Workshop M1: Monday 10:30 a.m. - Noon
"Design Your Process of Becoming a World-Class Engineering Student"–A Powerful Project for Enhancing Student Success
Room: Scott Laboratory E001
Steffen Peuker, Cal Poly, San Luis Obispo, speuker@calpoly.edu
Raymond B. Landis, California State University, Los Angeles, rlandis@exchange.calstatela.edu
A new innovative approach has been developed to enhance engineering student success by strengthening students commitment to completing their degree in engineering and changing their attitudes and behaviors to those appropriate to success in math/science/engineering coursework. The approach involves implementation of a project titled "Design Your Process of Becoming a World-class Engineering Student" in which students look at where they are and where they would need to be in a number of important areas related to their learning process and academic success and develop a plan for moving from where they are to where they need to be. The approach, including the project, can be implemented in any first-year engineering course without major changes to the overall curriculum. Currently, over 30 institutions are implementing the project. Implementation and thorough assessment at two four-year institutions has shown an increase in cumulative first-year GPA of half a point and retention increase by 10%. Because this approach can be implemented virtually anywhere with minimal cost and change of curriculum, it is the low hanging fruit to improve engineering student success, retention rates, and time to graduation. Participants of the workshop will have the opportunity to learn about the approach through interactive exercises and will receive extensive support material. The main focus of the workshop will be on the implementation of the project at the participants' institutions.
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Workshop M2: Monday 10:30 a.m. - Noon
First Year Engineering Design Idea Generation with Design Heuristics
Room: Scott Laboratory E004
Keelin Leahy, Iowa State University
The 77 cards: Design Heuristics for Inspiring Ideas is a tool that can be used to support students in generating more diverse and creative ideas in their product designs. This workshop will introduce participants to this research-grounded ideation tool and provide multiple lesson versions for integration into capstone first year engineering courses to support students in developing innovative ideas. Students often have difficulty generating multiple creative ideas for design problems. "Design Heuristics" is an empirically derived and validated approach to product design ideation; our research has shown that concepts created by engineering students who used Design Heuristics were more complex, creative designs. This workshop will include a review of relevant research on idea generation and an introduction to this research-grounded creativity tool. Participants will practice using the Design Heuristics to generate concepts for design tasks and discuss ways to implement it effectively in their classrooms.
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Workshop M3: Monday 10:30 a.m. - Noon
Rolling with the Tide: Retaining First Year Students through Quality Advising and Support Services
Room: Scott Laboratory E024
Emili Alexander, The University of Alabama; Ashley Newsome, The University of Alabama
This workshop will focus on the efforts of the College of Engineering Advising Services' staff in increasing freshmen retention and enhancing the quality of services offered by the Freshmen Engineering Program at The University of Alabama. This session will review Appreciative Advising Techniques and creative advising strategies used by the Advising Services' staff with the purpose of teaching the curriculum and encouraging students to take ownership in their academic experiences. In addition, the workshop facilitators will inform participants of the goals of the Freshmen Engineering Program and how the Engineering Advising Services staff aspires to become more involved with the program through class and outside programming. Workshop participants will learn the importance of how quality interactions with students, faculty and staff are related to retention and how support services are integral to the undergraduate experience. In return, the workshop facilitators will encourage participants to share their advising practices and retention efforts so conference attendees can stay abreast to student retention and success initiatives.
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Workshop M4: Monday 10:30 a.m. - Noon
Concept Maps as Teaching, Learning, and Research Tools
Room: Scott Laboratory E040
Mary Katherine Watson, The Citadel
Concept maps have been used in educational settings as a learning strategy, an instructional method, a curriculum planning guide, and an assessment tool. Their adoption as assessment tools, however, is limited by difficulty in administration and scoring of student constructs. A 90 minute workshop will be designed to facilitate use of concept mapping in engineering education.
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Workshop M5: Monday 10:30 a.m. - Noon
K-12 Series - Pre-engineering Education: A Panel to Compare and Contrast Approaches in High School
Room: Scott Laboratory E125
Moderator: Matthew Kennedy, Fuchs Mizrachi School
Panelists: Andy Harris, Pickerington Local Schools;
Jamie Doup, Horizon Science Academy – Columbus;
Jill Jacobs, Central Crossing High School;
Jackie Kane, St. Ursula Academy
Compare and contrast approaches to pre-engineering education at the high school level. Panelists will represent the full spectrum of approaches to pre-engineering education, including formal, nationally recognized pre-engineering curricula to local/district-developed curricula and after-school program-based models. There will be opportunity for participants to directly query the panel.
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Workshop M6: Monday 1:30 p.m. - 3:00 p.m.
I'm an Academic Adviser - Now What?
Room: Scott Laboratory E004
Betsy Willis, Southern Methodist University
The role of an academic adviser is to provide students with accurate information and guidance to assist students in their academic journey from first-year student to graduate. Each adviser brings a unique skill set and background, and advising structures vary across institutions. Four key aspects of advising include degree requirements, academic policies and procedures, the students themselves and documentation. Each student brings unique strengths, goals and life experiences, so each student's college journey is different. Advisers with a network of colleagues across campus are best equipped to assist students with a variety of questions and issues that will arise. This workshop will discuss whom to include in a campus wide network, four aspects of advising and case studies on which to try out advising skills.
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Workshop M7: Monday 1:30 p.m. - 3:00 p.m.
Incorporating Realistic Constraints into the First-Year Design Experience
Room: Scott Laboratory E024
John Estell, Ohio Northern University; Ken Reid, Virginia Tech
The purpose of this workshop is to present the Constraint-Source Model framework to the first-year engineering community for review, discussion, and refinement. The Constraint-Source Model is conceptually based on four characteristics traditionally associated with the entrepreneurial engineering mindset: technical fundamentals, customer needs, business acumen, and societal values. Our hypotheses are that, by categorizing constraints such that the source of a constraint is also included, an engineering student can (1) examine each constraint from the point of view of a stakeholder from that source area, thereby allowing for a greater perspective on how such constraints can affect the design, and (2) gain an appreciation for the general education courses that provide that perspective. Resources developed to date in support of this framework will be provided. Attendees will have opportunities to apply the Constraint-Source Model towards different design scenarios, with facilitated discussion afterwards.
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Workshop M8: Monday 1:30 p.m. - 3:00 p.m.
Redshirting in Engineering - The Engineering GoldShirt Program: Creating Engineering Capacity and Expanding Diversity
Room: Scott Laboratory E040
Tanya Ennis, University of Colorado Boulder; Beth Myers, University of Colorado Boulder; Beverly Louie, University of Colorado Boulder; Jana Milford, University of Colorado Boulder; Sarah Miller, University of Colorado Boulder; Amanda Parker, University of Colorado Boulder; Cara Lammey, University of Colorado Boulder
The University of Colorado Boulder has pioneered an innovative, academic redshirt model to expand access to engineering. Like athletic redshirting provides a year of preparation for student athletes, academic redshirting provides a year for students to develop and prepare to succeed in challenging engineering programs. The Engineering GoldShirt Program, CU Boulder's academic redshirting program and first of its kind in the country, supports motivated and talented students who need additional math, science, or humanities preparation before diving into the full undergraduate engineering curriculum. For this five-year curriculum, students are directly admitted into the College of Engineering and Applied Science. The GoldShirt team provides mentoring, academic, and social support for all Engineering GoldShirt students. The goal of this workshop is to educate others about this program and equip them with information necessary to create a redshirt program at their institution, with a focus on the interview and selection process, the curricular components, and the unique design of the summer bridge program. Additional critical program features will be discussed. We encourage deans, faculty and staff from all engineering institutions interested in broadening participation of underrepresented groups to attend this workshop.
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Workshop M9: Monday 1:30 p.m. - 3:00 p.m.
Toy Adaptation Program Workshop: Enriching First-Year Engineers by Teaching the Electronic Toy Adaptation Process
Room: Hitchcock 224
Rachel Kajfez, The Ohio State University; Peter Vuyk, The Ohio State University; Molly Mollica, The Ohio State University; Elizabeth Riter, The Ohio State University; Meg West, The Ohio State University
For many first-year engineering students, the efficacy and purpose of their degree is not always apparent when they take their initial engineering classes. The Toy Adaptation Program (TAP) teaches incoming students the procedure involved with reverse engineering an electronic toy so that it can be more easily activated by children with disabilities. By taking this approach to learning, the goal is to benefit the community by increasing the accessibility of these expensive toys while teaching first-year engineers soldering, basic circuitry, and problem-solving. In the end, we hope that students will be empowered to make a difference in the world with the skills and experiences they gain from their first year as engineering students.
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Workshop M10: Monday 1:30 p.m. - 3:00 p.m.
Self-Regulated Learning: A Process Tool to Improve Student Success Skills Acquisition
Room: Scott Laboratory E001
Peter Shull, Penn State Altoona
Today there is general agreement that student high school success skills do not readily translate to college success skills and, therefore, there is a need to train new college students. Typical college success training programs essentially provide a series of common success topics such as time management, test taking, communication, and motivation that if used would improve their learning. While these efforts have met with some success, I pose 3 questions regarding training methods, 1) Can they be more efficient? 2) Can they be more effective? and 3) Can they be design for life-long learning, i.e., success beyond college? The answer is emphatically yes! What is often missing in these success trainings is a robust implementation process that guides the student through the entire cycle of problem identification, solution development, implementation, and assessment. Self-Regulated Learning (SRL) offers such a process that not only is more efficient and effective in student success skill development but the method can be applied to any problem, i.e. it is not limited to this particular application.
The workshop is based on the results of an 8 year longitudinal study on effective methodologies to improve student success in college. The criterion of success for this study went beyond actual student success. First, the success training methods had to respect resource limitations of the students and of the faculty. This is particularly true for engineering programs that have restricted curriculums with little room to add additional programming no matter how valuable it might be. The author used the following criterion in developing the success program:
- Efficiency,
- Effectiveness,
- Use as a life-long learning tool,
- Recognition of the individual needs of the learner,
- Develops clear understanding of students' responsibility for their own learning,
- Easily integrated into engineering curriculum, and
- Grounded in engineering principles.
The result of this effort combines Self-Regulated Learning and the engineering design process to create a robust metacognitive learning strategy. This strategy defines specific steps in a process for acquiring traditional success skills.
In this highly interactive workshop, participants with develop the basics of implementing this unique methodology and how it is implemented in coordination with student acquisition of traditional success skills.
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Workshop M11: Monday 1:30 p.m. - 3:00 p.m.
K-12 Series - Strategies for Smooth Transitions from High School to First-Year Engineering
Room: Scott Laboratory E125
Moderator: Patrick Herak, The Ohio State University
Participants will determine gaps between secondary instruction and post-secondary expectations through active interaction with various stakeholders in Engineering Education including (but not limited to) secondary-school teachers, secondary-school administrators, secondary-school guidance counselors, first-year instructors, first-year advisors, and first-year administrators. Areas explored will include topics such as mathematics/science content, computer skills, problem-solving & engineering design process skills, technical communication skills, teamwork skills, etc.
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