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

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Katherine Pettrey, Louisiana State University and A&M College; Andrew Becnel, Louisiana State University and A&M College

Tagged Topics

Diversity

Paper ID #45021GIFTS: Career Guidance 101Dr. Katherine Pettrey, Louisiana State University and A&M College Dr. Kate Pettrey is currently an instructor of Mechanical Engineering at Louisiana State University in Baton Rouge, Louisiana. ”Dr. Kate” uses action research to work with and study student recruitment, retention, and achievement at LSU to break down barriers to enrollment, success in the program, and graduation. Before academia, she worked in Mission Control for the Space Shuttle program and enjoys advising LSU student teams involved with rocketry and high-altitude ballooner programs through NASA. Dr. Kate is

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

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David Gray, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

Paper ID #45050Nurturing Interdisciplinary Engagement: A Case Study of Resourcing andRecruiting Strategies in an Early Academic Career Interdisciplinary Project-BasedLearning CourseDr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in 2002 and 2010, respectively. Much of his graduate education focusDr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is a Professor of Engineering Education at

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

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Benjamin Goldschneider, University of Virginia; Shaylin Williams, University of Virginia; Esther Tian, University of Virginia

from the University of Virginia. Her research interests include bio-inspired robotics and engineering design education. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Leveraging Different Scales of Course Feedback for Enhanced Student Learning and Growth Workshop Session DescriptionPurpose:This workshop explores how various modes and methods of feedback support facets of studentdevelopment and, when used in concert, support holistic growth. This workshop will supportfirst-year instructors, administrators, career development staff, and academic advisors in shapingthe way they collect, process, and apply student feedback in pursuit of helping their

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

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Carter Hulcher, West Virginia University; Todd R Hamrick, West Virginia University; Lizzie Santiago, West Virginia University; Michael Keith Brewster, West Virginia University

career?Question 2 - Are you interested in using a programming language in your career?Question 3 - Are you interested in using a programming language in your personal life?Figure 1: Average Student Likert Scale Responses Before and After Physical (Hands-On) Programming Activities Figure 2: Difference in Likert Scale Response Before and After Physical (Hands-On) Programming Activities Figure 3: Changes in How Students Perceive Programming Skills translating into their Career or Personal LifeDiscussionResults show positive student responses to all Likert response questions comparing the pre- andpost-survey results. As can be seen in Figure 1, all the

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

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James Edward Toney, The Ohio State University; Kristina Kennedy, The Ohio State University; Julie Rose Cupka, The Ohio State University; Roger Allen Bailey, The Ohio State University

for First-Year Engineering & Business StudentsMotivation and Background A new academic program at The Ohio State University will prepare engineering and businessstudents for careers in which software innovation will be the driving force for new technologies.The Software Innovation track within the Integrated Business and Engineering program (IBE-SI)will act as the pilot academic arm of the new Center for Software Innovation. Aninterdisciplinary program between the College of Engineering and the Fisher College ofBusiness, IBE-SI will help undergraduate students gain critical skills in software innovation,product management, finance, and marketing.Modeled after an existing innovative IBE program, the IBE-SI track will create cutting

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

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Mohammed El Kihal, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

Education at Virginia Tech and a Visiting Professor of Process Engineering at Universidad EAFIT (Medellin, Colombia). Juan holds a Ph.D. in Engineering Education from Purdue University and an M.S. in Process Engineering and Energy Technology from Hochschule Bremerhaven. In addition to teaching undergraduate and graduate courses for more than 10 years, Juan has over 6 years of experience as a practicing engineer, working mostly on the design and improvement of chemical processing plants.Mr. James Nathaniel Newcomer, Virginia Polytechnic Institute and State University I’ve been an Academic and Career advisor for first-year engineering students for nine years. I help first-year engineering students develop their career

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

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Cory Budischak, Temple University; Shawn Fagan, Temple University

Sustainable Temple Energy and Power Scholars (STEPS) program is a $1.5 million S-STEMinitiative that offers scholarships, along with curricular and co-curricular support, to low-income,high-achieving students at Temple University. The program is designed for students majoring inElectrical and Computer Engineering. The objectives of the project are to increase enrollment oflow-income, academically talented students, to increase the retention and graduation rates ofthese students, and to support career pathways into engineering and specifically the sustainableenergy and power sector.The project is guided by Social Cognitive Career Theory [1] and the project activities arestructured to positively influence the scholars’ self-efficacy and outcome

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

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Longfei Zhou, Gannon University; Varun K Kasaraneni, Gannon University; Longyan Chen, Gannon University; Ahmed Abuhussein, Gannon University

studies, exposing them to engineering fundamentals, and fosteringa sense of community. The benefits include smoother academic transitions, career orientation, skilldevelopment, retention, and motivation [2]. By offering a broad overview of engineeringdisciplines, the course helps students make informed decisions about their interests and careerpaths [3]. It emphasizes essential skills such as teamwork, problem-solving, and basic engineeringdesign, crucial for later success [4]. However, designing such a course poses challenges, includingbalancing content, accommodating diverse preparedness levels, resource allocation, assessmentstrategies, and scalability [5]. Effective planning, resource allocation, and innovative teachingpractices are essential

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

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Christopher C Frishcosy, University of Tennessee at Chattanooga

Paper ID #45062GIFTS: Concrete Is My Jam!Mr. Christopher C Frishcosy, University of Tennessee at Chattanooga My career in higher education started in the fall of 2021 when I was hired as the lab director for the civil engineering program at the University of Tennessee at Chattanooga. My enthusiasm for teaching was quickly realized and I was granted the opportunity to teach the Introduction to Civil Engineering course; along with the laboratory courses that I instruct. My goal for instructing this introductory course was to develop a curriculum that is fundamentally informative and, borderline, overwhelmingly engaging. I

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

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Angelika Aldea Tamura, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Topics

Diversity

engineering, as well as problem-based learning in core biomedical engineering courses. Before joining UC Davis, he was a career-track Assistant Professor at Washington State University (WSU). Dr. Wang is the recipient of the 2024 ASEE-PSW Section Outstanding Early Career Teaching Award, 2023 UC Davis Biomedical Engineering Excellence in Teaching Award, and 2022 WSU Reid Miller Teaching Excellence Award. Dr. Wang received his Ph.D. in Biomedical Engineering and Scientific Computing from the University of Michigan. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Work in Progress: Fostering the Development of Engineering Identity in First-Year Women Engineering Students Through

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

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Rui Li, New York University

personal development. TheVIP team also allows students to pick their interested topics to pursue and they are allowed tochange the topic of interest every semester. VIP is designed to be differentiated from studentclubs and research labs. VIPs have project deadlines as it is an undergraduate course, comparedwith the student clubs. However, there is no time limit to publish the work, compared with theresearch labs. This unique opportunity would allow students to fully explore their skill setsaccording to their own career pathways.The aim of this study is to explore the possibility of using VIP as a platform and develop alearning framework named “Parallel Tri-track” for students’ personal development. The ParallelTri-track allows the students to

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

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Joseph A Lyon, University of Notre Dame; Mayari I. Serrano, Purdue University at West Lafayette (PPI)

method and what kinds of uses itwould have in engineering or industry more broadly. At the end of each week, there would be anexample problem for the students to solve. These would often be easy but aimed at getting thestudents to better understand the usefulness. See one example in Figure 1 below. Figure 1. Example of simple computational problem at the end of a one-hour lectureIn addition to the practice problems and the presentation in class, each student had to write areport that detailed either: (1) two different methods from the class used to solve real-worldproblems from their anticipated career trajectory or (2) a detailed report on one of the methodsand how it was used normally in their anticipated career trajectory (i.e. how did

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

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

Tagged Topics

Diversity

objectives, which focus on real-world challenges, holisticgrowth, professional advancement, critical thinking, and innovation. The second column in Table1 indicates how the HIPs are incorporated in FEP curriculum. All FEP courses are First-YearSeminars, with other HIPs integrated across the courses to varying degrees. Some HIPs notincluded in FEP, like capstone courses, service learning and writing-intensive courses areintroduced later in the students’ academic careers in College of Engineering.Table 1. HIPs and Implementation into FEP HIPs in FEP First-Year Engineering Program Component First-Year Seminar First-Year Engineering Course Sequence Common Intellectual Experiences

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

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Leah Rineck, University of Wisconsin - Madison

attend study tables for math, chemistry andstatics. Tutors are provided to facilitate instruction, but students are encouraged to work togetheron their homework also.Results and DiscussionAt the end of the program twenty-two of the thirty-three students increased their placementscore. At the end of the summer the students were asked about what was most beneficial aboutthe program. They shared that the events outside of instruction, such as meeting people andgetting to know the campus and classes, were more beneficial than their exam preparation.In addition to students preparing academically, we have found they have also developed acommunity of learners to rely on for the rest of their college career. Students have formed theirown study groups

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

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David Gray, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University; Hamidreza Taimoory, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Institute and State University Olivia Ryan is a Ph.D. student in Engineering Education at Virginia Tech. She holds a B.S. in engineering with a specialization in electrical engineering from Roger Williams University. Her research interests include developing professional skills for engineering students and understanding mathematics barriers that exist within engineering.Mr. James Nathaniel Newcomer, Virginia Polytechnic Institute and State University I’ve been an Academic and Career advisor for first-year engineering students for nine years. I help first-year engineering students develop their career goals and set off on academic trajectories to help them achieve those goals.Mr. Hamidreza Taimoory, Virginia Polytechnic

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

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Paul McMonigle, Pennsylvania State University; Denise Amanda Wetzel, Pennsylvania State University; Sara Kern, Pennsylvania State University

across the badge.Each topic is based on an actual problem or current issue in engineering that the student mayencounter during their academic career. These themes are: • Renewable Energy Sources • 3D Printing (Additive Manufacturing) • Artificial Intelligence • Fluid Mechanics (anything from fuel flow to stormwater run-off) • Human-Machine InterfaceThese themes were chosen because they are major areas of research for the College ofEngineering, meaning that there is an excellent chance that students will do either in-lab or fieldresearch on one of them before they graduate.Once a student completes all required modules successfully, they are awarded the badge throughthe College of Engineering’s badge system. Students can post

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

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Adetoun Yeaman, Northeastern University; Xiaojing Yuan, University of Houston, College of Technology (MERGED MEMBERSHIP WITH COE); Gisella Lamas-Samanamud, University of Kentucky - Paducah extended campus; Heather Beem, Ashesi University; Janie M Moore, Texas A&M University; Randi Sims, Clemson University

Tagged Topics

Diversity

around undergraduate research experiences using both qualitativeand quantitative methodologies. Her career goals are to work as an evaluator or consultant on educationallybased research projects with an emphasis on statistical analyses and big data. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28WIP: Survey Validation to Enable Investigating Community Cultural Wealth in Engineering Students’ First Year Experiences (FYE)IntroductionFirst-year curricula typically include a variety of foundational concepts and skills and in manycases, students have the opportunity to work in teams in a project/inquiry-based learningenvironment. The first year is also a unique time in students’ lives when they

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

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Angela Jin Sadlowski, The Johns Hopkins University; Eileen Haase PhD, The Johns Hopkins University; Gyeongtae Sun Moon, The Johns Hopkins University; Meera R Bhat, The Johns Hopkins University

skill, as LMs help facilitate student learning and Assessments understanding this skill is important to promote student learnin g [3]. We also noticed that in general LMs were asked frequently by students for how best to study and prepare for exams. Peer Review Our peer review module was rooted in how peer evaluation and feedback could teach group members to provide constructive criticism to each other and overall improve their team skills. This has been found to play an important role in group development and serve them throughout their professional careers [4]. Group LMs promote group development through following psychologist Bruce

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

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Song Wang, University of Hartford; Enrico Obst, University of Hartford; Beth Richards, University of Hartford

effectivecommunication abilities [15], limited institutions have integrated substantial communicationtraining into first-year engineering courses. Northwestern University has developed aninterdisciplinary first-year course that integrates project-based engineering design with freshmancommunication and collaboratively taught by a team of engineering and writing faculties [16]. Itis shown that this interdisciplinary teaching approach improves both engineering design andcommunication skills, providing students with an exceptionally solid foundation for their futureengineering courses and careers. However, the course did not investigate the effect of theapproach on fostering first-year students’ sense of belonging.This study presents a series of project-based

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

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Kathleen A Harper, Case Western Reserve University; Kurt R Rhoads, Case Western Reserve University

assisting during active learning exercises.The remaining 20 minutes consist of a guest presentation by a faculty member from one ofCWRU’s engineering majors. The guest lectures typically combine an overview of the disciplineincluding typical problems solved, some stories of current work going on at the university, adescription of the major requirements and student activities, and sometimes a bit about thepresenter’s own career path. While the students explore about half of CWRU’s availableengineering programs in more depth during the laboratory activities, their initial exposure to theother half is strictly through these presentations.The course was piloted in 2019 with around a dozen students and one instructor and steadilyexpanded. In the 2022-23

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

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Juval V Racelis, Wentworth Institute of Technology

.2019.2909857.[3] A. Godwin, P. Geoff, Z. Hazari, and R. Lock, “Identity, critical agency, and engineering: An affective model for predicting engineering as a career choice,” J. Eng. Educ., vol. 105, no. 2, pp. 312–340, 2016.[4] K. Doran and J. Swenson, “‘Do I Belong Here?’: Persistence and Retention Implications of Engineering Belongingness and Identity in Academically At-Risk Populations,” IEEE Frontiers in Education Conference (FIE), Oct. 2022, doi: 10.1109/FIE56618.2022.9962536.[5] J. M. Melo, B. Benedict, R. Clements, H. Perkins, A. Godwin, “See Me as an Engineer: Understanding the Role of Language and Multiple Role Identities on Engineering Students’ Identity Trajectory,” IEEE Frontiers in Education Conference

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

Authors

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

1 0.5 0 Write technical Communicate Communicate Work in teams Manage your reports effectively in effectively effectively time writing orally 5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 Manage a Present ideas Apply the Conduct proper Use proper project using using engineering literature career planning appropriate appropriate code of ethics to review using tools to build

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

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Rawle D. Sookwah, University of South Carolina; Robert Petrulis; Edward P Gatzke, University of South Carolina

Tagged Topics

Diversity

-Institution Study of Women Engineering Student Self-Efficacy. Journal of Engineering Education, 98(1), 27-38. https://doi.org/10.1002/j.2168-9830.2009.tb01003.x 6. Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., and Bearman, S. (2011). The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students. Journal of Social Issues, 67(3), 469-491. https://doi.org/10.1111/j.1540-4560.2011.01710.x 7. Jordan, K. L. (2014). Intervention to Improve Engineering Self-Efficacy and Sense of Belonging of First-Year Engineering Students. PhD Thesis, The Ohio State University. https://www.proquest.com/docview/1647431297

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

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Kapil Gangwar, Wentworth Institute of Technology

insights for educators seeking to enhance the effectiveness of their teaching methodsand prepare students for the demands of a rapidly evolving technological landscape [4], [5].Through several Industry Professionals Advisory Council (IPAC) gatherings at our institute andmultiple discussions with the Cooperative Education (co-op) and Career Office, we haveidentified three key skills that are highly sought after by employers: • Proficient knowledge of Microsoft Excel • Familiarity with at least one CAD software • Proficiency in at least one programming languageWhile integrating these skills into the curriculum is important, mastering them to deliver resultswith accuracy and repeatability is crucial. We believe that through