Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Ethan E Danahy, Tufts University; Mehek Kunal Vora, Tufts University; Yume Menghe Xu, Tufts Center for Engineering Education and Outreach; William Church

Paper ID #45077Full Paper: Supporting Students’ Educational Robotics Experiences throughGenerative AI ChatbotsDr. Ethan E Danahy, Tufts University Dr. Ethan Danahy is a Research Associate Professor at the Center for Engineering Education and Outreach (CEEO) with secondary appointment in the Department of Computer Science within the School of Engineering at Tufts University. Having received his graduate degrees in Computer Science and Electrical Engineering from Tufts University, he continues research in the design, implementation, and evaluation of different educational technologies. With particular attention to engaging

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Micah Lande, South Dakota School of Mines and Technology

Paper ID #45095Full Paper: Tinkering and Making to Engage Students in a First-Year Introductionto Mechanical Engineering CourseDr. Micah Lande, South Dakota School of Mines and Technology Micah Lande, PhD is an Assistant Professor and E.R. Stensaas Chair for Engineering Education in the Department of Mechanical Engineering at the South Dakota School of Mines & Technology. Dr. Lande directs the Holistic Engineering Learning Lab and Observatory. He teaches human-centered engineering design, design thinking, and design innovation courses. Dr. Lande researches how technical and non-technical people learn and apply design

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Charity Obaa Afi Ampomah, Ashesi University; Heather Beem, Ashesi University

Tagged Topics

Diversity

Africa. According to the World Bank [2], Sub-Saharan African countriescurrently lack the engineering capacity required for developmental needs especially in areaslike manufacturing and infrastructure. It is therefore imperative to better understand howpedagogical practices may impact student self-perceptions towards innovation. As thisunderstanding is formed, best practices can be suggested to foster student problem-solvingprowess for economic development.Ashesi University in Ghana is a small, private institution, which aims to offer a moreexperiential approach than the norm. The majority of the students are Ghanaians, but 26% areinternational, coming from 34 countries across Africa [3]. Nearly all come in with similarbackgrounds in terms of