Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sherri Youssef, The Ohio State University; Patrick James Herak, The Ohio State University; J. Blake Hylton, Ohio Northern University; Todd France, Ohio Northern University

Tagged Divisions

First-Year Programs

10 conveyed the most confidence. The needs statements providedby the students were then reviewed by an experienced engineering designer and evaluated on thesame Likert scale. The distribution of both assessments is presented in Figure 2 below.As illustrated, student ratings of their needs statement consistently spanned values as small as zeroand as large as ten with the first and last bins housing the majority of the 147 students whocompleted Module 1. Generally, the distribution of the evaluator ratings is skewed right as opposedto the fairly even distribution seen with the student ratings. Moreover, the first bin of the evaluatorratings is larger than that of the student ratings and the last bin of the evaluator ratings is smallerthan that

Conference Session

Engineering Education in India, the Far East, and Central Asia

Collection

2010 Annual Conference & Exposition

Authors

J Thompson, Kansas State University; Ata M. Nazar, Kabul University

Tagged Divisions

International

. In 2005 theWorld Bank established the SHEP program with the Ministry of Higher Education. The SHEP Page 15.1017.2program established a number of Partnerships between Afghan Educational programs andwestern educational institutions. One of these was the Engineering Partnership between KU andKSU. A team of KSU engineers and architects made an assessment visit in November of 2006from which they prepared the project proposal that was signed by both institutions in April 2007.The KU/KSU Engineering Partnership:The standard for engineering education in the US and some other countries is accreditation bythe Accrediting Board for Engineering and

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University

Tagged Divisions

First-Year Programs

Mechanical and Industrial Engineering at Uni- versity of Illinois Urbana-Champaign. He joined the Department of Electrical Engineering at San Jose State University in 1990. His research areas include control theory, electrical machine control, power electronics, and wind turbines control.Dr. Patricia R Backer, San Jose State University Dr. Backer is Director of General Engineering at San Jose State University. Her research interests are in broadening the participation of women and URM students in engineering and assessment of engineering programs. Page 23.669.1 c American Society

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Elise Amel, University of Saint Thomas; Camille George, University of St. Thomas; Yvonne Ng, College of St. Catherine

AC 2007-781: ASSESSING THE IMPACT OF INNOVATIVE ME COURSES:CREATING AND VALIDATING TOOLSElise Amel, University of Saint Thomas Dr. Amel is an Associate professor at the University of St. Thomas. Professor Amel is trained as an industrial/organizational psychologist. Her most recent research, however, is in the area of conservation psychology, understanding people’s reciprocal relationship to the rest of the natural world. Her expertise includes survey development, psychometrics (reliability, validity, utility), data analysis, as well as environmental and feminist issues in psychology. She is interested in how gender affects career choice. She believes strongly in the scientist-practitioner

Conference Session

Assessment, Course, and Curricular Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan L. Falkenstein-Smith, Syracuse University; Ryan James Milcarek, Syracuse University; Michael J. Garrett, Syracuse University; Jeongmin Ahn, Syracuse University

Tagged Divisions

Energy Conversion and Conservation

Paper ID #16788Exploring T-Shaped Professional Skill Development in Graduate Students inan Advanced Energy Systems CourseMr. Ryan L. Falkenstein-Smith, Syracuse University Ryan is a Ph.D. candidate at Syracuse University whose research interest range from carbon sequestration to engineering education.Mr. Ryan James Milcarek, Syracuse University Ryan Milcarek is a Mechanical & Aerospace Engineering PhD student at Syracuse University with a focus in Energy Systems Engineering. He worked for the Department of Energy’s Industrial Assessment Center at Syracuse University for 2 years starting in the Spring of 2012. Ryan

Conference Session

ECE Pedagogy and Assessment I

Collection

2008 Annual Conference & Exposition

Authors

Steven Northrup, Western New England College; John Burke, Western New England College

Tagged Divisions

Electrical and Computer

strongly recommends to the community of engineering educators that similar tightlycoupled feedback loops be implemented across engineering programs. It is believed thatcontinuous improvement similar to the improvement demonstrated in this paper can be made atinstitutions of any size – all it takes is communication between the instructors of the tightlycoupled courses.Bibliography1. McGourty, J., Sebastian, C., and Swart, W, “Performance Measurement and Continuous Improvement of Undergraduate Engineering Education Systems”, Proceedings of the 1997 Frontiers in Education Conference, October 1997.2. Potter, L., Jo Min, K., and Peters, F., “Effecting Improvements in an Industrial Engineering Program by Applying Outcome Assessment

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Natalie Gedde, University of Notre Dame

Tagged Divisions

First-Year Programs

profilethe successful program developed for the Introduction to Engineering course, and to assess theattitudes of student assistants who are serving (or have served) in this role.Program Background and MethodsDuring the 2000-2001 school year, a new approach to the Introduction to Engineering coursesequence at the University of Notre Dame was developed involving cross disciplinary hands ondesign projects. Since inception, the course sequence has enrollments that have ranged from~350-450 first-year engineering students and involves large group lectures that introduce thebackground / theory of the projects and small group learning center sections. The learningcenters are groups of ~25-35 first-year students led by an instructor and an undergraduate

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

. These projects help expose students to practical design issues in thefreshman year, foster creative problem solving skills and may aid student retention onengineering programs. These projects have also been successfully piloted in pre-collegeprograms, aimed at generating interest in engineering careers among high school students.We describe ongoing work to extend these projects to include computer control and sensoryfeedback, allowing students to develop autonomous underwater vehicles (AUVs). Further, weoutline ongoing work to assess the effectiveness of these modules.1 IntroductionThis paper describes an ongoing effort, at Stevens Institute of Technology, to develop a set ofeducational modules, which will teach fundamental engineering

Conference Session

NEE Technical Session - Assessment/Evaluation

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathan Washuta, The Citadel; Alyson Eggleston, The Citadel; James Righter, The Citadel; Robert Rabb, The Citadel

produced guidance in regards to Student Outcome 2 that, “This does not meanthat each of these elements must have a significant effect on the design — it just means that theprogram must show that students consider these elements as they engage in design [10].”Specifically, for Student Outcome 4, ABET recommends, “The emphasis for informedjudgments is the ability of the student to consider impacts in all four contexts. When consideringactual engineering situations, it is possible that only one or two impacts are major. Students mustbe able to consider all four, but it is acceptable to state that an impact is minor [10].” Thisguidance indicates that engineering programs must take the language literally and assess each ofthese listed factors

Conference Session

Novel Teaching Methods In Engineering Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ying Lin, Western Washington University; Todd D. Morton, Western Washington University

Tagged Divisions

Engineering Technology

, and Circuit Analysis.Prof. Todd D. Morton, Western Washington University Todd Morton has been teaching the upper level embedded systems and senior project courses for Western Washington University’s Electronics Engineering Technology(EET) program for 25 years. He has been the EET program coordinator since 2005 and also served as department chair from 2008-2012. He is the author of the text ’Embedded Microcontrollers’, which covers assembly and C programming in small real-time embedded systems and has worked as a design engineer at Physio Control Corporation and at NASA’s Jet Propulsion Laboratory as an ASEE-NASA Summer Faculty Fellow. He has a BSEE and MSEE from the University of Washington

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Damji Heo Stratton, Purdue University, West Lafayette; Dayoung Kim, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

strategies of self-reflection, and teamcitizenship, we believe that it is pertinent to study and explore these two aspects together. Thus,in this study, we aim to explore the relationship between these two strategies.Research MethodSite The data is collected from a large mid-western university from the first-year engineeringstudents of a required course. In this class, students learn to develop the solutions for engineeringdesigns by attempting modeling challenges and practice evidence-based engineering decisions ondiverse teams. “Students cover topics such as data visualization and analysis, ethics, engineeringdesign, application of basic programming to the solution of engineering problems, developmentof mathematical models to solve

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

AC 2011-2404: A DROP-IN TUTORING PROGRAM TO SUPPORT FIRST-YEAR ENGINEERINGDr. Beverly Louie, University of Colorado, Boulder BEVERLY LOUIE is the director for teaching and learning initiatives in the Broadening Opportunities through Leadership and Diversity (BOLD) Center in CU’s College of Engineering and Applied Science. She holds B.S. and M.S. degrees in chemical engineering from CU, and a D.Phil. in mechanical engineer- ing from the University of Oxford, England. Dr. Louie’s research interests are in the areas of engineering student retention and performance, teaching effectiveness and collaborative learning.Dr. Daniel Knight, University of Colorado, Boulder DANIEL W. KNIGHT is the engineering assessment

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anika Coolbaugh Pirkey, West Virginia University; Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs

, West Virginia University Lizzie Y. Santiago, Ph.D., is a Teaching Associate Professor for the Freshman Engineering Program in the Benjamin M. Statler College of Engineering and Mineral Resources. She holds a Ph.D. in chemical engineering and has postdoctoral training in neural tissue engineering and molecular neurosciences. She teaches freshman engineering courses and supports the outreach and recruiting activities of the college. Her research interests include neural tissue engineering, stem cell research, absorption of air pollutants in human upper airways, attrition and university retention, increasing student awareness and interest in research and engineering, STEM education, and recruitment and retention of

Conference Session

Manufacturing Education Innovation and Assessment

Collection

2006 Annual Conference & Exposition

Authors

Jianmei Zhang, Kansas State University; Z.J. Pei, Kansas State University

Tagged Divisions

Manufacturing

and how to apply active-learning strategies in their teaching. Thefirst author is a member of K-State’s WESP (Woman in Engineering and Science Programs)Learning Community and frequently attends teaching workshops and seminars. The authorsapplied teaching strategies and methods in their classes and continually adjusted them accordingto the students’ responses and comments. The authors found that interactive teaching methodsare very effective for students’ learning no matter how large or small the class is. In next section,some interactive teaching methods will be described together with some feedbacks from the Page 11.613.2classes.2. Six

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Lisa Frehill, Self employed consultant; Amanda Lain, Freelance Consultant; Catherine Didion, National Academy of Engineering

Tagged Divisions

Graduate Studies

case study analysis is used to describe the subtle ways that engineeringgraduate school at a particular large state university differs for students based ongender. Implications for future research are discussed.IntroductionWomen continue to be underrepresented in engineering at all levels of education and in the U.S.workforce. For the past two decades, women have earned between 18-20 percent ofundergraduate degrees in engineering, with approximately this same level of representation at themaster’s and doctoral levels1. In the U.S. workforce, women account for just 13.5 percent of allengineers and architects1. Women’s underrepresentation, however, stems from lack ofrecruitment and enrollment in engineering programs rather than retention2,5. The

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter M. Ostafichuk, University of British Columbia, Vancouver; Susan Nesbit, University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver; Gerald Tembrevilla, University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

interested in sustainability education and transdisciplinary learning.Mr. Gerald Tembrevilla, University of British Columbia c American Society for Engineering Education, 2020 Developing Metacognition in First-Year Students through Interactive Online VideosAbstractThis complete research paper examines the use and impact of a series of optional interactiveonline videos (“screencasts”) to develop metacognition and learning perspectives in first-yearengineering students. In 2018, eight screencasts were distributed once per week at the start of anintroduction to engineering course; this was expanded to nine screencasts in 2019. Theeffectiveness of the screencasts was assessed using a

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jered H. Dean, Colorado School of Mines; Kristine R. Csavina, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

University. c American Society for Engineering Education, 2017 Work in Progress: Self-Guided Professional Development as an Enabler for Multidisciplinary ProgramsAbstractThe capstone design program at Colorado School of Mines serves three departments and fourdegree programs, each having their own demands, distinctive industry-specific languages, anddepartmental expectations. Each discipline is looking to the capstone design program to provideABET required capstone projects and assessment, professional practice training, and instructionin multiple discipline specific design tools and techniques to their students. This paper describesthe use of student-specific professional development plans, in

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kurt A. Thoroughman, Washington University; Alessandra Hruschka, Washington University in St.Louis; Patricia Widder, Washington University in St. Louis

Tagged Divisions

Entrepreneurship & Engineering Innovation

to foster real-world relevance,motivation, and goals for students beginning as early as possible in their undergraduate study.This entrepreneurial foundation helps provide context and relevance to foundational material,and fosters independence and personally relevant vantage points on coursework and the whole ofthe major. Here we report on our work-in-progress and initial formative assessment ofperformance and motivation of students in the entrepreneurial modules.2. Introduction and JustificationOur nation needs engineers that will drive innovation and leadership. Colleges and universitieshave outstanding undergraduate programs to train these rising engineers. Students receive criticalelements of integration, real-world connection

Conference Session

ECE Pedagogy and Assessment

Collection

2006 Annual Conference & Exposition

Authors

Jason Coutermarsh, Rensselaer Polytechnic Institute; Kenneth Connor, Rensselaer Polytechnic Institute; Don Millard, Rensselaer Polytechnic Institute

Tagged Divisions

Electrical and Computer

laboratory facilities.HardwareThe Mobile Laboratory hardware is based upon a small (11.3 in2) proprietary printedcircuit board (shown below in Figure 1). This board contains all the components requiredto implement the system, as well as limited processing power to take some of the load offthe user’s PC. A majority of the devices on the board can be attributed to one of severalmain functionalities: power, digital input/output, analog input, analog output, waveformoutput, and daughterboard connectivity. Page 11.1062.3 Figure 1. Mobile Laboratory Hardware BoardPowerOne of the advantages of using USB for communications between the hardware

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sura Al-Qudah, Western Washington University ; Jill Davishahl, Bellingham Technical College; Eric Davishahl, Whatcom Community College; Michael Andrew Greiner

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

pedagogies by exploring the effectivenessof small interventions that can be embedded into busy course curriculums without significantlydetracting from classroom time available for content directly connected to course outcomes. Thethree interventions used in this study include a first-day collaborative activity to establishclassroom norms; a mid-quarter activity centered around growth mindset and metacognition; anda one-to-one instructor/student meeting.The effectiveness of the interventions on increasing sense of belonging is assessed using a seriesof five Likert scale questions drawn from other belongingness surveys found in the literature [2].The pre-course survey was administered during the first week of the term with nine questionsembedded in a

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Joseph Betz, State University of New York

Tagged Divisions

Architectural

AC 2009-428: ASSESSING CREATIVITY IN ARCHITECTURAL DESIGN:EVIDENCE FOR USING STUDENT PEER REVIEW IN THE STUDIO AS ALEARNING AND ASSESSMENT TOOLJoseph Betz, State University of New York Joseph A. Betz is an architect and Professor in the Department of Architecture & Construction Management at the State University of New York College of Technology at Farmingdale. He received his undergraduate and professional degrees in architecture from the Rensselaer Polytechnic Institute and his post-professional degree in architecture from Columbia University. A recipient of the SUNY Chancellor's Award for Excellence in Teaching, he has served as both national Program Chair and Division Chair of the

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

Tagged Divisions

First-Year Programs

five outcome areas. The specific learning objectives are given in Table1 in the Assessment section.Acculturate Students to the College and UniversityBoth the literature and focus groups with SJSU freshmen indicate the importance of engagementon campus to student success. A primary goal of EXCEED was to get the students familiar withthe resources on campus, including current students, staff and faculty. Roughly nine hours ofdirect programming was dedicated to this outcome including the activities detailed below.Peer Mentors: A core part of the program was peer mentors. Five peer mentors each workedwith a small team of the EXCEED students (six to seven students per team) throughout theprogram. The peer mentors had served as peer mentors for the

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

First-Year Programs

compared.6,7 The existing literature about TFIDF describes it as atechnique used to classify documents based on keywords and modifiers. Specifically, TFIDF isused to describe documents using hierarchical subclasses, or other creative methods where thealgorithm is used repeatedly per subclass. For example, a keyword for a computer hardware partmight be described as “comp.sys.ibm.pc.hardware”, and this is an example of where thealgorithm is used repeatedly in a loop within each subclass. From a computational perspectivethis puts a large load on the processor(s), and as such is quite intensive, but the results aregenerally accurate. Although we are not using a repeated looping method within subclasses forthis study, we can still use the TFIDF to

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Brett P. Conner, Youngstown State University; Andrew Scott Morgan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

c American Society for Engineering Education, 2016 3D Printing in a First-Year Engineering Design ProjectAbstractThe current study is a work in progress. First-Year Engineering Students from a medium-sized,urban, public university took part in a semester long design project. The Honors Students (1section or approximately 20% of the class) had an additional design project that utilized 3D printtechnologies. During the 2015-2016 school year the honors students worked in small groups todevelop a concept that was then 3D printed for a design competition and then students had theopportunity to revise their design for a final design competition. Course instructors assessed theexperience to better understand how the use of 3D printing

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan K. Donohue, University of Virginia

Tagged Divisions

First-Year Programs

/disasters/kansas_city_walkway.html (n.d.).2. Baker Institute, “Poverty, Energy, and Society,” retrieved on 10 October 2011 from http://www.rice.edu/energy/research/poverty&energy/index.html (n.d.).3. Bailey, R. and Szabo, Z., “Validation of Approaches to Assess Design Process Knowledge,” Proceedings of the 112th ASEE Conference and Exposition (2005).4. Bailey, R.; Szabo, Z.; and Sabers, D., “Assessing Student Learning about Engineering Design in Project- Based Courses,” Proceedings of the 111th ASEE Conference and Exposition (2004).5. Brannan, K.P. and Wankat, P.C., “Survey of First-Year Programs,” Proceedings of the 112th ASEE Conference and Exposition (2005).6. Cardella, M.; Oakes, W.C., Zoltowski, C.B

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emine Celik Foust, York College of Pennsylvania

Tagged Divisions

First-Year Programs

students in developing certain design qualities. Sheppard andJenison [2] outlined these qualities as communication skills, effective teamwork, reflection,problem-solving skills, being resourceful, and considering various aspects of a problemincluding socioeconomics and environment. Depending on the institution, different approacheshave been taken to achieve these qualities such as weekly labs, class demonstrations, smallprojects, and multi-week large-scale projects. Examples of these projects include a mousetrapvehicle project, a balsa bridge project, building airplane out of a soda can, an egg dropcompetition, a cantilever beam competition, a tennis ball launcher, and building catapults andtrebuchets [3].In fall 2013, the Engineering Practice and

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University

Tagged Divisions

First-Year Programs

model or script dominating that situation, and envisioning possible moral conflicts or dilemmas that might arise in that context or as outcomes of the dominating scheme. 2. The ability to imagine new possibilities. These possibilities include those that are not context-dependent and that might involve another mental model. 3. Evaluating from a moral point of view both the original context and its dominating mental models, and the new possibilities one has envisioned.Students, as with many people, have a tendency to see ethical issues as black and white. That is,they quickly assess the problem and come up with a “right” course of action. In this process,they use habitual patterns and frameworks for their moral assessment

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brooke Morin, Ohio State University; Krista M. Kecskemety, Ohio State University; Kathleen A Harper, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

the first-yearengineering may be a good setting in which to introduce the inverted classroom approach. Thepositive attitude percentage is similar to, or even higher than, the figures given in many reports inthe literature.1,6,7,8Conclusion and Future WorkIn summary, the first-year engineering honors program at Ohio State implemented the invertedclassroom approach as part of switching from the quarter system to semesters. Students wererequired to engage in lightly-assessed preparation activities before each class and to participatein application activities during class time. In-class lecturing was minimal. First-semesterstudents learning computer programming in the first implementation of this approach performedno differently from those who

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University, University Park; Tara Lynn Sulewski, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

safety, manufacturability, and sustainability 2. Participate effectively in small teams, 3. Communicate effectively using written and graphical forms and oral presentations, 4. Demonstrate professional and ethical responsibility 5. Use software tools relevant to engineering practice.The course has continued to evolve from one that mainly taught students engineering graphics toone that focuses on the engineering design process, with graphics being one of thecommunication skills supporting the design process. As it is now constructed, the course usestwo significant projects as the context for teaching design. The first project ranges from productdissection and redesign to system design, with different faculty choosing and

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

Postdoctoral Fellow. Dr. Svihla studies learning in authentic, real world conditions; this includes a two- strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Jamie R. Gomez, University of New Mexico Jamie Gomez, Ph.D., is a Lecturer Title III in the department of Chemical & Biological Engineering (CBE) at the University of New Mexico. She is a co- Principal Investigator for the National Science Foundation (NSF) funded Professional Formation of Engineers: Research Initiation in Engineering