Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Gretchen Hein, Michigan Technological University; Jean Kampe, Michigan Technological University; Amber Kemppainen, Michigan Technological University

Tagged Divisions

First-Year Programs

-credit,but the material covered is the same. The 4-credit course goes at a slightly faster pace ascompared to the 5-credit class. The breakdown of the ACT/SAT scores and corresponding mathplacement is shown in Table 1. Table 1: Math placement by ACT/SAT scores for first-year students at Michigan Technological University1 Test Score Range Course ACT SAT Pre-Calculus 19-25 500-590 5-credit Calculus 1 26-28 600-640 4-credit Calculus 1 29+ 650+ Engineering students who are calculus ready are enrolled in the traditional track for first

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Jan Collins-Eaglin, Michigan State University; Nathaniel Ehrlich, Michigan State University; Denise Fleming, Michigan State University; Timothy Hinds, Michigan State University; Jon Sticklen, Michigan State University; Mark Urban-Lurain, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

First-Year Programs

undergraduate programs, thereby increasing retention. Thesecomponents are shown on Figure 1. They are • A peer-assisted learning program for key core courses taken by early engineering students; this is similar to a nationally known program called “Supplemental Instruction.” It has been given an acronym PAL (Peer Assisted Learning) on our campus. • Content cross-linkages among key technical core courses taken by early engineering students. This is an effort to provide relevance to the basic mathematics and science courses required for admission to the college. • Formative course diagnostics and linked capability-building exercises that

Conference Session

Projects and Problems in First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Vinod Lohani, Virginia Tech; Ganesh Balasubramanian, Virginia Tech; Ishwar Puri, Virginia Tech; Scott Case, Virginia Tech; Roop Mahajan, Virginia Tech

Tagged Divisions

First-Year Programs

within ESM DepartmentThe ESM department has 23 faculty members and 123 undergraduate students from sophomoreto senior levels. The relatively small size of this department makes it an excellent venue forexamining the effectiveness of the instructional options like the nanotechnology option proposedin this paper. Figure 1 shows a list of experiences/courses students will undergo as part of theproposed nanotechnology option within the ESM department. All engineering freshmen areintroduced to basic fundamentals of nanotechnology to begin the spiral curriculum experiences.In addition to repeating basic nanotechnology concepts, students will be introduced to thesocietal and ethical aspects of this emerging technology at the next level of learning

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Amy Thompson, University of New Haven; Carl Barratt, University of New Haven; Michael Collura, University of New Haven

Tagged Divisions

First-Year Programs

Page 14.59.32020. The sequence of courses in the curriculum is illustrated in Figure 1. Figure 1: Multidisciplinary Engineering Foundation SpiralStudents develop a conceptual understanding of engineering basics in the series of EAS coursesshown in Figure 1 which stress practical applications of these principles. Topics in these coursesinclude electrical circuits, fluid mechanics, heat transfer, material balances, properties ofmaterials, structural mechanics and thermodynamics. Each of the foundation courses includes amix of these topics, presented in a variety of disciplinary contexts. By the second semester ofthe sophomore year, each EAS course addresses a single engineering foundation area. A solidbackground is developed by

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Sondra Miller, Boise State University; Pat Pyke, Boise State University; Amy Moll, Boise State University; Melissa Wintrow, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

First-Year Programs

by the commonvalues of academic success, civic engagement, intellectual curiosity, and the pursuit of lifelonglearning.Students from all cultural and socioeconomic backgrounds interested in a RC community mustcomplete an additional step in their application to University Housing. Application to participatein a RC community does not guarantee admission. Students must submit (1) a resume outliningpast work experience, volunteer and extra-curricular activities, and (2) an essay explaining theirinterest and commitment to the RC program. Academic record is not a consideration in theresident selections process, so there is no bias toward students with the highest academicpotential. The ERC admission process also does not specifically focus on at

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler

Tagged Divisions

First-Year Programs

understand where current engineering has developedfrom while getting a feel for the type of people who have made contributions to societyand who many times are just like them. Next toys were introduced – Lego, K’Nex, andstrobe lights - to spark creativity and capture their attention while having fun during datacollection. This paper will address the changes to the course and how it has improvedretention.IntroductionThe freshman engineering course (ENGR 1200 Engineering Methods1) at The Universityof Texas at Tyler received a major overhaul during the summer of 2006. The originalcourse outline is shown in Appendix 1. The new Chair of the Department of CivilEngineering who was to arrive in January 2007 was asked by the Dean to adjust thecourse to

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Amy Hamlin, Michigan Technological University

Tagged Divisions

First-Year Programs

) have the option of enrolling into a specific major(biomedical, chemical, civil, computer, electrical, environmental, geological, materials, ormechanical) or enrolling into the university as a general engineering student. The abbreviationsused to describe the various majors can be found in Table 1. Regardless of major choice, allentering engineering students are enrolled into a cohort schedule that includes calculus, physics,and engineering classes.Table 1.Engineering Program AbbreviationsEBE = Biomedical Engineering EEN = Environmental EngineeringECE = Civil Engineering EGE = Geological EngineeringECM = Chemical Engineering EGN = General Engineering/Engineering UndecidedECP = Computer Engineering

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

thinking: (1) the difficulty fordifferent individuals (instructors), in different disciplines, to describe and discuss criticalthinking and have a third party (students) readily correlate and consolidate those discussions, (2)clearly stating expectations about what constitutes good critical thinking, (3) objectivelyassessing the quality of someone’s (student) critical thinking (as opposed to ―I know it when Isee it‖).A model of critical thinking, by providing a common vocabulary and conceptual constructs canhelp address these challenges. The Paul-Elder model of critical thinking4 is the model adoptedby the University of Louisville for the i2a initiative. The model was chosen because it has aformal structure and is a discipline neutral model. There

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Kathleen Harper, Denison University; Richard Freuler, Ohio State University; Stuart Brand, Ohio State University; Craig Morin, Ohio State University; Patrick Wensing, Ohio State University; John Demel, Ohio State University

Tagged Divisions

First-Year Programs

, functions, pointers, characters and strings,formatted input and output, file handling, and objects and classes. Parts of the C/C++ laboratoryexercises require the students to read data from a file and analyze the data. Two of theseexercises also are analyzed using MATLAB so that the students can see the comparison. Thecurrent C/C++ and MATLAB texts are by Deitel and Deitel3 and Gilat4, respectively.Laboratory ComponentThree of the laboratory exercises were 1) firing a model rocket engine and taking thrust data inreal time, 2) riding an instrumented bicycle and taking strain gage data, and 3) using a fallingball viscometer setup and taking position and time data. As noted above, the students used theirown C/C++ or MATLAB programs to analyze data

Conference Session

Retention Tools and Programs

Collection

2009 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Thomas Wolff, Michigan State University; Wolfgang Bauer, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Nathaniel Ehrlich, Michigan State University; John Courtney, Michigan State University; Ruth Heckman, Lansing Community College; Denise Fleming, Michigan State University; Louise Paquette, Lansing Community College; Renee Mickelson, Lansing Community College; Mark Urban-Lurain; Clifford Weil, Michigan State University

Tagged Divisions

First-Year Programs

, and end with our current status. This report will set the stage forthree companion papers, and for a series of future reports. The three companion papers describeour subproject applying “supplemental instruction,” a second subproject connecting our facultymore effectively to our early engineering students, and a third paper describing the methodologyfor research analysis that we will employ.1. Motivation: Importance of increasing STEM numbersTo sustain US leadership in science and technology we must increase the number ofundergraduate degrees in science, technology, engineering, and mathematics (STEM). Anestimate from The Information Technology Association of America indicates that by 2015, adoubling in the number of STEM degrees will be

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Neeraj Buch, Michigan State University; Amanda Idema, Michigan State University; Cynthia Helman, Michigan State University

Tagged Divisions

First-Year Programs

experience. Enrollments for the various programsare given in Table 1 below. Summary details of each program are given following the table. Program Number of Freshmen Total Academic Scholars 229 432 Lyman Briggs 625 1826 BROAD 100 100 Honors College 465 2660 James Madison 333 1259 RCAH 108 116 RISE 32

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Robert Ricks, Southern Illinois University, Carbondale; Rhonda Kowalchuk, Southern Illinois University, Carbondale; John Nicklow, Southern Illinois University, Carbondale; Loen Graceson-Martin, Southern Illinois University, Carbondale; Lalit Gupta, Southern Illinois University, Carbondale; James Mathias, Southern Illinois University, Carbondale; Jale Tezcan, Southern Illinois University, Carbondale; Kathy Pericak-Spector, Southern Illinois University, Carbondale

Tagged Divisions

First-Year Programs

students’ persistence and success has received a great deal of attentionin the literature. According to the National Academy of Engineering (NAE)1, “Only 40-60percent of entering engineering students persist to an engineering degree, and women andminorities are at the low end of that range. These retention rates represent an unacceptablesystemic failure to support student learning in the field.” (p. 40).Noteworthy is that research has shown that predictors of retention change throughout the firsttwo years of an engineering program and predictors of graduation vary across universities.2Tinto’s3 Student Integration Theory posits that students enter university with varied backgroundcharacteristics and goal commitments which in turn influences their

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Srikanth Tadepalli, University of Texas, Austin; Mitchell Pryor; Cameron Booth, University of Texas, Austin

Tagged Divisions

First-Year Programs

content with mixed and/or out-of-date styling. Yet the inclusion of personal, course related information created anadditional sense of presence that cannot be felt in, say, a textbook alone.The original site used a variety of techniques to try and establish an online presence. Achat room (see Figure 1), populated by proctors during office hours, as well as acomment interface in the test submission system provided the most direct and focusedcontact with proctors. When office hours were not in session there was a course emailaddress where students could send queries and comments and receive feedback within 24hours. A webcam, usually used in concert with the chat room, was also implemented sostudents could see other people in the office hours, and

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Jeong Hwan Choi, University of Illinois, Urbana-Champaign; Jacob Marszalek, University of Missouri, Kansas City; Joyce Lee, University of Illinois, Urbana-Champaign; Susan Linnemeyer, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

SAGE – Student Assisted Guidance in EngineeringI. IntroductionEngineers are key personnel to maintain or promote economic growth and create jobs throughinnovation in a society 1. However, engineers experience difficulties in transition or socializationin multiple stages of their academic and professional career 2-5. Especially, first-year engineeringstudents are exposed to more critical environmental changes and discrepancies of identity 6, 7.Unsuccessful transitioning into rigorous engineering education context induces low retention offirst year engineering students. The National Science Foundation 8 reports that only 60% ofstudents who enter engineering disciplines obtain an engineering degree. Some engineeringcolleges provide special

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Jay Brockman, University of Notre Dame; Lynnwood Brown, WikiRing Partnership; Michael McDonald, John Wiley & Sons, Inc.

Tagged Divisions

First-Year Programs

different kinds of resources supported by the wiki, and illustrate howusers access them during a session. Figure 1 illustrates the types of objects defined for theIntroEngineering.org wiki and the relationships between them. Central to the organization ofboth the textbook and the wiki is the concept of a Learning Objective. In the context of theBook, a learning objective is a specific competency that a student should demonstrate uponcompletion of a Chapter. For example, in Chapter 1 of the book, “Engineering and Society,” oneof the learning objectives is that students should be able “to articulate a view of our environmentas containing both naturally occurring and human-made or artificial things and to discuss the roleof engineers in developing and

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

their projects, and to learn to implementsensors as part of their design projects. By analyzing student questionnaires and curricularcontent, we measure the numbers of activities that promote lifelong learning as well as the extentto which these activities are completed independently. This paper will provide an overview ofour first year engineering experience as well as the assessment results that help us measure theextent of lifelong learning.Background and IntroductionCriterion 3H (Program Outcomes) of the 2008-2009 ABET EAC requires that engineeringprograms instill within their students “a recognition of the need for, and an ability to engage inlife-long learning”1. Though all engineering programs recognize the need for providing

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Amy Thompson, University of New Haven; Jean Nocito-Gobel, University of New Haven

Tagged Divisions

First-Year Programs

potentialemployment opportunities. In an existing Project-Based Introduction to Engineering course,developed by multidisciplinary engineering faculty, [1] students learn about differentengineering fields through text material, in-class discussion, and through their own research onone of the engineering fields. Since system engineering is not one of the major disciplines, mostengineering introduction texts do not adequately cover the description of this field, or basicsystem engineering methods, and students do not usually choose this field to research because itis unknown to them. This research develops material for the introduction course that adequatelyintroduces some of the concepts in the field of system engineering, while still maintaining theability to

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Janet Meyer, Indiana University-Purdue University, Indianapolis; Patrick Gee, Indiana University-Purdue University, Indianapolis; Laura Masterson, Indiana University-Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

received from enrollment in a LC. Most notably, they reportthe following7: 1. Making connections with other students, peer mentors, faculty, and advisors. 2. Academic advising (e.g., knowledgeable, available when needed assistance). 3. Experiencing environment that promotes and respects diversity. 4. Becoming familiar with campus and academic support resources. 5. Deciding on a major or future career. 6. Adjusting to college.As part of “making connections,” LCs also provide a chance for students to create a network atIUPUI since LCs consist of an instructional team of a faculty member, academic advisor,librarian, and peer mentor. Tinto illuminates the importance of student engagement andnetworking on campus, “The frequency and

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Summer Dann Johnson, Louisiana State University, Baton Rouge; John Scalzo, Louisiana State University, Baton Rouge; Sarah Jones, Louisiana State University, Baton Rouge; Kelly Rusch, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge

Tagged Divisions

First-Year Programs

© American Society for Engineering Education, 2009 ENG2: Engineering Engagement for Student Success Building a Community for First Year Freshmen in the College of Engineering Research has shown that engineering retention and graduation rates are enhanced throughfirst year experiences that actively incorporate and engage faculty and students. 1-5 Based on thispremise, the STEM Talent Expansion Project at Louisiana State University (LSU), funded by theNational Science Foundation, has focused the majority of its efforts into the first year experienceof incoming freshmen in order to increase retention and ultimately graduation rates in theCollege of Engineering. This will be achieved by

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Charles McDowell, University of California, Santa Cruz; Adrienne Harrell, University of California, Santa Cruz

Tagged Divisions

First-Year Programs

face many challenges bothacademic and non-academic9. One widely studied impact of these challenges is transfer shock, adip in the GPAs of transfer students during the first one or two terms after transfer6. Althoughbelieved to be nearly universal, transfer shock is generally not severe10 and Cantrell et al.1 havetheorized that pre-transfer support programs are one technique that can be used to help transferstudents get through their transfer shock and “experience the rewards of their efforts.”We were interested in comparing how well our transfer students were doing in comparison withtheir native classmates. One measure of success is how long a student takes to graduate and dothey ever graduate. The most commonly used metric for graduation and

Conference Session

Projects and Problems in First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; David Bowman, Clemson University; Randolph, Randy Hutchison; Carol Wade, Clemson University

Tagged Divisions

First-Year Programs

experimental design consisted of comparisons between three maingroups: 1) controls, 2) those who viewed the tutorials, and 3) those who viewed the tutorials andparticipated in the in-class activity. Student performance on pre- and post- content tests, andself-assessments of learning gains were compared. We report on results of these assessments,and their implications for affecting change in student success, especially for students with weakpre-requisite skills.IntroductionStudents entering our first year engineering course arrive with different levels of mathematicspreparation, which is of critical importance to their academic success. In our program, studentsscoring below a proficiency level on an institution-wide mathematics placement test are

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Yevgeniya Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

small engineering college that uses project-based learning (PjBL) as its main curricular and pedagogical practice, this curriculum expects that mathematics and physics faculty team-teach in the environment of integrated course blocks. A semi-structured, open-ended interview protocol is employed and grounded theory is used to identify answers to the following questions: (1) What are the conceptions of teaching held by mathematics and physics faculty involved in implementing a first-year integrated project-based engineering curriculum as defined by Kember’s categorization of faculty conceptions? (2) To what extent does the context, in which faculty instruct, affect their teaching approaches

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

First-Year Programs

previously(1). Two sections ofENES 101 during the fall 2008 semester were designated as First-Year Success Courses and oneHonors section was restricted to Honors College or Engineering Scholar students. Each year a different design project is assigned and the students must research, design,construct, and develop an analytical model and then test, evaluate, and report on the product.The goal is to select a product that is fun, inexpensive to construct, simple, and yet requiresfundamental engineering principles. Safety is the primary concern, and the design specificationsare structured to include safety precautions. The projects are also structured to have “braggingrights” associated with the product performance. This has resulted in friendly

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Maria Sanchez, California State University, Fresno; Ira Sorensen, California State University, Fresno; Walter Mizuno, California State University, Fresno; Satya Mahanty, California State University, Fresno

Tagged Divisions

First-Year Programs

(Brightest Engineering Student Team) award. The competition is integrated as amajor component of the curriculum in the first-year design course at each of theparticipating institutions. The objectives of the competition are both curricular andinstitutional. The curricular objectives are (1) to introduce students to a structuredmechanical design methodology, (2) enhance communication, teaming, and interpersonalskills, (3) have the students physically realize and test a mechanical system, and (4) toimprove written and oral communication skills by documenting the entire experiencethrough a design report and presentation. Institutional objectives are (1) to enhancerecruiting efforts by creating a pipeline of students from participating communitycolleges

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Brian DeJong, Central Michigan University; Kumar Yelamarthi, Central Michigan University

Tagged Divisions

First-Year Programs

, etc.), corresponding 1 Table 1: Grade point scale for CMU. Grade Point Grade Point A 4.00 C 2.00 A- 3.67 C- 1.67 B+ 3.33 D+ 1.33 B 3.00 D 1.00 B- 2.67 D- 0.67 C+ 2.33 E 0.00retention rates, and where the unretained students are going. In the following sections, wepresent and discuss a program overview, general retention rates

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Susan Freeman, Northeastern University; Beverly Jaeger, Beverly Jaeger, and Richard Whalen are members of Northeastern University’s; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

through the use of technology is the way to maintain the U.S. edge inthe global market place.1 An argument for the second perspective is the belief that the U.S. leadsin creativity and innovation and has the best universities in the world to pilot the way.2Regardless of the viewpoint taken, it is apparent that we must transition more high schoolstudents into engineering to be competitive; having a clear picture of the current state of themarket factors that may influence our youth as they make their career choice is imperative.According to the U.S. Department of Education5 it was estimated that in the fall of 2008 nearly49.8 million students attended public schools in the U.S. with an additional 6.2 million attendingprivate schools. Of those

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

First-Year Programs

SystemResearch has shown that students in the United States study harder in college than in highschool, while East Asian students study harder in high school than in college.1 Surveys of timeuse by students show the average American students study 4.6 hours per week in high school and9.4 hours in college. On the other hand, Korean and Japanese students study 14 and 19 hoursrespectively in high school and 5.1 and 8.8 hours in college 2,3,4 An explanation of why this isso is that East Asian students study harder in high school since these students compete harder toenter better colleges than American students. East Asian firms believe that the name of thecollege is the best predictor of how good a worker the college graduate will be. Therefore EastAsian

Conference Session

Beyond the Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Matthew Traum, University of North Texas; Sharon Karackattu, University of North Texas

Tagged Divisions

First-Year Programs

reports citing a dearth of trained professionals in these fields.1 Particularemphasis has been placed on enhancing the first-year experiences of science and engineering majorsin an attempt to expose these students to practical experience alongside traditional pedagogicalcurricula.2Conventional “first-year experience” courses focus on teaching college survival skills, providingcampus orientation, and building camaraderie to support students as they embark on highereducation. These activities are believed to improve student retention by reinforcing critical skillsets, knowledge, and networks for ensuing college years.3 The engineering education literature calls

Conference Session

Exploring Retention

Collection

2009 Annual Conference & Exposition

Authors

Richard Cassady, University of Arkansas; Sean Mulvenon, University of Arkansas

Tagged Divisions

First-Year Programs

plethora of research has been generated regarding the prediction of success in college (Youngand Korbin11; Burton and Ramist4; Ting8; Pennock-Roman7; Wilson10; Bamforth et al.1).However, a growing concern among researchers is the ability to retain students in thequantitative fields like math, science, and engineering. Retention of students is defined as eithergraduation or concurrent enrolment in a specific academic field. Without retention of students inmath- and science-based fields, national and local economies suffer due to the increased demandfor such research and development professionals (NARSET Report6). Retaining students is agrowing concern in many university departments, especially in the field of engineering.According to the National

Conference Session

The Ever-Changing Course

Collection

2009 Annual Conference & Exposition

Authors

Michael Gustafson, Duke University; Rebecca Simmons, Duke University; W. Neal Simmons, Duke University; Michael Ehrenfried, Kent Denver School; Tod Laursen, Duke University

Tagged Divisions

First-Year Programs

LabsCurrently, there are five data acquisition labs in the course – • DAQ 1: Introduction to Data Acquisition: Digital I/O • DAQ 2: Introduction to Data Acquisition: Analog I/O • DAQ 3: Calibration of a Pressure Sensor • DAQ 4: Introduction to Data Acquisition: Synchronous I/O • DAQ 5: Aliasing and Frequency SpaceThis paper will look at the first three; a future work will present the latter two.Students work in groups of two – or at most three – at stations equipped with two PCs runningWindows. At each of these stations, one of the two computers has a multifunction dataacquisition card (DAQ)7 that has eight programmable digital I/O lines, two analog outputchannels, and 16 single-ended analog input channels. The five labs are meant to