Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University

Tagged Divisions

First-Year Programs

context that requires the learner to document notonly the solution to the problem, but also their process for solving it (Frank & Kaupp, 2012; Page 23.1364.4Shuman, Besterfield-Sacre, Bursic, Vidic, & Sieworiek, 2012). The situations described in theMEAs require students to create and use a mathematical model of a physical system usingMATLAB, and deal with professional issues including ethical dilemmas, conflicting information,and incorrect/missing information (Frank, Strong, Sellens, & Clapham, 2012).The module learning outcomes are such that open-text responses are desirable; the learningoutcomes are: 1. Apply a prescribed process

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

, undocumented lessons linked to values, ethics and beliefs, that is, the lessonsfrom the Unwritten Syllabus. These skills, frequently described as professional skills or softskills, are often discussed by both teachers and human resource personnel. Skills such ascreativity, motivation to learn, personal accountability and positive work ethic are not alwayssubject to defined teaching methods. There are clearly benefits to acquisition of professionalskills, but what methods and techniques provide paths to success in these skills? The UnwrittenSyllabus, if implemented correctly, may encompass many of these professional skills, includingintellectual curiosity, caring for others, honesty and ability to overcome obstaclesIn prior research on the Unwritten

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

engineering profession. Thesustainability concept requires all of us, as engineers and citizens, to consider much more widelythan before the impact of our own lives and of the products and services engineers design.Through a Department of Education funded grant, our university has initiated a long term effortto incorporate the sustainability concept into the engineering courses.Initially, freshman engineering students at our university were introduced to sustainabilitythrough the completion of an additional module added to their required introduction toengineering course. This traditional course includes study skills in engineering, the engineeringprofession, the engineering design process, and ethics in engineering among others. From thisadditional

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohammad Esmaeili, University of Dayton; Ali Eydgahi, Eastern Michigan University

Tagged Divisions

First-Year Programs

 Anticipated outcomes  Timeline for completion  References Each team through collaboration and dialog between the team members identifies and proposes a project. Different robotic projects are proposed for this activity. Each team is required to prepare and submit a final project report along with a PowerPoint presentation on the last day of the course. Page 23.264.5 4. Team Ethics Activity: Each team is assigned an ethical case study by the instructor. The team members have to prepare a PowerPoint presentation for it and present and act the case in the class by the middle of the

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

problems. Examples are Ohm’s Law to analyzea simple circuit, energy transformation and conservation for projects involving dropping objectsor projectile motion, or chemical reactions to evaluate soil or water contamination. The goals ofthis class are similar to those of other first-year engineering courses: Summarize the steps of the engineering design process Apply basic physics concepts to the design and analysis of built systems Apply teamwork skills and resolve team conflict Write a simple engineering report and present the report orally Use tools such as spreadsheets, programming, and CAD software to support engineering design and analysis Use ethical reasoning to address to evaluate ethical dilemmas Explain principles

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

education.Dr. Barbara B. Kawulich, University of West Georgia Dr. Barbara Kawulich is Interim Director of the Evaluation Center and Associate Professor of Research in the Educational Technology and Foundations Department at the University of West Georgia. She teaches qualitative and action research, ethics, leadership, and diversity to graduate and undergraduate students. Her research focuses on research methods, research pedagogy, and issues related to indigenous women. She has authored numerous publications on these topics and has co-authored two books on research methods.Prof. P.K. Raju, Mechanical Engineering Dept, Auburn University,Al Dr. Raju is the Thomas Walter Distinguished Professor of Mechanical Engineering at

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Graham Talmadge Fennell, Ohio Northern University; Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

syllabi and 2) the dynamics of a group discussion. Ifsimilar results appear after round 1 of the Delphi study, further rounds will offer more clarity.Professional Skills:Teaming skills and communication were by far mentioned in most if not all syllabi and groupdiscussion. Given that these are often the most cited characteristics from employers andspecifically cited in ABET criteria, this is not surprising.From here, the most often cited objectives in the CCC workshop were a consideration ofengineering ethics and project planning, which did not appear in the analysis of syllabi. It ispossible – and remains to be investigated – whether, for example, “project planning” and “timemanagement” are meant to be included in the same category. The lack of

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

of Science, the President’s Office of Science and Technology Policy and the Defense Science Board. Mr. Silverstein also served on the Transition Team for President Reagan. In addition to his consulting, Mr. Silverstein teaches courses in engineering career skills for undergraduate students at UCLA. His courses cover the subjects of leadership, teamwork, management, communication, and ethics. His goal is to ori- ent students to the skills and experience they will need for a successful engineering career. His courses have dramatically increased the percentage of students who remain in the School of Engineering, leading to the development of an internet program to expand the access to this unique Engineering Career Skill

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

Tagged Divisions

First-Year Programs

engineering design courses, students not only learn engineeringdesign tools and methods but also learn about creativity, sustainability, business, ethics, values,engineering science, math, and manufacturing. It is during this engineering design sequencewhere students are provided with a hands-on environment to apply the theory learned in othercourses.For much of the engineering curriculum in our program, instruction is based on a three-dimensional problem based learning model designed to promote diverse cognitive experiences.The PBL pedagogy is based on the premise that problem-based learning experiences can betailored in each of the three dimensions—structuredness, complexity, and group structure—tomeet different learning outcomes. Each of these

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

Engineering Residential Experience,the College was exploring how better to integrate first-year students into engineering-specificcoursework and shorten the gap between matriculation and the students’ first experience withengineering. In 2006, we began development of two new courses based on themes essential tostudents across engineering: design, engineering modeling, oral and written technicalcommunication, teamwork, creativity, and ethics and professionalism, all of which are alsooutcomes designated by ABET Engineering Criteria2. We have described the development andlarge-scale implementation of these courses previously3, dubbing them our CornerstoneEngineering courses. In rechristening the Cornerstone Engineering and Engineering

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brooke Morin, Ohio State University; Krista M. Kecskemety, Ohio State University; Kathleen A Harper, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

desktop computer for each seat.9 Thirteen sections of the course wereoffered, each containing approximately 36 studentsThis course was the first in a two-course sequence and focused on problem solving via computerprogramming in MATLAB and C/C++. Additional course topics included engineering ethics,technical communication, Microsoft Excel, and engineering design.Inverted Classroom ApproachEach day’s work was divided into two primary components: preparation and application (Table1). The preparation component was to be completed prior to the beginning of class. Eachpreparation assignment consisted of some combination of the following: watching videos,reading book sections, completing tutorials, or working problems. A breakdown of thepercentage of

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

curriculum improves retention andgraduation rates, particularly among underrepresented groups and women, and a creates astronger civic ethic among students.47,48,49 Students, particularly women and underrepresentedgroups, cite the ability to make a difference in society as one of the main reasons they choosecareers in science and engineering.50 Community-based service learning opportunities are a wayfor engineering students to become involved and make a difference in their own communities.Freshmen Focus GroupsIn addition to best practices learned from the literature, information about the needs of incomingfreshmen was obtained through focus groups. In Spring 2012, two focus groups were conductedwith twelve SJSU freshmen, women and students from

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

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

√ √ completed. GRE Test Preparation Development √ √ Graduate School Admissions Support  Ethics: √ √ √  Summer Bridge Scientific and