Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Gretchen Scroggin, University of Arkansas

Tagged Topics

Full Papers

asproductive study methods [3].Academic coaches provide individualized academic support to students in the College ofEngineering to improve student persistence and degree completion. FEP added academiccoaching to its services in 2018 to better equip engineering students for academic strugglesoutside of learning course content. The academic coaching team started as one coach andcontinually grew; currently, there are two full-time academic coaches that are supported by twopart-time academic coach graduate assistants. The coaches schedule one-on-one meetings withstudents to co-create a success plan that considers life experiences, academic goals, and long-term professional aspirations. The Academic Coaching team also offers in-class presentations,group

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

Tagged Topics

Full Papers

adaptation of national models for “gold/red shirt” programsand a first-year research program for mid-tier incoming students, guided by significant featuresof our local context. Here we describe the motivation and structure for this hybrid model first-year plus support program and an informal assessment of our first year.Background and Local ContextSince first learning of Jackie Sullivan's plan to launch a program she called Goldshirt atUniversity of Colorado-Boulder, an engineering education team at OU started trying to figure outhow we could do something similar for our institution [1]. Our local context resulted in acapacity-limited, economic, and political environment that prohibited a similar launch at ourstate institution. The Goldshirt program

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

Tagged Topics

Full Papers

shouldbe noted that the conclusions of this paper are based solely on the researchers’ interactions withChatGPT and analysis of the transcripts generated through these interactions. The transcripts ofall relevant ChatGPT conversations are available at https://go.umd.edu/GPT_FYEE.Results and DiscussionRQ1: In what ways might ChatGPT impact the teaching and assessment of ENES100?When considering the impact of ChatGPT on the teaching and assessment of ENES100, theauthors identified multiple benefits that aid with faculty time-savings. A key benefit to usingChatGPT as an instructor is assistance in lesson-planning. For example, when prompted toidentify a possible hands-on group activity for the first day of the course, ChatGPT’srecommendation was to

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

Tagged Topics

Full Papers

redesigned spaces encourage students toengage in hands-on projects and experiential learning. These transformed learning environmentsaim to cultivate a sense of belonging, creativity, and innovation among students, promoting theiroverall engagement and success [1], [2], [4], [5], [13].To ensure the effectiveness of these new initiatives, the College has implemented acomprehensive assessment plan. The National Survey for Student Engagement (NSSE) [9]isadministered each year for engineering students following the launch of the new programs. Thisassessment provides valuable insights into student experiences, perceptions, and outcomes,allowing the College to make data-informed decisions and continuously improve the support andlearning environment

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

Tagged Topics

Full Papers

is attributed to the factthat machine learning requires in-depth knowledge of numerous math, statistics, andprogramming concepts [1]. Also, the existing requirements and packed schedules for first yearengineering students leave little room for additional topics [1]. As such, there have been veryfew attempts to introduce first-year engineering students across all majors to ML to date.The University of Maryland’s engineering school started planning a Machine Learning for Allinitiative in 2022, which aims to give every engineering student skills in ML. Theimplementation of ML in Introduction to Engineering Design (ENES100) has been deemed apossible foundation for this initiative. ENES100 is a required course for all first-year

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

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

Tagged Topics

Full Papers

, as outlinedat the beginning of the semester, in areas such as communication, in-class support, grading,office hours and other instructional support.CommunicationUTAs were expected to communicate with students based on their individual needs related toindividual and team activities, assignments, and any other related class support.Instructional supportUTAs were expected to attend at least one session per week, engage with students in class andduring office hours, support team activities, facilitate class discussions and support otherinstructional activities that foster engagement, inclusion, and a sense of belonging. UTAs wereexpected to attend weekly instructor meetings to plan for upcoming class activities, assignments,presentations

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

Tagged Topics

Full Papers

first semester engineering curriculum,” Paper presented at 2020 First-Year Engineering Experience, East Lansing, MI.[5] Structural Engineering, Engagement, and Equity Committee of the Structural Engineers Association of Northern California, “Civil/Structural Engineering Student Experience Survey Challenges and Career Plans Topic Brief”.

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

modifications. Many other CCSSM were identified as potential additionalstandards that could easily be included in the reviewed activities. (Notably, a TeachEngineeringeditor (and co-author of this paper) was very receptive to suggested edits.) This suggests thateducators familiar with relevant learning standards and related content can utilize freely-available activity plans by leveraging their expertise when adopting material (though manyeducators may be averse to this due to a lack of formal training in engineering education).DiscussionWhile engineering is a natural fit for engaging students in math and science, actually doing socan be challenging. Consider the case of 48 middle school teachers that spent a year developing20 engineering design