Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Kristin Wilhelm, University of Virginia; Benjamin Kidd, University of Virginia; P. Paxton Marshall, University of Virginia

Tagged Divisions

First-Year Programs

2006-1362: THE SHOW MUST GO ON - REFLECTIONS ON THE PURSUIT OFENGINEERING THROUGH INTER-DISCIPLINARY DESIGN CHALLENGESBenjamin Kidd, University of Virginia Benjamin holds a B.S. in Electrical Engineering, also from the University of Virginia. His current research involves a project called "ecoMOD", a collaborative effort between the University's Engineering and Architecture schools to design and build energy efficient affordable housing. Benjamin is also the recipient of the 2004-2005 Outstanding GTA Award for the Electrical Engineering Department, and a recipient of the All-University Teaching Assistant Award. His interests include Amateur Radio (Call sign KG4EIF), stage lighting, pyrotechnics

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Laura Girardeau, Washington State University; Jennifer Beller, Washington State University; Greg Crouch, Washington State University

Tagged Divisions

First-Year Programs

2006-1278: USING REFLECTIVE ESSAYS AS PART OF A MIXED METHODAPPROACH FOR EVALUATING A FRESHMAN LIVING-LEARNINGCOMMUNITY FOR ENGINEERING AND SCIENCE STUDENTSJennifer Light, University of Washington Jennifer Light is a 2005 Ph.D. graduate in Engineering Education from Washington State University and was recently awarded a National Academy of Engineering post doctoral appointment with the University of Washington Center for Engineering Education. She is the author of several publications on engineering learning communities and assessment.Laura Girardeau, Washington State University Laura Girardeau, M.S., is a Learning Designer at Washington State University’s Center for Teaching, Learning, and

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Lorelle Meadows, University of Michigan; Samantha Jarema, University of Michigan

Tagged Divisions

First-Year Programs

was to explore the impact that service-learning might have on students’ learning, including their level of engagement and motivation, ina required first year course.One method for assessing student learning is an anonymous instructor evaluation questionnaire;at the University of Michigan, such a questionnaire is required for all courses at the end of thesemester The Likert-scale questions are divided into two categories. The first four questionsaddress students’ perceptions of the quality of the course and instructor, the extent to which they“learned” in the course, and their desire to enroll in the course. The second set of questions isdirected at the specific teaching outcomes for the course. These reflect outcomes centered ontechnical

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Dwight Tolliver, University of Tennessee; Lauren Hines, University of Tennessee; J. Roger Parsons, University of Tennessee-Knoxville

Tagged Divisions

First-Year Programs

group processing. Team time isstructured so that students have time to reflect on group dynamics and interpersonalfactors that influence successful project completion. This focus helps reinforce the teamtime and develop and solidify skills in working with technical teams.This study was designed to explore the ways in which students perceive team experiencesand the impact of these experiences on attitudes toward teamwork and its relevance toengineering. It is not unusual for students to express uncertainty about working on teamsor to question the necessity of group projects. It is widely recognized that the skillsgained from working on teams are important for engineers to possess. Therefore, it isessential that students not only gain these

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Susan Freeman, Northeastern University; Beverly Jaeger, Northeastern University; Richard Whalen, Beverly Jaeger and Richard Whalen are members of Northeastern University's

Tagged Divisions

First-Year Programs

design process represented by Voland18: NeedsAssessment, Problem Formulation, Abstraction and Synthesis, Analysis, Implementation, andReflection. Along with a design-to-construction project, which is a key component in the course,the students are continuously required to apply the process, innovate, and take advantage ofopportunities to reflect on what was learned. This keeps the students involved at every step, andthe instructor is rarely lecturing to a sleepy, inert group. This certainly is a desirable outcome.The students, who often work in teams, appear enthusiastic about their numerous projects andactivities. Through continuous involvement, the engineering design process becomes integral tothe students’ thinking, and they subsequently are

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

David Kazmer, University of Massachusetts-Lowell; John Duffy, University of Massachusetts-Lowell; Beverly Perna, Tsongas Industrial History Center

Tagged Divisions

First-Year Programs

impact on student motivation and success.2. IntroductionEngineering education seems to have come under increased criticism lately, with manycompanies and students arguing that engineering curricula are too abstract and disconnected [1,2]. It is interesting to reflect upon similar concerns of Henderson [3] and Grinter [4] dating backto 1983 and even 1955. These studies consistently indicate that engineering education shouldhave the following properties: 1. Relevance to the lives and careers of students, preparing them for a broad range of careers, as well as for lifelong learning involving both formal programs and hands-on experience; 2. Attractiveness so that the excitement and intellectual content of engineering will

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Neeraj Buch, Michigan State University

Tagged Divisions

First-Year Programs

areas. The number of students enrolling from the natural sciences has been growing overthe last five years.Currently, the enrollment for CSE 131 is approximately 250 students for both autumn and springsemesters, and approximately 30 students for summer semester. Class enrollment has beendeclining over the last five years, which is a reflection of generally declining engineeringenrollments both at MSU and on a national basis. Enrollment hit a high point of approximately400 students per term in 2001.CSE 131 is a lecture/lab course. Students meet in lecture once per week in an 80-minute session,and in two lab meetings per week both for 80-minute sessions. Students enroll in one of twolecture sections of approximately 125 students each, and in one

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Odis Griffin, Virginia Tech

Tagged Divisions

First-Year Programs

adopted use of the eInstruction radio frequency response pads (clickerdevices). A number of survey tools have been implemented to record students’ experiences.Most of the new activities reflect the implementation of an NSF department level reform (DLR)project focused on a spiral curriculum approach.BackgroundAt Virginia Tech, all freshman engineering students enter as General Engineering (GE) studentsand are transferred to a degree-granting department when they have successfully completed arequired set of courses. The GE program is conducted by the faculty in the Department ofEngineering Education (EngE). The EngE faculty are also developing an active research programin the area of engineering education in collaboration with faculty members from

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Susanne Wolf, Technische Universitaet Darmstadt; Manfred Hampe, Technische Universitaet Darmstadt

Tagged Divisions

First-Year Programs

support facilities are offered to the student teams:1. A support team, consisting of an engineering assistant and a coach (a student with psychological training) is assigned to each student team. The assistant supports the students with technical aspects concerning the given problem. The coach assists the use, acquisition and development of teamwork ability. They also alternately supervise the team, give feedback and guide members of the team to reflect their teamwork. For example the assistant gives them feedback on how they are proceeding methodologically, Page 11.701.5 the coach supplements this by talking about the teamwork techniques

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Ari Epstein, Massachusetts Institute of Technology; Alberta Lipson, Massachusetts Institute of Technology; Rafael Bras, Massachusetts Institute of Technology; Kip Hodges, Massachusetts Institute of Technology

Tagged Divisions

First-Year Programs

the auspices of the Department of Earth, Atmospheric andPlanetary Sciences. The subject is also known as “Mission 20xx,” in which the “xx” changesevery year to reflect the year in which the students are expected to graduate. (So, for example,this year’s class was called “Mission 2009.”) This class has been taught since the fall of 2000,before Terrascope existed; in fact, it was the success of this class that led to the creation ofTerrascope, which was initially conceived as a way of broadening and deepening the experienceof students who had taken Mission. Unlike other aspects of Terrascope, the subject is open to all Page 11.1245.3MIT freshmen

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

Helen Burn, University of Michigan; James Holloway, University of Michigan

Tagged Divisions

First-Year Programs

Page 11.1450.4important when they view them as connected to their sense of self. For example, engineeringstudents will believe a task is important if engaging in the task reflects on their identity as anengineering major. Gender and racial identity become salient when talking about attainmentvalue because tasks offer opportunities to demonstrate aspects of one's self-conception, such asmasculinity or femininity or connection with cultural heritage.Intrinsic value pertains to the enjoyment a student gains from doing a task and relates to interestand intrinsic motivation. Interest has been shown to be course specific. And although studentsmay not be interested in a course at a global level, an individual course or topic within a coursecan

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Carrie Slater, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech; Jean Kampe, Virginia Tech

Tagged Divisions

First-Year Programs

participating as mentees increased from 126 in 2004 to 384 in2005. In addition, the number of upper level students serving as mentors jumped from 32 in 2004to 79 in 2005.This paper will outline the design and implementation of a large-scale peermentoring program focusing mostly on the freshman programs of AHORA, BEST, GUEST andWEST. Lessons learned throughout implementation will be discussed as well as the firstsemester Grade Point Averages (GPAs) of first-year students participating in the program.This material is based upon work supported by the National Science Foundation under GrantNumber DUE – 0431646. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mukul Shirvaikar, University of Texas-Tyler; Ron Pieper, University of Texas-Tyler; David Beams, University of Texas-Tyler

Tagged Divisions

First-Year Programs

2005 ASEE Annual Conference (Session 3170), June 12-15, Portland, Oregon.13. Steven C. Zemke, Donald F. Elger, “Growing Undergraduate Student Mentoring Skills Using a Reflective Practice Guided by Peer Feedback”, presented at the 2004 ASEE Annual Conference (Session 1430), June 20- 23, 2004, Salt Lake City, Utah.14. R. Morsi, “Girls In Science, Engineering, and Technology (GISET)”, presented at the 2005 ASEE Annual Conference (Session 1793), June 12-15, Portland, Oregon. Page 11.265.10

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mwarumba Mwavita, Oklahoma State University

Tagged Divisions

First-Year Programs

. International students (n = 20) accounted for the remaining 6.8 %.The dependent variable in this study was calculus success. This variable was scaled from 5 to 1.An “A” grade = 5, “B” grade = 4, “C” grade = 3, “D” = 2, “F” = 1. This variable was obtainedfrom the SIS archived data.One of the independent variable examined in this study was academic engagement. Academicengagement is a term often used to describe active involvement, commitment, and attention asopposed to apathy and lack of interest. 10 Researchers of academic engagement identify certainindicators of engagement. For example, Singh, Granville and Dika11 consider doing homework,coming prepared for classes, regular attendance, not skipping classes as a reflection of studentengagement. In

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

Youssef Allam, Ohio State University; David Tomasko, Ohio State University; John Merrill, Ohio State University; Bruce Trott, Ohio State University; Phil Schlosser, Ohio State University; Paul Clingan, Ohio State University

Tagged Divisions

First-Year Programs

very broad multi-disciplinary project that appeals to manyinterests and this is reflected in the nanotechnology teaching modules contributed by a diversegroup of nanotechnology researchers from around campus.Nanotechnology is introduced in related readings and laboratory tours as well as a nominalexperimental component. Pre- and post-tests on nanotechnology concepts helped to gaugeincreases in student knowledge and understanding of fundamental nanotechnology topics. Pre-and post-surveys indicated the effects of the course on student interest and participation inresearch and nanotechnology-related issues at an undergraduate, graduate, or professional level.Efforts to expand the initial pilot implementation into a scaled-up regular course

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Xiafeng Li, Texas A&M University; Arun Srinivasa, Texas A&M University; William Bassichis, Texas A&M University; Jacque Hodge, Texas A&M University; Donald Maxwell, Texas A&M University

Tagged Divisions

First-Year Programs

engineering students, depending on their major. Students whohad elected to major in Aerospace, Biomedical, Civil, Industrial, Mechanical, or NuclearEngineering were assigned to Track A. Students who had elected to major in Computer orElectrical Engineering were assigned to Track B. Students who had elected to major inBiomedical, Chemical, or Petroleum Engineering were assigned to Track C. Content of the twofirst-year engineering courses in each track was modified to reflect the goals of faculty membersin departments associated with each track. However, if students changed majors, courses in anytrack are satisfactory for completion of the first-year engineering courses. For the initial pilot ofthe STEPS first-year curriculum in the 2004-05 academic

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Cindy Foor, University of Oklahoma; Susan Walden, University of Oklahoma; Tyler Combrink, University of Oklahoma; Lindsey McClure, University of Oklahoma; Deborah Trytten, University of Oklahoma

Tagged Divisions

First-Year Programs

have identified peer adviceas more valued by students than advice from formal sources.7 Students are, in some sense, morequalified than formal sources to give advice to undergraduate science, technology, engineering,and mathematics (STEM) students. Many counselors and advisors were not STEM studentsduring their undergraduate program. Faculty, while more often STEM students asundergraduates, are likely to have been elite students, who underestimate the challenges facingthe average student.The advice expressed by our 185 interviewees, most of whom are upper division, derives fromtheir actual lived experiences, reflecting on the challenges they have faced in the context ofsuccessfully negotiating an engineering curriculum. Most perceptions of

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Sven Bilen, Pennsylvania State University; Beverly Jaeger, Northeastern University

Tagged Divisions

First-Year Programs

interactive” … “Encourage more class involvement”Incorporating any of these suggestions will involve additional time outlay from the class, yetwill likely enhance the quality and variety of the OMEs. Professors can make their owndetermination of which adjustments are appropriate according to their own course schedule,class dynamics, and timing.Professors. As educators, a few additional advisory thoughts emerge from the data, feedback,and our reflection on the OME to further improve it as a design course asset. Some furthermodifications may involve the following: (1) Identify the main objectives clearly to thestudents at the beginning of the semester and emphasize supplemental goals for the OME,beyond the details of administration and assignment

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Gene Dixon, East Carolina University; William Howard, East Carolina University; Ric Williams; Keith Williamson, East Carolina University; Geoffrey Dieck, East Carolina University; Steve McLawhorn, East Carolina University

Tagged Divisions

First-Year Programs

taughtduring lectures based on faculty cohort discussion. Figure 4. Two Examples of Robot Designs and Their Solid Models.Recommendations Page 11.1465.12Upon reflection, opportunities for improving future freshman projects are evident from the ECUengineering program robot projects. In addition to logistical considerations (large groups,limited resources), not enough attention was paid to the management of the projects by thestudents. While a course in project management is required later in the curriculum, some basicconcepts – creating a timeline, regular progress reports, etc. – could be effective in helping thestudents plan and execute

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Roth Elliot, Rehabilitation Institute of Chicago; Phillip Jacob, Northwestern University; Stacy Benjamin, Northwestern University; Bruce Ankenman, Northwestern University; James Colgate, Northwestern University

Tagged Divisions

First-Year Programs

11.892.7 Figure 1. The One handed egg CrackerIn another case on the RIC-recreation side, the wheelchair softball project was met withskepticism when it was first offered in winter 2004 . The objective there was to devise away for a wheelchair athlete to stabilize the chair while at bat but allow for instant egressupon hitting the ball. Students devised various prototypes and models, but because teammembers were disperse and rarely available most features were difficult to validate.Upon further reflection, the project was presented in the spring while the sport is inseason and the team members are available for observation and user feedback. So aftertwo years of spring quarter projects the result was a refined and field

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

structure and document how to build it. Handing it off to another group to manufacture and test.EvaluationThere were 39 Science Bound students who attended the First-Year Engineering/Science Day2004. Following the Science Bound students' experience at Purdue, Science Bound students wereasked a series of questions in the form of surveys and open ended questions concerning the First-Year Engineering/Science Day 2004. In addition to first year students normal reflection activitiesincorporated as a part of service-learning, first year students were also interviewed about thisparticular service-learning experience.The results of these questions showed to be overwhelmingly positive for the Science Bound andthe first year students. Based off of the

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

First-Year Programs

classrooms around the country, we expect other studies toreport on the efficacy of using these materials in the classrooms and help instructorsinterested in implementing innovative educational materials choose the appropriatematerials.AcknowledgementsWe thank the Division of Undergraduate Education, National Science Foundation forfunding the case study development and dissemination activities under the grants #9752353, 9950514, 0001454, 0089036 and 0442531. In particular, we thank Dr. RussPimmell, program director, NSF for his valuable feedback and comments. Any opinions,findings, and conclusions or recommendations expressed in this paper are those of theauthors and do not necessarily reflect the views of the National Science Foundation. ,Mrs