Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joan Matutes, University of Indianapolis; Shelby Hacker, University of Indianapolis; Patricia Snell Herzog, Indiana University Indianapolis; Stephen J. Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis; Joan Martinez, University of Indianapolis; Brett Leonard, University of Indianapolis; Joseph B. Herzog, University of Indianapolis

Tagged Divisions

First-Year Programs Division (FYP)

composed of a single peer mentor guiding asmall cohort of students. At the start of each fall semester, mentors were asked to write a briefbio segment introducing themselves and their interests. Each first-year student was required tojoin a peer mentor group. Mentees were then grouped based on shared interests with mentors.Once paired with a mentor, the mentees were strongly encouraged to engage in weeklyinteractions, either through attendance at a one-hour event or by maintaining regularcommunication with their mentor. With the goal of improving community bonds amongstfirst-year students, these events were typically fun, social events: meals together, game nights,sporting events, and so on. This arrangement provided first-year students with the

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph Ekong, Western New England University; Arnab A. Purkayastha, Western New England University; Gladys Ekong

Tagged Divisions

First-Year Programs Division (FYP)

communicatetheir ideas. In this approach, students are encouraged to formulate their thoughts in writing andthen engage in oral interaction with a peer. VNPS on the other hand is a teaching technique thatinvolves students leaving their seats and participating in a group setting while standing at a verticalnon-permanent surface like a whiteboard to accomplish a task. An added advantage of the VNPSapproach is that it provides students the opportunity of seeing the work done by other groups,thereby gaining insights into ideas they may decide to adopt. It has been suggested that the use ofvertical non-permanent surfaces for group tasks promotes greater thinking, classroomparticipation, discussion, persistence, and knowledge mobility [12].The overarching

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tristan Hernandez, University of Texas at El Paso; Sarah Huizar, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Juan Jose Ochoa Jr., University of Texas at El Paso; Victor Manuel Garcia Jr., US Army Engineer Research and Development Center

Tagged Divisions

First-Year Programs Division (FYP)

district and is in the process of creating a mentorship program to help high school students transition to university. His research interests include first-year university students’ experience, high school students’ transition to university, peer-to-peer mentorship, and student support networks.Ms. Sarah Huizar, University of Texas at El Paso Sarah Huizar is a Program Manager for UTEP’s Center for Research in Engineering and Technology Education (CREATE). She develops, implements, and manages a wide range of activities through the center’s STEMShine grant. She specializes in mentorship, essential skills building for freshman engineering students, project planning, community building through eSports, writing and design.Dr

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Atheer Almasri, West Virginia University; Todd R. Hamrick, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University ; Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs Division (FYP)

skillsFigure 1b: The first-year bottom skills.Among second-year students, time management was the most important skill receivingapproximately 74% of responses (Figure 2a). Understanding the mathematical language in aproblem and self-learning and recognizing the need for lifelong learning received responses of45% and 43%, respectively. Work in teams, the last top skill, effectively received a response of31%. In Figure 2b, communicating effectively in writing was selected as the least valued skillfrom the second-year students, receiving 7% of responses. Applying the Engineering code ofethics and Managing a Project using appropriate project management tools tied for the secondlowest important skill with 4.8% of responses. Conducting a proper literature

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Chris Cagle

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Paper ID #43068Work in Progress: Establishing a Peer-Mentoring Program for Transfer First-YearEngineering StudentsMrs. Leslie Bartsch Massey, University of Arkansas Leslie Massey is an advanced instructor in the First-Year Engineering Program at the University of Arkansas. She received her BS in Biological Engineering and MS in Environmental Engineering from the University of Arkansas. She previously served as a project manager for the Arkansas Water Resources Center, but returned to join the College of Engineering faculty in 2013 to pursue her passion of teaching.Mr. Chris Cagle ©American Society

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, University of Central Arkansas; Pamela L. Dickrell, University of Florida; Katherine DeJesus

Tagged Divisions

First-Year Programs Division (FYP)

with groups, N/A Please share how the peer Reassured Me, Gave me compliments, Work through mentors helped you develop problems with me, Gave me extra time, Provided direction confidence when working in /support, Encouragement, Welcoming, Kind, Let students try the makerspace classroom. first/ fostered learning, Helpful, N/A (Confidence) Please share what new Programming /coding, Writing, Presentation skills, Soldering, technical skills you learned in Tool use, Drafting, 3D printing, Prototyping, Other, Circuits, this course. (Technical Skills) N/A How did the peer mentors

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Esme Eleanor Abbot, Franklin W. Olin College of Engineering; Berwin Lan, Franklin W. Olin College of Engineering; Luke Raus, Franklin W. Olin College of Engineering; Bill Fan, Franklin W. Olin College of Engineering; Zachary del Rosario, Franklin W. Olin College of Engineering

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First-Year Programs Division (FYP)

content of ModSim is organized into five highly-scaffolded worksheets,three self-directed projects, and a handful of hands-on activities [21]. The learning in theworksheets is more “directed,” in the sense that students do not choose what to work on and forwhich there are accepted ‘correct’ answers. Most worksheets take the form of MATLABLiveScripts, which are structured as literate programs to serve as both reading and exercise[22]. The worksheets are designed to be completed over a week of instructional time and areintended to introduce the ideas necessary to complete project work, described next.Pedagogy: As Little and Cardenas [1] write, “The pedagogy of the studio is based upon the ideathat students will learn best those things they have

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Penn State University; Maria Mosley; Jennifer Saltsgiver; Jana Bontrager Auman, Penn State University; Christine B. Masters, Pennsylvania State University; Kellie Scofield; Stephanie Cutler, Pennsylvania State University; Shawna Dory, Pennsylvania State University

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First-Year Programs Division (FYP)

seek out resources on campus, especially when itcomes to emotional and mental health [9]. Peer advisors are often the missing link to connectstudents to campus resources, including career and personal counselors [9], [19]. This informaltrust created between students and peer advisors is something faculty and staff cannot replicateand promotes student success [9], [19]. Purdy writes, “The connections forged between the peeradvisors and our advisees are something professional advisors could not achieve. It builds trustwith the advising center that carries throughout the advisee’s academic career and fosters anenvironment where they are willing to keep an open mind to believe that the advisors care aboutthem and truly have their best interest at

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University ; Brainerd Prince, Plaksha University; Vinayak Krishan Joshi, Plaksha University

Tagged Divisions

First-Year Programs Division (FYP)

Paper ID #41796Assessing the Motivation and Emotion Levels of First-Year Engineering StudentsEnrolled in an Academic Writing CourseDr. Aparajita Jaiswal, Purdue University Aparajita Jaiswal is an Intercultural Research Specialist with CILMAR, Purdue University. Her research endeavors revolve around exploring strategies for seamlessly integrating intercultural learning into both regular curriculum and study abroad programs. Aparajita actively engages in offering guidance in developing research studies, curriculum enhancements, and assessment methods pertaining to integration and cultivation of intercultural competence. Her

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin M. Anderson, Southern Methodist University; Kristen McAlexander, Schreiner University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

were requiredto meet every other week, in person, for approximately one hour. During the first meeting ofeach semester, peer mentors helped their mentees develop SMART goals related to theiracademic, social, and professional development; mentors were encouraged to follow-up withtheir students’ progress throughout the academic year and revise goals as necessary. Additionalareas of support that peer mentors were encouraged to address included resume writing,coursework selection, student organization membership, and on-campus resources. Outside ofthese recommendations, peer mentors were encouraged to foster genuine relationships with theirmentees and offer support as needed. At the end of each mentee meeting, peer mentors wererequired to submit

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware

Tagged Divisions

First-Year Programs Division (FYP)

Paper ID #42154Near-Peer Mentors’ Discussions with a Student Avatar Experiencing LogisticalIssues on a First-Year Design TeamDr. Pamela S. Lottero-Perdue, Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has integrated engineering into courses for PreK-8 teacher candidates, developed and directed a graduate STEM program for PreK-6 teachers, and partnered with teachers to implement PreK-8 science-integrated engineering learning experiences. She has authored numerous engineering-focused

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin J. Laugelli, University of Virginia; Keith Andrew Williams, University of Virginia; Esther Tian, University of Virginia; Julia Lapan, University of Virginia; Shaylin Williams, University of Virginia; Deepyaman Maiti, University of Virginia; Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Nicole Dufalla, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; William H. Guilford, University of Virginia

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First-Year Programs Division (FYP)

a working prototype and poster presentation.All three of these modules incorporated problem-solving, peer reviews, reflections andassessments. Graded submitted work from students included creating and updating anengineering notebook during the design process, work plans, detailed designs, and bills ofmaterials. Technical communication skills were additionally addressed through the preparationand delivery of oral presentations and through the technical writing of precise problemdefinitions and poster presentations. Students were introduced to fundamentals of CAD modelingand technical drawing along with basic fabrication skills, including 3D printing, and the safe useof band saws, drill presses, and other fabrication hand tools. Finally

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

a set of two short writtenreflections in a follow-up homework assignment. Overall, this topic is given most of the classtime during one class week in a semester-length one-credit course meeting once per week for anhour and twenty minutes. In the author’s context, this class contains about 60 students who areexclusively engineering majors and is facilitated by a single instructor and two or moreundergraduate peer mentors but could be scaled for larger or smaller classes without largechanges. This set of activities is usually run late in the semester when a rapport has beenestablished between the students and the instructor, time-sensitive academic success content hasalready been addressed, and the students are less self-conscious speaking in

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Grimes, Cornell College; Niloofar Kamran, Cornell College

Tagged Divisions

First-Year Programs Division (FYP)

communicate 4. Write your team’s goals from this week and indicate if it was accomplished. If you did not reach your goals, please explain why 5. Was your team able to equally divide the work this week a. Yes b. No c. Other (with comments) 6. Do you have any concerns about your team going forward? Please detail them belowTeam Evaluation Questionnaire for Final Assessment (Required) 1. How would you assess yourself and each of your group members on the effort they put into this project? Write down every group member's name (including your own), give them a rating from 1-5 (1 being the worst) in terms of their effort. Explain as needed. Effort is defined as: Preparation and Readiness to work

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catherine Marie Hamel, University of Maryland ; Jackelyn Raquel Lopez Roshwalb, University of Maryland; Kevin Calabro, University of Maryland

Tagged Divisions

First-Year Programs Division (FYP)

students to reflect on their team’s operationalbehavior and their team’s design habits so that they could better understand what was needed forsuccess in this course and beyond. To address these needs, the team of instructors for ENES100developed and implemented a “Team Performance Rubric”.Although there are many tools and software that are available for assessing the performance of ateam and gathering peer evaluations [1], a novel aspect of the rubric is a reflective andresponsive approach for assessing design practices within the team. A rubric was developed forrating a team’s engineering design process habits, such as"effective use of modeling techniques”and “design iteration,” as well as the team’s effectiveness, such as “productive discourse

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)

10-17 who were novice learners in introductory programming. Comparing the group that usedOpenAI’s code generator Codex and the baseline group that did not use Codex for their learning,the authors found that the Codex group performed better at generating code during the evaluationand post-test. In another study, Kazemitabaar et al. [20] developed CodeAid, a Large LanguageModel-based programming assistant for undergraduate students similar to a teaching assistant.CodeAid was designed to support students in programming by answering questions about code,helping to write code, and helping to fix code. Through studying the class deployment ofCodeAid over a semester, the authors proposed design implications for designing AI assistants ineducational

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lawrence R. Chen, McGill University

Tagged Divisions

First-Year Programs Division (FYP)

engineering-related scenarios, situations, or dilemmas. The students areassessed based on the following: (1) individual or team responses to the engineering-relatedscenarios, situations, or dilemmas discussed in teams in class; (2) a reflective paper on theengineering profession, (3) a peer-reviewed paper on addressing a professional dilemma inengineering, and (4) two team-based assignments—an infographic and a video. Students areassigned to teams randomly by the instructor at the start of the semester (a maximum of 6students per team) and work in the same team throughout the semester, i.e., for the in-classdiscussions and the two team-based assignments.To facilitate team building, students participate in a number of ice-breaking activities. Teams

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

account for ….. I would rather spend an hour of my time working with the student to get back on track than an hour of my time just writing emails telling explaining why they have zero and all their assignments.Joey’s ability to balance clear expectations with flexibility in the classroom shows how hispersonal PCK is shaping his teaching approach. Additionally, his interaction with students, suchas spending time working with them individually, suggests that he is adapting his teachingpractices to the needs of their classroom context. So, these first-year instructors' personal PCKand the classroom context in which they teach are both important factors that can influence theirpedagogical practices. Effective teaching requires a balance

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)

events.Theme 3: Building Skills for Success – The transition from high school to college can bechallenging for many students. Providing students with effective individualized learningstrategies and boosting their metacognitive skills – an awareness of one’s own thought processes– has been previously identified as critical to enabling success in formal and life-long education[14][15]. These skills for success, including techniques for time management and settingpriorities, active reading, effective study aids, ways to boost motivation and perseverance, andmethods for effective cooperative learning with peers, can positively influence student successand retention within engineering programs [6][7][16]. Learning activities in the course weredesigned to

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

positive team experiences on average compared to ND and maybeND students. Other course experiences and self-reported learning gains did not differsignificantly between ND and NT students. On the Fall 2023 post-survey, the ND studentresponses were generally similar to those of their NT peers. In FYED courses with significantteam-based work, extra attention to team formation and/or facilitation may be beneficial.Engineering faculty should consider both the assets and the challenges that neurodivergentstudents face.IntroductionIt is important that engineering attract and retain students from a variety of backgrounds in orderto both meet the needs of society by filling job openings and provide diverse perspectives thatimprove engineered products and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri, Maua Institute of Techonology; Hector Alexandre Chaves Gil, Instituto Mauá de Tecnologia; Cristiane Maria Barra Da Matta; Octavio Mattasoglio Neto

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First-Year Programs Division (FYP)

, present, in theOrganization. presented in correct order. calculations, results, correct order, butSpelling, the wrong Most and conclusion are some lackclarity, fluency, order. Some information is well developed. information.and coherence items correct and Contains Unclear and/orof the text. contain clear. Clear appropriate erroneous spelling. incomplete writing. technical language

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey N. Phillips, Hanover College; Kathryn A. Lowe Schneider, Hanover College

Tagged Divisions

First-Year Programs Division (FYP)

improve the retentionof all undergraduate students.Several changes were made to improve retention, both in terms of retaining students inengineering and, failing that, at least retaining them as students at the college. These include theimplementation of a math placement exam, a modification of the engineering curriculum basedon best practices used at other engineering programs for improving retention, and the intentionalgrouping of first-year engineering students in a college success course that was led by anEngineering faculty member and a peer mentor who was a returning engineering student.All of these engineering-focused efforts were coupled with college-wide efforts at improvingretention which included an increase in staffing for the

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Hicks, Texas A&M University, Kingsville ; Michael Preuss, Exquiri Consulting, LLC; Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University, Kingsville; Mahesh Hosur, Texas A&M University, Kingsville

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

(1996). His area of research includes engineering education, advanced composite materials, and nondestructive evaluation. He is a fellow of American Society of Mechanical Engineers. His work has been funded by NSF, NASA, DoD, ONR, ARO and AFRL. He has over 350 peer reviewed publications. ©American Society for Engineering Education, 2024 Augmenting Introductory Engineering Courses to Include a Collaborative Learning by Design Project: Assessment of OutcomesIntroductionThis Complete Research paper examines the efficacy of a new introductory level course added todegree programs in the College of Engineering at Texas A&M University-Kingsville, a HispanicServing Institution (HSI). The new course

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Doris J. Espiritu, Wilbur Wright College, City Colleges of Chicago

Tagged Divisions

First-Year Programs Division (FYP)

-curricular and extra-curricular activities. The knowledge provided byspeakers will contribute to students making informed decisions when they decide on the fieldthey pursue.II.1.B. The Professional Skills dimension infuses career-based skills to ensure professionalsuccess and increased employability. The National Soft Skills Association study found that only15% of job success is based on technical skills, and the rest are based on soft skills [21]. TheESS students learned career and professional skills as early as their first semester at communitycollege. Skills, including oral and written communication, critical thinking, problem-solving, andteamwork are incorporated into the curriculum and assessed through resume writing, mockinterviews, and

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)

activities and interaction with peers, instructors, and academic advisors, on 4-point Likert-type scale from not at all to 5 or more times. • FYS objectives on 5-point Likert-type scale from strongly disagree to strongly agree; and changes in confidence and motivation in educational and career areas on 5-point Likert- type scale from decreased greatly to increased greatly. • Pre- and post-FYS major choice.Non-Student Stakeholder SurveyA short survey about the current and future options for FYS courses was administered to 38 COEnon-student stakeholders identified by the Penn State’s COE Taskforce on First-YearEngagement. Specially, stakeholders were asked about their initial thoughts regarding convertingthe current 1

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Johns Hopkins University; Mareham Essam Yacoub, Johns Hopkins University; Rachel Saperstein McClam, Johns Hopkins University

Tagged Divisions

First-Year Programs Division (FYP)

. B. Yancey, Reflection In The Writing Classroom. University Press of Colorado, 1998.[4] P. Groißböck, “E-portfolios in teacher education: ‘Teaching e-portfolios’ in mentoring processes or peer-learning in higher education,” 2012, doi: 10.1109/ICL.2012.6402153.[5] B. Eynon and L. M. Gambino, High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning. Taylor & Francis, 2023.[6] H. C. Barrett and N. Garrett, “Online personal learning environments: Structuring electronic portfolios for lifelong and life-wide learning,” Horiz., vol. 17, no. 2, pp. 142– 152, 2009, doi: 10.1108/10748120910965511.[7] S. Rubín and M. Rümler, “E-PORTFOLIO: A METACOGNITIVE ACTIVITY TO

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gordon Stewart, Roger Williams University; Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Charles R. Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

2: Phase 2 milestone scheduleMilestone Description of the Deliverable1: Problem A typed mini-report that describes the problem statement in paragraph form. The first fewStatement sentences should describe why the work is being done. The final sentence should begin with “Design a…” and include discussion of constraints and criteria necessary for achieving success. Be very mindful about writing this statement in your own words. Additionally, include lists of the “should criteria” and “must criteria”. Also include a list of constraints.2: Generate A typed mini-report with hand sketches describing multiple solutions, including the materialsConcepts for fabrication

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Jorge Paricio Garcia Ph.D., HRM, MID, University of Connecticut; Jake Scoggin, University of Connecticut; Martin Huber, University of Connecticut; Michael Cohen, University of Connecticut; Stephany Santos, University of Connecticut; Kathrine Pavel Ionkin, University of Connecticut; Sean Patrick Hirt, University of Connecticut; Britney Russell, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

taught Industrial Design for over 29 years at various institutions: Rhode Island School of Design, Ohio University, The Art Institute of Pittsburgh, The Art Institute of Colorado, Pratt Institute, Parsons School of Design, and the Istituto Europeo di Design in Madrid, Spain. He has practiced product design and exhibit design in New York City, Denver and Madrid, Spain, and has helped write a patent and developed concepts for Colgate Palmolive among other companies. He has written two books, Perspective Sketching and Hybrid Drawing Techniques for Interior Design. Hi area of specialty is concept drawing for product design, digital rendering, design thinking, and product development.Jake Scoggin, University of

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

William Davis Ferriell, University of Kentucky

Tagged Divisions

First-Year Programs Division (FYP)

image processing that find markers in acomplex background or control a background to find an object in an image.An example of the first type of task—find markers in a complex background—is used in aproject where students create a semi-automated toy for a hypothetical child with a disability.The toy launches a ping pong ball at a target. The distance and angle to the target is found usingmachine vision, and then the launcher is turned and raised or lowered to reach the target. Todetermine the distance, fiducials are placed on the target and the students must write code to takean image of the target in a complex background and find the pixels in the image that correspondto the fiducials. The size and or distance in pixels between fiducials can be

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina ; Ehssan Nazockdast, University of North Carolina ; Daphne Klotsa , University of North Carolina

Tagged Divisions

First-Year Programs Division (FYP)

and becomes a larger percentage of the class.We have several activities that help students to develop their engineering identity and exposethem to real world examples of engineering in our lives. Students write a “microstory” tointroduce themselves by describing an event or experience with engineering that led them to takethis class. Student also conduct an interview with a non-engineer to discuss the impact ofengineering on their work.For another activity, students give a short presentation on an “innovation in engineering”. Thegoal is for students to explore the engineering considerations behind recent innovative products.These are fun and interesting two-minute presentations in which a student describes a recentengineering innovation. They