Building the Whole Engineer: An Integrated Academic and Co-Curricular First-Year Experience

Abstract

received his B.ChE. from Georgia Tech, where he began his biomedical research career in the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S. and Sc.D. while working jointly with researchers at the Shriners Burns Hospital and Massachusetts General Hospital. While at MIT, he was awarded a Shell Foundation Fellowship and was an NIH Biotechnology Predoctoral Trainee. Upon completion of his doctoral studies, he joined the Stanford University Genome Technology Center, receiving an NIH Kirschstein post-doctoral fellowship. He joined Michigan State University in 2004 and his research is focused on the development of parallel analytical methods and the engineering of active nucleic acids (e.g., siRNAs) through mechanism-based design. He has been recognized for his accomplishments in both teaching and research, receiving the MSU Teacher-Scholar award, the College of Engineering Withrow Teaching Excellence Award, and being named an MSU Lilly Teaching Fellow.

Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering.

“…Reflection on how the efforts of engineers lead to worthwhile outcomes, as outlined in course lectures about the roles of engineers in society, may also have mitigated cost perceptions. More information about the design of the course can be found in Hinds, Wolff, Buch, Idema, and Helman (2009), Hinds, Wolff, Idema, Buch, and Davis-King (2010), and Walton et al (2013).…”

Full Paper: Assessing Achievement of Course Objectives in an Introductory Engineering Design Course

“…Over ten years ago, Michigan State University created a first-year program that included both an academic program and a residential, co-curricular component [1]. The academic, first-year program consisted of two courses that students take as they begin their engineering curriculum.…”