Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, Petroleum Institute; Nicholas J. Dimmitt, Petroleum Institute

Tagged Divisions

First-Year Programs

AC 2012-4833: A COURSEWORK PLAN FOR IMPROVING SKILLS NEC-ESSARY FOR SUCCESSFUL CAPSTONE PROJECTSDr. Jaby Mohammed, Petroleum Institute Jaby Mohammed is a faculty at the Petroleum Institute, Abu Dhabi, UAE. He received his Ph.D. in indus- trial engineering from University of Louisville (2006), master’s in industrial engineering from University of Louisville (2003), and also a master’s in business administration from Indira Gandhi National Open University (2001). His research interest includes advanced manufacturing, design methodologies, six sigma, lean manufacturing, and enterprise resource planning. He previously taught at Indiana Purdue, Fort Wayne, in Indiana and at Morehead State University in Kentucky. He is a

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard M. Bennett, University of Tennessee, Knoxville; William Schleter, University of Tennessee, Knoxville; D. Raj Raman, Iowa State University

Tagged Divisions

First-Year Programs

homework, and attended one extra hour of study sessioneach week. The SEP program seeks to intervene earlier in the semester, and is available to allstudents.Another early intervention technique in a calculus course is described by Koch2. Students whoperformed poorly on the first exam in Calculus I were given the option of switching into a half-term, 2-credit hour intensive pre-calculus course, before retaking Calculus I the following term.The goal of the SEP program is to retain the students in the course, and for them to make thenecessary corrections to be successful.Lavelle3 describes an intervention program after the first Calculus exam in which students meetwith an academic advisor, develop an action plan, and then have a follow-up meeting

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen Rippon, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Divisions

First-Year Programs

undergraduate engineering portfolio. 5. Students learn from industry partners the skills that are important to an engineer.Besides the formal outcome intended for our freshmen, the Engineering Career Center utilizedthe event as a relationship-building opportunity with our industry partners, while they benefitedthrough brand recognition and building relationships with future engineers.The Second Annual EventGiven that the 2010 Freshman Career Exploration Evening was a pilot event and that theEngineering Career Center had little more than a month to plan and execute the event, there weremany lessons learned. Feedback from students, faculty, industry representatives, and schooladministration greatly informed our planning for the second annual event

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

materials and learning spaces that stimulate serious play. Page 25.845.1 c American Society for Engineering Education, 2012 Introducing Memo Writing and a Design Process with a Four-Week Simulator ProjectIntroductionFirst-year engineering courses often include design projects to help spark students’ interest andto introduce them to the broad range of issues engineers face. These projects introduce studentsto the many “soft skills” required of an engineer including judgment, idea generation,communication, planning and organization.This range of skills is difficult

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Mark Embree, Rice University; Maria Oden, Rice University

Tagged Divisions

First-Year Programs

solutions Preparing oral presentations, graphs, and tables Prototyping, fasteners, and supplies Testing design solutions Role of failure in design Project planning and Gantt charts Manufacturability Environmental issuesClient-Based Projects in ENGI 120In ENGI 120, students learn the engineering design process and use it to solve meaningfulproblems drawn from local hospitals, local community partners, international communities, andaround the Rice University campus. The instructor works with other faculty on campus toestablish relationships with possible clients within and outside the

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian P. DeJong, Central Michigan University; Joseph Langenderfer, Central Michigan University

Tagged Divisions

First-Year Programs

per fall (root mean square error (RMSE) = 2.2), +0.7 per spring (RMSE=2.9).The fall semesters are consistently larger (enrollments of 79-143 versus 26-38 for the springsemesters), with an overall enrollment for this study of 828 students. Overall, 78% of thestudents are in their first year at CMICH (see Fig. 1).Fig. 1. Miscellaneous enrollment distributions.The GPAs and EGR120-grades of the students have stayed relatively constant. The GPAsaverage 2.52 (Fig. 1; standard deviation (STD) across semesters = 0.13). The grades given inEGR120 average 2.48 (Fig. 1; STD=0.19), with the distribution remaining similar.Surveys of the students show that they are consistently interested in ME followed by EE (Fig. 2).Half the students plan on ME, a quarter

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; Evan T. Curtis, University of Nebraska, Lincoln

Tagged Divisions

First-Year Programs

encourage completion of a baccalaureateengineering degree in the traditional time frame. To accomplish the goal of integrating the students through academic and social supports,the proposed action plan was to implement program activities through two strategies. The firststrategy was to develop a set of student support activities that included academic, financial, andsocial components that would facilitate mentoring, community building, and retention. Second,internship opportunities were to be developed to enhance career development and post-graduatecareer preparation. However, a selection of the student support activities became non-operational. This was due in large part to the different needs that transfer students bring withthem to the

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Ruth Archer, Michigan Technological University; Meral Jackson, Michigan Technological University; Mary A. Fraley, Michigan Technological University; Crystal Lynn Payment, Michigan Technological University

Tagged Divisions

First-Year Programs

Implementation Plan for ENG1001/1100 ENG1001 ENG11001) In-Class Module Introduction 1) In-Class Module Introduction (provide students (provide students with specific with specific design goals) (or re-introduction from design goals) ENG1001).2) Student construction/testing of their 2) Student modeling of a portion of their design using designs. 3-D modeling software (NX).3) Student analysis and documentation 3) Student development of a simulation to test their of project test data, both individual physical model using MATLAB. teams and class performance. 4) Student

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Diana G. de la Rosa-Pohl, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

First-Year Programs

after-class hours, and study and socialize with them in the PROMES study lounge.FGIC students, i.e. primarily the PROMES students, gravitate naturally toward the peer leadersbut are especially reluctant to seek faculty mentoring. Conversely, we find that HEP studentsenjoy their in-class peer mentors, but are also very comfortable seeking out ―older and wiser’mentors such as their professors and other faculty advisers.An unexpected outcome of the peer mentoring model occurred in 2005 when a team ofespecially committed peer mentors decided to form a mentoring leadership organization calledthe PROMES Action Committee (PAC). Their goal was to provide support to the faculty andstaff by overseeing mentoring activities and event planning on behalf of

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

role of knowing when a task is due, planning the work and delivering a result on timewithout these outside reminders. A course procedure that changes that behavior can be onewhere the due dates and requirements are published once, available to be reviewed anytime bystudents and then not discussed at all in class. This process shifts the onus of knowing what isdue on what day squarely to the student. When the answer to the “When is it due?” questionbecomes, politely, “it’s posted online”, that question stops within a few weeks of the semester Page 25.1350.2start. The lesson learned is that the student is responsible to find the information

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Natalie Gedde, University of Notre Dame

Tagged Divisions

First-Year Programs

that a more formal assessment ofthe program was needed to better understand the factors contributing to its success both from theperspectives of the student assistant as well as the students they serve. This study data is from2005-2011 and takes a dual approach of: (1) historical categorization of the demographics andperformance of the student assistants and (2) qualitative assessment through open endedresponses to a survey questions relating to their experiences and future plans. There were a totalof 29 respondents that were a mix of: current student assistants, former student assistants(students that are still undergraduates but no longer student assistants), and post-graduate studentassistants (students that have graduated from the study

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Deborah Worley, University of North Dakota; Jeremiah J. Neubert, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, University of North Dakota

Tagged Divisions

First-Year Programs

progress was assessed through nine homework assignmentsand three exams. Students that completed the course and received a passing grade were allowedto register for calculus even if their original placement score would have prohibited them fromdoing so. Page 25.897.4Methods of AssessmentThe evaluation plan for the bridge program in this study centers on implementing assessmentmodels in three impact areas: student learning, engineering retention rates, and instructionaltools. Table 1 summarizes evaluation goals for each impact area, assessment method, or vehicleused, and performance indicators or markers for success of the participants.Table 1:Summer

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

William Berg, University of Texas, Brownsville

Tagged Divisions

First-Year Programs

2013SP 2015 To graduate Page 25.1203.6Student 5: Took Dual Enrollment Precalculus in Fall 2005. Freshman in Fall 2008 in B.S.Computer Science program. Plans to graduate in Spring 2012.Student 6: Took Dual Enrollment Precalculus in Fall 2005. Freshman in Fall 2008 in B.S.Computer Science program. Plans to graduate in Spring 2012.Student 7: Seems to have found his niche in Psychology. However, has only take one upperdivision course. Needs 33 more hours of upper division courses and 20 hours of lower divisioncourses to graduate.Student 8: Completed only one semester. Accepted into Calculus I but then earned “D

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Doug Bullock, Boise State University; Seung Youn Chyung, Boise State University

Tagged Divisions

First-Year Programs

the semester. The next two sections are thethoughts of the two professors after reading each others’ commentary and the third partyanalysis. Finally, a set of actions that have already been taken or that are planned as aresult of being experiencing “both sides of the equation,” are listed.[1] The Learner’s ExperienceOur professor came to class today with a giant packet of exams. By now, he knows allour names, having practiced daily with index cards we created on the first day, with ourname and favorite movie. I admit I am a little nervous about getting my exam back. Ibelieve I did okay; I think it’s possible that I did very well. I was able to answer all thequestions, but I have a superstition about this – when I think I’ve done well on an

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jesse J. French, LeTourneau University; Paul R. Leiffer, LeTourneau University

Tagged Divisions

First-Year Programs

divided into six categoriesand are presented in Table 1. Table 1: What Do Engineers Do? Theory and DecisionGeneral Tasks Competencies Communication Practical Practice MakingSolve technical Deal with cost Apply math and Give oral Take theory to Analyze designs problems issues science Presentations practice Use technical Oversee Transform Plan projects Lay out systems Analyze data

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Scott Michael Abernathy, Ohio State University; Barbara Elizabeth Carruthers, Ohio State University ; Kayla Fay Presley, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

25.849.3students principals of design, research, project planning, and teamwork. The latter two coursesare relatively newer, and therefore smaller classes. Students were able to select freely whichcourse they would like to participate in.Many of the students who took the nanotechnology and microfluidics course were Biomedical orChemical Engineering pre-majors. All were honors students and had previously taken a course inmechanical drafting and drawing, as well as a course in computer programming using C++ andMATLAB. Students were placed in teams of four by matching groups based on self-suppliedcharacteristics, such as leadership ability and confidence when using solid modeling programs.The class consisted of two parts: a hands-on microfluidics part and a

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lacey Jane Bodnar, Texas A&M University; Magdalini Z. Lagoudas, Texas A&M University; Jacqueline Q. Hodge, Texas A&M University; Travis Austin Smith, Engineering Student Services and Academic Programs; Jesus A. Orozco; Joshua Grant Corso; Cristian R. Sanchez; Jillian Kathleen Freise, Texas A&M ELLC Children's Museum; Hannah Ringler, Texas A&M University; Ivan Cortes, Texas A&M University

Tagged Divisions

First-Year Programs

Engineering Mentor for the TSGC and Children’s Museum team. He is intrigued by confusing and hard to understand concepts which helps drive him to discover new ideas. He wants to work with the new AP 1000 Westing- house reactors and work abroad. He also plans on following a research path devoted to inherently safe, small nuclear power plants for neighborhoods and business parks.Mr. Jesus A. OrozcoMr. Joshua Grant CorsoMr. Cristian R. SanchezMs. Jillian Kathleen Freise, Texas A&M ELLC Children’s Museum Jillian Freise is a mechanical engineering major from Houston. She is a member of the Brazos Valley Children’s Museum team. On the team, she contributes ideas for the design of the water table museum exhibit. Freise

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Alan D. Niemi, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Divisions

First-Year Programs

planned mentoring program representing anefficient investment of their time and energy. Exhibit 2 lists the fall schedule presented tomentors requesting a minimum of 6 hours in the Fall including travel time. Appendix A Page 25.735.5contains the entire program description, requesting a 9 hour investment for the total academicyear including: attending mentor orientation, providing student feedback, attending two informalstudent meetings (with the 6-8 member FIG), and completing a feedback survey. Student groupmeetings could consist of: a discussion meeting on campus, snacks or meals in the home of aprofessor or mentor, a meal in the campus

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University, University Park; Tara Lynn Sulewski, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

elevations and floor plan of house concept 4 Introduce envelope and air leakage Thermal envelope & heat transfer Perform heat load experiments with coolers Passive solar design concepts Analyze appliance energy use and cost (with system sketch) Appliances Prepare for appliance research 5 Compile appliance research reports Energy principles Review the various types of HVAC systems with emphasis HVAC systems on efficiency Review the slides on ground-source heat pumps Investigate how house size

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Robin Fowler, University of Michigan; Elizabeth S. Hildinger, University of Michigan

Tagged Divisions

First-Year Programs

; and tobring them into the engineering community here at the University. It is a project-based class inwhich students work in teams and individually to master first-year level technical content in oneof the major engineering disciplines and to become competent in the major genres of technicaland professional communication.The current form of the course is the end result of a process that began in 1991, when the Collegeof Engineering faculty involved in the development and implementation of the communicationcurriculum, working with a small group of technical faculty interested in reaching out toengineering students at the beginning of their college careers, created a plan for a first-yearengineering class that would couple communication with an

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

. Since 2006, entering freshman take an “Introduction to Engineering” course, a two credithour course that meets the university’s “freshman experience” requirement. The course also givesfreshman engineers an introduction to the engineering profession, engineering design, differentengineering disciplines, and critical thinking. In the fall of 2011, there were 450 students in 12 sectionstaught by an instruction team of four faculty and six graduate teaching assistants. Critical Thinkingbecame an explicit part of the course in response to the University’s Quality Enhancement Plan (QEP),and the introduction to engineering course is responsible for teaching students the critical thinkingframework adopted by the university. Another significant

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeff M. Citty , University of Florida; Angela S. Lindner, University of Florida

Tagged Divisions

First-Year Programs

and to help peer mentor troubleshoot any potential issues that come upduring the weekly meetings. Students who earn a 3.0 or higher GPA after the fall semester haveto meet with their mentor only on a monthly basis during the spring semester. All students whoearn a 2.99 GPA or below must continue weekly meetings with their peer mentor through thespring semester. A mid-semester community activity is also planned both for the fall and springsemester to encourage the students to continue their relationship with their teams as well as theentire learning community. In addition, students are encouraged to discuss their next semestercourse plans to foster students enrolling in the same or similar courses.Students are also prepared to participate in a

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carrie Robinson, Arizona State University; James Collofello, Arizona State University

Tagged Divisions

First-Year Programs

they have utilized their skills.In the fall 2011 semester, FSE 294 students were assigned to read: Trowbridge, L. W., Bybee, R. W., & Carlson-Powell, J. (2000). Questioning and discussion. Teaching Secondary School Science: Strategies for Developing Scientific Literacy. Prentice Hall, pp. 183-193. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 30(4), pp. 26-35.For both readings, students were asked to post to a Blackboard discussion forum and provide anexample of the reading’s applicability to their UGTA role, discuss the merits or weaknesses ofthe article, and outline a plan for implementing what they learned

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Argrow, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Nathan E. Canney, University of Colorado, Boulder; Suzana Brown, University of Colorado, Boulder; Adam J. Blanford, University of Colorado, Boulder; Corrina Ladakis Gibson, University of Colorado, Boulder; Eric Donnelly Kenney

Tagged Divisions

First-Year Programs

completed the course. Table 2 Fall 2011 master schedule; max enrollment indicated in parentheses. Time Mon Tue Wed Thu Fri 4:00 Plenary Module Plenary 4:30 (90) (60) (90) 5:00 Module Module Module 5:30 (30) (30) (60) 6:00Plenary SessionsThe plenary sessions were delivered by a team of two instructors who focused on topics of theengineering profession that are common across the disciplines and majors. Given that the plan

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Helen M. Doerr, Syracuse University; Jonas Bergman Arleback, Syracuse University; AnnMarie H. O'Neil, Syracuse University

Tagged Divisions

First-Year Programs

same time. This model exploration activity provided an opportunityfor students to develop their abilities to interpret position information from a velocity graph andvelocity information from a position graph.The second model exploration activity used the Gym applet from the interactive mathematicstextbook by Yerushalmy.20 This applet (http://www.cet.ac.il/math/function/english/line/rate/rate10.htm) was designed to help students understand how the rate of change is expressed intable values, graphs, and equations. Using the context of training plans on a weight-liftingmachine in a gym, the students explored the difference between constant and non-constant ratesof change. Specifically, they investigated the graphical and numerical representations

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan K. Donohue, University of Virginia

Tagged Divisions

First-Year Programs

The Impact of a Hybrid Instructional Design in a First-Year Design (Cornerstone) Course on Student Understanding of the Engineering Design ProcessAbstractEngineering is synonymous with design, and the interchangeable use of the terms is ubiquitousin society: see, for example, Quicken Loans’ slogan “Engineered to Amaze.”30 Design classesare therefore fundamental to an undergraduate engineering plan of study; the gains in studentperformance and retention due to involvement in design activities are well documented in theliterature. Design is also one of the criteria by which programs are evaluated for ABETaccreditation.6 Therefore, the issue is not “should we offer design courses”; the issues concerncourse

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lizzie Y. Santiago, West Virginia University; Robin A.M. Hensel Ed.D., West Virginia University

Tagged Divisions

First-Year Programs

reported GPA and the GPA at the timeof the transfer, a difference of -0.19 ± 0.95 (mean ± std deviation) was obtained; this differenceis not significantly different from zero.DiscussionAttrition is a source of concern for faculty and administrators in academic institutions. It isbelieved that student attrition may be prevented by carefully planned and timely institutionalintervention. Also, the frequency and quality of student-faculty interaction appears to be relatedto college persistence.8 Studies also suggest that attrition rate is higher at the end of thefreshman year.This study showed that students from our freshman engineering program transferred out mainly

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andria Costello Staniec, Syracuse University; Helen M. Doerr, Syracuse University

Tagged Divisions

First-Year Programs

whenthey needed it most. In contrast, the AEWs meet only once per week and students are required tocomplete the worksheets. This often leaves little to no time, or desire, to work on homeworkproblems.Future WorkThe data we have collected in the PLSG pilot will be used to refine our design of flexible andresponsive solutions that will provide mathematics support to first-year students in engineeringand computer science. We are planning to run a second pilot of our PLSGs during Spring 2012and will focus on the following: 1. Engage additional mathematics faculty in awareness and promotion of PLSGs. We anticipate this will increase student participation. 2. Engage new peer facilitators in the PLSGs. Two of our previous peer facilitators are

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Miller, Pittsburg State University; Greg Murray, Pittsburg State University; Robert E. Gerlick, Pittsburg State University

Tagged Divisions

First-Year Programs

competed against the winners from the other two sections in a similarfashion. The overall winner received a small number of bonus points for the semester and a“medal” and the winning car was displayed like a trophy in a departmental display case. It washoped that this would motivate students, not only as bragging rights for current students, but alsoa point of pride for the winners and designers of well-made cars and to help motivate futurestudents to take the class even though it might not be a requirement for their specific major.In addition to being a commonly-used software package in industry, SolidWorks can helpstudents get their first taste of the design process, in that it forces them to plan their design with“downstream” features in mind

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Jordan Michelle Hornback, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

-build approach culminating in a tangible project by the end of the semester. About half the firstyear cohort (~700) enrolls in the course; of these, 66% fulfill a major requirement and the restvolunteer for the course. Previous research has not found differences in retention betweenvolunteers and required takers.[1] FYEP survey and focus group assessments indicate growth intechnical areas as well as satisfaction with the course from the variety of classroom experiencesthat enhance students’ engineering abilities while helping to develop their identity as anengineer. Hands-on and teamwork experiences also contribute to students’ knowledge ofengineering as a career.The FYEP course follows a curriculum plan that is uniquely different from the