Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Arturo A Fuentes, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

First-Year Programs

to students early in their careers allows them to connect their current knowledge to engineering applications. The mechanics knowledge gained provides a foundation and motivation to many courses in the mechanical, civil, and industrial engineering curriculum.Then, the authors had to categorize and prioritize the target concepts of the different challenges.This process is illustrated below for the bridge failure challenge:  Concept Map o Engineering Design Process  Role of prototype/model testing and validation o Truss Bridge  Tension  Compression o Prototype Construction and Instrumentation o Teamwork Skills

Conference Session

Computers in Education Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chi N. Thai, University of Georgia

Tagged Divisions

Computers in Education

can review these videos and offer possible solutions asynchronously. 3. More scaffolding needs to be done in our lecture materials (such as course concept maps and realignment of the projects towards a certain theme), and also in the project requirements (i.e. require students to show planning of their projects and to specify how they used previous knowledge (from previous courses and/or previous projects) and instructor feedback in subsequent work. More details are given in later sections describing the revised or new course projects.Overall Course Objectives and Project DescriptionsAs this is a first course in Robotics, the integration between controller programming, actuatorscontrol, sensors

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Andrea Marta Eller, Arizona State University; Dale R. Baker, Arizona State University; Jessica Triplett, Arizona State University

Tagged Topics

NSF Grantees

% 50% Daily reflection sheets 14% 12% 33% 27% 15% 42% Visual glossaries of terminology 1% 2% 12% 44% 39% 84% Mini-Lectures 2% 10% 16% 41% 31% 71% Homework 2% 6% 16% 48% 27% 75% Tests 1% 7% 21% 44% 27% 71% Hands-on Activities 1% 3% 15% 41% 37% 81% Concept in Context Worksheets 0% 3% 16% 43% 37% 85%Concept maps of all course topics

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering; Jefferey E. Froyd, Texas A&M University; Thomas A. Litzinger, Pennsylvania State University, University Park; Dan Ewert, Minnesota State University, Mankato, Iron Range Engineering; Bart M. Johnson, Itasca Community College

Tagged Divisions

Design in Engineering Education

elective areas. The goal is to select as many as possible that have direct connection to the industry project. • For the next seven weeks students dedicate a minimum of 6 hours per day to their Page 22.78.4 learning to develop expertise with respect to the 8 technical competencies and 2-4 hours per day in the ideation, research, modeling, and experimentation phases of their project. The goal of the learning for each competency is to progress from identifying fundamental knowledge and general principles to the development of personal models (such as concept maps, structure maps, and analogies), to the practice

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Rustam Stolkin, University of Birmingham, UK; Susan Lowes, Columbia University, Institute for Learning Technologies, Teachers College; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University; Peiyi Lin, Columbia University, Teachers College

Tagged Divisions

K-12 & Pre-College Engineering

primarily suburban. Before the first summer institutes, anextensive set of baseline data was collected on the schools in the project and a backgroundsurvey was administered to participating teachers. In addition, a pre-assessment designed toprobe for understanding of the electrical circuits needed for building the sensors, an algebra-readiness assessment, and a concept mapping exercise designed to elicit understanding of therelationship between water quality and temperature (the focus of the sensors built in this firstyear) were administered to the teachers at the start of each institute. This was both to familiarizethe teachers with the assessments they would be using with their students and to provide resultsthat could be used as correlates in