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

AC 2012-5236: AN INTEGRATED MODELING APPROACH TO A SUM-MER BRIDGE COURSEProf. Helen M. Doerr, Syracuse University Professor of mathematics and mathematics educationDr. Jonas Bergman Arleback, Syracuse UniversityMrs. AnnMarie H. O’Neil, Syracuse University Page 25.170.1 c American Society for Engineering Education, 2012 An Integrated Modeling Approach to a Summer Bridge CourseCurrent data on the participation of women and minorities in the STEM disciplines continues toshow that women and minorities are underrepresented in nearly all fields of engineering at theundergraduate level.1 Two decades of research on the

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

engineering course instructors implemented thegrading rubric in all technical reports required.This paper presents the learning objectives and grading rubrics and describes the contentmodules developed through this project. The results of the assessment of student learning and ofthe development process are presented as well. Recommendations are made for additionalmodifications to more effectively prepare students to search and use information correctly andappropriately, giving them skills needed to succeed as a student and as an engineering Page 25.534.2professional.2.0 Integrating Information Literacy into the Freshman Engineering CourseThe targeted

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Argrow, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Nathan E. Canney, University of Colorado, Boulder; Suzana Brown, University of Colorado, Boulder; Adam J. Blanford, University of Colorado, Boulder; Corrina Ladakis Gibson, University of Colorado, Boulder; Eric Donnelly Kenney

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First-Year Programs

Daniel W. Knight is the Engineering Assessment Specialist at the Integrated Teaching and Learning Pro- gram (ITLL) and the Broadening Opportunity through Leadership and Diversity (BOLD) Center in CU’s College of Engineering and Applied Science. He holds a B.A. in psychology from the Louisiana State University, and an M.S. degree in industrial/organizational psychology and a Ph.D. degree in counseling psychology, both from the University of Tennessee. Knight’s research interests are in the areas of reten- tion, program evaluation, and teamwork practices in engineering education. His current duties include assessment, evaluation, and research for the ITL Program’s and BOLD Center’s hands-on initiatives.Nathan E. Canney

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lacey Jane Bodnar, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Jacqueline Q. Hodge, Texas A&M University; Travis Austin Smith, Engineering Student Services and Academic Programs; Jesus A. Orozco; Joshua Grant Corso; Cristian R. Sanchez; Jillian Kathleen Freise, Texas A&M ELLC Children's Museum; Hannah Ringler, Texas A&M University; Ivan Cortes, Texas A&M University

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First-Year Programs

in general, but specifically for a career in NASA. What followed was a sense of motivation, and an assurance that with hard work, I can achieve a lot with an engineering career” (Ivan).InterpersonalStudents learned the importance of teamwork and collaboration. “Through the team project, I learned how to think from multiple viewpoints when approaching a project, incorporate other student’s ideas to create new concepts, and Page 25.530.8 combine team members’ skills to solve problems” (Cristian). “Teamwork was an integral part of the design projects. In fact, if there was one expectation of the

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Beverly K. Jaeger, Northeastern University; Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

solving in an engaging and cost-effective way? It is clear that other programshave invested a prohibitive amount of capital. Space is another limited resource. Without lab benches andstorage, we would need to be creative in developing a hands-on equipment-based module. The finalresource to be considered is time. This precious commodity would also make it challenging to start fromsquare one to develop a curriculum to teach hardware-driven program development. These conditionsinspired a search to determine how to make programming come alive for our students given thelimitations described.Challenge #3: Experience. While there is a core of instructors responsible for the majority of the 20+course sections from year to year, there are also some who

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. McKnight, Northeastern University; Michael E. Pelletier, Northern Essex Community College; Paula G. Leventman, Northeastern University

Tagged Divisions

First-Year Programs

-time modules that NortheasternUniversity (NU) has introduced in their first-year engineering curriculum using a “High-TechTools & Toys Laboratory” (HTT&TL). At NU, the HTT&TL is used to teach MATLAB andC++ to first-year engineering students through a set of structured exercises leading the studentsto image a shape concealed in opaque gelatin using 1MHz ultrasound (MATLAB) and to use astepper motor mechanism to color-sort dyed Ping-Pong balls imaged by a video-cam (C++). The Page 25.46.3community college faculty members were participants in an NSF-supported STEP grant, andwere supported through ALERT stipends to attend the

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Reap, Virginia Tech; Holly M. Matusovich, Virginia Tech; Rachel A. Louis, Virginia Tech

Tagged Divisions

First-Year Programs

AC 2012-4040: CHOCOLATE CHALLENGE: THE MOTIVATIONAL EF-FECTS OF OPTIONAL PROJECTS IN AN INTRODUCTORY ENGINEER-ING CLASSDr. John Reap, Virginia Tech John Reap currently serves Virginia Tech’s educational mission as an instructor in the Department of Engineering Education. He primarily teaches introductory engineering courses as part of the freshman year engineering program. Research interests include topics in sustainable design and manufacturing (SDM) life cycle assessment, design for environment, green manufacturing, renewable energy, and system efficiency (energy and material). He specializes in approaching SDM problems from the perspective of holistic biomimicry, which encompasses identification, development, and

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

computing and designconcepts. LabVIEW was chosen due to the familiarity of the instructors and staff, the ease withwhich it can integrate with hardware systems, as well as its availability on campus.LabVIEW is a graphical programming language in which an individual creates a program byconnecting different graphical blocks together, similar to a circuit diagram or block diagram.The programmer creates both the user interface for the program as well as the codesimultaneously. The user interface is created using the Front Panel window, on which differentobjects, such as numeric inputs and outputs, graphs, and text displays are placed to allow a userto provide inputs to and receive outputs from the program. Objects placed on the Front Panel

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

John C. Moosbrugger, Clarkson University; Jan DeWaters, Clarkson University; Melissa Carole Richards, Clarkson University; Elisabeth A. Chapman, Clarkson University

Tagged Divisions

First-Year Programs

engineering shape society and how society shapes science, technologyand engineering. The only prerequisite for the course was an introductory college-levelmathematics course. The course is not presently intended as a required course for engineeringmajors and it does not substitute for existing curricular content in any of the engineeringprograms. Instead, it attempts to address the KA outcomes of the common curriculum within anengineering context, providing for some engagement of first-year engineering students withengineering faculty while also meeting the Tech course needs of the non-engineering majors.The basic goals of this course were: 1. To provide an introductory exposure to the engineering professions. 2. To engage teams of first

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

: Structural equations modeling test of an integrated model of student retention. Journal of Higher Education, 64(2), 123-136.21. Habley, W., & McClanahan, R. (2008, July). What works in student retention? Presented at the ACT Information for Life’s Transitions Seventeenth Annual Enrollment Planner’s Conference, Chicago, IL.22. LaVine, M., & Mitchell, S. (2006). A Physical education learning community: development and first-year assessment. Physical Educator, 63(2), 58-68.23. Blackhurst, A. E., Akey, L. D., & Bobilya, A. J. (2003) A qualitative investigation of student outcomes in a residential learning community. Journal of the First Year Experience and Students in Transition, 15(2), 35-59.24. Kuh, G. D., Schuh, J. H., & Whitt

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 III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University, University Park; Tara Lynn Sulewski, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

for learning and applying the design process. Students apply design tools includingspreadsheets, system analysis, 3D drawing, model building, research, reporting, and customerneeds, all in a team-based active-learning environment. A ZEH is a high-efficiency home that iswell-insulated and air-tight, oriented and designed to utilize passive solar heat, and fitted withhigh efficiency appliances and HVAC systems (heating, ventilating and air-conditioning). Asolar thermal water heating system further reduces the energy use. The remaining use ofelectricity is provided by an integrated solar photovoltaic system and/or an on-site wind turbine.These homes are grid connected and sometimes draw energy from the grid; at other times theyput energy into

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

AC 2012-3555: THE IMPACT OF A HYBRID INSTRUCTIONAL DESIGNIN A FIRST-YEAR DESIGN (CORNERSTONE) COURSE ON STUDENTUNDERSTANDING OF THE ENGINEERING DESIGN PROCESSProf. Susan K. Donohue, University of Virginia Susan Donohue is a lecturer in the School of Engineering and Applied Science. She taught ENGR 1620, Introduction to Engineering, in fall 2011. Her research interests include K-20 engineering education with an emphasis on design, development of spatial skills, and identification and remediation of misconcep- tions. Page 25.1305.1 c American Society for Engineering Education, 2012

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Jordan Michelle Hornback, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

gains from first yeardesign.References[1] N. L. Fortenberry et al. “Engineering Education Research Aids Instruction,” Science Vol. 317, August 2007.[2] Beier, M.E. and Rittmayer, A.D., “Motivational Factors in STEM: Interest and Self-Concept,” Olio Digest(2010), 7-11.[3] Bandura, A., “Self-Efficacy in Human Agency,” American Psychologist, Vol. 37, 1982.[4] Stevens, R., O’Connor, K., Garrison, L., Jocuns, A. and Amos, D.M., “Becoming an Engineer: Toward a ThreeDimensional View of Engineering Learning,” Journal of Engineering Education, July 2008.[5] Savage, R., Chen, K., Vanasupa, L.,“Integrating Project-based Learning Throughout the UndergraduateEngineering Curriculum.” Journal of STEM Education Volume 8, Issue 3 & 4 June-December 2007.[6

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lizzie Y. Santiago, West Virginia University; Robin A.M. Hensel Ed.D., West Virginia University

Tagged Divisions

First-Year Programs

. Page 25.538.97. Ohland, Matthew W.; Zhang, Guili; Thorndyke, Brian; Anderson, Timothy J., “Grade-Point Average, Changes of Majors Selected by Students Leaving Engineering”. 34 th ASEE/IEEE Frontiers in Education Conference (2004), Session T1G.8. Pascarella, Ernest T.; Terenzini, Patrick T., “Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model”. Journal of Higher Education 51 (1980): 60-75.9. Winn, Gary; Hensel, Robin; Curtis, Reagan; Taylor, Lydotta, “An Integrated Approach to Recruiting and Retaining Appalachian Engineering Students”, American Journal of Engineering Education 2 (2011): 1-16

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

the HonorsEngineering Program (HEP), established to create a small-college atmosphere among studentswho join the university’s Honors College in addition to enrolling in the College of Engineering.Honors students engage in an extended curriculum that supplements their specific disciplinarycurriculum to provide a full-spectrum liberal education. As with the PROMES cohort,participating students represent all disciplines within engineering and enjoy a multidisciplinaryfirst-year engineering experience. They also form a racially and ethnically diverse cohort thatmirrors the demographics of the university as a whole. Unlike most members of the PROMEScohort who represent the first in their families to pursue a university degree, HEP members

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Clifford A. Whitfield, Ohio State University; Dustin W. West, Ohio State University; Lowell Toms P.E., Ohio State University; John A. Merrill, Ohio State University

Tagged Divisions

First-Year Programs

is expected to continue to decrease, leading toward more time available forimplementing design decisions, increasing exposure to the iterative process of design.Additionally, it is expected that the students will gain an appreciation with the use of potential Page 25.47.11software tools and programming techniques to increase efficiency within engineering designprocess; and in the case of the FEP course sequences, the opportunity to further emphasizeproblem solving with computer programming in the design process.ConclusionFrom the three main curriculum objectives and technical references used by FEP, the AEVcornerstone design-build project was

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Ruth Archer, Michigan Technological University; Meral Jackson, Michigan Technological University; Mary A. Fraley, Michigan Technological University; Crystal Lynn Payment, Michigan Technological University

Tagged Divisions

First-Year Programs

a short project evaluationwhich is summarized below.1. Overall ENG1101 ProjectAs shown in Table 2, the components used from ENG1001, were the initial research and projectmanagement, design construction, design pre-testing and testing, and the final report. Two of thethree instructors did require students complete an integrated design project ethical analysis. Theremaining instructor included engineering ethics via traditional case study analysis. The ethicsanalysis identified cultural and environmental concerns when utilizing wind energy based on a Page 25.129.7University of Massachusetts-Amherst Renewable Energy Resource Laboratory fact

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Deborah Worley, University of North Dakota; Jeremiah J. Neubert, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, University of North Dakota

Tagged Divisions

First-Year Programs

difficulties caused by requiring students to enter calculus in their first semester have led tothe creation of several programs aimed at alleviating the hardship. One method presented byKlingbeil et al.3 reworks the curriculum to eliminate the need for calculus until the sophomoreyear through the addition of an engineering mathematics course. This solution does little toaddress the disparity among students and requires a multi-department, multi-college initiative toimplement. Thus, the implementation of this solution would be difficult at best. Anotherpopular method for addressing this issue is implementing a summer bridge program to eliminatedeficiencies in mathematical preparedness among incoming first-year students. These programsare a particularly

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas J. Vasko, Central Connecticut State University; Peter F. Baumann, Central Connecticut State University

Tagged Divisions

First-Year Programs

the goal of increasing student retention and success. The FYEprogram at our university provides an extended orientation program in each major as part of anintroductory course required of all incoming first-year students [33, 34, 37]. A GeneralEducation Review prepared by a sister university [37] claims that our school “has been nationallyrecognized for its unique First Year Experience program … integrating the syllabus of a first-year experience orientation course into a ‘freshman only’ section of a traditional introductory-level course.”Engineering departments typically offer few courses to first-term students. Our Introduction-to-Engineering course, which develops problem-solving skills and applies those techniques toengineering subject

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

ABET criteria. One of the main ABEToutcomes is to have engineering students communicate effectively. Being a brilliant andcreative engineer is just not enough, in today’s global world engineers need be able towork and communicate in diverse teams and should be able to influence and engagecoworkers in discussions and negotiations. Writing technical information appropriately tocommunicate with others is essential and needs to be developed in technical subjects withstudents who study engineering. In this paper authors will describe and consider thecourse work plan for a successful capstone project taught at the Petroleum Institute, AbuDhabi.IntroductionCapstone design has become an integral component of the undergraduate engineeringprogram

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christa R. James-Byrnes, University of Wisconsin, Barron County; Mark H. Holdhusen, University of Wisconsin, Marathon County

Tagged Divisions

First-Year Programs

very challenging.Another integral part of the traditional introductory engineering course is the inclusion of theperspective of outside practicing engineers. This usually takes the form of either a field trip tothe practicing engineer’s company or bringing the engineer to class as a visiting lecturer. Forreasons stated above, this becomes a challenge in the online environment.Oral communication is an important aspect of any engineer’s career. For this reason, it isemphasized in the traditional introductory engineering course. Given that students aregeographically dispersed and courses are generally delivered asynchronously in the onlineenvironment, including an oral presentation into the online delivery of the course is a majorchallenge.There

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