Conference Session

Pedagogical Innovations in Laboratory Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Murthy Kasi, North Dakota State University; Yaping Chi, North Dakota State University; G. Padmanabhan, North Dakota State University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Lines LinesFigure 1. An example of a flownet(a)(b) Dam Cutoff Stream wall lines Equipotential linesFigure 2. Flow nets showing stream lines and potential lines for (a) a discharging well in anaquifer bounded by a stream parallel to an impermeable barrier (plan view) (slightly modified1), Page 22.1392.3and (b) groundwater flow beneath a dam with a cutoff wall (sectional view).Laboratory courseThe flownet experiment was

Conference Session

Electrical and Computer Engineering Laboratories

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chiu Choi, University of North Florida

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

number of references[1] through [11].  The reference designs described in this paper include an accelerometer, a digital compass, aninfrared distance sensor, an ultrasonic distance sensor, a temperature sensor, a pressure sensor,and a Hall Effect sensor. Provided in each reference design are the description of the sensor,hardware interfacing techniques, circuit and wiring diagrams, code snippets in C language, andordering information.A website was developed for hosting the reference designs for students to download. Theinformation for the reference designs in the website is presented in a way that the students needto do extra work in order to use them in their projects. This prevents the students from copyingthem straight into their projects

Conference Session

ELOS Best Paper Nominations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Li Tan, Purdue University, North Central; Jean Jiang, Purdue University North Central

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

in many DSPapplications. For example, a low sampling rate (100 Hz) is fast enough to process temperaturesignal, light intensity, air pressure, mechanical strain, or seismic signal. Meanwhile, a lowanalog-to-digital (ADC) resolution (8-bit data) in these applications may be sufficient. Hence, anadoption of a low-cost microcontroller instead of a digital signal processor with full capability isa cost effective choice. Considering these facts, using a microcontroller for a DSP course in thejunior year could offer the following benefits to ECET students: (1) a microcontroller can be analternative and cost effective solution when a DSP processor such as TMS320C67xx is notavailable; (2) students can save a significant amount of time for learning

Conference Session

Electrical and Computer Engineering Laboratories

Collection

2011 ASEE Annual Conference & Exposition

Authors

William Graff, LeTourneau University; Paul R. Leiffer, LeTourneau University; Matthew G. Green, LeTourneau University; Joel Koblich, LeTourneau University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

they get as areward, and are motivated instead in proportion to the large amount of learning they accomplish.Camaraderie is generated, and the night before the public presentation a large number of studentsspend all night in the lab adding last-minute details, drinking energy beverages, and eating pizza.The comment “if Professor Graff doesn’t teach Lab 3 [with Rube Goldberg] anymore, there’s noreason to come to [this] University” has been overheard on campus.The open-ended Rube Goldberg design project has six very intentional learning goals. Thesegoals include providing students with hands-on experience with: (1) teamwork, (2) publicpresentation, (3) creativity & innovation, (4) systems thinking, (5) energy transfer andconversions, (6

Conference Session

Pedagogical Innovations in Laboratory Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roger A. Beardsley, Central Washington University; Charles O. Pringle, Central Washington University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

activities. Two of the lab activities analyze automotive transmissions. The twotransmission labs utilize a three-speed manual shift transmission and a planetary transmission.The three-speed transmission illustrates the operation of manual shift transmissions (withsynchros, sliding gears and collars, and dry plate clutch) while the planetary transmissionillustrates a simplified version of the operation of automatic transmissions (shifting using brakebands and a wet plate clutch). By "reverse engineering" these transmissions, many gear designconcepts make better intuitive sense to students.Gear design jargon can be complex. Over 80 terms are used to define gear geometry 1. Inanalyzing the transmissions in our lab, a number of the terms take on deeper

Conference Session

Pedagogical Innovations in Laboratory Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Chiou, Drexel University; Yongjin (James) Kwon, Ajou University; Robin Kizirian, Drexel University; Matthew Dordai; Bret Alan Davis, Drexel University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

the PLC ladder logic in a virtualenvironment before it is run on a physical PLC. PLCStudio’s design process can be broken downinto three main steps; the component model, logical I/O model and cell model. These three stepsare performed in hierarchical phases to produce the final virtual model. Page 22.1073.3 Figure 1: Component ModelComponent 3D ModelThe first step in building a virtual cell is to design 3D solids to be used in a component model.The 3D solids can either be generated with PLCStudio’s CAD tools or imported from other CADapplications such as AutoCAD or SolidWorks. For devices with movable parts

Conference Session

ELOS Best Paper Nominations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Loren Limberis, East Carolina University; Jason Yao, East Carolina University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

program outcomes is based on: 1) How well the studentscommunicate specific design aspects in the formal report; 2) How well they communicate theirlinearization methods using MATLAB; 3) A survey on how well the students believe they aremeeting the course objectives associated with the laboratory project; and, 4) the successfulcompletion of embedded questions in quizzes the final exam associated with the design project.IntroductionThe general engineering program at East Carolina University was started in 2004 to help supportthe need of broadly-skilled, general engineers for the regional industries and business located Page 22.1420.2among the small

Conference Session

ELOS Best Paper Nominations

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Ridgely, California Polytechnic State University; Brian P. Self, California Polytechnic State University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

tooptimize financial results for the institution rather than learning outcomes for the students.Model Eliciting Activities, or MEA's, provide a framework which assists the design of projectswhich ensure that students meet learning outcomes associated with professional competence aswell as problem-solving and communication skills3. Projects designed as MEA's share many ofthe same characteristics as other Problem- and Project-Based Learning activities, such as theassignment of open-ended problems which are (or closely resemble) tasks performed inprofessional practice. However, MEA's are built upon six guiding principles that differentiatethem from PBL. The guiding principles of MEA's are as follows: 1) The Reality Principle: The task provided to

Conference Session

Innovative Teaching Methods and Learning Models

Collection

2011 ASEE Annual Conference & Exposition

Authors

Douglas Sugg, Naval Surface Warfare Center, Corona Division; John V Fishell, Science and Technology Education Partnership (STEP) ; Arman Hovakemian, Naval Surface Warfare Center, Corona Division

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

for Engineering Education, 2011 Navy Metrology Engineering Center STEM Outreach through the STEP Program: Challenges, Lessons Learned and Application to DoD StrategyBackground:The United States and especially the Department of Defense (DoD) has historically reliedheavily upon scientists, technologists, engineers and mathematicians to innovate, design, produceand maintain a technically superior capability to defend and advance the interests of the UnitedStates, both at home and globally. The United States maintained a leading edge technologicadvantage through and beyond World War II until it was stunned by the Soviet Union‟s launchof Sputnik 1 on October 4, 1957. Sputnik 1 was the first artificial

Conference Session

ELOS Best Paper Nominations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Debra J. Mascaro, University of Utah; Stacy Bamberg, University of Utah; R. Roemer, University of Utah

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

-basedrobotic/mechatronic design projects. We expect that the integrated laboratory experiences in ourfirst-year mechanical engineering classes will improve the students’ understanding and retentionof fundamental engineering principles through the coupling of hands-on laboratory learning withdesign-based learning. We will assess this outcome by comparing final exam scores acrosssemesters (i.e., before and after the curricular changes). We also anticipate increased studentretention, which will be assessed by tracking which students eventually register for theMechatronics course in the junior year of the program.1. IntroductionOur overall curriculum has a very strong “hands-on” component at all levels with semester-longdesign projects in both semesters

Conference Session

Electrical and Computer Engineering Laboratories

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mustafa G. Guvench, University of Southern Maine; Derek Richardson, Fairchild Semiconductor

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

rotary vane vacuum pump capable of reaching milliTorr ultimate vacuum.The system built is portable on wheels, and employs two Rotameter flow meters with fine needlevalves to control gas pressure and composition fed into the process chamber. Pressure ismonitored with a digital thermocouple vacuum gauge. Uniform plasma is obtained at operatingpressures of 100-1000 milliTorr range.Currently the microwave plasma system built is being used to plasma treat the gold bonding padsof package and MEMS chips to facilitate organics free surfaces and improve the quality in wirebonding. However, such a system can easily be adapted to serve as plasma assisted dry etcher.1. IntroductionThe project reported here comprises the design and development of a microwave

Conference Session

ELOS Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Curtis Brackett, Bradley University; David Zietlow, Bradley University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

model using the system curve developedexperimentally. This design project incorporates many goals that an educator wants to accomplish in alab-based class. Involving engineering economics in this project is a great way to bring the realworld into the class room. The optimal design of a pump and piping system lab is a great way toincorporate numerous classes into one piece of work.Pump and Pipe Apparatus For this project it is necessary to build a system that is capable of allowing students tochoose from a variety of pump and piping sizes and allow the students to demonstrate their finaldesign for the commissioning. A system schematic is contained in Figure 1. T F

Conference Session

Mechanical and Architectural Engineering Laboratories

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hamadou Saliah-Hassane, University of Quebec, Montreal; Maarouf Saad, Ecole de Technologie Superieure; Willie K. Ofosu, Pennsylvania State University, Wilkes-Barre; Karimou Djibo, LICEF Research Center; Hassane Alzouma Mayaki, UCAD and LICEF Research Center, Montreal, Canada.; Mamane Moustapha Dodo Amadou ing., École de technologie supérieure

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, has become a major issue for education and research institutions.It is therefore necessary to manage all the constraints to delocalized learners. In thiscontext, distance education is an asset that has already proven itself. Consideringengineering education, the constraints are even greater. Learning resources are no longerlimited to electronic files or electronic multimedia documents. In many laboratories,students carry out practical work with very expensive equipment. For over a decade, wehave proposed and demonstrated the validity of remote laboratories in ElectricalEngineering [1], an approach that has since made its way into numerous educationalinstitutions and research centers.The goal was to create a positive learning environment that

Conference Session

Innovative Teaching Methods and Learning Models

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jean-Claude Thomassian, State University of New York, Maritime College; Risa Kumazawa, Duquesne University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

the outcome of a survey and the feedback concluded by students thatsupported their outlook toward a media-based tutorial used in the instruction of Electronics andNetwork Analysis. The paper also presents an educational effort to improve student retention byengaging them in their studies. The assessment of this paper is in agreement with othercomparable studies done on media- based instruction and student engagement. For example,Chen et al.1 found that enhancing student engagement is an important step to increase studentretention, accomplishment and outcomes. Cohen et al.2 also found that students learned morefrom media based instruction compared to traditional modes of instruction. Likewise, Powell etal.3 explored this topic further and

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Boise State University

Tagged Divisions

First-Year Programs

every other CM course, whether they are formal prerequisites or not.Students are often not prepared for the amount of self-directed studying they must do to besuccessful in this type of course, particularly as freshmen in college. To assist students in moreaccurately gauging their readiness for an exam, no-stakes (optional) quizzes were implementedwithin the Blackboard course management system in a freshman level CM materials andmethods course, giving students an opportunity to practice their new language with no grade-related consequences.This paper presents preliminary results of that effort and illustrates the effects of this no-stakes(optional) quizzing. Specifically, this paper evaluates (1) whether the quizzing helps students tobetter

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

design-build-test cycles in the simulation; instead the emphasis is on managingconflicting client requirements, making trade-offs in selecting a final design and justifyingdesign choices. This paper describes the design of the simulation and preliminary results from itsinclusion in a first-year Introduction to Engineering course at our institution.Introduction:First year engineering curricula offer a critical window of opportunity to retain students inengineering disciplines and provide a strong foundation for future success. Incorporating designinto these first year courses, often referred to as cornerstone design (in contrast to seniorcapstone design)1, has been promoted as a way to give students some insight into theprofessional practice of

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

studentswere frequent cell phone users during class and which students were friends and work partnerswithin the class. The instructor then divided the class in a way such that two friends or workpartners were in different groups, enabling us to have one group text the other with someknowledge that they had phone numbers of members of the other group. Group 1 was in classwhile Group 2 had a breakfast meeting with the instructor to discuss a class project. Group 2 wastold the class was split since no food is allowed in the computer classroom and the onlyconference room available could only accommodate half the class. Back in the classroom, thepresenter (also a professor who teaches the course) gave a 15-minute presentation that wasrelevant to the course

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

their motivation in the course.Importantly, the goal of this study is not to provide a direct comparison between the groups, butrather to better understand the ways students perceive faculty roles and how those perceptionscorrelate to student motivation.BackgroundProblem-Based LearningProblem-Based Learning (PBL), as defined in the literature, emerged first in medical educationand is grounded in theories of constructivist learning and cognitive development.1 In recentyears, however, PBL has emerged as a useful approach to engineering and science education(e.g.,2-12).In PBL, students are provided with an ill-structured problem that they work collaboratively toaddress. Under the guidance of faculty who function as facilitators rather than

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

First-Year Programs

retention among undergraduate students in engineering.BackgroundThe field of cooperative education and internships has proposed the use of the concept of self-efficacy as a promising avenue to link practice-oriented learning processes to learningoutcomes.2 Self-efficacy is defined as an individual’s perceived level of competence or thedegree to which she or he feels capable of completing a task. Self-efficacy is a dynamic trait thatchanges over time and can be influenced by experience. Self-efficacy expectations areconsidered the primary cognitive determinant of whether or not an individual will attempt agiven behavior. Bandura3 identified four sources of information that shape self-efficacy: (1)performance accomplishments, (2) vicarious experience

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