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

Authors

Alex Maley Landon, University of Houston

Paper ID #40599GIFTS: Metacognition reflection notecard: A 5-minute daily classactivity to drive self-efficacy, classroom engagement, and communityProf. Alex Maley Landon, University of Houston Alex Landon is a Professor of Practice at the University of Houston’s Cullen College of Engineering, where she teaches first-year honors engineering courses. Previously, Alex worked in education technol- ogy, clean energy, and management consulting. She holds an MBA from Harvard Business School and a BSE in Mechanical Engineering from Princeton University. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of

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

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Benjamin Goldschneider, University of Virginia

engineering and Russian language. She is also a registered Professional Engineer in Colorado.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fun- damental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held

Conference Session

S5C: Workshop XI

Collection

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

Authors

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

Tagged Topics

Workshops

groups. Thisworkshop is applicable to any researcher or faculty member looking to reflect on and improve theculture of their team, classroom, department, or other chosen scenario.Outcomes for Participants: 1) Development of a culture map for a self-selected social situation or group through guided reflection and use of approaches from systems thinking and ethnography. 2) Identification of the strengths, weaknesses, and risks for the self-selected social situation or group. 3) Identification of ways to capitalize on strengths and mitigate weaknesses/risks 4) List of 3 takeaways from the workshop and how they hope to implement/use these takeaways.Timeline:Minute 0 to 5 – Welcome and IntroductionsMinute 5 to 20

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

Authors

Dan Burleson, University of Houston

was developed toprovide students with an open-ended, collaborative opportunity. Using the fourteen NationalAcademy of Engineers Grand Challenges, students initially investigate and find quantitativeinformation (data) related to a grand challenge. Students are provided peer mentors(undergraduate teaching assistants) and asynchronous learning modules to support narrowing thetopic, identifying the challenge and information they want to present, and finding data. The goalfor each project is to develop a MATLAB App that allows the user to interact with the data andlearn about the Grand Challenge. With regular weekly checkpoints, students are asked to developeach component, receive, and address feedback, and reflect individually on their work

Conference Session

S1A: Workshop I

Collection

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

Authors

Lisa Lampe, University of Virginia

Tagged Topics

Workshops

Inclusion, Director and Assistant Director of the Centerfor Diversity in Engineering, Clark Scholars Director (4)2. Accessibility Specialist, Assistant Dean of Student Safety and Support, 2 Counselors (4)3. Associate and Assistant Dean for Undergraduate Affairs, Director of Undergraduate Success,Engineering Undergraduate Registrar and Office Manager (5)After describing the context and our team, we will provide multiple reflective prompts for audiencemembers to think through ways to identify researched student barriers in the first year and more specificto first year engineering, followed by four case studies. Our case study include barriers well documentedin literature which first year face: financial, racial minoritization, disability

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

Authors

Laura Albrant, Michigan Technological University; Pradnya Pendse; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Jon Sticklen, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University

National Science Foundation award #2142309. Recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNSF. Any opinions, findings, conclusions, or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the NSF.References[1] L. C. Ureel II, “Integrating a colony of code critiquers into webta,” in Seventh SPLICE Workshop at SIGCSE 2021 “CS Education Infrastructure for All III: From Ideas to Practice”, 2021.[2] L. C. Ureel II, Critiquing Antipatterns In Novice Code. PhD thesis, Michigan Technological University, Houghton, MI, Aug 2020.[3] L. Albrant, P. Pendse, M. E. Benjamin, M. E. Jarvie-Eggart, J. Sticklen, L. E. Brown, and L

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

Authors

Brian Patrick O'Connell, Northeastern University

technologies. His research now focuses on developing engineering technologies and learning environments, specifically makerspaces, to support engineering education at many levels. He’s also heavily involved with his local FIRST Robotics Challenge team as a mentor. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 GIFTS: Situational Learning of MATLAB Using Data Collection and Analysis Modules Based on Upper-Level Engineering Lab ExperimentsIntroductionThe first-year engineering courses of Northeastern University involve mixed discipline cohortswith a curriculum that reflects the range of engineering design and

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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Full Papers

: Starting Successful Study System - In this drill, students develop a plan for approaching exams by creating an individual study system. Students assess their inputs (time, content, resources, person: mental, physical, emotional) and make adjustments to achieve desired outputs in their first set of exams. 3. Fall Semester Drill Week 8: Post-Test Analysis: System Check - Students reflect on their first set of exams and evaluate their study systems to make strategic adjustments. Students also learn how to develop habits, foster self-awareness, and conclude by writing a detailed goal commitment with tangible steps and outcomes. 4. Fall Semester Drill Week 14: Finals Prep - In this drill, students assess their courses

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

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

Authors

Nathan Delson, University of California at San Diego; Huihui Qi, University of California, San Diego; Lelli Van Den Einde, University of California, San Diego

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Full Papers

% 93% 13 98% 95% 0.5181Complete Section 82 74% 75% 62 72% 82% 0.0019 Class Surveys .A weekly reflection and survey were conducted with Likert scale multiple-choice questions. Thecomplete wording of the questions and answer choices are shown in Appendix I. The beginningof class results is shown in Table 2, and end of class in Table 3. Both tables show the sum of thetop 2 Likert responses, such as Effective and Very effective to indicate the percentage of studentswith a positive assessment in each topics area. A Likert scale of 1-5 from very ineffective to

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

Authors

Lee Kemp Rynearson, Campbell University

ofthe importance for engineers of the ability to learn new information as needed, and methods fordoing so. After the class students write and peer-review reflections on this topic and makewritten plans to develop lifelong learning capabilities while earning their undergraduate degree.The examples and supporting images used at Campbell University cover a range of technologiessuch as grocery barcode scanners and disposable razors and some notable historical events thatstudents are likely to be familiar with. Computer technologies make powerful examples due tothe rapid growth in their performance over time, but examples could be tailored to many fieldswith careful choices.The presentation of this activity may be useful to FYEE attendees as

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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

Tagged Topics

Diversity

receivedcollege-related program information from high school counselors and checked emails regularly.Figure 1 shows top communication channels suggested by students; email and social mediaranked as the top choices. However, it contradicted the results of practice, since in 2021 and2022 AcES adopted both channels yet they did not yield the expected return. Upon reflection,AcES used Twitter, Facebook, and Instagram accounts of the Engineering College and theFundamentals of Engineering Program (FEP), and local Facebook groups that have limitedstudent connections. For example, FEP Facebook only has 206 followers, and most posts haveno likes or comments from prospective students. In addition, given all these social mediaplatforms are follower-based, key

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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

development or professional practice courses, these are typicallyoffered in the junior or senior year [5]. By the senior year, students are expected to have hadprofessional experience. There is a disconnect between the timing of these courses and industryexpectations. More recently, faculty at Vanderbilt University piloted an open elective careerdevelopment course which was promoted to rising sophomores, juniors, and seniors [6]. And,some first-year programs have begun to implement more career preparation through modules andbadging programs [7, 8].Similarly, portfolios as project documentation and career development tools have been adaptedacross engineering education [9-12]. Some first-year courses have implemented projectportfolios as a reflection

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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

Tagged Topics

Diversity

firmlyembedded in the Fundamentals of Engineering Design (FED101) course at the New Jersey Institute ofTechnology (NJIT) over a six-week period. These modules broaden the course beyond technical skills andencourage students to reflect on their personal strengths, values, goals, and communication and teamworkabilities. These modules were implemented using four segments shown in the table below. Table 1: Broadening Student’s Self-Knowledge and Self-Development Activity Breakdown Activity Breakdown Description (No. of Lectures) Becoming the Best ● Students will engage in a practical engineering challenge that simulates the problem-solving Engineering Student and critical thinking skills

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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Full Papers

grade to start college strongly.Many courses that these Catalyst Scholars have taken before or will take in their college careerare lecture-based – watching someone else perform mathematics and problem solving for them,describing each step, variable and reflective process. This does not allow them to createnecessary connections to their personal experiences [5] or work with each other to help createsatisfying moments [6] – both contributors to successful learning [7]. Therefore, Math Catalyst issteeped in group work on solving engineering applications of mathematics they have seen beforeor are currently seeing in their mathematics course. Each class unit begins with a newengineering or science context, definitions, or reminders of mathematical

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

Muzammil Arshad, Texas A&M University; Mamoona Muzammil, University of Texas Rio Grande Valley

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Full Papers

TikTok videos for the labs.This idea proved very beneficial and motivated students to learn the lab material effectively. Thismethodology was most effective in motivating the students and capturing student attention.Figure 1. Improved course structure initially designed and employed at Texas A&MUniversity for engineering courses [1], now extended to other STEM courses in Chemistryat University of Texas Rio Grande Valley (UTRGV)2.4 Data AnalysisAutoethnography [12] is a tool used as a self-reflection for recognition and documentation ofpersonal experiences. The above study utilized an autoethnographic approach to understand theresults obtained. The following questions were used to understand the results and answer thecomplexity of an

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

Tagged Topics

Workshops

Faculty, Adjuncts, GTA’s• “ MASTER” course shells serve as a library resource• Easy whole package transfer of any previous course material• Multiple instructors can be added to the same courseNew Faculty, Adjuncts, GTA’sNew Faculty, Adjuncts, GTA’s New Faculty, Adjuncts, GTA’s• Easy to hit the ground running for new faculty, adjuncts and GTA’s• My personal example Activities● (5 min) Form into groups of 3-5 ○ Introduce yourselves to your new teaching team● (15 mins) Work the challenge ○ Create deliverables● (20 mins) Share your solutions● (5 mins) Reflection ○ What are the step you can take when you get home ○ Complete our feedback form Tips for Top Tier Team Teaching

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

Authors

Kathleen A Harper, Case Western Reserve University

expanding the inventory ofavailable electrical components and changing the intended client of the device.In the future, we will more formally assess the success of each design experience using thefollowing criteria: 1) percentage of teams that complete successful prototypes, 2) number ofstudents in each team contributing to work (as measured by peer review), 3) student satisfaction(self-reported), and 4) quality of student feedback to other teams. We will also perform aqualitative analysis of the responses to reflective questions teams will answer about the designexperience as part of the lab write-ups.

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

Authors

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

career ambassadors led twofirst-year-specific resume workshops early in the semester to build confidence and developresumes that could be used for participation in career fairs and networking events. Using an MSTeams virtual student community for the course, student career ambassadors sent out remindersfor career fairs and announcements for upcoming engagement activities.Evaluation MethodThe program is evaluated through an end-of-semester quantitative tool that informsprogrammatic implementation. Qualitative data, such as student feedback and reflections, arecollected to assess the impact of the program on students' career engagement and professionaldevelopment. The tool and procedure for this effort are ongoing and will be completed over

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

Tagged Topics

Full Papers

students to gain a comprehensive understanding of the IDE and the important concepts associated with Arduino programming [6].• e-portfolios: Students were asked to hold regular meetings with their teammates and to create design alternatives based on the provided restrictions. The faculty members provided constant feedback on students’ designs. The reports, the meeting minutes, the initial designs, and feedback were collected under each team’s e-portfolio. This collection is then used to create a final presentation poster to which members of the community were invited. The e-portfolios allowed the opportunity for reflection on students’ own progress and self-awareness of their potential for learning and comprehension

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Robin A.M. Hensel, West Virginia University; Susie Huggins, West Virginia University

Tagged Topics

Diversity, Full Papers

conveniencefor the actors, facilitators, and students. Whether or not it returns to an on-campusimplementation in future years will be decided collaboratively by those who plan this event andthe theatre personnel who implement it. Additional considerations regarding futureimplementations of the Theatre Sketch productions are related to the time, effort, and cost ofproduction and the university and department budgetary resources.AcknowledgmentThis material is based upon work supported by the National Science Foundation. Any opinions,findings, conclusions, or recommendations expressed in this material are those of the author(s)and do not necessarily reflect the views of the National Science Foundation. The authors alsothank the Partnership for Equity

Conference Session

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

Collection

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

Authors

Kevin Calabro, University of Maryland, College Park; Catherine Marie Hamel, University of Maryland, College Park; Joshua Cocker, University of Maryland - Keystone Program

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Full Papers

whenconstructing individualized feedback for 40+ students. Lastly, and related to the benefits of RQ2,instructors’ time may be freed up if students ask the tool questions instead of the instructor,particularly for quick, verifiable questions.One primary complication of ChatGPT being used in ENES100 is the inability of an instructor todistinguish between work done solely by a student and work done by (or with the assistance of)ChatGPT. This introduces a challenge of how to assess student work. For example, when theprompts for a reflection assignment was given to ChatGPT, it produced a narrative that wasindistinguishable from a typical student-written response (RQ1 lines 937-964). This may not beproblematic for students who are responsibly using ChatGPT to

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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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Full Papers

entails, arguably one reason that first-year college engineeringstudents commonly cite math as a key area of struggle. Much like Wendy’s classic “Where’s thebeef?” catchphrase in 1984 (which implored potential customers to reconsider the quantity ofbeef in other restaurants’ burgers), educators might ask a similar question today about thequantity of math in K-12 engineering activities.Initial discussions for this study began when faculty and undergraduates from Ohio NorthernUniversity’s Math Education and Engineering Education programs collaborated on classroomactivities intended to embed math content within hands-on engineering. Upon reflection of theirown experiences, the research team (one math ed. faculty, one math ed. undergraduate