Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Davida Scharf, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

Tagged Topics

FYEE Conference Sessions

a rubric tousing the library effectively, writing skills. assess information literacy in the student reports she found a significant improvement in research, writing, and citing skills. Our study brought together several of these strands INTRODUCTION in utilizing a writing task on a current engineeringOur Fundamentals of Engineering Design (FED101) is a innovation within a hybrid online/face-to-face coursecourse that introduces incoming students to engineering environment. It was designed to familiarize

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University; Laura Kasson Fiss, Michigan Technological University

Tagged Topics

FYEE Conference Sessions

Paper ID #24433Comparing First Year Engineering Students’ Math and Verbal ACT scoresand Performance in Introductory Engineering and Composition Courses.Dr. Michelle E Jarvie-Eggart P.E., Michigan Technological University Dr. Jarvie-Eggart is a registered professional engineer with over a decade of experience as an environ- mental engineer. She lectures in the Engineering Fundamentals department at Michigan Technological University. Her research interests include online learning, active and collaborative learning, sustainability and diversity in engineering.Dr. Laura Kasson Fiss, Michigan Technological University Laura

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Tiago R Forin, Rowan University

Tagged Topics

Diversity, FYEE Conference Sessions

Paper ID #24381Development of Inclusive Freshmen Engineering AssignmentsMr. Tiago R Forin, Rowan University Tiago Forin is a PhD candidate in Engineering Education and researcher at Purdue University affiliated with XRoads Research Group, the Global Engineering Program and the Office of Institutional Research, Assessment, and Effectiveness. He received a Bachelor’s degree in civil engineering from Florida State University and a Master’s degree in environmental engineering from Purdue University. 2018 FYEE Conference: Glassboro, New Jersey Jul 25AbstractAt Rowan University, freshmen engineering students

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Rod B. Foist, California Baptist University; Xuping Xu, California Baptist University; Timothy Gage, California Baptist University; Seth Truitt, California Baptist University; Matthias Hans Schmidt

Tagged Topics

FYEE Conference Sessions

the 3.3V-based 3) The labs for this course show me how to problem-solve inFPGA chip. Happily, most projects that use LCDs only need Electrical and Computer Engineering,to perform write-operations, as is true in our case. 4) The labs in this course make the content more understandable,III. Lab Steps 5) I enjoy doing the labs for this course, Instructor provides some sort of pre-lab tutorial 6) Doing the labs shows me real life applications of the information (could be the contents of this paper), and information. possibly some pre-project lab

Collection

2018 FYEE Conference

Authors

Michael Wilson, University of Massachusetts, Amherst

reduced to a pendulum balance of money,management, and minutes. Thus the pracademic is a person that thinks, optimizes, produces, and practiceswith purpose.3. Transciciplinary taxonomyThe basic drawing above accents the differences pictographically. The context for Intradisciplinary isoccurring within the scope of scholarly disciplines; integrating reading, writing, and orating in languagearts are an example. Multidsciplinary is when working on a problem, within silo or similar boundaries aswhen studying math, history, reading, and science, the teams use similar assumptions, restrictions,perspectives, and philosophies. Crossdisciplinary then integrates aspects from multiple academicdisciplines to address problems arising from narrow

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Brandon Crisel, University of Arkansas

Tagged Topics

FYEE Conference Sessions

different types of Freshman Engineering coursessupport the CoE long-term goal of increasing graduation (GNEG). The key factor in determining which GNEG coursesrates. Since the establishment of FEP, the second-year a student is allowed to take is their initial math placement.retention rate for the CoE has increased from 62% to 71%.Identifying the factors which influence retention and using the  GNEG 1201 Fundamentals of Success in Engineeringresultant information to improve the academic and student Study: GNEG 1201 was developed for students who areservice support for freshman engineering students is critical behind in the engineering eight semester degree plansto the continual success of our program

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Rebecca R Essig, Purdue University Fort Wayne; Kimberly Warren O'Connor, Indiana University - Purdue University Fort Wayne; S. Scott Moor P.E., Indiana University Purdue University, Fort Wayne; Sara Marie Thomas

Tagged Topics

Diversity, FYEE Conference Sessions

Paper ID #24425Encouraging First-Year Engineering Retention through Course Help and Cam-pus Community EngagementDr. Rebecca R Essig, Purdue University Fort Wayne Rebecca Essig is an Assistant Professor of Engineering and First Year Engineering Program Coordinator at Purdue University Fort Wayne. She received her BS, MS, and PhD from the Purdue University Lyles School of Civil Engineering in 2010, 2013, and 2016 respectively.Prof. Kimberly Warren O’Connor, Indiana University - Purdue University Fort Wayne Kimberly O’Connor (B.A. Purdue University; J.D. Loyola University School of Law) is an Assistant Professor of

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Suzanne Keilson, Loyola University Maryland; Lynne C Elkes, Loyola University Maryland

Tagged Topics

FYEE Conference Sessions

describe the module, its development, and subsequentrevision. Future work will be conducted with a colleague from the Department of Economics.The module begins with a viewing of “The Story of Stuff,” produced by Annie Leonard ofGreenpeace. This video is a robust critique of the lifecycle of consumer products. Coupled witha second video with a tough opposing view, students are introduced to two fundamentallydifferent political and philosophical viewpoints. Students are asked to write immediate in-class,anonymous responses to both viewpoints. The instructor collects and collates these responses,highlighting major themes and utilizing student quotes. Discussion in the following class sessionis based upon these responses with the intent to initiate

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Jennifer Felder Marley, Valparaiso University; Doug Tougaw, Valparaiso University

Tagged Topics

FYEE Conference Sessions

engineering, this is challenging,  Writing lab handouts that include a higher-than-usualsince so many of the laboratories require extensive wiring amount of detail.and, possibly, programming. We describe a set of 24  Recording and publishing pre-lab briefing videos thathands-on laboratories in which students perform a demonstrate what students can expect to see in lab.significant experiment within a 50-minute period. The  Providing students with partially wired “baselinelabs are written to explore analog circuits, digital circuits, breadboards” that are already populated with theand programming embedded microcontrollers. components they will need and

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

Michael Cross, Norwich University; David M. Feinauer P.E., Norwich University

Tagged Topics

FYEE Conference Sessions

course consists of two 50-minute lectures and one 3-hour lab per week; it is a disciplinespecific follow-on course to a common engineering course taken in the fall semester. The lectureportion of the course is used to introduce and practice fundamental topics from the discipline aswell as to prepare the students for the foundational laboratory exercises. Material is presented ina traditional format with all required assignments and laboratory exercises distributed throughNorwich’s Learning Management System (LMS). Students are assessed through multiple in-class exams, homework assignments, as well as written reports for each laboratory exercise.Engineering faculty at Norwich have decided that participation in this course should contributeto a

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

Lunal Khuon, Drexel University; M. Eric Carr, Drexel University (Eng. & Eng. Tech.); Yalcin Ertekin, Drexel University (Tech.) (MERGED)

Tagged Topics

FYEE Conference Sessions

had not yet participated in the freshmanfreshman engineering design course that incorporates engineering design laboratory program. The revision had thecoding and manufacturing engineering concepts through following three goals [1].an autonomous robot vehicle project. The course itself is 1. Establish a course structure that emphasizespart of a three-course engineering design sequence that professional skills and engineering design.introduces incoming freshman engineering students to 2. Create a database of “mini-projects” to be integratedthe fundamental concepts of engineering design that will into the new course structure.be applied throughout their undergraduate

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Todd France, Ohio Northern University; Brittney Lynn Masters, Ohio Northern University

Tagged Topics

FYEE Conference Sessions

do students place on their first-year engineering experiences? 2) What connections do students make between their first-year engineering experiences and subsequent engineering courses and professional experiences? 3) What technical content and skills do students suggest for a first-year engineering experience?Course BackgroundThe first-year engineering experience at Ohio Northern University is comprised of twosequential 3-credit hour courses. During the time at which the study participants took the course,the fall semester was comprised of several multi-week projects and contained various topics suchas visual modeling, technical writing, basic circuits, Excel, units of measurement, ethics,engineering design fundamentals, and