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Session 2793

Developing and Implementing a Facilities Plan for a Freshman Engineering Course Sequence Robert J. Gustafson, John A. Merrill, Audeen W. Fentiman, Richard J. Freuler, John T. Demel The Ohio State University

1. Introduction

The College of Engineering at The Ohio State University has recently implemented new freshman engineering course sequences for all engineering freshman. Facilities for two tracks of the freshman engineering courses need to accommodate approximately 1,100 students per year. Approximately three-fourths of the honors qualified students (0.75*330=252) are expected to select an honors track (Freshman Engineering Honors, FEH) consisting of three courses, one each quarter for the academic year. The remaining students (approximately 850) follow the regular track (Introduction to Engineering, IE) and take a two-course sequence. It is assumed that regular track students can follow a pattern of either AU,WI; AU,SP; or WI,SP for the two course sequence. This allows for some leveling of instructional load across the year while still allowing all students to complete the sequence in the freshman year. Students not fully calculus-ready are offered a one-credit class AU and follow the WI, SP pattern. Some programs, computer science in particular, want the option for students to take a first programming course WI quarter. This fits well with an AU, SP pattern for the two courses.

Other courses in graphics are offered by a Department in the College to both engineering and non-engineering majors. Since it was anticipated that the new program would at least partially share space, needs of these programs were also considered. Since open computer laboratories are available to freshman students in other nearby spaces, it was not necessary to plan for open computer lab time in the new facilities.

Both IE (2-course sequence) and FEH (3-course sequence) have two components to each course: basic skills and laboratory exercises. In the basics skills portion of the class students study sketching, visualization, oral and written communication, and use of computer packages for word processing, spreadsheets, computer aided design, mathematical calculations, and preparation of visual aids. In the laboratory portion of the class, they design and conduct experiments to investigate fundamental concepts, take apart off-the-shelf products to explore the engineering design process, and then design, build, test and document a product of their own. Development and content of these courses are described in companion papers.

2. Desired Characteristics: Basics and Laboratory

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education

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Fentiman, A., & Gustafson, R. J., & Merrill, J., & Demel, J., & Freuler, R. (2001, June), Developing And Implementing A Facilities Plan For A Freshmen Engineering Course Sequence Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9102