Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

after introducing themodel to the students and making the language and process clear to them, their post-assessmentwill show an improvement in their critical thinking. In the future, as students progress throughthe engineering program, periodic critical thinking assessments as part of the QEP will be doneto track the impact of ―Introduction to Engineering‖ on future critical thinking behavior. Page 14.611.21. IntroductionAs part of the University of Louisville’s effort to maintain quality teaching and learning andprepare students to meet the challenges they will face throughout their lives, a qualityenhancement plan (QEP) was adopted in 2007

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

Online has expanded to offermore than 70 undergraduate and graduate degree programs entirely online.In April 2013, the Ira A. Fulton Schools of Engineering at ASU announced plans to offer itsBachelor of Science in Engineering (B.S.E.) degree program in Electrical Engineering entirelyonline. At the time of the announcement, it was the first and the only ABET accredited 100% Page 26.472.3online BS electrical engineering program in the nation14. While there are other onlineengineering programs, most BS degrees require on-campus labs and most of the 100% onlineprograms are MS or engineering technology certificate programs. The goal is to provide

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

with all ofthe program outcomes, ABET does not define lifelong learning or provide guidelines forassessing achievement of lifelong learning skills. Besterfield-Sacre et al.[2] identified keyattributes of lifelong learning as part of an NSF-funded Action Agenda study (listed on theEngineering Education Assessment Methodologies and Curricula Innovation website[3]). Theseattributes included the ability to: ● demonstrate reading, writing, listening, and speaking skills; ● demonstrate an awareness of what needs to be learned; ● follow a learning plan; ● identify, retrieve, and organize information; ● understand and remember new information; ● demonstrate critical thinking skills; and, ● reflect on one‟s own

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

’ confidence in chemistry, engineering andcomputer skills increased as a result of the course. The most significant increases were observedin engineering skills because initial confidence levels in this area were low. A majority ofstudents reported increased interest in STEM fields and 100% of students (during the 2018cohort) reported that increasing their confidence in science, math and engineering contributed tothis intensified interest. This program evaluation reviews the program’s objectives, format,teaching tools, student feedback and plans for future programming and assessment.IntroductionThe need for STEM-educated workers is long-standing and well-established [1, 2]. The USgovernment has responded by encouraging the development of a STEM

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seach Chyr (Ernest) Goh P.Eng., University of British Columbia, Okanagan; Claire Yu Yan P.Eng., University of British Columbia, Okanagan; John M. Hopkinson, University of British Columbia, Okanagan

Tagged Divisions

First-Year Programs

midterm exam, but with a suggestion thatthey may also give feedback about the media. Out of 61 open ended responses, sixteen containedfeedback about the two deployed media. Nine were outright positive, one was negative, while sixgave suggestions for improvement, listed in Table 7, together with our planned response. Four ofthem mentioned that being able to go at their own pace was a good point. This feedback is key toour original intention for the bigger project – to cater to students with different prior knowledge.The survey question and full text of the student feedback is in Appendix E. Attempt Rate of Lecture 9 vs Date 80% Typical Attempt Rate

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Okan Caglayan, University of the Incarnate Word; Sreedevi Ande P.E., University of the Incarnate Word; Erik Coronado; Max Joseph Martinez, University of the Incarnate Word; Samuel Jacob Handowski

Tagged Divisions

First-Year Programs

presentations made by the guestspeakers from various industries, such as Southwest Research Institute, Boeing, Rackspace, andFirst Year Engagement Office at UIW. Their presentations emphasized the followingskills/attributes that students need in order to be successful in college and career:  Time management – class attendance, planning, class assignments.  Networking and communication – soft skills, participation in student clubs, gaining information about internships.  Creativity and problem solving – applications of MATLAB5 used in industry by STEM experts.The outcome of the second objective was achieved by developing and implementing technicalsolutions to problems in computer programming, robotics, and presenting the

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

peer evaluations, and leading teamwork training sessions. She is currently conducting research on team learning processes in engineering student project teams. Additionally, she has co-developed a framework for measuring and in- terpreting an array of team dynamics. An online assessment tool has been created based on this framework which allows teams to diagnose and improve the ”health” of their team. She is passionate about her area of research and plans to continue conducting research on factors that contribute to effective teamwork.Dr. Tom O’Neill, University of Calgary Tom is a Professor of Industrial/Organizational Psychology and leading expert in the areas of team dy- namics, virtual teams, conflict management

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rolfe Josef Sassenfeld, New Mexico State University; John Ross Tapia, New Mexico State University

Tagged Divisions

First-Year Programs

simulations lessen theslow response time of traditional grading.Introductory level classes are described by Koenig[7], that help develop and reinforce basicreasoning skills that are critical in carrying out projects, designs, and experiments later on inSTEM coursework. These classroom exercises are designed so that they scale up in difficulty.Hixon[4] calls this a “spiral curriculum,” and appears to be very useful with engineering designprojects.Our FYE plan is based in part on implementing these experiential learning methods inconjunction with the retention strategies developed by the ECSEL coalition, Kalonji &Gretchen[6]. The FYE is only the first year of a complete four year plan for increasing studentretention. The FYE transitions in the

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert A. Green, Mississippi State University; M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University

Tagged Divisions

First-Year Programs

agricultural and biological engineering at MSU. James is also the Adjunct Director for training and instruction in the professional services department at ABET. In this role, Warnock oversees the development, planning, production and implementation of the ABET Program Assessment Workshops, IDEAL and the assessment webinar series. He also directs activities related to the workshop facilitator training and professional development. Page 26.1274.1 c American Society for Engineering Education, 2015 Promoting Engineering Identity through a Pre-Semester

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

Tagged Divisions

First-Year Programs

education since 2003 (at Bucknell University) and began collaborating on sustainable engineering design research while at Georgia Tech. She is currently engaged in course development and instruction for the junior design sequence (ENGR 331 and 332) and the freshman design experience, along with coordinating junior capstone at JMU. In addition to the Ph.D. in Civil Engineering, Dr. Barrella holds a Master of City and Regional Planning (Transportation) from Georgia Institute of Technology and a B.S. in Civil Engineering from Bucknell University.Dr. Justin J. Henriques, James Madison UniversityDr. Kyle G. Gipson, James Madison University Dr. Kyle Gipson is an Assistant Professor at James Madison University (United States) in

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew B. James, Virginia Tech; Homero Murzi, Virginia Tech; Jason Forsyth, James Madison University; Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida

Tagged Divisions

First-Year Programs

and a tool to defineacademic curricula due to the lack of a comprehensive definition of it. The model provides acomprehensive overview of educational environments and considers not only the internal factorsthat influence a particular curriculum or program, but also several external stakeholders that havean impact on them. This model has been used previously in research about courses, degreeprograms, colleges and even institutions as a whole [16]–[22]. The academic plan modelrecognizes the importance of multiple internal and external key stakeholders and their rolesinfluencing decision-making processes. The academic plan model provides a holistic approach tohow we analyze students’ perceptions of one of the most important external influences

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

commonseminar times and introduced them to Science Bound and the two. The first-year students weretold that they would be working with Science Bound students in two ways.The first way was having the first year students go to the high schools of the Science Boundstudents in Indianapolis. Students were expected to conduct short engineering and scienceprojects which would engage Science Bound students. These projects were designed to less thantwo hours in length. They included projects like building simple structures to support a load,designing or creating a vehicle to support an egg dropping from a height.Students wrote a short proposal on the type of projects that were planned. In addition to theplanned proposal students were required to verbally

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; Evan T. Curtis, University of Nebraska, Lincoln

Tagged Divisions

First-Year Programs

encourage completion of a baccalaureateengineering degree in the traditional time frame. To accomplish the goal of integrating the students through academic and social supports,the proposed action plan was to implement program activities through two strategies. The firststrategy was to develop a set of student support activities that included academic, financial, andsocial components that would facilitate mentoring, community building, and retention. Second,internship opportunities were to be developed to enhance career development and post-graduatecareer preparation. However, a selection of the student support activities became non-operational. This was due in large part to the different needs that transfer students bring withthem to the

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Ruth Archer, Michigan Technological University; Meral Jackson, Michigan Technological University; Mary A. Fraley, Michigan Technological University; Crystal Lynn Payment, Michigan Technological University

Tagged Divisions

First-Year Programs

Implementation Plan for ENG1001/1100 ENG1001 ENG11001) In-Class Module Introduction 1) In-Class Module Introduction (provide students (provide students with specific with specific design goals) (or re-introduction from design goals) ENG1001).2) Student construction/testing of their 2) Student modeling of a portion of their design using designs. 3-D modeling software (NX).3) Student analysis and documentation 3) Student development of a simulation to test their of project test data, both individual physical model using MATLAB. teams and class performance. 4) Student

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Danny King, Indiana University Purdue University, Indianapolis; Laura Masterson, Indiana University Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

, study skills, time management skills, goal setting, and othernecessary skills. Each year, a panel of upper-class engineering students speak with the SBstudents to share the wisdom of their experience. They are guided to develop a meaningful andcohesive academic plan for their college career. Students are also asked to understand theirstrengths and weakness through a review of personality profiles and learning styles. Orientation to campus resources. Over the course of the program, students are introducedto various resources on campus that are designed to help them succeed. Especially vital toengineering students is the Math Assistance Center and the Writing Center. Each Center workswith the students throughout Bridge to get ready for

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard White, George Mason University; Eileen Patricia Mazzone, George Mason University; Vicki L. Dominick, George Mason University

Tagged Divisions

First-Year Programs

-week (July 11th through August 13th) Online Summer 2010 BridgeProgram. Finally, some reflections and plans for refining and broadening the academic concepts,skills, and support services for next year’s Online Summer Bridge Program are also presented. Afollow-up paper will be prepared on the effectiveness of the Online Summer Bridge Programafter we have had time to collect sufficient data and make comparisons of the academicperformances of the On-Campus versus Online Summer Bridge Program participants.Background Information on Summer Bridge ProgramsThe Virginia-North Carolina (VA-NC) Louis Stokes Alliance for Minority Participation(LSAMP) Program received a five-year grant from the National Science Foundation during thesummer of 2007. The goal

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

work is part of a larger study exploring the experiences of rural engineering students. Inaddition to investigating the motivations behind rural students’ decisions to pursue engineering,the study explored the formation of engineering identity and barriers rural students face whileentering an engineering community of practice [20]. A sample of the questions developed tospecifically probe the research question of this paper is as follows: • Why did you choose to attend college? • Why did you choose this university? • Why did you choose an engineering major? • What motivates you? • After graduation, do you plan to return to your rural community? Why or why not?Data AnalysisInterviews were recorded and transcribed by a

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Steven Lehr, Embry-Riddle Aeronautical University; Christopher Grant, Embry-Riddle Aeronautical University-Prescott

Tagged Divisions

First-Year Programs

, Reprinted Here with Students PermissionWriting a program takes a lot of time and planning, and then even more time. Along the wayyou’ll run into problems and you won’t know how to solve them. Planning is the key. Figure outwhat you’re going to do before you do it. You need to do some research and learn new things sothat you can solve your problems. It is impossible to know how to write an entire program at thestart. You just need to start working on the problem and revise your logic again and again andthen again some more. It is also hard to get exactly what you want from your program. There is apoint where you know that you can optimize your code even more, but it is already good enough.Writing a program is a fluid process. You and your code are

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

business plan for new ventures and 3.40 products 14. Working knowledge of enterprise database systems 3.35 15. Working knowledge of concepts such as MRP, ERP and e- 3.34 commerce Table 1: Skills Valued by Employers of Engineering StudentsItems ranked on a scale of 1-5, where1=Very little value added to the company, 2=Some added value to the company, 3=Good added value to the company, 4=Moderately high added value to the company, and 5=Very high added value to

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette (College of Engineering); Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Jill Anne Folkerts, Purdue University; Taylor V. Williams, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

. This assessment-centered teaching and learning framework helps connectspecific learning objectives to broader learning goals or competencies and on-going formativefeedback targeting student progression on specific learning objectives. Our plan is to refine theframework using a design-based research approach. Following the description of the model andits development, we present results from the first cycle of implementation. We conclude bydiscussing hybrid ways for combining traditional methods of assessment with the ability tohighlight performance expectations and the appropriate uses of the framework in the classroom. IntroductionAs a gateway to engineering, first-year engineering or introduction to

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

compared with the Finelli study. “I planned to give the instructor a lowerevaluation because of the activities” was close to “almost never” (mean of 1.27, s.d .57). TheFinelli study result was “seldom” (mean of 1.58, s.d. 1.02). The other factors in the Behavioralquestion series did not reach statistically significant differences.Table 4 - This table compares our study responses to the Finelli study responses about the StudentBehavioral and Affective Response to Instruction. The students’ mean response in this study when theinstructor asked students to do in-class, non-lecture activities ranged from 3 (sometimes) to just over 4(often). This study Finelli study Statistically

Conference Session

Multidisciplinary First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Amanda Idema, Michigan State University; Neeraj Buch, Michigan State University; Carmellia Davis-King, Michigan State University

Tagged Divisions

First-Year Programs

Orleans levees in hurricane Katrina. As Associate Dean, he oversees curriculum, advising, career planning, study abroad, early engineering and other related initiatives.Neeraj Buch, Michigan State University NEERAJ BUCH is a Professor in the Department of Civil and Environmental Engineering at Michigan State University. He is also the Director of the Cornerstone Engineering and Engineering Residential Experience program at Michigan State University. He earned his M.S. degree in pavement engineering in 1988 from the University of Michigan, Ann Arbor, and his Ph.D. in pavement and materials engineering from Texas A&M University, College Station, in 1995. Dr. Buch began his academic

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University; Gary LeRoy Hunt, Boise State University; Joe Guarino, Boise State University; Doug Bullock, Boise State University; Susan Shadle, Boise State University; Cheryl B. Schrader, Boise State University

Tagged Divisions

First-Year Programs

and the underpinning courses and theirprerequisites. The results of these four activities, to date, will be presented together with strategyrevisions planned for summer 2011.IntroductionBoise State University, with the largest enrollment and highest academic admission standardsamong Idaho’s public universities, is the state’s comprehensive metropolitan research university.The university has been experiencing, year after year, exceptional growth to meet the needs ofthe area’s emerging technology economy. The Boise metropolitan area has recently earnednational Top 10 rankings for overall patents, high-tech output, business and career climate,livability, and engineers per capita.1-5The College of Engineering was formed in 1997 as a result of the

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Gretchen Hein, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Susan Amato-Henderson, Michigan Technological University; Jason Keith, Michigan Technological University; Melissa Roberts, Michigan Technological University

Tagged Divisions

First-Year Programs

developed by a different group at Michigan Tech: ≠ Renewable Energy: Wind Power Generation, Undergraduate students under the direction of a faculty member ≠ Biomechanics: Doctoral candidate and undergraduate student under the direction of faculty members ≠ Water Resources: Aquaculture Facility, First-Year Engineering faculty membersEach group was provided with the implementation plan for the modules into the existingcurriculum described in Table 2 below. For each module, the data and designs generated inENG1001 were required to be used again in ENG1100. This will reinforce the ENG1001concepts and create linkages between the two courses. For example, the students will create aphysical model in ENG1001. Using the knowledge and

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Laura Darrah, Residence Life, Western Michigan University; Paul V. Engelmann, Western Michigan University; Cynthia Halderson, Western Michigan University; Bryan W. Thumme, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Divisions

First-Year Programs

in critical courses in the engineering and applied sciences curricula. Truecollaboration between engineering and applied sciences and student affairs comes about throughidentifying the roles of faculty and student affairs professionals and providing the opportunity forjoint planning and implementation.IntroductionWestern Michigan University (WMU) is a state regional university located in Kalamazoo, MI.Founded in 1903 as a normal school for teachers, WMU is one of 139 public institutions ofhigher learning that are classified by The Carnegie Foundation for the Advancement forTeaching as “research universities.” WMU offers 139 undergraduate, 81 master, and 30 doctoralprograms. Total enrollment in fall 2012 consisted of 19,478 undergraduate and

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

Tagged Divisions

First-Year Programs

Professorships, two national ASEE teaching awards, and is internationally recognized in his primary research field.Ms. Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and MedicalEngineering Kristen Strominger is the STEM Program Coordinator working under Anant Kukreti on the NSF Type 1 STEP Project in the School of Energy, Environmental, Biological and Medical Engineering at the Uni- versity of Cincinnati (UC). Kristen completed her master’s degree in Higher Education, Student Affairs at Florida State University in Tallahassee, Florida previous to beginning her position at UC in July 2012. She plans, designs, evaluates and modifies programs supported by the NSF Type 1 STEP Grant in the

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware

Tagged Divisions

First-Year Programs

becomes the only synchronously available instructionalcoach for small groups. Prior work [25]–[27] indicates that TAs can serve as effective co-instructors, particularly in facilitating team-based activities; however, TAs do require oversightand coaching in order to be effective in their role. In a large-enrollment course setting, the sheernumber of TAs required to support course activities necessitates robust professional developmentand a clear plan for TA management by course instructor(s) [29], [30].In this paper, we present strategies for offering large-enrollment FYE courses in an entirelyonline setting; and we critically examine the effectiveness of this approach by comparing studentoutcomes between FTF and online course formats. Our

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kleio Avrithi P.E., Mercer University

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

4 Integration of society and technology 2, 4 Overview of engineering disciplines 4 Field trips providing exposure to the impact of 2, 4 technology on society Ethical and professional behavior 4 History of technology 7 Course Topic ABET Criterion 3 Student Outcomes Engineering project planning and management 7 Computer aided design (CAD) 7 Prototyping methods

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

María del Carmen Garcia-Higuera, Universidad Panamericana; Rocio Chavez-Telleria, Universidad Panamericana; Armando Alemán-Juárez, Universidad Panamericana ; Isabel Joaquina Niembro García P.E., Universidad Panamericana

Tagged Divisions

First-Year Programs

administration and human resource development from Texas A&M University. Her research interests include underrepresented populations in higher education, cultural practices and teaching and their impact on education for Hispanic students, women and minorities in engineering.Miss Rocio Chavez-Telleria, Universidad Panamericana Special Projects and Planning Specialist at the Center for Innovation in Education at Universidad Panamer- icana. Responsible for enhancing teaching talent and innovation among faculty through advisory for in- novation projects design and implementation at different levels: one-on-one with professors, academies, schools and campus. Education advisor for Qualitas of Life Foundation, a non-profit

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Michael Chajes P.E., University of Delaware; Lori Pollock, University of Delaware; Kevin R. Guidry; Michael L. Vaughan, University of Delaware; Jeannie S. Stephens, University of Delaware

Tagged Divisions

First-Year Programs

easing the transition to college and providing structure and support foracademic resource-seeking and planning [1,2]. Lastly, we considered the administrative overheadof the course, both in its original format and following the redesign; and we compared our resultsto anticipated expenditures for a small-section PBL format course.MethodsDescription of Prior Version of the Course Our FYE engineering course, Introduction to Engineering (EGGG101), is a 2-credit, 14week course, with two lecture sections of 325 to 350 students. The course is open to all students,with 98% of enrollees being first-semester freshmen engineering students (all majors), excludingthe recently launched Biomedical Engineering major. Prior to the course revision, a