Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew Whiteacre, Texas A&M University; Jeffrey M. Otey, Texas A&M University

Tagged Divisions

First-Year Programs

hours in duration and met twice Page 22.1554.2each week for 14 weeks. This project spanned approximately eight class periods during an eight-week period.Initially, the teams were provided the Magnastix, a bag containing magnetic rods and steelspheres and were instructed to create a structure or bridge to span a 4.25 inch gap across twotextbooks. No further instruction was given. The student designs were diverse as can be seen inFigure 1. Designs varied from trusses, to walkways, to fairly random arrangements. Figure 1. Examples of structures without previous instruction.Once the teams built their original bridges, they were

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; David Wheatley

Tagged Divisions

First-Year Programs

well as the impact on class interest, enthusiasm, andstudent perceptions.1. IntroductionAll incoming students to the J.B. Speed School of Engineering are required to take theIntroduction to Engineering course. The goals of the course are to introduce the new students tocollege campus life and resources, make the students aware of the different disciplines ofengineering that might interest them, give them a feel for what engineers do, and introduce themto engineering software that they might use in school or profession to solve technical problems.Case Studies are used in the Introduction to Engineering course as a way for the incoming Page

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacqueline Q. Hodge, Texas A&M University; Margaret Hobson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Magdalini Z Lagoudas, Texas A&M University; Jefferey E. Froyd, Texas A&M University; Natela Ostrovskaya, Texas A&M University; Tatiana Erukhimova, Texas A&M University, Department of Physics and Astronomy; Cesar O. Malave, Texas A&M University; William H Bassichis, Texas A&M University

Tagged Divisions

First-Year Programs

) and Engineering Study Skills (ENGR 289-202). Page 22.1561.5The LEEP CoursesLEEP Engineering Mathematics Course. The LEEP math course objectives were to 1) reinforce,broaden and extend mathematical knowledge/skills; 2) prepare for Engineering Mathematics(Math 151) and Physics (PHYS 218) courses; 3) develop/improve problem-solvingabilities/skills through experience in a design project; and 4) recognize the importance ofmathematics to engineering. Topics included fundamental concepts in algebra (exponents andradicals, algebraic and rational expressions, equations and inequalities, systems of equations) andplanar geometry, elementary functions

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Danny King, Indiana University Purdue University, Indianapolis; Laura Masterson, Indiana University Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

numerous benefits received from enrollment in a LC. Most notably,they report the following 5: 1. Making connections with other students, peer mentors, faculty, and advisors, 2. Academic advising (e.g., knowledgeable, available when needed assistance), 3. Experiencing environment that promotes and respects diversity, 4. Becoming familiar with campus and academic support resources, 5. Deciding on a major or future career, 6. Adjusting to college. The Summer Bridge (SB) program is a specific type of LC intended to bridge the gapbetween high school and college. The intensive 2 week SB program, developed as an additionalsupport for incoming, first year students, provides a high-impact, high-touch experience tostudents in a major

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Itasca Community College; Gordy Savela, Itasca Community College; Mason A. Hansen, Itasca Community College; Julie Kennedy, P.E., Itasca Community College

Tagged Divisions

First-Year Programs

Education, 2011 The Itasca CC Engineering Learning CommunityAbstractThe engineering program at Itasca Community College in northern Minnesota has developed asuccessful and unique learning community model for engineering education. The model ishighly effective in attracting a wide variety of students into the field of engineering. It hasproven successful in developing the student’s ability to complete a four-year engineering degreeand enter the workforce in a timely fashion. The success of the model is based on acomprehensive learning community approach that is defined by 1) strong K-12 relationships, 2)two-year “across the curriculum” engineering and professional development (EPD) coursesequence, 3) active faculty and student life

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ghada Salama, Ph.D., Texas A&M University, Qatar; Beena Ahmed, Texas A&M University at Qatar

Tagged Divisions

First-Year Programs

Page 22.1627.2“inside story” of the collaborative work performed by our students.2. IntroductionThere is no doubt that we all agree on the importance of team work in any career especiallyengineering. No problem can be solved with the skills and knowledge of just one engineer.Solving the world problems requires the collaboration of people with various expertise andbackgrounds (1). An effective team member means a person that has effective communicationskills, proper decision making and conflict management capabilities and sometimes an extrabonus is to have would be leadership abilities. Teamwork might not usually come naturally to everybody; it’s a skill that usually needs to bedeveloped and practiced before one can apply it effectively. At our

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

First-Year Programs

entities that address aparticular situation and for which there is no one correct answer. Students are encouraged toengage evaluative and synthetic reasoning skills in addition to the more traditional analyticalskills that are developed in a mathematics course for engineering students. Thus MEAs provide anatural means for incorporating engineering activities. MEAs can also provide a way to organizethe assessments, learning activities, and topics in an engineering approach to calculuspreparation.As shown in Table 1, Moore and Diefes-Dux11 have proposed a systematic framework for thedevelopment of MEAs: Page 22.1174.4 Table 1. Six

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elora Candace Voyles, Southern Illinois University, Carbondale; Rhonda K. Kowalchuk, Southern Illinois University, Carbondale; John W. Nicklow, Southern Illinois University, Carbondale; Robert Ricks

Tagged Divisions

First-Year Programs

aseries of academic and non-academic programs targeting first- and second-year retention rates.Historically the first two years have had the lowest retention rates in the COE. These programsinclude: (1) an innovative Introduction to Engineering (ENGR 101) course; (2) engineeringstudent designated (ESD) sections for core university and math courses; (3) a six-week SummerBridge Program for at-risk students; (4) new developmental mathematics courses forunderprepared students (ENGR 111A and ENGR 111B); (5) an Engineering Residential Collegethat forms the foundation of a new living-learning community; (6) a multi-tiered studentmentoring program that includes faculty mentoring and practicing-engineer (industry)mentoring; (7) peer tutoring; and (8

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

population. Research at our institution from 1994 through 2009 on freshmen engineering cohortsindicate that the initial math course placement correlates highly with the likelihood of beingretained in engineering 1. Those students who started with Calculus 1 (Math 241) orComprehensive Pre-calculus (Math 141) graduated at a rate twice as high as those who startedwith Pre-calculus 1 (Math 113). Alternatively, the cohorts that started in basic math (MATH106) take an average of over seven years to graduate. Calculus I is the first mathematics coursethat counts towards an engineering degree in many colleges and university STEM programs.Many schools are facing increasing enrollments from students such as these. Studies such asHow People Learn2

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University

Tagged Divisions

First-Year Programs

late 1990’s. The student enrolments for both the U of A andMacEwan for 1995 and 2010 are provided in Table 1. Currently MacEwan students comprisealmost 10% of the second year engineering students at the U of A.Table 1 - Enrolment statistics for MacEwan and University of Alberta: 1995 & 2010Year MacEwan MacEwan % U of A U of A % Engineering Engineering / Engineering Engineering Institution /Institution Enrolment Enrolment ~25,000

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; Susan Donner Bibeau, U.S. Coast Guard; K.L. Burns, U.S. Coast Guard Academy; Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy

Tagged Divisions

First-Year Programs

2009 2010 2011 2012 2013 2014 end of the first semester are separated from the program.Figure 1: Comparison by class year, number of students who Considerable assistance is enter two-year school and students who enter the offered to place the student in four-year school. another program of theirchoice; some chose to continue at the

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University; Beverly K. Jaeger, Northeastern University; Stanley M. Forman, Northeastern University

Tagged Divisions

First-Year Programs

-assessment in most sections of the course. Students weregiven a survey early in the semester (Appendix A) that focused on their perception of engineersin society and familiarity of human service organizations (n=512). The second survey (AppendixB) was given at the end of the course, with similar questions to reveal whether there had beenany shift in attitude (n=436). Here are selected results and discussion:Table 1. Familiarity with the following human services areas, 1=not familiar Æ 5=very familiar Human services Before After Statistically significant? Housing Aid 2.27 2.63 Yes, p

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley, University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

chapters.Patricia A. Tolley, University of North Carolina, CharlotteKimberly Warren, University of North Carolina, Charlotte Dr. Warren is an Assistant Professor of Civil and Environmental Engineering at UNC Charlotte. She con- ducts research in the area of geotechnical engineering with a specific interest in earth retaining structures designed with geosysnthtic (polymeric) materials. She conducts large, full-scale field experients that are highly instrumented to monitor and analyze the behaviors of civil engineering structures. In the past few years, Dr. Warren has also recieved funding to conduct engineering education research with the goals of 1) working in a multi-disciplinary team to increase the retention of engineering

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Colleen A. McDonough, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Renée S. DeGraaf, Lansing Community College; Jon Sticklen, Michigan State University; Sarah J. Stoner, Michigan State University; Mark Urban-Lurain, Michigan State University; Claudia E. Vergara, Michigan State University; Thomas F. Wolff, Michigan State University

Tagged Divisions

First-Year Programs

in PAL sessions; and session scheduling,including times and locations.Table 1: Number of students impacted by the PAL program to date. Spring Fall Spring Fall Semester 2009 2009 2010 2010 # of students enrolled in PAL supported 149 1358 1024 1442 courses # of unique PAL participants 95 167 153 215 Page 22.1148.9 # of unique PAL participants as a 63.8% 12.3% 14.9

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Brittany Strachota, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

experiences.IntroductionTraditional engineering curricula are no longer adequate for training modern-day engineers.Today’s engineers are expected to be creative, bold, technically well-versed team players to meettomorrow’s challenges in an increasingly complex and risk-averse global environment.1 Inresponse to these needs, engineering programs have begun a shift toward new curricula andpedagogies that have been demonstrated to be effective in building both technical and non-technical skills crucial to solving authentic problems in real-world environments. One such newcurricular and pedagogical practice is Project-Based Learning (PjBL). In addition to developingboth technical and non-technical skills,2-3 PjBL has been shown to develop meta-cognitiveabilities, as well as

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Theodore Demetrius Caldwell, Michigan State University, Diversity Programs Office, College of Engineering; Kyle P. Foster, Diversity Programs Office, College of Engineering, Michigan State University; Tonisha Brandy Lane, Michigan State University; Rickey Alfred Caldwell Jr, Michigan State University; Claudia Elena Vergara, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

First-Year Programs

and Recruitment Coordinator (2006-2007) Diversity Programs Office, College of Engineering at Michigan State University Publications None NSF Grant Serving as Program Manager for MSU on National Science Foundation NSF 03-520; Michigan Louis Stokes Alliance for Minority Participation (MI-LSAMP); under the direction of Mary Sue Coleman, Ralph Kummler, Levi Thompson, Edmond Tsang and Thomas Wolf. This award is effective September 1, 2005 and expires September 1, 2010. Will continue in the same capacity for Phase 2 of this grant effective September 1, 2010-September 1, 2015 Other Affiliations National Association of Multicultural Engineering Program Advocates (NAMEPA) Re- gion C Chair, February 2010-present 2009

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie J. Parish, Texas A&M University; Kristi J. Shryock, Texas A&M University; Dimitris C. Lagoudas, Texas A&M University

Tagged Divisions

First-Year Programs

discussed, as well as aresearch plan for analyzing the effectiveness of the course adjustments.IntroductionThe problem of retaining students is pervasive throughout all of the engineering disciplines.1, 2Within the aerospace community, the impact of an aging workforce is a cause for alarm withrespect to both the national economy and national security.3 Several U.S. governmentcommission reports have investigated the problem, one observing4, 5:The industry is confronted with a graying workforce in science, engineering and manufacturing,with an estimated 26 percent available for retirement within the next five years… Clearly, thereis a major workforce crisis in the aerospace industry. Our nation has lost over 600,000 scientificand technical aerospace

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Barbara Elizabeth Carruthers, The Ohio State University; Paul Alan Clingan, The Ohio State University - EEIC

Tagged Divisions

First-Year Programs

Page 22.1592.1 c American Society for Engineering Education, 2011 Use of FLUENT Software in a First-Year Engineering Microfluidic Design Course Carruthers, B.E. and Clingan, P.A.AbstractCurrently, the integration of computational fluid dynamics (CFD) software is typically only seenin higher level courses at the undergraduate level (1) (2) (3). In this case, students are equipped withthe basics of fluid dynamics from their core classes, which allows them to focus on theimplementation of such problems and the rote mechanics of operating in the CFD environment(4) . This approach, while helpful in preparing students for industry, robs them of a

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew A. Carr, U.S. Naval Academy

Tagged Divisions

First-Year Programs

, humanities and social science. This common coreprogram feeds to any of the Academy’s 22 academic majors. Midshipmen select their choice ofmajors in the spring of their freshman year and then commence courses in their major program inthe fall semester of their sophomore year.course designThe overall 75-hour course time budget is summarized in the table below: Topic or Subtopic Hours 1 Course Orientation and Administration 2 2 Engineering Drawing – Hand Sketching and SolidWorks 1 8 3 Intro to Thermal Fluids w/ Lab 5 4 Intro to Mechanics w/ Lab 5

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland; Lawrence J. Carter, University of Auckland

Tagged Divisions

First-Year Programs

the largest ever reported foreducational interventions”8.The learning improvements delivered by formative assessment persist even when studentsrather than the instructor carry out the assessment. In fact, in some situations considerablegains can be made by replacing instructor assessment with peer assessment. Gibbs9 describesa compulsory second-year engineering course where the format was two lectures and onetutorial a week. At the tutorial students worked on problem sheets which were marked bylecturers and handed back each week. The average exam mark (Table 1) was 55%. Numbersincreased and the lecturers no longer had time to mark the problems. The average exam markwent down to 45%. In an effort to restore standards, peer assessment was

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L Newberry, Oklahoma Christian University; Cory R. Davis, Oklahoma Christian University; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

rewritten to integrate the LEGO Mindstorms® NXT robotics kitaddresses trigonometry. This modified assignment requires students to navigate a maze ofknown configuration using the autonomous robot shown in Figure 1. This robot, equipped withtreads, effectively rotates about a point allowing precise turns. This ability is critical if thestudents are to effectively use trigonometry to compute a path through the maze that will miss allobstacles.The students begin by first calibrating both the linear and rotational motion of the robot. Thiscalibration process, implemented using the LEGO MINDSTORMS® NXT-G programminglanguage, is accomplished by systematically determining the duration the motors must beactivated to move a specific distance and to turn a

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University; Gary LeRoy Hunt, Boise State University; Joe Guarino, Boise State University; Doug Bullock, Boise State University; Susan Shadle, Boise State University; Cheryl B. Schrader, Boise State University

Tagged Divisions

First-Year Programs

, technology, engineering and mathematics (STEM) retention efforts at Boise State. She functions on campus as both the project coordinator for a $1 million grant from the Na- tional Science Foundation and the Idaho Science Talent Expansion Program (STEP), and as the first ever campus coordinator for STEM retention. Garzolini has a long term professional interest in increasing the participation and success of students in STEM fields. Throughout her career, she has provided extensive professional leadership and service to the Society of Women Engineers at the national level, and in 2007 was national society president. Garzolini has a bachelor’s degree in chemical engineering from Wayne State University and an MBA from UC

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University; David E. Hall, Louisiana Tech University

Tagged Divisions

First-Year Programs

) students at Portland State University bought a copy of the Arduino Inventor’s Kit thatincludes an Arduino and a variety of electrical components and sensors sufficient for much of thecurriculum described in this paper 24. Figure 1 shows the 2009 version of the Arduino called theDuemilanove (“2009” in Italian). Features identified in the Figure 1 are described in Table 1. The Arduino platform has excellent technical performance, especially considering its lowcost. The A/D components can read up to 7 channels of data at speeds sufficient for a broadrange of applications. It has 14 channels for digital input or output, which enables control oflogic (on/off) signals. Five of the digital output channels can be configured for pulse-widthmodulation

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Amithraj Amavasai; Jyothsna Kavuturu

Tagged Divisions

Graduate Studies, Minorities in Engineering

conceptswere correct but incorrect calculations in one step resulted in a failing grade. By breaking aproblem into steps and concepts and rewarding success at each step, students were encouraged tocomplete a problem and ask for help if they did not remember an abstract concept or equation.This paper describes a method for rewarding students for levels of knowledge during the finalexamination of a transportation engineering course.Kolb’s learning style theory 1 identifies four types of learning styles: (1) Concrete Experience(feeling), (2) Active experimentation (doing), (3) Reflective Observation (watching), and (4)Abstract Conceptualization (thinking). While every student has some component of each of thesefour learning styles, there is usually one

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joy L. Colwell, Purdue University, Calumet; Jana Whittington, Purdue University, Calumet; Carl F. Jenks, Purdue University, Calumet

Tagged Divisions

Graduate Studies, Minorities in Engineering

related issue of rigor can influence Page 22.1714.2student writing at the graduate level.Technical Writing versus Scholarly WritingGenerally, engineering and technology undergraduates come to graduate education withexperience primarily in technical writing skills. Although not everyone will agree with thisdefinition, technical writing has been described as a marriage of the task of effectivecommunication with the task of technical communication.1 The mechanics of writing (i.e.,format, structure, grammar and syntax), and the technical substance (i.e., analysis andinterpretation) are both important, so that the results of scientific inquiry are

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Daniel P. Bumblauskas, University of Missouri, Columbia; Alexandra Emelina Coso, Georgia Institute of Technology; Ana T. Torres-Ayala, University of South Florida

Tagged Divisions

Graduate Studies, Student

industry related toengineering education or as faculty members, it is the responsibility of these individuals to helpdefine the future direction of the field.It is reassuring to see that as the field has grown, so to have the number of students participatingin engineering education research, reform, and practice. A clear indicator of increased studentinterest has been the steadily growing student membership of the American Society forEngineering Education (ASEE). According to the June 2010 report to the ASEE Board ofDirectors, student membership in ASEE has risen by 32.6% in five years, surpassing the numberof life members (Table 1).1 According to Dwight Wardell, ASEE Membership Department Head,the student membership continues to surpass life

Conference Session

Panel on Innovative Graduate Education Concepts: Organized by the National Institute of Aerospace

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; F. Barry Lawrence, Texas A&M University

Tagged Divisions

Graduate Studies

are also presented in the paper.The remainder of the paper is organized as follows. In section II, we present a brief discussion onthe different learning approaches that are out there in practice. Section III describes theandragogical model for adult learning. In section IV, we present our proposed framework forproject based learning including objectives, design, and grading policy of the course. Section Vpresents the student learning survey. Benefits of a residency class are discussed in Section VI.Finally, section VII summarizes the paper with some concluding remarks. II. Topic-based learning, problem-based learning, and project-based learningYousuf et al.1 define topic based learning as the mode of instructional delivery and

Conference Session

Graduate Studies Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Timothy Paul Tallon, University of Pittsburgh; Dan Budny, University of Pittsburgh

Tagged Divisions

Graduate Studies

communicateeffectively‖[11].What engineers need to experience and know, in addition to ―hard‖ knowledge, is ―process-oriented skills and awareness-oriented skills‖ [1]. Process-oriented skills include―communication, teamwork, and the ability to recognize and resolve ethical dilemmas‖ [1].These skills are powerful when combined with awareness skills involving ―understanding theimpact of global and social factors, knowledge of contemporary issues, and the ability to dolifelong learning‖ [1]. But what are the most effective ways of incorporating process andawareness-oriented practices into engineering curricula already crowded with necessary science,math, and disciplinary courses? How can engineering schools, which must ensure that theirstudents graduate with

Conference Session

General Topics in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; John A. Nychka, University of Alberta; Roger Graves, University of Alberta

Tagged Divisions

Graduate Studies

everyone to contribute their own best ideas and practices. Recommendedbackground reading 1,2. 1. Review current research on how students learn to write: Roger Graves - Director, Writing across the curriculum, who has assisted with the design and teaching of several writing courses for graduate students in other faculties on campus, and is available as a resource to all instructors for undergraduate teaching. 2. Teaching exercises for research groups and graduate students: Several exercises are proposed for group meetings where students learn how to take apart a journal paper and put it back together to uncover the argument structure and logic which lie beneath the surface. 3. Constructing a compelling

Conference Session

Panel on Innovative Graduate Education Concepts: Organized by the National Institute of Aerospace

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark Shaurette, Purdue University; Joe Orczyk, Purdue University

Tagged Divisions

Graduate Studies

of study has proved to be challenging for the students. Only 30% of the students havefinished in five semesters. Just over half (53.3%) of the students have finished within sixsemesters. All of the students have finished the coursework within the five semesters. In everycase it has been the uncompleted directed project that has kept the students from graduating ontime. Another negative trend is that once the students complete their coursework and take a breakfrom the directed project, they have a difficult time restarting the directed project. See Table 1which shows the Completion of Directed Project statistics for the students who have finishedtheir coursework. Table 1 - Completion of the Directed Project Program