Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Eric Johnson, Valparaiso University; Doug Tougaw, Valparaiso University; Kenneth Leitch, Valparaiso University; Barbara Engerer, Valparaiso University

Tagged Divisions

First-Year Programs

the course, with the possible inclusion of a mastery exam.29References1. P. Blowers, “A Course on Freshman Survival Skills,” Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition (2002).2. Christopher J. Rowe, Anita Mahadevan-Jansen, “Module-based Freshman Engineering Course Development” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (2004).3. W. K. LeBold, H. Diefes, W. C. Oakes, “Helping First Year Students Make Critical Career Decisions,” Proceedings of the 1999 American Society for Engineering Education Annual Conference & Exposition (1999).4. B. Engerer, M. Hagenberger, and D. Tougaw, “Revision of a First

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen Hein, Michigan Technological University; David Shonnard, Michigan Technological University

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First-Year Programs

may be called toinvestigate.1 The goals of this new design project are to: a) encourage the development ofengineering skills (graphical and technical communication, and computer proficiency) b)introduce students to a “real-world” engineering problem and c) apply the concepts ofsustainability toward an engineering solution. Upon completion of the project, students willhave: Page 13.36.2 1. Evaluated the technical and economic feasibility of a biomass-to-ethanol facility in Michigan’s Upper Peninsula, 2. Calculated the resource requirements of the facility to quantify the sustainable timber harvest from the local forests, 3

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

John Robertson, Arizona State University; Sarah Roux, Arizona State University; Vivek Ramanathan, Arizona State University; Mark Rager, Arizona State University

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First-Year Programs

through a rudimentary root cause analysis process thatdetermined the basic issue to be poor time management. Simple techniques were outlined suchas subdividing the weekly deliverables into daily tasks. By that stage, each team member hadexperienced the frustration of being the weekly editor so there was more motivation too. Theimprovement to about 75% on-time completion seems to be the sort of figure to expect. Therelationship between on-time delivery and grade is shown in figure 7. A Final grade for course B C D E 0 20 40 60 80 100

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

Maja Mataric; Juan Fasola; David Feil-Seifer

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First-Year Programs

a tu s e s r o b o t i c s a s

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Joe Guarino, Boise State University; Janet Callahan, Boise State University; Seung Youn Chyung, Boise State University; Randi Walters, Boise State University; Bill Clement, Boise State University

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First-Year Programs

, “Assessing a Retention Program for Pre-Freshman Engineering Students,” CD-Proceedings of the 2007 American Society for Engineering Education Annual Conference & Expo, Honolulu HI. 6. F. Costanzo and G. L. Gray, “On the implementation of Interactive Dynamics,” International Journal of Engineering Education, Vol. 16, No. 5, 2000, 385-393. 7. R. Moreno, “Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia,” Instructional Science 32: 99-113, 2004. 8. R. H. Hall, T. A. Philpot, D. B. Oglesby, R. E. Flori, N. Hubing, S. E. Watkins, and V. Yellamraju, “A Model for the Evaluation of Innovative Engineering Courseware: Engineering an

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Susan Montgomery, University of Michigan; Rodney Johnson, University of Michigan

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First-Year Programs

Appendix – “Introduction to Engineering” course outcomes1. Solve engineering problems using project-specific mathematics, engineering, and science concepts.2. Analyze, interpret and make decisions about quantitative data using basic concepts of descriptive statistics (mean, median, standard deviation, normal distributions, and mode) and measurement, including issues in: a. precision and accuracy; b. sample and population; c. error and uncertainty.3. Solve an open-ended design problem by: a. transforming an open-ended design problem into an answerable one; b. breaking down a complex design problem into sub-problems; c. determining assumptions involved in solving the design problem; d. determining resources that

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Jean Kampe, Virginia Polytechnic Institute and State University; Whitney Edmister, Virginia Polytechnic Institute and State University; Christi Boone, Virginia Polytechnic Institute and State University; Bevlee Watford, Virginia Polytechnic Institute and State University

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First-Year Programs

mentees 21 41 47 Number of EngE2984 students among fall NA 17 16 (from NETS mentees Summer II 2007 enrollment)The class averaged grade is the earned GPA for the course on a four point scale with +/- options(e.g., B+ = 3.3; B = 3.0; B- = 2.7). The number of grades below a C- reflects those students whofinished the course but did not do well enough to move to the next engineering level. CourseWithdrawal is an option given to first-year students (freshmen and transfers) at Virginia Tech forsix credits. In applying

Conference Session

FPD1 - Early Success and Retention

Collection

2008 Annual Conference & Exposition

Authors

Donna Reese, Mississippi State University; Robert Green, Mississippi State University

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First-Year Programs

styles.References 1. Elzey, Dana, “Teaching Intro to Engineering in Context – UVA Engineering’s New Cornerstone,” Proceedings of the 2006 ASEE Annual Conference & Exposition, June18-21, Chicago, IL. (semester-long hands on project). 2. R.M. Felder and R. Brent, "Understanding Student Differences." J. Engr. Education, 94(1), 57-72 (2005). 3. Gomez, A., Oakes, W., & Leone, L., Survey of Engineering: An Introduction to Engineering & Technology for Middle School and Lower High School Grades,” Great Lakes Press, St. Louis, MO, 2007. 4. Hagenberger, M., Engerer, B., & Tougaw, D., “Revision of a First-Semester Course to Focus on Fundamentals of Engineering,” Proceedings of the 2006 ASEE Annual Conference

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Jim Chamberlain, Clemson University; Lisa Benson, Clemson University

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First-Year Programs

wasdiscussed, the primary motivating factors both to enter and to leave engineering, andwhat appeals to them about their new majors. We have analyzed over 400 of these ExitSurveys over a four-year period to examine correlations between gender, choice of newmajor, reasons for leaving, and the impact of different program resources. The study alsodemonstrates how the survey results can inform and enhance the different aspects of afirst year engineering program.Survey responses show that students vary in their levels of a) understanding therobustness and diversity of engineering as a profession, b) comprehending the need forthe foundational concepts presented by math, physics and chemistry, and c) willingnessto immerse one’s self in a difficult course of

Conference Session

FPD8 - Early Intervention & Retention

Collection

2008 Annual Conference & Exposition

Authors

Joyce Lee, University of Illinois at Urbana-Champaign; Jacob Marszalek, University of Missouri-Kansas City; Annel Medina, California Polytechnic State University; Susan Linnemeyer, University of Illinois at Urbana-Champaign

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First-Year Programs

. Upon examination of literature introducing or evaluating suchprograms, four arenas of support were prevalent: a) academic support, b) psychosocial support,c) financial support, and d) professional support.Academic SupportIt has been a widespread assumption that minority students are ill equipped for university levelcourse material and course work. And “it goes without saying that the under-prepared student isa kind of pariah in American higher education”9. Fingers quickly point to the primary andsecondary levels of education for this deficiency in readiness10. Many would argue that onecould only assume that minority students will fail in higher education because of their lack ofgroundwork and the many educational needs they bring11 12

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

David Illig, Clarkson University; John Hrynuk, Clarkson University; Matthew Pennington, Clarkson University; John P. Dempsey, Clarkson University

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First-Year Programs

Additional 2D Plotting Exam 2 21 Lab 3 Review/ Lab 4 Preview/Exam 3 Lab 3 lecture 22 3D Plotting Lab 3 Part A 23 Cell Arrays Part I Lab 3 Part B 24 Cell Arrays Part II LabVIEW Introduction 25 Solving Linear Simultaneous Equations LabVIEW Programming 26 Symbolic Math LabVIEW Simulation 27 Review Exam 3 28 Exam 4 Course SurveysThe format of each lecture was also modified from Spring 2006. In Spring 2006, text waspresented on slides with few references to the textbook and few

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

W. David Harding, University of New Haven; Samuel Daniels, University of New Haven

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First-Year Programs

AC 2008-2194: USING MICROSOFT OUTLOOK FOR PERSONAL AND PROJECTPLANNING IN A FIRST YEAR ENGINEERING COURSEW. David Harding, University of New HavenSamuel Daniels, University of New Haven Page 13.1347.1© American Society for Engineering Education, 2008 Using Microsoft Outlook for Personal & Project Planning in a Freshman Year Engineering CourseAbstractA great variety of tools are available for use in the planning and organizing of project work.This paper discusses the use of Microsoft Outlook (Outlook) as a primary planning andorganizational tool for a first year engineering course; “Project Planning and Development.” Inthe course, Outlook is

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Silas Bernardoni, University of Wisconsin- Madison; Amit Nimunkar, University of Wisconsin - Madison; John Murphy, University of Wisconsin- Madison; Sandra Courter, University of Wisconsin - Madison

Tagged Divisions

First-Year Programs

of general rules to minimize accidents caused by ignorance. B. Train the students on the four most commonly used machines in the shop. C. Create training manuals that promoted the safe use of machines above all else. D. Require the students to physically demonstrate the proper use of machine tools to the SAs. When choosing the content that would be included in the Mandatory Shop Training wetook input from students from previous years, instructors, Student Assistants (SAs) and the shopstaff. We used these comments to help us ensure that our training would make the Synthesis,Analysis and Optimization and Evaluation steps in the design phase more safe and injury-free.Based on the feedback, we developed a one hour hands-on

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

David Hall, Louisiana Tech University; Stan Cronk, Louisiana Tech University; Patricia Brackin, Rose-Hulman Institute of Technology; Mark Barker, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University

Tagged Divisions

First-Year Programs

instructors, in part because: (a) The Help Desk is operated in the evening, when faculty members are typically unavailable. (b) Students seem less intimidated to ask for help from other students.Linkages of the Curriculum to the Engineering DisciplinesPerceived linkages between the freshman curriculum and individual engineering disciplines aresummarized in Figure 10. These linkages were evaluated by a faculty member from eachdiscipline and indicates their opinion as to the importance/relevance of the topic to theirdiscipline. Clearly, the importance will vary from one faculty member to another. Some facultymembers, such as the civil engineering faculty member interviewed, believed that all of thefundamental topics are relevant to civil

Conference Session

FPD6 - First Year Curricula Development

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

examining the relationship between student ratings of faculty andthe teaching assistants within a course. Generally, the research examining ratings of teachingassistants focuses on the attributes of the TA. Our ultimate goal is (a) to determine if there is a relationship between student ratings offaculty and student ratings of TAs and (b) if a relationship is found, then to understand thefactors contributing to the relationship. We could locate no published research on this topic.Research Setting and Procedure CSE 131 is an introduction to the use of computing systems for technical problem solvingin engineering and science course required by most engineering majors in Michigan StateUniversity. Over 85% of the student enrollment in the

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Gary Halada, State University of New York at Stony Brook

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First-Year Programs

Teaching Learning, vol. 68, pp. 43–51 (1996).4 Hemenway, M.K., W.J. Straits, R.R. Wilke, and B. Hufnagel, “Educational Research in an IntroductoryAstronomy Course”, Innov Higher Educ, vol. 26, pp.178–269 (2001).5 Wilke, R. Russell, “The Effect Of Active Learning On Student Characteristics In A Human Physiology Course ForNonmajors”, Advan. Physiol. Edu., vol. 27, pp. 207-223 (2003)6 Candy, P., Self-direction for lifelong learning. San Francisco: Jossey-Bass (1991). Page 13.74.157 ABET 2008-2009 Accreditation Policy and Procedures Manual, ABET Inc., Baltimore, MD (2007)8 Frank Pajares, “Self-Efficacy Beliefs in Academic Settings

Conference Session

FPD6 - First Year Curricula Development

Collection

2008 Annual Conference & Exposition

Authors

Laura Ruhala, University of Southern Indiana; Richard Ruhala, University of Southern Indiana; Eric Sprouls, University of Southern Indiana

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First-Year Programs

AC 2008-2018: A FRESHMAN ENGINEERING CURRICULUM FOR ABACHELOR OF SCIENCE IN ENGINEERING PROGRAMLaura Ruhala, University of Southern Indiana Laura Ruhala earned her BSME from GMI Engineering & Management Institute (now Kettering University) in 1991 (as Laura Wilson) and her PhD in Engineering Science & Mechanics from The Pennsylvania State University in 1999. She has three years industrial experience at General Motors, served as Director of Safety at Pride Mobility, and taught at Lafayette College. She has been an Assistant Professor rank in the Engineering Department at USI since 2002, and has developed and taught many of the freshmen engineering courses, including ENGR 107 (Intro to

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Blair Rowley, Wright State University; Kumar Yelamarthi, Central Michigan University; Thomas Bazzoli, Wright State University

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First-Year Programs

AC 2008-2301: INTEGRATING GLOBAL WARMING INTO A FRESHMANENGINEERING INTRODUCTORY COURSEBlair Rowley, Wright State University BLAIR A. ROWLEY, Ph.D., P.E. is a Professor of Biomedical, Industrial, and Human Factors Engineering in the College of Engineering and Computer Science, a Professor of Geriatrics in the Boonshoft School of Medicine, and Director of the Freshman Engineering and Computer Science Program. He holds the Ph.D. from the University of Missouri, Columbia and is a PE. He has been in academia since 1970. Among his many activities he served as the Chair of the ASEE/BMD 1987-1988 and is a reviewer for NSF. His research focuses on rehabilitation engineering and teaching.Kumar

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Michael Swanbom; David Hall, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University

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First-Year Programs

AC 2008-2311: CENTRIFUGAL PUMP DESIGN, FABRICATION ANDCHARACTERIZATION: A PROJECT-DRIVEN FRESHMAN EXPERIENCEMike Swanbom, Louisiana Tech University Dr. Mike Swanbom received his B.S. in Mechanical Engineering from LeTourneau University in 2002, and his M.S. and Ph.D. degrees in Mechanical Engineering from Louisiana Tech University in 2007. His interests include Trenchless Technology and Robotics. He is active in developing online educational tools for instruction of engineering fundamentals. He has been closely involved with the development of innovative project-based curriculum at the freshman and sophomore levels at Louisiana Tech University.David Hall, Louisiana Tech University David Hall

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

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First-Year Programs

AC 2008-2912: THE VALUE OF SCAVENGER HUNTS IN THE LIFE OF AFRESHMANCraig Gunn, Michigan State University Craig Gunn is the Director of the Communication Program in the Department of Mechanical Engineering at Michigan State University. He integrates communication skill activity into all courses within the mechanical Engineering program. He is editor of the CED Newsbriefs and the MCCE Co-op Courier and has co-authored a textbook - Engineering Your Future. Page 13.1280.1© American Society for Engineering Education, 2008 The Value of Scavenger Hunts in the Life of a FreshmanAbstractStudents

Conference Session

FPD8 - Early Intervention & Retention

Collection

2008 Annual Conference & Exposition

Authors

Gretchen Hein, Michigan Technological University; Amber Kemppainen, Michigan Technological University

Tagged Divisions

First-Year Programs

AC 2008-351: ADOPTING A SUCCESS STRATEGY FOR FIRST YEARENGINEERING STUDENTS ENROLLED IN PRE-CALCULUSGretchen Hein, Michigan Technological University Gretchen Hein is a senior lecturer in the Department of Engineering Fundamentals at Michigan Tech. As such, she has developed various course materials for all of the first year engineering classes. She has developed and taught an upper division Thermo/Fluids class for non-mechanical engineering students.Amber Kemppainen, Michigan Technological University Amber Kemppainen is a lecturer in the Department of Engineering Fundamentals at Michigan Tech. She has been active in course development and the implementation of WebCT into her courses and

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

Michael Haungs, California Polytechnic State University; John Clements, California Polytechnic State University; David Janzen, California Polytechnic State University

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First-Year Programs

AC 2008-464: IMPROVING ENGINEERING EDUCATION THROUGHCREATIVITY, COLLABORATION, AND CONTEXT IN A FIRST YEAR COURSEMichael Haungs, California Polytechnic State University Michael Haungs is an Assistant Professor in the Computer Science Department at California Polytechnic State University. He received his B.S. degree in Industrial Engineering and Operations Research from the University of California, Berkeley, his M.S. degree in Computer Science from Clemson University, and his PhD in Computer Science from the University of California, Davis. His interests are in systems research, with an emphasis on: Distributed Systems, Networking, Interprocess Communications, Operating Systems and Parallel

Conference Session

FPD1 - Early Success and Retention

Collection

2008 Annual Conference & Exposition

Authors

Alicia Boudreaux, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University; James Nelson, Louisiana Tech University; Galen Turner, Louisiana Tech University

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First-Year Programs

AC 2008-477: INCREASING STUDENT SUCCESS IN ENGINEERING ANDSCIENCE THROUGH A FRESHMAN ENRICHMENT PROGRAMAlicia Boudreaux, Louisiana Tech University Alicia Boudreaux works as the Student Success Specialist at LA Tech University's College of Engineering & Science. She advises and supports students, helping to connect them to resources across campus. She also visits with prospective students and their families about the undergraduate engineering and science programs. She has a B.S. in Mechanical Engineering from LA Tech University and an M.S. in Educational Administration from Baylor University.Kelly Crittenden, Louisiana Tech University Dr. Kelly Crittenden received his BS and PhD in

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Alex Friess; Carol Briam, Dubai Aerospace Enterprise University; Linda Thompson, Dubai Aerospace Enterprise University; Hemdeep Dulthummon, Dubai Aerospace Enterprise University

Tagged Divisions

First-Year Programs

AC 2008-686: FRESHMAN PROJECT: DISCOVERING GLOBAL TRENDS – ASURVEY OF THE ENVIRONMENTAL STRATEGIES OF THE AEROSPACEINDUSTRYAlexander Friess, Dubai Aerospace Enterprise University Alexander Friess is an Assistant Professor of Engineering at Dubai Aerospace Enterprise University. He received his B.Sc. in Physics and M.Sc. and Ph.D. in Aeronautical Engineering from Rensselaer Polytechnic Institute. His research background includes experimental fluid dynamics, composite materials and performance optimization, and he has been active globally as consultant and design engineer working on a variety of projects, including participating in the design and engineering of South Africa’s yacht for the America’s

Conference Session

FPD8 - Early Intervention & Retention

Collection

2008 Annual Conference & Exposition

Authors

Mukul Shirvaikar, University of Texas at Tyler; David Beams, University of Texas at Tyler; Sagun Shrestha, University of Texas at Tyler

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First-Year Programs

eligible)took advantage of the program based on the program survey compared to 37 in the previousacademic year (a 27% increase). Of these, 17 were electrical engineering majors compared to 11in the previous year (a 54.6% increase). B2B FALL 2006 SUBJECT COVERAGE TUTORS MON TUE WED THU FRI A 8:00AM B 9:00AM PHYSICS MATH C 10:00AM PHYSICS MATH D 11:00AM MATH

Conference Session

FPD8 - Early Intervention & Retention

Collection

2008 Annual Conference & Exposition

Authors

Robin Hensel, West Virginia University; J. Ryan Sigler, West Virginia University; Andrew Lowery, West Virginia University

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First-Year Programs

. Student mastery is trackednumerically and illustrated by filling in appropriate sections of the student’s progress pie chart.Faculty and graduate assistant time is available to help students with any content topics, asneeded, and the student’s grade is based completely on mastery of the pre-calculus topics.Students who master 90% or more earn an A, 80% or more earn a B, 70% or more earn a C, 60%or more earn a D, and below 60% earn an F in the mid-semester math course. As a benefit to theinstructor, ALEKS tracks each student’s assessment records, the total time s/he spent in thecourse, and the average number of hours spent each week. Instructor time is spent answeringdirect student questions about content and sending email reminders and

Conference Session

FPD2 - First-Year Advising and Transition

Collection

2008 Annual Conference & Exposition

Authors

Ida Ngambeki, Purdue University; Odesma Dalrymple, Purdue University; Demetra Evangelou, Purdue University

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First-Year Programs

decision-making processes on students’ success and retention in their fields.Bibliography1. Bodner, G. M, Follman, D. K, & Hutchinson, M. A. (2005). Shaping the Self-Efficacy Beliefs of First-Year Page 13.351.11 Engineering Students: What is the Role We Play? Proceedings of the American Society for Engineering Education Annual Conference. Portland, OR.2. Lent R.W., Brown, S.D., & Hackett, G. (1994). Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice and Performance. Journal of Vocational Behavior, 45, 79-122.3. Lent, R. W; Brown, S. D., Sheu, H., Schmidt, J., Brenner, B. R

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

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

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First-Year Programs

assesses the effectiveness of changes made to somelearning modes. In addition to the student survey results, instructing faculty personal opinions of learningpotential and level of engagement for each mode are included along with faculty predictions of how thestudents would respond from their learner’s perspective. The data was used to establish how well we aseducators know our students. Results were evaluated to determine if (a) our prediction for an activitymakes a difference in how the students rate a learning mode for learning potential and level ofengagement and (b) if any mismatch exists in what we think and what they rate. This work providesexamples of the student and faculty surveys, proposes solutions, provides assessment to components

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

Jess Everett, Rowan University; John Chen, Rowan University; Stephanie Farrell, Rowan University; Jennifer Kadlowec, Rowan University

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First-Year Programs

, 1997.15. Hake, R.R., “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” Am. J. Phys. 66: 64-74 (1998).16. Everett, J., J. Newell, K. Dahm, J. Kadlowec, B. Sukumaran (2004) “Engineering Clinic: Bringing practice back into the engineering curriculum” Engineering Education Conference, University of Wolverhampton, England, UK.17. Newell, J., Marchese, A., Ramachandran, R., Sukumaran, B., Harvey, R., 1999, Multidisciplinary Design and Communication: a Pedagogical Vision,” International Journal of Engineering Education, 15(5):376-82.18. Harvey, R., Hutto, D., Hollar, K., Marchese, A., and Newell, J., 2003, “Models for Integrating Writing

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

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

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First-Year Programs

handout was distributed to all students and was reviewedduring one class session of the course in order to set appropriate presentation guidelines.A new rubric featuring descriptive performance level indicators based on an appropriate subsetof the RSVP framework was developed and distributed to the students ahead of thepresentations, as it is important to provide specific information on expectations to both studentsand faculty prior to the evaluation process5. As presented in Appendix B, this rubric focuses onfive specific areas. As this is, ostensibly, a “one minute” presentation, the length of thepresentation is a relevant issue. The four other major evaluation areas are derived from theRSVP framework based on specific items identified as areas