Collection

2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

Paper ID #35523Full Paper: An integrated engineering/history/ethics first-yearexperience at Boston CollegeDr. Jonathan Krones, Boston College Dr. Krones is an Assistant Professor of the Practice in Boston College’s new Department of Human- Centered Engineering (HCE). Before starting this position in 2021, he was a Visiting Assistant Professor of Environmental Science and Environmental Studies at BC, where he introduced engineering-style ped- agogy into the first-year Core Curriculum and helped to establish HCE. In addition to engineering educa- tion, his research focuses on industrial ecology and environmentally

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2021 First-Year Engineering Experience

Authors

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

teaching environment and thelearning community which had to be immediately addressed. Traditionally, engineering has embracedthe face-to-face modality but is challenged now with teaching in an online environment whether it betruly online or in a blended learning format. There have been previous studies on the use ofonline/blended learning in engineering courses (see for example [12-16]). Arguments for the use ofonline learning include potential to increase accessibility in terms of time and location [17] andinclusion [15]. Arguments against online learning include: issue of existing internet accessibility[13,14], digital competencies [14,16,18], academic integrity [13,16], limited sense of community[12,14,16,18], limited access to hardware [18

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2021 First-Year Engineering Experience

Authors

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

Mathematics Education, and Experiential Learning in Mathematics, who is planning a career as a mathematics educator.Miss Julia K Frank, York University Julia is a current Bachelor of Education student who recently completed an undergraduate degree in the Mathematics for Education, B.Sc. program. She is specifically interested in the use of vertical non- permanent surfaces and collaborative learning in mathematics, and is planning a career as a secondary mathematics teacher. American c Society for Engineering Education, 2021 Work-in-Progress: Curricular Integration of First-Year Experience ProgrammingThe gold standard of First-Year

Collection

2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

STEM Education Concentration. As an educator for over 20 years, Dr. Meadows has experience teaching as well as designing and facilitating professional development for both K-12 and higher education. Her primary research interests are in interdisciplinary teaching and learning, STEM curriculum and assessment, STEM teacher education, and informal STEM education. American c Society for Engineering Education, 2021 The Next Frontier: Integrating Spatial Reasoning in a First-Year Engineering Graphics CourseThe construct of spatial reasoning encompasses our abilities to solve problems of navigation;recognize relevant spatial patterns or details

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2021 First-Year Engineering Experience

Authors

Jenahvive K. Morgan, Michigan State University

design projects in EGR 100. In the course, the studentslearn the fundamentals in lecture, and practice these skills in the laboratory environment. Basedon the results of the assessment, the course objectives of developing the ability to work in teamsand understanding the engineering profession and curriculum were found to be achieved by thestudents in the course. The course objectives of developing the ability to solve open-endeddesign problems and improving their communication skills were still found to be achieved, but toa lesser degree and needing improvement.References[1] S.P. Walton, D. Briedis, M. Urban-Lurain, T. Hinds, A. Idema, C. Davis-King, N. Buch, andT. Wolff , “Building the Whole Engineer: An Integrated Academic and Co-Curricular

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2021 First-Year Engineering Experience

Authors

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

engineering and mid-level biomechanics courses. Meagan is currently working with the KEEN partnership at OSU, integrating her interests in STEM edu- cation, entrepreneurial partnerships, and community engagement. Meagan values authenticity, connection with others, & integrity and prioritizes these values as an educator, bioengineer, and scientist.Laine Rumreich, The Ohio State University Laine Rumreich is a graduate student studying Computer Science and Engineering at The Ohio State University. She completed her undergraduate research thesis in the Department of Engineering Education and is now a graduate research associate in the department. Her primary research interests are in the areas of coding education and

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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

Sessions (PASS). Dr. Caldwell also serves as the activity director for the Title III program Engi- neering Learning Community. Those collective programs have nearly doubled the first-year retention of underrepresented minorities at the college..Dr. Roxanne Hughes, National High Magnetic Field Laboratory Dr. Roxanne Hughes is the Director of the Center for Integrating Research and Learning (CIRL) at the National High Magnetic Field Laboratory (MagLab). She has also directed the MagLab’s Diversity and Inclusion Programs from 2014 to 2019. She brings a breadth of experience in science teaching and infor- mal science education to her position. Her research interests include programs and policies that attempt to increase the

Collection

2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

Teaching Assistant for the first year engineering design course with an enrollment of 1400 students across all engineering majors.Dr. Cedrick Kwuimy, University of Cincinnati Dr. Kwuimy is currently Assistant Professor - Educator in the Department of Engineering Education - CEAS at the University of Cincinnati. His has a background in the area of applied nonlinear dynamics and applied physics. Prior to joining the University of Cincinnati, Dr. Kwuimy was Research Fellow at the African Institute for Mathematical Sciences (AIMS) in South Africa and then worked for over 4 years on ONR funded research projects focus on the development nonlinear dynamics approaches for the detection of faults in bearing and gear systems at

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2021 First-Year Engineering Experience

Authors

Frederick Alexander Farah, UMD Keystone Program; W. Ethan Eagle, University of Maryland

practice in engineering and innovation design. His curriculum design for in- novation, co-developed by and building on the research of Jeff and Staney DeGraff, was adopted by the University of Michigan ’Certified Professional Innovator’ program in 2014, one of the first such certifi- cations in the country. Now a faculty member in the Keysone Program at the University of Maryland, Dr. Eagle’s current work is on the integration of diverse perspectives to discover unique engineering de- sign spaces and on the development of multi-disciplinary courses that bring together students of multiple colleges and/or universities to perform design and practice innovation. American

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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

– 2017, Dean/CEO Texas A&M University at Qatar, 2007-2015, TAMU Dean of Undergraduate Programs and Associate Provost for Academic Services, 2003-06, Associate Provost for Undergraduate Programs and Academic Services, 1998-2003, TAMU Associate Department Head and Graduate Co- ordinator, TAMU, 1996-97. TAMU Associate Director of CEMDAS, 1997-98, TAMU Director of the Program for Automation in Manufacturing, 1991-94, TAMU Associate Director of NanoFab, 1987-90, Dr. Weichold is currently Professor of Electrical and Computer Engineering, his research interest is in Engineering Education in Sustainable Development, Automation in Manufacturing, Nano Fabrication. He has revised freshman engineering curriculum to integrate

Collection

2021 First-Year Engineering Experience

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

K. Fenster Award for Innovation in Engineering Education. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college as well as preparing students for the rigors of mathematics. His research interests include engineering education, integration of novel technologies into the engineering classroom, excellence in instruction, water, and wastewater treatment, civil engineering infrastructure, and transportation engineering.Dr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of

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2021 First-Year Engineering Experience

Authors

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

explores the nature of global com- petency development by assessing how international experiences improve the global perspectives of en- gineering students. Dr. Streiner has published papers and given presentations in global engineering ed- ucation at several national conferences. Scott is an active member in the Center for the Integration of Research, Teaching, and Learning (CIRTL) both locally and nationally, as well as the American Society for Engineering Education (ASEE) and the Institute of Industrial and Systems Engineers (IISE).Dr. Daniel D. Burkey, University of Connecticut Daniel Burkey is the Associate Dean of Undergraduate Programs and Professor-in-Residence in the De- partment of Chemical and Biomolecular

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2021 First-Year Engineering Experience

Authors

Anoop Singh Grewal, Arizona State University

short video is presented thatshows the ideal set of choices to maximize the score, and how the 3C’s (and the KEENframework) is related to various choices in the game. Students are encouraged to apply EM inthe upcoming project, outside the class, and their future careers as engineers.The TY4YS activity is part of an EM module, which includes an instructional video,discussions/reflections, and the assessment quiz. All of these resources can be accessed viahttps://engineeringunleashed.com/card/2427. The EM module is suited for both online or on-sitecourses, with or without flipped-classroom structure. It is easily integrated into existing courses.Research Approach and ResultsTo measure the effectiveness of this gamified intervention, the students

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2021 First-Year Engineering Experience

Authors

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

knowledge of the computer science (CS) concepts behind these devices. Thisworkshop will introduce elementary teachers to various CS concepts and providerecommendations for integrating them into their existing curriculum. The hands-on activitieswere created and tested in 3rd, 4th, and 5th-grade classrooms and allow the students to practicetwo critical engineering professional skills: (1) problem-solving skills and (2) teamwork.Additional instructional guidance and suggestions are provided for working with children frompre-kindergarten through first-year college students. Each fifteen to twenty-minute activity canbe presented separately or taught in a suggested sequence to create a one or two-hourpresentation. Materials available to workshop

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2021 First-Year Engineering Experience

Authors

Brian Dick P.Eng., Vancouver Island University

Hands-On Group Project work during COVID-191AbstractCOVID-19 has impacted delivery of the first-year engineering design curriculum throughout thepost-secondary system. At Vancouver Island University (VIU), instruction of the first-yearcurriculum shifted to an entirely remote learning environment where students were not expectedto be in physical contact at any point during the term. This presented a significant challenge todelivering its learning outcomes and activities, particularly hands-on, team-based project work.At VIU, students typically complete a cornerstone design project in the second term of their first-year of studies. Due to COVID-19, this project was modified to allow for completion within avirtual learning environment. Teams of

Collection

2021 First-Year Engineering Experience

Authors

Hadi Kazemiroodsari, Wentworth Institute of Technology; Anuja Kamat, Wentworth Institute of Technology

Tagged Topics

Diversity

Paper ID #35530Geometric Design Project for First Year Civil Engineering StudentsHadi Kazemiroodsari, Wentworth Institute of Technology Hadi Kazemiroodsari is assistant professor at Wentworth Institute of Technology. He earned his PhD in Geotechnical engineering from Northeastern University. His area of expertise are Geotechnical engineer- ing and Earthquake engineering.Dr. Anuja Kamat, Wentworth Institute of Technology Anuja Kamat is an Associate Professor in the Civil Engineering Department at Wentworth Institute of Technology, Boston. Prof. Kamat received her Ph.D. in Civil Engineering from the University of Arizona

Collection

2021 First-Year Engineering Experience

Authors

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

average velocities; whileother groups considered factors such as “ease of assembly” and “preliminary indicators ofperformance” during the evaluations. Groups distinguished several problems with the initialdesigns of the OneCar including “a distinct issue with staying straight” as well as “weightreduction” being another area for potential improvement. Additionally, in other groups reported alack of friction between the wheels and ground as an integral problem; which caused slippingresulting in loss of motion. These undesirable characteristics, among others, were keyconsiderations for the groups during the re-design process. To address the flaws identified duringthe product evaluation, groups sought to improve the chassis, wheels, and position

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2021 First-Year Engineering Experience

Authors

Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Brandon Crisel

] B.L. Howard and L. Sharpe, Jr., “The Summer Bridge Program: An Effective Agent in College Students’ Retention.” J. of Interdisciplinary Studies in Education 7 (2) p 20-30, 2019.[3] J. Gleason, K. Boykin, P. Johnson, L. Bowen, K.W. Whitaker, C. Micu, D. Raju, C. Slappey, ”Integrated engineering math-based summer bridge program for student retention.” Advances in Engineering Education, v2, n2, Summer 2010.[4] J. Van Dyken, L. Benson, P. Gerard,“Persistence in Engineering: Does Initial Mathematics Course Matter?”, Proceedings of 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24562