Freshman Retention In Engineering Technology Programs At Rochester Institute Of Technology

Richardson, Carol

doi:10.18260/1-2--6581

Cited by 2 publications

(1 citation statement)

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“…4,8,9,11,12,13,14,16,17,21,25 Like CCSU, many engineering and engineering technology program curricula are initiated by an "Introduction to" course. 3,6,7,13,16,22,23,24,26 Improved variations of the introductory course have been suggested which place design in the initial year to maintain interest 9,10,15,17,22,32,8,9,13,15,18,26 , or which are laboratory-based 2,4,7,12 , or finally those which emphasize the development of problemsolving skills. 1,4,8,9,10,15,16,22,23,24 Baylor University uses self-paced mastery of subject material as an interesting further refinement for a problem-solving course.…”

Section: Introductionmentioning

confidence: 99%

Culminating Team Design Project Reinforces Multiple Problem Solving Principles And Skill Sets Of An Introduction To Engineering Technology Course

Baumann¹,

Lema²

2005 Annual Conference Proceedings

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Central Connecticut State University offers an "Introduction to Engineering Technology" course aimed at providing an overview of the engineering profession, reviewing basic engineering fundamentals, and developing problem-solving skills and practices so that these techniques may be applied to general engineering subject matter. Open to the entire university and void of any prerequisites, the introductory course has been very popular and often serves as a valuable vehicle for recruitment of students with an interest in science and technology into our program. Classroom lectures and activities focus on various topics: the engineering profession; the design process; engineering solutions and problem-solving format; dimensional unit conversions; statistics; mechanics; electrical theory; mass balance; and energy concepts.To reinforce all the baseline topics listed through experiential learning, a team design project is introduced towards the end of the semester. In order to promote positive team interaction, an instructional workshop on the Myers-Briggs Type Indicator (MBTI) is given to assist with the make-up of the team mix. Following team formation, design projects are completed using the previously learned steps of the engineering design process. The project requires conceptual understanding and the use of mechanical, mass balance, and energy formulae. Given project information is provided in both customary and SI units necessitating numerous dimensional unit conversions. The communication stage of the design process is completed through oral presentations and written reports.Projects are evaluated by the team's use of all design process steps and the application of basic engineering concepts and formulas to the design analysis. Students rank the team design projects and evaluate the contributions of self and others within their team. Most of the course learning outcomes are substantiated by this culminating team design project with conclusions based upon a review of results from class surveys and project assessment.

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Section: Introductionmentioning

confidence: 99%

Culminating Team Design Project Reinforces Multiple Problem Solving Principles And Skill Sets Of An Introduction To Engineering Technology Course

Baumann¹,

Lema²

2005 Annual Conference Proceedings

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Chemecar Experiments In A Chemical Engineering Freshman Seminar

Bowman¹

2004 Annual Conference Proceedings

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This paper describes experiments with a ChemECar used in a new chemical engineering freshman seminar at Vanderbilt University. The 1 credit hour course is designed to introduce freshman to the field and profession of chemical engineering by using examples from cuttingedge research. The goal is to expose students to chemical engineering in their first semester providing them an earlier chance to catch the excitement of chemical engineering and helping them make better-informed decisions regarding their educational plans. One 4 week module of the course was based on examining and experimenting with a fuel cell car to be used in the AIChE ChemECar contest. Each class period student teams were presented with an open-ended question such as how does the car work, how fast does it go, how much weight can it carry, what "mileage" does it get, etc. Teams designed simple experiments using basic measurement tools and items available in the classroom. Experimental results from all teams were compiled and used to try and answer the question of the day. At the beginning of the next class, the results and proposed explanations were examined in detail and the theory behind the experiments was discussed. Throughout the module concepts such as experimental error, uncertainty, data analysis, and technical writing were introduced and reinforced. The impact of the seminar, and the ChemECar module in particular, on student attitudes and understanding of chemical engineering will be presented.

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Freshman Retention In Engineering Technology Programs At Rochester Institute Of Technology

Cited by 2 publications

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Culminating Team Design Project Reinforces Multiple Problem Solving Principles And Skill Sets Of An Introduction To Engineering Technology Course

Culminating Team Design Project Reinforces Multiple Problem Solving Principles And Skill Sets Of An Introduction To Engineering Technology Course

Chemecar Experiments In A Chemical Engineering Freshman Seminar

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