Collection

2021 First-Year Engineering Experience

Authors

Debjani Sarkar

runs on LaTeX, in orderto work collaboratively on projects with instructors, co-authors, researchers, and peers [4].The audience will have takeaways that include a technical document, a mock conference paperon Overleaf, a set of supplementary materials on typesetting, editing, and publishing technicaland scientific documents using LaTeX.Unlike other editing tools, LaTeX has a learning curve. This workshop will provide thatopportunity for participants to get introduced to the software and to overcome the learning curvein order to begin using and guiding our first-year engineering students to write technicaldocuments on LaTeX. The presenter has experience teaching LaTeX to engineering students andguiding them on research writing.Results and

Collection

2021 First-Year Engineering Experience

Authors

Tracy Anne Hammond, Texas A&M University; Shawna Thomas, Texas A&M University; Charles Patrick Jr, Texas A&M University; Pauline Wade, Texas A&M University; Donna Jaison, Texas A&M University; Janie M Moore, Texas A&M University; Lance Leon Allen White, Texas A&M University; Randy Hugh Brooks, Texas A&M University; Samantha Ray, Texas A&M University; Karen E Rambo-Hernandez, Texas A&M University; Karan Watson P.E., Texas A&M University

also focus on specific issues related to SoTLprofessional development that more general CoPs cannot [11]. SoTL CoPs can also supportmembers in ways that result in measurable outputs such as peer-reviewed publications [12].II. Writing GroupsMany faculty, both new or experienced, frequently voice challenges of consistently writing forpeer-reviewed publication as the pressure to produce is coupled with the typically solitary natureof writing [13]. To combat this, writing groups are small collections of people that gatherfrequently to support one another in their writing, either through accountability, peer-feedback,or even collaborative writing sessions [14]. The group’s main purpose is to help each other meettheir individual writing goals. Thus

Collection

2021 First-Year Engineering Experience

Authors

Jutshi Agarwal, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

team projects based on engineering design. The projects aremajorly evaluated as team assignments, however there were minimal individual components(reflection and peer-critique).Data collectionData for this study was collected both from a self-reported survey and student records. Thelearning styles, social skills and personality data came from a survey administered at the end ofthe semester. The preferred learning style was obtained by the VARK scale [15]. It is a 16 itemsquestionnaire with four categories V-A-R-K. The preferred learning style is the category with thehighest score. The reliability estimates for the scores of the VARK subscales are .85, .82, .84,and .77 for the visual, aural, read/write, and kinesthetic subscales [16]. The

Collection

2021 First-Year Engineering Experience

Authors

Jonathan Krones, Boston College; Jenna Tonn, Boston College; Russell C. Powell

Tagged Topics

Diversity

accessibility on theBC campus. Weekly near-peer-led reflection sessions draw on BC’s Jesuit-Catholic traditions ofstudent formation in which small groups of students grapple with the ethical dimensions ofengineering and consider how course content influences their personal and academic paths.One of MMW’s pedagogical challenges was how to create opportunities for students to take onthe interdisciplinary learning outcomes of the course: namely, to think creatively across history,engineering, and ethics and to apply their learning to real world situations. Our solution was aseries of interactive case studies to model the ways in which practicing and thinking aboutengineering connects with pressing social, environmental, regulatory, and political

Collection

2021 First-Year Engineering Experience

Authors

Shelley A. Lorimer P. Eng., Grant MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

due to Covid restrictions while still providing students learningopportunities in a controlled face-to-face environment.The transition online also resulted in a need for software and hardware tools for both students andinstructors. For students it was required that they have a digital device (ie. computer, tablet, phone)which had internet access, a speaker, and a microphone. The ideal device is one which has a largedisplay with a strong graphics card, a webcam, noise canceling headset with microphone, and theability to write with a stylus. In addition, access to a printer and scanner is helpful. For the instructor, acomputer with a webcam, headset with microphone with a reliable internet connection and powerfulgraphics card is essential. For