Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Sottile, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Yu Xia, Emporia State University; Tim Kane, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

First-Year Programs Division (FYP)

were broadlyconsistent with response rates seen in survey research, it is possible students with unusually highlevels of interest in the FYS program (e.g., those holding strong views about the program) wereoverrepresented in the student sample. Additionally, the non-student sample was fairly small.Finally, given intra-institutional dynamics, the results from this study might not be immediatelygeneralizable outside of the institutional context.Results and DiscussionSyllabi Coding Analysis ResultsTable 1 shows the syllabus statements reviewed in the coding analysis and the percentage ofinstructors who included those topics in their course document. This review found that facultyexpectations for expectations in FYS sections varied greatly by

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Paul Summerfield, Wentworth Institute of Technology; Will Cashel-Cordo; Hadi Kazemiroodsari, Wentworth Institute of Technology

Tagged Divisions

First-Year Programs Division (FYP)

means to study andwork as a civil engineer.The syllabus states “Through a series of hands-on laboratory experiments, students will developworking knowledge in the use and application of modern engineering tools and techniques requiredfor engineering practice.” The syllabus is admittedly too vague and was partially adapted from aprevious version of a first-year engineering course. The authors will revise the course objectivesfor future versions of the course to be more in line with the three goals listed above.Design of CourseTo meet the three course goals described above, we used the following simple approach to designthe course modules: 1) identify a subdiscipline of civil engineering, 2) identify a physical conceptthat is relevant to that

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz P.E., University of the Pacific; Luke S. Lee P.E., University of the Pacific; Jeffrey Shafer, University of the Pacific; Navdeep Singh, University of the Pacific

Tagged Divisions

First-Year Programs Division (FYP)

Pacific, where he teaches courses in structural mechanics and structural design and conducts research in infrastructure renewal, structural health monitoring, and durability of composites.Dr. Jeffrey Shafer, University of the Pacific Jeffrey Shafer is an Associate Professor of Electrical and Computer Engineering at the University of the Pacific. He received a B.S. in Computer Engineering and an M.S. in Electrical Engineering from the University of Dayton, and a Ph.D. in Computer Engineering from Rice University. He joined Pacific in 2010.Dr. Navdeep Singh, University of the Pacific Navdeep Singh is an Assistant Professor of Mechanical Engineering at the University of the Pacific. He joined Pacific in 2022

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts University; Ethan E. Danahy, Tufts University; William Church

Tagged Divisions

First-Year Programs Division (FYP)

collected through these tools to improve the class experience. Figure 1. Screenshots for “PrimeBot” and “WebDeveloperBot”The instructor made adaptations to his course along the way to better support students’ use ofgenerative AI and also demonstrated that he was tinkering with generative AI along with thestudents. For example, after the second session of the course, the instructor found that thestudents were asking many questions regarding the syllabus in “GeneralBot”. However, because“GeneralBot” was the same as ChatGPT and the syllabus was not included in the training data,“GeneralBot” was unable to provide students with answers. Seeing this phenomenon, theinstructor and the team created “SyllabusBot” and introduced it in the next