Engaging Freshmen Through Advisor Seminars

Merritt, Travis R.; Murman, Earll M.; Friedman, Donna L.

doi:10.1002/j.2168-9830.1997.tb00261.x

Cited by 15 publications

(11 citation statements)

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“…At MIT, various introductory courses are taught in groups of eight students with engineering faculty and seem to be well-received by the students. 3 Approximately 85% of MIT's freshmen enrolled in these classes in the 1994-95 school year. Landis developed an introductory engineering class and wrote a book for the course.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

The Effects of an Orientation Course on the Attitudes of Freshmen Engineering Students

Hatton¹,

Wankat²,

LeBold³

1998

J of Engineering Edu

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Increasing the retention rate of beginning students in engineering is an important goal for engineering education. Our study examined the attitudes of freshmen in regard to the academic counseling they received. Orientation classes have been offered in groups of 40 to students on a voluntary basis, and surveys have been done to examine the effectiveness of these courses in increasing students' commitment to and positive perception of the University. A comparison of students enrolled in the orientation course and students in a control group found significant differences in the positive perception of academic counseling. Those students in the orientation course were more satisfied with the counseling they received than those without this course.

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Section: Introduction and Literature Reviewmentioning

confidence: 99%

The Effects of an Orientation Course on the Attitudes of Freshmen Engineering Students

Hatton¹,

Wankat²,

LeBold³

1998

J of Engineering Edu

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“…Several applications of design in freshman experiences have been reported prior to 1998 [4][5][6][7][8][9][10][11][12][13][14] . Burton and White 14 report on a survey of models for teaching engineering design at the freshman level.…”

Section: Related Workmentioning

confidence: 99%

Design Centered Introduction: Experience With Iterative Learning

Komerath¹

2001 Annual Conference Proceedings

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Since 1997, freshmen at Georgia Tech have been introduced to aerospace engineering through the experience of conceptual design, applied to a complete aircraft. Lessons learned from the success of this ambitious experiment are examined here. The concept of iterative learning helps students maintain a high learning rate, and allows them to use what they learn, quickly. Support mechanisms for the first year are integrated into the course through various techniques such as the requirement to exchange knowledge and form teams. Through the initiative of several senior professors, an experience base has been developed, sufficient to enable students in Fall 2000 to design any one of several types of aircraft. Experience from this course is discussed, comparing various learning and motivating techniques with the expectations, capabilities and reactions of the students. In the first teaching of this course, it was verified that first year students already came prepared with skills and interests to excel in many aspects. Since then, teaching has been redirected to take the best advantage of these capabilities, and the results have been rewarding. The change in student attitudes developed through this course is becoming clear, as aspects which were tentative experiments to the freshmen of 1998 are now expected practice for the freshmen of 2000. The resulting potential for revolutionary changes to the curriculum is explored. It is implied that the curriculum can be restructured substantially, as students enter upper-level courses with an excellent experience base of doing the things needed to "gain perspective" on the field.

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“…In a tightly packed curriculum, it was hard to justify spending several leisurely hours on such a course. In writing this, the author acknowledges that reality can be far better than this, as shown by many teachers in several forms of freshman design experiences [1][2][3][4][5][6][7][8][9][10][11][12] . The difficulty, again, is that many faculty cannot imagine this being the case, have negative anecdotes to reinforce their superstitions, and will not devote Page 5.194.1 time to learning otherwise.…”

Section: Introductionmentioning

confidence: 99%

Design Centered Introduction: 3 Year Experience With The Gateway To The Aerospace Digital Library

Komerath¹

2000 Annual Conference Proceedings

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An experiment is described where conceptual design of a large system, usually reserved for the senior year, is introduced to the undergraduate in the very first week of college. The Design-Centered Introduction to Aerospace Engineering is described, from its inception in 1997 to its current state, where most instructors of the introductory course have adopted it. The experiences of three senior instructors are considered. The evidence indicates that students at this level can perform well in many aspects of conceptual design. This opens the possibility of a designcentered curriculum, where traditional discipline-centered rigor need not be compromised. The impact of internet-based capabilities is presented. The Design-Centered Introduction has been developed into an intuitive interface which learners at any level can use for guidance to the entire knowledge base of engineering, through an Aerospace Digital Library. Student assessment of web-based learning using this course completes the paper.

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Engaging Freshmen Through Advisor Seminars

Cited by 15 publications

References 0 publications

The Effects of an Orientation Course on the Attitudes of Freshmen Engineering Students

The Effects of an Orientation Course on the Attitudes of Freshmen Engineering Students

Design Centered Introduction: Experience With Iterative Learning

Design Centered Introduction: 3 Year Experience With The Gateway To The Aerospace Digital Library

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