Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah Corinne Rowlinson, University of Florida; Elizabeth Anne Stephan, Clemson University; Jonathan R. A. Maier, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

workforce.Science and Mathematics (GSSM) to 1) cultivate and maintain in-state engineering talent, 2)attract more women and minorities into engineering, especially from under-resourced schooldistricts, and 3) keep gifted students challenged while developing collegiate study skills.Beginning in their sophomore year, motivated high school students enroll in an integrated set ofcourses in mathematics, engineering, English, and science. The engineering courses are taughtremotely by the General Engineering faculty from Clemson University. Upon completion of theprogram and graduation from high school, students earn college credit hours that, upon acceptance,can be applied to an engineering degree at three universities in South Carolina, including Clemson,the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University

Tagged Divisions

First-Year Programs

family obligations outside of the university, all of whom CampbellUniversity wishes to serve.Therefore, after the two first-year LWTL courses, the Campbell University engineering facultyselected six additional courses, mandatory for all students in all concentrations, to serve as theflagship experiential learning spine of the overall curriculum. Students pursuing courseworkaccording to the recommended course schedule will have exactly one LWTL or LWTL-likecourse in most semesters. The additional courses selected are Materials Science & Processing,Statics & Mechanics, Circuits, Fluid Mechanics, and Senior Design 1 and 2. CampbellUniversity faculty are currently preparing course curricula for Materials Science & Processing,Statics &

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Arthur L. Chlebowski, University of Southern Indiana; David J. Ellert PE, University of Southern Indiana

Tagged Divisions

First-Year Programs

within a freshmanengineering design course in which students are asked to conceive, design,implement and operate a Six-Section Rube Goldberg machine. Often in the firstyear of an engineering curriculum there is a project based class designed tointroduce students to, motivate students about, and retain students within theengineering discipline. They also begin to instill skills such as: 1. Team Work 2. Systems Engineering through Experimentation, Testing, and CAD & physical Modeling 3. Written Communication 4. Oral Communication 5. Time Management 6. Team ManagementAt this institution, project based classes allow students to develop these skills andexpressly enforces two avenues of technical communication: between and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

dynamic view of how aFYE team changes in response to overarching course structures.Current Results and Discussion Student perceptions from feedback The student feedback (N=893 complete) consisted of traditional surveys of satisfactionwith the course, teacher competency, and chances for open response. So far, with N=80 of theessay responses fully coded and a preliminary coding structure for the others in development, thefollowing themes emerged: 1. Students are hyper-aware of circumstances of the class. Students had an implicit and explicit awareness of the course’s effect on the college and the greater context at the university itself. While no students indicated (so far in the analysis) the new program

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Chiki, Ohio University; Braden Vale Jay Robinson, Ohio University

Tagged Divisions

First-Year Programs

College of Engineering and Technology for the Spring Semester 2017. c American Society for Engineering Education, 2017 Work in Progress: The Impact of a Self-Guided Assessment Tool on Success and Retention of At-Risk StudentsAbstractThis work-in-progress paper will describe an online self-guided goal-setting tool designed tohelp students retaking courses without a significant increase in advisor workload. The aim is toreduce the number of students requiring a third attempt of a course, thereby decreasing time tograduation and increasing retention, as emerging research on the “murky middle” has shown thatattrition is driven by the number of failed courses rather than overall decline in GPA [1

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Khushikumari Patel, Clemson University; Claire L. A. Dancz, Clemson University; Eliza Gallagher, Clemson University; Charity Watson

Tagged Divisions

First-Year Programs

have a face-to-facecomponent as well as an online self-paced component using ALEKS R (Assessment and LEarningin Knowledge Spaces).Self-paced component: ALEKS RALEKS R is an online assessment and learning system that individualizes learning paths usinga proprietary web of conditional probabilities for topic acquisition 1 . ALEKS R includes contentinformation, practice problems, and integrated learning resources 1 . Each student takes an InitialKnowledge Check (IKC) in order for ALEKS R to determine what the student already knows andwhere to start the student’s individual path.ALEKS R can be configured in many ways to meet an institution’s specific instructional designneeds. At Clemson University the course content, ranging from adding fractions

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University; Marcia Arambulo Rodriguez, Fairfield University; Michael Zabinski, Fairfield University; Ryan Munden, Fairfield University

Tagged Divisions

First-Year Programs

. Project-based courses attempt to resolve the tension betweenproviding training in the fundamentals of engineering and problem solving by motivating and engagingstudents. Active learning in first year engineering courses is believed to improve retention and appeal toa diverse population of students [1].We report on a two-year study using the Arduino platform to build a series of projects. We have usedArduino platform projects in two-course instances and present survey results describing studentresponses to learning with Arduino. 1. Introduction Multiple active learning projects and hands-on activities are incorporated in the Fundamentals ofEngineering course. This course is a required course for first-semester engineering students in

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oziel Rios, University of Texas, Dallas; Dani Fadda, University of Texas, Dallas

Tagged Divisions

First-Year Programs

Course to Make Informed Design DecisionsAbstractIn this complete evidence-based paper, it will be shown how computer simulations can beintroduced in a freshman mechanical engineering course and how students can use computersimulations to make informed design decisions. Freshman-level engineering students may haveinsights about the workings of mechanical systems even though they may not be versed in themathematical descriptions of such systems. The motivation for this work is three-fold: (1) allowfreshman students to apply and expand their insights into mechanical systems without the needfor mathematical descriptions which they may not yet be prepared to understand; (2) exposestudents to computer simulations at an early stage of their curriculum

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abigail T. Stephan, Clemson University; Laurel Whisler, Clemson University; Elizabeth Anne Stephan, Clemson University; Bridget Trogden, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

framework contributes to students’ knowledge of how to effectively learn in STEMcourses in addition to sharpening metacognitive processes. A mixed methods approach will beutilized to analyze student learning gains by quantifying exam grades as well as qualitativelyexamining students’ self-reported responses through reflections, exam wrapper survey results,and documentation of changed study behaviors.IntroductionOur 2018 ASEE paper “Work in Progress: Strategic, Translational Retention Initiatives toPromote Engineering Success” [1] described a pilot program designed to leverage existinguniversity resources to support successful course and program outcomes for first-year studentsentering general engineering with weak calculus skills. The General

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Jeffrey A. Davis, Grant MacEwan University; Olivia Tronchin, University of Alberta

Tagged Divisions

First-Year Programs

development of additionallearning activities as the need arises. A detailed curriculum map using Bloom’s taxonomy for thecognitive domain is presented for both the classroom and lab environment. This curriculum mapis linked to learning outcomes for the course.IntroductionThe impetus for this research came from papers by Behrens et al. [1], [2] which suggested thatLEGO® Mindstorms robots coupled with the MATLAB programming language could be used inundergraduate courses in electrical engineering to motivate students using “practical situations”driven by “active learning” activities. The activities proposed by those authors were disciplinespecific to electrical engineering and design, but their results motivated us to consider a similaridea for a more

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leroy L. Long III, Embry-Riddle Aeronautical University; Claudia Morello, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs, Mathematics

represented about five percent of all first-degree-seeking, first-year engineeringstudents. Of the 28 students who completed the EGR_Math course, approximately 4% had aninternational country of origin and 36% were women. In addition, roughly 67% were White,11% were Hispanic, 11% were Black and 7% were of an unknown race/ethnicity. As of Fall2017, undergraduate students from the Southeastern campus were 13% international students and22% female. Moreover, 56% were White, 7% Hispanic, 7% were multi-racial, 5% Asian, and 5%Black. See below for Figures 1-2. Students' Race/Ethnicity in EGR_Math White 67% Hispanic 11% Black

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

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Diversity

Tagged Divisions

First-Year Programs

. Dr. Freuler earned his Bachelor of Aeronautical and Astronautical Engineering (1974), his B.S. in Computer and In- formation Science (1974), his M.S. in Aeronautical Engineering (1974), and his Ph.D. in Aeronautical and Astronautical Engineering (1991) all from The Ohio State University. c American Society for Engineering Education, 2019 Visibly Random Grouping Applied to First-Semester EngineeringIntroductionThis complete evidence-based practice paper is based on visibly random grouping (VRG). Thistechnique, introduced in the mathematics education literature in 2014, has been shown to have avariety of benefits [1] [2]. While there may not have been sufficient time for this technique to bea

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University; Noah Daviero, Northeastern University

Tagged Divisions

First-Year Programs

onthe class and learning outcomes. Specific research questions were: 1) What knowledge of patentsand intellectual property protections have been retained from the class? 2) What role did theclass patent system have on student learning outcomes related to the purpose and mechanics ofpatents? and 3) What role did the class patent system have on student experience in the class and,especially, the design project? A post-class student survey instrument was developed, andrequests to complete the online survey were sent via email to all students who had taken thecourse while the class patent system was in place. This group covers the last two academic years,and the response rate to the survey was high at 53%. The lead finding of this work is

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

knowledge about engineering, low self-efficacy, not identifying with the engineeringprofession, and poor academic performance. Literature states the attrition of engineering studentshas been connected to factors such as curricular requirements [1], lack of readiness related to studyand survival skills [2], loss of interest or disappointment in the field [3], poor academic and/orcareer advising [4], unapproachable faculty [4], and academic difficulty with mathematics [5].First-generation students are known to lack support from family [6] [9], lack academic preparation[7], have trouble transitioning into both the social and academic college environments [8], andhave greater financial concerns than non-first generation students [8]. URM students from

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Anne Blackowski, Virginia Tech; Holly M. Matusovich, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

approaches to curricula in the first-year in engineering [1]. Someinstitutions admit students directly to their engineering discipline or major. Others focus on ageneral engineering curriculum before students select their engineering discipline or major [2].Research shows that engineering programs that require students participate in First-YearEngineering (FYE) programs have greater retention for engineering [3]. FYE programs providestudents opportunities to engage in mastery experiences related to engineering before committingto a specific engineering discipline. Participating in the mastery experiences provided throughthe FYE program should contribute to student motivation to persist in engineering. This workwill take a look at one FYE program

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas

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Diversity

Tagged Divisions

First-Year Programs

Graduation: Helping First-Year Low Income, Rural STEM Students SucceedIntroductionWhile the STEM-based economy has been an enormous economic boon for some parts of theUnited States, other states, especially those more rural and economically beleaguered states, arefalling further behind economically due in part to their inability to meet engineering labordemands. Ranking 49th in college attendance and 45th in per capita Bachelor of Scienceengineering and science degrees [1], Arkansas is an example of one such state struggling to meetits STEM labor needs. However, the state could close this labor gap in part by recruiting previouslyoverlooked students – low-income and rural students. The University of Arkansas’ Path toGraduation (PTG

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Baker A. Martin, Clemson University

Tagged Divisions

First-Year Programs

the lack of a perfect correlation between the two. To investigate the factors first-yearstudents consider during their engineering disciplines major selection process, this Work inProgress paper will illustrate our approach to identify the factors using Social Cognitive CareerTheory. A survey has been compiled from two existing instruments with some additional itemswritten for this study.IntroductionAccording to data from the United States Bureau of Labor Statistics, engineering jobs areexpected to grow at an overall rate of 4% from 2014 to 2024, with some disciplines growingmuch faster than average [1]. Despite a growing demand for engineering graduates, a recentstudy has shown that only 28.1% of junior and senior engineering majors are

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Kim M. B. Tucker, Boise State University; Samantha Schauer, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, innovation,discourse, and collaboration can take place. Adding to FYECS struggles is the fact that many donot have a mentor in their related field and are unable to start building their professionalrepertoire, network, technical skills, or their content knowledge related to engineering. Simplyput, many FYECS do not identify with a community. The EIRC can be described as aCommunity of Practice (CoP) where a group of individuals have a shared vision, mutualengagement, shared repertoire, and joint enterprise. The Value Creation Framework, constructedby Wenger, Trayner, and de Laat [1] focuses on assigning value which can be produced throughsocial learning. This theoretical framework can be used as an analytical tool to evaluate the valuecreated within

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

minority institution like a Historically Black College and University (HBCU)are still the first generation college students in their families [1, 2]. Hence, the challenges theyhave to overcome as a first-year engineering student are greater than their peers. Students are notprepared to enroll into the right set of pre-engineering courses and persist due to their lack ofprior preparedness in high school math, physics, chemistry, and English [3,4,5,6]. Gatewaycourses have been recognized as one of the major barriers to earning a STEM degree [7]. Thenumber of times pre-requisite courses can be offered particularly every semester and in summeris also limited in small schools. Our own research on HBCUs with a student enrollment of 3000or less has shown

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

Michigan.Mrs. Roya Solhmirzaei, Michigan State University I am PhD student in the department of Civil and Environmental Engineering at Michigan State University.Mr. Hadi Salehi, Michigan State University c American Society for Engineering Education, 2019 Work in Progress: Improving Team Performance in First-Year Engineering StudentsIntroductionSeat and Lord (1997) [1] discussed two types of student cognitive style theories. These are fieldindependence and field dependence. Seat and Lord (1997) argues that these theories describehow technical students, or engineering students, learn new information. These theories involvestudents being classified as either independent or dependent

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soundouss Sassi, Mississippi State University; Abigail Clark, Ohio State University; Jane Petrie, Ohio State University ; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering communities of First-Year Engineering students. Three phase interviewsare being conducted with participants from two different universities (Institution 1 and Institution2). First phase interviews were conducted with 12 students from Institute 1, and 14 from Institute 2in Spring 2018. Participants were selected to ensure there was representation of a variety ofbackgrounds and demographics (e.g., race, ethnicity, life experience.). During the initial interviews,students were asked questions including 1) What kinds of groups did you associate with duringyour first year? 2) In what ways are you connected to these groups? 3) What was your greateststruggle during your first year? 4) Are you an engineer? To analyze the data gathered from

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

workers who can effectively communicate with one another, problem- solve, and innovate… Preparing students for the future and to make significant contributions to society and the world has always been the noblest aim of higher education.” [1] Success then becomes not only a multi-objective problem, seeking mastery over thedefined learning objectives of the individual course, but also a transformational and aspirationalgoal of helping students to advance the depths of their own engagement and responsibility forlearning. A partial measure of success can also be seen in the degree to which students havegrown in terms of identifying themselves as an engineer, feeling part of the culture and having asense of belonging

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ariana Gabrielle Tyo, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Nathan D. Manser, Michigan Technological University

Tagged Divisions

First-Year Programs

in ENG 1101 (fall semester) and ENG 1102 (spring semester) during their first year.The course sequence is six credit hours in total, three credit hours each semester. The coursemeets for four hours each week, in addition to a mandatory one-hour LEAP session administeredsolely by the LEAP Leader, for a total class time of five hours. The typical class size for thismodel is 120 students for each instructor. The overall class is split into five sub-levels of 24students each, all reporting to a single LEAP Leader, meaning that the instructional staff for thisstudy consists of one full-time instructor and five LEAP Leaders. The sub-levels are split oneadditional time into four-person teams, for six teams per LEAP Leader. Figure 1 illustrates

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University

Tagged Divisions

First-Year Programs

needs of the students and institution. Recently, Reid, Reeping, andSpingola (2018) introduced a taxonomy, or classification list, for an introduction to engineeringcourses. The FYE classification list details the content areas in which first-year course elementsmay include: (1) Design, (2) Professional Skills, (3) Engineering Profession, (4) AcademicAdvising, (5) Math Skills, (6) Engineering Tools, (7) Global Interests, and (8) Communication.First-year courses do not necessarily include all of those elements, but typically most courseelements can be mapped to the classification list.For example, one element of a first-year program is that of engineering design, which is introducedin the first-year to students to get a better understanding of

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Jean Kampe, Virginia Tech; Whitney Edmister, Virginia Tech; Matthew Stimpson, Virginia Tech; Brad Matanin, Virginia Tech; Amanda Martin, Virginia Tech; Cory Brozina, Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Divisions

First-Year Programs

, details on the required fall companion seminarcourse and the optional spring programming activities, and an overview of the challenges andsuccesses of implementing a rather large living-learning community (Galileo) in the residencehalls of a large university. Survey results on motivations to participate and on programsatisfaction will be provided. Presented results will be offered in terms of the separate male andfemale communities, and in combined form when appropriate, so that distinctions between thecommunities can be noted and preserved.Introduction Learning Communities have long been part of higher education’s approaches to academicenrichment, and they have taken on many forms and versions as the years have passed.1-5 Suchprograms

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Janet Meyer, Indiana University-Purdue University-Indianapolis; Nancy Lamm, Indiana University-Purdue University-Indianapolis; Joshua Smith, Indiana University-Purdue University-Indianapolis

Tagged Divisions

First-Year Programs

seminar.This institution has long been a national leader in the establishment of learning communities forfirst-year students.Learning communities as they exist on this campus are typically 1 credit hour courses taken byfirst semester freshman students. Briefly, the learning communities are designed to introducestudent success skills, to acquaint students with their major area, and to build community andfoster relationships among students. There is an abundance of literature in existence thatsupports the efficacy of learning communities. Most of these are ex post facto studies that havelooked at learning communities in general and compared the retention rates and grade pointaverages of students who participated in a learning community with those who

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University-Kingsville

Tagged Divisions

First-Year Programs

the increased retention of concepts using thedeveloped cooperative learning model.1. IntroductionIntroduction to Electrical Engineering and Introduction to Engineering Technology are two veryimportant freshman courses in the electrical engineering and engineering technology curricula.These two courses expose the students to topics in their related fields and help them understandprospects and expectations in these fields. In addition to engineering and technology relatedtopics, these courses cover methods and skills necessary for the students to be successful in theirchosen area of study. The skills emphasized in these courses range from simple math skills to useof software, internet, as well as engineering problem solving techniques. Besides

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

Margot Vigeant, Bucknell University; Karen Marosi, Bucknell University; Ronald Ziemian, Bucknell University

Tagged Divisions

First-Year Programs

Page 12.698.2problems and in design of systems to meet specific needs; developing team skills; Proceedings of the 2007 American Society for Engineering Education Annual Conference & Exposition Copyright © 2007, American Society for Engineering Educationdeveloping technical communication skills; and providing the requisite background forstudents to make an informed choice about an engineering major. This course is taught by eight engineering faculty representing all majors in theEngineering College. In the 2002-03 academic year, the course underwent a majorrevision [1]. Previous course implementations (called “single-class” here) used smalllaboratory sections that met weekly in addition to three 52-minute

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

diffraction of single crystals. Working with a high school physicsteacher (their “customer”), teams of first-year engineering students used the engineering designprocess to create a device that effectively simulated the phenomenon of x-ray diffraction. X-raydiffraction is the scattering of x-rays by atoms of a crystal into a crystalline lattice pattern. Theteacher wanted his students to be able to see and understand how Bragg’s Law, a mathematicaldefinition explaining x-ray diffraction, works.In 1913, Sir W.H. Bragg and his son, W.L. Bragg, derived an equation that validated the fact that Page 12.750.2real particles exist at the atomic scale. 1, 2

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

W. David Harding, University of New Haven; Pauline schwartz, University of New Haven; Jean Nocito-Gobel, University of New Haven; Agamemnon Koutsospyros, University of New Haven

Tagged Divisions

First-Year Programs

. Table 1 indicates the main topics that were retained, added,modified or removed in creating the new course. Additional details are provided in the sectiondescribing delivery of the lecture portion of the course. Up to this point the new course hadworking titles of “Lab Science for Engineers” or “Interdisciplinary Science for Engineers.” Page 12.50.4After much discussion the course was renamed “Chemistry with Applications to Biosystems,” atitle that alluded to the concept of the course. The course, as was the case for other coursesdeveloped for the MEFSC, did not initially have any subscribers. The various engineeringprograms needed to decide if