Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University Purdue University, Fort Wayne; Stephen Heindel, Indiana University-Purdue University Fort Wayne; Yanfei Liu, Indiana University Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

Paper ID #10158Energy Scavenging - an Introductory Engineering 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

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Timothy J. Hinds, Michigan State University; S. Patrick Walton, Michigan State University; Mark Urban-Lurain, Michigan State University; Daina Briedis, Michigan State University

Tagged Divisions

First-Year Programs

, mechanics, computational tools and international product design as well as graduate-level courses in engineering innovation and technology management. He has conducted research in the areas of environmentally-responsible manu- facturing, globally-distributed engineering teaming and early engineering education development and has over 30 years of combined academic and industrial management experience. He received his BSME and MSME degrees from Michigan Technological University.Dr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Caroline Liron, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi M. Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Jayathi Raghavan, Embry-Riddle Aeronautical Univ., Daytona Beach; Bereket Berhane, Embry Riddle Aeronautical University

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First-Year Programs

1 1 2 It would never come Possibly, if the Possibly, whether the Absolutely, if the Absolutely, whether to mind problem was simple problem is simple or problem was simple the problem was complicated simple or complicated non-SLC (S=39) SLC (S=31) Figure 8. Will of students (non-SLC and SLC) to use programming for mathematical or physics problems

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

contains student record data from 1988 through 2010 for 11 MIDFIELD partnerschools, though not all schools provided data in all years. Using the most current MIDFIELDdata (which includes more recent data than reported in Ohland et al.’s paper), we find that amongthose who graduated in engineering, more than 10% began in a non-engineering discipline. Ofthe over 7000 people who graduated in engineering but began in some other discipline, almost40% came from other science and math disciplines, which is unsurprising since many of theprerequisite courses in those disciplines are the same as for engineering, making the transition Page 24.1186.2easier with

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

First-Year Programs

of taking the early morning section. Page 24.1407.10Identifying the instructors’ teaching styles and other characteristics that may decrease theconsequences of early morning sections is another way to continue this research. These teachingstyles and characteristics can be shared/promoted among faculty members (e.g., via professionaldevelopment workshops).Bibliography1. Barker, M. S. An Investigation of the Relationship between Selected Demographic Variables and Dual Enrollment Participation on Postsecondary Success for First Time Freshmen. ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

First-Year Programs

such as costeffectiveness, ease of installation, modularity of assembly/disassembly, simplicity, andeffectiveness of design. During the second half of the term, the teams of students work ondifferent aspects of the implementation of the chosen design proposal.Community-based Engineering Design ProjectPrior to assigning the project to the students in the course, the following issues related to projectidentification were addressed and presented to the students as part of Phase 1 of the ServiceLearning Project. • Perform an assessment of the need (if the need is not already defined) • Identify stakeholders (customer, users, person(s) maintaining the project, etc.) • Understand the Social Context • Define basic stakeholder requirements

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

cultivate, as itis a fundamental element of a successful engineering career.60,61 Lastly, engineers mustdemonstrate their depth of knowledge by communicating their ideas and design decisions to theirrelative audience.Communication of ideas and professional skilldevelopment: The philosophies of EngineeringEducation began to grow and drasticallytransform in the mid 1990’s, valuing a morewholesome engineer. Surely the focus continuesto include the traditional solidly rooted STEMskills, but also includes professionaldevelopment skills such as: communication,teamwork, global and ethical awareness, andskills for life-long learning.12 In addition tolearning the foundations of design, helping futureengineers master such professional skills as teamwork

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Lisa Abrams, Ohio State University; Jonathan P. Ruffley

Tagged Divisions

First-Year Programs

Paper ID #9711A Longitudinal Study of the Impact of a First-Year Honors Engineering Pro-gramDr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a faculty lecturer in the Engineering Education Innovation Center at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics department and college of engineering. Her

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter A Sable, Milwaukee School of Engineering; Sharon Liz Karackattu; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

the University of Alabama - Foundation Coalition Program.”http://www.foundationcoalition.org/publications/journalpapers/fie95/4a11.pdf (accessed 10/16/13).9. M. A. Reyes, M. R. Anderson-Rowland, and M. A. McCartney, “Freshman Introductory Engineering SeminarCourse: Coupled with Bridge Program Equals Academic Success and Retention.” Page 24.613.12http://www.foundationcoalition.org/publications/journalpapers/fie98/1280.pdf (accessed 10/16/13).10. G. L. Hein and S. A. Sorby, “Engineering Explorations: Introducing First Year Students to Engineering,”presented at IEEE/ASEE Frontiers in Education Conference, Reno, NV, 2001.11. J

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lee Kemp Rynearson, Purdue University

Tagged Divisions

First-Year Programs

. Page 24.437.7Bibliography1. Micceri T, Wajeeh E. The Influence of Geographical Location and Application to Multiple Institutions on Recruitment. BPA-IR technical report, USF, Tampa, FL. Available on the WWW (http://isis. fastmail. usf. edu/surveys/Studies/). 1998.2. Price IF, Matzdorf F, Smith L, Agahi H. The impact of facilities on student choice of university. Facilities. 2003;21(10):212-222.3. Rocca SJ, Washburn SG. Factors influencing college choice on high school and transfer matriculants into a college of agriculture. NACTA Journal. 2005;49(1):32-38.4. Briggs S. An exploratory study of the factors influencing undergraduate student choice: the case of higher education in Scotland. Studies in Higher

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

John A. Mirth, Rose-Hulman Institute of Technology; John P Iselin, University of Wisconsin, Platteville

Tagged Divisions

First-Year Programs

their future studies.References1. Courter, S. S., Millar, S. B. and Lyons, L. (1998), From the Students' Point of View: Experiences in a Freshman Engineering Design Course. Journal of Engineering Education, 87: 283–288. doi: 10.1002/j.2168- 9830.1998.tb00355.x2. Dym, C. L. (1994), Teaching Design to Freshmen: Style and Content. Journal of Engineering Education, 83: 303–310. doi: 10.1002/j.2168-9830.1994.tb00123.x3. Burton, J. D. and White, D. M. (1999), Selecting a Model for Freshman Engineering Design. Journal of Engineering Education, 88: 327–332. doi: 10.1002/j.2168-9830.1999.tb00454.x4. Dally, J. W. and Zhang, G. M. (1993), A Freshman Engineering Design Course. Journal of Engineering Education, 82: 83–91. doi: 10.1002/j.2168

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William Travis Horton, Purdue University

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First-Year Programs

multiple semesters or years and allowsprojects to address complex and compelling needs.EPICS teams, or course sections, consist of 8-24 students and are student led with a faculty orindustry mentor (called an advisor), and a graduate teaching assistant (TA). Each team comprisesmultiple sub-teams, each one of which supports a single design project. The project timelines arecompletely decoupled from the semester schedule allowing projects to span multiple semestersor even years allowing projects of significant scope to be developed. Once a project is delivered,a new project is then identified by students under the guidance of their faculty mentor(s) andcommunity partner(s).Student assessment data indicates that students who are involved in EPICS

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Stephen P Mattingly, University of Texas, Arlington; Ziaur Rahman, The University of Texas at Arlington; Heather L Frost

Tagged Divisions

First-Year Programs

and practitioners. In order to improve its globalcompetitiveness, the United States must grow its science, technology, engineering andmathematics (STEM) workforce. Although the engineering sector has grown in past years, in2012, engineers comprised only 1.2% of the U. S. workforce.18 The U. S. Department of Laborforecasts growth in workforce needs among all of the major engineering disciplines (chemical,civil, electrical, industrial and mechanical); however, the projected demand for civil engineers isfar greater compared to the other disciplines (Table 1). 19 This is largely due to the need for civilengineers to address issues related to the country’s aging infrastructure and to the design anddevelopment of new infrastructure needed to

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E. Canney PE, Seattle University

Tagged Divisions

First-Year Programs

professional connectedness.24 The increased sense of professionalconnectedness associated with engaging in service is characterized through the five stages(exploration, clarification, realization, activation and internalization) of Delve et al.’s ServiceLearning model.32 Based on this framework, multiple iterations of a preliminary student survey,and student interviews, evidence of validity and reliability were established. Thus, theEngineering Professional Responsibility Assessment (EPRA) is an appropriate tool for assessingthe development of social responsibility in engineering students.24Previous results using EPRA found that female engineering students had more positive SRattitudes than male engineering students.24 It was also found that students

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura K Alford, University of Michigan; Robin Fowler, University of Michigan; Stephanie Sheffield, University of Michigan

Tagged Divisions

First-Year Programs

which are the most effective or have the greatest return on effortinvested. Other variables of interest are the students’ prior team experience in K-12, the students’team experience in their other first year classes, and the effects of the DBT learning curve ingoing from the first cycle to the second cycle.References1. Knight, D. W., Carlson, L. E., & Sullivan, J. F. (2007). Improving engineering student retention through hands-on,team based, first-year design projects. 31st International Conference on Research in Engineering Education,Honolulu, HI, June 22-24, 2007.2. Mena, I. B., Zappe, S. E., & Litzinger, T. A. (2013). Examining the experiences and perceptions of first-yearengineering students. ASEE Annual Conference and Exposition

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

number of students will indicate they want less of a particular project type as those whoindicate they want more.Another trend in the data was that if a student knew what engineering major s/he wanted cominginto the program, there was typically one project that helped cement that choice, often related tothat major, and possibly another project that helped them determine what they did not want to do.Minor Design projects, which are design-and-build are mentioned, along with weekly homeworkprograms. These are both listed in many categories. The responses show that certain projects areperceived as connected to particular engineering majors, and participating in those clearly helpedstudents make decisions on those majors. In the comments, the

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Tracy Volz, Rice University

Tagged Divisions

First-Year Programs

: Page 24.203.11 http://www.abet.org/engineering-criteria-2012-2013/. [Accessed 20 May 2012].2. S. Sheppard, A. Macatangay, A. Colby and W. Sullivan, Educating engineers: Designing for the future in the field, San Francisco: Jossey-Bass, 2009.3. C. Dym, A. Agogino, O. Eris, D. Frey and L. Leifer, "Engineering Design Thinking, Teaching, and Learning," Journal of Engineering Education, vol. January, pp. 103-120, 2005.4. “Creating a Culture for Scholarly and Systematic Innovation in Engineering Education,” American Society for Engineering Education, Washington, DC, 2009.5. M. Prince, "Does active learning work? A review of the research," Journal of Engineering Education, vol. 93, no. 3, pp. 1-10, 2004.6. M

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

engineering majors at the start of the course, seven were determined to beknowledgeable about the major. By the end of the course, five of the seven demonstrated astrengthened interest in civil engineering with a positive interest score. The score for one of theother two students was zero, indicating that that student’s interest did not change. The studentreported an interest of 5 in civil engineering and 1’s for the other three disciplines on both initialand final surveys. The remaining student scored a -1, and although that student reported a 5 incivil engineering in both surveys, she reported an increase in interest from 3 to 4 in one of theother disciplines.Industrial EngineeringThere was only one industrial engineering major was interested and

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

designing an engineeringexhibit for OH Wow! The Roger & Gloria Jones Children’s Center for Science & Technology,the local children’s science center located in Youngstown, Ohio (OH Wow!, 2011). The Mini-Golf Project is the primary focus of this study, wherein student teams of 3-5 students designed,built, and tested a Mini-Golf hole given a piece of turf that is 6ft wide by 25 ft. long in whichremovable bricks were used to line the course. The students were required to create a design thatincluded: an elevation change, a bend, obstruction(s), and some form of theme. An example ofa student project is shown in Figure 1 in which the project team created a Wizard of Oz themedmini-golf hole

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

engineering student performance and retention, and how to best teach work skills throughout the engineering curriculum.Dr. Patricia A Ralston, University of Louisville Dr. Patricia A. S. Ralston is Chair of the Department of Engineering Fundamentals at the University of Louisville. She also has an associate appointment in Chemical Engineering. Dr. Ralston teaches under- graduate engineering mathematics and is currently involved in educational research on the effective use of Tablet PCs in engineering education, the incorporation of critical thinking in undergraduate engineer- ing education, and retention of engineering students. Her fields of technical expertise include process modeling, simulation, and process

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian M. Frank P.Eng., Queen's University; Behnam Behinaein Hamgini, Department of Electrical and Computer Engineering, Queen's University

Tagged Divisions

First-Year Programs

. 259Á275, 2009. 3. Jordan, S., and Mitchell, T., “e-Assessment for learning? The potential of short-answer free-text questions Page 24.280.11 with tailored feedback,” British Journal of Educational Technology, vol. 40, 2009, pp. 371–385.4. Wood, D., “A scaffolded approach to developing students’ skills and confidence to participate in self and peer assessment,” ATN Assessment Conference 2009: Assessment in Different Dimensions, 2009, p. 374.5. Hake, R. R., “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” American journal

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole L Hird, Ohio State University; Deborah M. Grzybowski, Ohio State University

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First-Year Programs

assignments, open lab tutorial, or problem(s) • Application • Prepare for next class • Evaluation: online quiz assignments or lab or turned in solutionThe course consists of five main components: experimental microfluidics, nanotechnologyresearch, group presentations on nanotechnology topics, a poster presentation on the microfluidiccell-shearing experiments, and an oral presentation on the hypothetical nanotechnology LOC.Respectively, these contribute about 50%, 20%, 10%, 10%, and 10% of the final project grade.The final poster and oral presentations are judged as part of a final competition to rewardresearch quality and presentation skills.The experimental microfluidics portion of the course

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mangilal Agarwal, Indiana University-Purdue University Indianapolis; Maher E. Rizkalla, Indiana University-Purdue University, Indianapolis; Sudhir Shrestha; Kody Varahramyan, IUPUI

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First-Year Programs

and Nanotechnology to the First Year Students Through an Interactive Seminar Course,” J. Nano Educ., vol. 4, pp. 41-46, 2012. 2. Zheng W., Shih H. R., Lozano K., Pei J. S., Kiefer K., and Ma X., “A Practical Approach to Integrating Nanotechnology Education and Research into Civil Engineering Undergraduate Curriculum,” J. Nano. Educ., vol. 1, pp. 22-33, 2009. 3. Mehta B. R., “Nano Education at Indian Institutes of Technology: A Status Report,” J. Nano. Educ., vol. 1, pp. 106-108, 2009. 4. Certificate in Nanotechnology and Nanoscience, George Mason University [Available: http://cos.gmu.edu/academics/graduate/certificates/certificate-nanotechnology-and-nanoscience]. 5. Drexel University - BSc Materials Engineering with

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Everaldo Marques de Aguiar Jr., University of Notre Dame; G. Alex Ambrose, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Nitesh Chawla, University of Notre Dame

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First-Year Programs

Persistence,” JEE, July 2005, 94 (3), pp.335-338. 4. Tinto, V., Leaving College: Rethinking the Causes and Cures of Student Attrition, 2nd Edition, Chicago Ill.: University of Chicago Press, 1993. 5. Pickering, James W., Calliotte, James A., “Using a Freshman Survey to Identify At-Risk Freshmen” Assessment in Practice: Putting Principles to Work on College Campuses, pp. 250-253. San Francisco: Jossey-Bass, 1996. 6. Woods, Donald R., and Crowe, Cameron M., “Characteristics of Engineering Students in Their First Two Years,” JEE, 1984, pp. 289-295. 7. Johnson, Carol S., “The Analytical Assessment of Online Portfolios in Undergraduate Technical Communication: A Model,” JEE, October 2006, 95 (4), pp.279

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

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First-Year Programs

, it began with the teacher performing some engaging demonstrationsabout heat transfer. In these demonstrations, the teacher modeled the experimental methods asthe “more knowledgeable other,” and students were shown how to undertake these methods ontheir own in teams.21 The teacher then elicited discussions and reflections on the discrepantevents students witness as s/he and the students “talked science.” The teacher described howexperiments are conducted with controls and a variable, and got students to identify theindependent and dependent variables and the controls. The teacher introduced the concept of heatby first finding out what students thought about it. Then presented the concepts of conduction,convection, and radiation, and performed

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Broderick W. Carlin, University of St. Thomas

Tagged Divisions

First-Year Programs

. Page 24.48.14References1. Carlson, L.E. and Sullivan, J.F., (1999). Hands-on Engineering: Learning by Doing in the Integrated Teachingand Learning Program, International Journal of Engineering Education, 15(1), 20-31.2. Hein, G.L. and Sorby, S.A., (2001). Engineering Explorations: Introducing First-Year Students to Engineering,31st Annual Frontiers in Education Conference, Reno, NV, T3C 15-19.3. Hall, D., Cronk, S., Brackin, P., Barker, M., Crittenden, K., (2008). Living with the Lab: A Curriculum to PrepareFreshman Students to Meet the Attributes of “The Engineer of 2020”, ASEE Annual Conference and Exposition,Pittsburgh, PA, AC 2008-2281.4. Skurla, C., Thomas, B., Bradley, W., (2004). Teaching Freshman Using Design Projects and Laboratory

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

Century,” Corwin Press.6. Boss, S., Krauss, J., 2007, “Reinventing Project-Based Learning,” International Society for Technology inEducation, Eugene, OR.7. Marra, R. M., Rodgers, K. A., Shen, D., Bogue, B., 2012, “Leaving Engineering: A Multi-Year SingleInstitutional Study,” Journal of Engineering Education, 101, pp. 6-27.8. Mena, I. B., Zappe, S. E., Litzinger, T. A., 2013, “Examining the Experiences and Perceptions of First-YearEngineering Students,” AC2013-6270, Proceedings of the ASEE Annual Conference & Exposition, Atlanta, GA.9. Esmaeili, M., Eydgahi, A., 2013, “By the Students, for the students: A New Paradigm for Better Achieving theLearning Objectives,” AC2013-7138, Proceedings of the ASEE Annual Conference & Exposition, Atlanta

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ryan Fries, Southern Illinois University, Edwardsville; Ryan W. Krauss, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

., & Sullivan, J. (2007, June). Improving engineering student retention throughhands-on, team based, first-year design projects. In Proceedings of the International Conference on Research inEngineering Education.7. Stevens, R., O'Connor, K., Garrison, L., Jocuns, A., & Amos, D. M. (2008). Becoming an engineer: Toward athree dimensional view of engineering learning. Journal of Engineering Education, 97(3), 355-368.8. Rippon, S., Collofello, J., and Hammond, R. (2012). “OMG! That's What an Engineer Does?”: FreshmenDeveloping a Personal Identity as an Engineer. 2012 ASEE Annual Conference (AC 2012-4204). San Antonio, TX9. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching,and

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University, West Lafayette; George D. Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

First-Year Programs

Education. Engineering in K-12 education  : understanding the status and improving the prospects. (National Academies Press, 2009).2. Brophy, S., Klein, S., Portsmore, M. & Rogers, C. Advancing Engineering Education in P-12 Classrooms. Journal of Engineering Education 97, 369–387 (2008).3. Hester, K. & Cunningham, C. Engineering is elementary: An engineering and technology curriculum for children. in Proceedings of 2007 ASEE Annual Conference and Exposition (2007).4. Bottoms, G. & Anthony, K. Project Lead the Way: A Pre-engineering Curriculum that Works. (Southern Regional Education Board, 2005).5. International Technology and Engineering Educators Association. Engineering byDesign. (2011). at 6. FIRST. USFIRST.org. Vision and

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Jenahvive K. Morgan, Rowan University; Joseph Francis Stanzione III, Rowan University; Kaitlin Engle Mallouk, Rowan University

Tagged Divisions

First-Year Programs

means that all due dates in a chapter are past. Aright pointing triangle indicates that there is at least one assignment left, but it is more than aweek away. A red “.10 Silverstein, S. (2006). Why go to class? Just go online: even friends’ notes no longer needed.The Los Angeles Times, January 25.11 Sheppard D. (2013). Blended Learning: Traditional lecture learning to be replaced with onlinelectures and group work sessions, how will you adjust? Wisconsin Engineer. Retrieved fromhttp://wisconsinengineer.com/magazine/272/263/.12 Means, B., Toyama, Y., Murphy R., Bakia, M., Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies