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

inclusive environment, establish goals, plan tasks, and meetobjectives” as a required student outcome supporting the program educational objectives [5].Engineering educators who endeavor to teach inclusive teamwork skills to enable their studentsto work productively and inclusively, however, often discover what organizational theorists havepreviously observed and documented: that teaching people to work productively in diverse teamenvironments is a challenge [1].Historically, many diversity-related educational interventions in Science, Technology,Engineering, and Mathematics (STEM) environments attempt to prepare the marginalized personto cope with the unwelcoming cultures in which they are situated [2]. With NSF support, aresearch team used a

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

-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Full Paper: Fostering Success in Introductory Calculus through Peer-Led Team Learning (PLTL)IntroductionAs the analytical foundation of engineering, Calculus 1 is a key building block of the first-yearengineering curriculum. It is also, unfortunately, a stumbling block for many students for avariety of reasons: weak preparation in high school math courses; lack of self-confidence; anddifficulty building a new peer study/support group in the new college environment, among others[1,2]. D or F grades in calculus can be a significant barrier to progression in an

Collection

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

: Broadening Students’ Self-Knowledge and Self-Development in an Introductory Engineering Design CourseObjectives:1. To offer engineering students practical ideas and resources to improve their self-awareness, self- development, and overall academic achievement, introduce college students to various engineering opportunities available, and inspire them to explore and engage in these opportunities.2. To prepare students as future engineers ready to work in an increasingly diverse and inclusive society by introducing them to Diversity, Equity, Inclusion, and Belonging (DEIB) and Engineering Ethics Modules.Implementation: The concept of broadening students' self-knowledge and self-development is

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