Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University

Tagged Divisions

First-Year Programs

majorchanges from late July to early August. Even so, a few minor changes were made between fall2011 and spring 2012: the multimedia case studies topics and number changed. In fall of 2011,three case studies were used (Chick fil A, Della, and STS 51-L), while in spring, two case studieswere used (Mauritius and Chick fil A). The reasons given by course designers for making thischange in number and type of case study were a) reduced time in the spring schedule to include Page 23.1295.7all three case studies, and b) desire to try out the Mauritius case study, which would supportcourse objectives.In addition, to increase consistency across the RU and the TU

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

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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

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

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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

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

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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 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

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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

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College; Carmen Sidbury, Spelman College

Tagged Divisions

First-Year Programs

.      Analysis  on  the  Effectiveness  of  the  Course    The  pilot  program  was  comprised  of  nine  STEM  students,  whom  we  will  label  as  students  “A”,  “B  “,  “C”,  etc.    The  students  were  randomly  paired  at  the  start  of  class.    Student  “I”,  who  showed  an  immediate  technical  aptitude,  was  paired  with  the  instructor.    At  the  beginning  of  the  course,  the  students  were  informally,  orally  surveyed  through  private  communications  with  the  instructor  and  were  asked  about  their  interest  in  and  understanding  of  engineering.    While  students  were  selected  for  the  program  based  on  a  stated  interest  in  engineering,  this  opening  survey  made  it  clear  that  other  motives  for

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Graham Talmadge Fennell, Ohio Northern University; Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; David Reeping, Ohio Northern University

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First-Year Programs

Annual International Symposium of the International Council On Systems Engineering, Toulouse, France.[2] Passig, D., 2004. “Variations to the Imen-Delphi procedure aimed at helping in the emergence of communities of interest”, Intellect, 1 (2-3), 95 – 109.[3] Passig, D., 1997. “Imen-Delphi: A Delphi variant procedure for emergence”, Human Organization, 56 (1), pp. 53 – 63.[4] Linstone, H. A. and M. Turoff, 1975. “The Delphi Method: Techniques and applications”, Addison Wesley.[5] Hsu, C. and B. Sandford, 2007. “The Delphi Technique: Making Sense Of Consensus”, Practical Assessment, Research and Evaluation, 12 (10), pp. 1-8

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi A. Diefes-Dux, Purdue University, West Lafayette

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First-Year Programs

necessarily reflect the views of the National Science Foundation.Bibliography1. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Upper Saddle River, NJ: Pearson.2. Luft, J., Kurdziel, J., Roehrig, G., & Turner, J. (2004). Growing a garden without water: Graduate teaching assistants in introductory science laboratories at a doctoral/research university. Journal of Research in Science Teaching. 41(3), 211-233.3. Travers, P. L. (1989). Better training of teaching assistants. College Teaching. 37, 147-149.4. Mena, I. B. (2010). Socialization experiences resulting from engineering teaching assistantships at Purdue University. Doctoral Thesis, Purdue University, West Lafayette, IN.5. Verleger, M., & Velasquez, J

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

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First-Year Programs

of howscience and mathematics are applied in STEM careers.Each summer ANSEP hosts multiple sessions with 54 middle school students per session whoare currently in sixth, seventh, and eighth grade and have at least a "B" average in science andmathematics courses. The number of selected students is equally divided by grade and by genderwithin each grade. All of the students live on the UAA Anchorage campus in the residence halls,learn to navigate the campus, and dine like college students.Acceleration AcademyThe objective for Acceleration Academy, the second component of the ANSEP longitudinalmodel, is for each student to arrive for their freshman year at the university fully preparedsocially and academically at an accelerated level for BS

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Valerie C. Lundy-Wagner, New York University; Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

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First-Year Programs

Education 79, 67–79 (2006).31. Orr, M. K., Ramirez, N. M. & Ohland, M. W. Socioeconomic trends in engineering: Enrollment, persistence, and academic achievement. in Proceedings of the American Society for Engineering Education Annual Conference (2011).32. Terenzini, P. T., Cabrera, A. F. & Bernal, E. M. Swimming against the tide: The poor in American higher education. (2001).33. Walpole, M. B. Emerging from the pipeline: African American students, socioeconomic status, and college experiences and outcomes. Research in Higher Education 49, 237–255 (2008).34. Corbett, C., Hill, C. & St. Rose, A. Where the Girls Are: The Facts about Gender Equity in Education. (American Association of University Women, 2008). at 35

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alyssa N Berg, University of Colorado Boulder; Janet Y Tsai, University of Colorado at Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Beverly Louie, University of Colorado, Boulder

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First-Year Programs

Vocational Behavior. 43, pp 251-265, 1993.[9] Sosik JJ, Godshalk VM. The role of gender in mentoring: Implications for diversified and homogeneous mentoring relationships. Journal of Vocational Behavior. 57, pp102-122, 2000.[10] Ehrich LC, Hansford B, Tenant L. Formal mentoring programs in education and other professions:A review of the literature. Educational Administration Quarterly. 40(4), pp518-540, 2004.[11] Blake-Beard S, Murrell A, Thomas D. Unfinished business: The impact of race

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohammad Esmaeili, University of Dayton; Ali Eydgahi, Eastern Michigan University

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First-Year Programs

Education, Vol. 8, pp.55-78, 2009.[12] A. Conklin, “Cyber Defense Competitions and Information Security Education: An Active Learning Solution for a Capstone Course,” Proceedings of the 39th Annual Hawaii international Conference on System Sciences, Washington D.C., Vol. 9, pp. 220b, January 4-7, 2006.[13] C. Meyers and B. T. Jones, Promoting Active Learning: Strategies for the College Classroom, Jossey-Bass Inc., CA, 1991.[14] P. Ramsden, “A performance indicator of teaching quality in higher education: The Course Experience Questionnaire,” Studies in Higher Education, Vol. 16, No.2, pp. 129- 150, 1991.[15] K. L. Wilson, et al. (ed.), “The development, validation and application of the Course Experience

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Renée S DeGraaf M.A., Lansing Community College; Louise Paquette, Lansing Community College; Ruth Heckman, Lansing Community College; Neeraj Buch, Michigan State University; Thomas F. Wolff P.E., Michigan State University

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First-Year Programs

based on the data ofparticipation rates have driven the MSU’s PAL program to mutate towards a revised model wehave of a common setting for all PAL courses in recognized and stable locations on campus. Inkeeping with other programs at MSU, we are calling this the “neighborhood approach” to thePAL component. The table in Appendix B shows the chronology of PAL developments at MSUand how the results noted for one semester leads to component changes that follow.Until Fall 2010, we did not have results for objective learning outcomes from PAL/SI. In Fall2010, we reached a stage of stability with the PAL program that supported studying the learningoutcomes for PAL at MSU, and concurrently studying the learning outcomes for SI at LCC.Preliminary

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A Ralston, University of Louisville

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First-Year Programs

heightened curriculum demands, it is important that engineering students are readyand willing to spend time preparing for class by reviewing material, completing assignments andstudying. The purpose of this study was to gain a better understanding of behaviors and attitudestoward homework and studying that students developed in high school and whether thosebehaviors and attitudes changed when students were faced with more challenging classes and theincreased distractions college brings.The motivation for this study came from the results of a preliminary study that analyzed datafrom the Cooperative Institutional Research Program (CIRP) Freshman Survey taken by a cohortof engineering students in 2010 at the J. B. Speed School of Engineering at

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maggie A Flynn M.A., Elizabethtown College

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First-Year Programs

Education, 55(1), 40-76.9. Knight, W. (2003). Learning communities and first-year programs: Lessons for planners. Planning for Higher Education, 31(4), 5-12.10. Meath-Lang, B. (1997). Dramatic interactions: Theater work and the formation of learning communities. American Annals of the Deaf, 142, 99-101.11. Johnson, J. (2001) Learning communities and special efforts in retention of university students: What works, what doesn’t, and is the return worth the investment? Journal of College Student Retention: Research, Theory, and Practice, 2(3), 219-238.12. Johnson, W. G. (2006) Strategies for enhancing student learning in the residence halls. New Directions for Student Service, 75, 69-82.13. Schroeder, C. C., Minor, F. D., & Tarkow, T. A. (1999

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Heath A Schluterman, University of Arkansas; Kellie Schneider, University of Arkansas; Adrienne L. Gaines, University of Arkansas

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First-Year Programs

semester with reasonable success.While the increases in second year retention are promising, the ultimate goal of the program is toincrease graduation rates at both the college and university levels. We will continue to monitorstudent progression through the math sequence and persistence in the CoE. Future work willinclude an assessment of students’ ability to successfully complete Calculus 2.[1] Klingbeil, N.W. et. al. “Rethinking Engineering Mathematics Education: A Model for Increased Retention,Motivation and Success in Engineering.” Proceedings of the 2004 ASEE Annual Conference & Exposition, SaltLake City, Utah, June 2004.[2] Klingbeil, N., High, K., Keller, M., White, I., Brummel, B., Daily, J., Cheville, A. and Wolk, J., “The

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carolyn Skurla, Baylor University; Steven R. Eisenbarth, Baylor University

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First-Year Programs

Paper ID #8229Scholarships for Academic Success Program: A Final ReportDr. Carolyn Skurla, Baylor University Carolyn Skurla is an Associate Professor and the Graduate Program Director in the Department of Me- chanical Engineering at Baylor University. She received a B.S. in Biomedical Science from Texas A&M University and a Ph.D. in Mechanical Engineering from Colorado State University.Dr. Steven R. Eisenbarth, Baylor University Professor Eisenbarth has 33 years of teaching exerience in the fields of electrical and computer engineer- ing and computer science at Baylor University where he has served as Associate Dean

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Louisiana Tech University; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton, Rose-Hulman Institute of Technology

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First-Year Programs

Paper ID #6935The Effect of Required Introduction to Engineering Courses on Retentionand Major SelectionDr. Marisa Kikendall Orr, Louisiana Tech University Dr. Orr is an Assistant Professor in Mechanical Engineering at Louisiana Tech University. She completed her B.S., M.S., and Ph.D. in Mechanical Engineering, as well as a Certificate of Engineering and Science Education at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity and diversity, and academic policy.Dr. Catherine E. Brawner, Research Triangle Educational Consultants Catherine E. Brawner is President

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Kelsey Joy Rodgers, Purdue University, West Lafayette; Hyunyi Jung, Purdue University; Alena Moon, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

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First-Year Programs

calibration process).B. Data CollectionParticipants participated in a semi-structured interview ranging from 45 to 90 minutes. Since thepurpose of the interviews was to understand the G/UTAs’ perspectives of the FYE program andtheir TA position, the questions covered a wide range of position related topics. The interviewquestions were divided into seven categories: background information, hiring process, overallexperience, thoughts on MEAs, training, expectations and responsibilities, and support andmentoring (See Appendix A). The interview categories were developed based on analysis offindings regarding the key components for a successful program utilizing UTAs,15 changes to theimplementation and grading of the mathematical modeling activities in

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Christine C Murphy, Clemson University Academic Success Center

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First-Year Programs

Paper ID #7599Helping Students find the Right Track: A Partnership for Student SuccessDr. Elizabeth Anne Stephan, Clemson University Dr. Elizabeth Stephan is a faculty member in the General Engineering Program at Clemson University. She earned B.S. and Ph.D. degrees in Chemical Engineering from the University of Akron, and worked as a Production Engineer at Dow Chemical in Traverse City, MI. She is the District Director for Tau Beta Pi and Chief Advisor for SC Alpha Chapter of Tau Beta Pi.Dr. Christine C Murphy, Clemson University Academic Success Center Dr. Murphy holds a Ph.D. in Plant Physiology and a BS degree in Math

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela Renee Lockwood, West Texas A&M University; Emily M. Hunt, West Texas A&M University

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First-Year Programs

Paper ID #6821Engineering Learning CommunitiesDr. Pamela Renee Lockwood, West Texas A&M UniversityDr. Emily M. Hunt, West Texas A&M University Dr. Hunt joined the College of Agriculture, Science and Engineering at West Texas A&M University in 2005. She received B.S., M.S., and Ph.D. degrees in Mechanical Engineering from Texas Tech. Univer- sity in 2001, 2002 and 2005, respectively. She is currently serving as the interim director of the School of Engineering and Computer Science at West Texas A&M University Dr. Hunt teaches primarily in the ther- mal fluid sciences including fluid mechanics and

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University

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First-Year Programs

Paper ID #7269Retention in a First Year Program: Factors Influencing Student Interest inEngineeringDr. Lizzie Santiago, West Virginia University Lizzie Y. Santiago, Ph.D., is Teaching Assistant Professor for the Freshman Engineering Program in the Benjamin M. Statler College of Engineering and Mineral Resources at WVU. She holds a Ph.D. in chemical engineering from the Pennsylvania State University and postdoctoral experience in neural tissue engineering from the University of Pittsburgh and National Institutes of Health (NIH). She teaches fresh- man engineering courses and supports the outreach and recruiting activities

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

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First-Year Programs

Paper ID #6188STEM inSight: Developing a Research Skills Course for First- and Second-Year StudentsDr. Dirk Colbry, Michigan State UniversityDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Director for Graduate Recruiting at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she received her Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published nearly two dozen peer-reviewed works related to her interests in educational

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach

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First-Year Programs

Paper ID #5728First-Year Math and Physics Courses and their Role in Predicting AcademicSuccess in Subsequent CoursesDr. James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach James J. Pembridge is an assistant professor in the Freshman Engineering Department at Embry-Riddle Aeronautical University. He earned a B.S. in Aerospace Engineering, M.A. Education in Curriculum and Instruction, and Ph.D. in Engineering Education from Virginia Tech. His research has focused on mentoring as pedagogy for project-based courses and understanding the adult learning characteristics of undergraduate students.Dr. Matthew A

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julia H. Chariker, University of Louisville; Patricia A Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Carrye Y Wilkins, University of Louisville

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First-Year Programs

Paper ID #6345An Analysis of Two Interventions Designed to Improve Student Performancein Engineering CalculusDr. Julia H. Chariker, University of Louisville JULIA H. CHARIKER, Ph.D., is a postdoctoral scholar in the Department of Psychological and Brain Sciences and the Bioinformatics Core at the University of Louisville, Louisville, Kentucky. She teaches courses in human cognition and learning. Her research combines the psychology of learning and cogni- tion, new information technologies, and collaboration with experts in biology, medicine, and engineering.Dr. Patricia A Ralston, University of Louisville Patricia A

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas

Tagged Divisions

First-Year Programs

No visible or functional damage 4 30-34 mph Light to medium cosmetic damage, no functional damage 3 25-29 mph Heavy cosmetic damage and/or minor functional damage 2 20-24 mph Small piece chipped off and/or medium functional damage 1 14-19 mph Large piece broke off and/or significant functional damage 0 < 13 mph Unable/unsafe to operate againTable 2. Performance score relation to grade Performance Grade Total Performance Score A >30 B

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

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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 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

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University

Tagged Divisions

First-Year Programs

points in many areas). There was virtually no impact on students’ perceptions aboutengineering as an a) exciting profession, b) challenging profession, c) profession that contributesto society, or d) profession in which people design products.In 2007, a new task force was convened to redesign the course. At the time 20% to 50% of ourengineering freshmen (depending on gender and ethnicity) were not persisting in engineeringinto the sophomore year. Furthermore, the course was not filling its intended purpose, as 30% ofthe students in the class were students who had waited until their junior or senior year to take it.A multi-disciplinary team of faculty designed a series of projects that engage students in multiplesteps of the design cycle

Conference Session

FPD 8: Engineering Math Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs

performance. Of the students who took math courses outside of engineering, 64%earned less than a B- and 33% received Ds or Fs in calculus I. In response to this failure at theimportant mathematics juncture to success in engineering, a new pre-calculus for engineerscourse was developed in collaboration with the Applied Math Program to prepare students with adeeper understanding of mathematical concepts beyond what they previously received andprepare them for calculus success. A pilot class of 16 took the course in spring 2012, of whichmany moved on to calculus I in fall 2012 (pilot 1). A description and modifications to the pre-calculus for engineers course are presented in the paper, including the adoption of the ALEKSLearning System to assess and