Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William Travis Horton, Purdue University

Tagged Divisions

First-Year Programs

Great Teachers. He was the first engineer to receive the U.S. Campus Compact Thomas Ehrlich Faculty Award for Service-Learning. He was a co-recipient of the U.S. National Academy of Engineering’s Bernard Gordon Prize for Innovation in En- gineering and Technology Education and the recipient of the ASEE Chester Carlson Award for Innovation in Engineering Education. He is a fellow of ASEE and the National Society of Professional Engineers (NSPE).Dr. Carla B. Zoltowski, Purdue University, West Lafayette Carla B. Zoltowski, Ph.D., is Co-Director of the EPICS Program at Purdue University. She received her B.S. and M.S. in electrical engineering and Ph.D. in engineering education, all from Purdue University. She has

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Everaldo Marques de Aguiar Jr., University of Notre Dame; G. Alex Ambrose, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Nitesh Chawla, University of Notre Dame

Tagged Divisions

First-Year Programs

Notre Dame he worked as a principal engineer at Honeywell International. Dr. McWilliams received his B.A. in economics, B.S.E.E., M.S.E.E. and Ph.D. from the University of Notre Dame.Dr. Jay B. Brockman, University of Notre DameProf. Nitesh Chawla, University of Notre Dame Page 24.785.1 c American Society for Engineering Education, 2014 Integration of ePortfolios in a First-Year Engineering Course for Measuring Student EngagementAbstractFor the past 3 years, the First-Year Engineering Program at the University of Notre Dame hasused electronic portfolios (ePortfolios

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

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

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lydia Prendergast, Rutgers, School of Engineering; Eugenia Etkina, Rutgers University

Tagged Divisions

First-Year Programs

concepts, thefoundations of the engineering design process, and professional skills like team work, leadership,and communication before they enter the workforce.15,16,17,18,19 ABET’s Criterion 3 addresses thetraditional STEM related skills (a-e) and professional skills (f-k).ABET Criterion 3. Student Outcomes: The program must have documented student outcomesthat prepare graduates to attain the program educational objectives.(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 realisticconstraints such as economic, environmental, social, political

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Jenahvive K. Morgan, Rowan University; Joseph Francis Stanzione III, Rowan University; Kaitlin Engle Mallouk, Rowan University

Tagged Divisions

First-Year Programs

mechanical engineering majorsmixed. The course met twice a week during the 15 week semester, a 50 minute “lecture” and a160 minute laboratory session. The purpose of the course was three-fold: (a) help students makea good transition to college; (b) introduce students to engineering; and (c) prepare students forthe engineering curriculum by teaching them a number of basic skills.The online aspects of the course are delivered using PathFinder, a website developed at theuniversity. The course chapters are given in the PathFinder Plan Tab shown in Figure 1.Semester projects are used to reinforce course topics. Students work on the project during the labperiod. Projects are chosen by each instructor. Figure 1: PathFinder

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

John A. Mirth, Rose-Hulman Institute of Technology; John P Iselin, University of Wisconsin, Platteville

Tagged Divisions

First-Year Programs

water) had the slowest fill time (177 seconds). Students received aminimum of five of the ten points if they were able to complete the dead head pressure test,which in the Spring 2013 semester was all the groups. The remaining 5 points are distributedaccording to the combined score. Figure 6: Experimental setup: (A) Blower; (B) Air Mattress; (C) Nozzle fitted with a Page 24.254.8 pressure tap; and (D) Pressure transducer..Although the student groups who failed to complete the fill test were somewhat disappointed, allof the groups indicated a sense of accomplishment. Student feedback displayed some initialdoubt that they

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah

Tagged Divisions

First-Year Programs

. 4 (2007): 321-334.11. Nokleby, Scott B., and Remon Pop-Iliev. "A Design Challenge-Incorporating Design into the First Year Engineering Curriculum." Proceedings of the Canadian Engineering Education Association (2011).12. Felder, Richard M., G. N. Felder, and E. J. Dietz. "The effects of personality type on engineering student performance and attitudes." Journal of Engineering Education 91, no. 1 (2002): 3-17.13. Lee, Stephen, Martin C. Harrison, Godfrey Pell, and Carol L. Robinson. "Predicting performance of first year engineering students and the importance of assessment tools therein." engineering education 3, no. 1 (2008): 44-51.14. Qualters, Donna M., Thomas C. Sheahan, Emanuel J. Mason, David S. Navick, and

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

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lee Kemp Rynearson, Purdue University

Tagged Divisions

First-Year Programs

Paper ID #9742Distinctive Academic Programs as a School Choice Factor: An ExploratoryStudyMr. Lee Kemp Rynearson, Purdue University Lee Rynearson is currently pursuing a PhD in the School of Engineering Education at Purdue University. He received a BS and MEng in Mechanical Engineering from the Rochester Institute of Technology. He has previous experience as an instructor of engineering at the Kanazawa Institute of Technology, in Kanazawa, Japan. His current research interests focus on first-year engineering experiences

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

First-Year Programs

11:30 Tu/Th a 1:30 Tu/Th a 3:30 Tu/Th a Thursday 7:30 Tu/Th b 9:30 Tu/Th b 11:30 Tu/Th b 1:30 Tu/Th b 3:30 Tu/Th b Wednesday 7:30 W/F 9:30 W/F 11:30 W/F 1:30 W/F 3:30 W/F Friday Page 24.1407.3The thirteen instructors who taught the 15 sections of the course had different levels ofexperience with the FYE program and the course (Table 2). Eight of these instructors taughtENGR 131 course in the previous Fall semester, which is the prerequisite course for ENGR 132.Table 2 - Instructors’ experience(High: 6 or more semesters; Medium: 3-5 semesters; Low: 1-2 semesters

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

Report of the Women’s Experiences in College (WECE) Project. April 2002. http://www.grginc.com/WECE_FINAL_REPORT.pdf6. Prince, M. Does Active Learning Work? A Review of the Research. Journal of Engineering Education, vol. 93(3), 2004.7. Stevens, R., O’Connor, K., Garrison, L, Jocuns, A., and Amos, D. Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning. Journal of Engineering Education, July 2008.8. Ohland, M., Sheppard, S., Lichtenstein, G., Eris, O., Chachra, D., and Layton, R. Persistence, engagement, and migration in engineering programs, Journal of Engineering Education, volume 97(3), 2008.9. French, B., Immekus, J., Oakes, W. An Examination of Indicators of Engineering Students

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Norb Delatte P.E., Cleveland State University

Tagged Divisions

First-Year Programs

Paper ID #9314Implementation and Assessment of a Failure Case Study in a Multi-DisciplineFreshman Introduction to Engineering CourseDr. James E. Lewis, University of Louisville James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals at the J. B. Speed School of Engineering at the University of Louisville. His research interests include paral- lel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.Dr. Norb Delatte P.E., Cleveland State University Norb Delatte is Professor and Chair of the

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oguz Hanoglu, Purdue University, West Lafayette; Aladar Horvath, Ivy Tech Community College; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

laptops, internet access, and work space with whiteboards.Students’ teamwork, including their conversations and notes on whiteboards, were video-recorded.Eleven teams volunteered to be videotaped as they responded to written feedback from TAs, andthe individual team members committed to being interviewed following the MEA. After thecollection and initial analysis of data, Team A and B were selected among the eleven teams.There were basically two rationales behind choosing these two particular teams: (1) they had Page 24.611.7nearly complete data sets (i.e., written documents, interviews, and video-recordings), and (2)both had similar TA feedback

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

-efficacy for learning course material and academicachievement, and students who received a B reported higher levels of collaboration then studentswho earned an A or C. Female in the study reported greater use of informal collaborativelearning strategies than did male students. Stump and colleagues12 recognized that their study designs did not allow for a clear ideaas to the nature of the collaborative activities students self-reported. They suggested that futurestudies should examine ways to cultivate, support and extend informal collaborations forengineering students. Their studies involved mostly students in junior level courses, versus thecurrent study which involved first-year engineering students. Informal collaboration of

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

project work took priority.Starting in the fall of 2011, the DTC program formed a partnership with the Center forLeadership at Northwestern University. The Leadership Center had created an extensive set ofexercises for assessing individual and team performance during a quarter-long design challenge.These exercises were designed to monitor and promote growth for both the individual and theteam in a more structured and systematic way than we had provided before. Through theassessments, teams had the opportunity to become more (a) aligned, (b) specific and(c) honest about each aspect of Katzenbach's definition as their work progressed. DTC facultywere strongly supportive of the collaboration with the Center because of their expertise inadministering

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Broderick W. Carlin, University of St. Thomas

Tagged Divisions

First-Year Programs

forcomparison as the song displayed is largely instrumental and composed of soft, acoustic guitarmusic. In comparison with Fig. 3a one can note that the voltage peaks of the softer music aresignificantly lower in amplitude (0.5V vs. 1V). a. b.Figure 3. Jay-Z - Izzo at ~0:20-0:30 with computer volume at a) 100%; b) 50% Page 24.48.6Figure 4. Bon Iver - Halocene at ~0:20-0:30 with computer volume at 100%If one were to simply build the circuit based on the parts provided in the manufacturer parts kitexperience has shown that the circuit might not reach its

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Pow, Chester F. Carlson Center for Imaging Science, RIT; María Helguera, Rochester Institute of Technology; Elizabeth Pieri, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Sadie Wolters; Michael Glynn Augspurger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Briana A. Neuberger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Victoria Scholl, Rochester Institute of Technology; Elizabeth Bondi, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

grades complicates this portion of the analysis. Had a broaderdistribution of grades been assigned, the mapping of the instructors’ perceived effort onto thefive-level Likert scale in the students’ peer evaluations would have been more straightforward.But given the lack of fine resolution in the assigned grades (this university does not use +/- whengrading), this analysis looked only at the mean Likert scores of those students who receivedgrades of “B” and “C” – the bottom 26% of the grades issued – to see how they compared to theclass mean as calculated from the peer evaluations. If the students’ assessment of theirclassmates’ performance aligned with that of the instructors, we could expect that all of thosereceiving grades of “B” and “C

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Arizona State University; Claire L. A. Dancz, Arizona State University; Thomas P Seager, Arizona State University; Amy E. Landis, Arizona State University

Tagged Divisions

First-Year Programs

particular profile.For example, a Kolbe A™ of 6 8 2 4 indicates (a) an insistence in Follow Thru with a value of 8suggesting that this individual will approach a problem by sorting it out and organizing it first,(b) a resistance in Quick Start with a value of 2, indicating this person is resistant to risk and willnaturally work to prevent risk associated problems, and (c) accommodation in both Fact Finderand Implementer with values of 6 and 4 respectively, indicating an ability to work with basicinformation or to dig into details, and an ability to work with abstract concepts or with tangibles.When working with others, a potential for conflict arises when there is a difference of 4 orgreater within any action mode. One person seeks a solution using

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F. James Boerio, University of Cincinnati; Joni A. Torsella, University of Cincinnati

Tagged Divisions

First-Year Programs

hardwareexperiments.Bibliography1. Besterfield-Sacre, M., Atman, C. J., Shuman, L.J., " Characteristics of freshman engineering students: Models for determining student attrition in engineering," Journal of Engineering Education, 86, 2, 1997, 139-149.2. Grose, T. K., "The 10,000 challenge," ASEE Prism, 2012, 32-35. Page 24.608.93. Johnson, M. J., Sheppard, S. D., "Students entering and exiting the engineering pipeline-identifying key decision points and trends," Frontiers in Education, 2002.4. Olds, B. M., Miller, R. L., "The effect of a first-year integrated engineering curriculum on graduation rates and student satisfaction: A longitudinal

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Stephen P Mattingly, University of Texas, Arlington; Ziaur Rahman, The University of Texas at Arlington; Heather L Frost

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First-Year Programs

Texas, ArlingtonProf. Stephen P Mattingly, University of Texas, ArlingtonZiaur Rahman, The University of Texas at Arlington Ziaur Rahman received his Bachelor of Science (B. Sc.) degree in Civil Engineering from Bangladesh University of Engineering & Technology, Dhaka, in June 2007. After completing his Bachelor degree, he started his graduate studies in Civil Engineering at The University of Texas at Arlington in August 2008. He completed his Masters of Engineering (M. Eng.) degree under the supervision of Dr. Siamak Ardekani. He continued his graduate studies as a Ph. D. student under the supervision of Dr. Stephen Mattingly in Fall 2010. The author’s research interests include Incident Management, Operations and

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura K Alford, University of Michigan; Robin Fowler, University of Michigan; Stephanie Sheffield, University of Michigan

Tagged Divisions

First-Year Programs

to together develop a sharedunderstanding of and solution for an ill-structured problem.4 Teachers are redefined as coacheshelping students work toward a set of possible open-ended solutions, and students take someownership of their own learning through reflection. Typically, students learn about team skills inaddition to the course content. Engeström5 identified three stages characteristic of collaborativelearning. In his view, for learning to be truly collaborative, students must (a) work towards ashared problem definition, (b) cooperate to solve the problem, and (c) then engage in reflectivecommunication, reconceptualizing the process. Similarly, Johnson et al.6 argue that there arefive basic elements critical for cooperative work to be

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter A Sable, Milwaukee School of Engineering; Sharon Liz Karackattu; Matthew J. Traum, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

. Seymour and N. Hewitt, Talking About Leaving: Why Undergraduates Leave the Sciences. Boulder, Colorado:Westview Press, 1997.2. U.S. Department of Education, “A Test of Leadership: Charting the Future of U.S. Higher Education,”Washington, DC, 2006.3. B. R. Butler, “Introducing Freshmen to Engineering: A Model Course,” Engineering Education, vol. 69, pp. 739-742, 1979.4. E. Soulsby, “University Learning Skills: A First Year Experience Orientation Course for Engineers,” presented at29th ASEE/IEEE: Frontiers in Education Conference, San Juan, Puerto Rico, 1999.5. F. E. Weber, R. M. Bennett, J. H. Forrester, P. G. Klukken, J. R. Parsons, C. D. Pionke, W. Schleter, J. E. Seat,and J. L. Yoder, “The ENGAGE Program: Results from Renovating the First Year

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lindsay Corneal, Grand Valley State University

Tagged Divisions

First-Year Programs

Challenges for Engineering project were graded.The first three assignments, to introduce their topic, complete the annotated bibliography, andprepare the summary of their topic, were worth 5% of their final grade per assignment. The finalpresentation was worth 20% of their final grade for the course. Therefore, all four components ofthe project were worth a total of 35% of their final grade for the course. The average grade for allgroups on the overall project was a B. From the signed consent forms, it was noted that theaverage grade for the students that completed the survey was a B+, while the average grade forthe students that chose not to complete the survey was a C.Updates for Future ClassesIn general, the feedback about this project was quite

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Betsy F. Willis, Southern Methodist University; David A. Willis, Southern Methodist University; Mark Fontenot, Southern Methodist University

Tagged Divisions

First-Year Programs

in theELLC, remain in good standing with the university, and continue to make academic progresstowards a degree program in the Bobby B. Lyle School of Engineering at Southern MethodistUniversity (SMU).The program directors worked closely with the engineering recruiting office to identify eligibleadmitted students with an interest in pursuing a major in engineering or computer science.Candidates were recruited based on past academic achievement, leadership potential,curricular/extracurricular experiences, demonstrated financial need, and diversity.IDEAL scholars participated in three main co-curricular experiences aimed at buildingcommunity and increasing their leadership skills: block scheduling, academic advising and aweekly seminar. IDEAL

Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lynn K. Byers, Quinnipiac University; Justin W. Kile, Quinnipiac University; Corey Kiassat, Quinnipiac University

Tagged Divisions

First-Year Programs

this question was taken from the initial survey. The students wereasked to define each of the disciplines and then indicate how confident they were in theirdefinitions on a Likert scale where 1 was very unsure and 5 was very confident. Discipline-specific faculty members then rated the students’ definitions, also on a Likert scale. The studentswere also asked their level of interest in each of the four disciplines offered by the university: I am considering pursuing the following disciplines: (Circle the appropriate number): 1- Strongly disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree a) Civil Engineering 1 2 3 4 5 b) Industrial Engineering 1 2

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole L Hird, Ohio State University; Deborah M. Grzybowski, Ohio State University

Tagged Divisions

First-Year Programs

, innovation and task orientation.”Learning Environ Res., Vol. 15, pp. 171–193, July 2012.4. J. W. Baker. "The ‘classroom flip’: Using web course management tools to become a guide by the side,"presented at the 11th International Conference on College Teaching and Learning, Jacksonville, FL, 2000.5. L. W. Anderson, D. R. Krathwohl, B. S. Bloom. “A taxonomy for learning, teaching, and assessing.” Longman,2005.6. M. Mercier-Bonin, K. Ouazzani, P. Schmitz, S. Lorthois. “Study of bioadhesion on a flat plate with a yeast/glassmodel system.” Journal of Colloid and Interface Science 271 (2004) 342-350.7. D. Pines. “Using Computational Fluid Dynamics to Excite Undergraduate Students about Fluid Mechanics.”ASEE Annual Conference and Exposition. 2004.8. C. Sert

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Roy W. Melton, Department of Computer Engineering, Rochester Institute of Technology; Shanchieh Jay Yang, Rochester Institute of Technology (COE); Adriana Becker-Gomez, Rochester Institute of Technology (KGCOE)

Tagged Divisions

First-Year Programs

Paper ID #10501Engaging Computer Engineering Freshmen through a Voluntary Competi-tive Team Project with MentoringRoy W Melton, Department of Computer Engineering, Rochester Institute of Technology Roy Melton is a Senior Lecturer in the Department of Computer Engineering of the Kate Gleason College of Engineering at the Rochester Institute of Technology in Rochester, N.Y., where the graduating com- puter engineering classes of 2010 through 2013 voted him the ”most effective teacher” in the department and where he was a finalist for the 2012-2013 RIT Outstanding Teaching Award for Non-Tenure-Track Faculty. He received his

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeff Johnson, LeTourneau University; Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Lauren Elise Gentry, LeTourneau University

Tagged Divisions

First-Year Programs

Paper ID #9195Management and Assessment of a Successful Peer Mentor Program for In-creasing Freshmen RetentionMr. Jeff Johnson, LeTourneau University Jeff Johnson is an Instructor at LeTourneau University. He received his B.S. in Mechanical Engineering Technology from LeTourneau in 1994 then proceeded to spend 16 years in industry focusing on machine and civil design as well as project management. In 2010 he began his teaching career at his alma mater to share his experiences with engineering and technology students. He is currently a co-PI on the schools NSF-STEP retention grant.Prof. Alan D. Niemi, LeTourneau University

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville

Tagged Divisions

First-Year Programs

Paper ID #9537Peer Assessment of Design Reports in a First-Year Introduction to Engineer-ing CourseDr. Angela Thompson P.E., University of Louisville Angela Thompson, PhD, PE, is an Assistant Professor in the Department of Engineering Fundamentals at the University of Louisville J.B. Speed School of Engineering. She received her PhD in Mechanical Engineering from the University of Louisville in 2011. She currently teaches Introduction to Engineering and Engineering Analysis courses. Her research interests include biomechanics of pediatric injury and undergraduate engineering education

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Paper ID #9381Student Perceptions of Inverted Classroom Benefits in a First-Year Engineer-ing CourseDr. Krista M. Kecskemety, Ohio State University Krista Kecskemety is a lecturer in the Engineering Education Innovation Center at The Ohio State Univer- sity. Krista received her B.S. in Aerospace Engineering at The Ohio State University in 2006 and received her M.S. from Ohio State in 2007. In 2012, Krista completed her Ph.D. in Aerospace Engineering at Ohio State. Her engineering education research interests include investigating first-year engineering student experiences, faculty experiences, and the connection between