Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa A. Dagley, University of Central Florida; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Andrew Patrick Daire, University of Houston; Christopher L. Parkinson, University of Central Florida; Diandra J. Prescod , Pennsylvania State University ; Christopher T. Belser, University of Central Florida

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First-Year Programs

students are comfortable exploring the STEMdisciplines, COMPASS places undecided, non-STEM students into one of two tracks during thefirst-semester in college where they complete a Career Planning: STEM Explorations or STEMSeminar course. In addition to the Career Planning and STEM Seminar courses, students alsoenroll in cohort math courses throughout the first year, are assigned a STEM program advisor,have the opportunity to live in block housing, receive an upper-division STEM peer mentor,interact in a designated STEM Center with program peers and STEM graduate tutors andparticipate in an early undergraduate research experience.This paper discusses COMPASS’ infrastructure, the evidence based practices implemented toachieve its objectives, the

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heidi Cian, Clemson University; Michelle Cook, Clemson University; Lisa Benson, Clemson University

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little evidence of planning. Several strategies are used bystudents for all problems, but some are unique to specific types of problems. These findingsdemonstrate the usefulness of post-hoc audio reflection in engineering education research tobetter assess and address students’ metacognition and problem solving strategies.IntroductionThis work-in-progress paper identifies metacognitive activities and problem solving strategiesutilized by first-year engineering students to solve different types of problems. Our researchquestion is: What problem solving strategies and metacognitive activities are revealed bystudents’ post-hoc audio reflections on their solutions to three different types of engineeringproblems (story, open-ended, exercise)? Post

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

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First-Year Programs

the week, and will be quizzed on boththe lectures and the reading assignments.The two credit course, Design Practicum, is a hands-on design course with lectures and labs thatwill introduce students to relevant topics in engineering including: problem solving, team design,innovation, information technology, engineering, ethics in engineering, community engagementand social responsibility. This course will require partial departmental financial support, thus notall departments are currently committed to participating due to budget concerns. Just over halfof our engineering college is currently planning to participate, with approximately 600 studentsexpected to enroll this coming year. (Fall 2016/Spring 2016) This course is modeled after

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg

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First-Year Programs

 is also used in group advising sessions. The goal of group advising is to communicate the basic information students need to start prepare their study plans.  Social Constructivism is an advising approach that is based on the concept that learners build (or construct) knowledge based on what they already know or believe. In a Social Constructivist approach to advising, the adviser takes time to understand what a student already knows, or believes, about their educational experience, and helps the student build on that knowledge. In this approach, the student can seek out knowledge from multiple sources, and verify what he thinks he knows with his adviser.   Each of these advising approaches is used within Northwestern

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin J. Reagle, George Mason University; Oscar Barton Jr., George Mason University; Kenneth S. Ball P.E., George Mason University; Sharon A. Caraballo, George Mason University; Abe Eftekhari; Rodolfo Napisa

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First-Year Programs

Admission Compact The GMU-NOVA Dual Admission Compact for Mechanical Engineering is designed tooutline a pathway from a successful completion of the Associate of Science (A.S.) degree inEngineering to the Bachelor of Science (B.S.) degree in Mechanical Engineering. Dualadmission status consists of non-degree status at GMU for students who are full-time degreeseeking students at NOVA. Access into the Compact is established using the followingeligibility requirements: 1. Plan to earn an Associate of Science (A.S.) degree from NOVA Community College 2. Plan to pursue the Bachelor of Science (B.S.) degree in GMU School of Engineering within one year of completing the A.S. degree 3. Have earned 18 or fewer transferable college credits

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University - West Lafayette; Andrew Jackson, Purdue University - West Lafayette; Dawn Laux; Max Renner, Purdue Polytechnic Institute, Purdue University

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First-Year Programs

of the curriculardisconnect with first-year students who often did not see any engineering faculty for most oftheir first two years of study” (p. 103). Efforts to re-envision engineering programs and integratecore principles of engineering and design more consistently throughout students’ undergraduatecareers aim to improve and make engineering education more effective overall, but may notalways succeed. Often such efforts are highly demanding in terms of logistical planning,institutional support, and instructor commitment, as Hirsch et al.13 recognized. Combiningresources across colleges or schools provides great opportunities for interdisciplinary, cross-college instruction, but also comes with complexities and potential costs

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lilianny Virguez, Virginia Tech; Kenneth Reid, Virginia Tech; Tamara Knott, Virginia Tech

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First-Year Programs

defined as “the extent towhich one intends to engage in an activity”4. The choice or the decision to continue doing an activity,for example, is the result of someone’s motivation of doing that activity. Motivation has been exploredin relation to academic performance and career plans. Jones et al. studied the relationship amongexpectancies, values, achievement, and career plans for first year engineering students. They found thatstudents’ expectancy and value related beliefs decreased over the first year3 thus negatively influencingstudents’ retention into the second year of an engineering program. Predicting students’ intention tocontinue within engineering is complex, and the factors associated to this decision are not wellunderstood; however

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jessica Ha, Florida Institute of Technology

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First-Year Programs

, is a one-credit, semester-long course. This course is a graduation requirement across all undergraduate degree plans at theuniversity and its primary aim is to assist new students during their initial academic and socialtransitions to the university. Students enrolled in the course receive information about campusand academic resources, and highly encourages participation in and out of the classroom. Thecourse is taught by full-time staff who represent most of the student service areas on campus,(non-engineering) faculty, and upper administration. The course is coordinated by the AssociateDirector of Transfer and Transition Programs in the office of First Year Experience, adepartment that reports to the Vice President of Student

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Biegalski P.E., University of Tennessee, Knoxville; Kevin Kit, University of Tennessee, Knoxville; Rachel McCord Ellestad, University of Tennessee, Knoxville

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First-Year Programs

position was at tube entry instead of tube exit.• increased number of timers after initial experiments.Overall, the instructors were pleased with the new format, and encouraged to see students realizethey needed to modify their initial plans after actually collecting some data.Honors instructors plan to modify more labs in the Spring sequence of this course to a similarformat (pre-lab exercise plus less prescribed lab instructions). Possible topics are oscillatorymotion (pendulums and spring-mass oscillators), mechanical equivalent of heat, gas laws, andpressure-volume cycles.Modification of Statics and Stability Lab in Physics for Engineers IIExercises in stability principles were traditionally a component of our Statics Lab which is

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

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First-Year Programs

and Creative ThinkingAbstract:This work in progress study describes a strategic university initiative (TH!NK) that is aimed atimproving critical and creative thinking throughout the undergraduate curricula. The TH!NKinitiative is part of the North Carolina State University's five year Quality Enhancement Plan(QEP). This initiative is designed to train faculty to utilize strategies that cultivate students’ criticaland creative thinking in the classroom. TH!NK provides a comprehensive framework forimplementing strategies that support higher-order thinking skills through faculty training,mentoring, and formal assessment of student learning outcomes. In TH!NK courses, students areintroduced to and given opportunities to evaluate their own work

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

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First-Year Programs

education since 2003 (at Bucknell University) and began collaborating on sustainable engineering design research while at Georgia Tech. She is currently engaged in course development and instruction for the junior design sequence (ENGR 331 and 332) and the freshman design experience, along with coordinating junior capstone at JMU. In addition to the Ph.D. in Civil Engineering, Dr. Barrella holds a Master of City and Regional Planning (Transportation) from Georgia Institute of Technology and a B.S. in Civil Engineering from Bucknell University.Dr. Justin J. Henriques, James Madison UniversityDr. Kyle G. Gipson, James Madison University Dr. Kyle Gipson is an Assistant Professor at James Madison University (United States) in

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Michael Chajes P.E., University of Delaware; Lori Pollock, University of Delaware; Kevin R. Guidry; Michael L. Vaughan, University of Delaware; Jeannie S. Stephens, University of Delaware

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First-Year Programs

easing the transition to college and providing structure and support foracademic resource-seeking and planning [1,2]. Lastly, we considered the administrative overheadof the course, both in its original format and following the redesign; and we compared our resultsto anticipated expenditures for a small-section PBL format course.MethodsDescription of Prior Version of the Course Our FYE engineering course, Introduction to Engineering (EGGG101), is a 2-credit, 14week course, with two lecture sections of 325 to 350 students. The course is open to all students,with 98% of enrollees being first-semester freshmen engineering students (all majors), excludingthe recently launched Biomedical Engineering major. Prior to the course revision, a

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Ross Tapia, New Mexico State University; Elizabeth Ann Howard, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

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First-Year Programs

program.Engineering freshman were contacted by navigators throughout the semester to offer support, setup advising appointments, and speak with students who were struggling based on their mid-termgrades.Transition to College LifeAs we all know the transition to college life for many students can be difficult. The leadinstructor taught in a comprehensive and early college high school prior to working at theuniversity. The focus on testing mandated by the public education department has taken timeaway from the curriculum and from opportunities to work on transitional goals. High schoolcounselors and teachers are dealing with additional things, such as their school grade, teacherevaluations, etc. These added tasks take time away from planning and helping

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

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First-Year Programs

practical opportunity tofeel the “temperature” of the classroom in order to decide to either review some conceptsor move forward to another subject. There are many cases in literature about the use ofclickers as an immediate feedback system. The clicker itself is neither a tool to directlyteach concepts, nor it is meant to replace quality lesson preparation and planning. Theclicker is a powerful tool to augment and enhance active learning in classroom, and mostimportantly, it is a mean to provide accurate situational awareness to the instructor.However, implementing this solution is usually expensive, since it costs about US$ 50each one. Kahoot is an online classroom-response system that eliminates the need to givestudents handheld clickers

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette; David A. Evenhouse, Purdue University; Dhinesh Balaji Radhakrishnan, Purdue University; Stephen R. Hoffmann, Purdue University, West Lafayette

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First-Year Programs

instructors and likely designed and maintained by an instructional team1–4. In many ofthese cases, it could be argued that the most significant factors influencing student performancein, and perception of, a large format class come not from the students, nor the instructors, butfrom the curricular decisions of the cross-disciplinary course planning team charged with thedesign of the content, assessment and pedagogy employed within the classroom. Literature concerning methods for high-quality engineering course design is wellestablished, and should form the foundation of any initial course design, or major redesign, in anengineering curriculum. Experts advise that this practice begin with a thorough review of thelearning objectives

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

W. Jackeline Torres, Rice University; Ann Saterbak, Rice University; Margaret E. Beier, Rice University

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First-Year Programs

the role of engineer starters’ early academic experiences,including participation in project-based courses, on retention. Future work will broaden bothpredictors and outcomes. In particular, we plan to assess engineer starters’ attitude toward STEM(e.g., interest, self-concept, self-efficacy) and academic performance and retention. Future workwill include pre-tests and post-tests to control for pre-existing differences in attitude and interestby course enrollment. We will also examine the impact of other early academic experiences onretention, including research experiences and participation in other courses with hands-onlearning components.IntroductionIn order to remain competitive in science, technology, engineering, and mathematics (STEM

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University; Liya Ni, California Baptist University

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First-Year Programs

teachers are already inquiring if we can schedule the presenters for this semester too. To be honest this group is tied 3 ways for favorite & best presentation.  They were great!  All the students were very professional and caring.  I am glad to bring students to external venue in this case C4TK@LA hackathon. I got positive feedback from the event organizer that it would have been not possible without our students help.  I wish other college do the same thing to encourage student servicesThe 7 out of 20 responders answered the last question of areas of improvement and all 7responses were ‘none’ for the areas of improvement.Continuous Improvement of the courseWe plan to include more detailed surveys

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph Anthony Gulotta, Rowan University; Nicholas Steven Parisi, Rowan University; Cheryl A. Bodnar, Rowan University

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First-Year Programs

researchquestions for this platform, the platform activity (or quest) design, the implementation plan, theassessment plan, and summary.Research QuestionsThe freshman engineering course that was selected for implementation of the gamificationplatform covers a wide range of multidisciplinary topics that are prevalent within all engineeringdisciplines. The overarching topics include professionalism, engineering mathematics,communication, efficiency, ethics, and project-based tasks. Gamification of the homeworkwithin this course serves multiple goals. The progression through the gamification platformshould allow the students to feel freedom of choice and control over their learning providing fora personalized learning environment where students can learn at

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, NYU Tandon School of Engineering; Yona Jean-Pierre, NYU Tandon School of Engineering

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First-Year Programs

equipment. We encouraged use of the videobefore, during, and after the lab. The content in the video added to content currently used in thecourse, and it was intended to replace some of the one on one interaction with instructors onbasic concepts. More videos will be developed in the future and the method of quizzing studentson the material is being developed.Analysis of ResultsThe video implemented in this course and the future videos that are planned are intended toprovide a visual connection between concepts and the physical world. It is anticipated that theflipped classroom resources will improve students’ understanding of the material, facilitate peerdiscussion, and allow for faster engagement in the hand-on components of the course. With

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

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First-Year Programs

selecting the project were: 1) it must be a design project and 2) it required technicalcompetencies at the level of freshman. Students were very innovative in identifying potentialproject topics but also experienced the challenges in team dynamics more so in this project thanthe first project. The reason for this is that Project I expected students to collaborate and performtasks, which were well defined. In Project II students had to evaluate different ideas, identify oneidea to pursue, and define a project plan for the remaining of the semester. The success of thesecond project was based on having a functional team which proved challenging for some.During the second project, in-class lectures focused on developing project need statements

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Helm, Arizona State University; Tami Coronella, Arizona State University

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First-Year Programs

to the freshmen who received 2 or more ASRs. This email wasunique in that it reiterated support resources outlined by the dean’s office and it also reinforcedthe fact that the academic advisor is a valuable resource to help guide the student further. This isan example of an intrusive, but prescriptive advising approach.At the end of the fall term, advisors implemented an additional intrusive advising intervention.At the conclusion of the fall term, all freshman on probation were required to complete aProbation Success Plan (see Appendix B) and meet with an academic advisor to discuss the plan.An advising hold was placed on the student’s record. The hold limits the student fromprocessing any academic transactions until the hold is removed

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bruce W. Char, Drexel University; Isuru Daulagala, Drexel University; Nagarajan Kandasamy, Drexel University; Thomas T. Hewett, Drexel University

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First-Year Programs

on assessing the performance of the software which can be useful in fine-tuning thesoftware and guiding the project towards its intended goals and relatively final form beforelooking at its impact on the students. In other words, are there unanticipated factors associatedwith the software or conduct of the course that necessitate a re-design of the plans, that wouldinterfere with reaching the intended final goal or that might require setting one or more newgoals? Summative evaluation however, is focused on the processes of judging or assessing theimpact of the new software on student performance. In other words, is the new structure, tool,etc. more successful or beneficial than the previously implemented alternative in achieving thegoals of

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska - Lincoln; Stuart Bernstein, University of Nebraska - Lincoln; Brett Meyer, University of Nebraska - Lincoln

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First-Year Programs

strategy which included elements of course design, organizational recommendationsbased on the literature, a plan to address instructional challenges, and a set of technology toolswhich would support the plan with the instructor’s approval.4.2 Post-Blended Course Structure. The result of the redesign was a blended course withthoughtful integration of online asynchronous and face-to-face active learning experiences. Thelearning management system Blackboard was used to host content and organize the delivery ofmaterial. This section describes the course navigation, in-class active learning activities, andonline assignments. 4.2.a Learning Management System Course navigation: The course navigation wasdivided into three main areas: Orientation

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

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First-Year Programs

threetheme areas into an integrated design experience. From left to right, we see that the learningobjectives include students being able to evaluate and interpret design, conceptualize andprototype them, as well as communicate these experiences in diverse ways, in addition to others.This visualization of cornerstone allows the program instructors to organize learning objectivestogether, which can help in planning, teaching, and assessment purposes.Project-based cornerstone has, as one of its challenges, the ability to have incongruent learningof course content due to the nature of problem solving. By highlighting that engineeringproblem solving brings together groups of competencies in a networked fashion rather than in alinear fashion, we can help

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wendi M. Kappers, Embry-Riddle Aeronautical University - Daytona Beach

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First-Year Programs

industry mentorship planning used to increase enrollments of woman and minorities with declared majors in the areas of Computer Sci- ence (CS), Engineering (E), Mathematics (M), and Science (S). Currently, Dr. Kappers is the Program Chair/Assistant Professor of the M.S. in Information Security & Assurance (MISA) within Embry-Riddle Aeronautical University’s (ERAU) College of Business, Worldwide Campus, and teaches within the Col- lege of Engineering for the Daytona Beach Campus of ERAU. Teaching responsibilities include: RSCH 202 – Introduction to Research, CS120 – Introduction to Computing in Aviation, and MISA Program Curriculum as needed. Both positions allow her to stay focused upon real-life educational and

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee - Knoxville

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First-Year Programs

each week. Feedback was provided each week onthe journal assignments. At the end of the semester, the students were asked to write a 7-8 pagefinal reflection titled “Design Your Process For Becoming a World Class Engineering Student.”The Design Your Process project is a nationally implemented project that asks students toprovide a plan for how they will be successful in the rest of their academic engineering career.Students are asked to synthesize all they have learned in their academic success course, choosethe skills that they believe are most relevant to their success, and make a specific plan they willfollow to reach their goal of graduating with an engineering degree. In order to recruit students to participate in FYS 101-eng, the

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ma Zenia N. Agustin, Southern Illinois University - Edwardsville; Marcus Agustin, Southern Illinois University - Edwardsville; George Pelekanos, Southern Illinois University; Cem Karacal, Southern Illinois University - Edwardsville

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First-Year Programs

with opportunities to practiceindependent thinking and clear articulation of ideas. This is the time when students areencouraged to think through problems deeply, discuss possible approaches with their group, andtake risks with various problem-solving strategies.Calculus I and II courses meet for 80-minute lectures with the instructor on Mondays,Wednesdays, and Fridays. During the Fall 2013 Calculus I and Spring 2014 Calculus II courses,the sessions were held right after the lectures on Mondays and Wednesdays. However,construction on several campus buildings planned for the academic year 2014-2015 made theavailability of classrooms for long periods of time and outside of the normal schedule griddifficult. Thus, the ES were moved to Tuesdays

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California - Irvine; Robert M. Cassidy, University of California - Irvine; J Michael McCarthy, University of California - Irvine; John C. LaRue, University of California - Irvine; Gregory N. Washington, University of California - Irvine

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First-Year Programs

requirements, were formulated. Competitions were planned atthe end of each quarter with the goals of having the shortest time for the quadcopter to traversethrough a set course in the Fall quarter and the shortest time for delivering two objects based oncolor and distance recognition in the Winter quarter. We are in the process of developingadditional discipline focused projects to be implemented during the second quarter due tosuggestions from faculty to diversify projects to be more major specific.Course ImplementationSince the course was not required, first-year students were informed and recruited throughpresentations during summer orientations and were enrolled on a self-selecting basis. Studentenrollment increased dramatically since the initial

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Huihui Qi, Grand Valley State University; Hugh Jack, Western Carolina University

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First-Year Programs

out.IntroductionEngineering freshmen at Grand Valley State University participate in a two courses sequencedesigned to explore the basic skills of electrical, computer, mechanical, and manufacturingengineering. The courses are EGR 106 - Engineering Design I and EGR 107 - EngineeringDesign II. The courses introduce computer aided design (CAD), computer aided manufacturing(CAM), microcontroller programming, and electrical interfacing. The lectures and laboratoriesare interwoven so that students may use the knowledge to design and build robots in the firstcourse, and create more complicated work in the second course. This paper describes the robotproject used in the first course of the sequence, EGR 106.A course plan for one winter 2015 lecture section is provided in

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

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First-Year Programs