Sassenfeld, R. J., & Tapia, J. R. (2015, June), Teaching a College-wide Introductory Engineering Course Within a Freshman-year Experience  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24798

\bibitem{asee_peer_24798}
  Sassenfeld, R. J., \& Tapia, J. R. (2015, June), \emph{Teaching a College-wide Introductory Engineering Course Within a Freshman-year Experience}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24798

Rolfe Josef Sassenfeld and John Ross Tapia.  "Teaching a College-wide Introductory Engineering Course Within a Freshman-year Experience".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24798 Internet.  05 Feb, 2025

\bibitem{asee_peer_24798}
  Rolfe Josef Sassenfeld and John Ross Tapia.
  "Teaching a College-wide Introductory Engineering Course Within a Freshman-year Experience".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24798 Internet.  05 Feb, 2025

@INPROCEEDINGS{asee_peer_24798
author = "Rolfe Josef Sassenfeld and John Ross Tapia"
title = "Teaching a College-wide Introductory Engineering Course Within a Freshman-year Experience"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24798}
number = {10.18260/p.24798}
}

TY  - CPAPER
AB  -             Teaching a College Wide Introductory Engineering Course                       within a Freshmen Year ExperienceFreshmen student retention and persistence to graduation are critical issues facing mostengineering institutions today. In response to this important concern, our college has initiated aFreshmen Year Experience (FYE) that replaces each department’s individual introductoryengineering course with a single course, ENGR 100. This course is taken by all freshmenengineers in the college regardless of their major designation. The goal of the FYE and ENGR100 is to increase student retention and persistence to the upper division and ultimately tograduation.The FYE is much more than just a simple introductory engineering course. The FYE integratesthe freshmen’s English, Math, and Physics courses with their ENG 100 exercises. It utilizes peermentors to guide the freshmen through lab exercises and assist them with homework and otherclass assignments. It also incorporates summer internships, cooperative learning, extra-curricularprojects, design competitions and undergraduate research to engage the freshmen into theirsophomore year.In this paper we discuss the ENGR 100 instructional approach and look at the issues andchallenges of integrating course outcomes from the original six departmental introductoryengineering courses. We look at the instructional methods and logistics involved in teaching 238students with six sections and six instructors from five departments. We discuss tactics forsuccessfully integrating the student’s English, Math, and Physics learning objectives into theFYE. Strategies for working with these departments outside of the engineering college arepresented. Likewise, we share course design strategies that engage students and build interest inthe engineering profession. The authors investigate how teaching students across all of thecollege’s engineering majors results in better interdisciplinary team building skills and providesthem with a better sense of ‘belonging’ in the engineering school.
AU  - Rolfe Josef Sassenfeld
AU  - John Ross Tapia
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Teaching a College-wide Introductory Engineering Course Within a Freshman-year Experience
UR  - https://peer.asee.org/24798
DO  - 10.18260/p.24798
ER  -