Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Huihui Qi, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; He Liu; Matthew Robin Kohanfars, University of California, San Diego; Edward I Lan, University of California, San Diego; Cristian H. Tharin; Tania K. Morimoto, University of California, San Diego

Tagged Divisions

First-Year Programs

final project report and finalpresentation average grade was 78.8% and 87.5% for Fall 2019, and 83.3% and 88.5% for Fall2020. The robot hardwares was inspected to evaluate the fabrication quality and functionality ofthe robot. Although the in-person and remote quarters use different tools and materials, the rubricconsistently assesses the quality of the robot hardware fabrication based on the given resources,as well as the ability to score. The final robot hardware check-off average grade was 90.8% forFall 2019, and 86.6% for Fall 2020. In both Fall quarters, students presented a large variety ofcreative robot designs using different machine elements, such as gears, pulley, rack and pinion,friction drive, linkages, timing belt, flat belts, as

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Brian Scott Robinson, University of Louisville

Tagged Divisions

First-Year Programs

an introductory course in engineering fundamentals atthe J. B. Speed School of Engineering (SSoE) at the University of Louisville (UofL). The course,titled Engineering Methods, Tools, and Practice II (ENGR 111), is the second component of atwo-course sequence and is primarily focused on application and integration of fundamentalengineering skills introduced and practiced in the first component of the sequence (ENGR 110).Fundamental skills integrated within ENGR 111 include 3D printing, basic research fundamentals,circuitry, communication, critical thinking, design, engineering ethics, hand tool usage, problemsolving, programming, project management, teamwork, and technical writing. The course isrequired for all first-year SSoE students (no

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andria Costello Staniec, Syracuse University; Helen M. Doerr, Syracuse University

Tagged Divisions

First-Year Programs

paper, we describe the re-design of atraditional mathematics support program focusing on engineering and computer science studentsin their first-year of a four-year degree in the LC Smith College of Engineering and ComputerScience at Syracuse University. We will present data that assesses student perceptions andperformance in both the traditional and re-designed support programs and will makerecommendations for future work in this area.BackgroundThe seminal work of Treisman documented the effectiveness of supplemental workshops incalculus (a key gatekeeper for access to the science, technology, engineering, and mathematics(STEM) disciplines) for underrepresented minorities8. Since that time, programs similar to the“Mathematics Workshop Program

Conference Session

Trends in Mechanical Engineering I

Collection

2009 Annual Conference & Exposition

Authors

Ashland Brown, University of the Pacific; Kris Wood, University of Texas; Kristen Kaufman, Grad Student Universiy ot Texas; Daniel Jensen, United States Air Force Academy; Joseph Rencis, University of Arkansas; Christina White, Columbia University

Tagged Divisions

Mechanical Engineering

Page 14.75.2© American Society for Engineering Education, 2009 A Novel Assessment Methodology for Active Learning Modules to Equitably Enhance Engineering EducationAbstractActive learning consists of pedagogical approaches to address the broad spectrum of students inengineering programs and their varied educational backgrounds and demographics. In thispaper, the focus is on a particular type of active learning module, known as tutorials. We havedeveloped and assessed 12 Finite Element based learning modules covering a number offundamental topics in Mechanical, Electrical, and Biomedical Engineering. As part of thisresearch, we have developed more fundamental and informative assessment strategies for activelearning

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna Dollar, Miami University; Ronald R. Ulseth, Itasca Community College; Paul S. Steif, Carnegie Mellon University

Tagged Divisions

Mechanics

AC 2011-743: BLENDING INTERACTIVE COURSEWARE INTO STAT-ICS COURSES AND ASSESSING THE OUTCOME AT DIFFERENT IN-STITUTIONSAnna Dollar, Miami University Anna Dollr is an associate professor in the Department of Mechanical and Manufacturing Engineering at Miami University in Oxford, OH, and previously was on the faculty of the Illinois Institute of Technology (IIT) in Chicago. She received her Ph. D. in applied mechanics from Krakow University of Technology in Poland. Her teaching has been recognized by many awards including: University Excellence in Teaching Award (IIT), and E. Phillips Knox University Teaching Award (Miami University). Her research focuses on mechanics of solids and engineering education.Ronald R

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. McKnight, Northeastern University; Michael E. Pelletier, Northern Essex Community College; Paula G. Leventman, Northeastern University

Tagged Divisions

First-Year Programs

studiedprogramming before, but for others this was their first introduction to programming concepts. Table II: Post Assessment of EST104 Real-Time Modules* 1. Rate your understanding of how programs control and operate electronic and mechanical  components after doing all of the projects.  Complete Good knowledge Some familiarity A small amount I have a lot to understanding learn 20% 70% 7% 3% 0% 2. The pace of the project work in class and out of class was:  Too slow Easy to keep up Moderate pace Fast but I Much too fast

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M Gillespie, University of New Haven; Goli Nossoni, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #30494Results of Integrating a Makerspace into a First-Year Engineering CourseDr. Stephanie M Gillespie, University of New Haven Stephanie Gillespie is a lecturer at the University of New Haven in the Engineering and Applied Science Education department. She previously specialized in service learning while teaching at the Arizona State University in the Engineering Projects in Community Service (EPICS) program. Her current teaching and research interests are in developing study skills and identity in first-year engineering students and improving retention rates. She acts as the faculty liaison for the University

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oai Ha, Western Carolina University; Martin L. Tanaka, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Divisions

First-Year Programs

programare typically algebra-based and may include “Applied Statics and Strength of Materials,” 5thedition [12], by G. F. Limbrunner and L. Spiegel for the Statics and “Applied Strength ofMaterials,” 5th edition [13], by R. L. Mott, for the Strength of Materials course. Although therespective SMC textbooks for both programs share many similar solid mechanics concepts andproblem-solving techniques, the ones for ENGR program contain more complex spatialconcepts, tools of representations, spatial reasoning related to 3D space as compared to theENGT program. For example, a large percentage of forces, moments, stresses, and strains arepresented and discussed in the SMC textbooks for ENGR students [10] using 3D graphics (suchas illustrations, coordinates

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Kia Bazargan, University of Minnesota, Twin Cities; Susan Mantell, University of Minnesota, Twin Cities; Joshua M. Feinberg, University of Minnesota, Twin Cities; Russell J. Holmes, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

in Computer Science from Sharif University, Tehran, Iran, and the MS and PhD degrees in Electrical and Computer engineering from Northwestern University, Evanston, Illinois, in 1998 and 2000, respectively. He has served as an associate editor of the IEEE Transactions on CAD of Integrated Circuits and Systems, and as a guest coeditor of the ACM Transactions on Embedded Computing Systems Special Issue on Dynamically Adaptable Embedded Systems. He has served on the technical program committee of a number of IEEE/ACM sponsored conferences (e.g., Field Programmable Gate Array (FPGA), Field Programmable Logic (FPL), Design Automation Conference (DAC), International Conference on Computer-Aided Design (ICCAD), and

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James A Middleton, Arizona State University; Stephen J Krause, Arizona State University; Kendra Rae Beeley; Eugene Judson, Arizona State University; John Ernzen; Ying-Chih Chen, Arizona State University

Tagged Divisions

First-Year Programs

mostly lecture with pauses for questions inone of the physics classes, to shared problem solving in one of the mathematics classes, tostudent led activities in engineering. Student interactions with each other during class rangedfrom very little, particularly in the large lecture halls, to almost constant collaboration in classeswith laboratory formats. Implications for faculty development for the improvement of freshmanengineering programs are discussed.Introduction This study examines the relationship between the pedagogical beliefs and practices offaculty teaching required freshman courses for engineering students. Research shows that facultymay hold beliefs about teaching that, in the ideal, are learner-centered, but in reality

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

- learning and community engagement programs than it was at assessing, evaluating or even describing them in any systematic way… this leads us to where we are today – a dynamic and exciting era where the focus of this work is now on gathering quality descriptive and analytical evidence about activities. Increasingly this information is used to inform improvement strategies and redesign curricula to enhance community-based learning opportunities.” – pg. 13In other words, curricular design and development of evaluation strategies is an opportunity forthe field. This evolution of thought acknowledges the mounting evidence that service-learningworks under the right circumstances but questions whether or not we know why it

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria R. Young, University of Michigan; Shanna R. Daly, University of Michigan; Sara L. Hoffman, University of Michigan; Kathleen H. Sienko, University of Michigan; Madeline A. Gilleran, University of Michigan

Tagged Divisions

Design in Engineering Education

course- work from the Ross School of Business. She plans to complete her bachelor’s degree in December 2017 and will likely complete the sequential undergraduate study program, completing a masters in mechanical engineering in December 2018. Her research interests include engineering education as well as sustain- able energy and transportation systems. c American Society for Engineering Education, 2017 Assessment of a novel learning block model for engineering design skill development: A case example for engineering design interviewingIntroductionHuman-, user-, and context-centered design processes require in-depth knowledge of stakeholders, end users, andbroader contextual

Conference Session

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

Paper ID #22197Evolution of Leadership Behaviors During Two-Semester Capstone DesignCourse in Mechanical EngineeringRebecca Komarek, University of Colorado, Boulder Rebecca Komarek is the Assistant Director of the Idea Forge and Managing Director of Catalyze CU at the University of Colorado Boulder. She has taught in the areas of education research and leadership development and served as a design team adviser. She is earning her PhD in engineering education with a focus on leadership development.Dr. Daniel Knight, University of Colorado, Boulder Daniel W. Knight is the Program Assessment and Research Associate at

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Francine Usinski, University at Buffalo, The State University of New York; Jessica E. S. Swenson, University at Buffalo, The State University of New York; Emma Treadway, Trinity University; Alyndra Mary Plagge, Trinity University; Shea E. Lape

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

are all undergraduates. Two ofthem are majoring in engineering, one in biomedical and one in civil. The third undergraduatestudent is majoring in psychology and has no experience in engineering. The other two authorshave doctorates in engineering, teach engineering courses, and conduct research in engineeringeducation.Data CollectionThis study originates from a larger study examining first and second year students’ engineeringidentities and affect [12] while enrolled at a small, private university located in the Americansouthwest. This University has a small engineering program, graduating approximately 35students per year. At the beginning of their first semester in engineering coursework, studentswere invited to participate in the two year

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

David R. Ely, Ivy Tech Community College, Lafayette; Jason E. Bice, Purdue University, West Lafayette; Kendra A. Erk, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

three inchcube. This enables them to make one rapid iteration through the engineering design loop inwhich they conceptualize a preliminary design and sketch it, model it in a CAD program, andthen prototype their design on a 3D printer, at which point they can see their physical productand assess the success of their design. This portion of the course is concluded in the same way asthe electrical portion with a test of their understanding of statics, sketching, spatial ability, andCAD.The skills developed—circuit analysis, wiring/soldering, programming, statics, sketching, CAD,prototyping, etc.— are then all utilized in an autonomous robot design project for the remainderof the course. The combination of lecturing, homework, lab, and the final

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wallace Martindell Catanach III, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park; Christopher Stephen Smith, Pennsylvania State University, University Park

Tagged Divisions

First-Year Programs

tocontribute to the feedback on the Product Challenges quiz. Page 24.612.13 What skills did you use in order to complete the project? 50 45 40 35 30 25 20 15 10 5 0 Figure #10: Skills usedConclusion and Future Assessment PlanAlmost all the students had a positive experience with the Product Challenge quiz of designing arake for a disabled person. Most of the students did enjoy drawing on a non-traditional napkinpaper and a small pencil. Who knows when a situation may arise

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Mary E. Fitzpatrick, University of Wisconsin - Madison; Gene Paul Masters, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, she began teaching an introductory engineering course (Introduction to Engineer- ing Design) to incoming freshmen in the College of Engineering. In 2014, Puccinelli became an Assistant Faculty Associate as well as a coordinator for the Introduction to Engineering Design course, which has become a popular course with more than 900 students enrolled per year, and an expected enrollment of 1000 students this coming academic year.Dr. Mary E. Fitzpatrick, University of Wisconsin - Madison Mary Fitzpatrick, Ph.D. is an educational psychology researcher and former engineer. She directs the student programs and initiatives offered by the Diversity Affairs Office at UW Madison College of En- gineering, evaluates program

Conference Session

Assessment and Continuous Improvement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Orlando M Ayala, Old Dominion University; Kristie Gutierrez, Old Dominion University; Isaac Koduah Kumi, Old Dominion University; Francisco Cima; Stacie I Ringleb, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Danielle Marie Rhemer, Old Dominion University; Pilar Pazos, Old Dominion University; Jennifer Jill Kidd, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

placessignificance on the long-term influence of students' education as future professionals [1, p. 4],[2,p. 3]. ABET mandates engineering programs to articulate their individual “program educationalobjectives,” which essentially serve as "comprehensive statements outlining the achievementsgraduates are anticipated to reach within a few years post-graduation" [1, p. 4],[2, p. 3].Numerous U.S. programs incorporate teamwork effectiveness and clear communication leadingto successful team outcomes in their “program educational objectives.” While ABET necessitatesa thorough evaluation and assessment process for attaining student outcomes (short-term), it doesnot impose a similar process for assessing the long-term impact on program graduates as theytransition to

Conference Session

Teaching Methodology & Assessment 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George Frederick Halow, University of Michigan; Maia E. Herrington, University of Michigan; Melanie Spare, Siemens Digital Industries Software; Shannon O'Donnell, Siemens Digital Industries Software; Gilbert Morris, Retired (formerly Siemens)

Tagged Topics

Diversity

Tagged Divisions

Aerospace

% improvement upon pre-courseSignificant improvements in sophistication and maturity of responses was seen virtually acrossthe board. In both Teamwork and Systems Thinking, students felt they learned and matured (asevidenced by their qualitative responses. While students saw very small improvement in theirleadership capabilities, their qualitative responses demonstrated greater improvements vs. theirperceptions. Relative to the Risk Management dimension, students rated themselves lower at theend vs. the beginning of the course, which is largely explained by the fact that, coming in,students had no idea of the breadth and depth of risk management tools and processes (“youdon’t know what you don’t know”)—confirmed subjectively in a post-survey discussion

Conference Session

Student Learning and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Constantin Ciocanel, Northern Arizona University; Suzanne Pieper, Northern Arizona University

Tagged Divisions

Mechanical Engineering

additional component of the new format of the laboratory consistedof more hands-on opportunities being created for the students. Accordingly, in the problem-based module, the students were required to design and build a setup that allowed them toinvestigate experimentally a theoretical problem of their choice (upon approval by the labinstructor). For these experiments, the students were required to develop the laboratoryprocedure and the experiment handout such that a third party would be able to perform theexperiment without guidance. A set of measures was designed and implemented for eachlearning module. An assessment of student learning and development over time was performedusing these measures. The results of assessment are presented and

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gustavo B. Menezes, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles; Ni Li, Northwestern Polytechnical University; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Foundation.References[1] Menezes, G. B., & Won, D., & Tufenkjian, M., & Allen, E. L., & Schiorring, E. (2017, June),An Integrated First-Year Experience at ECST (FYrE@ECST) Paper presented at 2017 ASEEAnnual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27573[2] Menezes, G. B., & Allen, E. L., & Ragusa, G., & Schiorring, E., & Nerenberg, P. S. (2019,June), Board 106: Quantitative and Qualitative Assessment of Large-scale Interventions in aFirst-year Experience Program Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. https://peer.asee.org/32177[3] Kornblum, S. L., & Avery El, Z. K., & Menezes, G. B., & Won, D., & Allen, E. L. (2017,August), Enhancing

Conference Session

ET Curriculum & Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Panteha Alipour, Purdue University; Kathryne Newton, Purdue Polytechnic Institute

Tagged Divisions

Engineering Technology

Paper ID #26059Development of Curriculum in Technology-related Supply Chain Manage-ment ProgramsMs. Panteha Alipour, Purdue University Panteha Alipour is a PhD student at Purdue University. Her background is in industrial engineering with a focus on supply network analysis. Her research interests are optimization, network analysis, data analysis and predictive modelling.Dr. Kathryne Newton, Purdue Polytechnic Institute Dr. Kathy Newton is an Associate Dean of Graduate Programs and Faculty Success for the Purdue Poly- technic Institute at Purdue University. She is a Professor of Supply Chain Management Technology in the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

located, whileothers were modeled after resources that were associated with cross-cultural communication.ResultsAssessment of the first workshop module is currently in progress. This includes two primaryforms of evaluation: surveys and focus-groups. Survey data collection has been completed, andfocus group data collection will conclude in March 2017. The following section will highlightpreliminary assessment results, focusing on data collected from surveys. First, survey data wascollected from 86 students immediately following workshop participation. These surveysincluded five Likert-scale question items aimed to understand students’ attitudes and perceptionssurrounding program effectiveness, as well as two open-ended question items to understand

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Yih-Fang Huang, University of Notre Dame

Tagged Divisions

First-Year Programs

theexpansion and continuation of the project. Future work on this project will include: (1) Expanding the video offerings to meet the needs of more students and additional courses that are not yet covered (2) Collecting data on which resources were viewed most and at what point they were used (3) Creating practice problems to enhance skill development in key areas (4) Surveying and interviewing students and faculty to better understand impacts of the video on sophomore course readiness and performance.IntroductionOver the past decade, many universities have invested significantly in first-year programming asa means of recruitment and retention. Many studies cite the first-year with low retention rates,making these large programming

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

acquisition systems home andconduct experiments and design projects. This paper presents the results of a pilot project inwhich a first-year engineering course at a large university was modified to use data acquisitionhardware systems and a graphical programming environment. This paper will discuss thecurricular structure, the implementation of the graphical programming language and hardwarecomponent, examples from the class, and initial assessments from the experience in the form ofclass surveys. Challenges and opportunities are discussed. Overall, students reacted positivelyto the inclusion of the graphical language and extremely positively to the inclusion of thehardware aspect, which allowed for more hands-on activities. The instructional team

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University

Tagged Divisions

First-Year Programs

mandatory course in engineering economics to cover thismaterial. It is expected that small tweaks in course schedule and content will be required duringeach of the next several LWTL course offerings to best adapt the quarter-system materials to asemester-school schedule.One other change complicating the adaptation was related to the decision to give students moretime for the majority of course assignments. LWTL at Louisiana Tech University frequentlyrequires students to submit work a single class period after the work was assigned. It seemslikely that students would thereby be required to keep up with coursework rather than allowingassignments to pile up. However, as Campbell University wishes its engineering program to bemore accessible to non

Conference Session

First-year Programs Division: Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Chirag Variawa, University of Toronto

Tagged Divisions

First-Year Programs

. Course and Program Content: References to the perceived difficulty of; sequencing ofmaterial and assessments; perceived value of non-technical courses; differences between courses.4. Transition: References to an adjustment period or changes; feelings of preparedness;differences perceived when compared to their high school experience.5. Instruction: References to the perceived quality of instruction; instructor organization andmodes of content delivery, how 'well' the course is taught; differences in the instructional'success' between courses.6. Communication: References to institutional emails; perceptions of extraneous information;difficulty navigating multiple platforms and online tools.7. Expectations: References to the clarity of

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura K Alford, University of Michigan; Robin Fowler, University of Michigan; Stephanie Sheffield, University of Michigan

Tagged Divisions

First-Year Programs

in a Project- based, Team-based First Year Introductory Engineering CourseAbstractDespite the growth of team-based design projects in first-year engineering courses, moreresearch is needed into student attitudes toward teamwork and the characteristics of teamexperiences that lead to improvements in student attitudes toward working in teams. This studyis an exploratory investigation of student attitudes toward teamwork at three time points during afirst-year project-based, team-based design course: before students have begun working in teams,after they have completed an initial small-scale design project in a 4- or 5-person team, and afterthey have completed a larger-scale design project with a different, similarly-sized team

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; James Collofello, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

First-Year Programs

Educationdepartments, and from seven departments in the College of Engineering (Mechanical/Aerospace,Civil, Materials, Biological, Electrical, Computer, and Freshman Engineering) at a large, urban,Southwestern University in the United States. Sampling proceeded in two phases: 1) The samplebegan with 21 randomly-selected faculty from each department engaged in the STEM instructionof first and second year engineering students (13 Engineering, 4 Physics, 2 Mathematics, and 2Chemistry); 2) The second level consisted of 80 additional colleagues identified in an interviewprocess by the first level participants as people they utilize as resources for improving theirinstruction. Faculty were provided small stipends as compensation for their time.The 21 originally

Conference Session

NEE Technical Session - Assessment/Evaluation

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ahmed Dallal, University of Pittsburgh

. The accountability quizzes were mainly multiple-choice questionsconducted through the course management system (Canvas). Therefore, students could getimmediate feedback on their performance on that quiz. Programming homework assignments werealso used to assess the students' learning further.2.2. Direct Assessment of Student PerformanceThe homework assignments and exam scores were used to assess the student performance in theflipped modules vs. their performance in the non-flipped modules. The scores from the threesections were combined to increase the sample size for statistical comparison. The scores from theflipped and non-flipped modules were compared using paired samples t-tests and Glass' Deltaeffect sizes. Glass' Delta effect sizes were