Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Tagged Topics

Full Papers

disciplines. This study aims to determine if adding additional freehand sketching toan introduction to design class is beneficial. A controlled trial was conducted with 85 students ina Control Section that were assigned just 6 freehand sketching assignments on paper. In contrast,an Intervention Section, consisting of 73 students, were assigned 146 sketching assignmentsusing software that automatically graded the sketches. Both sections covered CAD, hands-ontool use, and an open-ended design project. Pre- and post-course assessments of spatialvisualization ability were conducted using the PSVT:R standardized test. The results indicatedthat the average PSVT:R score increased by 1% in the Control Section, while it rose by 10% inthe Intervention Section

Conference Session

S2A: Workshop III

Collection

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

the load• Learning Management System tools• Project development in team taught courses• Support for new team members• Now it’s your turn - team teaching breakout session• Share what you’ve learnedIntroductionTodd Hamrick Introduction● Definition: Team teaching means that multiple instructors teach the entirety of the course while coordinating schedules and materials. (AKA parallel teaching)● Who we are and what we do ○ West Virginia University, Statler College of Engineering and Mineral Resources ○ Fundamentals of Engineering Program ○ Common first year program for 9 departments ○ Primary teaching functions are Engineering Problem Solving 1 and 2 ■ 1st semester is professional skills and

Collection

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

Authors

Helen Yoonhee Jung P.E., California Baptist University; Jakob Yovanovich, California Baptist University

ASCE Concrete Canoe team leader. It is highly recommended that the team attendASCE concrete canoe meetings if there are any or have regular meetings with the ASCE ConcreteCanoe team leader. The deliverables from the team will be the miniature concrete canoe that isless than 2 feet and longer than 1 foot and must float when tested in the water for more than 30seconds. The canoe floatation must be demonstrated in real-time in class or recorded. The teammust turn in a brief report consisting of the mix-design table, mold design, calculation of thevolume of the canoe, buoyancy, pictures of the process, any difficulties encountered, andhighlights of the communication with the technical advisors. Grading on Aesthetics,Innovativeness (using

Collection

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

Authors

Lizzie Santiago, West Virginia University; Michael Keith Brewster, West Virginia University; Daniel Augusto Kestering, West Virginia University; Kelly Stewart

likelyare you to use this product (NEXT STEPS), quality and professionalism of the presentation(DELIVERY), and the overall impression of the pitch and product (OVERALL RATE).Table 1. Criteria used to evaluate each elevator pitch submitted Criteria Compelling Informative Next Steps Delivery Overall ImpressionResultsThe final ideas presented by students included products that represented a re-design of anexisting product as well as some brand-new ideas. Table 2 summarizes some of the ideaspresented by students in class.Table 2. Students’ ideas for product Examples of products proposed by students Water bottle with a heating and cooling mechanism Smart light bulb Socks with extra padding and extra stitching for longer duration Re-sealable

Collection

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

Authors

Kathleen A Harper, Case Western Reserve University

with our sensors.) A TA records the order of finish.As the filtering phase is completed, students present their filtered samples to a TA who measuresthe turbidity of each in nephelometric turbidity units (NTUs). The two criteria are combined todetermine the best filter, using Equation 1, with the lowest score being the winner: 𝑆𝑐𝑜𝑟𝑒 = 𝑁𝑇𝑈𝑠 ∗ (1 + 0.2 ∗ (𝑡𝑖𝑚𝑒 𝑟𝑎𝑛𝑘 )) (1)Teams go through multiple design iterations in the time provided. Most tend to focus on effectivefiltration more than the speed, but there are some exceptions. A typical final design includeslayers of each available material, though students aiming for a fast filter tend to omit the cotton.Materials Science and

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

Authors

Brian Scott Krongold, University of Melbourne; Gavin Buskes, The University of Melbourne; Bagus Nugroho, The University of Melbourne

30 Work in Progress: A 3D-printed speaker and audio system project for teaching interdisciplinary engineering designIntroductionThis work-in-progress paper details an innovative and newly taught design project within thefirst-year course ENGR10006 Engineering Modelling & Design at The University of Melbourne.Through project-based learning (PBL), which has been widely embraced as an effective methodto better equip students for the real-world demands of the engineering industry [1], the course’sgoal is to develop students’ understanding of the modelling and design processes by taking themthrough the life cycle of a real-world engineering project, using a combination of lectures andintegrated hands-on workshop sessions

Collection

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

students. To incorporate more focus on well-being and student success, thecourse credits were increased to allow for more contact with these students and dedicated time inthe classroom for a focus on well-being, introduction to resources on campus, and academicsuccess interventions.This work, conducted with support from an internal student success grant, has just completed thefirst year of data collection. Our goals for this project are to (1) develop increased confidence(self-efficacy) in ability to achieve in math and physics concepts and (2) understand howmindfulness can impact these students’ mental, physical, and emotional well-being and beincorporated into the classroom. To assess the impact of incorporating well-being measures intothe

Collection

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

Authors

Joseph B Herzog, University of Indianapolis; Joan Matutes, University of Indianapolis; Shelby Hacker; Stephen J Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis

program.IntroductionThe average retention rate of first year students in engineering nationwide in 2014 was about80% [1]. Retention rates from Indiana universities reported by U.S. News & World reportrecords an average of 69.75% from 2017 to 2020 [2]. At the University of Indianapolis, the firstto second semester engineering retention rate in the 2021-2022 academic year was approximately64%. One theory for this low retention rate is the impact of COVID-19 on student performanceand community. The isolation necessary for COVID safety limited students forming connectionswith their peers and the broader campus community. To offset this, faculty designed a peermentoring program that would pair incoming students with upperclassmen who shared someinterests. The

Collection

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

Authors

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

thedevelopment of this course sequence.As expectations of computational literacy in the engineering workplace continue to grow, there isincreasing interest in effective methods to help engineering students gain proficiency in computerprogramming and computational thinking. While the practices associated with computationalthinking are not restricted to computer programming [1], an introduction to computerprogramming is a common element of first-year engineering programs [2] and in many cases maybe the only context in which these skills are explicitly taught. Teaching programming, even to CSstudents who ostensibly are motivated to learn the skills involved, is a well documented challenge[3, 4]. Introducing core computing skills to general engineering

Collection

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

-disciplinary non-tenure track faculty collaborated on engineering education research.Introduction/BackgroundEngineering summer bridge programs exist to support students' success and broaden engineeringparticipation in the U.S.; but many such programs encounter challenges in underserved studentrecruitment. Few studies have assessed their recruitment strategies and resource allocations toreach underserved (women, minorities, first-generation, low income) students [1], providinglimited knowledge on how to recruit those students effectively into bridge programs, particularlywith legal, institutional, and financial constraints. Pipeline and targeted recruitment tactics usedin university recruitment to reach underserved students may not apply to engineering

Collection

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

, an existing but under-development code critiquing system, called WebTA,will be put under the metaphorical microscope. While it may seem odd to analyze an unfinishedsystem, it is always an excellent choice to take a step back, observe the bigger picture, and usehuman factors (HF) principles to recommend improvements to a system.A Human Factors ApproachWebTA is a system emerging from numerous, simultaneous research efforts. It is intended tohouse a group of code critiquers under a single roof [1]. Currently, the three languages with adesignated room under that roof are Java [2], Python, and MATLAB [1]. The paper's primaryfocus will be on the MATLAB critiquer as it has the most up-to-date user interface and recentlyhad a pilot study conducted

Collection

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

a growing emphasis on the development of professional skills for engineeringstudents [1]. ABET, the National Association of College and Employers (NACE), and theNational Academy of Engineering (NAE) all indicate the importance of teamwork,communication, problem-solving and critical thinking, project management skills, and ethicalimpact [2, 3].Many students develop teamwork and communication skills in the first-year engineering coursethrough hands-on, team-based semester long design projects [4]. However, several aspects ofprofessional development, including career development and project documentation for careerdevelopment, could still be further supported in the first-year. While more engineering schoolsare offering professional

Collection

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

Authors

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

resume preparation skills. This is importantbecause career development has been found to affect student retention and achievement,particularly for underrepresented and underserved student populations in engineering [1], [2].However, previous work related to skills and networking associated with professionaldevelopment in the engineering workforce has been limited. It is seen referenced as career, soft-skill, and employability development in literature but tends to focus on discipline-specific ornear-graduating students focusing on co-curricular engagement [3].Part of the skills developed includes engagement with student groups that support networking,industry engagement, and peer-to-peer mentorship. This engagement is critical to

Collection

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

Collection

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

. Logan, PhDb,ca) Undergraduate student in the Department of Civil and Environmental Engineeringb) Assistant Professor of Civil and Environmental Engineeringc) Ohio Northern University, TJ Smull College of Engineering, Ada, OhioThe motivation for including LCA and sustainability in engineering education Today’s engineers must be aware of environmental impacts as a result of their work [1],with a cradle-to-grave mindset during the design, creation, use, and disposal of products andinfrastructure. Based on a thorough literature review of sustainability in engineering education1,we found that life cycle assessment (LCA) and/or sustainability is often missing across mostengineering disciplines, and/or only taught in specific programs or upper

Collection

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

Authors

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

Department of Electrical and Computer Engineering. He has also taught a course ”Electric Vehicles and the Grid” at the University of Delaware. He employs innovative instructional methods such as problem based learning, flipping the classroom, and teaching through interactive games. He finds it rewarding to reach students with these methods who may not have been reached by traditional lectures. His research focuses on the transition to 100% renewable energy and effective engineering instruction/support using problem based learning, flipped classroom approaches, design thinking, and co-curricular supports such as mentoring. His main research focuses on two research questions: 1) What would our energy system look like if

Conference Session

S1B: Workshop II

Collection

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

Authors

Joshua Fagan, University of Tennessee at Knoxville; Amy Katherine Biegalski PE, University of Tennessee at Knoxville

Tagged Topics

Workshops

present example classroom activitiesdemonstrating how the toolbox can aid in understanding programming and general engineeringchallenges. The second part of the workshop gives participants experience interacting with therobots in some basic hands-on activities with the robots that allow participants a higherappreciation and retention of covered material. A demonstration on how participants can extendthe capabilities for their own unique usage is also provided. Part one is a prerequisite for parttwo, but participants can attend only part one.Learning activity schedule:Part One 1. System overview 2. Survey of workshop participants, background and goals 3. Robot Build - overview of standard Sphero and Raspberry Pi hardware 4. Software

Conference Session

S4C: Workshop VIII

Collection

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

Tagged Topics

Workshops

, and/or a computer scientist. The problems range from making graphs tocommunicate the results of a process, utilizing statistics to determine if an experiment wassignificant, or coding formulas to automate calculations.By participating in the workshop, attendees will gain the “student perspective”, as well as accessto a series of helpful teaching examples, and practice a process to develop additional examples.After the conference, we will use a Google Drive to disseminate the ideas generated during theworkshop.Learning Objectives for WorkshopBy the end of this workshop, attendees should be able to: 1. Explain how basic math and science are essential to engineering and computer science. 2. Understand the connection between basic

Collection

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

Authors

Dan Burleson, University of Houston

Comparative Study of Online and Face-to- Face EngagementBackground and MotivationInterventions for supporting student success in challenging courses are well-established and cantake on various forms in engineering education [1]. At the University of Houston (UH), peer-facilitated workshops support key gateway courses in science, math, and engineering and requirestudents to enroll in a 1-credit hour class at a specific time offering. Before the COVID-19pandemic, these workshops were offered face-to-face and transitioned to online synchronousduring the pandemic. Currently, these workshops are again offered face-to-face with a proventrack record of improving student achievement in associated classes [2]. Workshops are led

Conference Session

S4B: Workshop VII

Collection

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

Tagged Topics

Workshops

First-Year Engineering Experienceconference. The workshop is designed to be interactive and engaging for participants. Weanticipate about half of the workshop duration will consist of the workshop facilitatorspresenting information and the other half will consist of workshop attendees asking questions,engaging in activities, reviewing sample curricular resources, discussing pressing issues in smallgroups, and thinking concretely about actions they can take at their own institution. Theworkshop schedule shown below provides a rough outline for the topics to be discussed and theamount of time spent on each topic.Table 1. Workshop Schedule Topic Duration Workshop and

Conference Session

S1A: Workshop I

Collection

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

Authors

Lisa Lampe, University of Virginia

Tagged Topics

Workshops

andaccessible education. While our institution has a variety of “consultants” in place through Academic andStudent Affairs faculty and staff, students often have physical and knowledge barriers to accessing them.Our unique embedded model offers an ecosystem of readily available consultants specific and located inproximity to engineering students. Through this workshop we aim to 1) define an expanded philosophyof student success, 2) share important logistical and financial considerations in forming such a teamapproach, and 3) review our methods in researching the outcome of an embedded position. Ourphilosophy of student success extends beyond offering the typical supports of academic coaching andtutoring and takes a team approach of expert consultants