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

-level courses. LCA is amindset and tool via which students can add a quantitative aspect (e.g., carbon footprint) to theirdesign choices [2], including seemingly qualitative decisions. Furthermore, students might not beaware of the applications, tools, or contexts surrounding environmentally-minded design [3]. Toaddress the need for more sustainability in engineering education, we developed a new LCAmodule for our first-year engineering program at Ohio Northern University. We want ourstudents to develop a big-picture understanding about everything that happens during the designprocess. Through our module, students are encouraged to think holistically about engineering.LCA module development and classroom dissemination Within Ohio

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

Tagged Topics

Full Papers

Science and Mathematics.” Journal of Engineering Education, pp. 143-157.[17] A. Prevost, M. Nathan, B. Stein, and A. Phelps (2010). “The Enacted Curriculum: A Video-Based Analysis.” American Society for Engineering Education.[18] M. M. Capraro and S. B. Nite (2014). “STEM Integration in Mathematics Standards.” Middle Grades Research Journal, 9(3), pp. 1-10.[19] National Council of Teachers of Mathematics. “Common Core State Standards for Mathematics.”[20] National Research Council. (2001). “Adding it Up: Helping Children Learn Mathematics.” Washington, DC: National Academies Press.[21] J. D. Bransford, A. Brown, and R. Cocking (2000). “How people learn: Mind, brain, experience and school,” expanded

Collection

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

Authors

Alex Maley Landon, University of Houston

Tennessee in Knoxville, Tennessee Jul 30GIFTS: Metacognition reflection notecard - A 5-minute daily class activity to driveself-efficacy, classroom engagement, and communityIn the last five minutes of my first-year engineering class sessions, I hand out notecards and askeach student to write their responses to three simple but powerful questions:Question 1: What's the most important concept you learned today that you want to remember?Question 2: Is anything unclear to you after today's class? Are there any outstanding questionsstill on your mind?Question 3: What is one song you'd like to be added to our class playlist? Include your name ifyou want credit for your song choice.I review student responses at the

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

Paper ID #40620Tips for Top Tier Team TeachingDr. Todd R Hamrick, West Virginia University Dr. Todd Hamrick, Ph.D. is aTeaching Professor in the Fundamentals of Engineering Program at West Virginia University Statler College of Engineering and Mineral Resources, a position he has held since 2011.Dr. Atheer Almasri, West Virginia University Dr. Almasri is currently a teaching assistant professor in the Fundamentals of Engineering Program (FEP) at the Statler College of Engineering, West Virginia University. He has been serving in this position since 2020. Before joining West Virginia University, he worked as an