Conference Session

Beyond the Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Cindy Veenstra, Engineering education consultant

Tagged Divisions

First-Year Programs

engineering year. In general, it is expected that students enrolled in Pre-Calculusand Calculus I in the first semester are the most at risk for persistence in engineering. In aUniversity of Michigan study by Koch and Herrin, it was found that students with an A to Bgrade in Calculus I had a 74% six-year graduation rate versus a 54% graduation rate for studentswith a B- to C grade in Calculus I.8 Page 14.118.3In this paper, a comparison is made in the first-year GPA and first-year retention for engineeringstudents versus three other student sectors. Although no literature comparisons were foundacross majors for the first-year GPA and retention

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Carol Gattis, University of Arkansas; Bryan Hill, University of Arkansas; Abraham Lachowsky, University of Arkansas

Tagged Divisions

First-Year Programs

why the mentee is incollege - a theme for future discussions. They also discuss the benefits of going to class, whereto get free tutoring, and study habits. At the end of the first meeting, the mentor and mentee bothsign the Mentor and Mentee Agreement. This agreement, adapted from Brainard3, sets in writingthe expectations and conditions of the mentor and mentee relationship. The form spells out:a) the objectives, b) the confidentiality issue, c) the frequency of meetings, d) the duration of thementoring relationship, and e) the no-fault termination clause. It is important for the student toknow they can terminate the relationship for any reason at any time, without guilt, hence the no-fault termination.10 This agreement is signed by both

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin K. Hill, University of Wyoming

Tagged Divisions

First-Year Programs

. The incorporation of the novel isalso intended to foster appreciation for non-technical studies as well as the interpretive skills thatserve those studies, and this instructor would be quite pleased to cultivate an appreciation forliterature as an end in itself.References [1] E. Burton, J. Goldsmith, and N. Mattei, “How to teach computer ethics through science fiction,” Commun. ACM, vol. 61, no. 8, p. 54–64, Jul. 2018. [Online]. Available: https://doi.org/10.1145/3154485 [2] J. Schummer, B. MacLennan, and N. Taylor, “Aesthetic values in technology and engineering design,” in Philosophy of Technology and Engineering Sciences, A. Meijers, Ed. North Holland, 2009, section 4; author Bruce MacLennan. [3] S. Zilliox, J. Smith, and C

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

Tagged Divisions

First-Year Programs

Paper ID #6064A Taxonomy of Engineering Matriculation PracticesMs. Xingyu Chen, Purdue University, West Lafayette Xingyu Chen is a Ph.D. student in the School of Engineering Education at Purdue University. She ob- tained her master’s degree in operational research and bachelor’s degree in mathematics from Zhejiang University, China. She started to pursue her Ph.D. degree in engineering education at Purdue in 2010. She is working with Dr. Ohland on the Multiple-Institution Database for Investigating Engineering Lon- gitudinal Development (MIDFIELD), and also on the Integrated Postsecondary Education Data System (IPEDS

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Colarado State University; Tammy Lynn Haut Donahue, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Divisions

First-Year Programs

Paper ID #18212An Active Learning Environment to Improve First-Year Mechanical Engi-neering Retention Rates and Software SkillsBenjamin B. Wheatley, Colarado State University Benjamin Brandt Wheatley was awarded a B.Sc. degree in Engineering from Trinity College (Hartford, CT, USA) in 2011. He spent one year in industry at a biomedical device company before returning to graduate school. He is a doctoral candidate in the Department of Mechanical Engineering at Colorado State University (Fort Collins, CO, USA). His engineering education areas of interest include cultural competency, active learning approaches as they

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University

Tagged Divisions

First-Year Programs

before postdoctoral studies at City College of New York. He is currently an associate professor at Montana State University.Dr. Carrie B Myers, Montana State University Dr. Carrie B. Myers is a professor in Adult and Higher Education graduate program at Montana State University in Bozeman, Montana. Her research areas include (1) socialization experiences of undergrad- uate and graduate students in STEM, with a special interest in underrepresented groups; (2) institutional factors and faculty practices that enhance students’ learning and socialization experiences; and (3) the P20 context and how it increases students’ higher education outcomes. American c

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ma Zenia N. Agustin, Southern Illinois University - Edwardsville; Marcus Agustin, Southern Illinois University - Edwardsville; George Pelekanos, Southern Illinois University; Cem Karacal, Southern Illinois University - Edwardsville

Tagged Divisions

First-Year Programs

or B increasedsignificantly. In particular, the passing rates in Calculus I for students involved in the projectcompared to those who are not are 69.7% and 56.7%, respectively. The corresponding passingrates for Calculus II are 84.2% and 66.7%, respectively. In addition, the percentage of studentswho earned grades of A or B for those involved in the project compared to those who are not are46.4% and 35.0%, respectively in Calculus I and 57.3% and 38.7%, respectively in Calculus II.Adjustments continue to be made to achieve the project goals. Furthermore, as the projectactivities required significant coordination among different campus offices and academicdepartments, changes are made in processes to facilitate collaboration. The project

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Horne P.E., North Carolina Agricultural and Technical State University; Alexandra Kurepa, North Carolina Agricultural and Technical State University

Tagged Divisions

First-Year Programs

students.The authors would like to present the paper as a poster.IntroductionSimple harmonic motion (SHM) follows logically from linear motion and circular motion. Howeverfundamental it may be to engineering students, SHM is one of the more demanding topics andoften misunderstood. Researchers found that passive instruction by talented teachers imparted littleconceptual understanding of Newtonian mechanics [1]. Good physical insight can lead to a deeperunderstanding of displacement and oscillation, which is a pervasive phenomenon in STEM. Eachcourse module has two parts: a) three virtual lecture classes with PowerPoint presentation ontrigonometry, wave motion and MATLAB coding and b) a hands-on lab exercise using a mass-spring system and the phone app

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Stacy Bamberg, University of Utah; Debra Mascaro, University of Utah; Robert Roemer, University of Utah

Tagged Divisions

First-Year Programs

of technology in the classroom and improving student outcomes through hands-on and interactive experiences.Debra Mascaro, University of Utah Debra J. Mascaro is the Director of Undergraduate Studies in Mechanical Engineering at the University of Utah. She holds a B.A. in Physics from Gustavus Adolphus College in St. Peter, MN and a Ph.D. in Materials Science and Engineering from the Massachusetts Institute of Technology. She teaches freshman design and senior-/graduate-level classes in microscale engineering and organic electronics.Robert Roemer, University of Utah Robert B. Roemer is currently a professor of Mechanical Engineering at the University of Utah. He received his B.S. degree

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, The Ohio State University

Tagged Divisions

First-Year Programs

Paper ID #12126Implementing and Evaluating a Peer Review of Writing Exercise in a First-Year Design ProjectDr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a senior lecturer in the Engineering Education Innovation Center at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics department and college of

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Janet Callahan, Boise State University; Gary LeRoy Hunt, Boise State University; Carol Sevier, Boise State University; Amy J Moll, Boise State University

Tagged Divisions

First-Year Programs

Page 26.700.5engineering.13GradesAs mentioned earlier, our primary goal for these modifications to the first year engineeringcourse was to increases students’ ability to succeed in their math courses. To assess theeffectiveness of the changes to the course, we examined students’ grades in other coursesrequired for majoring in engineering.Calculus IFigure 4 and Table 1 compare the grades for students either co-enrolled or enrolled in Calculus Iafter completing either the Project-Based or Math-Focused versions of the First-YearEngineering course in the fall of 2013. Comparing the distributions, a significantly higherproportion of students in the Math-Focused class earned a grade of A or B compared to theproject-based class, while the proportion

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

B showsthe rubric for the final report. The rubric for this stage uses the two Problem Definitionexpectations from this final rubric plus an expectation for the overall presentation and format ofthe memo. Students continue to work in their self-selected pairs for this assignment. Page 25.845.6Table 2: Problem Definition Worksheet Overall Goals Write a paragraph succinctly describing the key aspects of the project objective. Make your definition precise as possible and include any major constraints. Detailed Goals

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Eric Johnson, Valparaiso University; Doug Tougaw, Valparaiso University; Kenneth Leitch, Valparaiso University; Barbara Engerer, Valparaiso University

Tagged Divisions

First-Year Programs

the course, with the possible inclusion of a mastery exam.29References1. P. Blowers, “A Course on Freshman Survival Skills,” Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition (2002).2. Christopher J. Rowe, Anita Mahadevan-Jansen, “Module-based Freshman Engineering Course Development” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (2004).3. W. K. LeBold, H. Diefes, W. C. Oakes, “Helping First Year Students Make Critical Career Decisions,” Proceedings of the 1999 American Society for Engineering Education Annual Conference & Exposition (1999).4. B. Engerer, M. Hagenberger, and D. Tougaw, “Revision of a First

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary

Tagged Divisions

First-Year Programs

facilitateimproved student learning.The performance of the students in the flipped classroom format was comparable to previoustraditional format offerings. In 2015, the final student average was a B+, and the 2016 finalstudent average was between B/B+. This compares well to the previous 2014 average of a Bgrade. However, it should be noted that the grade breakdown varied between each offering: •   In 2014: 50% final exam, 30% midterm exam, and 20% lab assignments. •   In 2015: 40% final exam, no midterm exam, 15% quizzes, and 45% lab/project assignments. •   In 2016: 40% final exam, 25% midterm exam, 5% quizzes, and 30% lab/project assignments.The grade breakdown was changed based on 2015 implementation results. The lack of

Conference Session

Projects and Problems in First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Vinod Lohani, Virginia Tech; Ganesh Balasubramanian, Virginia Tech; Ishwar Puri, Virginia Tech; Scott Case, Virginia Tech; Roop Mahajan, Virginia Tech

Tagged Divisions

First-Year Programs

stronger, see Figure 5(b)). Finally, studentsplotted the gravitational force as a function of separation distance between two atoms. Thisexercise further emphasized that gravitational forces are insignificant at the nanoscale due to thenegligible molecular masses. Students were also assigned a couple of homework problems thatfurther emphasized the nature of forces at atomic level. (a) (b) Figure 5: Hands-on activities in LABVIEW environmentPost-module Survey: As part of assessment activities in EngE1024, an exit survey has beendeveloped and implemented since Fall ‘0418. Additional questions were added to this survey for

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seach Chyr (Ernest) Goh P.Eng., University of British Columbia, Okanagan; Claire Yu Yan P.Eng., University of British Columbia, Okanagan; John M. Hopkinson, University of British Columbia, Okanagan

Tagged Divisions

First-Year Programs

midterm exam was held in week 7. Question 7, shown in Appendix C, has parts b) and c)which tested the students on moments in three dimensions and about an axis. Question 8, theentire question of which tested the students on simplification to a wrench resultant, is shown inAppendix D. Note that some parts of the questions ask the students to prove intermediate results,which may also be used to solve subsequent parts even if the proof is not obtained. Question 8part c) offers the student either method of solving the wrench resultant, after which in part d) thecontinuation of the chosen method is expected. The marking scheme is also included in theaforementioned appendices. For consistency, the same TA marked a particular question. Theyare also told

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chris Gordon, Southern Illinois University, Edwardsville; Hasan Sevim, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs

DFW rate of 18%, while studentswho had not taken a physics course prior to Engineering Physics experienced double the rate, a40% DFW rate. In addition, students with prior physics experience earned grades of A and B ata much higher rate (49% A and B rate) in comparison to those without this background (28% Aand B rate). Page 26.117.4Table 1: Success rates for students with and without prior physics experience Students who did not take Students who took physics in high school physics in high school # 25 76 # DFW 10

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Lisa Abrams, Ohio State University; Jonathan P. Ruffley

Tagged Divisions

First-Year Programs

Paper ID #9711A Longitudinal Study of the Impact of a First-Year Honors Engineering Pro-gramDr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a faculty lecturer in the Engineering Education Innovation Center at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics department and college of engineering. Her

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

of the exam wrapper assignment. Additionally, to be eligible for participation inthe current study, students needed to complete all formal exams or assessments linked to theexam wrapper activities. These qualifications provided us with a total sample of 54 students, or71.05%, from the second cohort, compared to 78 students, or 85.71%, from the first cohort.Data CollectionThe specific pieces of student data collected for this study include all components of the examwrapper activity. These materials include several assignments associated with the first round ofexams (Exam Wrapper After-Action Review #1 Stage 1 [Appendix B], Stage 2 [Appendix C],and Stage 3&4 [Appendix D]), as well as the assignment associated with the second round ofexams

Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Rosemary Patterson, Virginia Tech; Erin Crede, Virginia Tech; Kaitlyn Hines, Virginia Tech; Tyler Aarons, Virginia Tech; Jean-Louis Bile, Virginia Tech; Jared Chelko, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Divisions

First-Year Programs

the datato supply these recommendations, and drafted this paper, all in an effort to learn the value ofassessment and subsequently enhance the upcoming 2010 program.References[1] Gattis, C., Hill, B., Lachowsky, A., A Successful Engineering Peer Mentoring Program.Proceedings of the ASEE Annual Conference and Exposition, 2007.[2] Gibbons, Michael T., Engineering by the Numbers. Retrieved 30 November fromhttp://www.asee.org/publications/profiles/upload/2008ProfileEng.pdf[3] Kuh, George D., Kinzie, Jillian, Schuh, John H., Whitt, Elizabeth J. 2005 Student Success inCollege: Creating Conditions that Matter. Jossey Bass. San Francisco, CA.[4] Patterson, R., Aarons, T., Crede, E., Hines, K., Bile, J.L., Chelko, J., Hubbard, R., Gooden,F., Edmister

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa A. Dagley, University of Central Florida; Cynthia Y. Young, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Andrew Patrick Daire, University of Houston; Christopher L. Parkinson, University of Central Florida; Diandra J. Prescod , Pennsylvania State University ; Christopher T. Belser, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-STEM majors. Though these students move into the STEMdisciplines, many leave STEM prior to degree completion. Beggs, Bantham, and Taylor4suggested that there are basically four categories of factors that influence the career decisionmaking process. Included in these are the (a) influences of other individuals (family, friends,teachers) or media, (b) rewards of the job (extrinsic and intrinsic), (c) fit and interest in the fieldand (d) characteristics of the major/degree (ease of coursework, faculty reputation, exposure tointroductory material). The researchers implied that students made career decisions based not oneducation about the options and assessment of their personal values, interests and beliefs, but oninfluence and assumption

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

(b) notbeing able to differentiate between essential and non-essential information [13]. The PREPmodule provides a clear structure to help students determine the "essential" course components.Widespread implementation resulted in several minor modifications, especially concerning theweighing of grades and use of pre-requisites; however, the core structure remained consistentthroughout all sections of the courses and instructors saw value in its use. Instructors appreciatethe structure and it has helped to establish a clear timeline for course content delivery. One ofour new instructors provided a review of the (PREP)ARE module structure saying, "as anonboarding professor, it was very helpful to have this material selected a priori. It helped

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Susan F. Freeman, Northeastern University; Jennifer Ocif Love, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

presents the results of faculty who have been teaching with our first year program forthree years or more and have been involved in cornerstone planning and teaching. The effect ofcontinual course improvement is exemplified in several cases presented here. Looking atindividual instructor scores from the University-administered student perception survey data, wesee the story of how capital improvements and the feedback has aided in teaching effectivenessscore improvement. For instructor A, we see a large jump in teaching score with the completionof the learning center between arrows 1 and 2. Looking at the specific case of Instructor B, wesee that with any first time teaching a course there is a drop in the students’ scoring of teachereffectiveness

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

Tagged Divisions

First-Year Programs

. Therefore, it appeared that students were able to grasp the basic concept of the two’s complement number representation, but more practice and feedback needed to be provided to ensure that students fully understood the concept. Changes will be made to future offering of the course to address this issue. Two's Complement Exam Items 100% Class A 90% Class B 80% Percentage Correct 70

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ding Yuan, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I. Jaksic, Colorado State University, Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

First-Year Programs

(b) Building a LEGO robot (c) Programming (d) Asking for help (e) Testing (f) Demo Page 22.53.4 Figure 1: Students in the robotics labObservations and ResultsThe courses Introduction to Engineering and Problem Solving for Engineers are two of the first-year engineering courses. Most students in these courses were new to each other, to the facultyand to the campus. According to the Tinto model13, the more they interacted with theirclassmates and the faculty, the higher the probability they will succeed in

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University, Tandon School of Engineering; Yona Jean-Pierre, New York University, Tandon School of Engineering

Tagged Divisions

First-Year Programs

Engineering Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27181 2. Freeman, S, Whalen, R., Pfluger, C., Sivak, M., Hertz, J., Maheswaran, B. (2016) The Cornerstone Course: Projects and Progress. 2016 FYEE Annual Conference. 3. P.J. Guo, J. Kim, and R. Rubin, “How video production affects student engagement: An empirical study of MOOC videos,” in Proceedings of the first ACM Conference on Learning at Scale, Atlanta, GA, March 2014. 4. Fraley, M. A., & Hamlin, A. J., & Kemppainen, A., & Hein, G. L. (2015, June), Using Pre-lesson Materials and Quizzes to Improve Student Readiness and Performance Paper presented at 2015 ASEE Annual

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

oftheir ideas; (b) Question and Understand: once confronted with opposing views, uncertainty andcuriosity result, which leads to a search for clarifying information about others’ perspectives; (c)Integrate and Create: various elements of different viewpoints are incorporated into a newunderstanding of the problem; and (d) Agree and Implement: action plans are agreed upon andassigned. As might be expected, groups scoring high on CC are viewed as more innovative19 andtend to make higher quality decisions18. Aligning with the previous theories, CC emphasizesleveraging a team’s combined knowledge and mental processing potential through productive

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria E Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame

Tagged Divisions

First-Year Programs

) (b) Figure 1. Examples of student designs created in (a) 2014 and (b) 2015.The project took place over a 7 week period (outlined in Table 2). Throughout each week, theengineering design process was a constant theme and lessons were focused on matching steps inthe design process. In addition, groups were required to turn in intermediate design proposalsand group review memos before the final project was due. Table 2. Project Timeline over 7 weeks of the course DATE COURSE CONCEPT STEP IN ENGINEERING DESIGN PROCESSWeek 1 Describe design and constraints of the project Needs

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University; David E. Hall, Louisiana Tech University

Tagged Divisions

First-Year Programs

withmicrocontrollers does not mean that students will respond positively. Instructors used the “buzz”about the Arduino to motivate students, by indicating that the students were using a new andpopular technology. Instructor observations of student reaction showed that students were notuniversally inspired by or interested in the technology. This makes sense because the definitionof “cool” is not uniform for engineering students. Assessment was performed with an end-of-term survey of student attitudes toward thecourse and how it affected their career plans. Students were asked whether the use of theArduino platform changed their attitude toward computer programming and electromechanicalsystems. The complete survey is included in Appendix B. Results from

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adetoun Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

cross-sections test. Hanna explained, For this one, because the cut from here and at here we will not have the same size so it will, and it is not a triangle because it does not meet at any part in the blue one… so, it’s not B and I think the upper here is smaller than the cut at the base.She seemed to have a particular criterion or expectation of what the correct answer should looklike based on the cut. This fits into the strategy we have classified as, guiding rule. Then, basedon this criterion, she could eliminate the unlikely answer choice, thereby demonstrating aprocess of elimination. Purdue Spatial Visualization Test: Rotations (PSVT:R): In this section, we discussstrategies students used in solving PSVT: R