scholarly journals Preparing First-Year Engineering Students to Think About Code: A Guided Inquiry Approach

2022 ◽  
pp. 1-11
Briana Bettin ◽  
Michelle Jarvie-Eggart ◽  
Kelly S. Steelman ◽  
Charles Wallace
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

Umar Iqbal ◽  
Deena Salem ◽  
David Strong

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

Sean Maw ◽  
Janice Miller Young ◽  
Alexis Morris

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

2018 ◽  
Vol 6 (1) ◽  
Chinweike Eseonu ◽  
Martin A Cortes

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

2021 ◽  
pp. 251512742110292
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

2006 ◽  
Vol 1 (2) ◽  
pp. 12 ◽  
Fei Yu ◽  
Jan Sullivan ◽  
Leith Woodall

Objective - This project sought to identify students’ strengths and weaknesses in locating, retrieving, and citing information in order to deliver information skills workshops more effectively. Methods - Bibliographies submitted from first-year engineering and second- and fourth-year chemical engineering students’ project reports were analysed for the number of items cited, the variety of items cited, and the correct use of citation style. The topics of the project reports were also reviewed to see the relationships between the topics and the items cited. Results - The results show that upper level students cited more items in total than did lower level students in their bibliographies. Second- and fourth-year engineering students cited more books and journal articles than first-year students cited. Web sites were used extensively by all three groups of students, and for some first-year students these were the most frequently used sources. Students from all three groups had difficulties with citation style. Conclusion - There was a clear difference in citation frequency between upper and lower level engineering students. Different strategies of information skills instruction are needed for different levels of students. Librarians and department faculty members need to include good quality Internet resources in their teaching and to change the emphasis from finding information to finding, interpreting, and citing accurately.

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