Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Silverstein, University of California, Los Angeles

Tagged Divisions

First-Year Programs

Paper ID #6061Getting Engineering Students to Stay the CourseMr. Robert Silverstein, University of California, Los Angeles Robert Silverstein is president of management consulting firm The Brentwood Kensington Group, Inc. Mr. Silverstein founded BKG after a long and successful career as an executive leader in defense, aerospace, technology and the U.S. Government. Mr. Silverstein served as the vice president of Ad- vanced Design and Business Development for the highly classified Northrop Grumman B-2 Bomber Pro- gram and later as the vice president and general manager of the corporation’s electronics divisions in

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs

engineeringdegree, and whether a student have chosen an engineering discipline to pursue. Several surveysadministered at strategic time points during the semester were used to track level of interest inpursuing engineering and to identify key events that can be consider as precursors to leavingengineering. Reflection essays were also employed to understand how the first semesterexperience affects student’s perception of engineering as a career of choice.An analysis of entrance surveys indicated a high level of interest in pursuing an engineeringdegree in most students surveyed. Key events, such as their first calculus test, triggeredindecision in some of the students. Early results identified a group of students at risk of leavingengineering during the

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

conversations with the teachers and administrators in the K-12 system it was revealed thatmost believed that Alaska Native students were not interested in pursing careers in engineeringor science. Many teachers stated that their Alaska Native students did not have the interest,motivation or capacity to complete chemistry, physics, and trigonometry by the time theygraduated from high school. These courses were often not offered in most of the non-urban highschools that had high populations of Alaska Native students. Most of the Alaska Native studentswe were meeting stated that they could not have a career in engineering or science.The situation at UAA was similar. Many of the Alaska Native students who arrived at UAA hadtaken very few high school

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carolyn Skurla, Baylor University; Steven R. Eisenbarth, Baylor University

Tagged Divisions

First-Year Programs

supportservices and resources to build a sense of community and to ensure retention through thecompletion of their degree. SAS Scholars were familiarized with campus resources that providesupport, encourage success, and help students improve study skills. Mentoring activitiesincluded teaching life and career skills, providing faculty and industry mentors, encouragingstudents to seek summer internships, and providing them with services, resources, and events toassist them in the transition to engineering and computer science programs at a 4-year university.The introduction of SAS scholars to each other provided the students with an instant supportnetwork of classmates and student-mentors. Through career counseling and focusedstudent/faculty interaction

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University

Tagged Divisions

First-Year Programs

specificallyaddressed in this study but it should be noted that females dropped from 21.3% to 13.6% ofundergraduate engineering students from 2002 to 2012 and minorities increased from 18.4% to20.8%. Most of the growth was in the Hispanic population. However, even with theseconfounding factors, it is still useful to understand the impact of ENGR 10 on their attitudesabout engineering and self-efficacy.For comparison purposes, this study used the same pre-post assessment used in 20029 to evaluatestudent gains in knowledge of course components, as well as gains in attitudes and knowledgeabout engineering as a career. The survey is based on the Pittsburgh Freshman EngineeringAttitudes Survey (PFEAS) developed at University of Pittsburgh12. Students were asked to

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Timothy J Hinds, Michigan State University; Carmellia Davis-King, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

Paper ID #7410Building the Whole Engineer: An Integrated Academic and Co-CurricularFirst-Year ExperienceDr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S. and Sc.D. while working jointly with researchers at the Shriners Burns Hospital and Massachusetts General Hospital. While at MIT, he was awarded a Shell Foundation Fellowship and was an NIH Biotechnology Predoctoral Trainee. Upon completion of his doctoral studies, he joined

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

Tagged Divisions

First-Year Programs

project targetsrecruitment and retention of engineering ethnic minorities, women, and economicallydisadvantaged and/or First Generation college-bound students. The strategies include: cohortbuilding, networking, and pathway to graduate school. Cohort building includes buildingproductive academic relationships among students, between students and faculty, and betweenstudents and the university administration. The networking strategies include building andupholding a professional network with all people the students meet within their education andfuture career field, such as advisors, faculty members from whom they take classes, professors intheir major, internship supervisors, employers or administrators, and throughvolunteer/community activities

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Ding Yuan, Colorado State University - Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

First-Year Programs

disagree disagree Control Group Experiment Group n = 20 n = 21 Figure 1. Students’ answers to attitude question 1 in the pre-survey Page 23.726.5Similarly, for the remaining 4 attitude questions there is no statistical difference between the twogroups. It is important to note that 9 out of 20 students (45%) in the control group disagree orstrongly disagree with the statements “People should be willing to make economic choices for abetter environment” and “My career choices should

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Edward Randolph Collins Jr. P.E., Clemson University; Chris Porter, Clemson University

Tagged Divisions

First-Year Programs

28% Mechanical EngineeringAt the beginning of the Friday Tour, all guests report to Holtzendorff Hall for the 12:40 pm start,which is the home to both General Engineering (GE) and OUR. Guests are registered and gatherin a 150-seat auditorium for a presentation by GE; additional lecture halls are used during busytimes of the semester. A packet of CES information is given to all prospective students duringcheck-in. GE faculty conduct a 20-minute presentation to all guests, as all freshmen and transferstudents wishing to pursue a degree in engineering initially begin their collegiate career in GE,about the philosophy, curriculum, teaching methods, advising, and enrichment opportunitiesoffered in GE and the College

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College; Carmen Sidbury, Spelman College

Tagged Divisions

First-Year Programs

 causes  and  contributors  to  non-­‐persistence  and  found  that  a  strong  predictor  of  students  who  persist  and  those  who  don’t  to  be  the  student’s  declared  reason  for  pursuing  engineering  as  a  study  major  16.    Students  who  pursue  engineering  careers  because  of  interest  in  the  discipline  tend  to  persist  while  students  who  choose  engineering  for  other  reasons,  including  the  all  too  often  stated  proclivity  for  mathematics  2,  do  not.    Students  in  this  second  group  clearly  fail  to  understand  that  while  being  good  at,  and  even  enjoying,  mathematics  may  be  a  pre-­‐requisite  for  engineering,  it  is  not  a  predictor  of  compatibility  with  the  discipline

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

Tagged Divisions

First-Year Programs

. Workshops on writing and math wereincluded to better prepare students for the level of work needed in their first year classes.Resources in the university were highlighted to students through a “campus resource hunt” andthrough workshops with key university staff on topics including counseling, health services, timemanagement, and career resources. Students were exposed to the engineering field throughindustry tours and guest lecturers.One key aspect of the program was that the incoming freshmen worked on a community based,service learning project. In the service learning project, students worked in small teams to buildsomething for a local non-profit agency. These included an after school center, a communitygarden, a women and children’s shelter

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

Tagged Divisions

First-Year Programs

first semester 10. They appreciated the ability to choose this type ofcourse early in the curriculum.At Portland State University it was observed that allowing students to use “industrial strength”tools early in their engineering academic career “generate[d] sufficient enthusiasm to overcomeany pain encountered during the initial learning curve and in most cases create[d] a sizableappetite for further work” 7. This is clearly a huge advantage for students in a major that sees alarge attrition rate in the first two years.A detailed study at Arizona State University (ASU) reported the impact of a freshman digitaldesign course on persistence in engineering and student motivational orientation 8. The authors

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alyssa N Berg, University of Colorado Boulder; Janet Y Tsai, University of Colorado at Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Beverly Louie, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

researchfunding, and the mentee’s professional career and reputation. Further, engineering facultymembers tend to be Caucasian and male, and therefore may lack understanding or practice toform a trustful relationship with women and URM students8-10. Trust in mentoring is interrelatedwith gender and is a critical factor in male-dominated professions8. Similarly, interracialdynamics in mentoring relationships have both positive and negative outcomes11, where thedevelopment of trust may depend on factors ranging from societal and cultural norms as well associoeconomic status. Trust likely provides a necessary foundation for mentoring relationships,and especially in the engineering profession.Our research team hypothesizes that trust is a critical factor in

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela Renee Lockwood, West Texas A&M University; Emily M. Hunt, West Texas A&M University

Tagged Divisions

First-Year Programs

University, a regional institution of 8000 students in the TexasPanhandle, began offering curricular learning communities for first year engineering majors.This type of learning community model enrolls a cohort of students into two or more courseslinked by a common theme. The goal of this program was to create a community among the firstyear engineering students, and instigate study groups early in their academic career which wouldoffer support through the gateway mathematics, science and engineering courses. Engineeringlearning communities initially were created linking Precalculus and Fundamentals ofEngineering or Calculus I and Fundamentals of Engineering for first semester freshmanengineering majors. By student request the experiences were

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen Zahorian, Binghamton University; Mike Elmore, Binghamton University; Kyle J. Temkin, Binghamton University

Tagged Divisions

First-Year Programs

hopefully lead to a satisfying andrewarding career. However, likely the most important overall recommendation from thisstudy (as well as others), is that the actions mentioned above should be taken well beforestudents enter a university, in visits to local high schools and/or middle and grammar schools.It seems likely students have a general idea of what career paths are important for society andhave good job prospects, long before entering college.Bibliography1. Moland, K. J. (2011, March). Decline of US student enrollm ent in comput er s cience programs. In Southeastcon, 2011 Proceedings of IEEE (pp. 297-299). IEEE.2. Rampelli, D., Gieskes, K., Fellows, S., Santos, D., Shastry, S.K. “ Continuous Process Improvem ent: A Cas e of the

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maggie A Flynn M.A., Elizabethtown College

Tagged Divisions

First-Year Programs

engineering career paths. Between 50 and 70 % of respondentsagreed or strongly agreed that their ELC provided the tools needed to: cope in a competitiveatmosphere, handle stress, and manage time. Only two disagree responses were recorded. Figure 4: Responses to question “The ELC provided the tools needed to enhance student…”The survey ended with five open ended questions, which were answered by 60 to 65respondents. • What feedback do you get from ELC participants? • What value do you think your ELC brings to students? • What value do you think your ELC brings to your institution? • What are some incentives for students to join your ELC (e.g., scholarship, better housing, tutoring, social

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

textbook or notes. There were very few“give up” type of responses (one “cry”), which gives hope to having successful students with“grit”, that will overcome obstacles and persevere.26 Figure 12Students' Perceptions on Professional SkillsSeveral questions relate to professional skills in looking at their work ethic, management of timeand coping with the upcoming challenges of engineering problem solving. Engineers needtechnical skills but equally important for their careers, they need a broad set of professionalskills. Students and faculty both understand that time management skills are absolutelymandatory. Students were therefore asked, beyond time management, for their perception ofwhat other skills

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Kelsey Joy Rodgers, Purdue University, West Lafayette; Hyunyi Jung, Purdue University; Alena Moon, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

understanding that these tasks need to be done in order to for the classroom to work and I wanted the classroom to work because I’m trying to help students.Gus got more interested in teaching after this TA position: Page 23.588.12 I never considered education as a career path before I got this job, but more and more I start to think well, you know, … I am getting more and more interested in academia and higher education specifically because… of the experiences I've had learning from students and having them learn from me and I feel like that's a valuable exchange that goes on and I would like to be a part of that in a

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Valerie C. Lundy-Wagner, New York University; Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

the challenges that result from attending high povertyschools (e.g., lower likelihood of college prep math/science curriculum and exposure toengineering as a career option), but less frequently examines these students’ experiences inundergraduate engineering programs. Further confirming the importance of SES in engineeringeducation are findings that indicated that SES reduces the effect of ethnicity/race in predictingengineering access, persistence, and completion8,34. Page 23.1031.3Qualitative research can shed more light onto the mechanisms that promote/prevent successfulnavigation of college using social class theory, but this type of

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Laura Darrah, Residence Life, Western Michigan University; Paul V. Engelmann, Western Michigan University; Cynthia Halderson, Western Michigan University; Bryan W. Thumme, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Divisions

First-Year Programs

diverse academic preparation backgrounds can be found elsewhere2.In 2006, the WMU Residence Life (RL) office created a living learning community, EngineeringHouse (EH), for engineering and applied sciences students choosing to live on campus; CEASstudents are not required to select the learning community. Since 2006, the two units haveincreasingly worked together to support student success, and collaboration has been extended toother units of Student Affairs (SA), e.g., Career and Student Employment Services. Thepartnership between CEAS and SA was strengthened in 2009 with joint planning and submissionof a proposal to the National Science Foundation’s STEM Talent Expansion Program (STEP). In2010 CEAS and RL developed and co-supervise a Student

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Louisiana Tech University; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

institution and to the field of engineering early intheir college career. With that in mind, we next examine whether selecting a specific discipline at Page 23.1192.4matriculation has a similar effect.If connectedness improves retention, then we might hypothesize that students who immediately“connect” with a specific discipline should be more likely to stay in engineering. Comparingstudents who matriculate without designating a discipline to those who matriculate in a discipline(Figure 2), we see that especially among those who are not required to take a CITE, this is indeedthe case. However, for those that do have a required CITE, the difference

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Renée S DeGraaf M.A., Lansing Community College; Louise Paquette, Lansing Community College; Ruth Heckman, Lansing Community College; Neeraj Buch, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

and reform.Ren´ee S DeGraaf M.A., Lansing Community College Tutoring Services Coordinator, Student Services Division, Learning Assistance DepartmentProf. Louise Paquette, Lansing Community CollegeRuth Heckman, Lansing Community CollegeDr. Neeraj Buch, Michigan State UniversityDr. Thomas F. Wolff P.E., Michigan State University Page 23.488.1 Dr. Thomas F. Wolff is Associate Dean of Engineering for Undergraduate Studies at Michigan State University. In this capacity, he is responsible for all activities related to student services (academic ad- ministration, first year programs, advising, career planning, women

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, MacEwan University

Tagged Divisions

First-Year Programs

engineering and is a registered professional engineer with APEGA (Association of Professional Engineers and Geoscientists of Alberta). Prior to her career at MacEwan, Shelley worked in industry as a research engineer and a consulting engineer for several years. Page 23.323.1 c American Society for Engineering Education, 2013 Assessment Tools as Predictors of Changing Pre-Engineering SkillsAbstractThis article was motivated by a need to understand the academic strengths and weaknesses ofengineering students entering first-year. The underlying impetus was the improvement of theeducational

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

Tagged Divisions

First-Year Programs

. Frontiers in Education 2009, San Antonio, TX, October 18-21, 2009.9. Orr, M.K., M.W. Ohland, R.A. Long, S.M. Lord, C.E. Brawner, and R.A. Layton, “Engineering Matriculation Paths: Outcomes of Direct Matriculation, First-Year Engineering, and Post-General Education Models,” Proc. 2012 IEEE/ASEE Frontiers in Education Conference, Seattle, WA, October 3-6, 2012.10. Brannan, K.P. and P.C. Wankat, "Survey of First-Year Programs," Proceedings of the 2005 American Society for Engineering Education annual Conference and Exposition, June 12-15, 2005 in Salt Lake City, UT.11. C. Adelman, “Women and men of the engineering path: A model for analyses of undergraduate careers,” Washington, DC: Department of Education, 1998

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janaki Isabella Perera, Franklin W. Olin College of Engineering; Brendan Thomas Quinlivan, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

categories. Six instructors describe their drive to teach in terms of a desire toshare knowledge with their students. These instructors view teaching as their life calling, andfrequently mention their love of teaching and positive affect towards students. In the quotebelow, a physics faculty member discusses her motivation for teaching: Ever since I was a little girl I would always play school with chalkboards like [I] kind of knew that I loved teaching…this is something that I wanted to make a career out of...once I was granted this position it felt like the most natural thing to do to move into teaching a subject that I really am passionate about and want to share with my students

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Steve Haisley Patchin, Center for Pre-College Outreach - Michigan Technological University; Kimberly D'Augustino; Cody J Kangas, Michigan Technological University

Tagged Divisions

First-Year Programs

. Hurtado. “Maintaining Initial Interests: Developing Science, Technology, Engineering, and Mathematics (STEM) Career Aspirations Among Underrepresented Racial Minority Students.” Los Angeles, CA: University of California, Los Angeles. 2011.18. “USA Science & Engineering Festival” www.usasciencefestival.org. Accessed January 7, 2013.19. “KidWind” learn.kidwind.org. Accessed December 21, 2012.20. “KCP GEAR-UP Program” http://www.admin.mtu.edu/edopp/programs-kcp.php Accessed December 21, 2012. Page 23.953.12Appendix A: Mind Trekkers Lesson Plan – Wind EnergyBlow Me AwayAmount of time Demo takes: 03:00-05:00 minutesMaterials

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tanya D Ennis, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

Paper ID #7604Unlocking the Gate to Calculus Success: Pre-Calculus for Engineers - An As-sertive Approach to Readying Underprepared StudentsProf. Tanya D Ennis, University of Colorado Boulder Tanya D. Ennis is the current Engineering GoldShirt Program Director at the University of Colorado Boulder’s College of Engineering and Applied Science. She received her M.S. in Computer Engineering from the University of Southern California in Los Angeles and her B.S. in Electrical Engineering from Southern University in Baton Rouge, Louisiana. Her career in the telecommunications industry included positions in software and systems

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University

Tagged Divisions

First-Year Programs

of a stretch. We were talking about upgrading to Windows NT.Student perceptions of Chick-fil-A case study. Overall, RU students preferred the second casestudy undertaken in the course, the Chick-fil-A case study. Reasons given for liking it includedthese:  Because it had the three different computer programs. Each group was assigned one it had to defend.  Because I can see this situation working out in a future career/company situation.One student described the Chick-fil-A case study as “useful” in spite of a few perceiveddrawbacks. Among these, one RU student “[wished] that there had been more material. Fivegroups created some overlap. I wish that each group had its own product to defend.”One challenge several TU