Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Janet Callahan; John Gardner, Boise State University; Amy Moll, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

First-Year Programs

from University of Illinois, Urbana. Her M.S. and Ph.D. degrees are in Materials Science and Engineering from University of California at Berkeley in 1992 and 1994. Following graduate school, Amy worked for Hewlett Packard in San Jose, CA and in Colorado Springs, CO. Amy’s research interests include microelectronic packaging, particularly 3-D integration and ceramic MEMS devices.Pat Pyke, Boise State University Patricia Pyke is Director of Special Programs for the College of Engineering at Boise State University. She oversees projects in freshman curriculum development, retention, math support, mentoring, and women’s programs. She earned a B.S.E. degree in Mechanical Engineering from

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Xiafeng Li, Texas A&M University; Arun Srinivasa, Texas A&M University; William Bassichis, Texas A&M University; Jacque Hodge, Texas A&M University; Donald Maxwell, Texas A&M University

Tagged Divisions

First-Year Programs

implementation of project-based engineering courses have been growing during thepast decade. However, evidence-based evaluations of the degree to which project-based courseshave improved student retention and learning are still rare. Faculty members at Texas A&MUniversity have developed a project-based first-year engineering curriculum that draws on theestablished knowledge base of integrated engineering curricula to construct a new learningexperience for engineering majors. The first pilot of the curriculum was offered to approximately200 students in the 2004-05 academic year. Students who continued in engineering are nowtaking a sophomore engineering mechanics course in classes with students who were intraditional first-year courses. Comparison of

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

toPurdue University in an approved field receive a full-tuition scholarship to Purdue for eightsemesters. Around 50 students from the 24 IPS middle schools are added to Science Boundeach year. Criteria for selection are based on national test scores and the students’ potential tosucceed in the program.Twenty-two mentor teachers — one from each of the 24 middle schools and, eventually, the fivehigh schools in the IPS School Corporation — participate in professional development. Theprogram strengthens their teaching methodology and instructs them in cutting-edge technology Page 11.1410.5and curriculum integration of advanced mathematical and

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Lorelle Meadows, University of Michigan; Samantha Jarema, University of Michigan

Tagged Divisions

First-Year Programs

communication, engineering problem solving, teamwork, global/societal impacts andethics. These questions also address the students’ level of engagement with the material and theirmotivation. Students’ responses to both sets of questions provides an insight into their learning.To determine if the integration of a service-learning curriculum into Engineering 100 affectedthe student’s learning in the course, a detailed statistical analysis of the teaching evaluationresponses was performed. These analyses included a Stepwise Regression analysis, MultipleRegression analysis, Correlation analysis, and a Multifactor ANOVA test performed on theteaching evaluations for four successive semesters of ENG 100 taught by the same instructor; thefirst three without

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

William Howard, East Carolina University; Joseph Musto, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

programs have freshman-level courses that are designed to introduce studentsto the engineering profession, teach problem-solving and design skills, and motivate the students.Engineering graphics is a subject that is also usually taught at the freshman level, sometimesintegrated with the introduction to engineering course, other times as a stand-alone course. Solidmodeling software has become widely used in education over the past decade, primarily inexisting engineering graphics courses. Because solid modeling is an integral part of the productdesign cycle, it can be used as a gateway to explore engineering design and to relate courseworkto real world applications. The use of solid modeling software at the freshman level also has thepotential for

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Dwight Tolliver, University of Tennessee; Lauren Hines, University of Tennessee; J. Roger Parsons, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

2006-937: ENGINEERING STUDENTS' PERCEPTIONS OF ATTITUDE CHANGESIN TEAMWORKDwight Tolliver, University of TennesseeLauren Hines, University of TennesseeJ. Roger Parsons, University of Tennessee-Knoxville Page 11.577.1© American Society for Engineering Education, 2006Engineering Students’ Perceptions of Attitude Changes in Teamwork Page 11.577.2Introduction and Literature Review:The ability to work efficiently on technical teams is an essential skill for engineers. Inrecognition of the importance of this skill, many engineering education programs haveadded technical team experiences to their curriculum. This

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Dana Elzey, University of Virginia

Tagged Divisions

First-Year Programs

component of the curriculum. These changes include increasing numbersof women and minorities in engineering (and the need to increase them further), better preparednessof high school graduates for college-level study, and heightened competition among institutions andfields for the best students. Entering engineering students are therefore more diverse, moredemanding, and more ‘consumer-conscious’ and sophisticated in the evaluation of career alternativesthan ever. So in addition to providing students with the fundamentals of technical problem solving,the intro to engineering course must now provide an effective learning experience for a much more

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; David Sawyers, Ohio Northern University; John K. Estell, Ohio Northern University; Laurie Laird, Ohio Northern University

Tagged Divisions

First-Year Programs

Riley, 2003. Integrating Communication and Engineering Education: ALook at Curricula, Courses, and Support Systems, Journal of Engineering Education, October 2003, 325-238.3 Hendricks, Robert and Eric Pappas, 1996. Advanced Engineering Communication: An IntegratedWriting and Communication Program for Materials Engineers, Journal of Engineering Education, October1996, 343-352,4 Sullivan, Francis and Robert Baren, 1997. Simulating the Workplace in an EngineeringTechnology Course: A Rhetorical Model, Journal of Engineering Education, July 1997 279-284.5 Sharp, Julie et al, 1999. Four Effective Writing Strategies for Engineering Classes, Journal ofEngineering Education , January 1999, 53-576. www.onlineethics.org7

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

Youssef Allam, Ohio State University; David Tomasko, Ohio State University; John Merrill, Ohio State University; Bruce Trott, Ohio State University; Phil Schlosser, Ohio State University; Paul Clingan, Ohio State University

Tagged Divisions

First-Year Programs

first-yearengineering curriculum. The lab project was piloted during Winter and Spring Quarters of 2004,with one section offered in each quarter for a total of 127 students then expanded to 3 sections in2005 with an enrollment of 190 students. This alternate project is currently being revised andwill be fully integrated into the program by Winter and Spring of 2006. In addition, an honorsversion of the project was offered in Spring 2005 to a single section of 32 students. A revisedhonors version will also be offered in Spring 2006. A three-pronged approach was employed indeveloping the project involving on-campus nanotechnology research laboratory tours hosted byfaculty and researchers, nanotechnology teaching modules, and hands-on lab

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

S. Keith Hargrove, Morgan State University; Marie Dahleh, Harvard University

Tagged Divisions

First-Year Programs

needand desire to reduce the gap in student learning and real world problem solving asgraduates enter the workforce. The National Academy of Engineering has appealed toengineering programs to integrate theory and practice in the curriculum, and introducemore innovative learning methods that simulate industrial decision making in theclassroom and laboratory [1]. Hence, the challenge for engineering educators is the useof more innovative methods for instruction and learning to replicate real world problemsolving, and provide an environment for intellectual exchange of ideas and solutions in aclassroom setting. This is further reinforced by the Accreditation Board for Engineeringand Technology (ABET) to encourage the use of a cadre of tools and

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Marc Christensen, Southern Methodist University; David Willis, Southern Methodist University; Scott Douglas, Southern Methodist University

Tagged Divisions

First-Year Programs

strongly on thestructure of the particular college or university’s curriculum. Many college engineeringretention studies agree that the first year of study is extremely important in determining ifa student will persist and graduate with an engineering degree4. In institutions that have acommon first-year engineering curriculum, it is possible to completely change the first- Page 11.71.3year experiences of all engineering students through the retooling of the commoncourses. At other institutions where individual departments offer first-year introductorycourses, curriculum changes must involve activities in multiple departments to besuccessful across the

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Gene Dixon, East Carolina University; William Howard, East Carolina University; Ric Williams; Keith Williamson, East Carolina University; Geoffrey Dieck, East Carolina University; Steve McLawhorn, East Carolina University

Tagged Divisions

First-Year Programs

attractingand retaining engineering talent with a range of specialties in narrowly defined fields. “Instead ofthe traditional engineering disciplines, these operations require engineering generalists with astrong theoretical background, broad knowledge in a range of areas, and specific skills inproblem solving to give them a sound but flexible base for managing and implementingtechnology change and operations.”1 East Carolina University initiated a bachelor’s degreeprogram in general engineering (BSE) to fill this requirement. The BSE curriculum isimplemented “through a concept and program identified as the Integrated CollaborativeEngineering Educational Environment, or ICE3 (pronounced “ice cube”). The ICE3 program…emphasizes a broad but highly

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Michael Hagenberger, Valparaiso University; Barbara Engerer, Valparaiso University; Doug Tougaw, Valparaiso University

Tagged Divisions

First-Year Programs

Vertically Integrated Team Design Projects on First Year Engineering Students,” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (2004).9. H. Diefes-Dux, D. Follman, P.K. Imbrie, J. Zawojewski, B. Capobianco, and M. Hjalmarson, “Model Eliciting Activities: An In-class Approach to Improving Interest and Persistence of Women in Engineering,” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (2004).10. K. F. Reardon, “A Project-Oriented Introduction to Engineering Course,” Proceedings of the 1999 American Society for Engineering Education Annual Conference & Exposition (1999).11. R. Whalen, S. F. Freeman, B. K. Jaeger

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

First-Year Programs

admitted to engineering programs by the end of their sophomore yearand employers chide schools for not providing the skills neededv. These observationsshow that the education establishment is not doing an adequate job of educating theengineering students to meet the challenges of the global economy. This in our opinion isbecause the appropriate educational materials that bridge the gap between theory andpractice are not available to the educators. The National Academy of Sciencesvi stressesthat engineering educators should introduce interdisciplinary learning in theundergraduate curriculum and explore the use of case studies of engineering successesand failures as a learning tool. Based on this premise, we have been working on a projectto develop

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

David Kazmer, University of Massachusetts-Lowell; John Duffy, University of Massachusetts-Lowell; Beverly Perna, Tsongas Industrial History Center

Tagged Divisions

First-Year Programs

Engineering Education, 2006 Learning through Service: Analysis of a First Semester, College-Wide, Service-Learning Course1. AbstractService-learning is a pedagogy which strives to integrate student learning with communityservice. In an engineering context, service-learning provides a project-based experience in whichstudents are confronted with real clients and problems, often of immediate need. In the context ofcourse development, however, many engineering faculty seem to feel that service learning isinfeasible in technical and/or large engineering courses, and that the overhead and opportunitycosts associated with service learning exceed the benefits received by students.This paper contemplates two years of service

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Roth Elliot, Rehabilitation Institute of Chicago; Phillip Jacob, Northwestern University; Stacy Benjamin, Northwestern University; Bruce Ankenman, Northwestern University; James Colgate, Northwestern University

Tagged Divisions

First-Year Programs

Excellence. Dr. Colgate's principal research interests are cobots - collaborative robots - and haptic interface. He has served as U.S. Editor of Robotics and Computer Integrated Manufacturing, and as an associate editor of the Journal of Dynamic Systems, Measurement and Control and the IEEE Transactions on Robotics and Automation. In addition to his academic pursuits, Dr. Colgate is a founder of Cobotics, Inc. (now part of Stanley Assembly Technologies*) a leading supplier of human interface technologies for the industrial marketplace. From June 1999 until September 2000, Dr. Colgate took a sabbatical leave from Northwestern University to work at Cobotics as the Company’s President. More recently, he

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Philip Kosky, Union College; William Keat, Union College; George Wise, Union College; Robert Balmer, Union College

Tagged Divisions

First-Year Programs

be made to select material appropriate to eachschool’s curriculum. Figure 2 The faculty team each wrote outlines of chapters for the applications of their particularfields of endeavor that are exploited in designing the modern automobile. Subsequently all thechapters were re-written4 to achieve a degree of stylistic conformity. These were certainly notintended to be all inclusive chapters that discussed everything a mechanical, or an electrical, or achemical, or a civil engineer does, etc., but they did demonstrate how 1) modern technology isinterdisciplinary and 2) how engineering fundamentals cross all fields of application. The practicum or ‘hands-on’ portion of this course was

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Susanne Wolf, Technische Universitaet Darmstadt; Manfred Hampe, Technische Universitaet Darmstadt

Tagged Divisions

First-Year Programs

curriculum was the development of an innovative project-based course entitled “Introduction to Mechanical Engineering” (IME) which was firstimplemented in 1998. The course approach includes both active and collaborative learningtechniques. Teamwork ability plays an important part in the project. Overall IME aims toprovide first-year students with a really good start to their mechanical and processengineering program at the Technische Universität Darmstadt.This paper will describe some of the key aspects of the concept of the project-based courseIME. First-year students´ cohort data was analyzed in order to examine the possible impact ofparticipation in the project with regard to dropout rate and study success. Furthermoreimportant evaluation work

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Richard Newman, Arizona State University

Tagged Divisions

First-Year Programs

2006-1878: USING SYSTEMS DESIGN TO CONSTRUCT A NEW FRESHMANCOURSEJohn Robertson, Arizona State University John Robertson is a professor in the College of Science and Technology at the ASU Polytechnic in Mesa, Arizona. His research interests are in process control and data management for integrated circuit production, especially novel non-volatile memories. From 1994 to 2001, he was a Director in Motorola’s Semiconductor Products Sector and before that, he held the Lothian Chair of Microelectronics at Edinburgh University, UK.Richard Newman, Arizona State University Richard Newman is Director of Training for the Microelectronics Teaching Factory at the ASU Polytechnic campus. He has

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

John Simmons, University of Queensland; Elise Barrella, Bucknell University; Keith Buffinton, Bucknell University

Tagged Divisions

First-Year Programs

academic career in 1987 as an Assistant Professor in mechanical engineering at Bucknell University and was promoted to Associate Professor in 1992 and Professor in 2002. In 2003, he became Associate Dean of the College of Engineering. He received in 2003 Bucknell's Christian R. and Mary F. Lindback Award for Distinguished Teaching. He is the author of numerous scholarly articles on the dynamics and control of robotic systems. His research interests include multibody dynamics, nonlinear control, mechanical design, systems thinking, and engineering management education. Page 11.1031.1© American

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Carrie Slater, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Jean Kampe, Virginia Tech

Tagged Divisions

First-Year Programs

serve the anticipated 400 mentees for the fall semester 2005, aformal application and interview process was conducted during the spring semester 2005.Information on the mentor positions was posted on the CoE/CEED web site and sent out in emailmessages over student listservs. Requirements were instated to ensure candidates met certainstandards. To be considered for the program, prospective mentors had to 1) be a Virginia TechCoE student, 2) have completed their first-year of the general engineering curriculum and beaccepted into one of the 11 CoE departments, 3) have earned an overall GPA of 2.5/4.0, 4) be afull-time student in the fall semester 2005, 5) be able to attend a four-hour mandatory trainingsession the Friday before fall classes began

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Cindy Foor, University of Oklahoma; Susan Walden, University of Oklahoma; Tyler Combrink, University of Oklahoma; Lindsey McClure, University of Oklahoma; Deborah Trytten, University of Oklahoma

Tagged Divisions

First-Year Programs

have identified peer adviceas more valued by students than advice from formal sources.7 Students are, in some sense, morequalified than formal sources to give advice to undergraduate science, technology, engineering,and mathematics (STEM) students. Many counselors and advisors were not STEM studentsduring their undergraduate program. Faculty, while more often STEM students asundergraduates, are likely to have been elite students, who underestimate the challenges facingthe average student.The advice expressed by our 185 interviewees, most of whom are upper division, derives fromtheir actual lived experiences, reflecting on the challenges they have faced in the context ofsuccessfully negotiating an engineering curriculum. Most perceptions of