Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Michael Hagenberger, Valparaiso University; Barbara Engerer, Valparaiso University; Doug Tougaw, Valparaiso University

Tagged Divisions

First-Year Programs

Engineering Programs,” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (2004).6. P. Hirsch, J. Anderson, J.E. Colgate, J. Lake, B. Shwom, and C. Yarnoff, “Enriching Freshman Design Through Collaboration with Professional Designers,” Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition (2002).7. P. Larochelle, J. Engblom, and H. Gutierrez, “A Cornerstone Freshman Engineering Design Experience,” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (2004).8. H. K. Qammar, H. M. Cheung, E. A. Evans, S. Prettyman-Spickard, F. S. Broadway, and R. D. Ramsier, “Impact of

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

the misconceptions. For example, while discussing the concept of “independent” and“dependent” variables in the context of an engineering experiment, following clicker questionwas asked to determine “prior knowledge”: For the following phrase which quantity is the independent variable? Elapsed time for various piston sizes A. Time B. Piston Size Page 11.657.9 Student responses in a class of about 150 students were: A. 40% B. 55% C. Invalid response 5%After reviewing the class response, the instructors gave a brief explanation of the associatedconcepts that an experimenter

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Dana Elzey, University of Virginia

Tagged Divisions

First-Year Programs

., Slaton, A., Neeley, K. A., Cutcliffe, S., Gabriele, Gary A., Herkert, J., Luegenbiehl, H., Mikic, B., andOlds, B., “Best Practices for Integrated Curriculum Design and Administration: Objectives and Exemplars,” LiberalStudies and the Integrated Engineering Education of ABET 2000: Reports from a Planning Conference at the Universityof Virginia, April 4-6, 2002. http://www.sts.virginia.edu/ec2000.7. Shallcross, L., “Fuel for Thought”, ASEE Prism, Jan 2006, p.43.8. Course Evaluation Data, ENGR 162 Introduction to Engineering, University of Virginia, Charlottesville, VA, 2001-2005. i A separate computer lab portion of the course introduces students to computer applications, such as spreadsheet analysis, mathematical problem solving and

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

achieved.Results: questionnaire “teamwork ability”On the basis of existing literature and in close cooperation with the people responsible for theproject, one of the authors has postulated three categories of teamwork ability which areimportant for successful teamwork: (a) (technical) problem solving; (b)functioning/structuring of the team and (c) relationships/atmosphere within the team.Figure 7 shows the three categories. Teamwork ability (technical) problem solving functioning/ structuring of the team relationships/atmosphere within the teamFigure 7: Three categories of teamwork abilityIn the questionnaire the teamwork ability was operationalized into a

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

Circuits Analysis I 3ENGR 2301 Statics 3 EENG 3104 Linear Circuits Anal. I Lab 1 Total 17 Total 16 Page 11.265.6For the fall semester, the emphasized courses were Chemistry I, Physics II, Calculus I,Multivariate Calculus, Programming for Engineers and Statics. Tutors in these areas were soughtvia teacher recommendations, Dean’s List, and word-of mouth. Several applications werereceived. Only those students with grades of A in the subjects they were willing to tutor wereconsidered, except applicants who had earned grades of B

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Philip Kosky, Union College; William Keat, Union College; George Wise, Union College; Robert Balmer, Union College

Tagged Divisions

First-Year Programs

verygood at articulating the excitement of engineering to freshmen). The following list contains asample of freshman texts currently available. They differ widely in intent and in subjectcoverage. a) Studying Engineering, R.B. Landis, Discovery Press, 2000 (ISBN: 0-9646969-5-9). b) Engineering your Future, (4 volumes), W.C. Oakes et al , Great Lakes Press, 2004, (ISBN:1-881018-78-4, 1-881018-51-2, 1-881018-74-1, 1-881018-26-1) c) Introduction to Engineering Design, A.R. Eide, F.D. Jenison, L.H. Mashaw, and L.L. Northup, McGraw Hill, 1998 (ISBN: 0-07-018922-6). d) Introduction to Engineering Design and Problem Solving, M.D. Burghhadt, McGraw Hill, 1999 (ISBN: 0-07-012188-5). e) Concepts in Engineering, M.T. Holtzapple

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Connor, Virginia Tech; Vinod Lohani, Virginia Tech; Kumar Mallikarjunan, Virginia Tech; G. Loganathan, Virginia Tech; Jenny Lo, Virginia Tech

Tagged Divisions

First-Year Programs

at Virginia Polytechnic Institute and StateUniversity: A Changing Approach”. 2002 ASEE Annual Conference and Exposition, Montreal, QB, ASEE.3. Connor, J. B., S. York, et al. (2005). “Student Funded Laboratory Exercises at Virginia Tech” ASEE 2005Annual Conference and Exposition, Portland, OR, ASEE4. Lohani, V.K., Sanders, M., Wildman, T., Connor, J., Mallikarjunan, K., Dillaha, T., Muffo, J., Knott, T.W., Lo,J., Loganathan, G.V., Adel, G., Wolfe, M.L., Goff, R., Gregg, M., Chang, M., Agblevor, F., Vaughan, D., Cundiff,J., Fox, E., Griffin, H., and Magliaro, S., 2005, “From BEEVT to DLR NSF Supported Engineering EducationProjects at Virginia Tech” 2005 ASEE Annual Conference, Portland, OR, ASEE5. Bruner, J. (1960). The Process of Education

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

University. He got his B.S. from Jingdezhen Ceramic Institute in mechanical engineering in 1997, and M.S. from Shanghai Jiaotong University in computer engineering in 2001. His research areas include computer network, bin packing, and statistical data analysis.Arun Srinivasa, Texas A&M University Arun Srinivasa is an Associate Professor of Mechanical Engineering at Texas A&M University. He earned a B. Tech from Indian Institute of Technology in 1986 and a Ph.D. from University of California, Berkeley, 1991. His current areas of interest include plasticity of metals and polymers; thermomechanics of dissipative processes, dislocation dynamics, Cosserat continua, design and

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

2006-1936: LESSONS LEARNED: IMPLEMENTING A LARGE-SCALE PEERMENTORING PROGRAMBevlee Watford, Virginia Tech DR. BEVELEE A. WATFORD, P.E. is the founding Director of the Center for the Enhancement of Engineering Diversity, established in 1992. Watford received the ASEE 2003 Minorities in Engineering award due to her efforts to increase the recruitment, retention, and graduation rates of under-represented students in engineering. She is currently working for the National Science Foundation as a rotator in the Division of Undergraduate Education.Carrie Slater, Virginia Tech CARRIE R. SLATER is a graduate assistant in the Center for the Enhancement of Engineering Diversity at Virginia

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Richard Newman, Arizona State University

Tagged Divisions

First-Year Programs

b R2 c Figure 3. Amplifier with two distributed resistorsThe lab activities provide a good framework to emphasize the essential disciplines ofpreparation, attention to detail, safe working practice and understanding the limits of the Page 11.1412.7tools and procedures. The toughest skill to establish was preparation before starting anylab work. Everyone was used to turning up for a lab class and following a recipe.Conceptually, everyone accepted that lab work needed careful planning; they just didn’tthink it

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

student community.Although each section of the course hosts a different technical design project, the course contentis standardized between sections to address the ABET outcomes 4: a. An ability to apply knowledge of mathematics, science and engineering; b. An ability to design and conduct experiments, as well as to analyze and interpret data; c. An ability to design a system, component, or process to meet desired needs; d. An ability to function on multi-disciplinary teams; e. An ability to identify, formulate, and solve engineering problems; f. An understanding of professional and ethical responsibility; g. An ability to communicate effectively; and h. The broad education necessary to understand the impact of

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

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

Tagged Divisions

First-Year Programs

academicperformance.There is no stated policy for distribution of grades at the host institution. In assigning final lettergrades, the instructor rank ordered all students and examined the distribution for gaps betweenpopulations to differentiate students earning an “A” from those earning a “B”. The resultingdistribution of grades is shown in Figure 2. It is see that from 2003 to 2005, there is a clear meanshift from “F”s to “A”s, even though the course grading was not relaxed. Indeed, the course wasgraded more strictly. The cut-off between “D” and “F” was set to a lenient 20% in 2003 and a Page 11.879.6slightly more stringent 25% in 2005. Similarly, the cut

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

Marc Christensen, Southern Methodist University; David Willis, Southern Methodist University; Scott Douglas, Southern Methodist University

Tagged Divisions

First-Year Programs

where course content and requirements are unique for each specific major. • It does not impose a common interdisciplinary “introduction to engineering” course, in which all students participate in the same lectures and laboratories5-8, thus maintaining the diversity of each department’s teaching and scheduling resources. • It involves course content change only; thus, there is no impediment to implementation caused by administrative changes to degree plans, graduation requirements, and the like. • It provides a balance between the conflicting needs of (a) offering enough technical content to allow a student to evaluate her or his choice of major and (b) showing the student what the

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Steven Bradley, Indiana University; Walter Bradley, Baylor University

Tagged Divisions

First-Year Programs

2006-1849: INCREASING RETENTION BY INCORPORATING TIMEMANAGEMENT AND STUDY SKILLS INTO A FRESHMAN ENGINEERINGCOURSESteven Bradley , Indiana University Steven Bradley earned his B.S. in Chemical Engineering at the University of Texas and his M.S. in Mechanical Engineering at Texas A&M University. He ran his own engineering consulting firm for 10 years. He also founded OneQuest Learning, a company committed to helping students achieve their academic potential.Walter Bradley, Baylor University Walter Bradley earned his B.S. and Ph.D. at University of Texas (Austin). He has taught at Colorado School of Mines ('68-'76) and Texas A&M University ('76-'00) before assuming his present

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

science students would lead in addition to the project time with the students. REFERENCES1. National Science and Technology Council, Ensuring a Strong U.S. Scientific, Technical and Page 11.1410.12Engineering Workforce in the 21st Century, Washington, DC, April 2000.2. Bordonaro, M., A Borg, G. Campbell, B. Clewell, M. Duncan, J. Johnson, K. Johnson, R.Matthews, G. May, E. Mendoza, J. Dineman, S. Winters and C. Vela (2000) “Land of Plenty:Diversity as America’s Competitive Edge in Science, Engineering and Technology”, Report ofthe Congressional Commission on the Advancement of Women and Minorities in

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

in your description ofno more than one page with a sketch. Be prepared to give a 1-2 minute summary to the class.”The students generally choose common objects familiar to everyone and easily present them,because they can keep it short. This breaks the ice by bringing them to the front of the classroomin the first week, and also gets them started on the path to looking at the world around them fordesign possibilities, design successes and design failures. It is intended to activate their “designantennae”, and can continue throughout the semester with the One-Minute Engineer describedbelow. It also turns the focus to the needs assessment phase, i.e., Why was this device designed?b. The One-Minute Engineer – This activity gets the students

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

2006-2326: LAB-ON-A-CHIP DESIGN-BUILD PROJECT WITH ANANOTECHNOLOGY COMPONENT IN A FRESHMAN ENGINEERING COURSEYoussef Allam, Ohio State UniversityDavid Tomasko, Ohio State UniversityJohn Merrill, Ohio State UniversityBruce Trott, Ohio State UniversityPhil Schlosser, Ohio State UniversityPaul Clingan, Ohio State University Page 11.856.1© American Society for Engineering Education, 2006 Lab-on-a-chip Design-Build Project with a Nanotechnology Component in a Freshman Engineering CourseAbstractA micromanufacturing lab-on-a-chip project with a nanotechnology component was introducedto first-year engineering students as a voluntary alternative within the standard

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

including graphics, mechanical engineering,electrical engineering, as well as engineering professional practice and ethics in order to achieveprogram and learning objectives. The course is structured into two parallel tracks, designated Aand B. While Track B deals with engineering graphics and spans the entire semester, Track Aoffers students a solid foundation in the general engineering disciplines of mechanical andelectrical, as well as concepts of professional practice, in multi-week modules. Designing andbuilding robots requires skills from all these disciplines and inherently helps to integrate them instudents’ minds. A robot project and competition was defined to integrate together thesecomponents, provide the students opportunities to learn

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; David Sawyers, Ohio Northern University; John K. Estell, Ohio Northern University; Laurie Laird, Ohio Northern University

Tagged Divisions

First-Year Programs

2006-983: PROOFREADING EXERCISES TO IMPROVE TECHNICAL WRITINGIN A FRESHMAN ENGINEERING COURSEJohn-David Yoder, Ohio Northern University JOHN-DAVID YODER is an Associate Professor of Mechanical Engineering and currently holds the LeRoy H. Lytle Chair at ONU. His Doctorate is from the University of Notre Dame. Research interests include education, controls, robotics, and information processing. Prior to teaching, he ran a small consulting and R&D company and served as proposal engineering supervisor for GROB Systems, Inc.David Sawyers, Ohio Northern University DAVID R. SAWYERS, JR. is an Assistant Professor of Mechanical Engineering at Ohio Northern University, where he teaches courses in

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

2006-435: TERRASCOPE: A PROJECT-BASED, TEAM-ORIENTED FRESHMANLEARNING COMMUNITY WITH AN ENVIRONMENTAL/EARTH SYSTEMFOCUSAri Epstein, Massachusetts Institute of Technology ARI W. EPSTEIN, a Lecturer in the MIT Department of Civil and Environmental Engineering, earned a Ph.D. in Oceanography (specializing in physical/biological interactions) in a program run jointly by MIT and the Woods Hole Oceanographic Institution. He is particularly interested in free-choice learning, such as the learning that happens through museums, media, libraries and community-based organizations.Alberta Lipson, Massachusetts Institute of Technology ALBERTA LIPSON is the associate director of the Teaching and Learning

Conference Session

FPD8 -- Systems, Nanotechnology & Programming

Collection

2006 Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University Purdue University-Fort Wayne (ET)

Tagged Divisions

First-Year Programs

two notes from the scale that were not used in the example script. This problem is used asboth an introduction to the music challenges and as an introduction to writing MATLAB scripts.2. Using a Sub-function: Students are provided with a function which will generate a pseudo-square wave time series given the frequency, amplitude, duration and sampling frequency. Theyare expected to modify their previous song script to utilize this function. This exercise givesthem experience at calling a subfunction and shows the usefulness of sub-function. A copy ofthis function is shown in Appendix B. This challenge illustrates both writing a function andutilizing a sub-function.3. Wav File Distorter: Students create a function which could read in a

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Gary D. Herrin, University of Michigan; Cindy Veenstra, University of Michigan

Tagged Divisions

First-Year Programs

in Chemistry, it would seem that theACT Science would be a good predictor. For this data discussed in this report, the ACT mathwas a better predictor than the ACT Science so the discussion is limited to the ACT math andSAT math tests in the remainder of this report.ACT Literature ReviewA literature review was conducted of research papers published on the ACT website. ACTresearchers have published a significant research paper showing that the ACT math cut- pointscan be used to predict the success of students in Calculus. In their study including a largenumber of colleges, ACT researchers established an ACT Math cut-point of 27 for studentshaving a 50% chance of earning a B or better in the first college calculus course and a 75%chance of

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Janet Callahan; John Gardner, Boise State University; Amy Moll, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

First-Year Programs

Duke University and a Master’s degree in journalism from the University of California at Berkeley.Cheryl Schrader, Boise State University Cheryl B. Schrader is Dean of the College of Engineering and Professor of Electrical and Computer Engineering at Boise State University. Dean Schrader has an extensive record of publications and sponsored research in the systems, control and engineering education fields. She recently received the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring from the White House for an enduring, strong, and personal commitment to underrepresented engineering students and faculty

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

results of our most recent study comparing lecture- Page 11.685.3before-lab to lecture-after-lab appears in these proceedings 3.The general “class week” of students in CSE 131 is that (a) they read the assigned readings forthe week, (b) they go their lab sections which are run by a TA/consultant who will help themwith the problem sets that are assigned, and (c) they go to lecture for a wrap up session on theweek’s work. Grade weighting by category for fall term, 2005, (the target for this report) is thefollowing: final exam, 10%; midterms (2), 20%; in-lab quizzes, 40%; in-lecture “clicker”quizzes, 30%.Many studies have reported the effect that

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Mwarumba Mwavita, Oklahoma State University

Tagged Divisions

First-Year Programs

and foundation for future engineeringcourses. The importance of succeeding in first year calculus among freshman engineeringstudents has been emphasized in several studies. 5, 6, 7, 8, 9BackgroundCalculus is a core required course for all incoming engineering freshman students at a largeMidwestern university. The students enroll in calculus in their first semester of their freshmanyear. This course is taught by the Mathematics department faculty. The course is a four-hour-credit class. In order to proceed in the engineering program, freshman engineering students mustobtain an “A”, “B”, or “C” grade in the first calculus course. The College of Engineering Architecture and Technology at this university had observed thatthe number of freshman

Conference Session

FPD5 -- Placement & Early Success

Collection

2006 Annual Conference & Exposition

Authors

Darryl Koch, University of Michigan; Gary D. Herrin, University of Michigan

Tagged Divisions

First-Year Programs

clearly indicate a higher success rate in Calculus I for thosestudents who switched to Math 110 and then took Calculus I in the following term. Inparticular, of the 32 students who remained in Calculus I, only 7 (22%) achieved B- orbetter (a critical indicator for success in engineering). Of the 21 who switched to Math110 and then followed up with Calculus I, 9 (43%) achieved B- or better, which is doublethe rate of the control group. Page 11.826.6VI. ConclusionsClearly, the first trial of this intervention strategy proved to increase the success rate inCalculus I for students who encountered difficulty early on. The intervention also has

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

attend. Also, for therapy sessions, it is typical that the client can accommodate no more than 4-8 students at a time due to physical space constraints. The instructor and client can then determine which time slots will work for the combined schedule constraints. For the user observation sessions, it is okay if the teams are mixed together. For example, two students from team A may join with one student from team B and one from team C to better accommodate their individual schedules.• User testing The user testing sessions are set up in a manner similar to the user observation sessions. The key difference is that now the teams can not be mixed together. At these sessions, the students are bringing their physical

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Liesl Hotaling, Stevens Institute of Technology; Richard Sheryll, Center for Maritime Systems, Stevens Institute of Technology; Rustam Stolkin, Center for Maritime Systems, Stevens Institute of Technology

Tagged Divisions

First-Year Programs

., Using LEGO Bricks to Conduct Engineering Experiments. Proceedings of the ASEE Annual Conference and Exposition. 2004.[3] Bain. K., Creating a Natural Critical Learning Environment in Large Lecture Classes. Invited lecture, Stevens Institute of Technology. 2005.[4] Engineering Trends. 2005. Synopses of New Reports in Inside Engineering Education on the Engineering Trends Web Site. Engineering Trends Quarterly Newsletter, Summer 2005.[5] National Science Board. Science and Engineering Indicators 2004. Chapter 2: Higher Education in Science and Engineering. 2004.[6] Pomalaza-Ráez, C. and Henry Groff, B. Retention 101: Where Robots Go…Students Follow. Journal of Engineering Education. Vol. 91, No.1, 2003.[7

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2006 Annual Conference & Exposition

Authors

William Howard, East Carolina University; Joseph Musto, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

Design Experience Using RPT,” ASEE 2004 Annual Conference.4 Dee, K.C. and Livesay, G.A., “First-Year Students Who Leave Engineering: Learning Styles and Self-Reported Perceptions,” ASEE 2004 Annual Conference.5 Besterfield-Sacre, Atman, and Shuman, “Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering,” Journal of Engineering Education, April 1997.6 Sorby, S.A., and Baartmans, B.J., The Development and Assessment of a Course for Enhancing the 3-D Spatial Visualization Skills of First Year Engineering Students,” Journal of Engineering Education, July 2000.7 Peters, M., Chisholm, P., and Laeng, B., “Spatial Ability, Student Gender, and Academic Performance,” Journal of