Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; Beverly Jaeger, Northeastern University; John K. Estell, Ohio Northern University

Tagged Divisions

First-Year Programs

, Page 12.1122.11students should be capable of remembering a few facts and details. Again, emphasize the valueof this practice for them and for their listeners. OME is a great opportunity for multiple lessonsin the engineering profession. RESPONSES to: "Beyond educational value of content, what do you think were some of the objectives for having the OME ?" Left blank Exposure to engineering values and ethical isues Students teach class, Respect for starting class Show the potential impact of being an engineer Conduct outside research, Develop research skills Learn how things work, Engage in critical

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Cecelia Wigal, University of Tennessee-Chattanooga; Ignatius Fomunung, University of Tennessee-Chattanooga; Edwin Foster, University of Tennessee-Chattanooga; Ronald Goulet, University of Tennessee-Chattanooga

Tagged Divisions

First-Year Programs

• use at least one proven means for deciding between design alternatives • recognize and communicate constraints and codes and/or standards for a design • recognize and apply ethical decision-making practices. • organize, participate in, and document team meetings • participate as a contributing team member in the design and problem solving processesThey should also be able to • apply graphical 2-D and 3-D drawing principles • use a 3-D drawing software package • use the principles of good oral communications to effectively communicate major ideas • use Microsoft PowerPoint software to aid oral presentations • use Microsoft Project for creating a simple Gantt Chart • use principles of good

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

Jess Everett, Rowan University; John Chen, Rowan University; Stephanie Farrell, Rowan University; Jennifer Kadlowec, Rowan University

Tagged Divisions

First-Year Programs

150-minute laboratory session each week. Students from all four disciplines are mixed insections of approximately 20 students each. The course serves as both an introduction to collegeand an introduction to engineering. Lectures focus on survival skills and other topics importantto freshman engineers, such as note taking, problem solving, engineering estimation, significantfigures, professionalism and ethics. Approximately eight of the laboratory sessions are devotedto open-ended project-based learning used to reinforce lecture topics. The rest are used forexams, to view and discuss videos, etc.Freshman Clinic I is additionally designated as a “Rowan Seminar” course. Rowan Seminarclasses are university-wide courses designed to help freshmen

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Understanding teaching styles, learning styles, and how to make the teaching/learning process work for you i. Levels of intellectual skill ii. Learning Styles iii.Metacognition4. Personal development a. Enhancing your self-awareness and improving your skills to practice academic success strategies i. Dealing with adversity b. Outlining what attitudes and behaviors you need to change/add to be successful i. Mindset c. Managing time and tasks i. Time management and goal setting d. Engaging in good health and wellness practices including management of stress e. Developing a high sense of personal and professional integrity and ethical

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis J. Everett, University of Texas, El Paso; Phillip Cornwell, Rose-Hulman Institute of Technology; Yirong Lin, The University of Texas, El Paso; Norman Love, University of Texas, El Paso

Tagged Divisions

First-Year Programs, Mathematics

all the traditional MechanicalEngineering domains (statics, dynamics, strength, fluids, circuits and thermodynamics) [2]. Byusing the algebraic formulation of CAP, students can begin and advance in engineering studywhile they work toward learning Calculus. This will allow students to progress toward theirdegree while strengthening their mathematics abilities.In contrast, advancing in a typical Engineering curriculum requires the student to enroll inCalculus, because MOST Engineering courses contain SOME content that uses Calculus [3].Some courses require no calculus like Graphics and Professionalism Ethics courses butexceptions are few. This means a matriculate ill prepared to study Calculus must catch up onmathematics BEFORE starting

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda Read-Daily, Elizabethtown College; Kurt M. DeGoede, Elizabethtown College; Stacey L. Zimmerman, Elizabethtown College

Tagged Divisions

First-Year Programs

) • Fall 2017 (47 students) • Spring 2018 (48 students).Each semester teams of four or five students are formed using CATME Team-Maker (describedin the next section) with students working on the same teams for the duration of each semester.The course includes both individual and team-based assignments. Course topics include • the engineering discipline and sub-disciplines project management and teamwork • the design process • ethics • technical writing and presentations • engineering tools: CAD, MATLAB • statistics • professional development, and • technical research. • StrengthsFinder is used directly in assignments connected to the engineering discipline, project management, and teamwork.Students completed

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adetoun Oludara Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs, Mathematics

interests include multimedia learning, design education and empathic design. Address: Virginia Tech Engineering Education (MC 0218) 345 Goodwin Hall, 635 Prices Fork Rd, Blacksburg, VA 24061.Dr. Diana Bairaktarova, Virginia Tech Diana Bairaktarova is an Assistant Professor in the Department of Engineering Education at Virginia Tech and the Director of the Abilities, Creativity, and Ethics in Design [ACE(D)] Lab.Prof. Tamara Knott, Virginia Tech Tamara Knott is Associate Professor of Engineering Education at Virginia Tech. Her primary responsibil- ity centers on teaching in the First Year Program. Her interests include assessment and pedagogy. Within ASEE, she is a member of the First-year Programs Division, the Women

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech; Cherie D. Edwards, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech; Diana Bairaktarova, Virginia Tech

Tagged Divisions

First-Year Programs

Graduate Teaching Excellence (VT-GrATE), and was inducted into the prestigious Bouchet Graduate Honor Society.Dr. Diana Bairaktarova, Virginia Tech Diana Bairaktarova is an Assistant Professor in the Department of Engineering Education at Virginia Tech and the Director of the Abilities, Creativity and Ethics in Design [ACE(D)]Lab. Bairaktarova’s ongoing research interest spans from engineering to psychology to learning sciences, as she uncovers how individual performance and professional decisions are influenced by aptitudes and abilities, interest, and manipulation of physical and virtual objects. c American Society for Engineering Education, 2018Sketching with Students:An Arts-Informed

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

II) would beheld in the Engineering Education Garage (EG), which is the aforementioned (15,000 ft2)makerspace, and would focus on fundamental engineering skills application and integration.Seven different fundamental engineering topics were mandated by the committee as follows: 1. Engineering Professionalism (ethics, culture, and risk) 2. Basic Computational and Programming skills 3. Communication (graphical, oral and written) 4. Problem Solving 5. Design Analysis 6. Teamwork 7. Project ManagementIt is also pertinent to note the committee additionally mandated that the Paul-Elder CriticalThinking Framework [1-6] be taught and utilized throughout the sequence, and that diversityissues would be discussed as part of the

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joan V. Dannenhoffer P.E., Syracuse University; Sinead Mac Namara, Syracuse University

Tagged Divisions

First-Year Programs

aboutengineering skills generally and visualization in particular. 44 Students responded to the pre-survey and 24 to the post survey, 37 students completed the course.The course, ECS 101 Introduction to Engineering (Civil), is a required course for civil engineeringmajors. The learning outcomes for the course are that students: get exposure to civil engineering,career opportunities, and the engineering education process; develop an understanding of theengineering code of ethics, professional licensing, and an engineer’s responsibility to society; getexposure to several of civil engineering’s supporting technologies, including infrastructure, soilmechanics, transportation, structures, and materials; develop the skills to “learn” course materialthrough a

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; James Collofello, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

First-Year Programs

socialbackgrounds are taken into account.Standards and assessment: Setting appropriately high and challenging standards and assessing the learner andlearning progress - including diagnostic, process, and outcome assessment - are integral parts of the learningprocess. 1. The actions of the instructor focus on students learning as opposed to presenting material. 2. In ethically responsible ways, instructors share decision making about learning with students. Teachers control less, but students are involved more. 3. Content is used to build a knowledge base, to develop learning skills and to foster learner self-awareness of their abilities. Teaching approaches account for students’ learning modes and strategies. 4. Instructors and

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

Jessica E S Swenson, Tufts Center for Engineering Education and Outreach; Marya H Schnedeker, Center for Engineering Education and Outreach, Tufts University; Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts Center for Engineering Education and Outreach / Federico Santa Maria Technical University

Tagged Divisions

First-Year Programs

 system performance”​  The advancement of technology in terms of functionality and interconnectivity has a profound effect on human­technology interaction. The effect is a broad and concerns operators, maintainers or users. Human factors engineering seeks to achieve improved levels of effectiveness, safety and ease of performance. The design of such complex system interaction requires human factors professionals operate across disciplinary boundaries to collaborate with other engineers at many levels, including understanding user needs in early product development stages and developing test settings to study user performance.  The major topics covered in the course are the design process, prototyping, engineering ethics, human computer

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

. Understanding and respecting differences in learning styles and personality types and in ethnicity and gender 13. Engaging in good health and wellness practices including management of stress 14. Developing a high sense of personal and professional integrity and ethical behavior 15. Becoming effective at getting the most out of the educational system by utilizing campus resources 16. Adding objectives you perceive are important for your successTo help guide students in designing their process they are asked to implement a three stepprocess: a. Where a “world-class” engineering student would want to be on each item b. Where you are currently on each item c. What you need to do to move from where you are to where you would

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

ethics of reverse engineering, and also issues on manufacturing decisions, design forassembly, and how they would communicate their findings to the manufacturer.Biomedical Engineering: Nature’s Graphics Card – Sensory Processing in the Brain (2013)Students worked in teams to dissect earthworms and isolate the animal’s central nerve cord andthen externally stimulated the nerve cord electrically. Through use of oscilloscopes and dataacquisition software, they were able to observe the response and characterize how the nervoussystem transmits signals. In a second activity, students went through several examples of humansensation versus perception, the difference between what information the senses provide andhow that information is stitched together

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

Stephen E Silliman, Gonzaga University; Toni Boggan, Gonzaga University; Vladimir A Labay, Gonzaga University; George D. Ricco, Gonzaga University, Spokane; Suzann Girtz, Gonzaga University

Tagged Divisions

First-Year Programs

customer Be able to analyze and learn from engineering / computer-science failure Identify new business opportunities Think creatively through complex problems Consider the impact of projects or solution on societal and individual needs Work in a team environment Interpret how the individual motivations of clients or coworkers might impact a project or solution Modify projects or solutions based on ethical considerations Pursue service efforts as a professional Pursue service efforts as a private individual Page 26.345.6Table 2: New questions included on the December, 2014, survey of students in the freshmanseminar.Q1: How has your

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward W. Davis, Auburn University; Joni M. Lakin, Auburn University; Virginia A. Davis, Auburn University; P.K. Raju, Auburn University

Tagged Divisions

First-Year Programs

provideinsight into how nanoscale sensors might be used to map the brains functions. Discussion ofrecent advances in neurological interfaces, imaging, and interfaces not only highlight thecontinuing evolution of science and engineering but also provide a framework for discussion ofthe difference between current science fiction and future science reality and the potential societaland ethical implications of “Reverse Engineering the Brain.” In Fall 2015, much of thediscussion focused on two themes: 1) the potential benefit of healing wounded veterans and others suffering from neurological impairments, and 2) the potential risks described in therecently released movie “Terminator Genisys.”This module includes three short activities the students rotate

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paige E. Smith, University of Maryland, College Park; Elizabeth R. Kurban, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering (Seymour et al., 1994). One aspect of the course focuses on theexperiences of women in the field, addressing experiences of sexism and gender discrimination,and the ways in which to promote gender equality in STEM fields. Throughout the second year,Flexus students develop an awareness of self through completing instruments such as theStrengthsQuest for leadership development, beginning to explore information about potentialcareer opportunities and professional development experiences. Other topics include ethics anddiversity within the context of engineering leadership development. The program incorporateslocal engineering-related field trips and visits from speakers, including research presentationsfrom faculty members and/or local women

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Derek Breid, Saint Vincent College

Tagged Divisions

Design in Engineering Education, First-Year Programs

-charger-1-cable-to- power-all-your-devices. [Accessed: 27-Jan-2018].[10] Cora Ball, “Cora Ball - Microfiber Catching Laundry Ball,” Kickstarter.com, 2017. [Online]. Available: https://www.kickstarter.com/projects/879498424/cora-ball- microfiber-catching-laundry-ball. [Accessed: 27-Jan-2018].[11] Flow Hive, “Flow Hive: Honey on Tap Directly From Your Beehive,” Indiegogo.com, 2015. [Online]. Available: https://www.indiegogo.com/projects/flow-hive-honey-on-tap- directly-from-your-beehive-environment--5#/. [Accessed: 03-Feb-2018].[12] L. G. Richards and M. E. Gorman, “Using case studies to teach engineering design and ethics,” ASEE Conf. Proc., 2004.Appendix I: Project description distributed to studentsENGR 240Engineering

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas

Tagged Divisions

First-Year Programs

students are most likely to experience success in college? The literature suggests thatstandardized test scores, high school GPA or a combination of the two may be used to predictstudent success in college to some degree [1, 2]. In addition to these cognitive variables, studiesalso focus on noncognitive factors that affect student success such as academic motivation andinstitutional integration [2,3]. While standardized test scores are uniformly administered to allstudents under similar conditions, they only measure a students’ current knowledge base. Manystudies have shown that success in high school academics (i.e. GPA) is a better indicator ofsuccess in college academics because it indicates students’ intellectual habits; i.e. work ethic [4-7

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Cecelia Wigal, University of Tennessee-Chattanooga; Molly Littleton, Signal Centers

Tagged Divisions

First-Year Programs

& Design Communication Documents) Product Validation (Designed Object)Figure 2.0: The Design Process (UTC Emphasis)IED Course Learning ObjectivesAfter completing the IED course, the students should know how to • formulate a problem statement • create project objectives • distinguish between functions and specifications • use idea generation exercises to generate alternative solutions to a problem • use at least one proven means for deciding between design alternatives • recognize and communicate constraints and codes and/or standards for a design • recognize and apply ethical decision-making practices

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

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs

design. A final observation is the substantial difference in the responses forOutcome 10. With a 53% (Agree) to 5% (Disagree) response the conclusion is that blogginghelped the students to develop knowledge of contemporary issues most consistently. Page 25.620.13Table 6. Summary Outcome Analysis Agree Disagree To better understand the professional and ethical O1 42% 26% responsibility of an engineer. O2 47% 32% To develop an ability to communicate effectively. To develop a recognition for, and the ability to engage in

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Betsy F. Willis, Southern Methodist University; David A. Willis, Southern Methodist University; Mark Fontenot, Southern Methodist University

Tagged Divisions

First-Year Programs

participation in a living-learningcommunity and persistence.2 Fundamentally, though, no negative effects to participation have Page 24.404.3been noted.Future employers of engineering and computer science undergraduates want more than just asolid technical education. A number of “soft skills” must be developed as well. Some of theseskills include work ethic, timeliness, attendance, and professionalism.6 The Center forProfessional Excellence indicates that 95% of human resources managers feel universities shouldinclude professionalism training as part of the curriculum.7 This professionalism training shouldinclude skills for interviewing, communication

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lynn K. Byers, Quinnipiac University; Justin W. Kile, Quinnipiac University; Corey Kiassat, Quinnipiac University

Tagged Divisions

First-Year Programs

outcomes in the course are focused on theengineering profession: explain the basic practice of engineering, describe background histories,impact on society, skills employed, and professional/ethical responsibilities; summarize theknowledge bases, skills, problem types, and analysis techniques of the four engineeringdisciplines offered at Quinnipiac University; and analyze information provided and learned tomake an informed decision about choice of an engineering major. These outcomes are focusedon raising student knowledge of engineering disciplines in order to enhance their ability to makean informed decision about choice of an engineering major.An important part of the course designed to solidify the class discussions is the hands-on

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Theodore Demetrius Caldwell M.Ed., Diversity Programs Office/College of Engineering/Michigan State University; Jon Sticklen, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Kyle P. Foster, Michigan State University College of Engineering; Tonisha Brandy Lane, Michigan State University; Rickey Alfred Caldwell Jr.; Lisa R. Henry, Michigan State University

Tagged Divisions

First-Year Programs

Page 24.737.12 ethics and have understood that this profession needs lots of interaction”.ConclusionsThe DPO-SP program provides critical academic and social support for students during their firsttwo years of their undergraduate experience. Our data indicates that participation in the programcontributes to: • Better understanding about the academic requirements that are unique to the College of Engineering. Participants indicate that before participation in the DPO-SP they were not aware of the academic requirements to be admitted to the College of Engineering. • Participants learning to work using structured schedules that allow for balance between studies and social life. This structure resulted in

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Itasca Community College; Gordy Savela, Itasca Community College; Mason A. Hansen, Itasca Community College; Julie Kennedy, P.E., Itasca Community College

Tagged Divisions

First-Year Programs

engineers use in professional practice15. Professional Development – Student development in ethics, etiquette, interviewing, presentations, “dress for success”, and interpersonal skills is an integral part of the EPD sequence. Graduates of the program frequently refer to the positive impact the professional development activities had on their experiences as interns and ultimately in the careers. Citizen Development – Students learn that engineers are servants to society through presentations, reading activities, and a minimum of 70 of hours of community service that they complete while at Itasca. Examples of the activities include road-side clean- ups, recreational trail maintenance, local

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Brian Savilonis, Worcester Polytechnic Institute; David Spanagel, Worcester Polytechnic Institute; Kristin Wobbe, Worcester Polytechnic Institute

Tagged Divisions

First-Year Programs

seminars often introduce ethics and professionalresponsibility and cover some study survival skills. Intimacy of small group settings is preferredto provide student-faculty interaction. In rare cases, the seminars may have a liberal arts orinterdisciplinary backdrop. Stengel,10 for example, describes a Princeton seminar on space flightwhich exposes liberal arts students to details of technology and engineering students to societalimpacts of technology. Tryggvason and Apelian11 have argued that the engineer of the 21stcentury will be redefined. Advances in information technology have made all informationavailable to everyone everywhere with almost infinite speed and ease. A paradigm shift ineducation is indicated. Now, rather than merely to deliver

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Brooke Morin, Ohio State University

Tagged Divisions

First-Year Programs

what ways do students perceive that they benefitfrom the inverted classroom approach? Additionally, which classroom approach do studentsprefer and is there a connection to their perceived benefits?MethodsCourse DescriptionThe fall semester course used in this study focused primarily on computer-aided problem solvingusing Excel, MATLAB, and C/C++. Academic integrity, engineering ethics, data analysis, teambuilding, and the engineering design process were also covered. There was a laboratorycomponent to the course, which included exercises from a variety of engineering disciplines. Theinverted classroom model was applied to each course component. The theoretical framework forthe inverted classroom approach is based on Bloom’s taxonomy. Each

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Susan Freeman, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

the X-Planes”, looks at two companies trying to meet thesame design goals from two very different approaches and emphasizes the importance of proper Page 12.560.8analysis and dealing with design tradeoffs. Another is a film which presents engineering disastersthat often have resulted in the loss of life and property and diminished engineering credibility.Homework associated with each varies from answering questions about the topic to in-depthanalysis and class presentations. For example, in the disasters movie each Major Design Projectteam is assigned one of the disasters to further research the technical and ethical issues that wereinvolved

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

Tagged Divisions

First-Year Programs

calculus,and/or one or more electives. Therefore, this study focuses not only the learning approaches andstrategies that these students use in our one-semester introductory engineering course, but in allof their courses.The learning objectives for the one-semester version of the introductory engineering sequenceare as follows: 1. Use guided design methodologies to analyze engineering problems in order to achieve an optimal solution. 2. Identify and analyze holistic issues that impact engineering solutions, e.g., ethical implications, stakeholder needs and interests, and constraints. 3. Collect and analyze data and information to support/inform engineering decisions. 4. Use mathematical, graphical, and physical models