Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

AC 2012-4824: INTRODUCING MEMO WRITING AND A DESIGN PRO-CESS: A FIVE-WEEK SIMULATOR PROJECTDr. S. Scott Moor, Indiana University-Purdue University, Fort Wayne Scott Moor is an Associate Professor of engineering and Coordinator of First-year Engineering at Indi- ana University-Purdue University, Fort Wayne. He received a B.S. and M.S. in chemical engineering from MIT. After more than a decade in industry, he returned to academia at the University of California, Berkeley, where he received a Ph.D. in chemical engineering and an M.A. in statistics. He is a registered Professional Chemical Engineer in California. His research interests include engineering education with an emphasis on developing and testing educational

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeff M. Citty , University of Florida; Angela S. Lindner, University of Florida

Tagged Divisions

First-Year Programs

AC 2012-4254: DUAL MODEL SUMMER BRIDGE PROGRAMS: A NEWCONSIDERATION FOR INCREASING RETENTION RATESDr. Jeff M. Citty , University of Florida Jeff Citty, Ed.D., is an Assistant Director of Engineering Student Services at the University of Florida. His scholarly interests include first year student success and student leadership development.Dr. Angela S. Lindner, University of Florida Angela Lindner received a B.S. degree in chemistry from the College of Charleston in South Carolina in 1983 and an M.S. degree in chemical engineering from Texas A&M University in 1987. Her master’s thesis work, funded by the Texas Transportation Institute, involved use of phosphogypsum, a byproduct of phosphoric acid production

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

AC 2012-4128: EMPOWERING STUDENTS WITH CHOICE IN THE FIRSTYEARDr. Lorelle A. Meadows, University of Michigan Lorelle Meadows is Assistant Dean of Academic Programs in the College of Engineering at the University of Michigan. She has primary responsibility for the design and delivery of the first year engineering curriculum and conducts engineering education research in the areas of teamwork and motivation.Ms. Robin Fowler, University of Michigan Robin Fowler is a lecturer in the Program in Technical Communication. She co-teaches multiple sections of the course described in this paper.Dr. Elizabeth S. Hildinger, University of Michigan Elizabeth Hildinger teaches in the Program in Technical Communication in the

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Diana G. de la Rosa-Pohl, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

First-Year Programs

AC 2012-3499: IMPROVING STUDENT ENGAGEMENT AND OUTCOMESIN FIRST-YEAR ENGINEERING COURSES AT A HIGHLY DIVERSE,MULTICULTURAL URBAN UNIVERSITYDr. Katherine S. Zerda, University of Houston Kathy Zerda is the Director of the Program for Mastery in Engineering Studies (PROMES), the multicul- tural learning community for undergraduates at the Cullen College of Engineering. She also directs the UH Women in Engineering program. Zerda is an Instructional and Research Assistant Professor for the college and serves as the Faculty Advisor for the student chapters of the Society of Women Engineers and the Society of Mexican American Engineers and Scientists. Before joining the University of Hous- ton, Zerda worked as an

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell Pryor, University of Texas, Austin

Tagged Divisions

First-Year Programs

procrastination. Evidence is often subjective oranecdotal. In self- paced Personalized System of Instruction (PSI) courses, observationalopportunities can be further limited.Yet PSI can be an effective teaching strategy for course material such as that in a first-year, web-based, introductory programming course. Students (particularly first-year students) have diversebackgrounds and a varied technical literacy. In this particular course, students complete 18 unitsfollowing a traditional PSI s-curve (reviewed below) in terms of content difficulty over thecourse of one semester. The content introduces students to two syntaxes and three programmingparadigms (compiled, interpreted, and object-oriented languages). The PSI format allowsindividuals to invest

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian P. DeJong, Central Michigan University; Joseph Langenderfer, Central Michigan University

Tagged Divisions

First-Year Programs

persistence rates, CMICH is on the low end: 27% versus the range of 30% to 91% citedabove. With respect to technology programs, CMICH is most similar to Purdue (64%) and PSU(30%). However, with respect to size, ASU (74%) or PSU Surveying (76%) seems moreappropriate. In this sense, the lessons presented here fill a gap in the persistence literatureespecially in terms of young engineering programs.3. MethodsData were collected for six years in two forms: transcript information and brief in-class surveys.The six years correspond to twelve semesters: six fall semesters and six spring semesters. Here,a semester is referred as the academic year with a “F” or “S” for fall or spring; e.g., the lastsemester examined was the spring of the 2010-2011 year, or

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andria Costello Staniec, Syracuse University; Helen M. Doerr, Syracuse University

Tagged Divisions

First-Year Programs

excellence. One of the signature programs offered is the “Academic ExcellenceWorkshop” (AEW). This program is offered as a one-credit pass/fail course for students in theirfirst and second years in the College and has met with varying levels of success, as measured bystudent performance, feedback on student surveys, and faculty perceptions of their effectiveness.Approximately 100 AEW courses are offered throughout the academic year for mathematicscourses (pre-Calculus through Calculus III) and select engineering classes. Students register forAEWs that correspond to the particular mathematics and/or engineering course(s) in which theyare enrolled. Because Syracuse University students pay block tuition, there is no financialdisincentive to enrolling

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Tkacik, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley P.E., University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

, which are two engineering-specific social engagement variables. Amelink andCreamer’s30 multi-institutional research with female engineering students also demonstrated thattwo survey items associated with peer-oriented social engagement (“getting along with otherstudents in the engineering major” and “feeling as though they are treated with respect by malestudents” in their program) were significantly correlated with their intent to pursue anengineering-related career. Espinosa’s study31 reported that some categories of socialengagement are positively related to the persistence of female students as a whole while othersonly have a meaningful association with women of color. Brown et al.’s study32 conducted withAfrican-American engineering

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Mark Embree, Rice University; Maria Oden, Rice University

Tagged Divisions

First-Year Programs

step in the designprocess or an important skill such as writing technical documents or teamwork. During theremaining 45 minutes, students meet in their design teams to work together. The first half of thesemester is devoted to defining the design problem, developing the design context review,establishing design criteria, brainstorming solutions, using a Pugh matrix to evaluate and selectone or two solutions, and then defining and describing the selected solution(s) in more detail.During design team meetings, each team has access to its own whiteboard.During the second half of the semester, half of the class periods are similar to the formatdescribed above; the other half of the class periods are entirely devoted to team meetings.Lecture topics

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

, most students were aerospaceengineering majors. Ninety-two percent of the participants were male and ninety seven percentwere 21 years old or younger.3.3 Data CollectionThree data collection mediums were used in this study:[A] Course records were graded and compiled by the instructor on each student’s usage of theweb log interface in Blackboard. Key information gathered were organized as the quality of Page 25.620.5post, determined by a 4-point scale (i.e. 2 points for thoroughness, 1 point for relevance and 1point for peer comment(s)) and student participation which is the number of posts submitted perstudent minus any “mis-posts” or duplicates

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Patricia Dee Zobel, Rowan University

Tagged Divisions

First-Year Programs

StudentsIntroductionThe College of Engineering at Rowan University, a four-year, mid-sized, suburban, publicuniversity in the North East, is in the fourth year of a six year NSF S-STEM grant (Scholarshipsfor Science, Technology, Engineering and Math). In addition to providing two cohorts ofstudents with four year $3,000 dollar annual scholarships, students are provided targetedmentoring, participate in an Engineering Learning Community (ELC) in the first year, and areprovided with tutoring-on-demand for core engineering courses throughout the four-year degreeprogram.Only students with financial need were accepted into the S-STEM scholarship program and ELC.Students from under-represented groups in Engineering were aggressively recruited, i.e., women,African

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan K. Donohue, University of Virginia

Tagged Divisions

First-Year Programs

QuestionsMidterm Section 13 Section 18 OverallEngineering Design Process (15) 82% 89% 85%The Role of Failure in Engineering (25) 92% 91% 91%Solution Development and Selection (10) 88% 90% 89%Nature of the Design Process (10) 93% 89% 91%FinalImportant Process Steps (30) 94% 97% 95%Table 5. Summary of Errors and Omissions in Student Vignette Analyses (Midterm) Didn't mention problem identification and 15 research at all Student stated that s/he needed more 14

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel Ed.D., West Virginia University; Ordel Brown Ph.D., West Virginia University; Mary L. Strife, West Virginia University

Tagged Divisions

First-Year Programs

Program with ABET Driven Assessment”, Proceedings of the 2010 American Society forEngineering Education Annual Conference & Exposition.6. Peercy, P. and Cramer, S. (2011). Redefining Quality in Engineering Education Through Hybrid Instruction,Journal of Engineering Education 100(4): 625-629.7. Johnson, C. (2008). “The Evolution of Professional Associations, Engineering and Information Literacy”,Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition.8. Parker, A. (2011). “ The Value of Direct Engagement in a Classroom and a Faculty: The Liaison Librarian Modelto Integrate Information Literacy”, Proceedings of the 2010 American Society for Engineering Education AnnualConference & Exposition.9

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Scott Michael Abernathy, Ohio State University; Barbara Elizabeth Carruthers, Ohio State University ; Kayla Fay Presley, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

in Education, Milwaukee, 2007.[7] D. Waldorf, S. Alptekin and R. Bjurman, "Plotting a Bright Future for Manufacturing Education: Results of a Brainstorming Session," in American Society for Engineering Education Annual Conference, Chicago, 2006.[8] S. J. Miller, R. Doshi, C. Milroy and P. G. Yock, "Early Experiences in Cross-Disciplinary Education in Biomedical Technology Innovation at Stanford University," Journal of Engieering Education, vol. 90, no. 4, pp. 585-588, 2001.[9] N. Holsermann, D. Grube and S. Bogeholz, "Hands-on Activities and Their Influence on Students' Interest," Research in Science Education, vol. 40, no. 5, pp. 743-757, 2010.[10] M. A. Vernier, B. E. Carruthers and R. J. Freuler, "Use of a Low-Cost

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

First-Year Programs

compared.6,7 The existing literature about TFIDF describes it as atechnique used to classify documents based on keywords and modifiers. Specifically, TFIDF isused to describe documents using hierarchical subclasses, or other creative methods where thealgorithm is used repeatedly per subclass. For example, a keyword for a computer hardware partmight be described as “comp.sys.ibm.pc.hardware”, and this is an example of where thealgorithm is used repeatedly in a loop within each subclass. From a computational perspectivethis puts a large load on the processor(s), and as such is quite intensive, but the results aregenerally accurate. Although we are not using a repeated looping method within subclasses forthis study, we can still use the TFIDF to

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

of Requirements 4 One thing needs work 3 Few things need work (criteria for success, constraints, assumptions, or limitations) 2 Missing all or most of the standard introduction parts of the memo.Table 3. Share-Ability (Ease of Use) Score SummaryScore Description of Requirements 4 Easy-to-read-and-use procedure in memo format. 3 Readable and usable, but not in memo format. 2 Procedure is difficult to read and useThe 60 teams received feedback from 152 students; each team received between 1 and 4 peerreview(s). The 152 peer reviews were then qualitatively analyzed to understand the nature of the Page

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Natalie Gedde, University of Notre Dame

Tagged Divisions

First-Year Programs

by S. Brown and A. Glasner, 1999 (Society for Research into Higher Education/Open University Press: Buckingham). 7. Goodman, C. Cunningham, C. Lachapelle, M. Thompson, K. Bittinger, R. Brennan, and M. Delci. FINAL REPORT OF THE WOMEN’S EXPERIENCES INCOLLEGE ENGINEERING (WECE)PROJECT. April 2002. http://www.grginc.com/WECE_FINAL_REPORT.pdf 8. G. Lichtenstein, H. Loshbaugh, B. Claar, B. Chen, S. Sheppard, and K. Jackson, An engineering major does not (necessarily) an engineer make: career decision-making among undergraduate engineers, Journal of Engineering Education, 2009. 9. L. O’Moore and T. Baldock. Peer Assessment Learning Sessions (PALS): an innovative feedback technique for

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Alan D. Niemi, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Divisions

First-Year Programs

meetings which took placeduring Fall 2011, the first semester of the pilot year. Of the 9 groups with mentors, only onefailed to schedule and complete a meeting. Group#  Student Group Major  Mentor Major  Meeting(s)  1a  Mechanical  Mechanical  Dessert night;   Dinner/bonfire at mentor's home  1b  Mechanical     (no mentor)  1c  Mechanical     (no mentor)  2a  Civil  Civil  Group Meeting  2b  Civil  Civil  Café Dinner

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Helen M. Doerr, Syracuse University; Jonas Bergman Arleback, Syracuse University; AnnMarie H. O'Neil, Syracuse University

Tagged Divisions

First-Year Programs

the function. Building students’foundational understandings of functions and their rates of change, and applying theseunderstandings in meaningful contexts, while at the same time developing their basic algebraskills, appears to have contributed to their subsequent success in their first college mathematicscourse.References[1] National Science Foundation. (2008). Innovations in Engineering Education, Curriculum, and Infrastructure. Retrieved on 4/20/2011 from http://www.nsf.gov/pubs/2008/nsf08542/nsf08542.htm[2] Brainard, S. G., & Carlin, L. (1998). A six-year longitudinal study of undergraduate women in engineering and science. Journal of Engineering Education, 87(4), 369-375.[3] Hartman, H., & Hartman, M. (2006

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Sara A. Atwood, Elizabethtown College

Tagged Divisions

First-Year Programs

-Bass Publishers.2. Augustine, N. (2005). Rising Above the gathering Storm: Engineering and Employing America for a Brighter Future.3. Besterfield-Sacre, M., Moreno, M., Shuman, L. J., Atman, C. J. (2001). Gender and Ethnicity Differences in Freshman Engineering Student Attitudes: A Cross- Institutional Study. Journal of Engineering Education, 90(4), 477-489.4. Davey, F. H. (2001). The Relationship Between Engineering and Young Women’s Occupational Priorities. Canadian Journal of Counseling, 35(3), 221. Page 25.185.175. Dick, T., & Rallis, S. (1991). Factors and Influences on High School Students’ Career Choices. Journal for

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Divisions

First-Year Programs

disciplines of engineering directly from currentengineers provides them the context in which to inspect those deeper aspects of their ownpersonal and career identity.References1. “Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future”, The National Academies Press, 2007.2. “A Model for Freshman Engineering Retention” , Veenstra, Cindy P., Eric L. Dey and Gary D. Herrin, Advances in Engineering Education, Winter 2009, ASEE.3. “Persistence, Engagement, and Migration in Engineering Programs”, Ohland, M., S. Sheppard, G. Lichetenstein, O. Eris, D. Chachra and R. Layton, Journal of Engineering Education, July 2008.4. Building Community and Retention Among First-Year Students: Engineering

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Danielle M Fitch, Department of Aerospace Engineering, Texas A&M University; Kristi J. Shryock, Texas A&M University; Dimitris C. Lagoudas P.E., Texas A&M University

Tagged Divisions

First-Year Programs

offered by the mentoring program; however, there were nostudents in either class that took advantage of these services. As for the office hours provided bythe mentoring program, only 29% and 21% of the honors and regular sections, respectively,visited the mentoring office. Office hours were more publicized, as approximately half of bothclasses said they knew about the availability of the mentoring program’s office hours.Figure 4 shows the comparisons between 2010’s survey responses3 and 2011’s responses fromthe student panel, (a), and other mentor activities, (b). In order to address these concerns in the Page 25.353.7future, the first mentoring

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason Bazylak, University of Toronto; Susan McCahan, University of Toronto; Peter Eliot Weiss, University of Toronto

Tagged Divisions

First-Year Programs

Engagement – Institution specific dataDavis, S., Connolly, A. and Linfield, E. "Lecture Capture: making the most of face-to-face learning", EngineeringEducation, vol. 4 issue 2, 2009.Toppin, I. “Video lecture capture (VLC) system: A comparison of student versus faculty perceptions”, Educationand Information Technology, vol. 16, 2010.Von Konsky, B., Ivins, J., Gribble, S. “Lecture attendance and web based lecture technologies:A comparison of student perceptions and usage patterns”, Australasian Journal of Educational Technology, vol 25issue 4, 2009 Page 25.507.12

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, Petroleum Institute; Nicholas J. Dimmitt, Petroleum Institute

Tagged Divisions

First-Year Programs

. Figu ure 2: Frameework for tecchnical comm munication ddevelopmenttWherre:STPS S 201 - First course in en ngineering designSTPS S 251 - Second course in n engineering g designSD – Senior desig gn / Capstonne design cou urse seriesThe two t freshmen n communiccation coursees that are buuilt into the curriculum hhave avarietty of strategies to develoop and impro ove professioonal and tecchnical comm municationskillss. In the first course (COM 101) stud dents investiggate and dessign their owwn researchstudyy on topics reelevant to th

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard M. Bennett, University of Tennessee, Knoxville; William Schleter, University of Tennessee, Knoxville; D. Raj Raman, Iowa State University

Tagged Divisions

First-Year Programs

25.109.8References 1. Hensel, R., Sigler, J.R., Lowery, A. (2008). “Breaking the cycle of calculus failure: models of early math intervention to enhance engineering retention.” Proceedings, ASEE Annual Convention, Paper AC 2008-2079. 2. Koch, D., and Herrin, G.D. (2006). “Intervention strategy for improving success rates in calculus.” Proceedings, ASEE Annual Convention, Paper 2006-775. 3. Lavelle, J.P., and Keltie, R.F. (2005). “Calculus intervention for first-semester engineering students.” Proceedings, ASEE Annual Convention. 4. Sachs, L. Applied Statistics: A Handbook of Techniques. 2nd edition, Springer, New York, New York, 1984. 5. Jaeger, B, Freeman, S., Whalen, R., and Payne, R. (2010). “Successful students: smart or tough

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julie M. Little-Wiles M.S.M., Ph.D. (A.B.D.), Purdue University, West Lafayette; Stephen Hundley, Indiana University-Purdue University, Indianapolis; Wanda L. Worley, Indiana University-Purdue University, Indianapolis; Erich J. Bauer, Indiana University-Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

traditional counterparts as possible. Page 25.146.8Planned next steps to this research include the continuation of this study and this cohort groupinto their senior year as well as launching a new study with a new group of freshman cohorts inorder to compare results. In addition, it would be advantageous to expand this work to otherinstitutions, such as one in a traditional campus environment, for comparable results.Bibliography1. Carliner, S. (2004.) An overview of online learning (2nd Ed.) Amherst, MA: HRD Press.2. Horn, L., & Nevill, S. (2006). Profile of undergraduates in U.S. postsecondary education institutions: 2003–04: With a

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Elsie Elford, Grant MacEwan University

Tagged Divisions

First-Year Programs

that participated in the survey was substantially lower.This is due to a fairly high attrition rate in the engineering transfer program at our institution.The attrition rate in the first-year engineering program at this institution is ~50%. Regardless ofthis, this research was extremely well received by the students, in an extremely positive way.IV. a) SUMMARY OF THE METHODOLOGIESIt is quite pertinent at this stage to give a brief summary of the MBTI indicator types, and theStrengthsFinder talents/themes and establish a connection between these two assessmentinstruments.The MBTI is based on four dichotomies:E (Extroversion) / I (Introversion)S (Sensing) / N (Intuition

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carrie Robinson, Arizona State University; James Collofello, Arizona State University

Tagged Divisions

First-Year Programs

success. Ensuring that UGTAs have an appropriatecombination of technical knowledge, pedagogical understanding, and personal skills ensures toan effective and sustainable program.References 1. “A Model for Freshman Engineering Retention,” C. P. Veenstra, E. L. Dey, & G. D. Herrin, Advances in engineering education, Winter 2009, ASEE. 2. “Persistence, Engagement, and Migration in Engineering Programs,” M. Ohland, S. Sheppard, G. Lichetenstein, O. Eris, D. Chachara, & R. Layton, Journal of engineering education, July 2008. 3. “Building Community and Retention Among First-Year Students: Engineering First-Year Interest Groups (eFIGs), S. Courter & G. Johnson,” ASEE/IEEE Frontiers in Education Conference

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Isaac W. Wait, Marshall University

Tagged Divisions

First-Year Programs

?                 The ampere is a measure of the amount of electric charge passing a point in an electric circuit per unit time with 6.241 × 1018 electrons, or one coulomb per second constituting one ampere.  The volt is defined as the value of the potential difference (voltage) across a conductor when a current of one ampere dissipates one watt of power in the conductor.  One watt is the rate at which work is done when one ampere (A) of current flows through an electrical potential difference of one volt (V).  (1 W = 1 J/s = 1 N∙m/s)   Journal Entry Question:  In class this week we characterized the efficiency of the inverter.  Explain how knowing the inverter efficiency will affect your design of other system components, such as (1) the batteries, and (2

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