Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, The Ohio State University

Tagged Divisions

First-Year Programs

Paper ID #12126Implementing and Evaluating a Peer Review of Writing Exercise in a First-Year Design ProjectDr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a senior lecturer in the Engineering Education Innovation Center at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics department and college of

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caitlin Cairncross, University of Portland; Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Divisions

First-Year Programs

Page 26.300.6on campus, and participated in workshops on topics such as effective writing and “survivingengineering.” These co-curricular activities were intended to introduce students to differentresources on campus that could be valuable to them, and to call attention to some of the commonchallenges that students face during their first year. Students also went on site visits to localengineering companies, in order to familiarize them with the local engineering community, andgive them an overview of the various career opportunities available within the field.Throughout their time in the program, participants stayed in a residence hall together and had thesupport of a peer mentor, a sophomore engineering student who provided assistance

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University; Amy Barton, Mississippi State University; Rani Warsi Sullivan, Mississippi State University; Bill B Elmore, Mississippi State University; Jane Nicholson Moorhead, Mississippi State University

Tagged Divisions

First-Year Programs

credible Internet sources and the library’s research databases. Strategies forwriting accurate, vivid technical descriptions were presented using a collaborative in-classactivity in which each group examined the validity of a news story (i.e., Is it real or sciencefiction?). The article examination required groups to research the story and describe the sciencebehind it. In Week 3, the writing module focused on avoiding academic dishonesty and includedtime for peer-review of students’ major paper assignment via draft swapping.Engineering Discipline Panel Sessions: The Associate Dean for Academic Affairs coordinatedthe panel sessions. While the engineering modules were general in nature and did not discuss aparticular engineering field per se, they

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Jenahvive K. Morgan, Rowan University; Kaitlin Engle Mallouk, Rowan University

Tagged Divisions

First-Year Programs

teamingabilities at the end of the semester, students writing more varied sections of laboratory reports,and more students taking on a leadership role at least once during the semester compared to theTreatment B framework. The Treatment A framework produced no reduction in free riders orincrease in laboratory report quality, as observed or evaluated by students. While the submissionof two draft reports does not appear to have significantly reduced free riding, in combinationwith online peer evaluation it may reduce team conflict.Some of the differences observed between the three Treatment A sections and all thirteenTreatment B sections disappeared when only comparing Professors Morgan and Mallouk’s Aand B-1 sections. This indicates that some of the

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Maritza Paz, The University of Texas at Austin, Cockrell School of Engineering; Margo Cousins, University of Texas, Austin; Cindy D. Wilson, University of Texas, Austin; Mia K. Markey, The University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

activities of the module include the Values Affirmation Intervention as a writingexercise, and the Difference-Education Intervention in the form of a student panel.The Values Affirmation Intervention (VAI) was first pioneered by Cohen, et al. in 2006 tonarrow the academic achievement gap between racial and ethnic minority middle school students(Blacks and Hispanics) and their white peers. This writing activity has been proven to promoteself-integrity and self-worth, which can help with better performance on challenging tasks19. TheVAI contains a broad list of values not directly related to academic performance that have beenvalidated by past research20. To complete the activity, students are instructed to circle two orthree values from a list that

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Kathryn R Pynn, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

curriculum.2-5 Ingeneral, women and underrepresented minority students are less likely to persist in engineering.6Reports also indicate that the persistence of women and underrepresented minority students inengineering may be adversely affected to a greater degree by their experiences within theengineering climate than their majority male counterparts. Here “climate” indicates perceptions ofstudent belonging and interpersonal interactions between student peers, students and faculty (bothin and out of the classroom), and individual compatibility with pedagogical styles in theirclasses.2,7 An undesirable climate also has the greatest impact on student retention in the first yearsof engineering study.8 Most students who leave engineering do so within

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julianne D. Vernon, University of Michigan; Lorelle A Meadows, Michigan Technological University; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

Page 26.569.2week lecture held in an auditorium seating over 350 students. Despite the best efforts of facultyto engage students in this format, there was little to no meaningful interaction between studentand instructor. The redesign transformed the course into a lecture/discussion style, which waslaunched in Fall 2014. The lecture was still held in a 350-seat auditorium. However, thediscussions section broke the students out into groups of 20 students or less. Upper levelengineering students acting as peer facilitators led the discussion sections. In this study, thecourse transformation included structure and content of discussion sections, training andexperience of peer facilitators, and assessment of the course.Students who are unsure of

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

William John Palm IV P.E., Roger Williams University; Charles R Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

: first-year seminars and experiences,7-12 writing intensive courses,13collaborative assignments and projects,14, 15 undergraduate research,16, 17 diversity/globallearning,18, 19 and learning communities.20-22 In additions to these practices, some authors havereported other interventions designed to improve retention, including peer and facultymentoring,23, 24 bridge or college preparatory programs,24-26 and mandatory math tutoring.27In this study we explore the effectiveness of a variation of a learning community – namely aliving-learning community (LLC) of first-year engineering students that was started at ouruniversity in the fall of 2013 and is now in its second year. Loosely defined, an LLC is a groupof students who live together in a dorm

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

Tagged Divisions

First-Year Programs

. 3) Professionalism and Ethics - Helping students understand the role of the engineer in our department and our profession.  Learning Communities    To facilitate the creation community, the class is divided into “families” of approximatelyten to thirteen first year students per family. Each of these teams is led by a pair of peer-mentors (students in the Madison Engineering Leadership Program).    Learning Activities    Students are instructed to share and document their process, sources of inspiration, andprototypes through sending tweets to the class Twitter account. The use of Twitter helpsus:   1) Create community within and across the department 2) Encourage students to think about their professional online

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina H Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Jennifer Francis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #12401Creating Inclusive Environments in First-Year Engineering Classes to Sup-port Student Retention and LearningDr. Christina H Paguyo, Colorado State University Christina H. Paguyo, PhD, is a postdoctoral fellow in the College of Engineering at Colorado State Uni- versity. Her research interests focus on mixed methods approaches for designing and examining educa- tional environments grounded in research, theory, and equity. She has co-authored peer-reviewed articles published in the Peabody Journal of Education and the Encyclopedia of Diversity in Education.Dr. Rebecca A Atadero, Colorado State University

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Chandler Gilbert Community College; Claire Louise Antaya Dancz, Arizona State University; Amy E. Landis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

sustainable systems with over 60 peer-reviewed publications. Dr. Landis is dedicated to sustainability engineering education and outreach; she works with local high schools, after school pro- grams, local nonprofit organizations, and museums to integrate sustainability and engineering into K-12 and undergraduate curricula. Page 26.915.1 c American Society for Engineering Education, 2015 Improving engineering student persistence and diversity through conative understandingAbstractEngineering teaching strategies that engage students are desperately needed to recruit

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

First-Year Programs

addition of the Grand Challenge-basedassignments on student learning outcomes. Thus, the assignments will be retained for futuresemesters but refined to enhance their effectiveness with respect to students’ critical thinkingdevelopment. Efforts should be made to assist students in recognizing the value in using the PEframework to improve and reflect on their own thinking. One possible improvement is givingstudents opportunities to revise their assignments after feedback, thus encouraging them to refinetheir own thinking. Additionally, students will be given opportunities in class to evaluate theirown writing and that of their peers using the PE framework. Like revision, it is hoped that thisactivity will enable students to reflect on their own

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, University of Connecticut; Malgorzata Chwatko, University of Connecticut; Daniel D. Burkey, University of Connecticut; Jeffrey Ryan McCutcheon

Tagged Divisions

First-Year Programs

consistency of grades, each grader is responsible for grading the same section for eachdeliverable for the entire semester. With this system in place, two instructors and two teachingassistants are able to grade deliverables for nineteen student companies in an afternoon. In orderto assure that students gain experience writing a variety of sections and graders, students are notallowed to write the same section for two consecutive deliverables. More importantly, thissystem actively encourages students to communicate the strengths and weaknesses of sectionsthey have already written to their teammates, enabling an atmosphere where students can teachtheir peers and reinforcing what they have learned. This communication is essential as it helpsall

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne P.E., Colorado School of Mines; M Brunhart-Lupo, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

grades over the course of the semester?Final grades for the course were determined through two individual assignments (20% of thefinal grade), and five team assignments (40% of the final grade), where every team memberreceives the same grade. The remaining 40% consisted of a combination of individual- and team-based grades: reflective journal, peer evaluation, mentor evaluation, and engineering graphics.Because assignments in engineering graphics contribute 20% to the final grade, and were gradedon a pass/fail basis, we compared student performance both with and without the graphics Page 26.1740.2grades.On an overall basis, we have not found a

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, College of Engineering, University of Wisconsin-Madison; John Murphy, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

. Page 26.293.1 c American Society for Engineering Education, 2015 Bringing Technology to the First Year Design Experience through the use of Electronic Design NotebooksIntroductionIncluding a coordinated curriculum that provides an atmosphere of collaboration and supportfrom peers with first-year engineering students has been shown to increase graduation rates andthe overall positive experience for students.1,2 Our freshman Introduction to Engineering designcourse strives to accomplish this in part by providing a collaborative real-world engineeringdesign experience that pushes students to work well together to accomplish a design goal. Manyof these first year engineering students take

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chao Wang, Arizona State University; Jennifer Mott, California Polytechnic State University San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

timely feedback. 4. Students make complex decision on course concepts during class that are reported in simple form.In a team-based learning course, it is recommended that large (five to seven students per team)diverse teams are formed by the instructor at the beginning of the course, and stay consistent forthe duration of the course. To motivate every student to contribute and hold them accountable forin-class teamwork, peer evaluations are used. Either a fixed percentage grade or a scale factor forteam portion of the total grade is often incorporated in the grading scheme based on the result ofpeer evaluations.In a TBL class, course materials are divided into modules. A typical module spans several classperiods. Every module follows

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and group members are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and re- cently tenured faculty and research staff primarily evaluated based on their engineering education research productivity. She can be contacted by email at

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Divisions

First-Year Programs

faculty andtextbooks to tell them what to do [9]. To transition towards independence and interdependence intheir learning and as a result in their ability to advance in their professional field, students needto gain such skills as persistence, positive attitude towards learning, ability to organize andmanage time effectively, seek resources and help with their learning, collaborate with peers togain new knowledge, assess their own work and work done by others, as well as develop and useeffective strategies to conquer new topics or deepen knowledge of familiar topics [16]. In otherwords, they need to develop self-directed lifelong learning skills.It is challenging to teach these types of competencies and skills in a classroom, and

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Victoria E Goodrich, University of Notre Dame; Leo H McWilliams, University of Notre Dame; Catherine F Pieronek, University of Notre Dame

Tagged Divisions

First-Year Programs

instructional staff scheduled some optional Engineering Exploration events tooccur during the normally scheduled class time and in the regular class location. Oneexploration, for example, featured the Dean of the College of Engineering speaking NationalAcademy of Engineering’s Grand Challenges. In both years, students documented theirparticipation by listing the events in which they participated and writing a short summary andreflection as evidence of completion.Because students were free to choose events of interest to them, the continued implementationand evolution required understanding what types of events students attended. There is anadditional interest in whether attendance at a certain type of event (or a series of events),characterized on a

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rolfe Josef Sassenfeld, New Mexico State University; John Ross Tapia, New Mexico State University

Tagged Divisions

First-Year Programs

further engagestudents in their coursework and to introduce freshman to some of the basic concepts ofengineering. A form of “student-centered education” where the instructor acts as a guide to theexperiential learning process is preferred over the traditional class lecture format according toSpencer & Mehler[10]. Hixson[4] refer to this as instructor “role-modeling,” where the instructoradvises and nudges the students through a thought process. The decisions are ultimately made bythe students and they are the owners of their solution. The research presented by Ambrose[1]similarly advocates the use of experiential learning opportunities. To better provide students withtimely feedback, the in-class methods of peer instruction, case studies, and

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise H Bauer, University of Idaho, Moscow

Tagged Divisions

First-Year Programs

offering of ENGR 204 was in theFall 2014 semester with 30 students completing the course (31% of the engineering students inMath 143). These students were able to meet other first-semester engineering students, receive“inside information” on how to succeed in their engineering studies, set up a meaningfulschedule to manage their time, navigate the educational system, and take advantage of theresources available to them (instructors/professors). They also participated in two final projects:designing a Rube Goldberg Machine and writing a Becoming a World-Class EngineeringStudent paper.This paper will present the overall design of the class, comparison of math grades and first

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Olin College of Engineering; Kevin A. Nguyen, Texas Tech University; Chris Gewirtz, Rose-Hulman Institute of Technology

Tagged Divisions

First-Year Programs

, professional behavior) were successfullycoded and compared between groups of students19. In a different student fourth and fifth yearmedical students reflected on two interactive video cases and were assigned a reflection score bytheir peers based on a specially developed rubric20. Kember’s most recent rubric for determininglevels of reflection from student writing comes from nursing education5,7,21. Though reflective practice has been shown to be instrumental in promoting deeperunderstanding of educational material, and allows students to evaluate their mode of thinking andtheir actions, and is considered by some to be a necessary aspect of design, we are onlybeginning to study the relationship between engineering student’s learning and

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

use of coins was adopted since the weights are fairly standardizedand documented). It was also important to allow for feedback from peers to be given on thedrawings so this was also incorporated into the online version of the activity. Table 2. Implementation and Transformation of a Team Hands-on Activity from On-site Version to Online Version On-site Version Online Version Design Goal Design the lightest bridge that Design the lightest bridge that span a 24’’ gap using materials span a 24’’ gap using materials listed that can support the largest listed that can support the

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M Kecskemety, Ohio State University; Gregory Warren Bucks, University of Cincinnati; Kerry L. Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

through required online quiz questions before class. Occasionally, there willbe a short activity or tutorial that requires applying, but these are infrequent.In contrast, the higher levels of Bloom’s Taxonomy are incorporated to the in-class activities.Lecture activities are used at University A that target the higher levels of Bloom’s taxonomy,specifically applying (using concepts to solve problem), analyzing and evaluating (determiningwhat method is best to solve the problem), and creating (writing the MATLAB program). AtUniversity B, most in-class activities are built around applying the knowledge from thepreparation activities. Occasionally, there will be activities and assignments requiring analyzingand evaluating. At University B, there is

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida; John Pharo Morgan III, University of South Florida; Yan Wang, University of South Florida; Michelle King, University of South Florida College of Engineering; Blake A Burton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

to stay in college if they connected both academically and socially tothe institution2. Alexander Astin’s research found that the quality and the quantity of studentsinteractions with peers and faculty were important factors in developing student engagement inthe life of the institution3.Lenning and Ebbers4 (1999) wrote that Alexander Astin and Vincent Tinto models showed theimportance of “community” learning and involvement among students and faculty. The “involvement” model (Astin) and the “student departure” model (Tinto) provide theoretical and conceptual reasons why student learning communities should impact college students positively, and much research supports both models. The models suggest that learning

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James M Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Peter Schuster, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

through writing, speech and engineering drawings. • Create a Community: Allow students to make connections with the Cal Poly Mechanical Engineering community and develop support systems that will help them succeed during their time as students. This includes getting to know the faculty, understanding department procedures, finding extra-curricular opportunities and gaining exposure to other academic opportunities such as study abroad.New Freshmen YearTo address these goals, several structural changes were made. First, all Mechanical Engineeringfreshmen were put in a lockstep program so that they took the same four core ME courses duringthe same quarter with block scheduling. This ensured that all ME freshmen would

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

, first-year engineering instruction, and the pedagogical aspects of writing computer games. John has held a variety of leadership positions, including currently serving as an ABET Commissioner and as Vice President of The Pledge of the Computing Professional; within ASEE, he previously served as Chair of the Computers in Education Division and was one of the principal authors of the Best Paper Rubric used for determining the Best Overall Conference Paper and Best Professional Interest Council (PIC) Papers for the ASEE Annual Conference. He is a past recipient of Best Paper awards from the Computers in Education, First-Year Programs, and Design in Engineering Education Divisions, and has also been recognized for his

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ryan J Meuth, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Lego MazeRobot had significant impact with respect to the Autonomous Waste Sorter project. Thus, aftercompleting the Grand Challenges Project and the Lego Maze Robot Project, both groups ofstudents considered that their engineering related skills had improved compared to their peers,while students who completed the Autonomous Waste Sorter Project did not think that their skillsimproved compared to their peers. Page 26.259.8 Highest 10% Score Relative to Classmates Above Average Pre-Survey

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Polytechnic School of Engineering (formerly Polytechnic University); Gunter W. Georgi, New York University Polytechnic School of Engineering; Alyssa Marie D'Apice, New York University Polytechnic School of Engineering

Tagged Divisions

First-Year Programs

Paper ID #12690A Student-Led Approach to Promoting Teamwork in an Introductory Engi-neering PresentationDr. Christopher Leslie, New York University Polytechnic School of Engineering (formerly Polytechnic Univer-sity) Christopher Leslie is a Lecturer of Science, Technology and Media Studies at the New York Univer- sity Polytechnic School of Engineering in Brooklyn, New York, and he is codirector of the Science and Technology Studies program there. Dr. Leslie’s research considers the cultural formations that surround technology, science, and media in the 19th- and 20th-century United States. He is the head writing con

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stacie Edington, University of Michigan; Archie L Holmes Jr., University of Virginia; Petra Reinke, University of Virginia

Tagged Divisions

First-Year Programs

program continues to evolve we are looking to connect the Common Reading Experienceto courses taken by our incoming students. In 2014, the book selected was Ingenious: A TrueStory of Invention, Automotive Daring and the Race to Revive America by Jason Fagone.Through contacts within the faculty at UVa-SEAS we were able to invite the author to discussthe book and answer student questions in Science Technology and Society (STS) 1500: a coursedesigned to strengthen writing and speaking skills and provide students with an introduction tothe engineering profession, engineering ethics, and the social issues of professional engineeringpractice. A complete list of book selections from 1993-2014 is provided in Appendix A1.Additional RecommendationsWe