Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Jeunghwan Choi, East Carolina University; Tyler D. Holmes, University of Saint Thomas; Broderick William Carlin

Tagged Divisions

First-Year Programs

Meadows, L.M., Fowler, R., & Hildinger, E.S.. (2012). Empowering Students with Choice in the First Year, Proceedings of the 2012 American Society for Engineering Education Annual Conference & Exposition, San Antonio, TX, Paper AC 2012-4128.3 Patall, E.A., Cooper, H., & Robinson, J.C. (2008). The Effects of Choice on Intrinsic Motivation and Related Outcomes: A Meta-Analysis of Research Findings, Psychological Bulletin, 134(2), 270-300.4 Patall, E.A., Cooper, H., & Wynn, S.R. (2010). The Effectiveness and Relative Importance of Choice in the Classroom, Journal of Educational Psychology, 102(4), 896-915.5 Schwartz, B. (2004). The Paradox of Choice, New York City: Harper Perennial.6

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Darryl Morrell, Arizona State University

Tagged Divisions

First-Year Programs

AC 2007-341: DESIGN OF AN INTRODUCTORY MATLAB COURSE FORFRESHMAN ENGINEERING STUDENTSDarryl Morrell, Arizona State University Page 12.458.1© American Society for Engineering Education, 2007 Design of an Introductory MATLAB Course for Freshman Engineering Students1 IntroductionThis paper describes the design and implementation of a one credit-hour MATLAB course forfreshman engineering students in the new multi-disciplinary engineering program at Arizona StateUniversity at the Polytechnic campus. The course was initially offered in the Spring 2006 semester;based on the spring experience, the course was significantly redesigned for the

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miriam Howland Cummings, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Gregory Edward Simon, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

Tagged Divisions

First-Year Programs

, whilegrades of F (or converted grades of NP) were considered not completed credits.For example, suppose a hypothetical student who took four 3-credit classes and earned lettergrades of B, C, D, and F. If this student did not utilize the modified grading policy, they wouldhave a Spring 2020 semester GPA of 1.500 and a completion rate of 75%. If this student utilizedthe modified grading policy on the courses in which they received a D and an F, their gradeswould convert to B, C, P, and NP; their Spring 2020 semester GPA would be 2.500; theircompletion rate would still be 75%. Finally, if this student utilized the modified grading policyon all their courses, their grades would convert to P, P, P, and NP; they would not have a Spring2020 semester GPA

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Benjamin Flores, UTEP; James Becvar, UTEP; Ann Darnell, UTEP; Helmut Knaust, UTEP; Jorge Lopez, UTEP; Josefina Tinajero, UTEP

Tagged Divisions

First-Year Programs

management.Motivated by a successful experience in a general chemistry course, we have implementedworkshops based on the Peer Led Team Learning (PLTL) model that engages every engineeringstudent enrolled in the introductory chemistry, mathematics, and physics courses through aguided-process and inquiry-based strategy utilizing small group settings. For this purpose wereplaced one hour of lecture with a two-hour small-group workshop. Workshops are guided byan advanced undergraduate peer leader who has successfully completed the course with a gradeof A or B. The courses included in this project are pre-calculus, general chemistry 1 and 2,mechanics, and fields and waves. We anticipate that the implementation of PLTL will result inimprovements in learning that

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

(natural numbers, rational number, or an irrational integers, rational numbers, and number. irrational numbers). b. Construct a real number line as b. Understand what is meant by a well as plot points and intervals Performance one-dimensional space. on a real number line. Task No. 1 c. Understand the relationship c. Represent sets on the real between

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

., Harris, M., Delaurentis, D., Howell, K., ... & Wilson, A. (2009). Purdue’s Engineer Of 2020: The Journey. In 2009 Annual Conference & Exposition; New Learning Paradigms II. 3. Palmer, B., Terenzini, P. T., McKenna, A. F., Harper, B. J., & Merson, D. (2011, June). Design in context: Where do the engineers of 2020 learn this skill. In Proceeding, ASEE Annual Conference and Exposition (pp. 26-29). 4. Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of engineering education, 96(4), 359. 5. Atman, C. J., Cardella, M. E., Turns, J., & Adams

Conference Session

FPD9 -- Technology & Textbooks

Collection

2006 Annual Conference & Exposition

Authors

Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Neeraj Buch, Michigan State University

Tagged Divisions

First-Year Programs

results of our most recent study comparing lecture- Page 11.685.3before-lab to lecture-after-lab appears in these proceedings 3.The general “class week” of students in CSE 131 is that (a) they read the assigned readings forthe week, (b) they go their lab sections which are run by a TA/consultant who will help themwith the problem sets that are assigned, and (c) they go to lecture for a wrap up session on theweek’s work. Grade weighting by category for fall term, 2005, (the target for this report) is thefollowing: final exam, 10%; midterms (2), 20%; in-lab quizzes, 40%; in-lecture “clicker”quizzes, 30%.Many studies have reported the effect that

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Carol Sevier, Boise State University; Seung Youn Chyung, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

First-Year Programs

engineering schools have used SL as a method to achieve ABETEAC program outcomes.5, 6 The “a through k” 2009-2010 ABET EAC program outcomes that Page 15.446.3engineering programs must demonstrate that their students attain are listed below: 7 a. an ability to apply knowledge of mathematics, science and engineering b. an ability to design and conduct experiments, as well as to analyze and interpret data c. an ability to design a system, component or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability d. an

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janaki Isabella Perera, Franklin W. Olin College of Engineering; Brendan Thomas Quinlivan, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

students Faculty in Theme 3: Display negative affect towards students through broad generalizations Group B Theme 4: Indifferent to or place little value in 1-on-1 interactions with students Theme 5: Believe that student motivation is static and purely student-driven Theme 6: Do not express the desire or ability to significantly impact their students Theme 7: Describe their goal as that of preparing students for future courses Theme 8: View teaching as a jobFigure 1. Faculty attitudes and behaviors characteristic of members of each group. Each set ofattitudes/behaviors corresponds to a distinct emergent theme describe above..Based on these findings, we

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

by S. Brown and A. Glasner, 1999 (Society for Research into Higher Education/Open University Press: Buckingham). 7. Goodman, C. Cunningham, C. Lachapelle, M. Thompson, K. Bittinger, R. Brennan, and M. Delci. FINAL REPORT OF THE WOMEN’S EXPERIENCES INCOLLEGE ENGINEERING (WECE)PROJECT. April 2002. http://www.grginc.com/WECE_FINAL_REPORT.pdf 8. G. Lichtenstein, H. Loshbaugh, B. Claar, B. Chen, S. Sheppard, and K. Jackson, An engineering major does not (necessarily) an engineer make: career decision-making among undergraduate engineers, Journal of Engineering Education, 2009. 9. L. O’Moore and T. Baldock. Peer Assessment Learning Sessions (PALS): an innovative feedback technique for

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, seven students agreed to participate.The demographic information for the seven participants can be found in Table 1. Students wereassigned a letter identity A-G. All of the participants fit into the town or rural categories given bythe National Center for Education Statistics School Locale Definition [15] and are considered“in-state” students who were currently living on campus. All seven participants were 18-24 yearsold, single and had no religious affiliation. There were 6 participants who identified as male andone female. With the exception of student B, who was Asian-American, all participantsidentified as Caucasian. None of the seven participants were first generation college students. Allof them had two parents with bachelor’s degree or

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

Denise H Bauer, University of Idaho, Moscow

Tagged Divisions

First-Year Programs

decided upon by eachsection – they determined a class average GPA that they would all work to achieve. The idea wasto help develop accountability within each class. The first section’s goal was 3.14 and the secondsection’s goal was 3.33. Although they did not meet these goals, the overall ENGR 204 GPAwas a C+/B-.Reverse engineering projectThe first major engineering project consisted of reverse engineering an item of the class’ choice.The first section chose a mini Nerf gun and the second class chose a RC car. Students worked inteams of two or three to evaluate how the item worked, disassemble the item to further exploreeach working part, and then try to reassemble the item. One team with the Nerf gun was able toreassemble a working gun that shot

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

mindfulness and its impact on gender participation in engineering education. He is a Lecturer in the School of Engineering at Stanford University and teaches the course ME310x Product Management and ME305 Statistics for Design Researchers. Mark has extensive background in consumer products management, having managed more than 50 con- sumer driven businesses over a 25-year career with The Procter & Gamble Company. In 2005, he joined Intuit, Inc. as Senior Vice President and Chief Marketing Officer and initiated a number of consumer package goods marketing best practices, introduced the use of competitive response modeling and ”on- the-fly” A|B testing program to qualify software improvements. Mark has a BSS from

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Bill Elmore, Mississippi State University; Arash Salehi, Mississippi State University

Tagged Divisions

First-Year Programs

, 2005, ISBN 0-309-07433-9.4. Colby, A., T. Ehrlich, E. Beaumont and J. Stephens, Educating Citizens: Preparing America’s Undergraduates for Lives of Moral and Civic Responsibility, Jossey-Bass, Wiley and Sons, 2003, ISBN 0- 7879-6515-4.5. Fink, L. D., Creating Significant Learning Experiences, Jossey-Bass, Wiley and Sons, 2003, ISBN 0-7879- 6055-1.6. Seymour, E. and N. M. Hewitt, Talking About Leaving: Why Undergraduates Leave the Sciences, Westview Press, 1997, ISBN 0-8133-8926-7.7. Minerick, A. R., E-R. T. Allen and B. B. Elmore, Talking & Working for Diversity when You Don’t Belong to a Minority Demographic, proceedings from 2006 ASEE Southeast Section Conference, Session T4-A, April 2006.8

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

editorial is listed in its entirety inAppendix A. The editorial argued that use of cell phones while driving should be banned by law. Page 14.611.11After reading the editorial, students were asked to assess the expressed opinion against theelements and standards of critical thought. The students were given a quiz regarding elements ofcritical thought and the presence or absence of the elements in the editorial. There are a total of8 questions, six pertained directly to the editorial and two were more about critical thinking ingeneral. The quiz questions are listed in Appendix B; the results are given in Section 4 anddiscussed in Section 5.3.4

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

a) identifying the key attributes or skills that may be seen as lacking instudents, b) validating that student’s perceive these as problems, c) researching methods toimprove or overcome deficiencies and then d) assessing degree of change for validation. Thefirst phase being complete, the current step focusses on what the students perceive are the neededskills, their perception of their capabilities and how they learn and use these professionals skillsets. This work looks at first-year students as they enter college, they will add 4 to 5 years ofschooling and accumulate some of the wisdoms that come with that age. The shaping of skillsstarts during the first year of school, with continued change and development during theirupperclass years.2

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Beverly Jaeger, Northeastern University; Richard Whalen, SUSAN FREEMAN, and BEVERLY JAEGER are members of; Susan Freeman, Northeastern University; John-David Yoder, Ohio Northern University

Tagged Divisions

First-Year Programs

necessity ofpossessing and actually applying technical knowledge. While some of the tower-building processis necessarily trial-and-error, the young engineers are reminded by this question that there aresound principles upon which much of engineering rests. The second question in Section IIsimply served to identify whether the students had experienced a similar activity in the past. Thisallowed the authors (a) to determine to what degree this was a duplicate experience, and (b) toreview the examples that were provided for common elements.Survey Section III addressed ancillary factors, additional points to assess, and other lessonslearned relating to real-world applications and experiences. These concepts went beyond thedesign process to consider the

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Briceland McLaughlin, Boise State University; Nick Hudyma, Boise State University; Robert Hamilton P.E., Boise State University; Bhaskar Chittoori P.E., Boise State University; Mojtaba Sadegh, Boise State University; Sondra M Miller P.E., Boise State University

Tagged Divisions

First-Year Programs

student experiencewith regard to retention in the first two years of study will not only lead to lower attrition ratesand a rise in general student satisfaction, but also encapsulate specific course features that otherprograms may utilize in their own retention models.References[1] K. Eagan, S. Hurtado, T. Figueroa, & B. Hughes. “Examining STEM pathways among students who begin college at four-year institutions” Paper Prepared for the Committee on Barriers and Opportunities in Completing 2- and 4- Year STEM Degrees 2014 (May), 1–27.[2] M. Gibbons. “Engineering by the Numbers.” American Society for Engineering Education, 2010. Available at https://www.asee.org/papers-and-publications/publications/college- profiles

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Christopher Peter Scianna, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

this outreach program isa focus on student engagement in the form of community service and service learning.In embarking on service learning in engineering, faculty at Northeastern looked at other hallmarkprograms and research to prepare. Bringle and Harcher define service-learning as “a course-based, credit-bearing, educational experience in which students (a) participate in an organizedservice activity that meets identified community needs and (b) reflect on the service activity insuch a way as to gain further understanding of course content, a broader appreciation of thediscipline , and an enhanced sense of civic responsibility.”[2] There is a section in this work onfirst-year students, where there has been assessment showing significant

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yang Yang, Kansas State University

Tagged Divisions

First-Year Programs

models were subsequently developed to capture and refine the complexity of this concept [2],[4], [5]. While these models have framed epistemological beliefs in somehow different ways [2],they all propose that multiple dimensions should be considered when understandingepistemological beliefs. These dimensions include a) certainty of knowledge, the extent to whichthe knowledge is considered as fixed or fluid, b) simplicity of knowledge, the extent to which theknowledge is viewed as discrete or relative/contextual, c) source of knowledge, the extent towhich someone is being a receiver or constructor of knowledge, d) justification for knowing, theextent to which someone justifies knowledge through evidence or authority, and e) attainabilityof truth

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Tracy Volz, Rice University

Tagged Divisions

First-Year Programs

engineering design process and use it tosolve meaningful problems drawn from local hospitals, industry, local community partners, RiceUniversity, and international partners.The objectives for the course are to (a) have students learn and practice the engineering designprocess early in their engineering education, and (b) increase undergraduate retention inengineering at Rice University by 10 percentage points. These two objectives align withimportant themes and goals published elsewhere. For this first-year design course, three specificlearning outcomes have been defined: students design a product that meets user-defined needsand realistic constraints; students communicate effectively through written reports andoral/visual presentations; and students

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angel Ari Perez-Mejia, Quinnipiac University; John E. Greenleaf P.E., Quinnipiac University; Priscilla C Fonseca P.E., Quinnipiac University; Chris Hakala, Quinnipiac University

Tagged Divisions

First-Year Programs

, repetition and tangential connections may be necessary in a longer class. This pre-class environment was varied across both lectures and instructors; Table 2 shows thedistribution of study activities across the various lectures and sections.Table 2: Distribution of experimental conditions across 3 lectures with 4 sections each. Key:T: verbal (talking) interaction with faculty; M: topical music and no verbal interaction; N: Nofaculty-student interaction or music. Class/Survey Instructor Instructor Instructor Instructor A (Sec. 1) A (Sec. 2) B (Sec. 3) B (Sec. 4) Lecture 1 M N T N Lecture 2 N M

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isabel Cristina Jimenez-Useche, School of Engineering Education, Purdue University; Matthew W. Ohland, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

team diversity on each of theteam dynamic characteristics studied here. Team dynamics characteristics of team of U.S.students and mostly U.S. students are very similar. As team composition changes to includemore non-U.S. students, teams exhibit lower levels of cohesiveness, higher levels of conflict, andlower levels of team satisfaction (p-value < 0.05 for teams with equal or mostly non-U.S.students compared to teams with only U.S. students). Interdependence is the only team dynamicscharacteristic that seems to be unaffected by diversity of students in teams. (a) (b) Figure 1. Team dynamics characteristics by team diversity. (a) Team level-outcomes. (b)Types of conflict. Data: Mean

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

Tagged Divisions

First-Year Programs

modules were assigned throughout the semester, all aimed at achievingthe learning objectives of the course, while providing an inclusive and supportive learningenvironment. The projects allowed student teams to work remotely, both in synchronous classbreakout sessions, in Friday studio support, and in asynchronous formats. The first two projectswere designed to get the students comfortable working in teams and playing with the engineeringdesign steps. The final three projects were more intense, with specific deliverables and gradingrubrics. 1. Design a ping pong ball launcher using household materials: a. Purpose: To introduce students to the engineering design process in a low-stakes and fun environment. b

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Zane Mitchell, University of Southern Indiana; Marco Lara Gracia, University of Southern Indiana; Ronald Diersing, University of Southern Indiana; Glen Kissel, University of Southern Indiana

Tagged Divisions

First-Year Programs

path, two were on the 5-year degree path. Threefaculty members from the department agreed to participate in the program: one electrical, onemechanical, and one industrial engineer. The industrial engineering faculty member took on twoof the students. The following sections will describe the research undertaken by each of thesefour students and provide faculty observations on the effectiveness of the program on thestudents.Control of Structures under Seismic and Wind DisturbancesStructural control has been an interesting research topic of late. For example, consider the firstgeneration benchmark control problem described in (B. F. Spencer Jr. 1998). The benchmarkproblem is a three story building that is subject to an earthquake disturbance

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail M. Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

.[8] J. Lave and E. Wenger, Situated learning : legitimate peripheral participation. Cambridge [England]; New York: Cambridge University Press, 1991.[9] V. L. Vignoles, S. J. Schwartz, and K. Luyckx, “Introduction: Toward an integrated view of identity,” in Handbook of Identity Theory and Research, vol. 1, New York: Springer, 2011, pp. 1–27.[10] T. Beam, O. Pierrakos, J. Constantz, A. Johri, and R. Anderson, “Preliminary Findings on Freshmen Engineering Students ’ Professional Identity : Implications for Recruitment and Reten,” Am. Soc. Eng. Educ., 2009.[11] B. D. Jones, J. W. Osborne, M. C. Paretti, and H. M. Matusovich, “Relationships among students’ perceptions of a first-year engineering

Conference Session

FPD II: Hands-on Curriculum in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Scott Michael Abernathy, Ohio State University; Barbara Elizabeth Carruthers, Ohio State University ; Kayla Fay Presley, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

, no. 4, pp. 375-386, 2007.[3] B. E. Carruthers and P. A. Clingan, "Use of FLUENT Software in a First-Year Microfluidic Course," in ASEE Annual Conference, Vancouver, Canada, 2011.[4] J. Gurlitt and A. Renkl, "Prior Knowledge Activation: How Different Concept Mapping Tasks Lead to Substantial Difference in Cognitive Processes, Learning Outcomes, and Precieved Self-Efficacy," Instructional Science, vol. 38, no. 4, pp. 417-433, 2010.[5] W. C. Cole, "Graphical Applications: Analysis and Manufacturing," Engineering Design Graphics Journal, vol. 63, no. 2, pp. 43-49, 1999.[6] N. Fang, G. A. Stewardson and M. Lubke, "Work in Progress - An Innovative Instructional Model for Improving Manufacturing Engineering Education," in Fronteirs

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Miller, Pittsburg State University; Greg Murray, Pittsburg State University; Robert E. Gerlick, Pittsburg State University

Tagged Divisions

First-Year Programs

different groups (competition vs. non-competition) were not statistically different (p-value = 0.07); however, the range was muchsmaller for the year in which the competition project was used, indicating that the students’learning experiences were similar for that year.Table 1. Grade results for class projects. Results are grouped by instructor and broken out intosemesters in which there was a competition-based project and not. Instructor A Instructor B Non- Non- Competition Competition Competition Competition n 43 20 82

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amie Baisley, Utah State University; V. Dean Adams, Utah State University

Tagged Divisions

First-Year Programs, Mathematics

Calculus I for (a) all students N=3927, (b) graduated students N=1373, and (c) retakers N=605 Table 3: Student majors following Calculus I course All Graduated Students who College students students retook Calculus I Engineering (EN Grad/Reg) 2006 888 290 Non-registered Engineering (Non-Reg EN) 988 - 146 Agriculture (AG) 125 64 29 Arts (AR) 16 7

Conference Session

Service Learning and Societal Issues in the First Year

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

poster design are presented in Figure 2. Designing the Poster You will design a 36” by 48” poster which will be printed for you by the college. 1) Create a document in PowerPoint. (“PDFpen” can be used on Macs. Microsoft Publisher was not able to scale the poster appropriately. If you are using Adobe Illustrator, avoid the “autotrace” tool.) 2) In PowerPoint, select Design-Page Setup-Slides Sized For-Custom. Then enter 36” by 48”. This is also where you can select Portrait or Landscape. a. The printer cannot print within 0.5” of the edge of the paper. b. Note: it is important to set the paper size before beginning to design the