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Developing And Implementing An Innovative First Year Program For 1000 Students

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2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.353.1 - 6.353.9



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Paper Authors

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Audeen Fentiman

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Robert J. Gustafson

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John Merrill

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John Demel

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Richard Freuler

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Paper #1108 Session 2793

Developing and Implementing an Innovative First Year Program for 1000 Students

Audeen W. Fentiman, John T. Demel, Richard J. Freuler, Robert J. Gustafson, and John A. Merrill College of Engineering, The Ohio State University


In the past decade, learning experiences for first year engineering students at Ohio State have evolved. This article provides an overview of that evolution with emphasis on the student experience in 2000. It will cover course topics, teaching staff, facilities, faculty development, assessment and feedback methodologies, and results to date. Two important factors in bringing about change were Ohio State’s participation in the NSF-funded Gateway Engineering Education Coalition and substantial support from the Dean’s office. Many subjects briefly discussed in this paper will be covered in more detail in separate papers presented at this and other conferences.

I. Introduction

In the 1991-92 academic year, the Engineering Graphics (EG) Department provided two courses for all engineering students. These were a four-credit hour course (quarter hours) in Engineering Graphics and computer aided design and drafting (CADD) and a four-credit hour course in Engineering Problem Solving. The Engineering Graphics Department employed 12 full-time and one 1/3 time emeritus faculty members, about 15 graduate teaching assistants, and a number of undergraduates who graded homework problems and drawings. The classes were taught in six classrooms without computers and in three computer labs having a total of about 100 computers.

The course content for the Engineering Graphics class (EG166) included graphics done by hand and using CADD. Students also learned about some aspects of manufacturing including fastening and joining. During the last two weeks of the course, teams of 4 students each designed and prepared drawings for a device selected from a list of options provide by the instructor. The teams made brief presentations on their designs.

In the Engineering Problem Solving course (EG 167), students used both FORTRAN and Maple. The assignments were engineering problems, and the student used SGI networked work stations with PCs serving as X-terminals.

“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education

Fentiman, A., & Gustafson, R. J., & Merrill, J., & Demel, J., & Freuler, R. (2001, June), Developing And Implementing An Innovative First Year Program For 1000 Students Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9103

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