS IT? HOW TOBRING A FIRST-YEAR PROGRAMMING COURSE TO LIFEDr. Beverly K. Jaeger, Northeastern University Beverly Jaeger, Susan Freeman, and Richard Whalen are members of Northeastern University’s Gateway Team, a group of teaching faculty devoted to the developing and enhancing the First-year Engineering program at Northeastern University (NU). They also each maintain a close affiliation with the Mechan- ical and Industrial Engineering program at NU, bringing expertise from their majors to the first-year classroom. The focus of this team is to provide a consistent, comprehensive, and constructive educational experience that endorses the student-centered, professional, and

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

AJ Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Nathan D. Manser, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Ken Thiemann, Michigan Technological University

Tagged Divisions

First-Year Programs

Paper ID #34189Engaging Students in Synchronous, Remote, or Hybrid First-YearEngineering CoursesDr. AJ Hamlin, Michigan Technological University AJ Hamlin is a Principal Lecturer in the Department of Engineering Fundamentals at Michigan Tech- nological University, where she teaches first-year engineering courses. Her research interests include engineering ethics, spatial visualization, and educational methods. She is an active member in the Mul- tidisciplinary Engineering and the Engineering Design Graphics Divisions of ASEE. For the Multidisi- plinary Division she has served as the Secretary/Treasurer, Program Chair, and

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Paul Pagano, Western Michigan University; Amanda Rossman, Western Michigan University; Kendall Vasilnek, Western Michigan University; Betsy Aller, Western Michigan University; Edmund Tsang, Western Michigan University; Andrew Kline, Western Michigan University; Edward Brabandt, Western Michigan University

Tagged Divisions

First-Year Programs

interested in pursuing a career in structural engineering.Kendall Vasilnek, Western Michigan University Kendall Vasilnek is a second-year student in Civil and Construction Engineering at Western Michigan University. She is a teaching assistant for first-year, at-risk students, and hopes to go into environmental engineering upon graduation.Betsy Aller, Western Michigan University Betsy M. Aller received her PhD from Michigan Technological University and is assistant professor of Industrial & Manufacturing Engineering at Western Michigan University. She teaches her department's capstone design courses and the college-wide service learning engineering design sequence, and

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

Aerospace Engi- neering at San Jos´e State University since 1994. Prior to coming to SJSU, he worked at IBM in San Jos´e in the development of disk drive actuators and spindle motors. He has also worked as a consultant in the optomechanical and laboratory automation industries. His areas of teaching and research are primarily focused in mechatronics, precision machine design, engineering measurements, and programming. He was one of the faculty members who redesigned the E10 Introduction to Engineering course in 2007.Prof. Ping Hsu, San Jose State University Dr. Ping Hsu graduated from University of California, Berkeley in 1988 with a Ph.D. in Electrical En- gineering. After graduation, he joined the Department of

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

degrees in History and in Construction Engineering and Management are from North Carolina State University. Dr. Talley teaches courses in the Construction Science and Management Program, and her research focus is in student en- gagement and retention in engineering and engineering technology education. Contact: kgt5@txstate.edu c American Society for Engineering Education, 2016 Multi-Disciplinary Summer Orientation Sessions for First-Year Students in Engineering, Engineering Technology, Physics, and Computer ScienceAbstractThis work in progress is motivated by a self-study conducted at Texas State University. Thestudy revealed that the average second year

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

: ExploringEngineering and Engineering Communications. Exploring Engineering I & II, each have twocomponents: (1) a one-hour lecture section that meets twice a week, and (2) a one and one-halfhour laboratory section that meets once a week. The lecture section is one for which all thestudents are registered while the laboratory component is split into classes of twenty-fivestudents or fewer. In Exploring Engineering I, the fall semester iteration of this course,attendance is mandatory. However, in Exploring Engineering II students have been given theoption of viewing the recorded lecture, rather than being physically present when the lecture isgiven. Attendance is taken in the lecture with an iClicker™. Students, who choose not to attendthe lecture, access

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Connor, Virginia Tech; Vinod Lohani, Virginia Tech; Kumar Mallikarjunan, Virginia Tech; G. Loganathan, Virginia Tech; Jenny Lo, Virginia Tech

Tagged Divisions

First-Year Programs

courses called “Engineering Exploration EngE1024” in order toprovide avenues for educational research, provide teaching opportunities for graduate students,and reduce faculty teaching loads for pursuing scholarly activities. This model was fullyimplemented in the fall of 2005. Traditionally, EngE faculty members taught the two credit hour Page 11.943.2introduction to engineering classes similar to EngE1024 twice a week for fifty minutes each in atraditional classroom of about thirty seats. With the new model, the course had eight largeweekly lecture sessions with 150-170 students in each section and taught by a faculty memberfor fifty minutes

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Janet Callahan; John Gardner, Boise State University; Amy Moll, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

First-Year Programs

and points were awarded weekly.ENGR 110 met for approximately 5.5 hours weekly, 3.6 of which were devoted all semester longto supplemental math instruction, primarily through the use of a web-based tutorial program,ALEKS (Assessment and LEarning in Knowledge Spaces). This web-based program wasdeveloped and implemented as an assessment and teaching system based on Knowledge SpaceTheory; see for example, Falmagne, et al.5 Developed at the University of California, Irvine andsupported initially by the National Science Foundation, ALEKS offers individualizedmathematics tutoring that identifies what the individual student already knows, via assessmenttechnology, and what is ready to be learned. Based on the results obtained from Carpenter etal.,2

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaya Dofe, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. The final project deliverables include submittinga formal project report documenting the design/fabrication process, flow charts, schematics, andresults and discussion. The students were also required to demonstrate their project, make a formalPowerPoint presentation, and compete against mechanical and civil engineering projects. Thestudents were required to sign the code of conduct and document each team members’ contributionto each project with details of their executed tasks. The students very much enjoyed working in ateam environment.2. Research methodology Teaching and learning engineering education processes are strongly determined bypractical exercises, experiments, and laboratory classes. Engineering students learn by doing

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

. Transform Teaching and Learning: Improved retention as a result of expanding our undergraduate teaching assistance (UTA) programs and institutionalizing a formal UTA training pedagogy. A working knowledge in best practices will enable them to be both effective and engaging in the laboratory and/or classroom. 2. Increase Faculty and Student Interactions: Improved retention as a result of implementing University-wide and discipline-specific (intentional) community building activities that foster STEM students’ sense of identification with STEM departments.This project’s conceptual framework is built around three mutually intersecting groups: STEMfaculty, STEM undergraduates, and STEM Undergraduate Teaching

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., Binghamton University; Peter J. Partell, Binghamton University; Meghan Crist, Binghamton University

Tagged Divisions

First-Year Programs

WIPstudy are highlighted in Table 1:• Q14 – How do you think you are doing in your science course?• Q15 – Have you received any extra help outside of class from your science instructor or graduate teaching instructors?• Q18 – About how many hours outside of class each week do you spend studying material in your science course?The responses to these three questions, along with final science grades, are used to answer thefollowing questions:• What is the relationship between surveyed science grades and whether or not a student asks their science instructor or laboratory graduate teaching assistant for extra help?• What is the relationship between surveyed science grades and how much time each week is spent studying outside of class

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

. She researches STEM learning with a focus on math learning and spatial representations. Ms. Bego is also assisting the Engineering Fundamentals Department in the Speed School in performing student retention research. She is particularly interested in interventions and teaching methods that allevi- ate working memory constraints and increase both learning retention and student retention in engineering. Ms. Bego is also a registered professional mechanical engineer in New York State.Dr. Patricia A. Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD degrees in chemical

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Rod Paton, University of Auckland; Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland

Tagged Divisions

First-Year Programs

AC 2010-1079: FIRST-YEAR ENGINEERING FROM THE PERSPECTIVE OF AHIGH-SCHOOL TEACHER.Rod Paton, University of Auckland Rod Paton holds BSc and MSc degrees in physics from the University of Auckland, New Zealand. He has been teaching high-school science and physics since the start of 1994. For the past 12 years he has been Head of Physics at Westlake Boys’ High School, Auckland, New Zealand. Rod has integrated ICT into the school’s physics programs and developed problem-solving books and practical manuals to enhance the skills and abilities of all students. His main research interests are centred on implementing steps to improve the problem-solving and academic-writing abilities of high-school

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Ari Epstein, Massachusetts Institute of Technology; Alberta Lipson, Massachusetts Institute of Technology; Rafael Bras, Massachusetts Institute of Technology; Kip Hodges, Massachusetts Institute of Technology

Tagged Divisions

First-Year Programs

identify the program as a highlight of their freshman year, both academically andsocially, and they report that it has had a strong impact both on the work they choose to do asupperclassmen and on the way in which they do it. (2006 is the first year in which a Terrascopeclass will graduate, so we do not yet have any data on post-graduation activity.)The authors of this paper include a co-director of ESI/Terrascope (Hodges), faculty responsiblefor teaching the Terrascope classes (Bras, Epstein and Hodges) and an associate director ofMIT’s Teaching and Learning Laboratory (Lipson) who has been conducting research on thesocial and educational outcomes of Terrascope and its MIT antecedents since before theprogram’s formal inception. The program is

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University Purdue University-Fort Wayne (ET)

Tagged Divisions

First-Year Programs

), accessed January 2006.8. Thompson, E. “Project for Signal Processing Course,” Department of Engineering, Indiana University Purdue University - Fort Wayne, Personal Communication (2005).9. Moor, S, “Case Study: Renovating a Computer Teaching Laboratory for Active and Cooperative Learning,” ASEE 2006 Illinois-Indiana and North Central Joint Section Conference, (Fort Wayne, IN).10. Moor, S. “Music in MATLAB,” http://www.engr.ipfw.edu/~moor/music/.11. Peterson, M., “Resources to accompany Musical Analysis and Synthesis in MATLAB,” http://amath.colorado.edu/pub/matlab/music/, November 2005, accessed January 2006.12. University of Jyväskylä, “MIDI Toolbox contents,” http://www.jyu.fi/musica/miditoolbox/index.html, ©2004

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, Ohio State University; Cassondra Wallwey, Ohio State University; Michael Parke, Ohio State University

Tagged Divisions

First-Year Programs

the honors track of the first-yearengineering program.In the honors track, the first course in the two-course sequence has two primary components: thelecture portion and the lab portion. The lecture portion of this course is taught by the instructor,utilizing an inverted classroom approach [5], while the laboratory portion of the course is taughtby a Graduate Teaching Associate (GTA), focusing on introducing students to variousengineering disciplines through team-based lab experiences and technical writing assignments.The instructional team for the lab consists of one GTA and four Undergraduate TeachingAssistants (UTAs). The GTA runs the weekly two-hour lab sessions by presenting the necessarybackground content and lab procedure information

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

engineering.IntroductionRecruiting, teaching and retaining students in engineering programs is a national problem thathas been addressed in many, varied ways.1 The University of South Alabama has implemented anovel program to improve retention in engineering, especially among high achieving students. Apilot program, Freshman Research Experience in Engineering (FREE), was conducted lastsummer with extremely successful outcomes. Funding for program instruction and materialswas provided through Alabama NSF EPSCoR, so there were no costs to the participants.Students spent two weeks immersed in interdisciplinary engineering topics ranging from roboticsto composite materials. LabVIEW™ programming was integrated into each topic. The studentsexplored instrumentation, sensors, and

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

graduatestudents teaching in the undergraduate program. Also, the class size for lecture and laboratorysections are intentionally kept small, even during the first-year, in order to be consistent with themission of the School. Laboratory sections are geared to be between ten and fifteen students.Lifelong learning in the curriculum. A rubric was developed to assess students on thedemonstration of knowledge and awareness of lifelong learning, of application of skillsconsistent with, and of behavior associated with someone who is a lifelong learner. Performanceindicators constituting evidence that lifelong learning is occurring included: ● recognition of the need for further education and self-improvement; ● recognition of the necessity of continuing

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; Beverly Jaeger, Northeastern University; John K. Estell, Ohio Northern University

Tagged Divisions

First-Year Programs

AC 2007-1599: ONE-MINUTE ENGINEER, NTH GENERATION: EXPANSION TOA SMALL PRIVATE UNIVERSITYJohn-David Yoder, Ohio Northern University JOHN-DAVID YODER is an Associate Professor of Mechanical Engineering at ONU. His Doctorate is from the University of Notre Dame. Research interests include education, controls, robotics, and information processing. Prior to teaching, he ran a small consulting and R&D company and served as proposal engineering supervisor for GROB Systems, Inc.Beverly Jaeger, Northeastern University Beverly Jaeger, PhD is a member of Northeastern University’s Gateway Team, a selected group of full-time faculty expressly devoted to the first-year Engineering Program at Northeastern

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenahvive K. Morgan, Michigan State University; Roya Solhmirzaei, Michigan State University; Hadi Salehi, Michigan State University

Tagged Divisions

First-Year Programs

. Her interests include innovative laboratory experiments for undergraduate instruction, engineering design for first-year students, and encouraging women to study engineering. For the three years prior to teaching at Michigan State University, she taught freshman and sophomore engineering courses at Rowan University. While at Rowan University she was Co-Director of RILED (Rowan Instructional Leadership and Educational De- velopment), the advisor for the student chapter of the Society of Women Engineers (SWE), and given the ASEE Campus Representative Outstanding Achievement Award. Her teaching experience also includes work as a graduate student facilitator and engineering teaching consultant at the University of

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Odis Griffin, Virginia Tech

Tagged Divisions

First-Year Programs

description and a New Teaching FormatThe ENGE1024 course description is: “Introduction to the profession and the College ofEngineering; foundation material in: problem definition, solution and presentation; design,including hands-on realization working in teams; modeling and visual representation of abstractand physical objects; scientific computation; algorithm development, computer implementationand application; documentation; ethics; professionalism”.9The course is a 2-credit course and all engineering freshmen are required to pass the course witha C- or better grade. Traditionally, this course was taught by EngE faculty using two 50-minlessons every week. In spring 2005, the first two authors took the lead in piloting a new formatinvolving one 50

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily A. Bovee, Michigan State University; Daina Briedis, Michigan State University; S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S. and Sc.D. while working jointly with researchers at the Shriners Burns Hospital and Massachusetts General Hospital. While at MIT, he was awarded a Shell Foundation Fellowship and was an NIH biotechnology Predoctoral Trainee. Upon completion of his doctoral studies, he joined the Stanford University Genome Technology Center, receiving an NIH Kirschstein post-doctoral fellowship. He joined Michigan State University in 2004 and his research is focused on the development of parallel analytical methods and the engineering of active nucleic acids (e.g., siRNAs) through mechanism-based design. He has been recognized for his