Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; James Coffin

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Diversity

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First-Year Programs

Paper ID #33521Team-Teaching a Project-Based First-Year Seminar in PandemicDr. Yanjun Yan, Western Carolina University Yanjun Yan is an Associate Professor in Engineering and Technology at Western Carolina University. Her research interests include engineering education, swarm robotics, statistical signal processing, and swarm intelligence.Dr. Hugh Jack P. Eng. P.E., Western Carolina University Dr. Jack holds a Bachelor’s degree in Electrical Engineering and a Master’s and Ph.D. in Mechanical En- gineering from the University of Western Ontario. He is currently a Distinguished Professor and Director of the School of

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emine Celik Foust, York College of Pennsylvania

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First-Year Programs

). Areas of applications include flow-induced vibrations, flow around bluff bodies, airfoils, perforated plates, cavity configurations, and biomedical devices. American c Society for Engineering Education, 2021 PROJECT-BASED LEARNING (PBL) IN THE FIRST YEAR ENGINEERING DESIGN CLASSABSTRACTEngineering Practice and Design Studio (EPADS) is a freshman year engineering design class. Itis a two-credit class required for all engineering majors. In fall semester, 137 students registeredfor this class. There are eight sections available and each section typically has eighteen students.The main goals of this class are to teach students major specific skills

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peter L.L. Walls, Dunwoody College of Technology; Jonathan Aurand P.E., Dunwoody College of Technology

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First-Year Programs

thereality of the interdisciplinary nature of the workplace. This reality frequently extends beyondengineering disciplines and includes colleagues from other backgrounds ranging from projectmanagers, marketing and sales, to assemblers, machinists, and technicians. Often, they are alsorequired to follow a documented or prescribed process that may resemble an engineering designprocess. To better prepare students for both engineering practice and internships along the way,we developed a semester-long design project that is bound by many of these constraints. ThisWork in Progress paper describes the project goals and constraints, periodic checkpoints thatreinforce the engineering design process, assessment methods, and project motivations with

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

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First-Year Programs

Course Wonki Lee Purdue University, West Lafayette Nathan Mentzer Purdue University, West Lafayette Introduction Student engagement, as measured by cognitive, affective, attentional participation in aneducational setting, is prominent in recent engineering education [1], [2]. It is inextricablyintertwined with students’ motivation, and those two constructs have a strong impact onstudent’s meaningful learning experience, academic achievement, and knowledge development[3]. Project-based learning with authentic hands-on experiences in a collaborative setting

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Mary Roth P.E., Lafayette College

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First-Year Programs

Science and doctoral degrees in Civil En- gineering from North Carolina State University in the USA. Her disciplinary research interests lie in the area of sustainability in asphalt pavements using material considerations, green technologies, and efficient pavement preservation techniques. Her doctoral work focused on improving the performance of recycled asphalt pavements using warm mix asphalt additives. As a postdoctoral scholar at North Carolina State University, she worked on several NCDOT sponsored research projects including developing specifica- tions for crack sealant application and performing field measurements of asphalt emulsion application in tack coats and chip seals. Her undergraduate teaching

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin K. Hill, University of Wyoming

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First-Year Programs

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Sangster P.E., Northeastern University

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Diversity

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First-Year Programs

lost sight of the pressures on junior faculty;when a student is allowed to fail a project because the scaffolding of intermediate deadlines isnot done for them, they hold the faculty responsible and not themselves. The negativerepercussions on faculty evaluations if students are allowed to fail is disproportionately large forjunior faculty members, and the very tasks that Weimer resists become essential tools to supportstudent perceptions of success. Attendance is required (or graded) because the assumption is thatit positively affects learning and motivation; larger assignments are submitted in installmentsbecause students procrastinate and do not reserve enough time at the end of the project toadequately complete it. Faculty rely on the

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaya Dofe, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton

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Diversity

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First-Year Programs

Paper ID #33338Project-Based Learning: Contrasting Experience Between TraditionalFace-to-Face Instruction and Virtual InstructionDr. Jaya Dofe, California State University, Fullerton Dr. Jaya Dofe is an Assistant Professor at California State University, Fullerton in the Department of Computer Engineering. She teaches computer engineering and general engineering courses at the fresh- man, junior, and senior levels. Her work focuses on hardware security and trust. In engineering education, she is interested in project-based learning. Dr. Dofe received her PH.D. in Electrical and Computer Engi- neering from the University of

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ariana Gabrielle Smies, Michigan Technological University; Erin Vandenbusch; Michelle E. Jarvie-Eggart, Michigan Technological University

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First-Year Programs

Paper ID #32555Toy Story: Improvements to a First-Year Engineering Design Project Basedon Student FeedbackMrs. Ariana Gabrielle Smies, Michigan Technological UniversityErin VandenbuschDr. Michelle E. Jarvie-Eggart, Michigan Technological University Dr. Jarvie-Eggart is a registered professional engineer with over a decade of experience as an environ- mental engineer. She lectures in the Engineering Fundamentals department at Michigan Technological University. Her research interests include technology adoption, online learning, service learning, sustain- ability and diversity in engineering

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Dalton, University of Oklahoma; Allison Quiroga P.E., University of Oklahoma; Bobby Reed, University of Oklahoma Libraries

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First-Year Programs

Paper ID #33608Transitioning an In-person Team Engineering Design Project to a VirtualSettingDr. Christopher Dalton, University of Oklahoma Dr. Chris Dalton is originally from Wichita, Kansas, where he developed his interests in mathematics, science and engineering through a variety of experiences as a student. He attended the University of Oklahoma, where he went on to complete his Bachelors (2004), Masters (2007) and Doctoral (2010) De- grees in Mechanical Engineering with an emphasis in thermal/fluid sciences. While at OU, Dr. Dalton was the recipient of two different NSF fellowships, the second of which focused on K-12

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

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Diversity

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First-Year Programs

of a novel curricular intervention piloted in a first-yeardesign course at a private, medium-sized R1 university. Specifically, the intervention requiredthat students on a team rotate through leadership roles in four key areas: primary research,secondary research, training-building-testing, and project management. The team lead for eachrole completed associated documentation and coached their successor on how to succeed in thatrole. This study leverages a cooperative learning approach in order to provide more equitableaccess to learning for all students. Implementation of such approaches in first-year contexts is ofparticular importance, as these classes are formative for how students view teamwork.Research ContextThis research was

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenni Buckley, University of Delaware; Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware

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First-Year Programs

of Technology, Warangal, India. She earned her Master of Science and doctoral degrees in Civil En- gineering from North Carolina State University in the USA. Her disciplinary research interests lie in the area of sustainability in asphalt pavements using material considerations, green technologies, and efficient pavement preservation techniques. Her doctoral work focused on improving the performance of recycled asphalt pavements using warm mix asphalt additives. As a postdoctoral scholar at North Carolina State University, she worked on several NCDOT sponsored research projects including developing specifica- tions for crack sealant application and performing field measurements of asphalt emulsion application in

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

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First-Year Programs

enrolled in three sections of the course during a nine-week project period. A BasicNeeds Satisfaction Scale survey was given at the end of the semester, which measures thesatisfaction of three fundamental psychological needs of autonomy, relatedness and competence.An additional set of survey questions on student’s experience and perception of virtual and in-person learning was also given at the end of the semester. Survey results reveal that although nosignificant difference is observed between virtual and in-person students’ perceived basic needssatisfaction, in-person learners show slightly higher motivation compared to virtual learners, andstudents overwhelmingly prefer in-person over virtual learning.IntroductionProject-based first-year

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Kerry Meyers, University of Notre Dame

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First-Year Programs

engineering disciplines [1-6]. Therefore, it’s of great interest foruniversities to determine how to best help students understand engineering disciplines andcareers, but this is completed in many different ways. Schools may include instruction on theengineering design process, engineering projects, computer programming, major discernment,and many other topics [7]. This paper will explore how the University of Notre Dame haschanged the first-year curriculum to allow students to customize their first-year experience andhow those choices play a role in retention and certainty through the first-year.This study was completed at the University of Notre Dame, a medium sized, private,Midwestern, residential university and compares students enrolled in first

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Huihui Qi, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; He Liu; Matthew Robin Kohanfars, University of California, San Diego; Edward I Lan, University of California, San Diego; Cristian H. Tharin; Tania K. Morimoto, University of California, San Diego

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First-Year Programs

achieve criticalcognitive learning objectives - such as fundamental design principles, basic engineering analysis,basic machine design, and design for manufacturing methods, as well as affective learningoutcomes - such as project management and teamwork skills, engineer identity formation, etc. Toachieve the desired learning outcomes through a student-centered pedagogical approach, thecourse integrates traditional lectures and assignments, with Project-based hands-on learningexperiences in the lab.Project-based learning (PBL) is rooted in the science of how people learn throughexperience[1][2][3], also grounded in social constructivist learning theory [4]. As aninstructional method under the umbrella of experiential learning, PBL provides

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

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First-Year Programs

the teaching team, synchronous class discussions,educational videos available through VoiceThread, and the use of discussion boards and chatfeatures. We also offered several ways to build community within the course, which wasespecially critical given the predominately online nature of this semester and the fact that thestudents were brand new to the University. Within each design module, students were givennumerous opportunities to receive feedback on their work via homework assignments.The series of design modules included the following projects in the following order: 1. Design a ping pong ball launcher using household materials: As the first assignment of the semester, this project was designed to be fun, low-stakes, and easy to

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie L. Walkup PE, Villanova University; John Komlos, Villanova University; Kevin A. Waters P.E., Villanova University

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First-Year Programs

-year engineering programming from acommon first-year experience with multi-disciplinary projects, to a common first-yearexperience that spans multiple engineering disciplines with smaller projects, or to morediscipline specific courses for students with direct matriculation into a specific major. Thesecourses aim to provide an early introduction to the engineering discipline3 thus positivelyimpacting a student’s engineering identity5, which has been shown to increase studentpersistence within the engineering field1.Applicants to Villanova University’s College of Engineering are directly matriculated into theirselected engineering discipline (civil engineering, mechanical engineering, chemicalengineering, or electrical engineering) but were

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo

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First-Year Programs

engineering research practices, information-literacy skills, andcritical evaluation of information. Students undertook an iterative writing process and submittedfinal projects, recording their resource-selection process. These were evaluated to determine theimpact of the asynchronous learning module on students' information-seeking behavior. Finally,the results of this pedagogical reflection were compared to similar data recorded the previousyear following in-person instruction of the same material [8]. Our results demonstrate that theasynchronous learning module significantly enhanced the students’ critical evaluation of sources.These results have dramatic implications for how we understand students’ information-seekingbehaviors, pedagogical design

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

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Diversity

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First-Year Programs

, comprised of practicing Pre-Calculusmath problems with educational software (ALEKS) and developing solutions to engineeringprojects with synchronous video conferencing instruction via Zoom. Students receivedinstruction and assistance (via Zoom) from faculty and student assistants throughout thebootcamp. Finally, students integrated four projects that focused on different disciplines,including programming a robot to detect and circumnavigate obstacles, designing andconstructing a truss bridge, modeling the dynamics of a trebuchet, and programming the robot toimplement a PID Controller. Four out of the seventeen students successfully completed the finalchallenge, which required designing and building a truss bridge capable of handling a certainload

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Riya Aggarwal, Franklin W. Olin College of Engineering; Caitlin Anna Coffey, Franklin W. Olin College of Engineering; Arwen Sadler, Franklin W. Olin College of Engineering; Stephanos Matsumoto, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Paul Ruvolo, Franklin W. Olin College of Engineering; C. Jason Woodard, Franklin W. Olin College of Engineering

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First-Year Programs

widely-used technology. He has several projects that aim to improve the security of the Web public-key infrastructure (PKI) by building on existing technology, and he is currently studying and improving the economic incentives underlying cryptocurrency. He is also interested in computer science education, particularly in the field of security, and focuses on designing courses that build students’ (1) competence in technical fields, (2) confidence to tackle important and interesting problems, and (3) context in non-STEM fields. Before coming to Olin, Steve was a postdoctoral researcher in the Cybercrime group in the Institute for Software Research at Carnegie Mellon University, supervised by Nicolas Christin. He earned

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deana R. Delp Ph.D., Arizona State University

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Diversity

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First-Year Programs

classroom accommodations. A typicalfreshman engineering class will utilize teamwork on large design projects. Teamwork can bedaunting for a student with ASD in terms of the social aspects and the organization of a largeassignment with multiple due dates. However, many ASD students are visual learners and dowell with “hands-on” projects, and may just need assistance keeping track of assignments.Faculty members should have direct communication with the students and provideaccommodations with guided group work, a consistent format for assignments, breakingprojects in to smaller assignments, and making slides/lectures available before class.Currently, a freshman engineering class has implemented these adjustments andaccommodations. This work in

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University-Kingsville; Breanna Michelle Weir Bailey P.E., Texas A&M University-Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University-Kingsville; Mahesh Hosur, Texas A&M University-Kingsville; David Hicks, Texas A&M University-Kingsville; Michael Preuss, Exquiri Consulting, LLC

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Diversity

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First-Year Programs

well as Europe, and spent time as a researcher in the software industry. His research inter- ests include knowledge management, software engineering, mobile computing platforms, and computer science education. Dr. Hicks received his B.S. degree in computer science from Angelo State University, and his MCS and Ph.D. degrees in computer science from Texas A&M University.Dr. Michael Preuss, Exquiri Consulting, LLC Michael Preuss, EdD, is the Co-founder and Lead Consultant for Exquiri Consulting, LLC. His primary focus is providing assistance to grant project teams in planning and development, through external eval- uation, and as publication support. Most of his work is on STEM education and advancement projects

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Aurand P.E., Dunwoody College of Technology; David Andrew Adolfson, Dunwoody College of Technology

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First-Year Programs

every semester, was primarily taught by adjunctinstructors through the early years of the program. The evening program offers the course everysemester. Since spring 2018 the evening course has been taught by full-time faculty includingthe other author.As the course audience has expanded, the needs of the students have changed. Dunwoody is aschool that distinguishes itself as a place where students learn by doing. As such, the daytimeoffering of the course has always included a design project. Other course content is likeofferings at other institutions with a focus on study skills, applying the engineering designprocess, surveying various engineering disciplines, communication, and teamwork. For theevening students, the primary purpose is to get

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware

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First-Year Programs

doctoral degrees in Civil En- gineering from North Carolina State University in the USA. Her disciplinary research interests lie in the area of sustainability in asphalt pavements using material considerations, green technologies, and efficient pavement preservation techniques. Her doctoral work focused on improving the performance of recycled asphalt pavements using warm mix asphalt additives. As a postdoctoral scholar at North Carolina State University, she worked on several NCDOT sponsored research projects including developing specifica- tions for crack sealant application and performing field measurements of asphalt emulsion application in tack coats and chip seals. Her undergraduate teaching experience includes

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reza Kamali, California State University San Marcos

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First-Year Programs

andcomponent level studies. After the second year of study, analog and digital systems were startedto be covered and eventually students were doing a senior design project to practice theirknowledge by creating an applicable Electrical Engineering system. While the old approach wasconsistent with most of the other regional EE programs and it has a logical stackable development,it is postponing the engaging courses and practices of EE program to upper-division courses.Because of this, the lower division EE program was less interesting and ultimately lowered theretention rate. In a survey conducted among engineering programs at the California StateUniversity San Marcos, before implementing the new courses in this study, the EE students had20% less sense

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doina Bein, California State University, Fullerton; Jidong Huang, California State University, Fullerton; Yu Bai, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Paulina Reina, California State University, Fullerton

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Diversity

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First-Year Programs

Department of Civil and Environmental Engineering at California State University, Fullerton (CSUF). Her research interests include traffic flow modeling, statistical methods for transportation data analysis, and sustainable transportation planning. Her work has been published in several peer-reviewed journal publications and conference papers, and presented at numerous academic conferences. Dr. Reina has also served as an advisor of undergraduate research and applied projects such as those conducted by the student chapter of the Institute of Transportation Engineers (ITE) and awardees of the Dwight David Eisenhower Transportation Fellowship. American c Society

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., State University of New York at Binghamton; Koenraad E. Gieskes, State University of New York at Binghamton

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Diversity

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First-Year Programs

year or even second year ofstudy. Until recently, Binghamton University students have declared their engineering major atthe end of their second semester of study. Now, the declaration of major is done at the end of thefirst semester, although students are informed that they can still change their selection with nopenalty until the start of their second year. The fall semester of engineering courses introducestudents to the engineering majors offered at Binghamton University. There are guest lecturersfrom the engineering departments and industry. The engineering lectures, laboratories, andstudent projects represent all the engineering majors. These educational experiences are designedto give students a better understanding of the engineering

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darren K. Maczka, University of Tennessee at Knoxville; Rehan Shah, University College London; Andrew L. Gillen, University College London

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First-Year Programs

applications) by assessing the effectiveness of a novelcomputational and programming freshman/sophomore-level course introduced within theMaterial Science and Engineering department of a large, private US university. The keyconclusions of this study suggest that embedding engineering computational literacy i.e., the useof computer software and associated modeling and simulation processes within the curriculum,led to increased student engagement with disciplinary concepts, along with positive effects ontheir self-beliefs and academic performance.Preliminary findings from an analogous project conducted by Valenzuela, Smith, Reece andShannon (2010) to evaluate the effect of incorporating programming skills within junior andsenior year Industrial

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aamir Fidai, Texas A&M University; Samiha Momin; Asma Salim Maredia, Texas A&M University; Insha Ashirali Umatiya

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First-Year Programs

and is currently working on several research projects dealing with technology and equity in STEM classrooms.Samiha Momin,Asma Salim Maredia, Texas A&M University Asma Maredia is currently a senior at A&M Consolidated High School in College Station, Texas. She obtained her high school diploma in May 2021 and will be attending the University of Texas at Austin as an Honors Human Development and Family Science Major. This is her first time partaking in engineering- related research and she has thoroughly enjoyed the experience and ability to learn new material with Professor Fidai and her fellow co-authors.Insha Ashirali Umatiya, Insha Umatiya is a graduate from A&M Consolidated High School in College

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Keough, University of Michigan; Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

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Diversity

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First-Year Programs

student experiences to assure all students have access to equitable opportunities to successfully transition to professional practice.Dr. Robin Fowler, University of Michigan Robin Fowler is a lecturer in the Program in Technical Communication at the University of Michigan. She enjoys serving as a ”communication coach” to students throughout the curriculum, and she’s especially excited to work with first year and senior students, as well as engineering project teams, as they navigate the more open-ended communication decisions involved in describing the products of open-ended design scenarios. American c Society for Engineering Education, 2021IntroductionA