Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E. Canney PE, Seattle University

Tagged Divisions

First-Year Programs

research related to learning through service (LTS), social responsibility, sustainability, ethics, and globalization.Dr. Nathan E Canney PE, Seattle University Nathan is currently an instructor in the Civil and Environmental Engineering department at Seattle Univer- sity, teaching courses in mechanics and structural design. His research focuses on engineering education, specifically the development of social responsibility in engineering students. As part of that research focus, engineering based service experiences, such as service-learning or Engineers Without Borders, are being examined as potential educational interventions that could be used to promote increased views of social responsibility in engineering

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ryan Fries, Southern Illinois University, Edwardsville; Ryan W. Krauss, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

Rippon et al. 2012.8The University requirements for this type of introductory class dictated that the curriculuminclude University values, critical thinking, and ethics. One class period and two homeworkassignments were dedicated to University values. The first homework assignment focused on thevalue of citizenship, with the goal of engaging students in the School’s engineering community.This assignment required students to attend a chapter meeting of an engineering studentorganization, then complete an online discussion board post about their experience. As Meyerset al. note, freshman are more apt to listen to the advice of other upperclassmen than facultymembers16 and such engagement could lead to a forum for soliciting this advice. The

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter A Sable, Milwaukee School of Engineering; Sharon Liz Karackattu; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

ethical codes ofconduct expected of and adhered to by the engineering profession. Following this introduction to Page 24.613.4ethics, classes were team taught by faculty in concert with practicing engineers from localindustry and government. Faculty shared their research experiences, while engineers fromindustry presented various projects and even ethical dilemmas they encountered in theworkplace.Engineers participating from industry were recruited via personal contacts made at conferencesand career fairs, telephone calls to local firms’ outreach departments, as well as being drawnfrom members of the College of Engineering’s industrial advisory

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Norb Delatte P.E., Cleveland State University

Tagged Divisions

First-Year Programs

Louisville.Case studies tie together technical, ethical, and procedural aspects of engineering and requirestudents to undertake higher order thinking in order to synthesize the relevant issues. Casestudies require students to synthesize the facts and engineering principles they have learned. Amajor objective of the case studies is to expose students to some aspects of the modern practiceof engineering, namely: teamwork, problem and data analysis, design creation, presentation anddefense of a designed solution, and professional ethics. In the fabric of a first year course, wherestudents do not have existing engineering principles to build upon, case studies help introducethe engineering profession, teamwork, critical thinking, and presentation of

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Katherine Sofía Palacio, Fundacion Universidad del Norte; Sarah Spencer-Workman, Colorado State University-Pueblo; Yaneth Correa-Martinez, Colorado State University-Pueblo

Tagged Divisions

First-Year Programs

–2002 period to 27 papers in 2009 to 36 in 2012 and 52 in 2013.Additionally, the Code of Ethics for the National Society of Professional Engineers (NSPE)states that engineers have an ethical obligation to hold paramount the health, safety and welfareof the public in the performance of their professional duties (NSPE website at www.http://www.nspe.org/Ethics/CodeofEthics/index.html visited on January 3, 2014). The Code alsoaddresses sustainability: “Engineers shall strive to adhere to the principles of sustainabledevelopment in order to protect the environment for future generations” in the section aboutProfessional Obligations (NSPE website at http://www.nspe.org/Ethics/CodeofEthics/index.htmlvisited on January 3, 2014). But how do we include

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian M. Frank P.Eng., Queen's University; Behnam Behinaein Hamgini, Department of Electrical and Computer Engineering, Queen's University

Tagged Divisions

First-Year Programs

not only the solution to theproblem, but also their process for solving it.14,15 The situations described in the MEAs requirestudents to create and use a mathematical model of a physical system using MATLAB, and dealwith professional issues including ethical dilemmas, conflicting information, andincorrect/missing information.16 The first MEA (MEA1) involved investigation of a cable ferryfailure, and modeling the failed system. The second one (MEA2) involved modeling heattransfer in a laptop, and proposing a new product using the heat transfer model.The module learning outcomes are such that open-text responses to complex situated problemsare desirable; the learning outcomes are: 1. Apply a prescribed process for solving complex

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

First-Year Programs

professional field. In addition, thecourse is intended to link knowledge and application of engineering principles to professionalethics and values, and to foster the academic and personal growth of the students. Unfortunately,the previous offerings of this course failed to deliver the desired learning experiences due to (1)the disparate nature of the content and delivery from session to session (2) the lack of continuityacross sessions (3) the absence of a common thread to bind the content of the course.In order to overcome these drawbacks and to teach engineering design and practice in the context 1-2of society, ethics, and economics, the course has been restructured by

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F. James Boerio, University of Cincinnati; Joni A. Torsella, University of Cincinnati

Tagged Divisions

First-Year Programs

electrical energy from the reaction of hydrogenand oxygen. Each of the experiments lasts for two weeks.In Engineering Foundations, students are also introduced to a number of professional skills, suchas technical writing, communication, engineering ethics, and the engineering design process.Technical writing is covered by requiring the students to prepare laboratory reports for each ofthe four hands-on experiments. Communication is emphasized through a group presentation thatrequires the students to research one of the fourteen Grand Challenges9 identified by the NationalAcademy of Engineers and to present their findings to the class. Ethics is covered during alecture that uses practical examples and role playing to emphasize the challenges in

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Lisa Abrams, Ohio State University; Jonathan P. Ruffley

Tagged Divisions

First-Year Programs

disciplines, as well as to teach themhow to use particular tools, employ some data techniques, and write technically.8 Content that iscommon between the two tracks include engineering graphics (both by hand and with a softwarepackage), MATLAB, design, and engineering ethics. They also address an array of professionalskills, including teamwork and oral reporting. The major additional content area for the honorsstudents is computer programming in C and C++. Further, with the additional contact time, thehonors students are able to engage in a more challenging and substantial design project.9 The honorsprogram reserves ten weeks at the end of the program almost exclusively for this project, while thestandard track integrates their design project with

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William Travis Horton, Purdue University

Tagged Divisions

First-Year Programs

served as a lecturer in Purdue’s School of Electrical and Computer Engineering. Dr. Zoltowski’s academic and research interests include human-centered design learning and assessment, service-learning, ethical reasoning development and assessment, leadership, and assistive technology.Dr. Monica E Cardella, Purdue University, West Lafayette Monica Cardella is an Associate Professor of Engineering Education and an Affiliate in the Division of Environmental and Ecological Engineering at Purdue University. She plays a leadership role in Purdue’s first-semester first-year engineering course which serves approximately 1,800 students each year. She is also the Director of the MEDLEE (Mathematics and Engineering Design Learning

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

are key concepts ofservice-learning”.3 Service-learning in engineering has also been shown to meet AccreditationBoard for Engineering and Technology (ABET) objectives.4 Particular student outcomes such as(c), (d), (f), (g), (h), (i), (j) and (k) can be mapped to results and tasks in engineering service-learning projects (Table 1).Table 1. ABET Student Outcomes.5(a) an ability to apply knowledge of mathematics, science, and engineering(b) an ability to design and conduct experiments, as well as to analyze and interpret data(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mangilal Agarwal, Indiana University-Purdue University Indianapolis; Maher E. Rizkalla, Indiana University-Purdue University, Indianapolis; Sudhir Shrestha; Kody Varahramyan, IUPUI

Tagged Divisions

First-Year Programs

by a team of 4-6 students.Seven credit hours incorporate fundamental, practical and computational principles ofnanotechnology into the curriculum. This will allow the TLC to build the following professionalattributes: • Ability to work productively in a collaborative setting. • Knowledge of successful careers in the nanotechnology area to fill the future needs of industry. Students pursuing this track are equipped with key elements needed in industry, including computer modeling and simulation, laboratory experience, and design methodologies. • Ability to do scientific research and engage in discovery and scholarship. • Develop strong professional attributes, including ethical behavior in the workplace

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lydia Prendergast, Rutgers, School of Engineering; Eugenia Etkina, Rutgers University

Tagged Divisions

First-Year Programs

, ethical, health and safety,manufacturability, and sustainability;(d) an ability to function on multidisciplinary teams; and(e) an ability to identify, formulate, and solve engineering problems.(f) an understanding of professional and ethical responsibility;(g) an ability to communicate effectively;(h) the broad education necessary to understand the impact of engineering solutions in a global,economic, environmental, and societal context;(i) a recognition of the need for, and an ability to engage in life-long learning;(j) a knowledge of contemporary issues;(k) an ability to use the techniques, skills, and modern engineering tools necessary forengineering practice.Additionally, Criterion 5-Curriculum states that: Students must be prepared for

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University

Tagged Divisions

First-Year Programs

, reviewing literature, working witha team, and giving presentations. Rather than focusing on “hard” (technical) skills, the skillsemphasized in this class are related to the ABET “professional” skills: an ability to function on Page 24.1314.2multidisciplinary teams (3d); an understanding of professional and ethical responsibility (3f); anability to communicate effectively (3g); the broad education necessary to understand the impactof engineering solutions in a global, economic, environmental, and societal context (3h); arecognition of the need for, and an ability to engage in life-long learning (3i); and a knowledgeof contemporary issues (3j).5In

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Betsy F. Willis, Southern Methodist University; David A. Willis, Southern Methodist University; Mark Fontenot, Southern Methodist University

Tagged Divisions

First-Year Programs

participation in a living-learningcommunity and persistence.2 Fundamentally, though, no negative effects to participation have Page 24.404.3been noted.Future employers of engineering and computer science undergraduates want more than just asolid technical education. A number of “soft skills” must be developed as well. Some of theseskills include work ethic, timeliness, attendance, and professionalism.6 The Center forProfessional Excellence indicates that 95% of human resources managers feel universities shouldinclude professionalism training as part of the curriculum.7 This professionalism training shouldinclude skills for interviewing, communication

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lynn K. Byers, Quinnipiac University; Justin W. Kile, Quinnipiac University; Corey Kiassat, Quinnipiac University

Tagged Divisions

First-Year Programs

outcomes in the course are focused on theengineering profession: explain the basic practice of engineering, describe background histories,impact on society, skills employed, and professional/ethical responsibilities; summarize theknowledge bases, skills, problem types, and analysis techniques of the four engineeringdisciplines offered at Quinnipiac University; and analyze information provided and learned tomake an informed decision about choice of an engineering major. These outcomes are focusedon raising student knowledge of engineering disciplines in order to enhance their ability to makean informed decision about choice of an engineering major.An important part of the course designed to solidify the class discussions is the hands-on

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Theodore Demetrius Caldwell M.Ed., Diversity Programs Office/College of Engineering/Michigan State University; Jon Sticklen, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Kyle P. Foster, Michigan State University College of Engineering; Tonisha Brandy Lane, Michigan State University; Rickey Alfred Caldwell Jr.; Lisa R. Henry, Michigan State University

Tagged Divisions

First-Year Programs

Page 24.737.12 ethics and have understood that this profession needs lots of interaction”.ConclusionsThe DPO-SP program provides critical academic and social support for students during their firsttwo years of their undergraduate experience. Our data indicates that participation in the programcontributes to: • Better understanding about the academic requirements that are unique to the College of Engineering. Participants indicate that before participation in the DPO-SP they were not aware of the academic requirements to be admitted to the College of Engineering. • Participants learning to work using structured schedules that allow for balance between studies and social life. This structure resulted in

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Brooke Morin, Ohio State University

Tagged Divisions

First-Year Programs

what ways do students perceive that they benefitfrom the inverted classroom approach? Additionally, which classroom approach do studentsprefer and is there a connection to their perceived benefits?MethodsCourse DescriptionThe fall semester course used in this study focused primarily on computer-aided problem solvingusing Excel, MATLAB, and C/C++. Academic integrity, engineering ethics, data analysis, teambuilding, and the engineering design process were also covered. There was a laboratorycomponent to the course, which included exercises from a variety of engineering disciplines. Theinverted classroom model was applied to each course component. The theoretical framework forthe inverted classroom approach is based on Bloom’s taxonomy. Each

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica E.S. Swenson, Tufts Center for Engineering Education and Outreach; Merredith D. Portsmore, Tufts University; Ethan E. Danahy, Tufts University

Tagged Divisions

First-Year Programs

sophisticated engineering software package/tool for design or computation; (4)addressing engineering ethics and societal context in addition to the engineering math andscience; and (5) understanding of the "engineering roadmap" regarding engineering education(specifically addressing opportunities at Tufts University) so students could recognize theavailable pathways beyond the first semester.“Simple Robotics” is an evolution of a previous course14 taught throughout the last decade thatleverages the LEGO MINDSTORMS robotics toolset (originally RCX and more recently theNXT) as well as the LabVIEW graphical programming environment to introduce students to avariety of engineering topics: from mechanical and structural to electronics and computerengineering

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

in each year of study. This sequence of courses is expected toinculcate skills in engineering design and development, use of analysis tools, development ofprofessional and communication skills, understanding of professional behavior, business ethics,commercial constraints, project management, team work skills, etc. Teaching these skills is verychallenging in other engineering classes that are generally focused on delivering a lot of content.Having a chain of PBL courses allows the integration of the content learnt in other courses intoprojects and hands-on activities at different levels during the four years of engineeringcurriculum.The learning outcomes identified for the introductory course discussed in this paper are asfollows: 1

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Caroline Liron, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi M. Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Jayathi Raghavan, Embry-Riddle Aeronautical Univ., Daytona Beach; Bereket Berhane, Embry Riddle Aeronautical University

Tagged Divisions

First-Year Programs

potential long term impact.ConclusionThe STEM SLC students significantly performed better in the MATLAB class as the passing rateis 73% vs. 44% in the non-SLC. The fact that the students in the SLC met daily together in theirclasses created not only a bond of friendship, but of work ethic as well. They motivated eachother on a daily basis in addition to the faculty reminding them of their work daily. Thisimpacted their attendance, their participation, and the completion rate of the overall work.The association of all topics across all three classes made the classes more connected. Studentsdid not feel they had three segregated classes, but possibly saw it as one class only. The mini-projects, although specific to each faculty, connected the topics

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Lauren Elise Gentry, LeTourneau University

Tagged Divisions

First-Year Programs