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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Victoria Bill, New York University Tandon School of Engineering; Rui Li, New York University; Jack Bringardner, Colorado School of Mines; Ingrid Paredes, New York University Tandon School of Engineering

Paper ID #40627Work in Progress: Development of Career Preparation and PortfolioModules in a First-Year Engineering CourseProf. Victoria Bill, New York University Tandon School of Engineering Victoria Bill is the Managing Director of the MakerSpace Lab & Experiential Learning Center at NYU Tandon School of Engineering. She is also an Adjunct Professor in the First-Year Engineering Program. She studied electrical engineering and received her B.S. from the Ohio State University and her M.S. from the University of Texas at Austin. She is currently pursuing her PhD in Engineering Education from the Ohio State

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Dan Burleson, University of Houston; Janice Quiroz Perez, University of Houston

in Cullen College of Engineering and he has been the Course Coordinator for ENGI 1331 focusing on instruction, curriculum development, and programming for students and undergraduate teaching assistants from 2016 - 2023. He is currently the Director for Engineering Student Innovation and Design Experience and Co-Director for the University of Houston Grand Challenge Scholars Program.Ms. Janice Quiroz Perez, University of Houston Janice Quiroz Perez is the Director of the Engineering Career Center at the University of Houston, Cullen College of Engineering that is also the home for the Co-operative Education Program for the university. She engages both internal and external stakeholders to effectively develop

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Lee Kemp Rynearson, Campbell University

: Lifelong Learning in Perspective – An Activity for Student Understanding of an Engineer’s Need to Acquire and Apply New KnowledgeThis Great Ideas for Teaching, and Talking with, Students (GIFTS) paper outlines an activity tobring students to the realization (consistent with ABET criterion 7) that engineers will need toacquire and apply new knowledge throughout their careers [1]. Enhancing motivation tounderstand and apply methods for lifelong learning is likely to increase the impact of instructionon lifelong learning methods [2]. This activity is delivered in a first-year seminar at CampbellUniversity, but it could be useful anywhere a similar effect is desired. The seminar meets once aweek for eighty minutes and has learning outcomes in student

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Marsha Kowal, University of Houston; Alexandra Maley Landon, University of Houston

acohort for structured professional development workshops that are relevant to both early andlate-career students. Workshop topics were selected from student focus groups and representativetopics include time management, LinkedIn, resumes, negotiation, career fairs, interviewing, andalumna panels. Each mentor/mentee pair also meets one-on-one three times a semester forunstructured mentoring. LEAP hosts social events where both current and past LEAP studentsare invited to encourage networking and community building across cohorts. We believe thatmentoring is one approach to cost-effective professional development; therefore, we plan toexpand our program to all first-year students in the Honors Engineering Program.

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Evelyn Walters, Temple University; Cory Budischak, Temple University; Shawn Fagan, Temple University

Paper ID #40625WIP: How Professional Networking Impacts Outcome Expectations and ChoiceGoals in a First-year Engineering CourseDr. Evelyn Walters, Temple University Eve Walters is an Associate Professor of Instruction in Temple University’s Department of Civil and Environmental Engineering.Cory Budischak, Temple University Cory is a teacher and researcher who strives to reduce the harmful effects of energy production and use. Teaching has always been his central passion. He started as a group tutor in college, which led him to his full time career as an Associate Professor of Instruction at Temple University in the

Conference Session

S6A: Full Papers - Out with the Old, In with the New

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Alex Campbell, P.E., Oklahoma State University; John J Phillips P.E., Oklahoma State University

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Full Papers

understanding of otherdisciplines early in their educational career? While this study offers an overview and assessmentof immersing first-year Architectural Engineering students into a beginning architecture designstudio, the intention is for programs with similarly related majors to have the ability to also applyconcepts presented.For the purpose of this paper, interdisciplinary is defined as integrating knowledge and methodsfrom different majors using a synthesis of approaches, multidisciplinary is defined as studentsfrom different majors working together where they each draw on their knowledge from theirchosen major, and cross-disciplinary is defined as viewing a major from the perspective ofanother.Overview of the School of Architecture at Oklahoma

Conference Session

S4C: Workshop VIII

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology; Marcia Pool, University of Illinois at Urbana - Champaign; John T. Hird, West Virginia University Institute of Technology; Aida Jimenez, West Virginia University Institute of Technology

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Workshops

, and pre-engineering university students (those who are required totake foundational courses before being admitted to an engineering program) may not have accessto someone who is able to clearly articulate how applications of early science and math coursesconnect to engineering careers. For many students interested in pursuing engineering, the “why”of the course is important. When students fail to see the connection between the material they arelearning and their career interest, they may lack motivation to learn the material, thus hinderingtheir performance in future engineering curriculums, or they may choose not to pursueengineering altogether, thus contributing to the “leaky pipeline” in STEM. Therefore, it isessential to support students

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Miosotis Hernandez, New Jersey Institute of Technology; Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

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Diversity

required in engineering. They will work in teams to design and (3 Lectures) build a structure using limited materials and resources. ● They will be presented with key concepts, such as identifying personal strengths and weaknesses, exploring passion and purpose, and understanding learning styles and preferences. ● They will gain a better grasp of their strengths, aspirations, productive study habits, and enhanced problem-solving and communication abilities. Opportunities ● Students will be introduced to each discipline’s unique characteristics and career paths and Success: Co-Op, encouraged

Conference Session

S5C: Workshop XI

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Courtney June Faber, University at Buffalo; Lorna Treffert, University at Buffalo

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Workshops

, and agency. Dr. Faber has a B.S. in Bioengineering and a Ph.D. in Engineering and Science Education from Clemson University and a M.S. in Biomedical Engineering from Cornell University. Among other awards for her research, she was awarded a National Science Founda- tion CAREER Award in 2022 to study epistemic negotiations on interdisciplinary engineering education research teams.Lorna Treffert, University at Buffalo Lorna Treffert is a 1st year Ph.D. student in the engineering education department at the University at Buffalo . She holds both a BS and MS in Industrial and Systems Engineering. Her research interests include facilitating diversity and inclusion within engineering education, epistemologies in

Conference Session

S4B: Workshop VII

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Kevin Calabro, University of Maryland, College Park; Stacy S Klein-Gardner, Vanderbilt University; Susan E. Walden, University of Oklahoma; Kenneth Reid, University of Indianapolis; Medha Dalal, Arizona State University; Petronella A James, Morgan State University

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Workshops

, and inclusive engineering degree programs and workforces will find this session ofinterest.Background on e4usaEngineering for US All is leading the charge in opening up the world of engineering to a newgeneration of students and educators. As an NSF-funded high school engineering program, ourcore mission is to increase student and teacher access to engineering nationwide, with a focus onreaching populations that have been traditionally underrepresented in the field. With over 6,000students to date, e4usa is making a significant impact on the future of engineering.Our students explore the impact of engineering on society, build professional skills that will servethem well in their future careers, and engage in hands-on design experiences that

Conference Session

S6B: Full Papers - One Size Does Not Fit All

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Susan E. Walden, University of Oklahoma; Randa L. Shehab, University of Oklahoma; Casey Violette Haskins, University of Oklahoma; Brian M McSkimming, University of Oklahoma; Jahnavi Dirisina, The University of Oklahoma; Jude A. Okolie, University of Oklahoma; Javeed Kittur, The University of Oklahoma; Allison Quiroga, University of Oklahoma

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more connections and partnerships across the state with public, private, and career tech high schools as well as clearer Figure 1. Graphical representation of the OU College 2+2 or 2+3 programs with of Engineering Strategic Goals for 2020-2025. community colleges. We are heavily investing in visitingprospective college students in their home communities

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Todd France, Ohio Northern University; Tena L. Roepke; Karli Katterle; Dua Chaker, University of Colorado Boulder

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Boulder. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Full Paper: Where’s the Math? A Case for Reconsidering Math in K-12 EngineeringIntroduction“[We wanted them to] experience the fun side of engineering, and we weren’t selling what all ofengineering actually requires.” – administrator about his high school’s STEM curriculum [1]It is indeed important for students to have “fun” in engineering, particularly those in lowergrades who have yet to cross engineering off their potential career pathway list. Yetmisrepresenting the significance of mathematics in K-12 engineering may give students a falsesense of what engineering

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Gloria Ma, Wentworth Institute of Technology; Abhishek Kumar, Wentworth Institute of Technology; John Peter Voccio

laboratories in providing students with hands-onexperiences that complement theoretical learning has been explored in [1]. These first-yearengineering labs can effectively acquaint students with the captivating and demanding field ofengineering, while also preparing them for further studies and careers in the discipline.As part of the first-year engineering curriculum, a Mechanical Engineering Laboratory coursewas developed and offered in the Fall of 2022. This course aims to cultivate fundamentaltechnical skills and exposure through a series of practical laboratory sessions. It is a 2-creditcourse consisting of a 1-hour lecture and a 2-hour lab session each week. The course introducesstudents to various concepts including laboratory safety

Conference Session

S2A: Workshop III

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Todd R Hamrick, West Virginia University; Atheer Almasri, West Virginia University; Carter Hulcher, West Virginia University; Xinyu Zhang, West Virginia University; Akua B. Oppong-Anane, West Virginia University

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Workshops

expectations.● Consistency and Continuity ○ The team can adjust their curricula, teaching methods, and assessment methods. ○ The team ensures that students receive a cohesive educational experience and reduces any gaps or inconsistencies. Implementing team teaching methods● Increased support for students: A well-structured teaching team can provide increased support for students. ○ Open office hours during the pandemic. The students' questions will be answered as the content is the same, regardless of who is covering the office hour.● Improve career development: A structured teaching team provides opportunities for professional growth. ○ Emphasize the importance of continuous review and evaluation of team

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Erin J. McCave, University of Tennessee at Knoxville; Darren K Maczka, University of Tennessee at Knoxville

Wednesday with a corresponding lab onThursday, and each week ends with content related to well-being and student success for Friday.The problem-solving sessions on Monday and Wednesday usually begin with a quick review ofthe material, the instructor will then walk through a problem with the students and lastly providesimilar problems to be worked out in a group setting so students can familiarize themselves withthe problem-solving structured process used in our courses. Students are then let loose to workon their individual practice assignments while instructor(s) and undergraduate teaching assistantswalk the room answering questions. The Friday class sessions cover topics such as study skills,campus resources, career development, and well-being

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Madeline Fisher, Ohio Northern University ; Evan Budnik, Ohio Northern University ; Brady Harmon; Lauren H. Logan, Ohio Northern University

designdecisions are better understood. Today, data is more easily accessible and possible to assembleand analyze, including information such as water, energy, and carbon footprints of actions (e.g.,drive vs. fly) and material choices (e.g., aluminum vs. plastic). Once students are armed withknowledge of environmental impacts of engineering, via modules like the one we developed,they are more likely to be motivated towards action [10]. As such, students will be betterprepared to make environmental and ethical decisions which will meet the needs of the NSPECode of Ethics, particularly code III, 2d [1]. Furthermore, students who learn about sustainabilityand LCA better understand how each topic will play a role in their future careers [11].Future assessment

Conference Session

S6B: Full Papers - One Size Does Not Fit All

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Gretchen Scroggin, University of Arkansas

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explores new ways to supportfreshmen engineering students and understand the changing needs of current students in thehopes of increasing retention rates and fostering student academic and professional success.However, many factors play into the academic success of individual students. Numerous studieshave identified factors that influence whether a student will persist in engineering includingclassroom climate, academic success (i.e., grades and conceptual knowledge), self-confidence/self-efficacy, academic preparedness, career interests and race and gender [1]. Timemanagement and study skills are key areas with which most new freshmen engineering studentsstruggle. Effective time management strategies increase academic performance [2], as well

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Katherine A Grover, Utah State University; Kristina T Glaittli, Utah State University; Christian R. Bolander, Utah State University Department of Engineering Education ; Thomas H Fronk, Utah State University

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. Kristina has a BS and MS in civil engineering from Brigham Young University. She began her career as a structural engineer in the aerospace industry where she worked on the Space Shuttle booster rockets and other solid rocket motors. For 10 years she owned and operated an engineering consulting business. After transitioning to academia, she worked for the NSF-funded National Center for Engineering and Technology Education.Dr. Christian R. Bolander, Utah State University Department of Engineering Education Christian recently joined the Engineering Education Department at Utah State University (USU) as a Professor of Practice in Engineering Mathematics. He just graduated with his doctorate from Utah State in Mechanical

Conference Session

S6B: Full Papers - One Size Does Not Fit All

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Tameka Sharona Clarke Douglas, Virginia Polytechnic Institute and State University

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-classUTAs indicated ways that they believed they supported inclusive teaching practices in theclassroom. Below are excerpts from UTAs responses:…I like to promote multiple resources around campus, such as libraries, career centers, andacademic counseling. … I feel like when a student is struggling it's helpful to hear that othershave struggles too, and it's helpful to be given these resources.…the best way .. is to not only create a nurturing environment but by listening and being awelcoming TAUTAs indicated ways they believed that they fostered a sense of belonging as described below:...I would offer my experience with the course to make them feel like they are not alone. …I have been trying to learn all of the students' names. I find that showing

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Howard L Richards, School of Engineering, University of Central Oklahoma

do today – what can it do in 5 to 10 years, when incomingstudents will be graduating or establishing themselves in their careers? Engineering programsmust concentrate on the core elements of their disciplines – elements which requireunderstanding. Identifying these core elements and adapting the curricula accordingly is the taskthat lies before us.References[1] J. Lubell, “ChatGPT passed the USMLE. What does it mean for med ed?,” AmericanMedical Association, Mar. 03, 2023. https://www.ama-assn.org/practice-management/digital/chatgpt-passed-usmle-what-does-it-mean-med-ed (accessed Jun. 02, 2023).[2] F. Nelson, “ChatGPT Scored Higher on a Medical Quiz Than a Real Human Doctor,”ScienceAlert, May 30, 2023. https://www.sciencealert.com/chatgpt

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Xinyu Zhang Ph.D, P.E., West Virginia University; Li Wang; Lynette Michaluk, West Virginia University; Robin A.M. Hensel, West Virginia University; Isabel Perez, West Virginia University; Clayton Scott Hammond, West Virginia University; Ian Bush; Ryan George Cao

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Diversity

mathematics, statistics, computer science, and engineering courses, secured over $5.5M to support STEM education research, led program development efforts, and served in several administrative roles. She has been recognized for her teaching, advising, service, and research and as an Exemplary Faculty Member for Excellence in Diversity, Equity, and Inclusion.Isabel Perez, West Virginia University Isabel Perez is an undergraduate student attending West Virginia University in the Benjamin M. Statler College of Engineering and Mineral Resources. She is majoring in Biomedical Engineering and minoring in Biology and Medical Humanities and Health Studies to pursue a career with a focus on research and development to improve human

Conference Session

S6B: Full Papers - One Size Does Not Fit All

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Djedjiga Belfadel, Fairfield University; Isaac Macwan, Fairfield University; John F Drazan, Fairfield University

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Full Papers

presentation about something we've created and give a pitch about it, as it is something that a lot of us will be doing throughout our careers. 6. ConclusionThis paper delves into an approach to engaging first-year engineering students through a combination ofteam-based design projects, peer-review strategies, and a service-learning approach. By incorporating theTeam Design Project and numerous mini projects into the curriculum, we have successfully facilitated adynamic and interactive learning environment that emphasizes key principles of engineering design,teamwork, and project management. The survey results revealed substantial student appreciation for theteam-based design project and brought to light potential areas for further

Conference Session

S6A: Full Papers - Out with the Old, In with the New

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14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Joshua Eron Stone, University of Maryland - A. James Clark School of Engineering - Keystone Program; Forrest Milner; Sophie Roberts-Weigert

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engineeringstudents, with approximately 1,000 students taking the course each year. The course consists ofan intensive semester-long collaborative project where teams of eight students construct anautonomous over-terrain vehicle (OTV) from scratch. The aim of the course is to give students awide variety of foundational skills and knowledge that will be useful throughout the rest of theirengineering career, including 3D modeling, prototyping, manufacturing, troubleshooting, projectmanagement, coding, electronics, and teamwork. Each team of eight is assigned a differentoverarching mission that involves both sensing and actuation. The five existing missions include1) water sampling (testing for pollution and/or salinity), 2) data collection (measuring