Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

use of coins was adopted since the weights are fairly standardizedand documented). It was also important to allow for feedback from peers to be given on thedrawings so this was also incorporated into the online version of the activity. Table 2. Implementation and Transformation of a Team Hands-on Activity from On-site Version to Online Version On-site Version Online Version Design Goal Design the lightest bridge that Design the lightest bridge that span a 24’’ gap using materials span a 24’’ gap using materials listed that can support the largest listed that can support the

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Kelsey Joy Rodgers, Purdue University, West Lafayette; Hyunyi Jung, Purdue University; Alena Moon, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

students you know don’t seem to get it at first so. It’s brand new so that how most learning experiences are. I think it’s a decent method.Some TA’s also have difficulty understating the intention for some parts of the activity, thusmade it difficult to help students. Peter mentioned: I think [students] are in the same position as a lot of peer teachers (UTAs), they don’t understand why they are doing, like they are given a problem this person wants them to do this... but their immediate reaction is well why.. what am I gaining from this.. I mean yeah they know how to write a memo now and they can make a procedure and they can give user feedback, but I don’t think they understand the purpose behind it like

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

environment, and the expectation thattreating each student equally is the same as treating each student fairly, regardless of their priorknowledge. Returning to Greeno and Collins’ work, they write that a preponderance of studies ineducational psychology show that students’ ability to solve problems and learn new conceptsdepended heavily on what students already knew. [2] The difference between the haves and thehave-nots in terms of prior knowledge and ease of transition into college is a barrier, especiallywhen it reinforces the perceived lack of belonging by women and underrepresented minorities inengineering. The book Bandwidth Recovery by Verschelden directly addresses the impacts thatpoverty, racism, and social marginalization have on

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M Kecskemety, Ohio State University; Gregory Warren Bucks, University of Cincinnati; Kerry L. Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

through required online quiz questions before class. Occasionally, there willbe a short activity or tutorial that requires applying, but these are infrequent.In contrast, the higher levels of Bloom’s Taxonomy are incorporated to the in-class activities.Lecture activities are used at University A that target the higher levels of Bloom’s taxonomy,specifically applying (using concepts to solve problem), analyzing and evaluating (determiningwhat method is best to solve the problem), and creating (writing the MATLAB program). AtUniversity B, most in-class activities are built around applying the knowledge from thepreparation activities. Occasionally, there will be activities and assignments requiring analyzingand evaluating. At University B, there is

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Stacy Bamberg, University of Utah; Debra Mascaro, University of Utah; Robert Roemer, University of Utah

Tagged Divisions

First-Year Programs

student response systems("clickers") to enhance small group interactive discussions and peer-based learning; CAE/CAMsoftware and rapid prototyping technology to allow students to design and manufacturesophisticated components without overwhelming our machine shop resources; in-classdemonstrations of engineering principles with oversized components and associated interactivestudent team discussions and clicker responses; inverting the lecture/homework paradigm byproviding lectures on YouTube and using in-class activities to work on homework/exampleproblems in small groups in class; elimination of some textbooks when lecture material cansuffice in order to save the students money; hands-on laboratory experiments using inexpensive,mass-produced

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Doug Bullock, Boise State University; Seung Youn Chyung, Boise State University

Tagged Divisions

First-Year Programs

couldn’t whip out my laptop during an exam. I painstakingly turned it on andstarted using it. In the Jimmy Carter days, I used reverse polish notation, and there wereno graphing calculators available for use in examinations.Now – my past experiences made me aware that there is definitely a way to store anumber in a calculator. Yet how to do this was not obvious to me in peering with myreaders down at the tiny notation on the calculator side-buttons. During an in-classexercise, hand-calculating a series of secant slopes, I realized how it would be useful tostore the outcome of X times “e” raised to the X, where X was 1.003476. As anexperienced “networker,” I have realized that simply “asking one who knows” is a fasterway of figuring out how to do

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

Mary E. Goodwin, University of South Florida; John Pharo Morgan III, University of South Florida; Yan Wang, University of South Florida; Michelle King, University of South Florida College of Engineering; Blake A Burton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to stay in college if they connected both academically and socially tothe institution2. Alexander Astin’s research found that the quality and the quantity of studentsinteractions with peers and faculty were important factors in developing student engagement inthe life of the institution3.Lenning and Ebbers4 (1999) wrote that Alexander Astin and Vincent Tinto models showed theimportance of “community” learning and involvement among students and faculty. The “involvement” model (Astin) and the “student departure” model (Tinto) provide theoretical and conceptual reasons why student learning communities should impact college students positively, and much research supports both models. The models suggest that learning

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., State University of New York at Binghamton; Koenraad E. Gieskes, State University of New York at Binghamton

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

instructors and graduate engineering students. Students also takea weekly two-hour course in which the focus is on writing and oral presentations. This courseinstructs students on how to write reports and give oral presentations about their projects. Bothcourses use undergraduate course assistants, who have been through the 1st-year program, toassist the instructors. Engineering students choose from one of five engineering disciplines atBinghamton University, when they declare their major at the end of the fall semester.A two-question survey was given to the 1st-year engineering students in the first week of class inthe fall semester. Two multiple choice questions were asked: (1) currently, what engineeringmajor do you intend to declare in December

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

" ismotivated by a "strategic search for meaning" [11], [12].Approaches to learning are often manifested in the practice of learning strategies, which arebehaviors that students use for studying and learning course material, such as memorizing, re-writing course notes, planning and organizing materials, questioning self and others, andreflection [13]–[15].When students describe their approaches to learning and related strategies, they are answeringthese two questions [11]:  What do I want to get out of this? (i.e., the product of study)  How do I get there? (i.e., the process of studying)The former question is task-, motive-, and goal-oriented, while the process-focused questioninvolves choices of learning approaches and strategies in view of

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette; David A. Evenhouse, Purdue University; Dhinesh Balaji Radhakrishnan, Purdue University; Stephen R. Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

begin their journey to becoming an Engineer in a classroom alongsidedozens, if not hundreds, of their peers. These early courses are intended to present students witha set of core knowledge and skills that will prove useful across all engineering disciplines, thusmolding the foundation of their academic careers. Year by year, thousands of students will gothrough this rite of passage in various class sections, with various instructors, eventuallychoosing between various engineering disciplines. It is not difficult to find examples of academicpublications pertaining to the development, implementation, and performance of what we willcall ‘large format courses’, a core course required for most if not all engineering students, taughtby many

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

standards of thecritical and creative process). The students were given a rubric so that they can comment oncode style and functionality. Upon reviewing someone else’s code, the students were asked toreflect on how they would improve for future coding assignments.As part of the TH!NK program, we added an additional project to the course which was muchmore open-ended in nature and focused on evaluating the student’s creative process and thinking.We gave the students the option to pick one of two programs to write: Adventure Game orConnect-4. We only gave them the basic requirements for their programs and encouraged themto be creative and come up with their own more unique and advanced requirements. Basically,with this project the students were led

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

James M Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Peter Schuster, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

through writing, speech and engineering drawings. • Create a Community: Allow students to make connections with the Cal Poly Mechanical Engineering community and develop support systems that will help them succeed during their time as students. This includes getting to know the faculty, understanding department procedures, finding extra-curricular opportunities and gaining exposure to other academic opportunities such as study abroad.New Freshmen YearTo address these goals, several structural changes were made. First, all Mechanical Engineeringfreshmen were put in a lockstep program so that they took the same four core ME courses duringthe same quarter with block scheduling. This ensured that all ME freshmen would

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

, first-year engineering instruction, and the pedagogical aspects of writing computer games. John has held a variety of leadership positions, including currently serving as an ABET Commissioner and as Vice President of The Pledge of the Computing Professional; within ASEE, he previously served as Chair of the Computers in Education Division and was one of the principal authors of the Best Paper Rubric used for determining the Best Overall Conference Paper and Best Professional Interest Council (PIC) Papers for the ASEE Annual Conference. He is a past recipient of Best Paper awards from the Computers in Education, First-Year Programs, and Design in Engineering Education Divisions, and has also been recognized for his

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

]. • “My career was spent programming within teams, so the new design is right on target as to what careers will be like” [5].The deployment of peer teaching assistants (TAs) to grade the new courses provided an idealsource of evaluation. They had just completed their first two semesters of college with theprevious curriculum, and were then contracted to provide guidance and grading support in thenew classes. They were tasked with learning Python just ahead of the new students, whichprovided a running commentary of comparison to their first year courses.Peer teaching assistants are insatiable learners, so the opportunity to explore and guide a newcurriculum deployment was enthusiastically embraced. They provided constructive

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

First-Year Programs

” (Figure 4) on two actual design projects. Students were organizedinto multidisciplinary teams of three to four members; the group had a total of thirty-eightstudents (15 male). The “Concepts” section uses quizzes given in nearly every session toascertain whether students have understood the material in their pre-class reading assignments.In addition, we encourage students to write brief reflective journal entries to further solidify andreinforce their own understanding, as well as demonstrate that improved understanding for animproved quiz grade. Universidad de las Américas Puebla’s Chemical, Environmental, and Foodengineering students have in the studied course a great opportunity for a multidisciplinarycollaborative experience

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Beth R. Isbell, University of Texas at Arlington; Lynn L. Peterson, University of Texas, Arlington; Carter Tiernan, University of Texas, Arlington; Vu V. Pham, University of Texas at Arlington

Tagged Divisions

First-Year Programs

engineering).The literature acknowledges shortcomings in bridge program evaluations, especially with regardto long-term outcomes. 6,7 There are studies documenting the impacts of individual programs;however the results are difficult to extrapolate to others on a broad scale.8 Page 22.1047.3Washington et al. found that at-risk students who participated in bridge programs at eight Texascommunity colleges and universities enrolled in fewer credit hours of developmental coursesthan non-participants.9 Results regarding retention and performance for those students are notyet available (at the time of this writing). A University of New Mexico study showed

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

communication).As part of a National Science Foundation CCLI Phase 1 grant, DUE: 0836861, three designactivities are being developed and incorporated in the first-year engineering program at MichiganTech. For this project, three groups (undergraduate, graduate and faculty) with differenteducational backgrounds developed learning modules. The student groups were selected to helpwith the development because it would give a fresh perspective on the design projects. Theundergraduate students would gain some ownership in the education of their peers. The graduatestudent would learn more about teaching through the development of a design project. Theutilization of the student groups to develop design projects would permit more design projects tobe available

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lydia Prendergast, Rutgers, School of Engineering; Eugenia Etkina, Rutgers University

Tagged Divisions

First-Year Programs

interactive engagement of students in heads-on (always) and hands-on(usually) activities which yield immediate feedback through discussion with peers and/orinstructors, all as judged by their literature descriptions.3 Project-based courses and other activelearning-based strategies are becoming increasingly common interventions used to improveretention and student satisfaction in engineering programs across the nation.4,5,6 Educators andpractitioners use various active learning methodologies in reforming the first year curriculum.With several available active learning methods, choosing one or more specific reform methods,implementing them, and assessing their effectiveness can be a complex task.7,8It is common for engineering institutions to have

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stacey Leigh Kelly, Virginia Tech; Darren K. Maczka, Virginia Tech; Jacob R. Grohs, Virginia Tech

Tagged Divisions

First-Year Programs

Engineering Education, 2018 Exploring Engineering Major Choice and Self-concept through First-Year Surveys 2018-04-30Choosing an appropriate major is an important factor in ensuring a productive and successful college experience.Major choice determines the type of work the students will engage in and the faculty and peers that they will come incontact with, both of which have been shown to impact student learning, satisfaction, and persistence.1 Forengineering students, the selection of a discipline can be an overwhelming task. Many first-year students have onlyvague notions about what engineering is and a limited understanding of the scope of the work that might be typical

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

their choice, all first year engineering students who elected a service-learningproject followed the engineering design process as covered in their Engineering Design course todesign, create, deliver and subsequently improve their own STEM curriculum as part of asubstantial team design project. They submitted the same engineering design assignments totheir professor during the semester as their peers who were working on service-oriented designprojects. At the end of the semester, the first year engineering students prepared their ownservice-learning presentation for their classmates and a technical final report for their professorto meet their engineering course requirements, just as their peers had done for their service-oriented design

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Matthew Long, Deakin University; Sivachandran Chandrasekaran P.E., Deakin University; Simon William Cavenett

Tagged Divisions

First-Year Programs

student-student learning through online collaboration, where students and staff have interactive discussion forums, access to units, assessments items and engage with lecturers, tutors and other students.20 3. Reimagined learning experience through media-rich study materials and virtual learning environments.21 4. Providing modern tools (such as e-Portfolio) for storing, organizing, reflecting and sharing student learning with others.22 5. Online peer support, seminar groups and workshops to improve the students study skills.Deakin University students also have an opportunity to alternate and combine on-campus andonline education study modes into the undergraduate engineering program on a course-by-course

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint; Vasudha Kilaru, University of Michigan - Flint

Tagged Divisions

First-Year Programs

received said that the participants felt to be more mature thantheir peers at home. They reported having more self-confidence, to act more spontaneous and tobe more open-minded. Academic performance has been extensively reported to correlateconsiderably and positively with the choice and application of self-regulated learning strategies 9. The self-regulated dimension highlights self-initiated actions and processes aimed atacquiring and applying information or skills that include goal setting, self-monitoring andmanaging time. It also helps in regulating one's efforts by providing a physical and socialenvironment for goal

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

friendswho could provide guidance and advice during the academic year, and increase students’ interestin their fields. The orientations also increased enrollment in the departments.The scope in Lam et al.6 work is wider than the one proposed by the authors in this paper since ittargets high school students. However, Lam et al.6 work parallels to this research because it alsodesigns multiple interventions with the ultimate goal of improving student’s retention. The pre-college platform reported in Lam et al.6 consist of three elements. The first one is a six-weeksummer residential pre-engineering program for 9th -12th grade high school students. Thecurriculum includes math, sciences, language arts, technical writing and computer sciencecombined with

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Louisiana Tech University; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

First-Year Programs

Central Queensland University Matthew W. Ohland is Professor of Engineering Education at Purdue University and a Professorial Re- search Fellow at Central Queensland University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineer- ing students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $12.8 million from the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011. Dr. Ohland is past Chair of ASEE’s

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tanya D Ennis, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

tosucceed in engineering. Entering engineering GoldShirt students participate in a two-weeksummer bridge program to orient them to the challenges of college, building community amongtheir peers, and developing leadership skills through a wide range of activities. During the initialyear, students learn in small, cohort-based classes in mathematics, introductory physics,chemistry, writing and critical thinking. These students are placed into appropriate mathematicsclasses based on an in-depth review of placement exam results and high school transcripts, withthe intent to ensure they are prepared to enter or have begun the engineering calculus sequence atthe close of their first year. Students who achieve predefined metrics in the first GoldShirt

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

required, 4 credit-hour, first-yearengineering course at a medium-sized, private university. Course learning outcomes includedtopics in design and intellectual property, among a range of other foundational areas.Coursework included a major team-based, design-and-build project. This project had a slightlycompetitive aspect in that bonus points were awarded to the team that built the best project.Three years ago, one of the authors conceived and implemented a “class patent” system wherebyteams could write and submit an application to patent a project idea. By patenting an idea, a teamcould hope to gain competitive advantage in achieving the best project. As a pedagogical study, we sought to determine the effects of the class patent system

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Michele Grimm, Wayne State University

Tagged Divisions

First-Year Programs

recommended] Science: Conceptual Physics with laboratory [4 cr] Chemical Skills and Reasoning [4 cr] English: Basic Writing (if required based on placement) [4 cr] Engineering: Introduction to the Engineering Profession [2 cr] Bridge Mentorship Program (ad hoc) – fall and winter semesterStudents who placed out of beginning algebra, basic writing, or the introductory chemistrycourse, based on standard University placement tools, were not required to complete the firstcourse in these subject areas. The Engineering Bridge advisor works closely with these students,who are in the minority, to select the appropriate courses to round out their schedules.Students were expected

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Eric Johnson, Valparaiso University; Doug Tougaw, Valparaiso University; Kenneth Leitch, Valparaiso University; Barbara Engerer, Valparaiso University

Tagged Divisions

First-Year Programs

andICE are turned in the next day at the start of the laboratory period. Students have access toinstructors and peer tutoring prior to submittal of the homework assignment so that they mayseek additional assistance with the new concepts if needed.The laboratory assignment further reinforces the module concepts by hands-on experience. Forthe fluid mechanics module, students learn to how to estimate the flow rate (volume per time) ofwater out of a hole. Three methods are utilized: 1) Bernoulli’s equation and flow rate, 2) volumeof water and elapsed time, and 3) particle dynamics and flow rate. Figures 3 and 4 depict aschematic of the test apparatus and a photograph of the test, respectively. Students are requiredto write a comprehensive laboratory

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Joe Guarino, Boise State University; Janet Callahan, Boise State University; Seung Youn Chyung, Boise State University; Randi Walters, Boise State University; Bill Clement, Boise State University

Tagged Divisions

First-Year Programs

is a Junior majoring in Geosciences at Boise State University. Ms. Walters is also a tutor and peer instructor for the Engineering with Precalculus class offered by the College of Engineering at Boise State University.Bill Clement, Boise State University Dr. Clement is an Associate Research Professor in the Center for the Geophysical Investigation of the Shallow Subsurface (CGISS), at Boise State University. Page 13.393.1© American Society for Engineering Education, 2008 Developing and Assessing Engineering-Based Modules for a Freshman Engineering ClassAbstractMost

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Sven Bilen, Pennsylvania State University; Beverly Jaeger, Northeastern University

Tagged Divisions

First-Year Programs

of engineeringthat they themselves find interesting. The instructions provided to them were as follows: GEU 110 Engineering Design One-Minute Engineer Fall 2005 Due: on selected date Professor Jaeger Overview: Each student will prepare a “One-Minute Engineer” (OME) piece for presentation to the class. You may work in pairs or individually on this. These presentations should be coordinated with Professor Jaeger before your proposed presentation day. The only write up required is an e- mail at least 24 hours prior to the class for feedback and