Collection

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

Authors

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

, introducingthe core principles of engineering, design, and health inequity. At the beginning of the semester,the BMED students (n = 126) are randomized and placed into groups of five students. Eachgroup is assigned to an LM enrolled in the Effective Teaching and Management of EngineeringTeams course. As the BMED course continues, these LMs are crucial in guiding their first-yearBME teams through engineering and design modules such as the Cardiovascular System,Arduino, Ethics, and Health Inequity Project. Since BMED follows a group-based, flipped,active-learning mode of engineering education, the LMs are vital in mentoring the BMEDstudents. From survey results of previous years, LMs required skills in conflict management,assessment design, ethics, group

Collection

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

Authors

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

ofengineering and computing as professions and disciplines. The course is designed to serve as afoundational exploration into the interconnected worlds of engineering principles andcomputational problem-solving. The course covers professional and ethical considerations, careerdevelopment, and communication skills vital for success in these fields. Students are alsointroduced to the resources available in MakerSpace, including but not limited to 3D printing, lasercutting, and microcontroller applications. Through hands-on projects and instructional activities,students explore fundamental concepts in engineering while fostering critical thinking andproblem-solving skills. This paper outlines the course, and the project structure details, andprovides a

Collection

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

Authors

Lee Kemp Rynearson, Campbell University

key classes during the first-year and senior year for students, while being aimed atindividual work during the middle two years of study.This awards program targets eight values the engineering program seeks to develop in eachstudent: Community, Professionalism, Ownership, Relevance, Resilience, Ethics, Excellence,and Service. These values are introduced to students with discussion and reflection during thefirst year of study, as well as being prominently displayed in the academic building mostassociated with engineering. Awards are given in the spring semester. Students are nominated byothers including peers, faculty and staff, and representatives from local industry with the processvarying by which year of study the awards are for. In the

Collection

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

Authors

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

Paper ID #45055WIP: Survey Validation to Enable Investigating Community Cultural Wealthin Engineering Students’ First Year Experiences (FYE)Dr. Adetoun Yeaman, Northeastern University Adetoun Yeaman is an Assistant Teaching Professor in the First Year Engineering Program at Northeastern University. Her research interests include empathy, design education, ethics education and community engagement in engineering. She currently teaches Cornerstone of Engineering, a first-year two-semester course series that integrates computer programming, computer aided design, ethics and the engineering design process within a project

Collection

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

Authors

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

, they do contextualize how these methodswere implemented previously.The first mini session explores a simple survey, distributed to students at the beginning of the fallsemester and again at the end of the spring semester. This survey's objective is to provide a high-level overview of how students develop as engineers over their first year. The focus of this minisession is on the process of survey design. Our survey synthesized a variety of existing andvalidated instruments to investigate a broad spectrum of topics: technical and sociotechnicalproficiencies, confidence in performing engineering work, STEM (Science, Technology,Engineering and Mathematics) identity and belongingness, teamwork and ethical competencies,and major and career planning

Collection

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

Authors

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

Tagged Topics

Diversity

ideas using appropriate presentation tools,Apply the engineering code of ethics, Conduct a proper literature review, Use proper careerplanning tools, and Manage your time.Gender and first-generation status and their relation to technical and non-technical skills wereinvestigated. Figure 1 shows the importance of the top 5 technical and non-technical skills(including ties) identified by students identifying as men and women. The top two skills for bothgenders are non-technical: ‘manage your time’ and ‘work in teams effectively’. Figure 1: Importance of Top 5 Skills by Gender (including ties)Figure 2 shows the importance of the top 5 identified technical and non-technical skills by first-generation and non-first-generation students

Collection

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

Authors

Joshua Eron Stone, University of Maryland College Park; Forrest Milner, University of Maryland College Park; Abigail Guicheteau, University of Maryland College Park

model types besides classification, particularlyregression, giving teams the ability to use continuous output models (i.e. output is the x and ycoordinates of a feature in the image) would provide students with more freedom in their design.More needs to be done to assert that students truly grasped ML concepts. Without a directassessment being present in the course, this will be difficult via traditional measures, so otherforms of assessment must be designed. Additionally, there need to be questions regarding biasand ethics to make sure students understand the limitations of ML in their projects.The initial cloud-based approach over the hardware approach was quite successful for first-yearengineering students. Based on survey data and feedback

Collection

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

Collection

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

Authors

Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

Diversity

necessary as it ensuresstudents understand these principals early on. Recent pedagogical innovations also stress uponthis. Researchers like Cech [1] and Foor & Walden [2] have noted the disconnect betweentechnical training and social responsibility. The education system they propose may bridge thisdisparity. Cech [1] sees a culture of disengagement where technical skills are valued more thansocietal concerns, while Foor and Walden [2] cite resistance to diversity efforts, highlighting thenecessity for early and proactive DEIB involvement in education. These findings encourageestablishing a curriculum that is technically adept and ethically and socially aware. These ideas'practical applications, as reported by [3], [4], [5], [6], reflect our

Collection

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

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

sample identified asfirst-generation students and 8% identified as international students.Instrument & Data CollectionTable 2 describes the instruments used in the survey. The survey included four sections. The firstsection utilized the Learning Activities Survey (LAS) aimed at measuring the extent of eachstage of transformative learning experienced by students in their first-year engineering courses[13]. The second section collected data regarding the extent of changes the students experiencedin their habits of mind and the factors that may have influenced those changes. Cranton [15]conceptualized six dimensions of habits of mind: Philosophical, Moral & Ethics, Psychological,Sociological, Epistemic, and Aesthetic. The third section

Collection

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

Authors

Kapil Gangwar, Wentworth Institute of Technology

create educationalopportunities that foster specialized focus, hands-on experience, adaptability, lifelong learning,and considerations of ethical and societal implications.5. Future Work:Currently, in one of the First Year Engineering classes at Wentworth Institute of Technology,ENGR14XX, Applied Engineering Analysis [8], students are introduced to the fundamentals ofMATLAB, focusing primarily on mathematical operators, as well as Excel, coveringmathematical operators, basic formulas, and introductory statistical analysis. We believe thataugmenting this curriculum with the inclusion of advanced features such as GoalSeek, Solver,vpasolve, and introducing basic programming skills in languages like MATLAB, Python, or anyother language of student

Collection

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

Authors

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

integrate these habits, skills, and behaviors into topics,activities, and assessments common in first-year engineering courses and curriculum.First-Year Engineering Program ContextThe General Engineering program (GE) at Virginia Tech, hosting over 2,500 students in Fall2023, consists of two sequential two-credit hour courses ENGE 1215 and ENGE 1216 spanningconsecutive fall and spring semesters or—for students meeting certain criteria—a four-credit hoursingle semester version is available. In alignment with most FYE programs, these coursesprioritize the development of professional skills and tools required across engineering disciplines.These include engineering discipline exploration, teamwork, communication, engineering ethics,problem-solving