Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Arizona State University

Tagged Divisions

First-Year Programs

focuseson content but also emphasizes the importance of developing communication and collaborativeskills24. Engineering organizations focus on teamwork because of its ability to help spark Page 13.1289.2innovative ideas and allow participants to produce higher quality projects 18, 23. As a result,interdisciplinary or cross-functional teams are a required part of an accredited undergraduateengineering curriculum. The teams are typically involved in a range of functions that includedesign, development and manufacturing. This move to a curriculum that includes teamworkskills is in response to the engineering industry need for engineers who are

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenni Buckley, University of Delaware; Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware

Tagged Divisions

First-Year Programs

of Technology, Warangal, India. She earned her Master of Science and doctoral degrees in Civil En- gineering from North Carolina State University in the USA. Her disciplinary research interests lie in the area of sustainability in asphalt pavements using material considerations, green technologies, and efficient pavement preservation techniques. Her doctoral work focused on improving the performance of recycled asphalt pavements using warm mix asphalt additives. As a postdoctoral scholar at North Carolina State University, she worked on several NCDOT sponsored research projects including developing specifica- tions for crack sealant application and performing field measurements of asphalt emulsion application in

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

William Howard, East Carolina University; Joseph Musto, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

2006-223: SOLID MODELING AS THE CORNERSTONE OF AN INTRODUCTIONTO ENGINEERING COURSEWilliam Howard, East Carolina University William E.(Ed) Howard is an Assistant Professor of Engineering at East Carolina University. Prior to joining ECU, he was a faculty member and program coordinator at Milwaukee School of Engineering. Howard has fourteen years of industrial experience in design and project engineering functions. He received BS and MS degrees from Virginia Tech, and his PhD from Marquette University. Howard is a registered Professional Engineer in Wisconsin.Joseph Musto, Milwaukee School of Engineering Joe Musto is an Associate Professor and Mechanical Engineering Program Director at

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

enrolled in three sections of the course during a nine-week project period. A BasicNeeds Satisfaction Scale survey was given at the end of the semester, which measures thesatisfaction of three fundamental psychological needs of autonomy, relatedness and competence.An additional set of survey questions on student’s experience and perception of virtual and in-person learning was also given at the end of the semester. Survey results reveal that although nosignificant difference is observed between virtual and in-person students’ perceived basic needssatisfaction, in-person learners show slightly higher motivation compared to virtual learners, andstudents overwhelmingly prefer in-person over virtual learning.IntroductionProject-based first-year

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

David Hall, Louisiana Tech University; Stan Cronk, Louisiana Tech University; Patricia Brackin, Rose-Hulman Institute of Technology; Mark Barker, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University

Tagged Divisions

First-Year Programs

AC 2008-2281: LIVING WITH THE LAB: A CURRICULUM TO PREPAREFRESHMAN STUDENTS TO MEET THE ATTRIBUTES OF "THE ENGINEER OF2020"David Hall, Louisiana Tech UniversityStan Cronk, Louisiana Tech UniversityPatricia Brackin, Rose-Hulman Institute of TechnologyMark Barker, Louisiana Tech UniversityKelly Crittenden, Louisiana Tech University Page 13.855.1© American Society for Engineering Education, 2008 Living with the Lab: A Curriculum to Prepare Freshman Students to Meet the Attributes of “The Engineer of 2020”AbstractA project-based, freshman engineering course sequence has been developed and implemented forall new freshman engineering students with support from

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Asma Idries, North Carolina State University; Akira Angel Romero-Berube, North Carolina State University ; Rachel Lee Tilly, North Carolina State University; Laura Bottomley, North Carolina State University; Raegan Santana Reeves, North Carolina State University; Miles Xavier Davis

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

alternate resources or more efficient forms of oil.Mr. Miles Xavier Davis c American Society for Engineering Education, 2019 Supporting First-Year Students with an Extracurricular Resource—Complete Evidence-based PracticeAbstract This study aims to assess the impact of an extracurricular student resource on a designbased first-year engineering project experience. The extracurricular resource is referred to as the“resource room” and serves as the material headquarters for the College of Engineering outreachprograms at NC State University. The room provides tools, materials, workspace, and mentorshipto first-year engineering students for the First-year Engineering Design Day (FEDD) projects

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Duncan Davis, Northeastern University; Jimmy Gitming Lee, Northeastern University

Tagged Divisions

First-Year Programs

Paper ID #26516Building Escape Rooms to Increase Student Engagement in First-Year Engi-neering ClassesProf. Duncan Davis, Northeastern University Duncan Davis is an Assistant Teaching Professor in First Year Engineering. His research focuses on using gamification to convey course content in first year classes. Mostly recently, he has implemented a series of escape room projects to teach engineering to first year students through the process of designing, prototyping, and refining these play experiences.Jimmy Gitming Lee, Northeastern University c American Society for Engineering Education, 2019

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Susan Freeman, Northeastern University; Beverly Jaeger, Northeastern University; Richard Whalen, Beverly Jaeger and Richard Whalen are members of Northeastern University's

Tagged Divisions

First-Year Programs

engineering design is to build a course out ofactivities that are woven around a well-established process in order to allow students toexperience design rather than just listen to how it is supposed to work. It is well known throughresearch and practice that incorporating learning activities into a course better facilitates thestudent learning process as compared with more passive approaches2,6,13,14,15. First-yearengineering design courses typically include standard design-and-build projects, designcompetitions, laboratory projects, and other projects that span many weeks. These projects areactive and hands-on, but are often relatively self-contained and separate from the exercises ofpresenting a design process and becoming familiar with other

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

engineering disciplines [1-6]. Therefore, it’s of great interest foruniversities to determine how to best help students understand engineering disciplines andcareers, but this is completed in many different ways. Schools may include instruction on theengineering design process, engineering projects, computer programming, major discernment,and many other topics [7]. This paper will explore how the University of Notre Dame haschanged the first-year curriculum to allow students to customize their first-year experience andhow those choices play a role in retention and certainty through the first-year.This study was completed at the University of Notre Dame, a medium sized, private,Midwestern, residential university and compares students enrolled in first

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

AC 2007-2550: FIRST-YEAR EXPERIENCE AND BEYOND: USING THEENGINEERING DESIGN PROCESS TO SUPPORT LEARNING ANDENGINEERING SKILL DEVELOPMENTPaul Pagano, Western Michigan University Paul Pagano is a second-year student in Civil Engineering at Western Michigan University. He is active in the student ASCE chapter, assists student teams in the Student Projects Lab, and plans to gain his professional engineers license and employment in a geotechnical engineering firm after graduation.Amanda Rossman, Western Michigan University Amanda Rossman is a second-year student in Civil and Construction Engineering at Western Michigan University. She serves as a tutor to first-year, at-risk students, and is

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: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

professional practice.Dr. Robin Fowler, University of Michigan Robin Fowler is a lecturer in the Program in Technical Communication at the University of Michigan. She enjoys serving as a ”communication coach” to students throughout the curriculum, and she’s especially excited to work with first year and senior students, as well as engineering project teams, as they navigate the more open-ended communication decisions involved in describing the products of open-ended design scenarios. c American Society for Engineering Education, 2020IntroductionIn team support literature, it is not uncommon to suggest that faculty avoid strandingunderrepresented students, like women, on a team [1], [2]. However

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering education (e.g., eTextbooks with embedded simulations) and the complex correlation between instructional material and student de- velopment. Dr. Richard is involved in many outreach activities: e.g., tutoring, mentoring, directing related grants (for example, a grant for an NSF REU site). Dr, Richard is active in professional societies (Amer- ican Physical Society (APS), American Institute for Aeronautics and Astronautics (AIAA), etc.), ASEE, ASME. Dr. Richard has authored or co-authored about 25 technical articles (21 of which are refereed pub- lications). Dr. Richard teaches courses ranging from first-year introductory engineering project design, fluid mechanics, to space plasma propulsion.Dr. Noemi V

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen Hein, Michigan Technological University; David Shonnard, Michigan Technological University

Tagged Divisions

First-Year Programs

in other climates. Therefore, an effortmust be made to determine the process feedstocks for different regions of the world. In theSpring of 2008, first-year engineering students at Michigan Technological University willinvestigate the potential of fuel ethanol produced from lignocellulosic (woody) biomass.During the course of this project, students will utilize the “waste equals food” principles ofsustainable design outlined by William McDonough and Michael Braungart. Using theseguidelines, students will learn to incorporate the principles of sustainable development in thedesign and simulation of an ethanol production facility. They will investigate the sustainabilityof the production of the ethanol product from a regional feedstock and the

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Marc Christensen, Southern Methodist University; David Willis, Southern Methodist University; Scott Douglas, Southern Methodist University

Tagged Divisions

First-Year Programs

Learning for Signal Processing since 1999. He has given a number of keynote and invited lectures as well as short courses on topics ranging from adaptive signal processing and control to innovative engineering education methods. Most recently, he has co-authored a textbook, Engineering Our Digital Future (Prentice Hall, 2004), that is a key component of The Infinity Project, a multi-faceted effort to establish a nationwide engineering curriculum at the high school level. Dr. Douglas is a frequent consultant to industry, a senior member of the IEEE, and a member of both Phi Beta Kappa and Tau Beta Pi

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Huihui Qi, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; He Liu; Matthew Robin Kohanfars, University of California, San Diego; Edward I Lan, University of California, San Diego; Cristian H. Tharin; Tania K. Morimoto, University of California, San Diego

Tagged Divisions

First-Year Programs

achieve criticalcognitive learning objectives - such as fundamental design principles, basic engineering analysis,basic machine design, and design for manufacturing methods, as well as affective learningoutcomes - such as project management and teamwork skills, engineer identity formation, etc. Toachieve the desired learning outcomes through a student-centered pedagogical approach, thecourse integrates traditional lectures and assignments, with Project-based hands-on learningexperiences in the lab.Project-based learning (PBL) is rooted in the science of how people learn throughexperience[1][2][3], also grounded in social constructivist learning theory [4]. As aninstructional method under the umbrella of experiential learning, PBL provides

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Gretchen Hein, Michigan Technological University; Jean Kampe, Michigan Technological University; Amber Kemppainen, Michigan Technological University

Tagged Divisions

First-Year Programs

initial team building activity. Many of the designs were entered in a competition to raisemoney for Pennies for Peace (an organization that builds schools in Pakistan and Afghanistan).The students completed a basic statistical analysis on the funds collected and summarized theresults. In ENG1101, students were introduced to the engineering design process as theyprogressed through an eight-week, design/construct, team-based project that focused on greenengineering. Design constraints for the project imposed a 50% lower limit on post-consumermaterials used in construction, and the student teams were instructed to keep the environmentalimpact of their design very much in mind from the beginning of the design process and as theymoved through to

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

S. Keith Hargrove, Morgan State University; Marie Dahleh, Harvard University

Tagged Divisions

First-Year Programs

theemerging global competition of the production of engineers. The use of multimedia andinformation technologies has provided a tool for learning delivery in engineeringeducation, and this project provides a methodology to incorporate real-world experiencewith decision making in an academic setting. The use of a multimedia case study is usedfor an engineering design course to encourage team work, improve presentation skills,and simulate real world decision making. An evaluation of the project suggests thatstudents are susceptible to this pedagogy for engineering instruction, and that it canpromote critical thinking and team work in an academic environment.IntroductionThe industry foghorn continues to resonate across the engineering academy on the

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Gulf Coast University; Janusz Zalewski, Florida Gulf Coast University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

on projects and consulted for a number of private companies, including Lockheed Martin, Harris, and Boeing. Zalewski served as a chairman of the International Federation for Information Processing Working Group 5.4 on Industrial Software Quality, and of an International Federation of Automatic Control Technical Committee on Safety of Computer Control Systems. His major research interests include safety related, real-time embedded and cyberphysical computer systems, and computing education. Page 26.769.1 c American Society for Engineering Education, 2015

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Amy Thompson, University of New Haven; Carl Barratt, University of New Haven; Michael Collura, University of New Haven

Tagged Divisions

First-Year Programs

Introduction to Engineering – Project-Based is taken by all incoming engineeringfreshmen first semester at the University of New Haven as part of the Multi-DisciplinaryEngineering Foundation Spiral curriculum. Throughout the course, students are introduced tobasic engineering concepts through a series of hands-on projects. Student understanding isenhanced as these topics are revisited in subsequent courses taken during the second semesterfreshman year and through the sophomore year. This approach requires significant collaborationbetween faculty involved in the spiral curriculum courses in order to achieve the program’sintended results, namely, academic consistency across sections, and the need to adequatelyprepare students for the next tier of

Conference Session

Introducing Programming in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Gregory Bucks, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

, because the graphical nature of theprogram will help to make the structures easier to comprehend. The potential to enhance first-year student learning motivated a pilot approach at a large university’s introductory engineeringclass to use graphical programming as the dominant computer tool within the class. Design wastaught through the use of a graphical programming language that culminated in a service-learning project in which students developed computer programs designed to excite middleschool students about math and science. This paper will discuss the curricular structure, theimplementation of the graphical programming language, examples from the class and initialassessments from the experience.IntroductionComputers are an integral part of

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Jan Collins-Eaglin, Michigan State University; Nathaniel Ehrlich, Michigan State University; Denise Fleming, Michigan State University; Timothy Hinds, Michigan State University; Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

First-Year Programs

Page 14.359.1 Michigan State University. She co-advises computer science undergraduate students and is the Support Coordinator for the EEES research project. Denise is an advocate for women in engineering and is currently the co-coordinator for the 2009 Michigan Celebration of Women in Computing. Denise earned a Master's degree in Higher, Adult, and Lifelong Education from© American Society for Engineering Education, 2009 Michigan State University in 2005.Timothy Hinds, Michigan State University TIMOTHY J. HINDS is an Academic Specialist in the Michigan State University College of Engineering Undergraduate Studies and Department of Mechanical Engineering. He is the lead instructor

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

Tagged Divisions

First-Year Programs

the teaching team, synchronous class discussions,educational videos available through VoiceThread, and the use of discussion boards and chatfeatures. We also offered several ways to build community within the course, which wasespecially critical given the predominately online nature of this semester and the fact that thestudents were brand new to the University. Within each design module, students were givennumerous opportunities to receive feedback on their work via homework assignments.The series of design modules included the following projects in the following order: 1. Design a ping pong ball launcher using household materials: As the first assignment of the semester, this project was designed to be fun, low-stakes, and easy to

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Sherry Liao, University of Portland

Tagged Divisions

First-Year Programs

designed to assist students with self-efficacy beliefs and personal goals.At this University all engineering and computer science students take an introduction toengineering course that covers the engineering process, teamwork, communication skills, thedifferent branches of engineering, ethics, and co-curricular and extracurricular opportunities.Section sizes are ~30 students, so students can build community with peers and their professor.The professor of the Introduction to Engineering course is the academic advisor for his/her set ofstudents. Students declare or confirm their major by the end of the first semester. Resources tohelp students choose a major include laboratories, advisor meetings, student panels, a semester-long team project

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. McKnight, Northeastern University; Michael E. Pelletier, Northern Essex Community College; Paula G. Leventman, Northeastern University

Tagged Divisions

First-Year Programs

Engineering ABET accreditation in 2001 and 2007. In 2004-2005, McKnight served as Interim Chair of the Electrical and Computer Engineering Department, and in 2008-2009 served as Acting Vice Provost for Research.Prof. Michael E. Pelletier, Northern Essex Community CollegeDr. Paula G. Leventman, Northeastern University Paula Goldman Leventman has been Diversity Coordinator and Internal Evaluator for the NSF-funded Center for Subsurface Sensing and Imaging Systems (CenSSIS) from 2000 to 2011. She was Assistant Dean of engineering for women’s projects at Northeastern University from 1982-2004. Leventman was Principal Investigator of the NSF-funded Multiple Pathways toward Gender Equity in the U.S. IT Work- force, 2001-2005

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

multiplefreshman groups from two universities, Texas A&M University – Corpus Christi and TexasA&M University - Kingsville, encompassing electrical engineering freshmen, engineeringtechnology freshmen and freshmen students representing general engineering. The tasksinvolved in the cooperative learning project stimulated student interest and engagement inaddition to enabling the students to acquire information, knowledge and skills that the instructorsoutlined in their corresponding project objectives and outcomes. Evaluation was performed bythe successful completion of the project, student satisfaction surveys, and the studentacknowledgement and awareness of challenges and resolutions along the way. Studentdeliverables and presentations demonstrate

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; David Jacob Taylor, Arizona State University; Ian Derk

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

recipient of the Fulton Outstanding Lecturer Award. She focuses on designing the curriculum and teaching in the freshman engineering program. She is also involved in the NAE Grand Challenge Scholars Program, the ASU ProMod project, the Engi- neering Projects in Community Service program, the Engineering Futures program, the Global Freshman Academy, and the ASU Kern Project. Dr. Zhu also designs and teaches courses in mechanical engineer- ing at ASU, including Mechanics of Materials, Mechanical Design, Mechanism Analysis and Design, Finite Element Analysis, etc. She was part of a team that designed a largely team and activity based online Introduction to Engineering course, as well as a team that developed a unique MOOC

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

community consists of aseries of linked classes where cohorts of students are registered together, co-curricular activities.Some learning communities also offered a residential component where students are assigned tothe same floor of a residence hall. Service-learning has been integrated as a curricular tie for allthree of the First-Year Engineering Learning Communities.Students elect to participate in a learning community. Information about the learningcommunities is distributed in the spring and students register for them as part of the class andhousing registration process. The expectation of a service-learning project was made clear toeach participant. The honors learning community is only open to students in the Engineering

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

design process because ENGR 180 has no prerequisites. Throughvarious projects and in-class activities, students are made aware of the significance. As a resultof the course’s learning outcomes, oral communication is the focus of the class rather thantechnical writing.Boise State University has not previously offered a course that focuses on communicationthroughout the design process. The State Board of Education has requested for undergraduatestudents to graduate with specific competencies in oral communication. ENGR 180 was designedto emphasize the importance of oral communication as an engineer.In early 2018, the State Board of Education (SBOE) mandated the four state universities in Idahorequire a Foundations of Oral Communication (FC) course

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Susan F. Freeman, Northeastern University; Jennifer Ocif Love, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

projects. Now in its third year of continued refinement and analysis, theUniversity is offering 5 sections of the 8 credit hour course (Full Cornerstone) and 20 sections ofa version with 2 separate 4 credit hour courses (Split Cornerstone) that run over the fall andspring semester. Each section is populated with approximately 30 first-year students from a totalfirst-year class size exceeding 700 students.With two versions implemented over the past two years, there has been enough redesign towarrant more discussion. The course redesign has been driven by feedback and evidence,fundamentally following the design process we teach in the course. The data used to drive thisredesign has come from four sources: 1) a survey of students in both the