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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

Paper ID #40594Sustainability and Life Cycle Assessment in Engineering CurriculumMs. Madeline Fisher, Ohio Northern UniversityMr. Evan Budnik, Ohio Northern University Evan Budnik is a Civil engineering student planning on studying enviromental engineering. He is focous- ing on water recources and water management engineering.Mr. Brady HarmonDr. Lauren H. Logan, Ohio Northern University Lauren H. Logan is an assistant professor of civil and environmental engineering at Ohio Northern Uni- versity. Her research focuses on the interconnection of water and energy, as well as life cycle assessment within engineering education

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

Tagged Topics

Full Papers

assessment of immersing first-year ArchitecturalEngineering students into a beginning architecture design studio that is instructed by bothArchitecture faculty members and an Architectural Engineering faculty member.IntroductionThe utilization of interdisciplinary, multidisciplinary, and cross-disciplinary approaches inengineering curriculum is not a unique concept and has been widely used and accepted withinundergraduate engineering curriculums for decades. In 1997, the Accreditation Board forEngineering and Technology (ABET) adopted Engineering Criteria 2000 (EC2000), whichfurther emphasized that accredited engineering programs need to consider the ability to functionon multidisciplinary teams within their curriculums [1]. Since this time, there

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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

. She is a member of the instructional team of the Fundamentals of Engineering Development course. She earned her undergraduate degree in Communication Studies at William Paterson University, her Master’s degree in Education Administra- tion and Supervision at Montclair State University, and her Doctorate in Educational Leadership, Higher Education from Saint Peter’s University.Prof. Lucie TchouassiDr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an application-oriented course for engineering students placed in pre-calculus courses. He has

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

Tagged Topics

Full Papers

and later adaptations such as the Washington STARSinvite participation by students who are highly motivated for an engineering degree yet had lessaccess to STEM curriculum than their peers or who identify in communities underrepresented inengineering or computing. The programs are modeled on athletic "redshirt" seasons where anincoming athlete has high motivation and potential, while needing additional strength or skilldevelopment. These developmental year programs focus on building supportive faculty- andpeer-mentored cohorts; strong math, science, and academic skill foundations; and self-management and leadership competencies [2].About seven years ago, we learned of University of Maryland-College Park FIRE, the First-YearInnovation and

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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

University.Prof. Rui Li, New York University Dr. Li earned his master’s degree in Chemical Engineering in 2009 from the Imperial College of London and his doctoral degree in 2020 from the University of Georgia, College of Engineering.Dr. Jack Bringardner, New York University Tandon School of Engineering Jack Bringardner is the Assistant Dean for Academic and Curricular Affairs at NYU Tandon School of Engineering. He is an Industry Associate Professor and Director of the General Engineering Program. He teaches the first-year engineering course Introduction to Engineering and Design. He is also the Di- rector of the Vertically Integrated Projects Program at NYU. His Vertically Integrated Projects course is on the future of

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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

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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Full Papers

School and High School Students.” 123rd ASEE Annual Conference and Exposition, New Orleans, LA.[14] J. Mitchell-Blackwood, M. Figueroa, C. Kokar, A. Fontecchio, and E. Fromm (2010). “Tracking Middle School Perceptions of Engineering during an Inquiry Based Engineering and Science Design Curriculum.” American Society for Engineering Education, pp. 1-22.[15] M. Nathan and G. Pearson (2014). “Integration in K-12 STEM Education: Status, Prospects, and An Agenda for Research.” 121st ASEE Annual Conference and Exposition, Indianapolis, IN.[16] N. A. Tran and M. J. Nathan (2010). “Pre-College Engineering Studies: An Investigation of the Relationship Between Pre- College Engineering Studies and Student Achievement in

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

Authors

Dan Burleson, University of Houston

students. Approximately 700 students take the second-semester course, Introductionto Computing and Problem-Solving, annually across fourteen sections. Course deliveries rangefrom face-to-face, online synchronous, hyflex, and hybrid. Students learn to problem-solveusing MATLAB©. Additionally, the successful implementation of auto-graded assignmentsthrough an integrated Zybooks© and MATLAB© Grader environment provides real-timefeedback for students and supports a mastery-based assessment approach to learning weeklycontent. Because of a significant support structure integrated into the course by undergraduateteaching assistants (UTA), additional student success workshops had not been needed. However,in response to a significant drop in student

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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Full Papers

efforts, outcomes, and student responses received by introducing ML tofirst-year engineering students in ENES100.PilotDuring the spring 2023 semester, a machine learning curriculum was piloted to three sections,totaling 120 students in ENES100. The goal was to determine the most effective way toimplement ML in ENES100. The team decided that the integration of hands-on, interactivemachine learning projects would be the most beneficial approach. Huang used a project basedlearning (PBL) paradigm when designing a machine learning module for first-year students atLoyola Marymount University because PBL has been shown to positively impact studentengagement, motivation, and self-efficacy [2]. Since ENES100 already follows a project basedapproach

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

Authors

Brian Patrick O'Connell, Northeastern University

implementation tools theywill need in the following years. MATLAB is included due to its use in several upper-level labcourses across disciplines. The FYE curriculum focuses on introductory programming skills andMATLAB syntax. However, the learning activities, developing geometry calculators and gameslike Tic-Tac-Toe, do not directly apply to their future use cases in lab settings. Gamedevelopment differs significantly from the algorithm development and logic skills required tocreate scripts to assist with a complex, research focused experiments. In response to thatdisconnect, we developed hardware-enabled data collection MATLAB modules to integrate asituational learning experience[1]. These modules enable students to collect data individually andwork

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

Authors

Dan Burleson, University of Houston

Paper ID #40655[GIFTS] Developing Data Literacy through the NAE Grand Challenges andMATLAB App DesignerDr. Dan Burleson, University of Houston Dr. Dan Burleson is an Instructional Associate Professor in the Cullen College of Engineering at the Uni- versity of Houston. He has been at the University of Houston since 2010 when he joined as a Graduate Research Assistant, completing his Ph.D. in Environmental Engineering in August of 2015. Before com- ing to Houston, Texas, Dr. Burleson completed B.S. in Civil Engineering from the University of Florida. He was a founding faculty for the the First Year Experience in Cullen

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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

[2]. Thesequestions could focus on identifying the main research objectives, hypotheses, experimentalsetup, data collected, results, and suggestions for future research. This approach assists studentsin extracting key information and gaining a deeper understanding of the paper; ii) Collaboratewith an English literature class or integrate reading strategies into the curriculum to providestudents the guidance on how to approach technical papers, extract relevant information, andeffectively summarize the main findings; iii) The project could be extended to 7 weeks to givemore time for students to get deeper knowledge about the field.Reference[1] L.D. Feisel, and A.J. Rosa, “The role of the laboratory in undergraduate engineering education

Conference Session

S2B: Workshop IV

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

Authors

Betsy Chesnutt, University of Tennessee at Knoxville; Laura Knight, University of Tennessee at Knoxville

Tagged Topics

Workshops

-12, in both formal and informal educationalsettings, such as camps and outreach events, and in time blocks as short as less than an hour to as long asa week. In the workshop, the facilitators will share their experiences and the modifications that have beenmade to scale each activity for these diverse groups of students. At the conclusion of the workshop, eachparticipant will receive a kit containing all materials necessary to complete these two activities with agroup of students.The EDP is an integral part of the curriculum of first-year engineering design courses, as well as K-12STEM and engineering classes. Several grants awarded to Tickle College of Engineering at the Universityof Tennessee Knoxville have addressed this curriculum

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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

related to student success. There is some evidence to suggest thatthe integration of these skills mutually motivate and support one another while on the other handbringing computational skills into the same course as pre-requisite physics concepts may addmore stress to an already “at-risk” population. We plan to analyze the effects of this conceptualcoupling with student well-being and self-efficacy in a later phase of this study.References[1] J. Butler and M. L. Kern, “The PERMA-Profiler: A brief multidimensional measure of flourishing,”Int. J. Wellbeing, vol. 6, no. 3, pp. 1–48, 2016, doi: 10.5502/ijw.v6i3.526.[2] A. N. Kirn, “The influences of engineering student motivation on short-term tasks and long-termgoals,” 2014.

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

rational decisions taken with creativeproblem-solving to achieve certain stated objectives within prescribed constraints. The role of design inan engineering curriculum is a key factor contributing to its success [1]. Engineering design projectsprovide students with a broad view related to the material presented in lectures. Through project-basedlearning, students are encouraged to assume responsibility for their learning experience and to shift from apassive to an active learning style [2,3]. To contribute to the development of engineering students, weincorporated a team-based design project informed by service-learning into a first-year engineeringcourse. This paper aims to outline the implementation of this project and evaluate its

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

Authors

Nathan M. Hicks, University of Tennessee at Knoxville

oftendemotivated and discouraged the overly competitive nature of engineering [13], open-endeddesign tasks could provide welcoming and positive experiences for underrepresented groups.Historical overviewAt our large, southeastern university, we offer a Physics for Engineers course sequence but donot have an introductory, design-focused course. As such, we have historically supplemented ourphysics for engineers courses by integrating team-based design projects and instruction. Tojustify this, the projects have always been closely tied to the course content, which has often ledto relatively closed-ended project contexts. For instance, for many years, the design task in themechanics course was a mousetrap car that had to accomplish some goal that varied from