Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

AC 2012-4204: ”OMG! THAT’S WHAT AN ENGINEER DOES?”: FRESH-MEN DEVELOPING A PERSONAL IDENTITY AS AN ENGINEERStephen Rippon, Arizona State University Steve Rippon is the Assistant Dean of Student Services in the Ira A. Fulton Schools of Engineering at Arizona State University. In this capacity, he oversees the Engineering Schools’ K-12 outreach, under- graduate student recruitment, undergraduate engagement programs, and the Engineering Career Center.Dr. James Collofello, Arizona State UniversityMs. Robin R. Hammond, Arizona State University Page 25.16.1 c American Society for Engineering

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

Tagged Divisions

First-Year Programs

with the outcome), homework, and projects.Discipline ModulesThe objectives of the discipline modules were to • Provide a vertical dive into an engineering discipline, in the context of the Engineering Grand Challenges. • Provide an overview of the major department or program, including lab tours, meeting faculty members, etc. • Present the discipline from the perspective of invited practitioners.As shown in Table 4, the modules were rotated each five weeks so that during the course of the15-week semester a student participated in three discipline modules. Prior to enrollment,students were given registration instructions to review the three combinations of majors for themodules, and then to select the section (room

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

engineering programs can force students to narrowtheir career choices prematurely, negatively influencing student retention. In addition, severalstudies cite the positive influence of “engaging” learning experiences on student educationalexperiences14,15. These engaging activities include active learning, the conveyance of excitementand enthusiasm for a subject by faculty, cohort development and direct student-facultyinteractions.Finally, it is important to recognize that retention to graduation is only a single measure ofsuccess. For the measurement of a truly successful engineer, we should also examine theperformance and practical experiences that have been gained in and around the educationalsetting. May and Chubin10 provide a detailed overview of

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

-year engineering students and non-engineering majors in the engineering design process. 3. To introduce students to the role and impact of engineering in society. 4. To begin instilling a critical view of information sources impacting engineering analyses and decision making. 5. To begin developing an understanding of potential for conflicting personal, organizational and social values in engineering decision making.As originally conceived, the course learning outcomes (referring to understanding and abilitiesappropriate for first-year, post-secondary students) were: 1. Students will demonstrate an understanding of and an ability to use the engineering design process. 2. Students will

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

identities, and faculty development.Miss Rachel A. Louis, Virginia Tech Rachel Louis is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. She earned her bachelor’s and master’s degrees in civil engineering from the Ohio State University where she specialized in construction. Her master’s work focused on the concept of sustainable bridge designs using fuzzy logic models. While at Ohio State, she taught for the First-year Engineering program, which lead her to engineering education. Currently at VT, Louis is a Dean’s Teaching Fellow teaching for ENGE 1024, is an ENGE Ambassador, is actively involved in the Graduate Engineering Education Consortium of Students (GEECS), and is serving as the

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jesse J. French, LeTourneau University; Paul R. Leiffer, LeTourneau University

Tagged Divisions

First-Year Programs

Cavalry Company Commander, Installation Commander, and as a Maintenance Test Pilot. His engineering and industry experience is in the repair of gas and oil pipelines with non-metallic materials and in the fabrication and testing of composite and lightweight structures, primarily aircraft and wind energy devices. French and his wife have served as full-time missionaries in Korea, China, and Mongolia and have lead student missions teams to several countries to conduct engi- neering missions support work. French joined the LETU faculty in the fall of 2010 and teaches design and engineering science courses at the undergraduate and graduate level in addition to advising graduate students and directing two senior projects.Dr

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

Tagged Divisions

First-Year Programs

25.530.9Upper division and graduate students served as educational role-models. “Just as freshman teams were able to learn from each other, the opportunity to learn from upper division students became important. Being able to see upperclassmen and even graduates present at the TSGC Design Challenge Showcase gave the freshmen a firsthand experience as to what to aspire to in their projects. It also gave the freshman teams a general view of what the next few years of an engineering career can look like. The encounter provided motivation and inspired the participants to achieve more in the project” (Ivan).ProfessionalWorking on the projects reinforced the student’s decisions to pursue a career inengineering

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

engineering students(students who are 18-20 years old and recently graduated from high school). The qualitativeanalysis showed that the females’ choice of major was largely influenced and supported by eithertheir family, or caring faculty members who voluntarily served as their mentors. In contrast, malestudents appeared to have more diverse reasons for their transfer decisions. The social andcultural transition experience of male and female students also exhibited a sharp contrast. Maletransfer/non-traditional students found themselves receiving respect from younger students,while female students faced multiple challenges including lack of peer support, financialhardship, and family-related responsibilities. In particular, their team work

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

first-year retention in the college. This program was introduced in Page 25.480.32003 and repeated in 2004 as a one-week program offered to all incoming engineering freshmenand was designed to offer support to incoming students in calculus, chemistry, design, studentsuccess, and career decisions. Over the following two years, the program was expanded to sixweeks, with an additional design component and a total of three academic credits covering allelements of the program. In 2007, the program added three more components (classes inAutoCAD, computer programming, and introduction to engineering) to encompass a full six-credit academic

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

been well received by students and by faculty. There are several notableattributes. Most significant is that the project provides the context for nearly all of the learningobjectives during the first half of the course. Rather than a hodgepodge of many seeminglyunrelated topics, each new topic is introduced when it is needed for the project.Form StudyFor example, isometric sketching is introduced as a tool in visualizing how a house’s geometryaffects the potential energy performance. This exercise also presents an opportunity forintroducing parametric studies as well as using a spreadsheet for analysis. Figure 2 illustrates theproduct of the form study that students do in class while the professor steps through the processon a tablet computer

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Divisions

First-Year Programs

AC 2012-3524: THE UNWRITTEN SYLLABUSMr. Stanley M. Forman, Northeastern University Stanley Forman and Susan Freeman are members of Northeastern University’s Gateway Faculty, a group of teaching faculty expressly devoted to the First-year Engineering program at Northeastern University. The focus of this team is on providing a consistent, comprehensive, and constructive educational ex- perience that endorses the student-centered, professional and practice-oriented mission of Northeastern University.Dr. Susan F. Freeman, Northeastern University Page 25.1350.1 c American Society for