Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

to move forward. Briefly, we have streamlined the number ofrequired teamwork activities, more carefully connected them to the project work, and broughtmore of the activities “in-house,” making design faculty more responsible for the first and lastactivities. Our plan is to continue assessing these areas at the end of the 2013-2014 academicyear.IntroductionSince its inception, the development of teamwork skills has been integrated into the DesignThinking and Communication Program (previously “Engineering Design and Communication”),a two-quarter interdisciplinary course (DTC-1, DTC-2) required of all first-year engineeringstudents at Northwestern University. From the start, this took the form of supplementing theexperiential learning that

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Audra N. Morse, Texas Tech University; Richard Glenn Watson

Tagged Divisions

First-Year Programs

programs.Thus, the challenge is to retain the large number of students entering engineering program whileremoving the students who have no interest in being retained. Enrollment management activitiesmust address these issues while addressing the pressure to grow the institution populationwithout compromising engineering program quality.To manage growth in the engineering college, an enrollment management system wasimplemented in 2012 and employs program admission requirements and student performance aswell as performance metrics. The enrollment management plan was developed by a committeeof faculty and staff advisors in the college of engineering. The plan addressed the increase innew admits to the college as well as strategies to remove non-completers

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Jenahvive K. Morgan, Rowan University; Joseph Francis Stanzione III, Rowan University; Kaitlin Engle Mallouk, Rowan University

Tagged Divisions

First-Year Programs

, there is a requirement that there is amethod of making sure that students are performing the before class preparation that is required.Usually a pre-class, online quiz is utilized to ensure student will perform the tasks requiredbefore class, so that they are ready to participate in the in-class activities. This also allows theinstructor to use the results of the quizzes as a discussion point for the class, as well as a guide toadjust in-class plans, and to review areas that the students may be underperforming in. Flippedclassrooms allow real time assessment of a student’s progress, to allow the instructor to addressany pressing student issues with the material. Introduction of this method can be utilized in evenlarge lecture halls, and without

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Louisiana Tech University; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

First-Year Programs

, her bubbly personality was evident. She wasperfectly made up and wore jewelry and perfume making an immediate impression that wasdifferent from that of most of the dozens of other women we have interviewed over the yearsthrough the MIDFIELD project. It is her story that begat the title of “Accidental Engineer.”Bethany is a white woman who comes from a family where neither parent attended college. Hercareer plan was to be a doctor and she applied to A-State with that in mind. She was acceptedinto a program, Diamonds in the Rough, for students who the college of engineering believeshave potential that may not be demonstrated by grades or test scores

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wallace Martindell Catanach III, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park; Christopher Stephen Smith, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

across Page 24.612.2the tops of the leaves. The rake needs to have a method whereby the customer can applydownward pressure with only one arm. Usual rakes need to have two hands; the one hand downthe rake shaft usually applies the pressure.This is truly a learning experience where the students learn to develop a product without anyoutside influence. Each student in the class goes through the engineering design process anddevelops a prototype. The students learn how to individually brainstorm a product by workingthrough the plan. They identify customer needs, brainstorm concepts, sketch their concepts, anduse a concept screening matrix to decide

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

, and aerospace and mechanical engi- neering design. She is a licensed Professional Engineer and is a rated pilot in both rotary and fixed wing aircraft.Dr. Justin W. Kile, Quinnipiac University Dr. Kile is the associate dean of engineering and an associate professor of industrial engineering at Quinnipiac University. Prior to joining Quinnipiac in 2012, he was an associate professor and program coordinator for the Industrial Engineering program at the University of Wisconsin – Platteville. His research interests include material handling, facilities planning, and logistics. Additionally his education based research is in the areas of communication skills and lean curriculum development. He earned his Ph.D. and

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Roy W. Melton, Department of Computer Engineering, Rochester Institute of Technology; Shanchieh Jay Yang, Rochester Institute of Technology (COE); Adriana Becker-Gomez, Rochester Institute of Technology (KGCOE)

Tagged Divisions

First-Year Programs

Page 24.488.2quantitative and qualitative results of the project. Finally, it offers conclusions drawn from theexperience.ProjectThe project was announced to computer engineering freshman at the time they were beingadvised for spring registration, and their advisor encouraged them to register for it. It wasoffered as a zero-credit course with a satisfactory/unsatisfactory indicator rather than a lettergrade. The project execution consisted of four phases: planning, instruction, design, andcompetition. The subsections that follow describe each of these phases.Planning. Concurrent with adjustments made to the curriculum last year, it was decided toexperiment with a freshmen design project in the spring quarter. In particular, the intent 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

issuessuch as sustainability. Therefore, one of the most important outcomes of this course is toencourage students to understand the challenges when designing product and services whileconsidering sustainability into their designs.At the large private university in South America, the Introduction to Industrial Engineering is arequired one-credit hour, first-year course for all students pursuing a major on industrialengineering. The course meets for 60 minutes once a week over the 16 weeks of the semester.In addition to the topics presented in the Introduction to Engineering course, this coursedescribes the administrative process in the large private university and asks the students todevelop and present a business plan for a potential start-up

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Stephen P Mattingly, University of Texas, Arlington; Ziaur Rahman, The University of Texas at Arlington; Heather L Frost

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First-Year Programs

6% 13,100 Mechanical 243,200 9% 21,300 a Excludes environmental engineering, b Includes electronics engineeringBackgroundCivil Engineering and Life Decisions: Choose WiselyThe Southern Association of Colleges and Schools (SACS) requires institutions to develop aQuality Enhancement Plan (QEP) as a part of its reaffirmation process. The QEP, according toSACS, is a “… carefully designed and focused course of action that addresses a well-definedtopic or issue(s) related to enhancing student learning.”20,21 The university implemented its QEP,entitled “Active Learning: Pathways to Higher Order Thinking at UT

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

and encouragement.C. Sustaining the Projects and Partners10. Reuse your STEM lessons with different audiences of middle school students. Developing new curriculum can be time-consuming and when working with middle school students, the activities and lessons really need to be tested. So even if it means that it limits how much design and creativity your university students will have, reusing your STEM lessons in several service-learning projects can save a lot of time and problems. One example is having a few lessons pre-planned, and having the engineering students be helper teachers. This shows the engineering students what is contextually appropriate for middle and high school students and what to expect in a classroom

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

other design activity in previous work -- discussion about finding pieces,putting pieces in a specific location, finding a particular programming component, or connectingthe LEGO NXT to the appropriate cables.The Group Discussion (GRO) code was created to identify conversation pieces in the group thatincluded students organizing themselves, transitioning between tasks, and planning their nextdesign steps. Previous work included codes for making design decisions and communicatingdesign ideas but didn’t include codes for students working collaboratively in a busy classroom.As this task took place in a classroom setting where instructors and teaching assistants werepresent facilitating the task, the Instructor Explanation (IEXP) code was created

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah

Tagged Divisions

First-Year Programs

. In addition to being introduced to the departments in the College of Engineering and tothe grand challenges, students in the class learn about the engineering design process. Thisoccurs throughout the course and within the context of the departments and challenges discussedin class. The final project is a conceptual design project where students work in small teams to Page 24.47.4identify a reasonable problem and need associated with a challenge of their choice. The studentscreate solutions to the problems and needs identified by designing prototypes and testingmethods for demonstrating that their conceptual technology will function as planned

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Everaldo Marques de Aguiar Jr., University of Notre Dame; G. Alex Ambrose, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Nitesh Chawla, University of Notre Dame

Tagged Divisions

First-Year Programs

) as an assessment tool for their Introduction toEngineering course sequence. While each year the ePortfolio assignments have expanded, theyhave been focused largely in three types of reflections: (1) student experiences within the collegebut outside of the course, (2) the skills gained specifically through course projects, and (3) theirfour year plan to be a successful engineering student as defined by the ABET a-k criteria.ePortfolio assignments were initially included to allow students to reflect on their education,develop evidence of their blossoming skills, and take control of their graduation plan. After thefirst year of practice, there was a clear secondary benefit to the faculty and student advisors.Anecdotally, student reflections

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan F Freeman, Northeastern University; Beverly Kris Jaeger, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

Kris Jaeger, PhD has been a member of Northeastern University’s Gateway Team, a selected group of full-time faculty expressly devoted to the First-year Engineering Program at Northeastern Uni- versity. Recently, she has joined the expanding Department of Mechanical and Industrial Engineering at NU to continue teaching Simulation, Facilities Planning, Human-Machine Systems, and Senior Capstone Design. Dr. Jaeger has been the recipient of several honors in engineering education for both teaching and mentoring and has been involved in several award-wining engineering educational research initiatives through ASEE and beyonDr. Richard Whalen, Northeastern University

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

First-Year Programs

future plans are documented in Section 5.Section 2: Components of the Redesigned CourseFirst, the sessions of the course have been reorganized to facilitate the integration around thecore theme. The course meets in 28 sessions during the Fall term (14 weeks at 2 sessions perweek). Figure 1 illustrates the grouping of the sessions as course modules. Page 24.527.2 Figure 1: Themes of the course modulesThe core theme of the course is to link the course and classroom activities to the communitythrough one or more community-based engineering projects with clearly identified servicelearning components. These projects are

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ishbah Cox, Purdue University, Band and Orchestra Department; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

and music. Suggestions include forming more cohesive partnerships with faculty Page 24.302.7 in the College of Engineering. An innovative activity in their introductory first- year class included a design project in which they created musical instruments. Such an activity, coupled with debriefs in the seminar, might introduce students to career opportunities in the fields of music and engineering. Future plans may include student visits to an instrument design plant in the northern part of the state. • Objective 3: Creating and understanding of the campuses’ history- Only a few students mentioned this

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura K Alford, University of Michigan; Robin Fowler, University of Michigan; Stephanie Sheffield, University of Michigan

Tagged Divisions

First-Year Programs

particulartasks and avoid others (e.g., CAD modeling, report writing), an issue when course outcomes areassessed at the team-level but skills are developed at the individual level.Though students perceive participation on diverse teams as “real world” and thereforebeneficial,9 their behaviors and experiences on diverse teams can be more problematic.10,11 Forexample, students of different genders tend to take different roles on teams, with females morelikely to complete project planning and communication work and males more likely to dotechnical planning and hands-on building.10 It is unclear in the research whether students chooseto take on gender-specific tasks or are pushed by teammates into those roles.Team discussions tend to privilege some students

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Timothy J. Hinds, Michigan State University; S. Patrick Walton, Michigan State University; Mark Urban-Lurain, Michigan State University; Daina Briedis, Michigan State University

Tagged Divisions

First-Year Programs

(53%) ● Team design exercises (52%)Need improvement: ● Lecture format (69% of responses) ● Homework assignments (49%) ● Projects (33%)II. AdvisingThe College of Engineering employs professional academic advisors, with several of themfocused specifically on first-year advising. The advisors both assist students with the planning oftheir class schedules and provide guidance regarding academic and non-academic resources thatare available to students. The first-year advisors are located in the residence hall with ouracademic and co-curricular programs. Our students used academic advising services with 43%attending two to three times per semester. Residents used advising services more (65% attendingtwo to three times per semester) than

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sally J. Steadman, University of South Alabama; Gail D. Jefferson, University of South Alabama; Tom G. Thomas, University of South Alabama; Kuang-Ting Hsiao, University of South Alabama

Tagged Divisions

First-Year Programs

an aesthetic component by decorating their robots. Again, in the first year,two groups collaborated to teach their robots to “sing” a duet in two-part harmony, which wasnot a design requirement, but the group members found the exercise to be an interestingchallenge. These groups consisted of two pairs of twins, which were separated into differentgroups.Group strategies for meeting design specifications have been strikingly different. Some groupsprefer to just start putting parts together and writing code, refining as they go, and other groupsdo significant planning before beginning to build any hardware. The interesting thing is thatboth approaches are generally successful.After the first day, it is difficult to get the students to leave at

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

, and common expectations in the workplace.Program Description - Student SelectionCandidates were initially screened in collaboration with the Director of UndergraduateRecruiting and Retention in the Lyle School of Engineering. The screening process consisted ofthree phases: initial review, admissions file review, and interview. The initial review began withthe program directors reviewing the pool of admitted students who were US citizens, met theminimum financial need based on their FAFSA (Free Application for Federal Student Aid)application, and were planning to enroll in the Lyle School of Engineering. The programdirectors also reviewed the academic potential of the candidates. The academic potential of acandidate was determined by their

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

 / Yes ‐ it affirmed what I originally thought It has dissuaded me from continuing in engineering /  Has this project influenced your commitment to continuing in engineering in general?  Neutral ‐ No influence positive or negative / Yes it  has affirmed my plans to continue in engineering 11 12 How well do you feel your team has worked together on this project?  Low 1:  Poorly to High 5:  Very well Please rate your level of enjoyment in working on this project.  13

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

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First-Year Programs

, andEnvironmental Engineering Design uses active, collaborative and cooperative learning Page 24.922.5  techniques; course structure and its alignment to the confluence model of creativity of Sternbergand Lubart8 is displayed in Figure 2.Figure 2. Introduction to Chemical, Food, and Environmental Engineering Design course structure and its alignment to the confluence model of creativity of Sternberg and Lubart.8“Concepts” (Figure 3) introduce students to the engineering design process, problem-solvingtechniques, working in teams, engineering as a profession, and planning for success that studentsthen apply in “Laboratory

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

Interest Groups (FIGs)” in each First-Year Transition Class of ~24 Students.[1:FIGs are 6 to 8 students, 2:FIG Peer Mentors are older students,3:FIG Industrial Mentors are local practicing engineers linked to one first-year transition class Section.]Additional FIG ComponentsIn the fall, as part of the engineering version of the University’s first-year transition course, theFIG activities are launched with a DVD seminar entitled Success4Students.9 The 3+ hourseminar has six segments that address the following topics:  Select your destination (where do you want to be in five years?)  Determine your path (focusing on goal setting for the semester)  Planning to succeed (emphasizing the importance of planning your schedule for the week

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

exposing them to open-ended problems, hands-on activities,and communication skills. Data from the co-op employer surveys will be analyzed to compareperformance in the first co-op term of the students who took the common first-year courses to thestudents that did not.Discussions are ongoing between faculty in Engineering, Mathematics, Physics, and Chemistryto develop a common set of practices within all first-year STEM courses. The first step is thedevelopment of a common report structure so that students are exposed to a single set ofguidelines. Future plans involve the adoption of common technology platforms and matchingschedules so that topic delivery is more cohesive.ConclusionThe results from student surveys and the retention data show that

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

%), process(+250%), solution (+200%), and solve (+192%) as shown in Figure 1. There were also Page 24.150.4increases in terms that include use (+136%), idea (+133%), people (+133%), and math (+100%.)Only modest increases were found in the terms life, make, new, improve, world, and design.On the contrary, students used certain words less after completing the course, indicating that theyunderstood that engineers are more active in the planning and specification of a solution ratherthan the actual construction activities. Specifically, students decreased their use of build (-74%),structure (-67%), construct (-25%), and create (-13%). Note that

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

John A. Mirth, Rose-Hulman Institute of Technology; John P Iselin, University of Wisconsin, Platteville

Tagged Divisions

First-Year Programs

and supported by theMechanical Engineering program. As such, only the course sections taught by MechanicalEngineering faculty participate in this project.The limited participation is necessary due to the limited access to the prototyping equipment.The course instructor works with the students to download and print the prototypes. Eachprototype requires 5-8 hours of print time. With careful planning, 3 complete prototypes can beprinted within a 24 hour period. Most of the prototypes are printed in the final week of thecourse, so the maximum production is approximately 21 complete blowers (which requires thecourse instructor to be available on the last weekend as well). Fortunately, a few groups printtheir models early (end of second to last

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

session between thegroup members.Table 1 – In-lecture activities involving collaborative documentsWeek Dates Activities involving collaborative documents 1 Sep 11-13 Students signup in groups. Each student instructed to create Google Docs (GD) account Google Apps Scripting used to create directories for all teams. 2 Sep 16, 19 Seating plan used to help students sit in their group of three in lecture. Gravity Light Scenario: analysis and modeling of product for potential investment in lecture. Collaborative team work in GD. 3 N/A 4 Oct 2-3 Teams finish Gravity Light activity in GD. Completed task

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

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First-Year Programs

Microelectronics, conducting research and development in the realization of advanced semiconductor technologies. From 1992 to 2008 he was with Louisiana Tech University, where he was the Entergy/LP&L/NOPSI Professor of Electrical Engineering, in recognition of his teaching and research contributions in the microsystems and nanotechnology areas. From September 2000 to June 2008 he was the Director of the Institute for Micromanufacturing, where, from 1992, he had contributed to the growth and development of the Institute, including through planning and setting up of laboratory resources and facilities, development and implementation of major sponsored research efforts, and realization of academic courses and curricula, on the

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

andmaking presentations, all while working as a part of a team. This project was designed to meetmany of the course objectives as well as to develop skills that will be needed in many of theirfuture engineering classes.This paper presents an overview of the project and individual assignments as well as theoutcomes and feedback from the students that participated in the project. The plans for furthermodifications and improvements to this project and assignments will also be presented.IntroductionThe Introduction to Engineering course at Grand Valley State University (GVSU) is a one creditcourse that is designed to be an introduction to engineering as a career. It discusses the majorfields of engineering and the typical responsibilities of an

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen A. Ossman, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati

Tagged Divisions

First-Year Programs

slightly. Many of the students that did not watch the videos indicated that theyreviewed the PowerPoint slides instead so they were still coming to lecture prepared.Some of the videos were a half hour long and clearly need to be shortened by cutting some of thematerial and breaking them up into shorter videos. It will be interesting to see if our studentsreally are willing to watch three short videos in place of one longer video. Page 24.451.12In order to address the needs of students that are not auditory learners, we are planning ondeveloping an interactive learning environment similar perhaps to Code Academy10 wherestudents will be able to