Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Russell Korte, University of Illinois, Urbana-Champaign; David Goldberg, University of Illinois, Urbana

Tagged Divisions

First-Year Programs

, S. D., Macatangay, K. Colby, A., & Sullivan, W. M. (2008). Educating engineers:Designing for the future of the field. New York: Jossey-Bass.3. Duderstadt, J. (2008). Engineering for a changing world (Technical Report). Millennium Project, University of Michigan, Ann Arbor.4. Spalter-Roth, R., N. Fortenberry, & Lovitts, B. (2007). The acceptance and diffusion of innovation: A cross- disciplinary approach to instructional and curricular change in engineering. Washington, DC: American Sociological Association.5. Goldberg, D., Cangellaris, A., Loui, M., Price, R., & Litchfield, B. (2008), iFoundry: Curriculum reform without tears. Proceedings of the 2008 ASEE Annual Conference and Exhibition, AC

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Janet Meyer, Indiana University-Purdue University-Indianapolis; Nancy Lamm, Indiana University-Purdue University-Indianapolis; Joshua Smith, Indiana University-Purdue University-Indianapolis

Tagged Divisions

First-Year Programs

: building community benefits faculty and other university professionals and serves students well. Paper presented at the Ninth International Conference on the First Year Experience. St. Andrews, Scotland.11. Indiana University Purdue University Indianapolis. (2003). A template for first-year seminars at IUPUI. (2nd Ed.). Indianapolis, IN.12. Landis, R. B. (2000). Studying Engineering: A Roadmap to a Rewarding Career, Second Edition. Los Angeles: Discovery Press.13. Donalson, K. (1999). The Engineering Student Survival Guide. Boston: McGraw-Hill.14. Holtzapple, M. T. & Reece, W. D. (2005). Concepts in Engineering. Boston: McGraw-Hill.15. Oakes, W. C., Leone, L. L. & Gunn, C. J. (2003

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Amy Thompson, University of New Haven; Carl Barratt, University of New Haven; Michael Collura, University of New Haven

Tagged Divisions

First-Year Programs

14.59.13Education Annual Conference and Exposition, Albuquerque, New Mexico, June 24 – 27, 2001.3. Anderson, M. and P. Parker, “Creation of a Project-Based Introduction to Engineering Course”, Proceedings,2003 American Society for Engineering Education Annual Conference and Exposition, Nashville, Tennessee, June22 – 25, 2003.4. Collura, M.A., B. Aliane, S. Daniels, and J. Nocito-Gobel, “Development of a Multi-Disciplinary EngineeringFoundation Spiral”, Proceedings, 2004 American Society for Engineering Education Annual Conference andExposition, Salt Lake City, Utah, June 20 – 23, 2004.5. Nocito-Gobel, J., S. Daniels, M. Collura, and B. Aliane, “Project-Based Introduction to Engineering - aUniversity Core Course”, Proceedings, 2004 American Society for

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

other activity such as “project” or “reading.” Thisindependent variable construction is convenient as its values are bound between +1 (aclass, in which “discussion” is the most frequent activity, no “lecture”) and -1 (a class, inwhich “lecture” is the most frequent activity, no “discussion”). Zero-values thencorrespond to a class in which either (a) students did not cite neither “lecture” nor“discussion” as activities or (b) students cited both “lecture” and “discussion” evenly.We used ordinary least squares regression and two-tailed hypothesis testing, implementedin the R statistical computing language, to check for correlations across our datasetbetween the Discussion / Lecture Metric and each of the four types of motivationmeasured by the

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lynn K. Byers, Quinnipiac University; Justin W. Kile, Quinnipiac University; Corey Kiassat, Quinnipiac University

Tagged Divisions

First-Year Programs

this question was taken from the initial survey. The students wereasked to define each of the disciplines and then indicate how confident they were in theirdefinitions on a Likert scale where 1 was very unsure and 5 was very confident. Discipline-specific faculty members then rated the students’ definitions, also on a Likert scale. The studentswere also asked their level of interest in each of the four disciplines offered by the university: I am considering pursuing the following disciplines: (Circle the appropriate number): 1- Strongly disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree a) Civil Engineering 1 2 3 4 5 b) Industrial Engineering 1 2

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

encourage greater engagement for all students.More effort and attention should be placed in future onboarding efforts to highlight theimportance of active engineering engagement and the benefits of seeking support from peers,engineering faculty, and staff.References[1] C. Clark, “Diversity initiatives in higher education: Intergroup dialogue as pedagogy acrossthe curriculum,” Multicultural Education, vol. 12, no. 3, p. 51, 2005.[2] A. B. Dessel and N. Rodenborg, “An evaluation of intergroup dialogue pedagogy:Addressing segregation and developing cultural competency,” Journal of Social WorkEducation, vol. 53, no. 2, pp. 222-239, 2017.[3] A. Dessel, M. Rogge, and S. Garlington, “Using intergroup dialogue to promote social justiceand change,” Social

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

survey.“Engineering self-efficacy 1” indicates a student’s perception of their ability to earn an A or B inphysics, math, and engineering courses and succeed in an engineering curriculum while not givingup participation in their outside interests. The student’s perception of their ability to completeengineering requirements such as math, physics, chemistry and also their general ability to succeedin any engineering major is indicated by “engineering self-efficacy 2.”The MSLQ was designed and developed by a team of researchers from the National Center forResearch to Improve Postsecondary Teaching and Learning (NCRIPTAL) and the School ofEducation at the University of Michigan [24]. Consisting of 81 items, the 1991 version of theMSLQ has 15

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carmela Cristina Amato-Wierda, University of New Hampshire; Robert M. Henry P.E., University of New Hampshire; Ernst Linder, University of New Hampshire (UNH)

Tagged Divisions

First-Year Programs

., Riley, J., and Frey, R. A Transition Program for Underprepared Students in General Chemistry: Diagnosis, Implementation, and Evaluation. The Journal of Chemical Education 2012, 89, 995-1000. 9. Botch, B., Day, R., Vining, W., Stewart, B., Rath, K., Peterfreund, A., Hart, D. Effects on Student Achievement in General Chemistry Following Participation in an Online Prepatory Course. The Journal of Chemical Education 2007, 84, 547-553. 10. Gasiewski, J., Eagan, M., Garcia, G., Hurtado, S., and Chang, M. From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses. Research in Higher Education

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lilianny Virguez, Virginia Tech; Kenneth Reid, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

and could help to better understand the revision needed in thecurriculum and instruction.REFERENCES1. Reid, K. J., (2009). Development of the Student Attitudinal Success Instrument: Assessment of first year engineering students including differences by gender (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (AAI 3378850)2. Reid, K. & Imbrie, P.K. (2008). Noncognitive characteristics of incoming engineering students compared to incoming engineering technology students: A preliminary examination. Proceedings of the American Society for Engineering Education National Conference, Pittsburgh, PA.3. Jones, B. D., Paretti, M. C., Hein, S. F., & Knott, T. W. (2010). An Analysis of

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

James M Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Peter Schuster, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

second quarter):Overall experience. No one indicated they had a bad experience so far. The majority (12/20)seemed to feel that the team experience was good, but had reservations with remarks such as “Ilike my group, but I feel we are not creative as we can be” and “Overall my team is workingtogether decently well.” A few seemed to be very excited about the project, remarking “Tosummarize my experience thus far with my yearlong project group, to say it has gone smoothlyis an understatement”, “In conclusion, my team has strong creativity, communication, and hardwork”, and “terrific, couldn’t be better.”What is working well. Student responses grouped around four major themes: (a) distribution ofworkload, (b) communication, (c) work being performed

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

professional behaviour. a. Identify and utilize standards of academic honesty/integrity. b. Indentify how the foundations of engineering ethics impact their experience. 2. Articulate unique, personally relevant examples of how the things they are learning apply to the real world. 3. Demonstrate interpersonal and relationship skills, such as tact, diplomacy, teamwork. 4. Demonstrate logical thought process to break up a complicated problem into simple, resolvable steps or segments. a. Utilize algorithmic/computational thinking/design processes. 5. Apply basic principles, relationships, and mathematical laws to solve problems. 6. Understand the principles of developing a model for a complex system, and

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

George Roesch Johnson, University of Wisconsin, Madison, Engineering Professional Development

Tagged Divisions

First-Year Programs

: Page 22.5.4 A. Sum up the argument or main point of the reading—use direct quotes where needed. B. Describe and evaluate the evidence used by the authors- you may want to lay out the key points in a short outline. C. Express what you find compelling or inadequate in the reading, and if you can make connections to other readings and topics discussed in class.To encourage everyone to participate at some level, often students were asked to share theirresponses with each other before the whole class discussion. As much as possible, the classdiscussion was structured, in Engel’s (5) terms, “ to guide students to think about the source ofinformation, entice them into constructing counterfactuals, maneuver them to take

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

. Researchers also could, in the future, consider the relationship between students’selected 3C and the “life experiences” discussed in the original reflection prompt. These effortscould lead to major improvements in undergraduate engineering curriculums, as well asempower undergraduate engineering students to recognize the importance of reflection andutilizing an EM.AcknowledgementsThe authors gratefully acknowledge the Kern Family Foundation for conference registrationfunding for the authors of this paper.References[1] J. Turns, B. Sattler, K. Yasuhara, J. Borgford-Parnell, and C. J. Atman, “Integrating Reflection into Engineering Education,” in 2014 ASEE Annual Conference & Exposition, 2014, pp. 24.776.1-24.776.16.[2] D. A. Schön

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julianne Vernon, Vanderbilt University; Yin Huang, Vanderbilt University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, J., Rogers, M., Saba, B., Huang, Y. (2020, June), Work-in-Progress: Fostering a Chemical Engineering Mindset through Hands-On Activities, submitted 2020 Annual Conference, Montreal, Canada. 5. Kashdan, T.B., Stiksma, M.C., Disabato, D., McKnight, P.E., Bekier, J., Kaji, J., & Lazarus, R. (2018). The five-dimensional curiosity scale: Capturing the bandwidth of curiosity and identifying four unique subgroups of curious people. Journal of Research in PersonalityAppendix 1 – Survey Questions [5] I will view challenging situations as an opportunity to grow and learn. I am always looking for experiences that challenge how I think about myself and the world. I seek out situations where it is likely that I will

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eduardo G. Perez, Inter American University of Puerto Rico; Omar Meza Castillo, Inter American University of Puerto Rico

Tagged Divisions

First-Year Programs

achieve this objective the projects were designed toattain two specific objectives: (a) expose the students to math and sciences while working onprojects. We expected to spark students’ interest in math, physics and chemistry (through theintegration of real life applications to course content). (b) Improve the student self-confidenceby providing them networking opportunities (to work the projects, groups were divided intoteams of 3-4 students). In addition there were seven (three female and four male) mentorjunior engineering students who provided extensive advising to their younger peers.The key phases were:Spring Outreach to Recruit StudentsAll newly enrolled engineering students were contacted during the spring-2015 semester bythe PIs of the

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Deborah Morrow, Grand Valley State University

Tagged Divisions

First-Year Programs

goals of the course, and also helps students begin to develop skills inexperimental/test design (a component of ABET program outcome „b‟). Students will berequired to submit a test plan/procedure for the data collection component of the project tosupplement the final presentation.Over one half (57%) of the presentations did not include a final reference slide. This was a 14%decrease in the number of students providing references. This was likely due to two factors: 1) Page 22.555.11the increase in student-led experimental studies and a continued disconnect with the need forcorroborating, researched background information in this situation, and

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Aurand P.E., Dunwoody College of Technology; David Andrew Adolfson, Dunwoody College of Technology

Tagged Divisions

First-Year Programs

“Introduction to Engineering” Course Paper presented at2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2—33140[3] Rabb, R. J., & Howison, J., & Skenes, K. (2015, June), Assessing and Developing a First-year Introduction to Mechanical Engineering Course Paper presented at 2015 ASEE AnnualConference & Exposition, Seattle, Washington. 10.18260/p.23576[4] ABET Accreditation Procedure and Policy Manual (APPM) 2021-2022, ABET [online].Available https://www.abet.org/accreditation/accreditation-criteria/accreditation-policy-and-procedure-manual-appm-2021-2022/ [Accessed Mar. 8, 2021].[5] Robinson, B. S., & Hawkins, N., & Lewis, J. E., & Foreman, J. C. (2019, June), Creation,Development, and Delivery of a New

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

expressed interest in the work we are doing. Many of our corporate partnershave content similar to the planned modules, which they use for their own internal staffdevelopment and are willing to share with our students. These partners facilitate trainings for ourupperclassmen leaders during their course meeting times, which occurs either in-person or viaweb conferences. We will continue to enlist their help in developing future modules anddelivering content whenever their schedule allows. Having this type of support from industrypartners gives validity to our efforts to make diversity competence a marketable skillset for ourengineering students. ReferencesBenderly, B. L. (2015, January). Checkered careers

Conference Session

FPD4 -- Real-World Case Studies & Projects

Collection

2006 Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Gene Dixon, East Carolina University; William Howard, East Carolina University; Ric Williams; Keith Williamson, East Carolina University; Geoffrey Dieck, East Carolina University; Steve McLawhorn, East Carolina University

Tagged Divisions

First-Year Programs

including graphics, mechanical engineering,electrical engineering, as well as engineering professional practice and ethics in order to achieveprogram and learning objectives. The course is structured into two parallel tracks, designated Aand B. While Track B deals with engineering graphics and spans the entire semester, Track Aoffers students a solid foundation in the general engineering disciplines of mechanical andelectrical, as well as concepts of professional practice, in multi-week modules. Designing andbuilding robots requires skills from all these disciplines and inherently helps to integrate them instudents’ minds. A robot project and competition was defined to integrate together thesecomponents, provide the students opportunities to learn

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Anna Stevenson Blazier, University of Virginia; Alyssa Becker, University of Virginia

Tagged Divisions

First-Year Programs

psychological constructs in response to instructional interventions appear to be whollylacking.We thus sought to answer two questions: (a) similar to knowledge and comprehension, are grit,curiosity, creativity, and self-efficacy mutable by an active educational environment, and (b) doesa learning environment that incorporates academic advising offer additional benefit in bolsteringthese traits? So-called “intrusive advising” is believed to increase academic performance andpersistence in majors (reviewed in Banta et al. 2). We hypothesized that the effects of intrusiveadvising would reach beyond these usual academic indicators to influence the above-namedpsychological constructs as well.Two sections of an introductory engineering design course were

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs

: Page 25.620.4 A. Are students receptive to blogging in engineering education? B. How do students perceive blogging in a freshman engineering course? Is previous experience a significant contributor to this perception? C. Which factors affect the student’s ability to participate in the blogs? D. Does blog participation vary significantly with the format of the blog (i.e. RC= Required Chosen Topic, RNC=Required Non-Chosen Topic, VC= Voluntary, Chosen Topics)? E. How does blogging contribute to the students’ perception of accomplishing course outcomes?3. Methodology3.1 Course DescriptionDuring a fall semester, four sections of an introductory engineering course were utilized as thebasis of

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

and the “analyze the discipline” exercises foreach department presentation, my critical thinking skills are: Figure 4. Survey responses to Question 1.Question 2: The goals of this course include improving students’: a) use of tablet pcs; b) critical thinking Page 25.529.7and decision-making skills; c) team building/communication skills; d) understanding ofdiversity/harassment; e) knowledge about engineering professionalism/ethics; f) understanding ofengineering design and practice; g) knowledge of departments/engineering disciplines at SpeedSchool;h) ability to use the software tools Excel, Maple, Matlab

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nora Honken, University of Cincinnati; Angela Boronyak, University of Cincinnati; James Edward Roethler, Spalding University; Aimee M. Frame, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Divisions

First-Year Programs

, A. Smith, X. Wang, & F. Sasangohar, “ Effects of COVID-19 on college students’ mental health in the United States: Interview survey study”. Journal of medical internet research, 22(9), e21279, 2020.[22] X. Wang, S. Hegde, C. Son, B. Keller, A. Smith, & F. Sasangohar. “Investigating mental health of US college students during the COVID-19 pandemic: cross-sectional survey study”. Journal of medical Internet research, 22(9), e22817, 2020.[23] T. Elmer, K. Mepham, and C. Stadtfeld, “Students under lockdown: Comparisons of student networks and Mental Health Before and During the COVID-19 Crisis in Switzerland,” Plos One, vol. 15, no. 7, July 23, 2020.

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charmane V. Caldwell, Florida A&M University-Florida State University College of Engineering; Roxanne Hughes, National High Magnetic Field Laboratory

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering LLC programming. b. Math Courses: All FTIC students at FAMU must take the ALEKS math assessment. The assessment determines the math course students take in their first semester, unless they have dual enrollment and/or AP credit. Based on their ALEKS scores or credit, students are placed into either College Algebra (30-60), Trigonometry (61-75), Calculus I (76- 100) class. Engineering LLC scholars are placed into a section of their respective assigned courses together, so they can form study groups and a shared sense of experience within these math courses. The class is open to the general FAMU population. The Engineering LLC students are a subset of the class. The math professors are

Conference Session

FPD4 - Teaching Methods for First Year Students

Collection

2008 Annual Conference & Exposition

Authors

David Hall, Louisiana Tech University; Stan Cronk, Louisiana Tech University; Patricia Brackin, Rose-Hulman Institute of Technology; Mark Barker, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University

Tagged Divisions

First-Year Programs

instructors, in part because: (a) The Help Desk is operated in the evening, when faculty members are typically unavailable. (b) Students seem less intimidated to ask for help from other students.Linkages of the Curriculum to the Engineering DisciplinesPerceived linkages between the freshman curriculum and individual engineering disciplines aresummarized in Figure 10. These linkages were evaluated by a faculty member from eachdiscipline and indicates their opinion as to the importance/relevance of the topic to theirdiscipline. Clearly, the importance will vary from one faculty member to another. Some facultymembers, such as the civil engineering faculty member interviewed, believed that all of thefundamental topics are relevant to civil

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kathleen Meehan, California State University, Chico; Kevin Buffardi, California State University, Chico; Webster R. Johnson, California State University, Chico; Joseph Greene, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

required in syntax of textual programminglanguages.The students began the first week with an introduction to the different input sensors available onthe Maqueen and then explored its operations—moving its wheels, playing musical notefrequencies, displaying a message on the LED matrix, and turning lights on and off. Their initial (a) (b) Figure 1. (a) Student using Microsoft MakeCode to program micro:bit microcontroller to control the robot chassis, shown in (b).challenge was to create a routine for their robot to “celebrate” completing a task with movement,display, and sound. The remainder of the week, students worked on increasingly difficultchallenges involving programming loops and

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

American Society for Engineering Education, Proceedings of, Seattle, WA, 2015.[9] Corneal, L., “Use of the National Academy of Engineering’s Grand Challenges for engineering as a semester-long project for an introduction to engineering course”, in American Society for Engineering Education Conference,Proceedings of, Indianapolis, IN, 2014.[10] Argrow, B.M., Louie, B., Knight, D.W., Canney, N.E., Brown, S., Blanford, A.J., Gibson, C.L., and Kenney,E.D., “Introduction to engineering: preparing first-year students for an informed major choice,” in American Societyfor Engineering Education, Proceedings of, San Antonio, TX, 2012.[11] Azarin, S., Ferrier, N., Kennedy, S.M., Klingenberg, D., Masters, K., McMahon, K.D., Russell, J., andHagness, S.C

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jillian Beth Schmidt, Missouri University of Science & Technology

Tagged Divisions

Design in Engineering Education, First-Year Programs

“B” average, and on par with the othersoftware modules. Students’ assessment of their own learning from the fourth week survey issummarized in Figure 1.Figure 1: Summary of student responses to fourth week survey questionsWhile these responses only include one semester worth of data, the majority of studentscompleting the module indicated that they gained a better understanding of the material, gainedskills that could be used for projects, both current and future, and finished the module with asense of curiosity about ways they can utilize the technology. The instructors stressed to studentsthat comments would be appreciated as this was the first deployment of the Arduino module, andmost survey respondents included some comments in the free

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Javarro Russell, James Madison University; Olga Pierrakos, James Madison University; Megan France, James Madison University; Ronald Kander, James Madison University; Robin Anderson, James Madison University; Heather Watson, James Madison University

Tagged Divisions

First-Year Programs

: Project Task Where Students will be able to… Objective is Addressed1. Name the steps in the reverse A. Name the steps in the reverse engineering process. engineering process and identify the B. Describe the purpose of each step in the reverse purpose of each. engineering process.2. Disassemble an electromechanical C. Using an instructional video and instructor assistance, device in a systematic manner using disassemble an electromechanical device in a video instructions. systematic manner. D. Prepare materials and parts inventories.3. Organize information about a product E

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Khushikumari Patel, Clemson University; Claire L. A. Dancz, Clemson University; Eliza Gallagher, Clemson University; Charity Watson

Tagged Divisions

First-Year Programs

) failed (Fig-ure 3a). Four of the five Researchers passed the course; each successful Researcher went at anoverall steady progress despite reaching a multi-week plateau during the semester. We hypothesizethat Researchers used their inclination to allocate resources and their desire to verify the practical-ity of decisions to establish clear and reasonable goals for their own course progress. They appearto have broken the course into attainable weekly progress goals. Since gathering information is theinitial action for Researchers, the specific information provided by the IKC may have helped themprioritize and allocate the resources available to them. (a) Researcher 1 (b) Researcher 2 (c) Researcher 3