Developing A Motivational Freshman Course In Using The Principle Of Attached Learning*

Yokomoto, C.F.; Rizkalla, Maher; O'Loughlin, Carol L.; El-Sharkawy, Mohamed; Lamm, Nancy

doi:10.1002/j.2168-9830.1999.tb00418.x

Cited by 24 publications

(20 citation statements)

References 5 publications

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“…These courses may vary in duration from portions of a semester to two-semester sequential modules. The course content and format also range from seminar-style classes to help students develop study skills and generate an enthusiasm for engineering [6]; courses primarily focused on particular technical skills such as computing or graphics; courses that expose students to the different engineering disciplines and functions, often as a path for choosing a specific major [4], [6]; courses that cover the professional practices related to a specific engineering discipline [3], [7]- [8]; courses that include an early exposure to design involving hands-on projects [9]- [10]; and courses that incorporate several essential engineering skills [11]. The type of implementation of introductory courses is usually geared to suit the needs of the particular program.…”

Section: Introductionmentioning

confidence: 99%

Research to practice: Using research findings to inform the first-year engineering experience

Watson

Pierrakos

Newbold

2010

2010 IEEE Frontiers in Education Conference (FIE)

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Meaningful experiences in the first year of an engineering curriculum are known to motivate students and help student retention in engineering. On-going research in the School of Engineering is aimed at understanding the formation of an engineering identity in students, as well as classifying and assessing problembased learning practices embodied throughout the curriculum. Investigations were conducted with the inaugural freshman engineering class using interviews, surveys, and focus groups. Analyses of the collected data provided beneficial insight into students' formative exposure to engineering, attitudes toward engineering, and learning experiences with the Introduction to Engineering course. Key findings from this data were then used to implement enhancements to the freshman engineering experience for our students. This paper describes how results of these research activities have been incorporated into practices within the engineering program. More specifically, how the findings were used to incorporate a focus on the profession in the Introduction to Engineering course, guide the creation of a new engineering seminar course, and supplement the freshman advising process. The types of changes implemented herein are relevant to introductory freshman engineering courses nationwide and across specific disciplines.

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Section: Introductionmentioning

confidence: 99%

Research to practice: Using research findings to inform the first-year engineering experience

Watson

Pierrakos

Newbold

2010

2010 IEEE Frontiers in Education Conference (FIE)

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“…For freshman in particular, it has been reported that the level of student integration into the college environment affects their ability to persist in the pursuit of a degree [8]. The multi-level experience is an attempt to create an environment in which students can interact academically and socially [9].…”

Section: Pedagogymentioning

confidence: 99%

The impact of vertical integration of design teams on the chemical engineering program

Spickard-Prettyman

Qammar²,

Broadway³

et al.

34th Annual Frontiers in Education, 2004. FIE 2004.

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For the last five years, the Department of Chemical Engineering at The University of Akron has implemented a Vertically Integrated Team Design Project (VITDP) involving our department's entire undergraduate student population.Teams, consisting of freshman through seniors, work together with an industrial or faculty mentor to solve an open-ended design problem over a five-seven week period during the Fall semester. Each project is designed to require positive interdependency between the team members, thus creating an instructional framework where students learn through teaming rather than group work. All freshmen learn what chemical engineering is about, sophomores enhance their learning in process economics, juniors and seniors improve their proficiency with process simulation, and seniors make major improvements in their ability to lead or guide other people. When the design project introduces a concept or topic that has not been fully integrated into the curriculum, all students, including those who prefer to work alone, effectively increase their knowledge of that topic. The vertically integrated team structure provides a way to learn information in context, which has a particularly strong effect on women in the program. Overall, the VITDP has a positive impact on the chemical engineering program.Index Terms -teamwork, vertical integration, engineering design. OVERVIEW OF OUR APPROACHIn the chemical engineering implementation of vertically integrated team design project (VITDP), all undergraduates enroll in a one credit hour course called Project Management and Teamwork during the Fall semester; total enrollment in this class is between 130 and 150 students. The results of these efforts in chemical engineering [1,2] and in Honors Physics [3 -5] have been discussed previously. Ten member teams, consisting of freshman through seniors, are formed in such a way that each team has at least a minimum level of teamwork and technical expertise; team formation is based on performance data from prior VITDP activities and our initial impression of the freshmen in their first semester engineering course. These teams come together with a mentor to work on an open-ended design problem over a five -seven week period during the Fall semester. Teams are asked to complete an engineering project based on economic, environmental, and safety considerations.In 2002, for example, the problem statement was, "Your team is to provide background technical and economic information to support an upcoming management decision on whether to exit the methyl methacrylate (MMA) market, refurbish an existing MMA production facility, or attempt to expand the company's MMA market presence with a larger MMA plant utilizing newer technology."Examples of other projects include design modifications to enhance the safety of a polymerization process and a process design for chicken pox vaccine production. Teams are given some background information as well as suggestions on how to locate other particularly helpful technical, regulatory, and/or economi...

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“…We believe that many of those who left engineering after the first year would have continued in engineering if they had a more encouraging, helpful, personal, and stimulating first year experience. Many other universities have recognized the importance of the first year experience as well and have revamped their first year introductory engineering course(s) [1][2][3][4][5]. The goals of this introductory course are to provide students with basic skills for success, to enhance their interest in engineering and to cultivate their sense of belonging.…”

Section: Retention Of Freshman Studentsmentioning

confidence: 99%

Case Study: Steps To Reach Out To Hidden Underrepresented Student Candidates In Engineering

Shahnasser¹,

Pong²

2006 Annual Conference &Amp; Exposition Proceedings

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Developing A Motivational Freshman Course In Using The Principle Of Attached Learning*

Cited by 24 publications

References 5 publications

Research to practice: Using research findings to inform the first-year engineering experience

Research to practice: Using research findings to inform the first-year engineering experience

The impact of vertical integration of design teams on the chemical engineering program

Case Study: Steps To Reach Out To Hidden Underrepresented Student Candidates In Engineering

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