Sun. June 23, 2013 9:00 AM to 12:00 PM
A304, Georgia World Congress Center
Ticketed event: $45.00
This workshop is facilitated by three experienced First-Year Engineering Educators and offers a collaborative environment for people that work on First-Year Engineering Programs to discuss key issues for their programs. Participants will create groups based on similarity of program structure (such as common first-Year course or discipline specific) and also institution/program size. Specific areas for structured discussion include:
• Approaches for student discipline selection
o How does your program help first-year engineering students to select or confirm their engineering discipline?
o What are the methods your program uses to create a positive environment for students to develop an engineering identity?
• Program Coordination
o What are the roles of the instructional team for your program’s First-Year Engineering Program?
o Instructors, faculty, graduate students, undergraduate students, advisors, etc.
o Grading approach, responsibilities, etc.
o Standardized assignments
• Program Content
o Computer programming
o Discipline specific projects
o Technical communication
Workshop participants will be asked to share the aspects of First-Year Engineering programs that have been particularly successful (or unsuccessful) at their institutions. Collaboration in this way is designed to offer the opportunity develop a network among First-Year Engineering educators that will extend beyond the workshop/ASEE 2013.
Dr. Kerry Meyers
University of Notre Dame
Kerry L. Meyers is the Director of the First-Year Engineering Program at Youngstown State University. She earned her PhD from Purdue University in Engineering Education, while her Bachelor's and Master's degrees are in Mechanical Engineering. Her research interests relate to the engineering student experience and educational persistence.
Dr. Matthew W. Ohland
Purdue University at West Lafayette
Matthew W. Ohland is Professor of Engineering Education at Purdue University. He earned the PhD from the University of Florida in Civil Engineering. His research interests include team assignment, peer evaluation, the longitudinal study of engineering students, and the adoption of active and collaborative teaching methods.
Dr. Holly M Matusovich
Virginia Polytechnic Institute and State University
Holly M. Matusovich is an assistant professor in the Department of Engineering Education at Virginia Tech. She holds a B.S. in Chemical Engineering from Cornell University, and M.S. in Materials Science from the University of Connecticut and a Ph.D. in Engineering Education from Purdue University. Dr. Matusovich has nearly 12 years of experience in engineering practice. Dr. Matusovich currently teaches in the first year engineering program and also in the engineering education graduate program. Dr. Matusovich’s research focuses on student motivation and identity development and faculty motivation in the context of engineering classrooms and careers. Dr. Matusovich holds a CAREER grant that examines motivation and conceptual change.