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

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Steven Lehr, Embry-Riddle Aeronautical University; Christopher Grant, Embry-Riddle Aeronautical University-Prescott

Tagged Divisions

First-Year Programs

limitations and assumptions, do they make sense, do they understand the limitations. • Examine programming constructs utilized and complexity of the code; compare with student in question. If student is a C student struggling to get through course and never programmed before, expecting them to use arrays of structures and pointers might not be realistic; though the use of loops, files, and functions would be expected; along with a well documented, complete project. • If the student did what was required, the project is neatly put together, and the project make sense it is likely they will get a B. Above and beyond an A, lower then expected level for student in question a C. Most students receive an A

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

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

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University-Kingsville

Tagged Divisions

First-Year Programs

Dependency Deliverable Week 1 1 1 A None D1_1 2 2 2 B D1_1 D2_2 3 3 3 C D2_2 D3_3 4 4 1 D D3_3 D1_4 5 Repeat Steps 2-4 as time permits, until teaching objectives are reached, replacing the first digit under dependency with the number for the previous week, and the second digit under deliverables with the number representing that week.In this table, the single letters A-D in column 4 refer to the set of tasks required

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Christopher Rowe, Vanderbilt University; Stacy Klein-Gardner

Tagged Divisions

First-Year Programs

. Student: __________________ Midterm RubricQuestion 1 a) What assumption is made about the statistics of a random sample compared to the statistics of a population? How does sample size affect this assumption?Student displays understanding of sampling through 1 2 3 4 5explanation of sample vs. population assumptionsStudent displays understanding of sample size through 1 2 3 4 5explaining the value of a larger sample size b) Report 3 measures of center, 1 measure of spread, and 1 measure of variance for the provided data.Student displays understanding of a measure of center through 1 2 3 4 5choosing 3 correct answersStudent displays understanding of

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

W. David Harding, University of New Haven; Pauline schwartz, University of New Haven; Jean Nocito-Gobel, University of New Haven; Agamemnon Koutsospyros, University of New Haven

Tagged Divisions

First-Year Programs

retentionof chemistry concepts, there are no specific follow-up courses where biological concepts can beassessed.Bibliography1) Collura, M., S. Daniels, J. Nocito-Gobel and B. Aliane, Development of a Multidisciplinary Engineering Foundation Spiral, ASEE 2004 Annual Conference, Curricular Change Issues, Session 26302) Collura, M.A., A Multidisciplinary, Spiral Curricular Foundation for Engineering Programs, NSF Department- Level Reform Planning Grant, EEC-0343077, $99,928, August 14, 20033) New Biology for Engineers and Computer Scientists, A. Tozeren and S. Byers, Prentice-Hall, 20044) Essentials of General Chemistry, by D.D. Ebbing, S.D. Gammon and R.O. Ragsdale, Houghton Mifflin Co., NY, NY, 20035) Saliby, M.J., P.J. Desio

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

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Joshua Peschel, Texas A&M University; Luciana Barroso, Texas A&M University; Anthony Cahill, Texas A&M University; James Morgan, Texas A&M University

Tagged Divisions

First-Year Programs

AC 2007-1653: AN ONLINE REAL-TIME QUIZ SYSTEM FOR READINESSASSESSMENT TESTINGJoshua Peschel, Texas A&M University JOSHUA M. PESCHEL is a PhD student in Civil Engineering at Texas A&M University. He received the BS in Biological Systems Engineering and the MS in Biological & Agricultural Engineering, also from Texas A&M. His current research interests include unsaturated soil water transport, spatially-distributed hydrologic modeling, and emerging technologies in engineering education.Luciana Barroso, Texas A&M University LUCIANA R. BARROSO is an Associate Professor of Civil Engineering at Texas A&M University. She is a graduate of Rice University and received

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

John-David Yoder, Ohio Northern University; Beverly Jaeger, Northeastern University; John K. Estell, Ohio Northern University

Tagged Divisions

First-Year Programs

AC 2007-1599: ONE-MINUTE ENGINEER, NTH GENERATION: EXPANSION TOA SMALL PRIVATE UNIVERSITYJohn-David Yoder, Ohio Northern University JOHN-DAVID YODER is an Associate Professor of Mechanical Engineering at ONU. His Doctorate is from the University of Notre Dame. Research interests include education, controls, robotics, and information processing. Prior to teaching, he ran a small consulting and R&D company and served as proposal engineering supervisor for GROB Systems, Inc.Beverly Jaeger, Northeastern University Beverly Jaeger, PhD is a member of Northeastern University’s Gateway Team, a selected group of full-time faculty expressly devoted to the first-year Engineering Program at Northeastern

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Robert Pieri, North Dakota State University; Ghodrat Karami, North Dakota State University

Tagged Divisions

First-Year Programs

Engineering Education, 2007 Introduction of Nanotechnology into Fundamental Mechanics Classes: How to Think Small in a Good Way!AbstractCalls for engineering curriculum review to increase effectiveness and relevance have been madeby both industry and university communities over the past decade. When considering thefundamental engineering courses in Statics, Dynamics and Mechanics of Materials it is importantthat the traditions long associated with these courses do not stand in the way of improving theirrelevance by inclusion of technological advances. This paper will discuss an approach andpropose some examples that can be utilized to introduce the latest arena of technologicalresearch, nanotechnology, into one of these

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Christopher Papadopoulos; Karen Brucks, University of Wisconsin-Milwaukee; Eric Key, University of Wisconsin-Milwaukee; Ethan Munson, University of Wisconsin-Milwaukee; K Vairavan, University of Wisconsin-Milwaukee

Tagged Divisions

First-Year Programs

AC 2007-2930: A SCHOLARSHIP RECRUITMENT AND SELECTION STRATEGYTHAT SUCCESSFULLY ATTRACTS DIVERSE AND ACADEMICALLYTALENTED FRESHMENChris Papadopoulos, University of Wisconsin -Milwaukee Chris Papadopoulos is Assistant Professor of Civil Engineering and Mechanics at the University of Wisconsin-Milwaukee. He is the PI of the UWM Computer Science, Engineering and Mathematics > Scholarship Program. His teaching and research interests are in engineeing mechanics, structural stability, engineering ethics, and engineering education. He is a recipient of the 2006 Ferdinand P. Beer and E. Russell Johnston, Jr. Outstanding New Mechanics Educator Award through the Mechanics Division of ASEE.Karen

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

Anthony Dean, Old Dominion University; Bonita Anthony, Old Dominion University; Linda Vahala, Old Dominion University

Tagged Divisions

First-Year Programs

AC 2007-2218: ADDRESSING STUDENT RETENTION IN ENGINEERING ANDENGINEERING TECHNOLOGY THROUGH THE USE OF AMULTIDISCIPLINARY FRESHMAN COURSEAnthony Dean, Old Dominion University ANTHONY W. DEAN is Assistant Professor of Engineering Technology at Old Dominion University. He received a Ph.D. in Engineering Management and a B.S. in Engineering Technology from ODU. Additionally, Dr. Dean received an MBA from the College of William and Mary. Prior to his appointment, Dr. Dean was Director of Operations and Business Development for Clark-Smith Associates, P.C., and served as an Electrician in the U.S. Navy aboard the USS South Carolina and the USS Enterprise.Bonita Anthony, Old Dominion University

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Dan Cordon, University of Idaho; Barbara Williams, University of Idaho; Steven Beyerlein, University of Idaho; Donald Elger, University of Idaho

Tagged Divisions

First-Year Programs

the identified problem.Week 13: The activity described below occurred.Step 1 - Process analysis and application: Each team was provided a handout depicting Tool 1(Table 1) and Tool 2 (Figure 1). Each team was asked to (a) Describe two similarities between the processes of problem solving and design. (b) Describe two differences between the processes of problem solving and design (c) Recall that during the previous class, they were asked to solve a problem that their team was having within their design process. For the case study, they were asked to analyze what things seemed different during the problem solving experience that hadn’t been occurring during the design experience.Observations taken by facilitators

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

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

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Bert Davy, Morgan State University; Indranil Goswami, Morgan State University; Jiang Li, Morgan State University; Gbekeloluwa Oguntimen, Morgan State University; Charles Oluokun, Morgan State University; Arcadio Sincero, Morgan State University

Tagged Divisions

First-Year Programs

, American Society for Engineering Education” 2“This orientation course will introduce students to the concept of engineering design by exposureto several design problems from various areas of civil engineering including: structural,transportation and environmental engineering”. It is a one unit course which meets for one hourforty minutes per week offered in the spring semester. The objectives of the course are (a) tointroduce the students to all of the main sub-areas of civil engineering, and (b) have studentswork in teams to accomplish the design of a civil engineering project, while supplying them withsome of the supporting theory, to be used

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Rebecca Damron, Oklahoma State University

Tagged Divisions

First-Year Programs

ownassumptions about design and engineering. It required them to consider alternatives inboth the product and process design phases.Demographics of StudentsAll students who participated in the study were engineering students from across thecollege. Demographic distinctions between sections are shown in Figure 3:Figure 3-Demographics of StudentsSection A: 23 Students (3 males did not complete the assignment) 16 male and 7 female Male and Female students in an Entrepreneurship Engineering section One of the first sections of Engineering 1111 to fill up (cap usually is 21 students)Section B: 19 Students (all completed assignment) All Female students in Women in Engineering SectionSection C: 24 Students (2 males did not

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Jonathan Rice, University of Maryland-Baltimore County; Taryn Bayles, University of Maryland-Baltimore County; Greg Russ, University of Maryland-Baltimore County; Julia Ross, University of Maryland-Baltimore County

Tagged Divisions

First-Year Programs

2006 assessments. It ishoped that a portion of this work will be completed for inclusion in the presentation at theconference in June.Bibliographic Information 1. “Department ABET Information.” The University of Maryland Baltimore County Chemical and Biochemical Engineering Department Webpage. http://www.umbc.edu/cbe/abet, accessed January 3, 2007. 2. Wheeler, J., J.M. Ross, T.M. Bayles, C. Parker, B. Jarrell and J. Raczek, "Engineering New Curricula for Technology Education", Paper # 1369 published in the Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition. Presented in the Emerging Trends in Engineering Education

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

George List, North Carolina State University

Tagged Divisions

First-Year Programs

customers, in practice and research. REFERENCES[1] Rasdorf, W. J., “Computer Programming in the Civil Engineering Curriculum,” Journal of Professional Issues inEngineering, 111:4, pp. 141-148, October 1985.[2] Accreditation Board for Engineering and Technology (ABET), Accreditation Criteria for Engineering Programs,2007-2008, Baltimore, MD, 2007 (http://www.abet.org/forms.shtml).[3] Brady, A. H., “The Introductory and Service Courses in Computing: Some Experiences and a CriticalAssessment,” ACM SIGCE Bulletin, 2:2, pp. 31-36, June-July 1970.[4] Gruener, W. B., and S.M. Graziano, “A Study of the First Course in Computers,” ACM SIGCSE Bulletin, 10:3,pp. 100-107, August 1978.[5] Austing, R.H., B.H. Barnes

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University

Tagged Divisions

First-Year Programs

field trip.Art Activity: The art activity was offered by a local high school teacher to allow the teachers toend their long day on a creative note. Teachers were taught a special technique of using a gridon an existing picture and preparing their own paintings. This exercise was also connected toengineering via simple examples such as the following: a) the role of engineers in developing materials such as paints, colors, dyes etc. b) the legacy of Leonardo Da Vinci to engineering c) the infusion of grids and the concepts of scaling.Assessment: Data is available from the summer of 2006 when the first ECT workshop wasoffered. Daily surveys were conducted to gauge the quality of the workshop activities.Participants were also encouraged to

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

David Ye, Polytechnic University; Ilya Brutman, Polytechnic University; Gunter Georgi, Polytechnic University; Lorcan Folan, Polytechnic University

Tagged Divisions

First-Year Programs

professional M. E. Degrees from Columbia University. He is a registered Professional Engineer. He has worked for many years in the aerospace industry in design, analysis and management functions, including Thermal Mission Analysis of the Lunar Module from Apollo Project.Lorcan Folan, Polytechnic University Lorcan M. Folan is Head of the Department of Physics at Polytechnic University. He holds a B. Sc in Applied Science from Trinity College, Dublin and M.S. and Ph. D. degrees in Physics from Polytechnic University. Page 12.766.1© American Society for Engineering Education, 2007Freshman Project: Autonomous

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Joseph Menicucci, Montana State University; James Duffy, Montana State University; Betsy Palmer, Montana State University

Tagged Divisions

First-Year Programs

three key findingsof research on learners and learning outlined in the NRC publication are4: 1. Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside of the classroom. 2. To develop competence in an area of inquiry, students must: a. have a deep foundation of factual knowledge, b. understand facts and ideas in a conceptual framework, and c. organize knowledge in ways that facilitate retrieval and application. 3. A metacognitive approach to instruction

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

Margot Vigeant, Bucknell University; Karen Marosi, Bucknell University; Ronald Ziemian, Bucknell University

Tagged Divisions

First-Year Programs

reasons: a) to reduce functional class size from 200 to a moretypical class size of less than 35; b) Provide students with a more in-depth learningexperience; c) Promote faculty ownership of the course. Now, having graduated our firstclass who experienced this new first-year course format, we are wondering: was thechange effective? In this paper, we assess each of the goals given for the original changein light of student survey data, student retention data, as well as faculty interviews.Results suggest that the change effectively improved student satisfaction with the courseas well as promoting improvements in other areas.Introduction Bucknell University is a primarily undergraduate university with a focus onundergraduate education. The

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Peter Burton, Royal Melbourne Institute of Technology

Tagged Divisions

First-Year Programs

voicetheir support of quasi interactive videos as a valuable supplementary learning aid, particularlyin first year.In terms of student grades, there are many variables which make it hard to actually quantifybut overall performance in Electronics 1 has improved over the last three course offerings,with over 50% of students achieving a grade of A or B in 2004 as compared to 35% - 40%achieving the same grades prior to the introduction of the videos.It is difficult to determine the extent to which this practice influences exam results but it is fairto say that the majority of students have a positive perception of the class, have a soundpractical understanding of the material being taught and move on to the next phase of theirprogram well prepared and

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Russell Korte, University Of Minnesota; Ken Yasuhara, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

First-Year Programs

., Moreno, M., Shuman, L. J., and Atman, C. J., Gender and Ethnicity Differences in Freshmen Engineering Student Attitudes: A cross-Institutional Study. Journal of Engineering Education, 2001: p. 477-488.7. Besterfield-Sacre, M., Atman, C. J., and Shuman, L. J., Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering. Journal of Engineering Education, 1997: p. 139- 148.8. Belenky, M. F., Clinchy, B. M., Goldberger, N. R., and Tarule, J. M., Women's Ways of Knowing The Development of Self, voice, and Mind. 1986: Basic Books, Inc. 256.9. Seymour, E. and Hewitt, N. M., Talking About Leaving Why Undergraduates Leave the Sciences. 1997, Boulder: Westview

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

Pat Pyke; John Gardner; Marcia Belcheir; Janet Callahan; Amy Moll; Cheryl Schrader

Tagged Divisions

First-Year Programs

AC  2007-­‐1266:  AN  INNOVATIVE  METHOD  TO  REALISTICALLY  TRACK  ENGINEERING  STUDENT  RETENTION  AND  ACADEMIC  PROGRESS    Pat  Pyke,  Boise  State  University     Patricia  A.  Pyke  is  the  Director  of  Education  Research  for  the  College  of  Engineering  at  Boise  State   University.  She  oversees  projects  in  freshman  programs,  math  support,  mentoring,  outreach,  and   women’s  programs.  She  earned  a  B.S.E.  degree  in  Mechanical  Engineering  from  Duke  University   and  a  master’s  degree  in  journalism  from  the  University  of  California  at  Berkeley.    John  Gardner,  Boise  State  University   John  F.  Gardner  is  Chair  of  the  Mechanical  and

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

areas of (a) overall instructor effectiveness, (b) amount learned, and (c) overallcourse effectiveness in favor of those sections containing a higher variety of learning modes.Assessment of learning for the design course was documented in that recent publication.To further evaluate the macro-level outcome of the previous research, we felt it would bevaluable to “walk in their shoes” to obtain feedback from students’ perspectives on a decidedlymore micro level. To review our strategies, additional evaluation methods were undertaken inthis follow-on work. As a continuation of assessing the overall course sections, we collected dataon two aspects of each of the components of the course described above: (a) learning value, and(b) interest and

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Larry Bland, John Brown University

Tagged Divisions

First-Year Programs

AC 2007-123: INCORPORATING GLOBAL ISSUES INTO FRESHMANENGINEERING COURSELarry Bland, John Brown University Page 12.872.1© American Society for Engineering Education, 2007 Incorporating Global Issues into Freshman Engineering CourseAbstractThis paper documents the redesign of a freshman engineering concepts course to incorporatevarious global/intercultural issues that our students will face if they stay in an engineering career.Today’s engineering students graduate in a world that is becoming highly competitive asgeographical barriers are being eliminated, and engineering activities are truly global in nature.To remain competitive, students must develop global skills and

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Cecelia Wigal, University of Tennessee-Chattanooga; Molly Littleton, Signal Centers

Tagged Divisions

First-Year Programs

students have the education to“understand the impact of engineering solutions in a global, economic, environmental, andsocietal context.” Many engineering programs use design projects as one means of addressingthis outcome. This paper describes UTC’s process of using freshman hands-on design projectsto address these outcomes. Of special interest is the impact of student projects that address needsof children with disabilities.IntroductionThe Engineering program at the University of Tennessee at Chattanooga (UTC) recentlyredesigned its freshman introduction to engineering design course (IED) to use Project–BasedLearning (PBL) to excite students to independently learn, to create an environment for peerlearning, and to increase student in-class and