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2021 First-Year Engineering Experience

Authors

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

Paper ID #35477First-Year Engineering Students’ Reflections: Plans in Response toPerceived Performance on Course Learning ObjectivesKayla Ney, University of Nebraska-Lincoln Department of Biological Systems Engineering Kayla is a Master’s student in Biological Systems Engineering at the University of Nebraska-Lincoln with a focus in engineering education. She received her B.S. in Biological Systems Engineering at UNL and is currently pursuing an M.S. in BSE. Her current research is investigating antioxidant microparticles for the mitigation of low back pain. As an undergraduate, Kayla conducted data analysis under Dr. Diefes

Collection

2021 First-Year Engineering Experience

Authors

Anoop Singh Grewal, Arizona State University

online or on-sitecourses, in an exploratory way. Even though there are numerous resources available forintroducing EM, the TY4YS activity approach is very interactive and most importantly, insteadof teaching (or reinforcing) the entrepreneurial concepts first and then engaging in relatedactivities, the students first play, make mistakes, reflect and learn. When the concepts aresubsequently presented (or reinforced), they are more relatable and better retained.The activity starts with a military veteran describing veterans’ issues. The player's objective is tocreate an end-product to mitigate some of the challenging issues and showcase that end-productat an upcoming veterans conference. The players (students) will make a series of decisionsduring

Collection

2021 First-Year Engineering Experience

Authors

Nora Honken, University of Cincinnati

Teaching Students Good Teaming Skills: An Interactive SeminarThis interactive seminar is designed for educators who are interested in improving the results of studentteam projects and preparing students to be members of high functioning teams in industry. During theworkshop participants will have the opportunity to reflect on and discuss their experiences with teamprojects and to share ideas on how to coach students in running effect team projects.For this workshop, a team will be defined as a group of people who work towards a common goal andhave shared responsibility for the outcome. Although team dynamics at work and school are quitedifferent, teaching students to function well in teams while in college is an important endeavor due tothe

Collection

2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

course for BC’s newDepartment of Engineering which will enroll its first class in fall 2021. Seventy students enrolledin MMW, representing all the BC undergraduate schools and a number of different STEM andnon-STEM majors.As a designated “Complex Problems” course, MMW includes three pedagogical components:lectures, labs, and reflection sessions [1]. Lectures examine topics from major branches ofengineering (civil, mechanical, and electrical) and the history of science and technology since1800, with a focus on sociotechnical systems and their relationship to gender, race, disability,immigration, and nationality. Labs involve hands-on engineering modeling tasks as well as amulti-week human-centered design challenge focused on issues of access and

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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

Approach to First-Year Ethics InstructionThrough both success and failure, many engineering projects have a profound impact on individuals and society.Thus, ensuring future engineers consider these impacts and reflect on the ethical implications of their future work isan extremely important topic. There are many pitfalls with the traditional ways in which ethics is taught toengineering students. Often it is taught by a non-engineer as an abstract philosophical topic, rather than an act ofpersonal decision making situated in complex real-world contexts. . It is usually included late in the undergraduatecurriculum, such as during a senior capstone project, and is a relatively short subtopic (module) within a larger

Collection

2021 First-Year Engineering Experience

Authors

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

each of the 3Cs, and a short reflection survey including three open-ended promptsabout EM. A total of 38 UTAs completed the training module. UTA responses to the three surveyprompts were analyzed using qualitative coding. A team of researchers each independently coded the datainto categories and, where necessary, resolved differing results as a team. The categories were chosenbased on an in-depth review of the data before the coding process to determine common themes.Results Prompt 1: Craft question(s) you might use to spark curiosity. This prompt produced a wide variety ofresponses and was designed to encourage TAs to brainstorm questions that can develop the criticalthinking skills and curiosity of their students. The most common theme

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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

objective varied between facultygroups. CC faculty pointed to specific engineering fundamental content knowledge to fulfill thiscourse outcome as one faculty member articulates: Fundamental [concept]is force, free body diagrams, unit conversion, electric circuit, dynamics…. This is very important for them to have this kind of concept to be able to deal with the next classesIn contrast, COE faculty pointed to career exploration and the design process to help studentsdevelop an engineering identity. COE faculty scaffold activities, such as personal reflections,research papers, and team projects, for students to explore engineering disciplines.All CC participants also teach second-year engineering courses. They use topics and

Collection

2021 First-Year Engineering Experience

Authors

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

stakeholders’ impacts and the ensuing researchthat would further inform future design decisions. Attendees will also be introduced to fourproblem-framing tools (detailed below), and will receive these tools and supporting activityinstructions for use in their own classrooms.Problem Framing CanvasThis multi-layered worksheet is intended to help students organize their broader thoughts aboutthe problem framing process. Sections of this worksheet include space for identifying a specificopportunity to address (with consideration of stakeholders) and to reflect upon currentalternatives in the market. Students are also compelled to explicitly state future researchquestions, how they will evaluate the quality of their forthcoming designs, and the

Collection

2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

studentpersistence at the University (2nd to 3rd year retention). These specific outcomes were comparedto two distinct controls to measure rate of success, outlined below.UNDT Population (Control One): Population of students who were admitted to the College ofEngineering, but not to their chosen major based on the admissions criteria outlined previously.Most students were not admitted to their major based on their ACT/SAT score.Exploratory Studies population (Control Two): These students were not admitted to the Collegeof Engineering based on their admissions criteria, and were enrolled in University College priorto the inception of the GEARSET program (comparative data to prior year outcomes).Tables 1 and 2 reflect the raw data for past cohorts within

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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

of multiplechoice and short answer. For exams, online proctoring was not an option, however, in-personinvigilated final lab assessments with small groups was possible. This was found to work well. Bothstudents and faculty felt that these exams were more reflective of student learning and competency. Tomaintain a balance between academic integrity and the availability of resources, faculty felt it wasnecessary to design unique problems since solutions to many existing problems were readily availableonline. In addition, with reduced room capacities for in person exams, multiple exams needed to becreated. This was accomplished by creating questions which were easily expandable to thedevelopment of new questions. Attempting various types of

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2021 First-Year Engineering Experience

Authors

Shannon Bate; Shannon Hayes Buenaflor, University of Maryland College Park; Mary Bell, University of Maryland; Suzanne Ashour-Bailey, University of Maryland College Park

. Traditional orientation programs have historically taken place on campus and materialhas been covered in full during the in-person event. During Summer 2020, our office drew uponthe flipped advising approach (Kuhn, Gordon, & Webber, 2006) to create meaningful activitiesthat took place electronically prior to students’ scheduled orientation date. These activities tookplace via an online Education Learning System (i.e., Canvas) and utilized modules withinteractive videos, presentations, and quizzes which assessed students’ learning outcomes. Wethen revamped our day-of activities to reflect on the online modules. This process allowed ourteam to reinvision the orientation process in order to create meaningful interactions via Zoomduring the day-of

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2021 First-Year Engineering Experience

Authors

Benjamin Daniel Chambers, Virginia Tech Department of Engineering Education

is primarilyutilized for team projects in the second semester. Access to and inclusion of maker spaces infirst-year programs has been shown to help students develop engineering skills [1-3], and todevelop confidence in their abilities [4].In order to give students more opportunities for creative hands-on work, a self-selected creativedesign project was developed and administered in several first-semester class sections overseveral years. This design project was conducted in several stages: ideation, planning, creation,demonstration, and reflection. Of particular importance was a planning assignment, in whichstudents developed their ability to create plans and estimate project needs, and also estimate timecommitment in order to keep the

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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

million in funded research, from NSF, DARPA, Google, Microsoft, and others. Hammond holds a Ph.D. in Computer Science and FTO (Finance Technology Option) from the Massachusetts Institute of Technology, and four degrees from Columbia University: an M.S in Anthropology, an M.S. in Computer Science, a B.A. in Mathematics, and a B.S. in Applied Mathematics and Physics. Hammond advised 17 UG theses, 29 MS theses, and 10 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in

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2021 First-Year Engineering Experience

Authors

Brian Dick P.Eng., Vancouver Island University

in this environment, students were notexpected to meet face-to-face; all interactions between students and their instructors would takeplace virtually. This paper specifically focuses on the cornerstone project, one of the keydeliverables of the second-term engineering design course (ENGR 121). It describes how thisproject was adapted to allow for individual students within teams to be isolated during theirwork, and provides reflection on the impact of these changes on the student learning experienceand development of specific graduate attributes required by the Canadian EngineeringAccreditation Board (CEAB) [5]. Further investigation to better qualify the impact will takeplace over the next year.Project ApproachProject DescriptionAt the

Collection

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

Collection

2021 First-Year Engineering Experience

Authors

Constantine Mukasa, Northeastern University

, somestudents felt that the tools would not prevent them.Conclusion:We hope that using such tools can help instructors quickly detect plagiarism and develop astrategy to address it. The idea is not to use the tool to police cheating but rather to detectopportunities to educate and leverage the cheating incident as a teachable moment [3]. Anyadopted strategy to deal with cheating should be appropriate with transformative experiences oractivities that include reflecting, thinking, and developing new skills and experiences [4].Students who cheat are less likely to attain the course learning objectives. Thus, we shouldprovide them help and assistance to make sense of the experience and develop better decision-making skills. Otherwise, they may develop

Collection

2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

“third nature” [6]. These traits build on biogenic [who you are] andsociogenic [how you are doing] [6] to make us who we are. As described by Kolb & Kolb [13],“because of our hereditary equipment [biogenic, who you are], our particular life experiences[sociogenic, how you are doing], we develop a preferred process of learning” [13]. Individuallearning style refers to style or learning methods used in the process of learning. Thinking,processing information and acquiring knowledge are processes that differ from student to student[14]. Fleming and Mills [15] suggested four modalities and the related questionnaire that seemedto reflect the experiences of the students in learning: Visual Learners (internalize and synthesizeinformation when it is

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2021 First-Year Engineering Experience

Authors

Olukemi Akintewe, University of South Florida

finalproject showcase. Three sets of surveys not listed in this paper were conducted to assess students'perceptions of the course. First, pre-course questions gathered students' location and preferred teamrole assignment in the first week of classes. Students were then paired into a team of up to 5 studentsbased on their survey entries. The second survey was conducted during the mid-semester to analyzestudents' experience in the course with the intent to circumvent any pitfalls before the completion ofthe project. The third survey evaluated student perceptions of the course, robotic project, teamassessment, and self-reflection using an adapted form of the Wabisabi Learning 25 Self-Reflectionquestions.Results and DiscussionIn the COVID-19 pandemic, the

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2021 First-Year Engineering Experience

Authors

Kurt Paterson, James Madison University; Justin J Henriques; Daniel Ivan Castaneda, James Madison University; Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Shraddha Joshi, James Madison University; Callie Miller, James Madison University; Jacquelyn Kay Nagel, James Madison University; Jason Forsyth, James Madison University

make- your-nametag activity so each student could share something about themselves. A dinner picnic followed. Afterwards the evening was centered around connecting through whole group games, followed by a conversation with one other attendee (three rounds). The night concluded with an unstructured bonfire, and each cabin group was led to their cabin by pairs of seniors who served as resident guides.2. Monday: The day was built around eight small group activities. Each student was assigned to the same group which then travelled to different locations around the camp to engage in a variety of design, teaming, and reflective activities. The evening focused on the whole cohort coming together for a welcome to engineering

Collection

2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

of college enrollment than othermeasures reflected in standardized testing, such as SATs (Park et al., 2010; Wai et al., 2009;Webb et al., 2007). The effect appears to weaken as the student approaches mastery, and thedegree to which such abilities are sufficient or necessary for advanced work across all STEMfields remains unclear. In engineering, however, spatial reasoning has been identified as a corecompetency for students at both the K-12 and university levels (ABET, 1998; Barr, 2012).Researchers are still exploring what factors may contribute to students’ abilities to reasonspatially. Previous research on gender gaps has proven to be inconclusive, but other factors suchas childhood play, video gaming, and early interventions appear

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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

students to foster flawed habits such aslittle reflection on the scenario in a broad manner and subsequent lack of dynamic behavior todetermine and obtain the necessary information [14]. The ramifications of this are evinced whenstudents encounter problems in a realistic context and are unable to solve them since they were notpresented in clean and rational problems the way they tend to in courses [15] [16]. It is ideal toavoid this and encourage cognizance and successful application of the engineering problemframing process as it also insinuates engineering students and practicing engineers comprehendthe scope they are within and solving the problem(s) at hand [7].3. Research Methods3.1 Design and Deployment of Modules 1 and 2 [10]The primary

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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

performance as the general engineering student population.Please note that the information in Table 1 is self-reported by the students, while the high schoolperformance is obtained from official reporting sources. Reflective of most engineeringdepartments, each program has a majority of males but ranges from 21% females in the ECI 6-week summer bridge to 35% in the Engineering LLC. The demographic that varies most over thefour cohorts are first-generation, for example, the ECI 5-day summer bridge has less than 10%,and the general population has almost a quarter self-reported students. More than 40% of allgroups had students on free or reduced lunch, and over 80% Black students in each cohort.Because these aspects were self-reports, some students

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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

Tagged Topics

Diversity

disconnection that has occurred as a result of the pandemic.The authors share their insights and reflections on the process of adapting to online mentoringand summarize the challenges and opportunities of exploring new ways of connecting students.The new program will continue to be developed and modified as the department begins toresume in-person operations and adapts to the changing needs and expectations of incomingstudents.IntroductionIn March 2020, academic institutions all over the globe were forced to close classrooms andstudent gathering spaces, temporarily suspend programs, and move teaching and learning online,leading to significant challenges to the higher education community [1]. This sudden shift leftfaculty and students scrambling as they

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2021 First-Year Engineering Experience

Authors

Carolyn Skurla, Baylor University; Joseph Anthony Donndelinger, Baylor University

Tagged Topics

Diversity

diameter of the opening during post-design reflective groupdiscussions. Failure was defined as either coins falling into the mug or falling onto the tablesurface. An example of a proof-of-concept bridge constructed by one of the authors is providedin Figure 4.Figure 4. Pilot test of design challenge constructed as a proof-of-concept by one of theauthors. Washers, nuts, and scrap steel were used as ballast.The design challenge was conducted in a 25-minute Zoom session divided into threeapproximately equal intervals. The first was used for introductions, providing directions for thedesign challenge, and addressing questions. The second was used for design-built-test. The thirdwas used for discussion of design strategies and results. After the first

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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

], communication issues [12,16,18], pacing [12,18], andeffects on at-risk students [16,19]. There has been a lack of agreement in the literature with respect tothe results of the use of blended learning in terms of both student attitudes and performance (see [20]).The goals of this research are to take an inventory of concepts and techniques used to teach first-yearengineering, to reflect on recent online teaching experiences, and to discuss opportunities forimprovements.Teaching Modality – Face-to-FaceFor the first-year engineering curriculum, students take a mix of math, physics, chemistry, english, andengineering courses. The current study is restricted to the engineering courses which includeengineering mechanics I (statics), mechanics II (dynamics