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2021 First-Year Engineering Experience

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Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology

, reusability, alternatives, etc.) • Instructions for creating a classroom CS kit The written materials are available via a Google drive: https://drive.google.com/open?id=1PSCmzyeQsl7e1vUhfBsaIfXRb94j5lcbReferences[1] Prince, M. J. and Felder, R. M., Inductive Teaching and Learning Methods: Definitions, Comparisons,and Research Bases. Journal of Engineering Education, 95: 123–138, 2006.[2] Coffman-Wolph, S., Innovative Activities to Teach Computer Science Concepts Inside the Classroomand at Outreach Events Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans,Louisiana. 10.18260/p.25715, June 2016.[3] Coffman-Wolph, S., Fun, Innovative Computer Science Activities for the Classroom and OutreachPaper presented at 2017 ASEE

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2021 First-Year Engineering Experience

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Kathleen A Harper, The Ohio State University

Paper ID #35466Bridging High School Science and First-year Engineering Through thePreservice Teachers’ Science Methods Course [RESUBMISSION]Dr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a senior lecturer in the Department of Engineering Education at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics and

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2021 First-Year Engineering Experience

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Meagan Eleanor Ita, The Ohio State University; Laine Rumreich, The Ohio State University

explore the effectiveness of a trainingmodule for first-year engineering undergraduate teaching assistants (UTA) through a qualitative analysisof responses to three open-ended prompts. All UTAs are themselves undergraduate students at thesophomore through senior level. UTA responses to the following prompts are explored in this paper: (1)Craft question(s) you might use to spark curiosity, (2) Brainstorm source(s) apart from the requiredcurriculum that students can use for design inspiration, and (3) Provide an experience from your ownundergraduate experience you perceive as EM-aligned.Training Module & Analysis Methods Our training module consisted of a text document containing descriptions of EM and the 3Cs, aninstructional video for

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2021 First-Year Engineering Experience

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Matt Caputo, Penn State Shenango; Georgia Macris, Penn State University; Daudi R Waryoba, Pennsylvania State University, DuBois Campus

PBL assignment that incorporatesscientific principles into an engineering design course. The PBL assignment challenges studentsto evaluate the OneCarTM and then redesign, manufacture and assemble a modified design. Infuture work, this project is envisioned to be expanded to consider student feedback in an attemptto evaluate project effectiveness.References[1] H. A. Hadim and S. K. Esche, “Enhancing the engineering curriculum through project-based learning,” in 32nd Annual Frontiers in Education, Nov. 2002, vol. 2, pp. F3F-F3F, doi: 10.1109/FIE.2002.1158200.[2] K. Edström and A. Kolmos, “PBL and CDIO: complementary models for engineering education development,” Eur. J. Eng. Educ., vol. 39, no. 5, pp. 539–555, Sep. 2014, doi

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2021 First-Year Engineering Experience

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Kristine K. Craven, Tennessee Technological University; Laura Cruz; Jennifer Renee Meadows

Tagged Topics

Diversity

Technology.Barr, R. E. (2012). Engineering graphics educational outcomes for the global engineer: An update. Engineering Design Graphics Journal, 76(3), 8–12.Duffy, G., Farrell, S., Harding, R., Behan, A., Raighne, A. M., Howard, R., Nevin, E., & Bowe, B. (2015). The effects of spatial skills and spatial skills training on academic performance in STEM education. The 6th Research in Engineering Education Symposium. Symposium conducted at the meeting of School of Electrical and Electronic Engineering, Dublin, Ireland.Gold, A. U., Pendergast, P. M., Ormand, C. J., Budd, D. A., Stempien, J. A., Mueller, K. J., & Kravitz, K. A. (2018). Spatial skills in undergraduate students—Influence of gender

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2021 First-Year Engineering Experience

Authors

Jill Davishahl, Western Washington University; Emilia Mediavilla, Western Washington University ; Asaki Nelson, Western Washington University

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Diversity

study halls. For leisure engagements, there will be a wide range ofactivities like hiking, climbing, volleyball, biking, cooking, baking, and crafting, etc. With thesecontinuously expanding ideas, the SEL team strives to bring students from different majorstogether to create a harmonious educational and social space. In addition, the SEL team plans tocontinue with many of the efforts they put into place this year, including Discord, Instagram, andfocus groups. With the evident record of the positive trend that the SEL team has been setting,they are creating a path for great impact within the department.References[1] J. Crawford, K. Butler-Henderson, J. Rudolph, B. Malkawi, M. Glowatz, R. Burton, P. Magni and S. Lam, "COVID-19: 20 countries

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2021 First-Year Engineering Experience

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Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Michael F Young, University of Connecticut; Jennifer Pascal, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Landon Bassett, University of Connecticut

within theconstraints of a graded university course. Our work to evaluate these games is ongoing and includes questions abouttypical moral reasoning measures (DIT2 and EERI) as well as the impact on the quality of student think aloudreasoning, their conceptual development as indicated by concept maps, and their overall interest and engagementwith game play as experienced as playful and thought provoking. The workshop, in addition to describing andproviding instructional guides to the games, will provide some preliminary results from this evaluativeresearch.References[1] J. S. Brown, A. Collins, & P. Duguid, “Situated cognition and the culture of learning”, Educational Researcher,Jan-Feb, 1989, pp. 32-42.[2] J. Lave, & E. Wenger

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2021 First-Year Engineering Experience

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Jenahvive K. Morgan, Michigan State University

-YearEngineering Students” 126th ASEE Annual Conference Proceedings. Tampa, Florida, June 15-192019.[6] J.K. Morgan, “Examination of the Development of Grit in First-Year Engineering Students”10th FYEE Annual Conference Proceedings. Glassboro, New Jersey, July 24-26 2018.[7] A. L. Duckworth, C. Peterson, M. D. Matthews, and D. R. Kelly, “Grit: Perseverance andPassion for Long-Term Goals,” Journal of Personality and Social Psychology, vol. 92, no. 6, pp.1087-1101, 2007.[8] E. S. Elliott and C. S. Dweck, “Goals: An Approach to Motivation and Achievement,”Journal of Personality and Social Psychology, vol. 54, no. 1, pp. 5-12, 1988.[9] M. C. Murphy and C. S. Dweck, “A Culture of Genius: How an Organization’s Lay TheoryShapes People’s Cognition, Affect, and

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2021 First-Year Engineering Experience

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Anoop Singh Grewal, Arizona State University

teaches various mechanical engineer- ing courses e.g. Engineering Mechanics, System Dynamics and Controls. His teaching philosophy is to promote instinctive/inherent understanding of engineering concepts, and productive student-faculty inter- actions. American c Society for Engineering Education, 2021 Efficacy of teaching entrepreneurial mindset using a game-like activity Dr. Anoop S. Grewal, Layla Reitmeier Arizona State UniversityAbstractWe developed, 'Thank You for Your Service' (TY4YS), a web-browser based, game-like activityas a way to introduce and reinforce the entrepreneurial mindset (EM) for

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2021 First-Year Engineering Experience

Authors

Cassondra Wallwey, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

multi-case study of engineering student support centers.” Virginia Tech, 2015.[4] J. A. Hattie and H. Timperley, “The Power of Feedback,” Rev. Educ. Res., vol. 77, pp. 81– 112, 2007.[5] E. L. Deci and R. M. Ryan, “The general causality orientations scale: Self-determination in personality,” J. Res. Pers., vol. 19, pp. 109–134, 1985.[6] S. A. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, How Learning Works: Seven Research-Based Principles for Smart Teaching. John Wiley & Sons, 2010.[7] D. J. Nicol and D. Macfarlane-Dick, “Formative assessment and self-regulated learning: a model and seven principles of good feedback practice,” Stud. High. Educ., vol. 31, no. 2, pp. 199–218

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2021 First-Year Engineering Experience

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

, 2018.11 S. Usón, B. Peña, I. Zabalza, E. Llera, L. Romeo, “Combining Flipped Classroom Model and Edu- cational Videos for Improving Teaching-Learning Process in Thermodynamics and Thermal Engi- neering,” Proceedings, vol 2, no 21, 1329, 2018, https://doi.org/10.3390/proceedings221132912 T. Hattingh, W. van Niekerk, H. Marais and Y. Geldenhuys, “Engineering student experiences of a remotely accessed, online learning environment,” 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), pp 1-6, 2020, doi: 10.1109/WEEF- GEDC49885.2020.9293652.13 S. Habib and T. Parthornratt, “Anticipated and Actual Challenges Pertaining to Online Delivery of University Courses During COVID-19 Pandemic

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2021 First-Year Engineering Experience

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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

innovate and publish their contributions to SoTL. Theinitiatives were successful in creating a collaborative community in which faculty can shareideas, refine their approach, and strengthen their writing skills so they can acquire funding andpublish their work. Faculty observed significant professional growth in these areas as theyparticipated in these initiatives. While the supportive environment produced tangible results interms of an increase in publication from APT faculty, other initiatives that can be consideredinclude, one-on-one mentoring and more structured training in scholarly writing such as takingformal classes.References[1] S. Bush, N. Pelaez, J. Rudd, M. Stevens, K. Tanner, and K. Williams, “Widespread distribution and unexpected

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2021 First-Year Engineering Experience

Authors

Sherri Youssef, The Ohio State University; J. Blake Hylton, Ohio Northern University; Patrick James Herak, The Ohio State University; Todd France, Ohio Northern University

investigation into how they operate via distant and asynchronousdelivery may be pursued.The motivation for this work is to determine if student comprehension and subsequent performanceon online, asynchronous and interactive modules can readily be correlated to their performance ona traditional comprehension assessment: an individual homework assignment. To achieve this end,two asynchronous activity modules (Module 1 and Module 2) were completed by students enrolledin a Foundations of Design course and basic statistics were carried out to establish preliminaryperformance standards on such modules in a previous work completed by S. Youssef et. al. [10].Upon completion of these modules, students were assigned the individual homework assignmentand their

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2021 First-Year Engineering Experience

Authors

Adam Joseph Malecki, Gannon University; Alexa L. E. Littman; Elisabeth Patricia McAllister, Gannon University; Ethan Michael Regal, Gannon University; Masen Andrew Collins; Robert Michael P.E., Gannon University; David Gee, Gannon University

Tagged Topics

Diversity

major design modification called for a detachable conduitthat could be used to funnel warm air into the drying chamber. The conduit was covered withsemi-transparent plastic sheeting to mitigate convective heat losses. Using this design, internalair temperatures exceeding 120 oF were achieved on a partly cloudy summer day with theexternal ambient air temperature only in the low 70’s here in the U.S. northeast.2. Service Learning as Part of FYSIn early fall, the freshman engineering cohort is assembled together in order to introduce anddiscuss the need and opportunity for community engagement through service projects aimed atcommunities and neighborhoods in need. In Erie, the need is particularly acute. For example, in2016 the estimated

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2021 First-Year Engineering Experience

Authors

Tracy Anne Hammond, Texas A&M University; Jacques C. Richard, Texas A&M University; Charles Patrick Jr, Texas A&M University; Lance Leon Allen White, Texas A&M University; Samantha Ray, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University; Karan Watson P.E., Texas A&M University; Randy Hugh Brooks, Texas A&M University; Donna Jaison, Texas A&M University

Tagged Topics

Diversity

reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 and a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, worked at Argonne National Lab, 1996-1997, taught at Chicago State University, 1997-2002. Dr. Richard is an Instructional Associate Professor, Aerospace Engineer and NSF REU Program Director at Texas A&M since 1/03. His research focuses on computational plasma model- ing using particle methods with spectral methods on Maxwell and Boltzmann equations. He has applied the lattice Boltzmann method to study

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2021 First-Year Engineering Experience

Authors

Amy Richardson P.E., Virginia Tech; Stephen Moyer, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

addition to expanding this work to more faculty,comparing the assessments between institution types would help determine if the difference incourse delivery is salient.AcknowledgmentThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DUE-1644138. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References[1] J. Roksa and B. Keith, “Credits, Time, and Attainment: Articulation Policies and Success After Transfer,” Educ. Eval. Policy Anal., vol. 30, no. 3, pp. 236–254, Sep. 2008, doi: 10.3102/0162373708321383.[2] D. Grote, D. B

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2021 First-Year Engineering Experience

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Todd France, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Patrick James Herak, The Ohio State University; Sherri Youssef, The Ohio State University

classroomsReferences[1] D. P. Crismond and R. S. Adams, “The informed design teaching and learning matrix.” Journal of Engineering Education, vol. 101.4, pp. 738-797, 2012.[2] J. Estell and J. B. Hylton, “Incorporating the Constraint-Source Model into the First-Year Design Experience,” in First-Year Engineering Experience Conference, Daytona Beach, FL, USA, August 6-8, 2017.

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2021 First-Year Engineering Experience

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Kayla Ney, University of Nebraska-Lincoln Department of Biological Systems Engineering; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

/s15326985ep2501_2[4] K. Morehead, M. G. Rhodes, and S. DeLozier, "Instructor and student knowledge of study strategies," Memory, vol. 24, no. 2, pp. 257-271, doi: 10.1080/09658211.2014.1001992[5] J. A. Susser and J. McGabe, "From the lab to the dorm room: metacognitive awareness and use of spaced study," Instr. Sci., vol. 41, pp. 345-363, 2012, doi: 10.1007/s11251-012-9231-8[6] J. M. Case. “Students’ perceptions of context, approaches to learning and metacognitive development in a second year chemical engineering course,” Ph.D dissertation, Monash University, Australia, 2000. [Online]. Available: https://www.researchgate.net/publication/226658485_Students'_Metacognitive_Developmen

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2021 First-Year Engineering Experience

Authors

Lesley M Berhan, The University of Toledo; Bryan Thomas Bosch, The University of Toledo

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Diversity

transfer to a STEM major. While the NSF S-STEM grant specifically focuseson the impact of LIAT students, this population encompasses a fully representative population,one that we aim to carry over to the entire College of Engineering, something that has been anarea of concern and growth for STEM majors/colleges everywhere. Within the two cohorts,underrepresented minority students account for 38% of the total student population, the femalepopulation is 44% of total population, and roughly 38% of students in the program are identifiedas having high financial need through their Pell eligibility.The GEARSET program was designed as a defined pathway to Engineering for students who didnot fulfill the standard admissions criteria for the college of

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2021 First-Year Engineering Experience

Authors

Andrew Skelton, York University; Jermin Bates, York University; Julia K Frank, York University

seminar high impact? An exploration of effective educational practices," University of South Carolina, National Resource Center for The First-Year, Columbia, SC, 2017.[2] R. V. Adams and E. Blair, "Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance," SAGE Open, vol. 9, no. 1, pp. 1-11, 2019.[3] A. Lizzio, "Designing an orientation and transition strategy for commencing students: Applying the five senses model," First Year Experience Project. Griffith University, Brisbane, 2006.[4] "Engagement Indicators," National Survey of Student Engagement, 2015. [Online]. Available: https://nsse.indiana.edu/nsse/survey-instruments/engagement-indicators.html. [Accessed 10 May 2021].[5] S. Estrada and J

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2021 First-Year Engineering Experience

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Olukemi Akintewe, University of South Florida

), Stockholm, Sweden, 13–19 July 2018; pp. 18–25.3. C.S. Tzafestas; N. Palaiologou; M. Alifragis, Virtual and remote robotic laboratory: comparative experimental evaluation, IEEE Transactions on Education, Volume: 49, Issue: 3, Aug. 20064. Fernando, et al. "Experiences with virtual environment and remote laboratory for teaching and learning robotics ..". International Journal of Engineering Education. Vol. 22, No. 4 (2006). ISSN 0949-149X, pp. 766-7765. Akintewe, O., Gaines, J., Bateman, A., Chisholm, L. Work in Progress: Professional development module in first-year engineering course. ASEE Annual Conference and Exposition, Vol. 2020-June https://doi.org/10.18260/1-2--356786. Akintewe, O., Gaines, J. E., Small, S. K., Flip-J

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2021 First-Year Engineering Experience

Authors

Charmane Caldwell, Florida A&M University - Florida State University; Roxanne Hughes, National High Magnetic Field Laboratory

Tagged Topics

Diversity

high school GPA,but a marginally lower math ACT/SAT than the ECI 6-week participants. Even with this profile,the ECI 5-day participants outperformed the latter group in two outcomes: change in mathmastery and first math course GPA. The ECI 6-week program did have a slightly higher numberof students who entered into Calculus I based on ALEKS after completing the program.There are tradeoffs for decreasing the number of in-person program days, but the essence of thesafe space was maintained. In the future, it would be valuable to determine if the new model stillaids in underrepresented minority student retention and graduation.References[1] S. Wischusen and E.W. Wischusen, (2019) A One-Week Freshman Boot Camp ThatIncreases Second Year Retention

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2021 First-Year Engineering Experience

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University; Steven C Brandon, Clemson University; Elizabeth Anne Stephan, Clemson University

the types of problems that engineers solve.Some students responded that engineers solved challenging or Complex Problems; for example,engineers “[s]olve complex problems using their knowledge of how things work.” Other studentsdescribed the problems as Everyday Problems or Technical Problems. Both categories includemultiple similar ideas about the types of problems engineers solve for a living. Respectively,“[t]hey solve everyday problems and try to improve on ideas and products that could functionbetter” and “I believe engineers solve scientific problems to make the world better.” Somestudents combined the descriptive subcategories in their responses. These combinations ofmultiple, different descriptions were not very common, but when

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2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

G. Okudan, “Integrating Systematic creativity into a first-year engineering design curriculum”, Int. J. Eng. Educ, 22(1), 109-115, 2006.[6]- B. Little, “Who Are You, Really?: The Surprising Puzzle of Personality”, Simon & Schuster, Inc., 2007.[7]- A. E. Poropat, A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance, Psychological Bulletin, 135(2):322-38, 2009.[8]- M. Komarraju, S. J. Karau, R. R. Schmeck, and A. Avdic, “The Big Five personality traits, learning styles, and academic achievement”, Personality and Individual Differences 51(4):472-477, 2011.[9]- M. Schilpzand, D. M. Herold, and C. E. Shalley, “Members' Openness to Experience and Teams' Creative Performance”, Small Group

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2021 First-Year Engineering Experience

Authors

Benjamin Daniel Chambers, Virginia Tech Department of Engineering Education

reports on the types of projects that first-year engineering students self-selectedduring the planning stage of a creative design project using a campus maker space. It examinesthe appropriateness of plan development and scoping, and finds that the assignment resulted inproperly scoped and achievable plans. These results will be of interest to educators teachingdesign and project planning to first-year students, and to those interested in developingself-selected creative projects. They may also be of interest to managers of maker spacesdedicated to those students by indicating popular material and tool choices in self-selectedprojects.References[1] M. Z. Lagoudas, J. E. Froyd, J. L. Wilson, P. S. Hamilton, R. Boehm, and P. Enjeti, “Assessing

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2021 First-Year Engineering Experience

Authors

Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute

the use of multi-colorhighlighting to keep track ofsimilar terms as well as theshaded box to indicate the finalanswer(s). The use of thestraight-line tool was also used Figure 1: Analysis involving detailed mathematics andeffectively to divide the schematics from 2nd year electronics course. Workworkspace in multiple regions. from iPad is shown on the left, while hand-written work is shown on the right.The work shown in Figure 2 is anexample of the use of GoodNotesfor a laboratory notebook in anECE-specific introduction toengineering course. In thisexample, the students utilized theiPad’s built-in camera to capturephotos of the circuit assemblies aswell as a screen capture of theoutput of

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2021 First-Year Engineering Experience

Authors

Roger J Marino P.E., Drexel University; Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute; James R McCusker PhD, Wentworth Institute of Technology; Johanna P Casale, Drexel University

Conference & Exposition, Seattle, Washington.10.18260/p.24743[3] Wuerffel, E., & Will, J. D. (2015, June), Engineering in the Humanities: InterdisciplinaryProjects in the Arts and Engineering Paper presented at 2015 ASEE Annual Conference &Exposition, Seattle, Washington. 10.18260/p.23968[4] Padir, T., & Looft, F., & Michalson, W., & Ciaraldi, M., & Cobb, E., & Stafford, K. (2010,June), Teaching Multidisciplinary Design To Engineering Students: Robotics Capstone Paperpresented at 2010 Annual Conference & Exposition, Louisville, Kentucky.https://peer.asee.org/16452[5] Kaplan, A., & Flynn, J., & Katz, S. (2014, June), CubeSat: A Multidisciplinary Senior DesignProject Paper presented at 2014 ASEE Annual

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2021 First-Year Engineering Experience

Authors

Jorge R Lara, Texas A&M University; Mark Weichold, Texas A&M University; Sunay Palsole, Texas A&M University; Patrick Linke

disaster prevention measures. Why are engineering educators observing Give a formal definition of Design thinking. Define the life cycle of and engineering significant shifts in societal expectations of product. engineering? What are the five (5) steps of design thinking? Name the three fundamental dimensions of What is the 6th factor in the sustainable Define sustainable return on investment (S- sustainable development. analysis of design thinking? ROI) for an engineering project. Why systems thinking is a powerful tool to Explain how sustainable development can be