2010-2011

The UNC Charlotte College of Engineering has created an energetic recruitment effort to foster relationships between UNC Charlotte and the area high schools and publicize the Engineering College programs, infrastructure, and capabilities.  The goal is to recruit excellent engineering students into our program, which will help increase enrollment (and the completion of additional BS degrees in the field of engineering) and increase retention through the recruitment of high quality students that may otherwise attend competing schools. 

 

Below is a summary of the recruitment and outreach activities that have been conducted thus far during the 2010-2011 academic year.

Date

Activity

Description

April 15, 2010 Explore UNC Charlotte (held on campus) 23 high school students interested in UNCC Charlotte (6 white females, 7 white males, 4 black females, and 6 black males) visited the Motorsports Engineering facility to learn more about the University and the Engineering program.
September 28, 2010 Explore UNC Charlotte (held on campus) 60 high school students interested in UNCC Charlotte (22 white females, 26 white males, 5 black females, and 7 black males) visited the Motorsports Engineering facility to learn more about the University and the Engineering program.
October 30, 2010 Explore UNC Charlotte (held on campus) 86 high school students interested in UNCC Charlotte (32 white females, 36 white males, 8 black females, and 10 black males) visited the Motorsports Engineering facility to learn more about the University and the Engineering program.
November 10, 2010 Explore UNC Charlotte (held on campus) 38 high school students interested in UNCC Charlotte (11 white females, 15 white males, 5 black females, and 7 black males) visited the Motorsports Engineering facility to learn more about the University and the Engineering program.
November 2010 Visited Mallard Creek High School Representatives of our team met with a select group of students to promote engineering and UNC Charlotte.

Date

Activity

Description

December 2010 AREVA Explorers (at AREVA) AREVA NP Inc. is a world leader in the design and construction of nuclear power plants and research reactors, engineering, instrumentation and control, modernization, maintenance and repair services, components manufacture and supply of nuclear fuel.  This company is a continuous sponsor of many UNC Charlotte Engineering initiatives and they held a program at their facility in an attempt to educate high school students.
December 2010 and January 2011 Charlotte-Mecklenburg Schools (CMS) Academic Internship Program (held on campus) Representatives of our team organized a project-based program on the UNC Charlotte campus to provide high school students with an opportunity to interact with the College of Engineering and gain additional information regarding the field of Engineering and UNC Charlotte.  
January 14, 2011 Visited the South Carolina Governors School for Science and Math Representatives of our team organized a trip to this facility to inform students about the Engineering program at UNC Charlotte.  Approximately 21 students were in attendance (8 white females, 8 white males, 3 black females, and 2 black males)
January 28, 2011 Visited Mallard Creek High School Representatives of our team met with a select group of 30 students to promote engineering and UNC Charlotte (8 white females, 7 white males, 9 black females, and 6 black males).
February 2011 Visited East Mecklenburg High School This high school is heavily populated with Hispanic students.  Representatives of our team met with a select group of students to promote engineering and UNC Charlotte.

ASPIRE MOTORSPORTS SUMMER CAMP

 

Project Goal: 

Increase Freshman Enrollment by Inviting High School Students Interested in Engineering to Participate in a Week Long, Multi-Disciplinary Engineering Camp that Exposes Them to Mechanical, Electrical, and Civil Engineering By Way of a Motorsports Themed Camp

 

Each summer, the project team collaborates with UNC Charlotte Summer Programs to organize the “ASPIRE Motorsports Summer Camp”.  Approximately 24 high school students are invited to participate in an on-campus engineering experience.  They stay on campus and are surrounded by interactive engineering activities for five days while learning basic concepts of Mechanical, Electrical, and Civil Engineering.  The Motorsports Engineering facilities and contacts are utilized as a way to bring all disciplines together and create an interactive, themed learning environment for the students.   

During the summer 2010, 27 high school students attended this camp (8 female and 19 males).  Ethnic information was not collected but the group was quite diverse as displayed in the following photograph.  Ethnic information will be collected for all camps moving forward.

  

 The students participated in the following field trips/tours:

 

Race car parking lot outing
Tour of Hendricks Motorsports
Race car track testing experiments
Race engine dyno testing
Rocket nozzle laboratory
CAD design lesson
Formula, Legends, and COT NASCAR race cars
Pavement testing experiments
UNC Charlotte Water Tunnel tour

 

 

The schedule of events during the summer 2010 session is displayed below.

 

Day/Time

Mon, 21 June, 2010

Tues, 22 June 2010

Wed, 23 June 2010

Thur, 24 June, 2010

Fri, 25 June, 2010

7:45 am  – 9:00 am

Breakfast

Breakfast

Breakfast

Breakfast

Breakfast

9:00 am – 9:45 am

Tkacik and Warren Reception (9AM);

Do-Hong conducts pre-survey (9:15AM)

(Meet in CARC 125)

Team/Department

B – Civil (CARC 125)

C – Electrical (CARC 201)

A – Mechanical (Duke)

Team/Department

B – Civil (CARC 125)

C – Electrical (CARC 201)

A – Mechanical (Duke)

All campers: Concord Motor Speedway race track.  Bring hats and sunscreen.

(Duke)

All campers:

Post Survey (9AM), Interviews (9:30-11:45) and Students prepare posters in filler time

(meet CARC 125)

9:45 am – 11:45 am

Team/Depart

A – Civil (CARC 125)

B – Electrical (CARC 201)

C – Mechanical (Duke)

11:45 am – 12:45 am

Lunch

Lunch

Lunch

Lunch

12:45 am – 4:15 pm

All Campers to race car outing (Duke)

All campers tour Hendrick Motorsports race team (Duke)

All campers do CAD training, tour research labs (Duke)

Work on Posters, Rehearse, and Perform Show (meet in CARC 125)

4:15 pm –

Dinner/evening activities

Dinner/evening activities

Dinner/evening activities

Dinner/evening activities

Leave

Quantitative data collected during the summer 2010 camp includes:

 

  • Pre and post summer camp surveys
    • A summary of the Year 1 quantitative data analysis (including the 2010 summer camp) prepared by Dr. Kim has been included as part of this report.

 

Qualitative data collected during the summer 2010 camp includes:

  • Interview transcripts from 1 instructor
  • Interview transcripts from 2 individual teaching assistants
  • Interview transcripts from 1 individual and 1 group interview with camp counselors (a total of 3)
  • Interview transcripts from 7 group interviews with high school students (a total of 26 students)
  • Narratives describing 3 classroom sessions (Mechanical, Electrical, and Civil Engineering) and 1 field trip to the concord Motor Speedway Race Track.  
  • Spreadsheet that summarizes all important data from this collection period.
    • A summary of the Year 1 qualitative data analysis (including the 2010 summer camp) prepared by Dr. Lim has been included as part of this report.

 

  ENGINEERING 1201 INVOLVMENT

Project Goal: 

Increase Freshman Retention by Interacting with Freshman Engineering Students in the Introductory Engineering Course and Providing them with Supplementary Engineering Information

 

The goal is to assess the attitudes of Freshman engineering students within their first introductory engineering course and attempt to increase enthusiasm for Engineering though an added Seminar Series during each Fall ENGR 1201 semester.  Assessment has been conducted during the fall 2009 and fall 2010 ENGR 1201 semesters as control groups.  A series of interactive activities and seminars will be made available to the students outside of class beginning fall 2011 in an attempt to provide them an additional avenue to connect with Engineering.  The subsequent assessment data will be compared to the data collected for the control groups.

 

Quantitative data collected thus far includes:

  • Pre and Post Pittsburg Survey Data for Fall 2009 (Analysis Completed)
    • A sample of the survey utilized has been included as part of this report
    • A summary of the Year 1 quantitative data analysis (including a section on ENGR 1201 involvement) prepared by Dr. Kim has been included as part of this report.
    • An ASEE conference paper that addresses the results of the ENGR 1201 survey data collected during the Fall 2009 semester has been accepted for publication (March 2011) and presentation at the 2011 ASEE conference in Vancouver.  This paper has been included as part of this report
    • Pre and Post Pittsburg Survey Data for Fall 2010 (Collected but Analysis is in Progress)
    • EASE Survey Data for Fall 2009 – Collected
    • EASE Survey Data for Fall 2010– Collected
      • Sample Provided
      • SPART Survey Data for Spring 2010– Collected
        • Sample Provided
        • SPART Survey Data for Spring 2011– Collecting March 2011

 

Qualitative data collected during the fall 2009 semester includes:

  • Interview transcripts from 3 individual instructors
  • Interview transcripts from 4 individual teaching assistants
  • Interview transcripts from 39 individual and 4 groups of students (a total of 47 students including 37 males and 10 females)
  • Narratives describing 8 classroom and laboratory observations
  • Spreadsheet that summarizes all important data from this collection period
    • A summary of the Year 1 qualitative data analysis (including a section on ENGR 1201 involvement) prepared by Dr. Lim has been included as part of this report.

Qualitative data collected during the fall 2010 semester includes:

  • Interview transcripts from 38 individual and 4 groups of students (a total of 46 students including 36 males and 10 females)
  • Narratives describing 3 classroom and laboratory observations
  • Transcripts from instructor and teaching assistant interviews are still pending but will be completed during the Spring 2011 semester
  • Spreadsheet that summarizes all important data from this collection period.
    • Analysis of this data is ongoing

ENGINEERING 1202 COURSE ENHANCEMENT

 

Project Goal:  

Increase Freshman Retention by Enhancing the Curriculum of a Discipline Specific (Mechanical, Electrical, Civil) Introductory Engineering Course in an Attempt to Provide a Stronger Interactive Learning Environment

 

Each of the three ENGR 1202 classes (Mechanical, Electrical, and Civil Engineering) have different curriculum in place suited to meet the needs of their discipline.  Funding was provided to each instructor to purchase equipment that would enhance the current curriculum and provide additional interactive activities.  Changes were not implemented in the Spring 2010 semester, which will represent the control group.  Curriculum enhancements were implemented beginning in the Spring 2011 semester.

 

Quantitative data collected thus far includes:

  • Post Pittsburg Survey Data for Spring 2010 (Analysis Completed)
    • A summary of the Year 1 quantitative data analysis (including a section on ENGR 1202 involvement) prepared by Dr. Kim has been included as part of this report.
    • Post Pittsburg Survey Data for Spring 2011 – Will Be Collected Spring 2011
    • SPART Survey Data for Spring 2010– Collected
      • Sample Provided
      • SPART Survey Data for Spring 2011– Will Be Collected Spring 2011

 

Qualitative data collected during the spring 2010 semester includes:

  • Interview transcripts from 3 individual instructors
  • Interview transcripts from 1 individual teaching assistant
  • Interview transcripts from 17 individual and 13 groups of students (a total of 47 students including 41 males and 6 females)
  • Narratives describing 8 classroom observations
  • Spreadsheet that summarizes all important data from this collection period.
    • A summary of the Year 1 qualitative data analysis (including a section on ENGR 1202 involvement) prepared by Dr. Lim has been included as part of this report.

 

Qualitative data collected during the spring 2011 semester includes:

 In progress

 

As an example of the course enhancements, the Electrical Engineering ENGR 1202 instructor provided the following updates regarding his course curriculum improvements:

 

The processes and equipment modifications necessary to fabricate a silicon solar cell in the UNC-Charlotte clean room were completed.     For the spring 2011 semester, ENGR 1202 ECE students were given the option of fabricating the standard project or the new option of silicon solar cells.  Of 14 teams (77 students), 4 teams (23 students) chose the solar cell.  Students choosing the solar cell project were very excited by this option.

 

Based on the new emphasis on renewable energy, the department decided to add a more intensive version of the ENGR 1202 section solar cell fabrication project as an upper level undergraduate class.  This class will be a technical elective offered to ECE students that have completed ENGR 1202.  It is currently moving through the University approval process for new classes.

 

 Photo of Engr 1202 E01 team ready to begin work on solar cell fabrication

 

Silicon solar cell fabricated in UNC-Charlotte clean room

 

As an example of the course enhancements, the Civil Engineering ENGR 1202 instructor provided the following updates regarding his course curriculum improvements:

 

“We are in the middle of the semester of the new course (Spring 2011).  The money has been spent on labor and equipment.  Students and I have worked together to come up with a new design project along the lines of what we’ve done previously, but now students will be designing and testing sedimentation basins.  We’ve kept the same learning aspects of the project while attaching programming and engineering analysis to the design of a sedimentation basin.  Additionally, I have continued with the bridge design project that has been done for years now in a smaller simpler form, but now added a hands-on truss design experience using the state of the art Pasco truss equipment that we purchased.  I’ve also had a student working on implementing an automated feedback system for our VBA assignments so that students get immediate feedback on whether their programs work and satisfy the assignment requirements.”  

 

Dr. Bowen has provided a final draft of an ASEE conference paper that has been submitted in final form (March 2011).  This paper has been provided as part of this report.

 

As an example of the course enhancements, the Mechanical Engineering ENGR 1202 instructor provided the following updates regarding his course curriculum improvements:

 

After a few semesters of practice, it looks like the updates/improvements are well implemented.

 

The two biggest changes are:

  1. Implemented clicker based quizzes to track student understanding of material in this class and corresponding undergraduate curriculum. This allows better interaction and direct access to student understanding or progress. Today there was material covered last week and in the homework that was a bit weak in the quiz evaluation. After discussing the problems and revisiting the material the student performance increased greatly in another question covering similar material.
  2. Incorporating RP to improve the focus of the class. My goal is to have students understand the basics of graphics communication. The method is to have students work on a traditional engineering drawing (pencil on paper) and then create a 3D CAD model of the same form to tie the 2D-3D graphic relation. After completing the 3D (virtual) model we create a physical 3D model for the student to connect the dots.

  

COLLEGE OF ENGINEERING MENTORING PROGRAM

 

Project Goal: 

Increase Freshman Retention by Supporting a College Mentoring Program

 

This project funds collegiate coaching and tutoring in the College of Engineering at UNC Charlotte in an attempt to help struggling students (increase student retention) and build a stronger community in the freshman class.  The transition from high school or community college to university is challenging for most students.  Approximately 30 percent of students struggle with the transition and end up on probation within their first year. Collegiate coaching is a holistic approach to the college experience. 

 

As part of this project, a supplemental instruction (SI) tutor is paid to help freshman students understand the fundamental concepts taught in core Engineering classes.  As part of this project, a collegiate coach is a successful student who has navigated the transition and can assist students with the development of effective academic strategies and help them better navigate University and College programs and challenges.  More specifically, they

  • provide information about college/university programs including leadership programs and established dual-degree or minor programs.
  • discuss academic success strategies to assist students in successful completion of the engineering/engineering technology curricula.
  • help develop a clearer picture of the engineering/engineering technology disciplines and sub-disciplines including the industries influencing the Carolinas, possible career paths for new graduates, and starting salaries.
  • present brief workshops on varying professional development topics including team building and effective technical communication.
  • guide students through the creation of a resume and the programs available to all students through the University Career Center.

During the fall 2010 semester, this project funded 6 collegiate coaches and 1 SI tutor.

During the spring 2011 semester, this project is funding 5 collegiate coaches.