Collection

2020 ASEE North Central Section conference

Authors

Jacob Allen Poremski, Geneva College; Christopher Charles Jobes P.E., Geneva College

kinesthetic learners. Whatever mode of learning works best for thesestudents, all students benefit from performing physical experiments that apply the theoreticalmaterial to a physical experiment. The truth in this fact is because “Over 80 percent of collegefaculty use lecture as their primary instructional method. At its core, kinesthetic learning givesstudents the opportunity to move out from behind their desks and to interact with theirsurroundings” [1]. Therefore, even if laboratory experiments are not required by a traditionalclass curriculum, incorporating them is beneficial for illustrating a concept. An additionalbenefit is that engineering students may be introduced to the types of load/deflection tests thatthey may deal with in their

Collection

2020 ASEE North Central Section conference

Authors

Kyle Bohmier, Grand Valley State University; Sanjivan Manoharan, Grand Valley State University

generators because of their greatly reduced amount of parasitic drag [1-4].Conventional and non-conventional vortex generators also have other applications that they are used foras well including: noise reduction, increasing lift, and improving heat exchanger performance. It has beenshown in various studies that they are capable of decreasing noise by up to 2 decibels and increasing liftby 14%; however, because these are not the main area of interest for this research project, they will not bediscussed any further during this study.Micro vortex generators come in a variety of sizes and geometries. Seven common geometries and twocommon orientations are shown in Figure 1; however, this is by no means an exhaustive list

Collection

2020 ASEE North Central Section conference

Authors

Xinyu Zhang, West Virginia University; Liangcheng Yang, Illinois State University

, student employment, academic performance, threshold working hours,college student1. IntroductionA high percentage of undergraduates are taking jobs during their studies. According to theNational Center for Education Statistics, 43% of the U.S. full-time undergraduates wereemployed and 78% of part-time undergraduates were employed in 2015 [1]. These two numberswere slightly higher in 2005, which were 50% and 86%, respectively. The percentages of full-time undergraduates who were employed less than 10 hours per week, 10 to 19 hours per week,20 to 34 hours per week, and 35 hours or more per week were 7, 8, 17, and 10 percent,respectively in 2015; while the percentages of part-time undergraduates who were employed lessthan 10 hours per week, 10 to 19

Collection

2020 ASEE North Central Section conference

Authors

Ron Averill, Michigan State University; Geoffrey Recktenwald, Michigan State University; Sara Roccabianca, Michigan State University; Ricardo Mejia-Alvarez, Michigan State University

components of SMART Assessment along with the naturalrelationships among these components. The components of SMART Assessment worksynergistically, and adopting them in isolation is not recommended. For each component, wediscuss the best practices and the importance of a holistic approach to achieve a successfulimplementation.IntroductionThe SMART (Supported Mastery Assessment using Repeated Testing) Assessment course modelaims to reduce or eliminate ineffective study strategies that many students are now using to passSTEM courses [1]. These practices include: 1) copying of homework solutions from onlineresources; and 2) memorization of a small number of problem solutions that can be used tomimic understanding and maximize partial credit on exams

Collection

2020 ASEE North Central Section conference

Authors

Craig J. Gunn, Michigan State University

Collection

2020 ASEE North Central Section conference

Authors

Robert Michael P.E., Gannon University; Davide Piovesan, Gannon University; David Gee, Gannon University

-cost 3-Dprinter as part of the student-led group summer STEM program. The design project is extremelyvaluable in teaching the importance of collaboration with multiple departments, projectorganization and timing as well as tolerancing, manufacturing techniques, fits and producingdetailed engineering drawings. Finally, the design project supported the ABET Student Outcome5 and 7: ability to function effectively on a team and ability to acquire new knowledge1. Theseoutcomes are assessed with an in-class survey and results reported.1. Introduction Project collaboration is an essential part of the engineering education in order to helpstudents develop professional and technical communication skills, leadership skills, and conflictresolution

Collection

2020 ASEE North Central Section conference

Authors

Arjumand Ali, Grand Valley State University; Mahdi Norouzi, Grand Valley State University

make the lectures interesting. The instructor has tried to engage the students inclass by doing some simulations of vibrating systems in Matlab and Simulink. Many papers discusshow Simulink can be used effectively in areas such as dynamic systems, [1],[3],[6] and mechanicalsystems,[2],[9] and [7]. The students seemed to enjoy doing these simulations, but they do not seethe system moving. The instructor decided to use MSC ADAMS, which is a well-knownMultibody Dynamics (MBD) software, in teaching Vibration for the first time in Spring/Summer2019 semester. As mentioned above, Vibration is an elective course, which is taken by seniors intheir last semester, and therefore it is not a prerequisite course for any other course. No othercourses are

Collection

2020 First-Year Engineering Experience

Authors

Alexa L. E. Littman; Adam Joseph Malecki, Gannon University; Elisabeth Patricia McAllister; Masen Andrew Collins; Robert Michael P.E., Gannon University; David Gee, Gannon University

from a previous year’s design, several new features were implementedin an attempt to increase the efficiency of the dehydrator design. Most significantly, for a similarinterior volume the redesigned dehydrator used walls that were 1/2 the thickness –as compared tothe previous design– to enclose the interior space. Thus, along with using less material theoverall weight was reduced by nearly 29%. In the previous design, testing on a sunny 91 °F dayrevealed that the internal air temperature Tint was approximately 5-6 °F below the recommendedminimum temperature for dehydration of fruits and vegetables (i.e., 120 °F ≤ Tint ≤ 140 °F).Under similar test conditions, the internal air temperature for the new design reached 122 °F,exceeding the

Collection

2020 First-Year Engineering Experience

Authors

Benjamin D McPheron, Anderson University; Willis Troy, Anderson University; Caroline Baker, Anderson University

has ABETaccredited majors in Mechanical, Electrical, and Computer Engineering. The first semesterengineering course has undergone several changes since the program’s inception, and has evolvedinto three corequisite courses, accompanied by a 2-hour recitation section.The first semester engineering curriculum consists of a 1-hour lecture course (ENGR 2001), a 2-hour ME lab course (ENGR 2002), and a 2-hour ECE lab course (ENGR 2003). Providing thesetwo lab courses allows students to gain basic understanding of the engineering disciplines offeredby the university and affords them tools for exploration of their practice. While lab courses of thissort are not entirely unique to the Anderson University first semester engineering program, someof the

Collection

2020 First-Year Engineering Experience

Authors

Frank Vahid, University of California, Riverside; Joe Michael Allen, University of California, Riverside

highsuccess. Those features include: (1) synchronous meetings with instructors projectingvideo/audio and students actively participating via a text chat forum (2) strong learningcontent/tools outside class, (3) simple class structure and assigning many small tasks rather thana few large tasks, and (4) strong instructors. The online section's overall grade performance isnow excellent, and the online section's end-of-quarter evaluations are also competitive with in-person, sometimes stronger, and commonly rate the class in the 80th percentile of all classes oncampus. Students often express surprise at how engaging the online class was, with commentslike "I've never been so engaged in a class; I wish more classes were online." The class hasserved as the

Collection

2020 First-Year Engineering Experience

Authors

Danny Luecke; Austin James Allard, Turtle Mountain Community College; Michael Maloy Parker, Cankdeska Cikana Community College; Ann Vallie; Teri Ann Allery; Robert V. Pieri, North Dakota State University; Karl Haefner

Tagged Topics

Diversity

. Previous work in progress addressedportions of these approaches, but here a more complete set of quantitative data is presented alongwith further analysis using the theoretical framework of Tribal Critical Race Theory.Introduction/ContextMath progression rates out of remedial math courses is low. This is a nation-wide concern asdata shows that 80% of students in developmental (used synonymously with remedial) mathcourses do not complete any college-level mathematics course within three years [1]. Thissituation is not conducive to a pre-engineering pathway at a tribal college where a majority ofstudents are placed into these courses. Is there an approach to teaching developmental math thatwill increase the number of students that succeed in

Collection

2020 First-Year Engineering Experience

Authors

Debjani Sarkar, College of Engineering, Michigan State University

Tagged Topics

Diversity

Collection

2020 First-Year Engineering Experience

Authors

Junfei Li P.E., The University of Texas Rio Grande Valley; Jaime Ramos-Salas, The University of Texas Rio Grande Valley; Cara Li, Carnegie Mellon University

active Professional Engineer in the state of Texas. He is a Senior Member of IEEE, and a Member of the ASEE.Cara Li, Carnegie Mellon University Current student majoring in Computer Science American c Society for Engineering Education, 2020 Experience of Teaching Introduction toElectrical Engineering with an Online Platform 1. Introduction Introduction to Electrical Engineering is a required course for the Bachelor of Science degree in Electrical Engineering (BSEE) at our university. Offered to Electrical and Computer Engineering (ECE) students during their freshman year, it provides them with their first exposure to a hands- on learning environment, where they take on

Collection

2020 First-Year Engineering Experience

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel

The Citadel (Charleston, S.C.). He received his Ph.D., M.S., and B.S. degrees in Civil and Environmental Engineering from Arizona State University. His research interests are in Engineering Education and Geotechnical Earthquake Engineering. He previously taught at Bucknell University and Arizona State University. American c Society for Engineering Education, 2020 Exploring Math Self-Efficacy Among First-Year Civil Engineering MajorsIntroductionAcross the country, engineering retention rates are often low (approximately 50%) and highlycorrelated with calculus performance [e.g., 1, 2]. In fact, some authors assert that the biggestfactor contributing to the attrition

Collection

2020 First-Year Engineering Experience

Authors

Elizabeth Kurban, Women in Engineering, University of Maryland College Park; Mary L Bowden, University of Maryland College Park

Tagged Topics

Diversity

tracking the2019 FYSE cohort. 1 Facilitating Pathways to Engineering: First Year Summer Experience “The greatest strength of the FYSE Program is its faith in us as future engineers…” - 2019 participantIntroductionPrevious retention research suggests that summer bridge programs can be especially beneficial inenhancing college readiness and student success for underrepresented student populations(Ackermann, 1990; Gleason et al., 2010; Kallison & Stader, 2012). The First Year SummerExperience (FYSE) program seeks to support first-year women and racial and ethnic minoritizedstudents in their transition to the [SCHOOL OF ENGINEERING] through a three

Collection

2020 First-Year Engineering Experience

Authors

McKayla Kleinschrodt; James Lenn, Wayne State University; Marcis Jansons P.E., Wayne State University; Jeffrey Potoff, Wayne State University

manufacturing process allowing the students to learn transferableskills [1]. Additionally, this course provides an option to incorporate embedded controls, whichcan be a valuable resource for early engineering students [2]. By learning transferable skills,students are offered a greater opportunity for employment. Second, the CAD and 3D printingapproach allows for a higher rate of student engagement because of the increased use of UGTAs[3]. This has proven to make students more likely to meet the learning objectives, whilealso creating an environment that cultivates real-world problem-solving skills [4-5]. While thesebenefits were substantial, new problems arose that needed to be addressed: there was a significantreduction in instruction time due to the

Collection

2020 First-Year Engineering Experience

Authors

Koenraad E Gieskes, State University of New York at Binghamton; Michael Elmore, State University of New York at Binghamton

licensed professional engineer. He also received a B.A in philosophy and a M.Ed. from the University of Vermont. Before becoming an engineer he was a high school mathematics teacher. American c Society for Engineering Education, 2020 Full Paper: First-Year Engineering - Deciding on a MajorAbstractAt SUNY Binghamton, first-year engineering students have a shared year as Watson School ofEngineering and Applied Science majors and do not declare their specific engineering majoruntil later. In order to track interest and assess program impacts, the students are given a surveyin the first week of their fall classes. This survey asks just two questions: 1) What is

Collection

2020 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University; Kyle Raburn

allthree of these sets of content. If the computational-based content has a more direct relation to theengineering profession and later engineering courses, students would be exposed to basicconcepts of future courses and have an early understanding of these relevant engineering topics.This research aims to present data which shows the effects that a computational-based first-yearengineering course can have on student preparation for later engineering courses. This researchis based on four years of data collection regarding how the computational-based spring semesterfirst year course CE 113 (Civil Engineering Analysis) has impacted student performance inPhysics 1, Statics, and Mechanics of Materials. This research also provides an outline for

Collection

2020 First-Year Engineering Experience

Authors

Lisa Lampe, University of Virginia; Blakeley Calhoun

Tagged Topics

Diversity

intake, satellite, and self-containedrelationship with a faculty member. Because academic advising models [7]:demographics of the US undergraduate population “Faculty-Only: All students are assigned to an instructionalhave been and will continue to shift toward a more faculty member for advising. There is no advising office on the campus.diverse population with regards to ethnicity [1], Patton Supplementary: All students are assigned to anand colleagues have implored higher education instructional faculty member for advising. There

Collection

2020 First-Year Engineering Experience

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Chizhong Wang, New Jersey Institute of Technology; Moshe Kam P.E., New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

engineering ethics, the Fundamentals of Engineering Design 101 instructional team at New Jersey Institute of Technology (NJIT) planned the engineering ethics module in three parts – Part 1 - background theory, Part 2 - a mock debate, and Part 3 – student debate presentations to demonstrate their grasp on the topic. Details of all three parts are given in the table below. Table 1. Engineering Ethics Debate Activity Breakdown [1-4]Activity Breakdown Description (No. of Lectures) • Students were introduced to engineering ethics and ethical dilemma often faced by practicing engineers through real life

Collection

2020 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University; Gene McGinnis Jr. P.E., Christian Brothers University

Communicate Effectively to a Range of AudiencesIntroductionAccording to ABET Criterion 3, student outcome (3) states that students must demonstrate “anability to communicate effectively with a range of audiences” [1]. The re-wording of studentoutcome (3) has led to some uncertainty on appropriate mechanisms to assess this ability. In thisresearch, three potential mechanisms to assess the ability of students to communicate effectivelyto a range of audiences are presented. In all assessment mechanisms, each audience member isprovided the same evaluation rubric to assess the student presentations and must include theirarea of expertise with their professional background. Student teams are instructed to structuretheir presentations in such a way that non

Collection

2020 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University

problem to be solved by improving the quality of face-to-faceinteraction between individual students and individual faculty [1]. The Challenges of AcademicAdvising (The Chronical of Higher Education, 2010) discusses that a function of academicadvising is to help students become independently functioning adults who take responsibility fortheir own progress [2]. In this study, a proactive advising method has been implemented to first-year civil engineering students in an introduction to civil engineering course, using face-to-faceadvising practices and spreadsheet technology. Proactive advising involves a variety of intensiveinteractions with students to increase probabilities of success, including the deliberateintervention to enhance student

Collection

2020 First-Year Engineering Experience

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Collection

2020 First-Year Engineering Experience

Authors

Prateek Shekhar, New Jersey Institute of Technology

University of Southern California and B.S. in Electronics and Communication Engineering from India. American c Society for Engineering Education, 2020 GIFTS: Overcoming Student Resistance to Active Learning: First-Year Educator’s Experiences of Transferring Research into PracticeNegative student response or student resistance to active learning is often discouraging forfaculty when implementing active learning in engineering classrooms [1]. Active learning (AL)includes instruction in which students engage in activities during class instead of listening to theinstructor’s lecture. Recently, researchers have systematically examined student resistance as abarrier to adoption

Collection

2020 First-Year Engineering Experience

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Tara Hornor, The Citadel; Kevin C Bower P.E., The Citadel

Tagged Topics

Diversity

Re-Imagining the Early Calculus ExperienceCalculus courses are often barriers to persistence in engineering. Several factors contribute tothe difficulty of calculus courses, including low math self-efficacy. Self-efficacy is one’s ownpersonal judgements about their abilities to achieve specific goals. According to Bandura [1], thereare several sources of self-efficacy: mastery experiences, vicarious experiences, social persuasions,and physiological arousal. We are piloting a cohort-based intervention designed specifically toimprove retention of civil engineering freshmen through math self-efficacy building.We created a new calculus experience for our pilot cohort (Figure 1). During the summer beforetheir freshmen year, students participate

Collection

2020 First-Year Engineering Experience

Authors

Sherif Abdelhamid, Virginia Polytechnic Institute and State University; Mona Aly, Arab Academy for Science,Technology and Maritime Transport; Andrew Katz, Virginia Polytechnic Institute and State University

. Researchers can have access to a web-based interfacewhere they can use the harvested tweets in their studies and get the latest tweets and news feeds.1 Introduction1.1 Background and MotivationEvery day millions of tweets are sent all over the world, carrying large amounts of data onvarious topics. Some of these tweets are related to engineering education in general, andfirst-year engineering students specifically. These tweets can be created by students, universities,governments, policymakers, among others. Tweets may contain information about dailyactivities, important announcements, learning content or resources, discussions on a specifictopic, locations, and much more. Additionally, tweets can show interactions between tweetcreators and other

Collection

2020 First-Year Engineering Experience

Authors

Samuel John, Wayne State University; Cameron Hanson, Wayne State University; James Lenn, Wayne State University; Marcis Jansons P.E., Wayne State University; Jeffrey Potoff, Wayne State University

, engineering design principles were introducedto students through the LEGO® robotics kits. However, in the Fall 2019 semester, a transition wasmade to using Computer Aided Design (CAD) and three-dimensional printing (3D printing). Thisshift was made for several reasons. First, CAD [1, 2] is a more useful skill to have for the jobmarket, since many companies now require it [3]. Second, it gives students first-hand experiencewith manufacturing techniques, with a focus on 3D printing. This gives students insight into themore nuanced parts of manufacturing such as clearances, and capability of manufacturing. Most projects require a motor [4] or have the necessity of control. A great example of thisis the paddle boat project. It requires the team to

Collection

2020 First-Year Engineering Experience

Authors

James Lenn, Wayne State University; Fatmir Menkulasi P.E., Wayne State University; Marcis Jansons P.E., Wayne State University; Jessie Mazin Yousif-Dickow; McKayla Kleinschrodt; Jeffrey Potoff, Wayne State University

Tagged Topics

Diversity

hands-on learning,particularly during the first year, is a highly effective pedagogical approach [1]-[5]. This paperpresents an approach to providing hands-on instruction in a first- year engineering design courseusing CAD and 3D printing. It is desired to engage students with design projects that provide themwith a signature experience in finding the connection between abstract theoretical concepts andphysical phenomena. While this course includes instruction pertaining to skills normallyassociated with mechanical engineering (CAD), it is open to students from all engineeringdisciplines at Wayne State University.For several years, engineering design principles were introduced at our institution using the Lego®robotics system. Transition from

Collection

2020 First-Year Engineering Experience

Authors

Jerry Austin Yang, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Topics

Diversity

demand for diversity and inclusion by implementing programs torecruit and retain students from diverse and underrepresented backgrounds [1] [2]. These shiftsin engineering education are also beginning to motivate novel forms of pedagogy that embracesocial justice issues and highlight engineering’s role in creating a more diverse and inclusivesociety (see e.g. [3]). In this work-in-progress, we describe a novel approach to an introductoryelectrical engineering course at the University of Texas at Austin tailored to highlight diversityand inclusion issues and report initial results from longitudinal data on the effects of ourapproach.Course Structure and Dynamics In order to promote a more cooperative approach to learning, students were

Collection

2020 First-Year Engineering Experience

Authors

Ryan Baldwin, NJIT; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

. 2.84 3.64 My friends and peers ask me for help on their resumes and cover… 2.5 3.24 I am comfortable introducing myself to professors, potential… 3.24 4.22 I am comfortable presenting in front of my peers. 3.08 3.86 I have a good understanding of how to communicate through… 4.114.41 Post Assessment Pre Assessment 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5Over the course of the spring semester students in this cohort have been exposed to