Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin J. Reagle, George Mason University; Oscar Barton Jr., George Mason University; Kenneth S. Ball P.E., George Mason University; Sharon A. Caraballo, George Mason University; Abe Eftekhari; Rodolfo Napisa

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Assessment Form Indicate Assessment Instrument: Exam Question, Report, Quiz, etc Date of Assessment Performance Expectation: X % of Students Should Achieve a Grade of at least Y% Based Upon Assessment Instrument Grading Rubric. ME XXX Number of Students ABET Student Course Outcomes Exceeding Criteria Meeting Criteria Below Criteria Outcomes a b cA similar process is underway to align the course outcomes for the remaining courses and isanticipated to be completed spring 2016.Administration and Organization While there are

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew B. James, Virginia Tech; Homero Murzi, Virginia Tech; Jason Forsyth, James Madison University; Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida

Tagged Divisions

First-Year Programs

Paper ID #29918Exploring Perceptions of Disciplines using Arts-Informed MethodsMatthew B James P.E., Virginia Tech Matthew James is an Assistant Professor of Practice in Engineering Education at Virginia Tech, and is a registered Professional Engineer in the State of Virginia. He holds bachelors and masters degrees from Virginia Tech in Civil Engineering.Dr. Homero Murzi, Virginia Tech Homero Murzi is an Assistant Professor in the Department of Engineering Education at Virginia Tech. He holds degrees in Industrial Engineering (BS, MS), Master of Business Administration (MBA) and in Engineering Education (PhD). Homero

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Xiafeng Li, Texas A&M University; Arun Srinivasa, Texas A&M University; William Bassichis, Texas A&M University; Jacque Hodge, Texas A&M University; Donald Maxwell, Texas A&M University

Tagged Divisions

First-Year Programs

University. He got his B.S. from Jingdezhen Ceramic Institute in mechanical engineering in 1997, and M.S. from Shanghai Jiaotong University in computer engineering in 2001. His research areas include computer network, bin packing, and statistical data analysis.Arun Srinivasa, Texas A&M University Arun Srinivasa is an Associate Professor of Mechanical Engineering at Texas A&M University. He earned a B. Tech from Indian Institute of Technology in 1986 and a Ph.D. from University of California, Berkeley, 1991. His current areas of interest include plasticity of metals and polymers; thermomechanics of dissipative processes, dislocation dynamics, Cosserat continua, design and

Conference Session

1553 FPD3 - Computer & Programming Tools in First Year Instruction

Collection

2008 Annual Conference & Exposition

Authors

Maja Mataric; Juan Fasola; David Feil-Seifer

Tagged Divisions

First-Year Programs

a tu s e s r o b o t i c s a s

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Joe Guarino, Boise State University; Janet Callahan, Boise State University; Seung Youn Chyung, Boise State University; Randi Walters, Boise State University; Bill Clement, Boise State University

Tagged Divisions

First-Year Programs

, “Assessing a Retention Program for Pre-Freshman Engineering Students,” CD-Proceedings of the 2007 American Society for Engineering Education Annual Conference & Expo, Honolulu HI. 6. F. Costanzo and G. L. Gray, “On the implementation of Interactive Dynamics,” International Journal of Engineering Education, Vol. 16, No. 5, 2000, 385-393. 7. R. Moreno, “Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia,” Instructional Science 32: 99-113, 2004. 8. R. H. Hall, T. A. Philpot, D. B. Oglesby, R. E. Flori, N. Hubing, S. E. Watkins, and V. Yellamraju, “A Model for the Evaluation of Innovative Engineering Courseware: Engineering an

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California, Irvine; Christian Fischer, University of California, Irvine; Fernando Rodriguez, University of California, Irvine; Gregory N. Washington, University of California, Irvine

Tagged Divisions

First-Year Programs

online and the in-person sections. The third research question descriptivelycompared the overall grades between the in-person and online sections for Fall and Winterquarter to assess how students performed in each course format.Results and AnalysisFigure 1 compares differences in student ratings of the importance of each course feature: (a)lecture videos/lecture attended in person, (b) lecture slides, (c) project related items, (d)quadcopter video tutorials, (e) weekly quizzes(online section only), (f) industry speakers, (g)homework assignments, (h) office hours, (i) lab sessions, and (j) Facebook forum discussion. InFigure 1, each bar represents the average score/mean of student ratings on a 1 to 5 scale. Errorbars represents the standard

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; James Coffin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

soldering, we needed to use a lab room rather thanthe usual classroom. Such classroom change was announced in the previous class in person,posted on LMS, and via emails typically at the beginning of the week as a reminder.The instructor who showed up to the classroom might be one of the three instructors, but notnecessarily the home teacher all the time. The students did not need to change their plan when adifferent instructor showed up. The instructors just needed to explain how team-teaching worked.Given the limited room capacity during the COVID-19 pandemic, the students from each sessionwere partitioned into A and B groups. Depending on how much content needed to be delivered inperson, some classes were on the AB-Potion schedule, when A group

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

course is to provide detail as to what is involved in pursuing an engineeringeducation as well as the subsequent career. The target audience is secondary students that areconsidering engineering as a major and career as well as anyone in the advisory role of suchstudents such as school counselors, teachers, parents, family, or other influencers.Following is the high-level instructional design hourly layout for the course [1]: 1. Explore industry sectors, highlighting various majors involved in each. a. Link to many platforms with existing engaging multimedia products. b. Identify key common foundations for engineering roles. c. Spotlight specific engineering actions in each sector. d. Acquire or create media of

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Morin, Ohio State University; Krista M. Kecskemety, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, developing, andmaintaining the online platform through which the Parsons Problems were offered to students.References[1] B. W. Char and T. T. Hewett, “A first year common course on computational problem solving and programming,” ASEE Annu. Conf. Expo. Conf. Proc., 2014.[2] R. Bualuan, “Teaching computer programming skills to first-year engineering students using fun animation in Matlab,” ASEE Annu. Conf. Expo. Conf. Proc., 2006.[3] D. Ronan and D. Cenk Erdil, “Impact on computing attitudes and career intentions in a rotation-based survey course,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2020-June, 2020.[4] Code.org, CSTA, and ECEP Alliance, “2020 State of Computer Science Education: Illuminating Disparities,” 2020.[5

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

Catherine Pieronek, University of Notre Dame

Tagged Divisions

First-Year Programs

. Page 12.185.4 Figure 1 Calculus III Average Grades (A = 4, B = 3, etc.) 3.6 3.5 3.4 Average Grade 3.3 Class Average 3.2 Soph Average 3.1 FY Average 3 2.9

Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard M. Bennett, University of Tennessee, Knoxville; William Schleter, University of Tennessee, Knoxville; D. Raj Raman, Iowa State University

Tagged Divisions

First-Year Programs

on tests, suggestions for improving their study habits, and suggestionsfor obtaining additional help.ResultsThe results are given in Table 2 in terms of final course grade broken down by differentcategories. The category is based on their first test score, and whether they completed the SEPor not. For comparison, the homework average is also given. The course is graded as A, B, C,and NC (no credit). TABLE 2. Results of Fall, 2010 SEP Program HW Course Grade Category No. Avg. Avg. A A- B+ B B- C+ C NC W Class 450 78.1 85.7 110 41 49 69 34 37 26

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

: putc(fileoutptr, ch);char ch; putchar(fileoutptr, ch);FILE *fileoutptr; putc(ch, fileoutptr);In C/C++, which of the following format specifiers is used %dfor float variables? %i %c %fWhich of the following scanf commands will properly read three scanf("%d%f%f", &a, &b, &c);inputs from the keyboard (stdin) into variables a

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Helen M. Doerr, Syracuse University; Jonas Bergman Arleback, Syracuse University; AnnMarie H. O'Neil, Syracuse University

Tagged Divisions

First-Year Programs

. Page 25.170.9 Graphical Pre-Test Post-Test Items n % n % Δn Δ% Q5 C 28 56% 46 92% 18 36% Q8 A and 24 48% 43 86% 19 38% B 26 52% 44 88% 18 36% Q10 7 14% 22 44% 15 30% Table 4: Improvement on Graphical Interpretation Items.Questions Q5 C, and Q8 addressed interpreting information about velocity when given a positiongraph. Question Q10, on the other hand, involved interpreting position

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Mark T. Holtzapple, Texas A&M University; Bonnie J. Dunbar Ph.D., Texas A&M University

Tagged Divisions

First-Year Programs

) education. Afterpilot classes were developed, in 1998 the FC curriculum was implemented college-wide. In2003, the university adopted a track system with the FYE foundational courses separated intothree tracks: Track A (aerospace, agricultural, biomedical, civil, industrial, mechanical, andnuclear engineering), Track B (computer and electrical engineering), and Track C (chemical andpetroleum engineering). Track A was primarily project-based and used Mindstorms, Legos,magnetic balls, and beams to build structures. Track B focused on circuit design and computerprogramming. Only Track C maintained the FC curriculum until 2013. The target population ofthis study is first-time-in-college (FTIC) chemical or petroleum engineering students who startedin

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

only do we wish to boost usage, but we want to counteract the loss of studentswho leave during this important year. Bolstering usage must be a top priority so that morestudents can benefit and stay motivated to continue in engineering.SSC users pervasively demonstrated higher rates of retention. Figures 5 (a) and (b) show thecomparison of the retention of first and second-year students from 2009-2010 to Fall 2010between SSC users and the college non-user populations. For instance, 80% of first-year womenSSC users were retained to their second year, compared to 72% for all college first-year women,an 11% improvement. Here, the comparison is being made to the larger group that includes SSCusers and non-users together

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Blair Rowley, Wright State University; Kumar Yelamarthi, Wright State University; Cory Miller, Wright State University; Thomas L. Bazzoli, Wright State University

Tagged Divisions

First-Year Programs

a result of yourHigh School Science courses?1_________________2_________________3_________________4_________________5Very Well Prepared Not prepared3) Compared to other college-bound students in your high school’s advanced math and science courses,rate yourself on each of the following traits. Please give an accurate estimate of how you see yourself1_________________2_________________3_________________4_________________5Highest 10 % Average Lowest 10 % a) _______ Drive to achieve b) _______Leadership abilities c) _______Competitiveness d) _______Interpersonal skills e

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Ding Yuan, Colorado State University - Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

First-Year Programs

should include low-impact materials, energy efficient systems, low cost process, and high quality and durability final products 1 2 3 4 5 Page 23.726.11Multiple Choice Questions1. If everyone in the world consumed like United States of America then the Ecological Footprint would be? (check one) a. About 4.5 planets b. About 2 planets c. About half of a planet d. About 1 planet2. Which reason to recycle is most important to me? (check all that apply) a. It reduces resources and energy use b. It saves money c. It is the

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware

Tagged Divisions

First-Year Programs

content was added for the following topics to support students as theydesigned their mechanical puzzles: (a) overview of 2D subtractive manufacturing processes, likelaser cutting, with tips for basic design elements; (b) introduction to part tolerancing practices;and (c) start-up guides and demonstrations of creating laser-cut designs for both recommended2D software packages (Inkscape and SolidWorks). Figure 1. Example student work from PBL#1: Product Design, which was a 6-week team-based project that involved physical prototyping of a multi-part mechanical product. (Left) from the F2F version of the course, a 3D sketch of an automaton. (Right) from the online version of the course, a laser-cut

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin, Platteville

Tagged Divisions

First-Year Programs

every Spring semesterand 3 sections every Fall semester. In the old course (Spring semester), the number of facultyvaried from semester to semester, but was typically taught by 6 – 8 faculty members. In the newcourse, seven faculty members teach the course, one from each engineering department.Assessment The research questions to be assessed is: does the new format of the course lead to a)improved retention; b) better understanding of various engineering disciplines by the students;and c) better-informed decisions by the students if they choose to change their major? To date, assessment data is available for the Spring 2009 semester (last offering of the oldcourse) and the Fall 2009 semester (first offering of the new course

Conference Session

FPD10 - Freshman Engineering Introduction to Design

Collection

2008 Annual Conference & Exposition

Authors

Susan Montgomery, University of Michigan; Rodney Johnson, University of Michigan

Tagged Divisions

First-Year Programs

Appendix – “Introduction to Engineering” course outcomes1. Solve engineering problems using project-specific mathematics, engineering, and science concepts.2. Analyze, interpret and make decisions about quantitative data using basic concepts of descriptive statistics (mean, median, standard deviation, normal distributions, and mode) and measurement, including issues in: a. precision and accuracy; b. sample and population; c. error and uncertainty.3. Solve an open-ended design problem by: a. transforming an open-ended design problem into an answerable one; b. breaking down a complex design problem into sub-problems; c. determining assumptions involved in solving the design problem; d. determining resources that

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

First-Year Programs

requiredelements of mathematics for many core engineering courses7. In the Wright State Model,engineering students take this new engineering course, which is intended for calculus-readystudents, during their first semester. Then, they can take several engineering courses while theyconcurrently complete a traditional four-course mathematics sequence in calculus anddifferential equations. In its first iteration, over 80% of the students successfully completed thenew engineering course (earning a grade of ‘A’, ‘B’, or ‘C’), compared with around 42% of thestudents who, based on performance in prior years, successfully completed the first-year calculussequence at Wright State7. At Boise State University, engineering faculty members created apreparatory

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Ann Kos, University of Colorado, Boulder; Sarah Miller, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

final report was based on Steffen Peuker and Raymond B. Landis’ “Design Your Process ofBecoming a World-Class Engineering Student” curriculum (Landis 2013, Peuker 2016). Thisreport was a compilation of the students’ previous writing assignments and newly writtenintroduction and conclusion sections. We gave the students the final project outline as well as areference table that showed the corresponding weekly assignment for each section (seeAppendix). This structure was copied from the Peuker and Landis curriculum and we presentedthis unique final project format to our students as a way to reinforce long-term goals (“Become aSuccessful Engineering Student”) and let them revisit their old work.3. ASSESSMENTOut instructional staff consisted of

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

? a) What amount of change (increase/decrease) after the first year is there in student's selecting a major (i.e. leaving first-year engineering) after the introduction of this module as compared to before indicating more informed decision making? b) What amount of change (increase/decrease) after two years is there in student's selection of a major (i.e. leaving first-year engineering) after the introduction of this module as compared to before indicating more informed decision making? 2. To what extent does retention increase/decrease within the STEM College and in engineering after introducing the informed decision making module? 3. To what extent have disciplines students are selecting

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, PhD, MBA, PE P.E., Quinnipiac University; Ruby ElKharboutly, Quinnipiac University

Tagged Divisions

First-Year Programs

minors complementary to the major or participation in the Grand Challenge Scholar Program. Any faculty time not directly related to mentorship efforts is considered non-value-added. Examples include showing thestudents how to register for courses on Self Service, the course management system, orwhere to find the list of Humanities courses, a subset of which are graduation requirements.The overall duration and variance of advising sessions is reduced through two generalcategories of effort. The first focuses on value-added activities, with the goal of capturing thebest practices across the faculty. To demonstrate consider faculty members A and B whodiscuss the benefit of having a Mathematics minor with their advisees. Faculty member Aholds a

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel

Tagged Divisions

First-Year Programs, Mathematics

" Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Chicago, IL, 2006.[36] M. Allen and A. Kelley, "Emphasizing teamwork and communication skills in introductory calculus courses," Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Honolulu, HI, 2007: https://peer.asee.org/2166.[37] A. Bernal, J. J. Leader, and J. B. Ward, "Creating laboratories to aid student modeling ability in Calculus I," Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Salt Lake City, UT, 2018: https://peer.asee.org/30235.[38] J. D. Desjardins, E. Breazel, M. Reba, I. Viktorova, J. B. Matheny, and T. R. Khan

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Racheida S. Lewis, University of Georgia; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

informed by a codebook developed specifically forcoding self-efficacy. The preliminary codebook is presented in Appendix A.Once first-level coding was completed, pattern coding was conducted to identify themes todescribe different ways each source of self-efficacy was experienced by the participants and howthe first-year engineering matriculation structure impacted that development. Each code wasexpanded to encapsulate the nuanced ways participants developed self-efficacy within the majorcategories of mastery, vicarious, social persuasions, and somatic and emotional state. The evolvedcodebook is presented in Appendix B. The results describe these codes in detail using illustrativequotations from the interviews.Results and DiscussionThe goal of

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale

Tagged Divisions

Design in Engineering Education, First-Year Programs

.[21] A. Gero, Y. Stav, and N. Yamin, "Increasing Motivation of Engineering Students: Combining "Real World'' Examples in a Basic Electric Circuits Course," International Journal of Engineering Education, vol. 32, pp. 2460-2469, 2016.[22] L. R. J. Costa, M. Honkala, and A. Lehtovuori, "Applying the problem-based learning approach to teach elementary circuit analysis," Ieee Transactions on Education, vol. 50, pp. 41-48, Feb 2007.[23] A. Mantri, S. Dutt, J. P. Gupta, and M. Chitkara, "Design and Evaluation of a PBL-Based Course in Analog Electronics," Ieee Transactions on Education, vol. 51, pp. 432-438, Nov 2008.[24] A. Johri and B. M. Olds, "Situated Engineering Learning: Bridging Engineering

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, The Ohio State University; Tyler Milburn, The Ohio State University; Brooke Morin, The Ohio State University

Tagged Divisions

First-Year Programs

analysis ofthe positive perceptions of scaffolding resulted in numerous themes with more frequency. Thethemes related to scaffolding are summarized in Figure 6. A complete list of the themesdeveloped from the second phase of coding and their descriptions can be found in Appendix B. Figure 6: Word cloud that visually represents the themes that emerged form students self-reported perceptions of the scaffolding structure of technical writing assignments.Figure 6 represents the themes in a word cloud. Codes used to inform each broader theme werecounted. The word cloud was created by associating the number of times that theme was presentin the qualitative data with the theme. The larger the word in the word cloud, the more

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #16190Enculturation of Diverse Students to the Engineering Practices through First-Year Engineering College ExperiencesDr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan F Freeman, Northeastern University; Beverly Kris Jaeger, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

. Hagenberger, M, Engerer, B, & Tougaw, D (2006). Revision of a First-Semester Course to Focus on Fundamentals of Engineering. Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition. Chicago, IL.7. Huettel, L, Gustafson II, M, Nadeau, J, Schaad, D,, & Barger, M (2013). A Grand Challenge-based Framework for Contextual Learning in Engineering. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Atlanta, GA.8. Vasquez, H & Fuentes, A (2013). Integration of Sensors and Low-Cost Microcontrollers into the Undergraduate Mechanical Engineering Design Sequence. Proceedings of the American Society for Engineering Education