Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sura Al-Qudah, Western Washington University ; Jill Davishahl, Bellingham Technical College; Eric Davishahl, Whatcom Community College; Michael Andrew Greiner

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Diversity

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First-Year Programs

Technical College Jill Davishahl is a faculty member in the engineering department at Bellingham Technical College where she teaches courses ranging from Intro to Engineering Design to Engineering Statics. Outside of teach- ing, Jill is working on the development of a Bachelor of Applied Science in Engineering Technology and is currently PI on the NSF funded ATE project grant in renewable energy as well as PI on an NSF funded S-STEM project. She holds a Master of Science in Mechanical Engineering from the University of Washington.Mr. Eric Davishahl, Whatcom Community College Eric Davishahl is faculty and engineering program coordinator at Whatcom Community College. His teaching and research interests include

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Blair Rowley, Wright State University; Kumar Yelamarthi, Central Michigan University; Thomas Bazzoli, Wright State University

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First-Year Programs

and Research. He holds the MS in Nuclear Science and Engineering from the Air Force Institute of Technology. During his Air Force career he directed diverse research programs in modeling and testing of system performance, compositional mapping of submicron materials and machine translation of text. He was instrumental in establishing the college’s freshman program. Page 13.765.1© American Society for Engineering Education, 2008 Integrating Global Warming into a Freshman Engineering Introductory CourseAbstractManaging the problems that global warming is being forecast to

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Janet Meyer, Indiana University-Purdue University, Indianapolis; Patrick Gee, Indiana University-Purdue University, Indianapolis; Laura Masterson, Indiana University-Purdue University, Indianapolis

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First-Year Programs

AC 2009-1256: INTEGRATED LEARNING IN FRESHMAN ENGINEERING: THETHEMED LEARNING COMMUNITYJanet Meyer, Indiana University-Purdue University, IndianapolisPatrick Gee, Indiana University-Purdue University, Indianapolis Patrick Gee, MSME, is a Lecturer in the Purdue School of Engineering and Technology, IUPUI. He is also director of the Minority Engineering Advancement Program (MEAP). Patrick has both a B.S. and an M.S. in Mechanical Engineering.Laura Masterson, Indiana University-Purdue University, Indianapolis Laura Masterson is a joint advisor in the School of Engineering and Technology, IUPUI and University College at IUPUI. She has a B.S. degree from the University of Notre Dame and a Masters

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M. Blum, Syracuse University

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First-Year Programs

curriculum;beginning with Level 1 and working up to Level 4. Beginning instruction at the lower levels helpto develop student’s inquiry skills and their motivation and excitement for the learning methods[12]. However, in secondary education, the levels are implemented more discretely and the formatof class is highly dependent on the subject matter. Particularly, STEM disciplines (science,technology, math, and engineering) trend toward the use of Levels 1 thru 3 for their requiredundergraduate classes, with maybe the exception of a senior capstone class, while other disciplines(social science, language arts, and education) are suited to more prevalently utilize Level 4 [13].The effectiveness of IBL has been assessed at a range of institutions and for

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

W. Jackeline Torres, Rice University; Ann Saterbak, Rice University; Margaret E. Beier, Rice University

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Diversity

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First-Year Programs

the American Society of Engineering Education.Dr. Margaret E. Beier, Rice University Margaret Beier is an Associate Professor of Psychology at Rice University in Houston, TX. She received her B.A. from Colby College, and her M.S. and Ph.D. degrees from the Georgia Institute of Technology. Margaret’s research examines the predictors of performance in educational and occupational settings. In particular, she is interested in the effects of examining gender, age, ability, personality, motivation, and self-regulation on a range of outcomes. She is a member of the American Educational Research Association and a Fellow of the Society for Industrial and Organizational Psychologists. c

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College; Carmen Sidbury, Spelman College

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First-Year Programs

 76,376  degrees  conferred  in  2011  12.    While  there  are  potentially  many  pathways  to  achieving  the  target  graduation  rate,  the  President’s  Council  of  Advisors  on  Science  and  Technology  (PCAST)  has  identified  retention  of  students  who  start  out  as  engineering  majors  but  fail  to  persist  to  graduation   Page 23.389.2as  one  of  the  more  effective  and  less  costly  avenues  14.    Indeed,  research  in  the  area  of  persistence  among  engineering  majors  shows  that  on  average  only  about  60%  of  students  who  start  out  as  engineering  majors

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Biegalski P.E., University of Tennessee, Knoxville; Kevin Kit, University of Tennessee, Knoxville; Rachel McCord Ellestad, University of Tennessee, Knoxville

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First-Year Programs

engineering problem. In the redesigned lab, teams of students arepresented with a design challenge related to that week’s lecture curriculum, supplied withapplicable equipment and technology, and advised to self-design their own experiments andinvestigations. Learning objectives and background information are provided and students haveinstructor support for guidance and direction during their experimentation and analysis. Theredesigned laboratories endeavor to build skills that address the modern needs of the engineeringindustry, self-designed learning and innovation, and aim to increase student comprehension andinterest.BackgroundWith the advent of rapid technological development and the high demand for inventive designskills, the needs of the

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Chandler Gilbert Community College; Claire Louise Antaya Dancz, Arizona State University; Amy E. Landis, Arizona State University

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Diversity

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First-Year Programs

, retain, andprepare students in science, technology, engineering and mathematics (STEM) fields to addresschallenges facing the 21st Century. This paper describes a method for integrating behavioralinstinct learning modules into freshman engineering classes. The method includes an onlineinstinct assessment, in-class activities created to illustrate instinctive behavior related toengineering tasks, practicing awareness through class projects, and reflective writing toencourage students to critically think about this awareness for future classes, activities, andcareers. The effectiveness of the methods described herein will be evaluated through the use ofsurveys, reflective essays, and interviews with faculty and students. The assessments have

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Ernzen, Arizona State University; Eugene Judson, Arizona State University; Stephen J Krause, Arizona State University; James Collofello, Arizona State University; Ying-Chih Chen, Arizona State University; Kendra Rae Beeley; Robert J Culbertson, Physics Department, Arizona State University

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Diversity

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First-Year Programs

curricula. He is currently conducting research on an NSF project led by Dr. Stephen Krause, focused on the factors that promote persistence and success for undergraduate engineering students.Dr. Eugene Judson, Arizona State University Eugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. His past experiences include having been a middle school science teacher, Director of Aca- demic and Instructional Support for the Arizona Department of Education, a research scientist for the Cen- ter for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

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First-Year Programs

. Additionally, Nisha has over five years of combined industry and science research experience, has worked recently as a senior bioscience associate at UT’s Austin Technology Incubator, and has served as an adjunct faculty member in biology for South University.Dr. Nina Kamath Telang, University of Texas at Austin Nina Telang is an associate professor of instruction in the Department of Electrical and Computer En- gineering at the University of Texas at Austin. She received the B.Tech degree in Engineering Physics from the Indian Institute of Technology, Mumbai in 1989, and the M.S. and Ph.D. degrees in Electrical Engineering from the University of Notre Dame in 1992 and 1995 respectively. Her teaching interests are in

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Dana Elzey, University of Virginia

Tagged Divisions

First-Year Programs

compacted residue of solids. And just as it is claimed that later, the addition of hotwater leads to a rich, satisfying coffee experience, it is implied that students will absorb all of themissing context upon graduating into the real world of practicing engineers (‘add water’) andmake all the necessary connections to their technical extract.Unfortunately, the lack of context has several short and long range negative effects: 1) the student’sability to appreciate the need for the knowledge and skills presented in the classroom, i.e. to clearlysee their usefulness, is diminished, thus missing an opportunity to motivate learning4, 2) thestudent’s ability to appreciate the connectivity between technological solutions and their influence

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Saeid Moslehpour, University of Hartford

Tagged Divisions

First-Year Programs

content, building a bridgebetween theory and practice, and sharpening their abilities to solve problems creativelyand working collaboratively.The above objectives are well aligned with the Engineering Criteria 2000 promoted byAccreditation Board for Engineering and Technology (ABET) that emphasizes on thebroad education necessary to understand the impact of engineering solutions in anenvironmental and societal context. In fact, ABET expects that engineering programsdemonstrate that their students attain the following outcomes: an ability to communicateeffectively (outcome 3g), ability to function in multidisciplinary teams (outcome 3d) andunderstanding the impact of engineering solutions in an environmental and societalcontext (outcome h) 9.In

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

engineering from the University of Louisville. Dr. Ralston teaches undergraduate engineering mathematics and is currently involved in educational research on the effective use of technology in engineering education, the incorpo- ration of critical thinking in undergraduate engineering education, and retention of engineering students. She leads a research group whose goal is to foster active interdisciplinary research which investigates learning and motivation and whose findings will inform the development of evidence-based interventions to promote retention and student success in engineering. Her fields of technical expertise include process modeling, simulation, and process control.Dr. Jeffrey Lloyd Hieb

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

senior-physics students and confirming the improvements by measuring the effects of teaching interventions and strategies. Over the years he has successfully developed teaching and learning frameworks in physics that have led to significant improvements for students at Westlake Boys’ High School.Chris Smaill, University of Auckland Chris Smaill holds a Ph.D. in engineering education from Curtin University of Technology, Australia, and degrees in physics, mathematics and philosophy from the University of Auckland. For 27 years he taught physics and mathematics at high school level, most recently as Head of Physics at Rangitoto College, New Zealand's largest secondary school. This period also saw

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; M. Kevin Parfitt, Pennsylvania State University; Sez Atamturktur Ph.D., Pennsylvania State University; Moses Ling P.E., Pennsylvania State University

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First-Year Programs

. Paretti, L.D. McNair, and C. Hixson, “Faculty motivation: A gateway to transforming engineering education,” Journal of Engineering Education, 103(2), 2014, pp. 302-330.[12] J. Sweller, “Cognitive load theory and educational technology,” Educational Technology Research and Development, 68(1), 2020, pp. 1-16.[13] J. Walther, N. Kellam, N. Sochacka, and D. Radcliffe, “Engineering competence? An interpretive investigation of engineering students' professional formation,” Journal of Engineering Education, 100(4), 2007, pp. 703-740.[14] E.A. Cech, “Culture of disengagement in engineering education?” Science, Technology, & Human Values, 39(1), 2014, pp. 42-72.

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs

been an Electrical Engineering Professor. Dr. Mendoza is interested in Socioeconomi- cally Disadvantaged Engineering Students, Latino Studies in Engineering, Computer Aided/Instructional Technology in Engineering, and Entrepreneurship/Service Learning.Dr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

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Diversity

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First-Year Programs

-based [1, 2] to free choice [4, 5]. Combiningentrepreneurial thinking and maker technology, student-driven free-choice open-ended designprojects allow students to generate their own idea, take ownership of their design project, andresults in significant gains in creativity and entrepreneurial intentions [6].In a project-based first-year Introduction to Engineering course at Arizona State University, thedesign project was revamped in the fall semester of 2016 [7], following the KEEN (KernEntrepreneurial Engineering Network) movement [8] of fostering an entrepreneurial mindset inyoung engineers. An open-ended design project was chosen to let students discover customerneed, identify pain points, and design a solution. The student feedback was very

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

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Diversity

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First-Year Programs

first two years in order to successfully increaseretention in engineering.12A 2012 ASEE report entitled, “Going the Distance: Best Practices and Strategies for RetainingEngineering, Engineering Technology, and Computing Students” highlights seven key themes ofsuccessful student retention strategies: 1) focus on student learning through tutoring andmentoring; 2) student programs and financial aid; 3) student academic enrichment programs; 4)student research and work experience; 5) curriculum and class enhancements; 6) institutional andeducational research; and 7) change in institutional policy and faculty development.12 Summerbridge programs are one of the strategies that fall under student and academic enrichmentprograms. Summer bridge programs

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

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First-Year Programs

professor with a joint appointment in the Bagley College of Engineering dean’s office and the Department of Electrical and Computer Engineering at Mis- sissippi State University. Through her role in the Hearin Engineering First-year Experiences (EFX) Pro- gram, she is assessing the college’s current first-year engineering efforts, conducting rigorous engineering education research to improve first-year experiences, and promoting the adoption of evidence-based in- structional practices. In addition to research in first year engineering, Dr. Mohammadi-Aragh investigates technology-supported classroom learning and using scientific visualization to improve understanding of complex phenomena. She earned her Ph.D. (2013) in

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Joseph Schimmels, Marquette University

Tagged Divisions

First-Year Programs

Importance to SocietyStudents are involved in three activities to develop their understanding of the role of engineersand their importance to society. These activities are: 1) summer reading of a book7 motivatingthe need of more and better engineering to improve the environment and the quality of lifefollowed by reflection, writing, and discussion, 2) reading, reflection, writing, and discussionrelated to technology, society, and ethics, and 3) research into the different types of engineeringfollowed by reflection, writing, and discussion related to their career interests.2.1.2 The Nature of Engineering Problems and Strategies for Their SolutionStudents are involved in two activities to develop their understanding of the nature ofengineering

Conference Session

Multidisciplinary First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

David Dinehart, Villanova University; Joseph Yost, Villanova University; Shawn Gross, Villanova University; Aleksandra Radlinska, Villanova University

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First-Year Programs

engineering highlighted. The second project involves acoustic technologies. In thisproject, electrical and mechanical engineering applications are investigated and elements of non-destructive examination and concrete material behavior are included. Students non-destructivelyor destructively evaluate the behavior of structural elements, construct/apply data acquisitionsystems, collect data, and synthesize the data to compare experimental results to theoreticalpredictions. Finally, students report their findings in written, graphical, and oral form.The projects highlighted provide civil, mechanical, and electrical engineering faculty membersthe necessary building blocks that can be applied to development of substantial educationalexperiences that fully

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

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First-Year Programs

aids to enhanced student learning.Dr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Reeping, University of Michigan

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Neeraj Buch, Michigan State University; Amanda Idema, Michigan State University; Cynthia Helman, Michigan State University

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First-Year Programs

AC 2009-1922: INTEGRATING A FIRST-YEAR ENGINEERING PROGRAMWITH A LIVING-LEARNING COMMUNITYTimothy 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 for the Cornerstone Engineering / Spartan Engineering program teaching courses in engineering design and modeling. He has also taught courses in machine design, manufacturing processes, mechanics, computational tools and international product design as well as graduate-level courses in engineering innovation and technology management. He has over 25 years of combined academic

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

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First-Year Programs

external accrediting body for applied science, computing, engineering, andengineering technology education, have established eight general criteria forbaccalaureate level programs. Student outcomes are one of the eight general criteria.Specific course outcomes and the relation to the Madison Engineering Department Page 26.509.4Mission, Course Goals and ABET criteria are displayed Table 1.Table 1. ENGR 101 course outcomes      Project-based Learning    The majority of the course is built with project-based learning strategies. These strategiesare designed to

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F. James Boerio, University of Cincinnati; Joni A. Torsella, University of Cincinnati

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First-Year Programs

curriculum which previouslyincluded no common engineering courses taken by all of the engineering students.During the 2012-2013 academic year, three first-year engineering courses designed to providestudents with a hands-on experience with engineering and with a link between engineering andthe required mathematics and science courses were introduced. The three courses consist of anintroduction to engineering course called Engineering Foundations and a two-course sequencecalled Engineering Models I and II, which introduces students to MATLAB® as a computing toolfor solving engineering problems. All three courses are required for all engineering andengineering technology majors, are 2 credit hours, and meet once a week for lecture (55 minutes)and once

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

William Berg, University of Texas, Brownsville

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First-Year Programs

meeting of the History of Science and Engineering course included part of a video,followed by discussion and a review of vocabulary, followed by a vocabulary homeworkassignment. Everyone learned new terms such as causeway, siege engine, floating bridge,pilings, aqueduct, triangulation, canal locks, etc. During the following years, the Mexicanstudents referred to the course as their launching into conversational English, although theyalways spoke Spanish among themselves.The program was free to the students. Instructors were paid from a discretionary fund under thecontrol of the Dean of Science, Mathematics, and Technology. Students were not given credit forIntroduction to Engineering until they enrolled in and paid for the course in the fall

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

learning exercises with out barriers between students, 4. removed student anonymity and therefore discouraged improper use of the computers 5. increased capacity of the classroom from twenty to twenty-four students reducing the number of sections that need to be offered each year, 6. improved quality of instructor control of the classroom computers and projection through the upgraded classroom network system, and,When not being used as a classroom it serves as the main open computing laboratory for theentire Department of Engineering. In addition it provides the School of Engineering,Technology and Computer Science with a computer classroom designed for active learning.The aesthetics of the room were also improved. A wire

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christa R. James-Byrnes, University of Wisconsin, Barron County; Mark H. Holdhusen, University of Wisconsin, Marathon County

Tagged Divisions

First-Year Programs

University of Wisconsin, Madison. She currently lives in Rice Lake, Wis., with her husband Mike and her two children Jamie and Jessie.Dr. Mark H. Holdhusen, University of Wisconsin, Marathon County Mark Holdhusen is an Associate Professor of Engineering at the University of Wisconsin, Marathon County. He began at UWMC in Jan. 2005 after completing his Ph.D. in mechanical engineering at the Georgia Institute of Technology. Holdhusen received a bachelor’s in mechanical engineering from the University of Minnesota in August of 1999. He currently lives in Wausau, Wis., with his wife (Elona), son (Milo), and daughter (Odelia

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Quinn, University of South Australia; Elizabeth J. Smith, University of South Australia; Syed Mahfuzul Aziz, University of South Australia

Tagged Divisions

First-Year Programs

assessments has been a particular focus of his teaching. Mahfuz has received numerous teaching and research awards. In 2009 he was the recipient of the Prime Minister’s Award for Australian University Teacher of the Year. He has attracted research funding from the Australian Research Council (ARC), Defence Science and Technology Organisation (DSTO) and Cooperative Research Centre in Australia. His research interests include Computer Hardware and Integrated Circuit Design for various applications, Biomedical Engineering and Engineering Education. He has been a reviewer of IEEE Transactions on Ed- ucation, IEEE Transactions on Computer, IEEE Transactions on Image Processing and IET Electronics Letters

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, Northeastern University; Susan F Freeman, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Kris Jaeger-Helton, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

in Chemical Engineering from Northeastern University in 2011. In the fall of 2011, she took a position as an Assistant Teaching Professor at Northeastern University in the College of Engineering as a part of the First Year Engineering Faculty with a focus on chemical engineering. She teaches the first year courses where are Engineering Design and Engineering Problem Solving. She also teaches senior Chemical Engineering Process Controls. She runs a faculty led international summer program to Sao Paulo, Brazil which focuses on Alternative Energy Technologies and Brazilian Culture.Dr. Richard Whalen, Northeastern University Dr. Richard Whalen is a Teaching Professor at Northeastern University in Boston, MA and a core