Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Oyemayowa Luqman Abioye, West Virginia University

Tagged Divisions

First-Year Programs

student centeredenvironment.The objective of this project was to introduce a new module on electronics to students enrolled ina first year engineering program. The module was incorporated in an engineering problemsolving course and was designed to include reading material, practice problems, hands-onactivities, and a project. This paper describes the content of the module, how the module wasimplemented, and its impact in students’ perception of engineering.Methodology:Sample Size: 42 students enrolled in an engineering problem solving course participated in thisstudy. All students were enrolled in a first year engineering program at a land-grant institution inthe mid-Atlantic region; none of the students have been accepted in a major

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Norb Delatte P.E., Cleveland State University

Tagged Divisions

First-Year Programs

supporting materials.A common case study used in engineering training is the examination of the failure of theskywalk at the Hyatt Regency Hotel in Kansas City. This failure is beneficial for incomingstudents because the technical reason for the failure is easily understandable and straightforward.However, the most challenging part of this particular case study is understanding how thedeficient walkway supports were allowed to be constructed and installed. Most incomingstudents have little knowledge of the complex relationship of the design, fabrication, andconstruction steps in large projects such as the Hyatt Regency Hotel, some instruction in theroles and responsibilities of each entity is presented and discussed with the students before

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie L. Walkup PE, Villanova University; John Komlos, Villanova University; Kevin A. Waters P.E., Villanova University

Tagged Divisions

First-Year Programs

-year engineering programming from acommon first-year experience with multi-disciplinary projects, to a common first-yearexperience that spans multiple engineering disciplines with smaller projects, or to morediscipline specific courses for students with direct matriculation into a specific major. Thesecourses aim to provide an early introduction to the engineering discipline3 thus positivelyimpacting a student’s engineering identity5, which has been shown to increase studentpersistence within the engineering field1.Applicants to Villanova University’s College of Engineering are directly matriculated into theirselected engineering discipline (civil engineering, mechanical engineering, chemicalengineering, or electrical engineering) but were

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Hannah Stewart-Gambino, Lafayette College

Tagged Divisions

First-Year Programs

require Grand Challenges Scholars to work ininterdisciplinary teams. To foster such collaboration and lay a foundation bridgingengineering and the liberal arts, we developed a linked pair of first-year-seminars addressinga “grand challenge.” Building on the WPI Great Problems model [2], these two First YearSeminars are team taught by a mechanical engineer and a political scientist, each addressingthe problem of global hunger. Students from both sections work together in project teams andparticipate in discussions of course topics and shared readings. The course includes acommunity-based learning component as well as the development of a research &development plan for future engagement.Table 1. The 14 Grand Challenges issued by the National

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natasha Perova-Mello, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

awareness of each other’s thinking and shareddecision making associated with their design process and final reporting. What an effective teamneeds are executive skills for managing a design process that transitions their ideas into a plan,research, build, test and refine cycle. Project management tools can support the processes ifteam leaders know how to track and facilitate the process. One of the goals of this first yearengineering course is to develop these skills in the team members so they can effectively usethem for future design activities like senior design and multidisciplinary projects in industry. In this paper, we present results from a qualitative analysis of student responses to open-ended questions designed to elicit their

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

computer simulations in this class in a team-baseddesign approach. Past work has shown that incorporating team-based design projects into first-year engineering courses is beneficial since it increases motivation and improves retention [1-3].In this work, a computer simulation is defined as a program that accepts inputs and performscalculations based on a mathematical model of a system with the intent of understanding thebehavior of said system [4-5]. In our freshman-level course, students used SolidWorks three-dimensional (3D) CAD software to simulate kinematic motion, structural integrity, fluid flowand heat transfer processes (conduction and convection). These types of computer simulationsare often introduced in courses taken later in a typical

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Alicia Baumann, Arizona State University

Tagged Divisions

First-Year Programs

currently holds the title of Senior Lecturer and 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 Engineering Projects in Community Service program, the Engineering Futures program, and the Global Freshman Academy. Dr. Zhu also designs and teaches courses in mechanical engineering 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 activ- ity based online Introduction to Engineering course, as well as a team that developed a unique MOOC introduction to engineering

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan W. Krauss, Southern Illinois University - Edwardsville; Ryan Fries, Southern Illinois University - Edwardsville; Cem Karacal, Southern Illinois University - Edwardsville

Tagged Divisions

First-Year Programs

University, Ankara, Turkey in 1982. He has experience in industry and academia. His main research and teaching interest areas are simulation modeling, quality control, operations research, and facilities layout. Before joining to SIUE he worked at Rochester Institute of Technology as a faculty member and Computer Integrated Manufacturing System project coordinator for RIT’s integrated circuit factory. He is a senior member of IIE and SME, and a member of ASEE, Alpha Pi Mu and Tau Beta Pi. c American Society for Engineering Education, 2016 Evaluating the Impact of a Revised Introductory Engineering Course: Student Retention and Success as an IndicatorAbstractThis work in progress

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Goli Nossoni, University of New Haven; Jean Nocito-Gobel, University of New Haven; Ronald S. Harichandran, University of New Haven

Tagged Divisions

First-Year Programs

the Universityof New Haven is a project-based learning course that includes four projects. Each projectemphasizes a different engineering field while also addressing technical communication,sustainability, entrepreneurship and creativity. Correlations between students’ personality typesand different aspects of engineering such as visualization, sustainability, entrepreneurship,communication and traditional technical engineering are presented. The results of the study maybe useful for improving recruitment and retention practices as more diverse students enterengineering fields.Research Questions and Potential ValueThe following research questions are explored in this work in progress: 1. Do today’s engineering students display the same

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Brian Scott Robinson, University of Louisville

Tagged Divisions

First-Year Programs

an introductory course in engineering fundamentals atthe J. B. Speed School of Engineering (SSoE) at the University of Louisville (UofL). The course,titled Engineering Methods, Tools, and Practice II (ENGR 111), is the second component of atwo-course sequence and is primarily focused on application and integration of fundamentalengineering skills introduced and practiced in the first component of the sequence (ENGR 110).Fundamental skills integrated within ENGR 111 include 3D printing, basic research fundamentals,circuitry, communication, critical thinking, design, engineering ethics, hand tool usage, problemsolving, programming, project management, teamwork, and technical writing. The course isrequired for all first-year SSoE students (no

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

education. At Michigan Technological University (Michigan Tech),we had three different groups (faculty, graduate students and upper level undergraduate students)develop design activities. These activities were developed for the ENG1001/1100 coursesequence for first-year students who were enrolled in pre-calculus as their first math course atMichigan Tech as part of an NSF CCLI Phase 1 grant (DUE: 0836861). All groups developedengineering activities that included a: Design/Model/Build sequence, Matlab mathematicalmodel, spreadsheet analyses, and technical communication of their activities. For thecomponents listed previously, lectures and class activities, project description and deliverablesand example Matlab codes were developed for the

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Rick Williams, East Carolina University; William Howard, East Carolina University

Tagged Divisions

First-Year Programs

AC 2010-1457: ASSESSMENT-DRIVEN EVOLUTION OF A FIRST-YEARPROGRAMRick Williams, East Carolina UniversityWilliam Howard, East Carolina University Page 15.210.1© American Society for Engineering Education, 2010 Assessment Driven Evolution of a First year ProgramAbstractThe general engineering program at East Carolina University (ECU) was established in 2004. Inthe fall of 2007, a major curriculum change was initiated that introduced three new courses intothe first year. These courses are Engineering Graphics, Introduction to Engineering, andComputer Applications in Engineering. Each of these courses contains projects or assignmentsthat directly assess the achievement of

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo

Tagged Divisions

First-Year Programs

engineering research practices, information-literacy skills, andcritical evaluation of information. Students undertook an iterative writing process and submittedfinal projects, recording their resource-selection process. These were evaluated to determine theimpact of the asynchronous learning module on students' information-seeking behavior. Finally,the results of this pedagogical reflection were compared to similar data recorded the previousyear following in-person instruction of the same material [8]. Our results demonstrate that theasynchronous learning module significantly enhanced the students’ critical evaluation of sources.These results have dramatic implications for how we understand students’ information-seekingbehaviors, pedagogical design

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Education, 2016 Developing Flexibly Adaptive Skills through Progressive Design ChallengesABSTRACTThis research study explores the potential of using a progression of design challenges in a studiosetting to develop students’ ability to adapt to solving complex challenges. Engineering designblended with challenge-based instructions (a model of project based instruction) provides anexcellent model of instruction for obtaining multiple learning outcomes associated withdeveloping content knowledge, innovation skills, project management strategies, professionalskills (communicating, teaming, leadership) and disposition for sustained inquiry. Many firstyear engineering programs provide design challenges for teams to work on during the term (forexample

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Thomas Curran, University College Dublin; Colleen Doyle, University College Dublin; Enda Cummins, University College Dublin; Kevin McDonnell, University College Dublin; Nicholas Holden, University College Dublin

Tagged Divisions

First-Year Programs

of a problem-based learning module called the BiosystemsEngineering Design Challenge. The focus of the module is on designing and building a working,bench-scale device that solves a practical problem relevant to Biosystems Engineering. Itprovides an early opportunity for students to learn about engineering design, project managementand teamwork. The module aligns well with the academic policy of University College Dublin tointroduce alternative teaching and learning strategies compared to the conventional lecture.While the original aim of the module was to enhance the learning experience specifically forBiosystems Engineering students, it was considered beneficial to adopt a multi-disciplinaryapproach by allowing students from a wide variety

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Janet Callahan, Boise State University; Gary LeRoy Hunt, Boise State University; Carol Sevier, Boise State University; Amy J Moll, Boise State University

Tagged Divisions

First-Year Programs

educational research interests include freshmen engineering programs, math success, K-12 STEM curriculum and accreditation, and retention and recruitment of STEM majors.Dr. Gary LeRoy Hunt, Boise State UniversityCarol Sevier, Boise State University Carol Sevier is the Freshman Engineering Coordinator at Boise State University. She received her BS in Electrical Engineering from South Dakota State University, Brookings, SD. She was employed at Hewlett Packard for 16 years where she held a variety of positions in Quality Assurance, Manufacturing and Marketing. She also served as the Development Director at the Discovery Center of Idaho, a hands-on science center. Carol has overseen the project-based Introduction to Engineering

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

for Entrepreneurship and Information Technology (CEnIT).Patricia Brackin, Rose-Hulman Institute of Technology Dr. Patricia Brackin is Professor of Mechanical Engineering at Rose-Hulman University. Her research interests are engineering design and assessment. Page 14.619.1© American Society for Engineering Education, 2009 The Facilitation of Lifelong Learning Skills through a Project- Based Freshman Engineering CurriculumAbstractEngineering accreditation criteria, as well as the Engineer of 2020 report, list lifelong learning asa critical attribute of future engineers. While exercises

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jean Carlos Batista Abreu, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Divisions

First-Year Programs

data obtained through amixed-methods approach. Results indicate that students’ attitudes toward teamwork andtheir perceptions of their own teamwork skills improved over the semester.IntroductionTeamwork is vital to engineers’ professional lives. Passow 2012 surveyed over 4000practicing engineers representing eleven different disciplines asking them to evaluatethe importance of the different ABET competencies in their careers [1]. Teamwork(ABET Outcome 5, formally ABET Outcome D) received the highest rating.Considering its importance to the field, team-based assignments, particularly semester-long design projects, are commonly employed in engineering curricula. Whileteamwork can be a rewarding experience, it can also be a source of anxiety and

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University

Tagged Divisions

First-Year Programs

naturally uncomfortable towork on open-ended problems, because it feels risky to proceed along an ambiguous solutionpath. Nevertheless, some students seem to be more confidently uncomfortable, ready and willingto begin working on open-ended problems. We sought in this study to understand the factors thatmake a student better able to begin work on these projects without directed guidance from theinstructor. Here, this student ability is ascribed to, in part, a student’s ambiguity tolerance andself-efficacy on open-ended problems. A survey instrument to measure ambiguity tolerance and self-efficacy on open-endedproblems was created and subject to internal validation. Students taking a 2-course sequence ofrequired, foundational courses over

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University; Nova Alexandria Glinski Schauss, Oregon State University

Tagged Divisions

First-Year Programs

developed linking student development focused first-year coursesand a project called “Design Your Process of Becoming a World-Class Engineering Student”.The project is set within first-year engineering orientation courses that pair academic successstrategies with engineering college knowledge. Through the project students are challenged todesign their individually tailored learning process to have a significant impact on their academicsuccess by improving the students’ skills, confidence, and motivation to succeed in engineering.The approach is currently implemented in over 30 institutions nationwideError! Reference source notfound. . The results from two four year institutions— Oregon State University and University ofAlaska Anchorage—one

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

Tagged Divisions

First-Year Programs

Handling Systems, Women in Academia in STEM fields, Engineering in Education and Access to Post-Secondary Education. From August 2006 through February 2008, she was the Associate Dean of Academic Affairs of the College of Engineering. She was Co-Pi of the NSF’s UPRM ADVANCE IT Catalyst Project awarded during 2008. From 2008-2016, she was Co-PI of the USDE’s Puerto Rico Col- lege Access Challenge Grant Project. From 2015-2018, she was the Coordinator of the UPRM College of Engineering Recruitment, Retention and Distance Engineering Education Program (R2DEEP). Currently, she is Co-PI of the project ”Recruiting, Retaining, and Engaging Academically Talented Students from Economically Disadvantaged Groups into a Pathway to

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Phil Schlosser, Ohio State University; Michael Parke, Ohio State University; John Merrill, Ohio State University

Tagged Divisions

First-Year Programs

education, corporate training, and contract research. He currently serves on the Advisory Board for Engineers for Community Service (ECOS), a student-run organization at Ohio State; and teaches a Service-Learning course for Engineering students who travel to Honduras during Spring Break to implement projects on behalf of a rural orphanage. Page 13.352.1© American Society for Engineering Education, 2008 Decision-Making in the Design-Build Process among First-Year Engineering StudentsAbstractStudents in a first-year engineering program at The Ohio State University are required

Conference Session

First-Year Programs Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; David Andrew Story, Sonoma State University; David Anthony House, Sonoma State University; Robert Evan Rowlands, Gap Wireless

Tagged Divisions

First-Year Programs

educational technologies and authored many papers focusing on eLearning and Active Learning models.Mr. David Andrew Story, Sonoma State University David Story is currently a Sophmore Electrical Engineering student at Sonoma State University. He works on a plethora of research projects, mostly working on embedded systems that are used to educate and to improve the human condition. He has lead the development of an educational development board meant to introduce High School and first-year college student to wireless sensor systems. Other projects he has worked on including designing new subsystems for EdgeCube, Sonoma State’s CubeSat, as well as a variety of other personal projects. This summer David will be working as an

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

John Simmons, University of Queensland; Elise Barrella, Bucknell University; Keith Buffinton, Bucknell University

Tagged Divisions

First-Year Programs

2006-178: PROFESSIONAL ENGINEERING EDUCATION BEST PRACTICESTUDY FOR FIRST-YEAR, MULTI-DISCIPLINARY COURSESElise Barrella, Bucknell University ELISE M. BARRELLA is a senior Civil and Environmental Engineering major at Bucknell University. Upon acceptance to Bucknell, she was selected to be a Presidential Fellow, which provided a stipend to support her research on this project. The best study practice was conducted at The University of Queensland, Australia while Elise was studying abroad for the Spring 2005 semester. In addition to her fellowship research, Elise is vice president of programming for Bucknell's student chapter of ASCE, a member of Delta Gamma sorority, and a teaching

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

David R. Ely, Ivy Tech Community College, Lafayette; Jason E. Bice, Purdue University, West Lafayette; Kendra A. Erk, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, introduce amultidisciplinary project to teach the fundamental principles of engineering, and to introduce awide array of engineering disciplines within a single course.The assumption entering into this project was that core engineering concepts can be graspedthrough practice, as opposed to traditional classroom lecture, to teach students the engineeringdesign loop, intra- and intergroup collaboration and communication, design methodology, andcritical thinking skills [1]. However, the idea of learning through practice in no way eliminatesthe traditional lecture to communicate topics necessary for practicing engineering, such as staticsor basic circuit design. Therefore, the course that was developed incorporates two learningstyles: active learning

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

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

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Robin Fowler, University of Michigan; Elizabeth S. Hildinger, University of Michigan

Tagged Divisions

First-Year Programs

College of Engineering at the University of Michigan. She has a Ph.D. in old english philology and Anglo-Latin from the Centre for Medieval Studies in the University of Toronto and an M.A. in linguistics from the University of Texas. Before joining the staff of the Program in Technical Communication, she worked as a Research Scientist on the University of Michigan’s Middle English Dictionary Project and as an Assistant Professor of En- glish at Indiana State University. She is interested in rhetorical grammar and in the special concerns of engineering students writing in English as a second language. Page

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nicky Wolmarans, University of Cape Town, Department of Civil Engineering and Centre for Research in Engineering Education (CREE); Corrinne Shaw, University of Cape Town, Department of Mechanical Engineering and the Centre for Research in Engineering Education (CREE)

Tagged Divisions

First-Year Programs

formal settings and the workplace. Page 22.1724.1 c American Society for Engineering Education, 2011 “Wearing that hard hat and those boots and being there with all the dust”: Students’ conceptions of becoming a Civil Engineer.This paper reports on a phenomenographic study describing how students conceive of civilengineering through their engagement with six projects on a first year introductoryengineering course. In the simplest of four phenomenographic categories students don’tengage with becoming an engineer at all. They tend to see the course

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa A. Pruitt, University of California, Berkeley

Tagged Divisions

First-Year Programs

California at San Francisco, School of Medicine, San Francisco, CA, 2001-present Adjunct Professor of Orthopaedic Surgery, 2001- present Research is focused on structureproperty relationships in orthopedic tissues, biomaterials and medical polymers. Current projects include the assessment of fatigue fracture mechanisms and tribological per- formance of orthopedic biomaterials, as well as characterization of tissues and associated devices. Surface modifications using plasma chemistry are used to optimize polymers for medical applications. Attention is focused on wear, fatigue, fracture and multiaxial loading. Retrievals of orthopedic implants are char- acterized to model in vivo degradation and physiological loading

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian Scott Robinson, University of Louisville; Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; James Christopher Foreman, University of Louisville

Tagged Divisions

First-Year Programs

this interactivecourse, which introduces students to fundamental engineering skills – including teamwork,design, project management, technical writing, critical thinking, programming, communication(including written, oral, and graphical), and an introduction to engineering research. The courseincludes extensive introductory design pedagogy coupled with project management; includingtwo individual design challenges during the semester, and culminating in a team-basedCornerstone project that all students present at the end of the semester. For conveying keyinstructional topics to the students, a few select classes are held in the EG classroom(s), whileadditional instruction is delivered online via supplementary, instructor-created videos