Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Biegalski P.E., University of Tennessee, Knoxville; Kevin Kit, University of Tennessee, Knoxville; Rachel McCord Ellestad, University of Tennessee, Knoxville

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First-Year Programs

Paper ID #14875Converting Traditional Engineering Physics Laboratories into Self-DesignedStudent ExplorationsDr. Amy Biegalski P.E., University of Tennessee, Knoxville Dr. Biegalski is a lecturer in the Engineering Fundamentals Program at The University of Tennessee, Knoxville. She received her M.S. and Ph.D. in Structural Engineering from the CASE School of Engi- neering. She worked as a consulting structural engineer before joining UT. Her research interests include engineering fundamentals courses and project based learning; abiegals@utk.edu.Dr. Kevin Kit, University of Tennessee, Knoxville Kevin Kit is Director of the

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, NYU Tandon School of Engineering; Yona Jean-Pierre, NYU Tandon School of Engineering

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First-Year Programs

consuming and prevent students frommoving to more complex concepts. Video resources can accelerate the process of learningfundamental skills, and provide the opportunity to review basic material for students who alreadyhave experience.Videos are an effective educational tool that amplify the learning experience for students. Usedproperly, multimedia instruction can gives students an opportunity to start the learning processbefore they step into a structured classroom or laboratory environment. This method can alsoeasily bring experts or instructors who are in other states or countries into the classroomenvironment. Videos can provide the preliminary subject information to initiate the thoughtprocess for students to make the connection with prior

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clara Novoa, Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University

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Diversity

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First-Year Programs

(fall 2015) for students in need to refinethese skills. The interventions have spatial skills as a common topic and introduce participants tocareer applications through laboratory tours and talks. Swail et al.1 mentions that the threeelements to address in order to best support students’ persistence and achievement are cognitive,social, and institutional factors. The interventions address all elements to some extent and arepart of an NSF IUSE grant (2015-2018) to improve STEM retention.The summer 2015 orientation was attended by 17 freshmen level students in Physics,Engineering, Engineering Technology, and Computer Science. The orientation was in additionto “Bobcat Preview”, a separate mandatory one-week length freshman orientation that

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Brett P. Conner, Youngstown State University; Andrew Scott Morgan

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First-Year Programs

-Sum Tests of statistical significancewere evaluated. Rank-Sum tests are a non-parametric test that does not assume a normalpopulation distribution [25]. All of the questions were on a Likert scale, and the quantitativeresponses were coded such that a more positive response was a higher value and a less positiveresponse was a lower value. Statistical analysis was conducted using the statistical softwarepackage STATA®.A Makerbot 2X was used to print all designs in 1.75mm ABS material on high quality. Althoughother material extrusion printers were not used, students had the opportunity to witness othermachines, materials, and types of 3D printing in the laboratory. While witnessing their 3D partprinting, a quick presentation on the different

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Michael Chajes P.E., University of Delaware; Lori Pollock, University of Delaware; Kevin R. Guidry; Michael L. Vaughan, University of Delaware; Jeannie S. Stephens, University of Delaware

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First-Year Programs

online research or simulated laboratory exercises, that were associated witheach disciplinary lecture. Approximately 30-50% of these activities depending on the yearinvolved collaborative work, in teams of 3-4 students.Description of Revised Course Beginning in Winter 2015, the FYE engineering course was redesigned by a team of fourexperienced faculty-level instructors who represented several engineering disciplines. The coursecurriculum was modified substantively while maintaining the original course logistics (2-credits,14 weeks, two lecture sections of 325-350 students). Revised course curricula were framed withthe following core concepts: (1) a 4-phase engineering design process [6]; (2) collaborativelearning in small teams

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Theiss, The Ohio State University; John E Robertson, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University; Kerry Meyers, Youngstown State University

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First-Year Programs

program, students are intentionally exposedto a variety of engineering majors through hands-on laboratory experiences that arecontextualized to various majors. While the labs do not cover all 14 engineering majors availableto the students, they do cover a majority of them to varying degrees. Electrical and ComputerEngineering has the most lab experiences dedicated to them while not all first-year students(depending on track) would have lab experiences in the following majors: aviation, biomedical,chemical, engineering physics, food, agriculture and biological, and welding engineering.Students are also exposed to the various majors through their survey course which is a generalintroduction to the university and engineering if they decide to not

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Matthew Long, Deakin University; Sivachandran Chandrasekaran P.E., Deakin University; Simon William Cavenett

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First-Year Programs

: • In-person engagement with academic lecturers, • Practical and laboratory learning activities, • Presentations and interaction with guest speakers from industry, • Industry-based site visits, • Engagement in sole and group-based learning and assessment activities on campus, and • Social interaction with other students.After running pilot residential schools for two years, it was found that a workable formatconsisted in a two-week residential experience in the first semester, linked to two key freshmancourses, Fundamentals of Technology Management, and Engineering Physics. On-campus andonline students’ academic grades were compared for both courses over the years 2005 to 2012.We found that for physics lab

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

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First-Year Programs

, T., Imbrie, P. K., Haghighi, K., Radcliffe, D. F., Brophy, S., Ohland, M. W., et al. Creating the ideas to innovation learning laboratory: a first-year experience based on research. 10. Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2005). EPICS: Engineering projects in community service. International Journal of Engineering Education, 21(1), 139-150. 11. Dally, J. W., & Zhang, G. M. (1993). A Freshman Engineering Design Course. Journal of Engineering Education, 82(2), 83-91. 12. Roselli, R. J., & Brophy, S. P. (2006). Effectiveness of Challenge-Based Instruction in Biomechanics. Journal of Engineering Education, 95(4), 311-324. 13. Pellegrino, J. W., & Brophy, S. (2008). From

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

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Diversity

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First-Year Programs

decades, each slightly different. Currently, inour largest course (~1000 students per year out of 1200-1300 total engineering freshman),Introduction to Engineering and Design (Intro 160), students participate in lectures coveringdesign topics that span multiple disciplines of engineering. In the laboratory section of thiscourse, they work in teams of 8-12 to solve a real-world, client-based engineering designproblem proposed mostly by individuals in the local community and industries. The otherintroduction to engineering courses (Intro 101 and 102) are much smaller (~100 studentscollectively), and do not have hands-on labs with client-based projects.As a result of budget constraints, the college has recently decided to end all existing college

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan

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Diversity

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First-Year Programs

information is available; consider convenience factors such as studentavailability and dormitory location ). Importantly, because of the small size of the laboratory 4,10sections from which the teams are formed (capped at 20 students), these competing suggestionscan never all be satisfied. Sometimes women and URM students are isolated on teams eventhough it is not considered best practice.Team AssessmentsAt the end of the seven- to ten-week project, students completed teammate ratings via theComprehensive Assessment of Team Member Effectiveness (CATME) system . (In the middle 11of the project, they completed a similar assessment.) They rated themselves as well as eachteammate on five behaviorally-anchored

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ma Zenia N. Agustin, Southern Illinois University - Edwardsville; Marcus Agustin, Southern Illinois University - Edwardsville; George Pelekanos, Southern Illinois University; Cem Karacal, Southern Illinois University - Edwardsville

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First-Year Programs

sections. Non-ES sections have eitherthe traditional recitation sessions or computer laboratories that use the software Mathematica.Both of these options are conducted by graduate teaching assistants.To gauge the effectiveness of the ES approach, the ES group and the non-ES group werecompared relative to two measures: proportion of students who passed Calculus I, that isproportion who earned letter grades of A, B, or C and proportion of students who earned gradesof A or B. It has been shown in the literature that students who earn grades of at least B inCalculus I tend to perform better in subsequent mathematics and physics courses3. The results ofthe statistical analysis are presented in Table 1, where the p-value corresponds to a one-sided

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

W. Jackeline Torres, Rice University; Ann Saterbak, Rice University; Margaret E. Beier, Rice University

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Diversity

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First-Year Programs

Rice University. Saterbak was responsible for developing the laboratory program in Bioengineering. Saterbak introduced problem-based learning in the School of Engineering and more recently launched a successful first-year engineering design course taught in the Oshman Engineering Design Kitchen. Saterbak is the lead author of the textbook, Bio- engineering Fundamentals. Saterbak’s outstanding teaching was recognized through university-wide and departmental teaching awards. In 2013, Saterbak received the ASEE Biomedical Engineering Division Theo C. Pilkington Outstanding Educator Award. For her contribution to education within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward W. Davis, Auburn University; Joni M. Lakin, Auburn University; Virginia A. Davis, Auburn University; P.K. Raju, Auburn University

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First-Year Programs

is the Thomas Walter Distinguished professor of Mechanical Engineering at Auburn Uni- versity. He is the co-founder and director of the NSF-funded Laboratory for Innovative Technology and Engineering Education (LITEE). LITEE has been recently recognized by the National Academy of Engi- neering as one of the model programs in the country that has successfully infused real world experiences into engineering undergraduate education. He is also the founder and director of the Auburn Engineering Technical Assistance Program (AETAP). Prior to coming to Auburn in 1984, Dr. Raju held faculty posi- tions in several universities in India and visiting positions at the Catholic University of America, Purdue University, and

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

Tagged Divisions

First-Year Programs

engineering” or “disciplinary engineering” courses.2Chen (2014) also analyzed course descriptions of 2,222 non-repeated first-year engineeringcourses to identify topical key words using a revised First-Year Engineering CourseClassification Scheme2,3. On average, first-year engineering courses listed 5-6 different topics,with 8% listing only one topic and less than 1% listing twenty or more topics. The mostfrequently listed topics (not in rank order) included engineering profession, disciplines ofengineering, engineering careers, and roles and responsibilities of engineers, problem solvingskills, laboratory experiments, software tools, programming skills, Computer Aided Design(CAD), graphics, circuits, problem solving skills, basic design concepts

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicolas N. Brown, University of Utah; Joy Velarde, University of Utah; Debra J. Mascaro, University of Utah

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Diversity

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First-Year Programs

solution for managing wiring harnesses of laboratory rodents in large-scale obstacle courses. Address: Department of Mechanical Engineering, University of Utah, 1495 East 100 South, 1550 MEK, Salt Lake City, UT 84112 Phone: 801-808-3571 Email: nicolas.n.brown@gmail.comMs. Joy Velarde, University of Utah Joy Velarde is an Academic Advisor in the Department of Mechanical Engineering at the University of Utah. She has a Bachelor of Science degree in Psychology from Brigham Young University and a Master of Arts degree in Higher Education Administration from Boston College.Dr. Debra J. Mascaro, University of Utah Debra J. Mascaro is the Director of Undergraduate Studies in Mechanical Engineering at the University of Utah

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University; James C. Curry

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First-Year Programs

students. The course istaught by an assistant professor in the civil engineering department specializing in structural andmaterials engineering. The students met in a small classroom (20 student capacity) located in thecivil engineering teaching laboratory once per week for one hour and twenty minutes. Theclassroom was equipped with four large tables capable of seating up to five students, fourcomputers, a projector, and a 3D printer. Each computer was equipped with Microsoft Office®AutoCad®, STAADPro® and PASCO®. The students were provided with weekly lecturematerial via PowerPoint presentations and embedded video tutorials. All lecture material andproject descriptions were made available to the students four to five days prior to the lecture.The

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

Tagged Divisions

First-Year Programs

learning engineeringsurvey (APPLES) (TR-10-01)”. Technical Report CAEE-TR-10-01. Seattle, WA: Center for the Advancement forEngineering Education, September, 2010.[3] Brown, P. R., “Unlocking student motivation: development of an engineering motivation survey”, in AmericanSociety for Engineering Education Conference, Proceedings of, Atlanta, GA, 2013.[4] Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A.,Harackiewicz, J. M., “Measuring situational interest in academic domains”, in Education and PsychologicalMeasurement, DOI: 10.1177/0013164409355699[5] Huettel, L., “Connecting theory and practice: laboratory-based explorations of the NAE Grand Challenges,” inAmerican Society for Engineering

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B. Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University; Claire Y. Yan, University of British Columbia - Okanagan

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Diversity

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First-Year Programs

. degrees from Xi’an Jiaotong University, China and Ph.D. degree from University of Strathclyde, UK. Prior to joining UBC in 2008, she worked as a research scientist at Ryerson University on various projects in the area of CFD and heat and mass transfer. Dr. Yan has taught a variety of courses including fluid mechanics, fluid machines, mechanics of materials, calculus, and kinematics and dynamic. She has also developed undergraduate fluids laboratories and supervised many capstone projects. Her interest in SoTL is evidence-based teaching strategies, student engagement, faculty development, and teaching and learning communities. Dr. Yan is a registered P.Eng. with APEGBC and has served as reviewer for various

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Ann Saterbak, Rice University; Michael Wolf, Rice University

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Diversity

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First-Year Programs

Paper ID #15772Summer Bridge Program Structured to Cover Most Demanding STEM Top-icsMs. Megan McSpedon, Rice University Megan McSpedon is the Associate Director of the Rice Emerging Scholars Program. She has been with the program since it was founded in 2012. Megan received a B.A. in English from Rice University.Dr. Ann Saterbak, Rice University Ann Saterbak is Professor in the Practice in the Bioengineering Department and Associate Dean for Un- dergraduate Education in the School of Engineering at Rice University. Saterbak was responsible for developing the laboratory program in Bioengineering. Saterbak introduced problem

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University; Christopher Leslie, New York University; Gunter W. Georgi, New York University; Alyssa Marie D'Apice, New York University

Tagged Divisions

First-Year Programs

most majors in theschool of engineering, and the course is designed to provide a foundation in the soft skillsstudents will need in future engineering courses (such as giving presentations, following labinstructions, using software, as well as working on teams). All students in the class meet once aweek for lecture, which is where this course’s version of the educational theater took place. Thecourse also requires weekly interdisciplinary laboratory experiments and recitations forpresentations in sections of up to 18 students. In addition, an independent design project that isdeveloped by teams is required. Students rank their top choices of various design projects andthen are placed into teams during the third week of class. Although the