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

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Workshops

Paper ID #40633Workshop: Democratizing and Demystifying Engineering for All - Aworkshop to help you bring e4usa to your campusMr. Kevin Calabro, University of Maryland, College Park Kevin Calabro is Keystone Instructor and Director in the Clark School of Engineering at the University of Maryland and the Credit and Placement Lead for Engineering for US All (e4usa).Dr. Stacy S Klein-Gardner, Vanderbilt University Dr. Stacy Klein-Gardner serves as an Adjunct Professor of Biomedical Engineering at Vanderbilt Univer- sity. She is the co-PI and co-Director of the NSF-funded Engineering For Us All (e4usa) project. She is also

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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

impactsand sustainability, a module pre- and post-test will be performed. The tests will include wordcloud creation to ascertain common themes, as well as developing a bipolar scaling methodquestionnaire (Likert scale) to determine changes in understanding of LCA methods, uses, andimpact on engineering design. To further enhance student learning, better integration of broaderimpacts into group project requirements, with the LCA module as background material, is alsoanticipated.Sources:[1] NSPE “NSPE Code of Ethics for Engineers; Code III,2d” National Society of ProfessionalEngineers. 2023 < https://www.nspe.org/resources/ethics/code-ethics>[2] Burnley, S., Waglang, S., Longhurst, P., “Using life cycle assessment in environmentalengineering

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

status and nature of K-12 engineering education in the U.S.” The Bridge 39, 3, pp. 5-10.[4] National Academy of Engineering, & National Research Council. (2009). Engineering in K-12 Education: Understanding the status and improving the prospects. Washington, DC: The National Academies Press.[5] I. Zeid, J. Chin, C. Duggan, and S. Kamarthi (2014). “Engineering Based Learning: A Paradigm Shift for High School STEM Teaching.” International Journal of Engineering Education 30(4), pp. 876-887.[6] M. S. Zarske, J. L. Yowell, H. L. Ringer, J. F. Sullivan, and P. A. Quinones (2012). “The Skyline TEAMS Model: A Longitudinal Look at the Impacts of K-12 Engineering on Perception, Preparation, and Persistence.” Advances

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

Authors

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

is ongoing. The results will inform future implementationand program communication and seek to understand if the student experience is consistent withthe literature previously mentioned. Additionally, this will serve as the beginning of alongitudinal study to understand student career development over their entire college career. It iscritical to understand the longevity of this structure on a student’s pathway into an engineeringcareer and inform continue intervention of these skills at the first-year level.[1] B. D. Jones, M. C. Paretti, S. F. Hein, and T. W. Knott, “An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans,” Journal of

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

Authors

Baker A. Martin, The University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee at Knoxville; Betsy Chesnutt, University of Tennessee at Knoxville; Erin McCave, University of Tennessee at Knoxville

-course student feedback, of the few students who commentedon the use of PROCESS, some found it beneficial and enjoyed using it, while others felt that itwas a waste of time, especially on exams. We hope that these concerns from students can beminimized by spending some additional time at the beginning of the course explaining tostudents that documentation of work is critical in engineering, not only having the correctanswer.Figure 1. (Top) A blank exam question that requires students to follow the PROCESS format.(Bottom) The solution to the question including all the required steps in the PROCESS format.[1] S. J. Grigg and L. C. Benson, “A Coding Scheme for Analysing Problem-Solving Processes of First-Year Engineering Students,” European

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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

professional networking intervention.References[1] O. Pierrakos, T. K. Beam, J. Constantz, A. Johri, and R. Anderson, “On the development of a professional identity: Engineering persisters vs engineering switchers,” in Proceedings - Frontiers in Education Conference, FIE, 2009. doi: 10.1109/FIE.2009.5350571.[2] R. W. Lent, S. D. Brown, and G. Hackett, “Social Cognitive Career Theory,” in Career Choice and Development, 2002. [Online]. Available: https://www.ebsco.com/terms-of-use[3] S. D. Brown and R. W. Lent, Career development and counseling: Putting theory and research to work. John Wiley & Sons, 2013.[4] S. P. Fagan, “A Phenomenological Exploration of Women’s Lived Experiences and Factors that Influence

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

Authors

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

-scored-higher-on-a-medical-quiz-than-a-real-human-doctor (accessed Jun. 02, 2023).[3] D. C. Weiss, “Latest version of ChatGPT aces bar exam with score nearing 90th percentile,”ABA Journal, Mar. 16, 2023. https://www.abajournal.com/web/article/latest-version-of-chatgpt-aces-the-bar-exam-with-score-in-90th-percentile[4] J. Narayan, K. Hu, M. Coulter, and S. Mukherjee, “Elon Musk and others urge AI pause,citing ‘risks to society,’” Reuters, Mar. 29, 2023. Available:https://www.reuters.com/technology/musk-experts-urge-pause-training-ai-systems-that-can-outperform-gpt-4-2023-03-29/[5] F. Candelon, R. C. di Carlo, M. D. Bondt, and T. Evgeniou, “AI Regulation Is Coming,”Harvard Business Review, Sep. 01, 2021. https://hbr.org/2021/09/ai-regulation-is

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

Authors

Haritha Malladi, University of Delaware

(accessed May 26, 2023).[9] B. Marcus and S. Anderson, “Combating Climate Change with...New Materials,” Illinois Science Council, Apr. 19, 2021. https://www.illinoisscience.org/2021/04/combating- climate-change-with-new-materials/ (accessed May 26, 2023).[10] University of Copenhagen - Faculty of Science, “Making computer servers worldwide more climate friendly,” ScienceDaily. https://www.sciencedaily.com/releases/2021/07/210706133107.htm (accessed May 26, 2023).[11] G. Allen, “A New Old Way To Combat Toxic Algae: Float It Up, Then Skim It Off,” NPR, Jul. 29, 2019. Accessed: May 26, 2023. [Online]. Available: https://www.npr.org/2019/07/29/745666501/a-new-old-way-to-combat-toxic-algae-float- them-up-then-skim-them

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

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Karen D Alfrey, Indiana University - Purdue University Indianapolis; Jeffrey Watt; Christine Krull, Indiana University - Purdue University Indianapolis

Tagged Topics

Diversity, Full Papers

semester.Our results suggest that PLTL in Calculus 1 strongly supports student success, with particularlystrong gains for students typically underrepresented in engineering. While the focus ondeveloping problem-solving skills and engagement with course content is important, intentionalcommunity-building to foster peer connections that lead to mutual academic support appears tobe a crucial aspect of these gains. Thus, linking PLTL to a LC or incorporating intentionalcommunity-building directly into early PLTL sessons will help maximize achievement gains.References[1] J. A. Middleton, S. Krause, S. Maass, K. Beeley, J. Collofello, and R. Culbertson, “Early course and grade predictors of persistence in undergraduate engineering majors

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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

vs. private institution [8]. We are able to investigate the demographics of our surveyparticipants to find out whether this is actually the case.References[1] D. A. Smalls and R. McCord, “Wanna take a survey? Exploring tools to increase undergraduate student response rates to real-time experience surveys,” in Proceedings of the 2014 American Society for Engineering Education Annual Conference, Indianapolis, IN, 2014.[2] E. Isaacs, A. Konrad, A. Walendowski, T. Lennig, V. Hollis, and S. Whittaker, “Echoes from the past: how technology mediated reflection improves well-being,” in Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Paris France: ACM, Apr. 2013, pp. 1071– 1080. doi: 10.1145/2470654.2466137

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

Authors

Nathan M. Hicks, University of Tennessee at Knoxville

, doi: 10.1007/BF02300500[7] C. Wood, “The development of creative problem solving in chemistry,” Chem. Educ. Res.Pract., vol. 7, no. 2, pp. 96–113, Apr. 2006, doi: 10.1039/B6RP90003H[8] D. Jonassen, J. Strobel, and C. B. Lee, “Everyday problem solving in engineering: Lessonsfor engineering educators,” J. Eng. Educ., vol. 95, no. 2, pp. 139–151, Jan. 2013, doi:10.1002/j.2168-9830.2006.tb00885.x[9] S. R. Bartholomew, and G. J. Strimel, “Factors influencing student success on open-endeddesign problems,” Int. J. Technol. Des. Educ., vol. 28, pp. 753–770, Jun. 2018, doi:10.1007/s10798-017-9415-2[10] R. M. Ryan and E. L. Deci, “Self-Determination Theory,” in Encyclopedia of Quality of Lifeand Well-Being Research, F. Maggino, Ed.. Cham: Springer

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

Authors

Kathleen A Harper, Case Western Reserve University

Paper ID #40603WIP: Varying the Design Experience in First-Year EngineeringDr. Kathleen A Harper, Case Western Reserve University Kathleen A. Harper is an associate professor and the assistant director of the Roger E. Susi First-year Engineering Experience at Case Western Reserve University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics, specializing in physics education research, from The Ohio State University. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville

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

Authors

Dan Burleson, University of Houston

will be informed and developed with anincreased student sample size.References[1] Lee, W.C. and Matusovich, H.M. (2016), A Model of Co-Curricular Support for Undergraduate Engineering Students. J. Eng. Educ., 105: 406- 430. https://doi.org/10.1002/jee.20123[2] Drane, D., Smith, H.D., Light, G., Pinto L., Swarat, S., 2005. The Gateway Science Workshop Program: Enhancing Student Performance and Retention in the Sciences Through Peer-Facilitated Discussion. J Sci Educ Technol 14, 337–352. https://doi.org/10.1007/s10956-005-7199-8.[3] X. Lin and L. Gao, “Students’ sense of community and perspectives of taking synchronous and asynchronous online courses”, AsianJDE, vol. 15, no. 1, pp. 169-179, Jun. 2020.[4

Conference Session

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

Collection

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

Authors

Derin Ural, University of Miami

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Full Papers

experience that preparesthem for future challenges in the engineering field.AcknowledgmentsThe author would like to acknowledge the support of the University of Miami College of Engineering andtechnical support of the Academic Technologies department for the administration of the NSSE surveys.References[1] S. Cotner, J. Loper, J.D. Walker, & D.C. Brooks, ““It’s not you, it’s the room”—Are the high-tech, active learning classrooms worth it?” Journal of College Science Teaching, 42(6), 82–88, 2013.[2] S. Freeman, S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, M.P. Wenderoth: “Active learning increases student performance in science, engineering, and mathematics”. Proc. Natl. Acad. Sci. 111(23), 8410–8415, 2014

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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

universityaccounts not belonging to the AcES leader were not tracked due to lack of access.Future Work. We will analyze survey results on resource limitations and compare responses onAcES and Adventure WV first year trips. We will improve the sampling methods to recruit moreunderserved students to better reflect their perspectives.References[1] M. Ashley, K. M. Cooper, J. M. Cala, and S. E. Brownell, "Building better bridges intoSTEM: A synthesis of 25 years of literature on STEM summer bridge programs," CBE—LifeSciences Education, vol. 16, no. 4, p. es3, 2017, https://doi.org/10.1187/cbe.17-05-0085[2] J. A. Youngman and C. J. Egelhoff, "Best practices in recruiting and persistence ofunderrepresented minorities in engineering: a 2002 snapshot," in 33rd

Conference Session

S5B: Workshop X

Collection

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

Authors

Rachel McCord Ellestad, University of Tennessee at Knoxville; Kevin Kit, University of Tennessee at Knoxville; Richard M. Bennett P.E., University of Tennessee at Knoxville; Erin McCave, University of Tennessee at Knoxville; Andrey A. Puretskiy, University of Tennessee, Knoxville

Tagged Topics

Workshops

approach in class sessions in differentcourses, including: • Quick Review • Addressing muddiest point(s) • In Class Activities o TPS/conceptual MC o Problem solving o Mini-labs • Leading to the full assignmentWe will finish this section with working time and discussion on the development of a learningactivity for attendees.Part 5: Expectations and Lessons Learned (10 Minutes)In the final part of our workshop, our team will discuss expectations instructors should havewhen starting this process as well as lessons we have learned over several years of transition andsteady implementation of flipped classrooms. These discussions will include: • Time to implement/long term planning for flipped classroom

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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

and collaboration in expanding knowledge about (1 Lecture) different engineering disciplines. ● Students will be encouraged to continue exploring and learning about various engineering disciplines throughout their academic journey. ● Students will present their knowledge to their peers and have the opportunity to discuss and reflect.References: 1. Baldwin, A. (2020). College Success. OpenStax. 2. Browne, M. N., & Keeley, S. M. (2018). Asking the right questions: A guide to critical thinking. Pearson. 3. Dorst, K. (2015). Frame innovation: Create new thinking by design. MIT Press. 4. Duckworth, A. (2016). Grit

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

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Full Papers

, Inc., a company that may potentiallybenefit from the research results. The terms of this arrangement have been reviewed andapproved by the University of California, San Diego in accordance with its conflict of interestpolicies. In addition, a Small Business Innovation Research (SBIR) grant was awarded to eGroveEducation, Inc., by the NSF (Award # 1648534).References1) Sorby, S. A. (2012). Spatial skills training to improve student success in engineering. Chemistry, 1(2.47), 0-024.2) Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of educational Psychology, 101(4), 817.3) Norman, K.L.(1994) “Spatial

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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

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

a Sense of Community: Mentoring First-Year Engineering Students,”QED News, vol. XVII, no. 2, pp. 4–6, Fall 2012.[6] M. Besterfield-Sacre, C. J. Atman, and L. J. Shuman, “Characteristics of FreshmanEngineering Students: Models for Determining Student Attrition in Engineering,” Journal ofEngineering Education, vol. 86, no. 2, pp. 139–149, Apr. 1997, doi: 10.1002/j.2168-9830.1997.tb00277.x.[7] J. H. Lim, B. P. MacLeod, P. T. Tkacik, and S. L. Dika, “Peer mentoring in engineering:(un)shared experience of undergraduate peer mentors and mentees,” Mentoring & Tutoring:Partnership in Learning, vol. 25, no. 4, pp. 395–416, Aug. 2017, doi:10.1080/13611267.2017.1403628.

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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

. Figure 1: Student Flow DiagramWebTA users view a traffic light system to portray the severity ofantipattern(s) found within a student's program. A ‘Green’ lightmeans no antipatterns and/or a good pattern was found within thecode. A ‘Yellow’ light means a noncritical antipattern or error wasfound. A ‘Red’ light means a critical error was encountered.The design of the individual critique pages (i.e., the page shown Figure 2: Critical error feedback asafter a student submits their code) includes a summary section, shown by current system.the student's submission printed in its entirety, and a table that breaks down the code in the fileline-by-line. Figure 2 shows the body of a critical error critique located in one such

Conference Session

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

Collection

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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Full Papers

performance UNIX clusters as the vectors forinteracting with ML. The downside would be the high setup cost of developing a preconfiguredimage for an ML instance. The Jetson comes with all of the libraries and docker images correctlypre-installed; the cluster does not. The Jetson comes with default ML scripts students can interactwith; the cluster does not. However, the instructional team plans on students continuing tointeract with ML in future years, independent of the platform, as they believe this is a tool allengineers need to understand. In addition, more quantitative data is set to be recorded nextsemester, including surveys, to give a broader insight into the success of the program.References [1] L. Huang and K. -S. Ma, "Introducing Machine

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Tameka Sharona Clarke Douglas, Virginia Polytechnic Institute and State University

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Full Papers

the program to include, feedback from faculty, UTAs andundergraduates on their experiences within the engineering classroom, more specifically, theirperceptions of the effectiveness of the embedded UTAs in fostering inclusive instructionalpractices, a sense of belonging and inclusion in the first-year engineering undergraduateclassroom.References[1] Report - S&E indicators 2018 | NSF - national science foundation. Available at:https://www.nsf.gov/statistics/2018/nsb20181/report/sections/higher-education-in-science-and-engineering/highlights (Accessed: 03 June 2023).[2] D. B. Luckie, B. W. Mancini, N. Abdallah, A. K. Kadouh, A. C. P. Ungkuldee, and A. A.Hare, “Undergraduate teaching assistants can provide support for reformed practices to

Conference Session

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

Collection

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

://www.abet.org/accreditation/accreditation- criteria/criteria-for-accrediting-engineering-programs-2023-2024/ (accessed May 22, 2023).[2] I. Izenberg, S. Marra, T. Mackesey, L. Kendrick, and J. Bernstein, “Industry Assessment of Multidisciplinary Teamwork Skills,” Paper presented at 2022 ASEE Annual Conference and Exposition, Minneapolis, MN.[3] R. Marino, M. Cross, D. Feinaur, J. McCusker, and J. Casale, “Including multi-disciplinary project awareness in first year introduction to engineering courses,” Paper presented at 2021 First-Year Engineering Experience, Virtual.[4] B. McPheron, W. Troy, and C. Baker, “Allowing Freshman Engineering students to encounter multiple disciplines: Discipline oriented labs in the

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

100784, 2020.[7] U. Treisman, "Studying students studying calculus: A look at the lives of minority mathematics students in college," Coll. Math. J., vol. 23, no. 5, pp. 362-372, 1992.[8] X. Ge and S. M. Land, "A conceptual framework for scaffolding ill-structured problem- solving processes using question prompts and peer interactions," Educ. Tech. Res. Dev., vol. 52, no. 2, pp. 5-22, 2004.[9] Engineering Mathematics (EGR 1010) Topics and Materials. Wright State University. (website). Accessed May 27, 2023, n.d. Available https://engineering-computer- science.wright.edu/research/engineering-mathematics-topics-and-materials

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

-56). While using this tool robs students of the learningbenefits of performing these calculations themselves, it does provide a step by step breakdown ofthe steps it performs in these calculations much like you would see in textbook exampleproblems. It can make for a great tool for students looking to verify their own calculations orthose stuck on a particular step. That being said, some caution should be exercised as there lacksa verification of ChatGPT’s ability to solve all equations encompassed within a first-yearengineering design course. There is no guarantee that all solutions it presents will be correct, asshowcased in RQ2’s example of weighted decision making.A current limitation of the free version of ChatGPT is the presented