Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2006 Annual Conference & Exposition

Authors

Sven Bilen, Pennsylvania State University; Beverly Jaeger, Northeastern University

Tagged Divisions

First-Year Programs

2006-911: THE ONE-MINUTE ENGINEER: GETTING DESIGN CLASS OUT OFTHE STARTING BLOCKSBeverly Jaeger, Northeastern University BEVERLY K.JAEGER is a member of Northeastern University’s Gateway Team. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience in engineering that endorses the student-centered and professionally-oriented mission of Northeastern University. She teaches Engineering Design and Engineering Problem Solving to first-year engineering students and has served as a coordinator for multiple sections of these courses as well.Sven Bilen, Pennsylvania State University SVEN G. BILÉN is an Associate Professor of Engineering

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the Foundation’s engineering study (as reported in Educating Engineers: Designing for the Future of the Field). In addition, in 2011 Dr. Sheppard was named as co-PI of a national NSF innovation center (Epicenter), and leads an NSF program at Stanford on summer research experiences for high school teachers. Her industry experiences includes engineering positions at Detroit’s

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney A. Lemasney, Rowan University; Hayley M. Shuster, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

kappa of 0.627indicates a moderate level of agreement between the researchers. The results from this paperprovide insight into how students interpret Curiosity and can be used to develop materials aboutEM that might better resonate with first-year students. Future work will explore the remainingtwo “Cs”: Connections and Creating Value.IntroductionThis study involves integrating fortnightly reflective practice into a first-year engineering coursewhile simultaneously beginning to instill an entrepreneurial mindset (EM) (as defined by theKern Engineering Entrepreneurship Network (KEEN)) in the engineering students at a mid-size,Mid-Atlantic, public university. Of particular interest is understanding students’ conception ofCuriosity, one of the

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

activities [5], activelearning not only improves students’ academic performance [6, 7], but also significantly enhancestheir retention rate in the STEM fields [8].In spite of the benefits reported by a myriad of studies, the translation of theory into classroompractices has unfortunately remained relatively slow in progress [9]. Besides the reluctance frominstructors to spend the necessary time to prepare interactive teaching materials [10], students’resistance to active learning also plays a crucial role. It is understandable that lack of students’participation would further hinder the instructors’ motivation to develop in-class activities. Toclearly assess such resistance, DeMonbrun et al. [11] developed a systematic questionnaire knownas the

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

to the incorporation of active learning techniques such as game- based learning in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on stu- dent perception of the classroom environment, motivation and learning outcomes. She was selected to participate in the National Academy of Engineering (NAE) Frontiers of Engineering Education Sympo- sium in 2013, awarded the American Society for Engineering Education Educational Research Methods Faculty Apprentice Award in 2014 and the Raymond W. Fahien Award for Outstanding Teaching Effec- tiveness and Educational Scholarship presented by

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Mark Embree, Rice University; Maria Oden, Rice University

Tagged Divisions

First-Year Programs

thepractical engineering design process even as they are immersed in fundamental math and sciencecourses, (b) encourage students to experience how knowledge from these fundamental coursescould be put to practical use, and (c) encourage retention in engineering.In ENGI 120, students learn the engineering design process and use it to solve meaningfulproblems drawn from local hospitals, local community partners, international communities, andaround the Rice University campus. Each freshman design team is coached by an “ApprenticeLeader,” an upper-class student who is taking a course in engineering leadership sponsored byRCEL. Freshman design teams directly interview clients, complete a design context review,develop design criteria, and brainstorm and

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines

Tagged Divisions

First-Year Programs

: student-centered teaching and learning, pedagogy in design, honors pedagogy and scholarship, diversity and inclusion in higher educa- tion, and ethics in engineering. In the classroom, Mirna strives to encourage students’ intrinsic motivation to learn through modeling authenticity in teaching and learning. Recent scholarships: Nickoloff Scholar in Entrepreneurship and Innovation, Daniels Fund Scholar in Engineering Ethics Recent accolade: University Innovation Fellows (UIF) Mines Faculty ChampionDr. Megan Sanders, Colorado School of Mines Megan Sanders is the Senior Assessment Associate at the Trefny Innovative Instruction Center at the Colorado School of Mines. Using her background in educational psychology, she

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Daniel M. Ferguson, Purdue University, West Lafayette; Mohd Iramul Hoque, CATME

Tagged Divisions

First-Year Programs

Mechanical and Aerospace Engineering Depart- ment at ASU. His interests include student pathways and motivations into engineering and developing lab-based curriculum. Recently, he has developed an interest in non-traditional modes of content delivery including online classes and flipped classrooms.Dr. Daniel M. Ferguson, Purdue University, West Lafayette Daniel M. Ferguson is CATME Managing Director and a research associate at Purdue University. Prior to coming to Purdue he was Assistant Professor of Entrepreneurship at Ohio Northern University. Before assuming that position he was Associate Director of the Inter-Professional Studies Program [IPRO] and Senior Lecturer at Illinois Institute of Technology and involved in

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University

Tagged Divisions

First-Year Programs

pursuing their interests in theprogram. The NAE GCSP is designed to prepare students to become the next generation ofengineering leaders with a unique experience and skillset that includes hands-on researchexperience, interdisciplinary curriculum, entrepreneurship, global dimension, and servicelearning. The course described in this paper is one approach that could be used to help first yearstudents to define and pursue their path toward becoming these future engineering leaders.At ASU, approximately 100 freshmen engineering students admitted into GCSP enroll in thisinterdisciplinary course each fall semester, which is taught in sections of up to 50 students.Through participation in this course, students develop an understanding of the

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

industry, developing the teaching the Engineer- ing Projects in Community Service course, and developing curricular and co-curricular programs at the Engineering Innovation Center which promote innovation and entrepreneurship among engineering stu- dents and in collaborations with other colleges on campus and partnering with other institutions across the country.Dr. Kristi J. Shryock, Texas A&M University Dr. Kristi J. Shryock is an Instructional Associate Professor in the Department of Aerospace Engineer- ing and Executive Director of Interdisciplinary Engineering in the Look College of Engineering at Texas A&M University. She received her BS, MS, and PhD from the College of Engineering at Texas A&M

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Robin Fowler, University of Michigan; Elizabeth S. Hildinger, University of Michigan

Tagged Divisions

First-Year Programs

education1.This paper provides an overview and analysis of an introductory engineering course design thatempowers entering first-year students with choice. While most engineering curricula offerlimited choice in the introductory experience, or are specifically tailored to disciplines that thestudent must declare prior to enrollment, this course design gives students the freedom ofchoosing among a dozen different engineering design projects in an introductory setting. Thechoices represent a variety of cross-disciplinary and discipline-specific projects addressing all ofthe available majors in the college, with themes in alternative energy, systems design,humanitarian design, engineering and the arts, and entrepreneurship. Most of the projects

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #29865Student Retention Barriers in a Chemical Engineering ProgramDr. Marina Miletic, University of New Mexico Dr. Marina Miletic served as a Lecturer in the Department of Chemical & Biomolecular Engineering at the University of Illinois at Urbana-Champaign for eight years. She taught Senior Design and Unit Opera- tions among other courses and helped establish one of the nation’s first week-long Chemical Engineering summer camps for girls. Her research has focused on promoting concept-based learning in the class- room, developing Chemical Engineering video lectures, studying the efficacy of remote web

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University

Tagged Divisions

Design in Engineering Education, First-Year Programs

Design. His most recent teaching roles involve instructing in innovation and entrepreneurship summer classes at SEAS as well as in the Collaborative Design Engineering core studio. His former roles include managing director of Life Chang- ing Labs at Cornell University, founder of LCL’s summer startup incubator, founder of LCS’s global high school entrepreneurship and computer science program, and director of the Caldwell House. c American Society for Engineering Education, 2018 Work in Progress: Design, Implementation, and Assessment of a Summer Pre-Collegiate Program at Harvard John A. Paulson School of Engineering and Applied Sciences Anas Chalah, Michael Raspuzzi, and

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Alicia Betsinger, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Students Through Support and EngagementIntroductionWith the continued demand for a highly skilled and diverse engineering workforce the problemof understanding factors that influence retention in engineering remains significant. Becoming anengineering major requires students to spend considerable amounts of time and effort building uptheir knowledge base in mathematics, physics, chemistry and computation. As a result, manystudents at the Thayer School of Engineering at Dartmouth College do not take actualengineering classes until their sophomore year. Based on campus data, the majority of ourstudents who switch out of engineering do so after poor performance in a prerequisitemathematics or science course in their first year

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jennifer Lynn Schlegel, Florida Institute of Technology

Tagged Divisions

First-Year Programs

, the mini golffreshman design project has been a large success. The students regularly mention it as one of thebest experiences in the class on course evaluations. When surveyed at the end of the project,students reported exploring more than one engineering discipline during the project withexposure to Civil, Mechanical, and Electrical the most common majors stated. The studentsfound communicating with their group members as one of the largest project challenges, but alsoone of the most important to ensure the success of the project. They also found the interviewprocess very helpful during the early stages of their design process; however, rather than usingthe interview assignment to discover a market opportunity, students used interviews as a

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(2015-2016) I have the privilege of being a Course Assistant for three classes at Stanford: (1) E14: Introduction to Solid Mechanics; (2) BIOE51: Anatomy for Bioengineers; (3) BIOE80: Introduction to Bioengineering and Engineering Living Matter. I also have pleasure of serving as the Safety and Operations Manager at the Volkswagen Automotive Innovation Laboratory, which includes managing the machine shop and teaching students how to use the machinery. In this role I am able to advise and educate students on design choices for their personal and research projects from ideation phases to functional products, with an emphasis on design and manufacturing techniques. c American Society for

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Goli Nossoni, University of New Haven; Jean Nocito-Gobel, University of New Haven; Ronald S. Harichandran, University of New Haven

Tagged Divisions

First-Year Programs

andcomputer science majors their first year. Projects are structured for students to experienceengineering design and problem solving process in a multi-disciplinary, team-based setting.Students learn core engineering concepts while developing professional skills through a series ofprojects that showcase the primary engineering disciplines.Each project in the Intro to Engineering course emphasizes different engineering fields whilefostering the development of students’ professional skills in technical communication, teamworkand problem solving, along with sustainability, entrepreneurship and creativity. These topics arecovered through class lectures, two e-learning modules that students complete outside of classhours, and three team-based projects

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie R. Gomez, University of New Mexico; Sophia Bowers, University of New Mexico; Abhaya K. Datye, University of New Mexico; Paige Prescott, University of New Mexico; James Scacco, University of New Mexico; Jordan Orion James, University of New Mexico; Nicolai Loner, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

for students to begin developing professional engineering identitieswithout sacrificing their existing identities.Introduction and research purposeThis Complete Research paper describes how we identified student assets and developedcommunity-, industry-, research-, and entrepreneurship-based design challenges that built onidentified assets. We sought to support diverse students to begin developing professionalengineering identity in a first year 1-credit course.Despite many efforts to diversify engineering, first-generation college attendees, non-traditionalstudents, and students from groups typically underrepresented in engineering are still less likelyto persist. Such students are less likely to have family members who can serve as a source

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Rosalind Archer, University of Auckland; Paul Denny, University of Auckland; Margaret Hyland, University of Auckland; Chris Smaill, University of Auckland; Karl Stol, University of Auckland

Tagged Divisions

First-Year Programs

Class, in Computer Science from the University of Auckland, New Zealand. He is a senior tutor in the Department of Computer Science, with 9 years of experience teaching programming courses and has interests in contribution based learning. He developed the PeerWise tool to support this approach, and has experience incorporating other eLearning technologies into course design.Margaret Hyland, University of Auckland Margaret Hyland (FIChemE, MASM, and MRSNZ) is an Associate Professor in Chemical and Materials Engineering and Associate Dean Research for the Faculty of Engineering. She has taught in a wide variety of chemical engineering and materials engineering courses, from first year to

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

First-Year Programs

- ident Technologist for Opera Philadelphia. He received his Ph.D. in media arts and sciences from MIT in 2003 and also holds master’s degrees in electrical engineering and music (vocal performance practice) from Stanford University as well as a B.S. in engineering and a B.A. in music from Swarthmore College. His research group, the Music & Entertainment Technology Laboratory (MET-lab), focuses on the ma- chine understanding of audio, particularly for music information retrieval. Honored as a member of the Apple Distinguished Educator class of 2013 and the recipient of Drexel’s 2012 Christian R. and Mary F. Lindback Award for Distinguished Teaching, Youngmoo also has extensive experience in music per- formance

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uma Lakshman, NYU’s Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

Tagged Divisions

First-Year Programs

engineering experience.Figure 2: Student responses when asked what classes they would like to take in their first yearNew York University’s Tandon School of Engineering From Figure 2, students want more major related courses in their first year and morehands on project-based courses. Students also state the need for the foundational classes, such ascomputer science. A well-rounded first-year curriculum is suggested, with terms such as“entrepreneurship” and “philosophy.” Students were asked about a common first year for everystudent at New York University’s Tandon School of Engineering. Students would declare theirmajor after their first year. Figure 3 displays the breakdown of students that would be in favor ofdeclaring their major at the end

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Kenneth Reid, Ohio Northern University; Jed Marquart, Ohio Northern University

Tagged Divisions

First-Year Programs

covered in class. The venue for the “idea pitch” presentations was the Student PosterCompetition, part of the Extreme Entrepreneurship Tour (EET) which visited campus in 2009during the fourth week of the spring term. The EET was a campus-wide event sponsored by theKern Family Foundation through the Kern Entrepreneurship Education Network, meant topromote key concepts of entrepreneurship into the curriculum at all levels. The postercompetition was open to all students from any major. Posters could be entered in one of thefollowing judging categories: • Ideas that improve society [for anywhere in the world]. • Ideas that improve healthcare [for any group of humans on the planet]. • Ideas that use technology to create new processes or

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle E. Jarvie-Eggart, Michigan Technological University; Laura Kasson Fiss, Michigan Technological University; Karla Saari Kitalong, Michigan Technological University

Tagged Divisions

First-Year Programs

communication skillsduring their undergraduate experience. It may be that higher performing ELA students are not advancingtheir communication abilities as much as they could if they are placing out of UN1015. A developingtrend among first year programs is to offer classes in entrepreneurship and rapid prototyping. Yet, not allincoming first year students are ready for this content. Those students in the highest ELA performancecategory may be among the potential candidates for these advanced first year classes.ConclusionResults indicated a statistically significant difference in first year engineering students’ math and ELAACT scores, with math scores being higher. However, these same students displayed a statisticallysignificant difference in their

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

developing and teaching the Introduction to Engineering course. He also teaches Thermo-Fluids, Advanced Math Methods, High Speed Aerodynamics, and other courses for the Mechan- ical and Aerospace Engineering Department at ASU. His interests include student pathways and moti- vations into engineering and developing lab-based curriculum. Recently, he has developed an interest in non-traditional modes of content delivery including online classes and flipped classrooms. c American Society for Engineering Education, 2017 Work In Progress: Incorporation of the Entrepreneurial Mindset into the Introduction to Engineering CourseAbstractThis Work In Progress paper will describe changes made

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

learning theory.The PBSL projects for this research are intentionally selected to provide students withengineering design work that results in an improved quality of life or a higher standard of livingfor targeted local communities. Similar to other service-based programs that serve localcommunities with social entrepreneurship projects, such as Purdue’s EPICS program, ourprojects follow the emphasis on multidisciplinary teams and start-to-finish design process forlocal community partners10,11. Our program has also woven in rigorous assessment andevaluation of educational outcomes and changes in students’ attitudes from inception, with theobjective of research — and the dissemination of such — as the foundation of all of ourendeavors. The

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

Tagged Divisions

First-Year Programs

work in groups andask their instructor for guidance on their proposed approach. Some modules also require studentsto build and test prototype designs; these design solutions are then pitched to their classmates viaa five to eight minute in-class oral presentation. In Phase II of this project, we will requirestudent groups to include a reference slide, which will enable us to assess the types and quality ofresources they consulted when creating their pitch presentation.Methods/assessmentTo deliver this instructional intervention, an engineering librarian visits a class as a guestlecturer. During this brief 25 minute lecture, the librarian introduces students to the idea thatinformation has value [23], and that the kinds of technical information

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Connor Sonnier, Arizona State University

Tagged Divisions

First-Year Programs

customer statements and Q & A’s. The project is broken into subsystems thatare addressed one at a time though iterations are needed throughout the design, as the designchanges in one subsystem would likely affect other design choices that had been made prior.Custom web-based simulators were provided to students to help them with modeling and designdecision making. The final deliverables of this project include a few visual/physicalrepresentations of various aspects of the design and a design report.Research MethodThis research effort aims to understand how first year students’ understanding of the designprocess changes before, during, and after engaging in the class activities in this course. Datacollected are the visual representations of

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

have experience mentoring and tutoring”, “I was part of a similar program in high school”, “I like working with kids as I have already been a mentor in a school”, “I would like to get out and actually do engineering instead of studying all the time”, “Teaching would be a new experience that I am excited about”, “teaching is a fantastic opportunity for a project to have real-world impact”, and “I think showing kids how fun engineering can be is a great idea”. In addition, new engineering fields such as renewable energy, health, sustainability and engineering entrepreneurship are popular for young students and their university student mentors, which may attract more participants.4. Assign groups of 4 or more engineering students

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Divisions

First-Year Programs

, professional development, and reflection. Like other problem-basedservice-learning courses, decisions were made in the course design to minimize logisticalchallenges [2]. The most relevant of these decisions to service-learning is student and communityinteraction was limited to two design reviews and a final product showcase. Considering thechallenge of maintaining valuable reciprocity and cooperation between the community partnersand students, the value of collaboration to the engineering design process and the students’professional growth were also points of interest. The class was taught over a 15-week semester,using two 75-minute class periods to deliver course content.The 540 students were organized into six sections of 90 students and each

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail E. Heinz, Rowan University; Matthew Strauss; Mary Staehle, Rowan University

Tagged Divisions

First-Year Programs

Paper ID #33395The Impact of Brief, Detached, Mandated Verbal Participation Activitieson Student Learning Habits in an Introductory CourseAbigail E. Heinz, Rowan University Abigail Heinz is an undergraduate Mechanical Engineering student at Rowan University.Matthew Strauss, I am a recent graduate from Rowan University with a degree in Entrepreneurship Engineering, with a focus on mechanical engineering.Dr. Mary Staehle, Rowan University Dr. Mary Staehle is an Associate Professor and Undergraduate Program Chair of Biomedical Engineering at Rowan University. Before joining the faculty at Rowan, Dr. Staehle worked at the