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

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Mirna Mattjik, Colorado School of Mines; Carter Moulton, Colorado School of Mines

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Diversity

increased integration of teamwork in engineering design education, there areless information on what, how, and when to successfully intervene in team activities to yieldbetter team performance. Psychological safety, which is a team construct established throughdeep interactions and conversations that facilitate how team members perceive their treatmentfrom team members, could possibly elevate the performance of engineering design teams [1].This initiative is a Work in Progress under the GIFTS category. The hypothesis is that a positiveteam experience with an emphasis on psychological safety can enhance a student's academicsense of belonging. Solidifying this tool is the first step to a multi-step research study.Project ApproachThe “Team Safety

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

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Krista M Kecskemety, The Ohio State University; Tyler James Stump, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University

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Diversity

Engineering at The Ohio State University. She is involved in the Department of Engineering Education as an Undergraduate Research Associate. Her research interests include sense of belonging in engineering.Sydney Cooper, The Ohio State University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS: Connecting DEI, STEM, and Character Strengths for First Year EngineersIntroduction and OverviewThe VIA Institute on Character identifies character strengths as are the parts of your personalitythat impact how you think, feel, and behave [1]. Many of these individual character strengths canbe found in engineering and STEM more broadly in which a survey was developed

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

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Giang-Nam Facchetti, University of Maryland, College Park

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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

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Diversity

belonging was not indicated as a significant predictor of second-year retention.Our study also noted a lack of significant difference between white students andunderrepresented minority students in terms of second-year retention. Our study underscores theneed for early academic interventions with respect to math placement and calls for further studyto examine the strength of motivating factors related to persistence.Introduction and BackgroundUniversities, particularly land-grant or other public institutions, are increasingly coming underpressure to demonstrate the value of an undergraduate education to society [1]. The escalatingcost of student loan debt and the perceived increased cost of an undergraduate degree haveintensified pressure on

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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

Certificate is funded by an NSF Research Traineeship and is administeredby the Virginia Tech Graduate School in spaces provided by the Fralin Institute [1]. For undergraduates, the university’s Pathways program enables students to put togetherelectives that satisfy general education requirements established in university governance. Ifstudents pursue a Pathways minor, they may enroll in a cross-disciplinary collection of coursesbut the minor itself is administered by a sole department. For example, the authors of this articlepreviously designed and implemented the Innovation Pathways Minor with a spine of requiredcourses hosted by three separate colleges and a wide selection of cross-campus electives,administered by the Department of Engineering

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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

development, peer review, public speaking, and technicalcommunication to support BMED students successfully. Principles such as group design, peerreview, and group development were included to promote core collaboration and cooperationskills between first-year BME students. Also, soft skills such as public speaking, engineeringethics, and technical communication were provided to support LMs in their own keydevelopment as biomedical engineers. Park et al. [1] corroborated positive association betweennon-technical professional skills, such as effective communication and teamwork, andengineering leadership self-efficacy, essential for effective leadership. After the BMED course,many LMs become teaching assistants and these skills are foundational in

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

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Cory Budischak, Temple University; Haritha Malladi, University of Delaware; Brian Patrick O'Connell, Northeastern University

First-Year Engineering: Management, Collaboration, and Curriculum AlignmentPanelists:Dr. Cory Budischak (Temple University)Dr. Haritha Malladi (University of Delaware)Dr. Brian O’Connell (Northeastern University)Description:Many conversations focus on the pedagogy and learning objectives of first-year engineeringcourses, but just as important is how these courses are managed. This this panel discussion, wewould like to discuss and generate a conversation in the community around the main question:What would the ideal management structure for a first-year engineering program look like?Things to consider are: 1. How should the first year be systematically improved and what feedback mechanisms should be employed? What

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

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Stephany Coffman-Wolph, Ohio Northern University

panelists. What is an Entrepreneurial Mindset (EM)? Defined as "a set of attitudes,dispositions, habits, and behaviors that shape a unique approach to problem-solving, innovation,and value creation" [1] by the Engineering Unleashed (KEEN) website, EM holds the key toamplifying engineers' technical skills. Join us to explore how EM empowers engineers toidentify opportunities, target their impact, and consistently create value, all while embracing the3C's: Curiosity, Connections, and Creating Value.Our panelists, integral members of the KEEN Project known as EMIFY, will share theirexpertise and extensive experience in not only teaching first-year students but also in seamlesslyintegrating Entrepreneurial Mindset (EM) into the curriculum. The

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

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Paul Marcus Anderson, University of Maryland College Park; Catherine Marie Hamel, University of Maryland, College Park

: An example implementation of web-based, in-class polling as an active learning and formative assessment toolAs an active learning technique, delivering questions directly to the internet-enabled devices ofstudents during class is an established and effective practice [1]-[4]. This type of low-stakestesting promotes long-term retention of concepts and can help students and instructors identifygaps in understanding in advance of summative assessments [5]. Over the span of eight years,the authors of this GIFTS paper have used web-based polling in lecture courses ranging from100-level through graduate-level, both online and in-person (~30-60 students). Implementationshave ranged from ungraded occasional use in service of specific

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

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Lee Kemp Rynearson, Campbell University

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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

early in their college careers, they have the time to strategically tailor their experiencesover the next 8+ semesters.During Semester 1, students learn from an industry representative who provides them withemployer insight into what makes a good job candidate for hire. Starting with “is engineeringright for me,” the students are given several metrics by which they can self-assess if engineeringis a good fit. Students then analyze a sample resume to determine what makes a strong resume,which leads into an analysis of how to tailor the next several years toward building a strongresume. Outside of class students create a resume and a 4-year+ plan (based on SMART goals),which are assessed by instructors. Finally, students participate in Mock

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

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Christopher C Frishcosy, University of Tennessee at Chattanooga

Processes”Activity Overview“Concrete is My Jam!” is an activity on how jam ingredients and mixing processes relate to thatof concrete. This activity was inspired to teach concrete to a range of student levels in a safe andclean manner, without the need for laboratory equipment and hazardous materials. All that isneeded is some preferred fruit, sugar, no-cook freezer jam pectin, water, lemon juice, freezer bags,measuring cups, and knowledge to present the analogous relationships shown in Table 1.Table 1. Analogous relationships between concrete constituents and jam ingredients based ontheir primary function in the mixing process and performance of concrete and jam, respectively. Concrete Constituents Jam Ingredients Analogous

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

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Melissa C Kenny, Wake Forest University; Patricia Clayton, Wake Forest University

experimental data, andpractice the design process including evaluation of design performance and safety.Implementation: This project occurred in a first-year engineering course over the course of 3weeks. The table below provides a breakdown of lectures, activities, and assessments. Table 1: Breakdown of Activities for Crushing Cardboard Course Project Activity Description Introduction to mechanics, including sketching free-body diagrams (FBDs), load types Lecture 1 (concentrated/distributed), and supports (roller/pin/fixed). Deeper dive into statics by drawing FBDs of real-life systems and using the equations Lecture 2 of equilibrium to solve several example problems

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

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Micah Lande, South Dakota School of Mines and Technology

making processes to their work. He is interested in the intersection of designerly epistemic identities and vocational pathways. Dr. Lande received his B.S. in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design Education) from Stanford University. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS: Designing and Making an Olympic Cauldron: A First-Year Mechanical Engineering Design ChallengeThis GIFTS paper discusses a design challenge in a first-year mechanical engineering coursewhere students design and make a structure in the spirit of the Olympic cauldron [1]. Engagingfirst

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

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Leah Rineck, University of Wisconsin - Madison

: Developing a Community of Learners with Incoming Engineering Students that Initially Were Not Calculus ReadyIntroductionMatriculating engineering students who are not calculus-ready encounter many barriers in theiracademic development as compared with their calculus-ready peers [1], [2]. Typically, thesestudents must take a longer path to graduate, are not able to take classes with their incomingpeers, and often experience added barriers as students from underrepresented backgrounds. Someschools attempt to prepare students for calculus in the summer before they matriculate with asummer math bridge program [3-12]. These bridge programs focus on math instruction, andsome include engineering activities. Some of the current research on such

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

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Mary L Bowden, University of Maryland, College Park

of values that include: 1) active recognition that everyone is welcome, no matter howmuch or how little experience they bring, no matter what their personal background is, and, perhapsmost importantly, no matter how they want to participate on the team or how much time they haveto contribute; 2) respect for the engineering work done by the team, which is technicallychallenging and which requires many different skills and many different people working togetherto accomplish not just building experiments, but also actually launching them, tracking themsuccessfully, and recovering them safely; and 3) appreciation of the fact that every experiment orevent that is not successful is an educational experience which is at least as valuable

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

Authors

Melissa C Kenny, Wake Forest University

course selection, majors,minors, studying abroad, internships, and other topics that could affect their future. Mostengineering curricula require significant coursework that makes fitting in additionalopportunities complicated. This can lead students to choose another major to pursue their otherinterests. To combat this issue, our first-year engineering course includes a graded assignment inwhich students develop a curricular map with all the required courses to graduate with themajor(s) and minor(s) they want. Students use a template (Figure 1) which is programmed to addcredits based on requirements and provides warnings when students don't meet these.Figure 1: Curricular map Excel spreadsheet where red indicates an incomplete item that

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

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Brian Patrick O'Connell, Northeastern University

learning environments, specifically makerspaces, to support engineering education at many levels. He’s also heavily involved with his local FIRST Robotics Challenge team as a mentor. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS: Marching LEGO Ducks towards Critical IdeationIntroductionGenerating a wide range of solutions proves challenging for First-year engineering students.Their experience with open-ended design problems is limited, and the ambiguity involved cancause them discomfort [1]. One of the more ambiguous elements can be broadening theirexploration of the available solution space. Conceptually, it isn't something they likely everthought critically about

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

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Danielle Jane Barker, University of Maryland College Park; Catherine Marie Hamel, University of Maryland, College Park

details on a 2D drawing, including the notes, title block andscale. This activity reinforces that 2D drawings need to showcasethe shape of the part, the part material, tolerances, scale, and otherdesign features. The objects in this activity differ in three key ways:1. The shape (Figure 1): The activity includes three base shapes that vary slightly, including mirror image shapes of each base shape. The 2D drawings only provide orthographic projections, so students need to look at multiple views on the drawing to understand the part in all directions. Some students incorrectly matched with the mirror image partner.2. The color (Figure 2): Half of the provided 3D objects are red, and half of the provided objects are white. The 2D

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

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Susan F Freeman, Northeastern University

learning already.Additionally, in all areas of exploration, the workshop is intended to provide participants withpractical approaches, useful references, food for thought, and reassurance that we are all on anew path towards improving teaching and learning.Outline: 1. Introduction – 30 minutes a. Student Identity - Discussion of current prevalent student identities, especially related to mental health. Empathy activity b. Student Engagement - Discussion of trends and faculty perceptions c. Generative AI – Discussion of current best practices and burgeoning issues 2. Activity – 30 minutes a. Participants will choose the topic

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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

’ first-year engineering (FYE) course, program, seminar, etc.[1]. These foundational or fundamental engineering skills have traditionally consisted of basicprogramming, solid modeling, design, problem-solving, and teamworking skills [1], [2], [3].While these skills have been foundational to most engineering programs, recently a new gap inincoming engineering students' knowledge and skills for success in college has emerged.Navigating the first year as a college engineering student consists of much more than learning tocode or design an object through computer-aided design. In this crucial period of students’ lives,they are often transitioning to a new environment in which day-to-day living and learning aresignificantly different and require more

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

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Cassie Wallwey, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University

students this transition includes elements such as relocating to a new living space,adjusting to a new social setting, acquiring new levels of independence, and sometimes needingto learn new skills to be more self-sufficient in day-to-day living. Students struggling with thetransition from high school to college is a concern student affairs teams and academic advisorsare knowledgeable of and has thus been a topic of research and focus of interventionsdocumented in literature as higher education works to better support student success andretention (e.g., [1], [2], [3], [4]). Not only do these transition processes take time, but howstudents navigate moving from the familiar to the unfamiliar varies significantly from student tostudent [3

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

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David Gray, Virginia Polytechnic Institute and State University

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

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Lynn A. Albers, Hofstra University

program for third, fourth and fifth graders to introduce them to renewable energy. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: Activity Centric Online Teaching and Learning with MATLABBackgroundThe first-year engineering program at Hofstra University consists of a computer programming forengineers’ course, and a two-semester sequence of engineering design. Before the fall of 2018, thecomputer programming for engineers’ course covered algorithms, logic, flowcharting andprogramming of solutions to engineering problems through the MATLAB integrated developmentenvironment (IDE) [1]. A redesign of the course began in the Fall of 2018 [2] to add Excel andmath instruction. Existing

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

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Rebecca Krylow, Duke University

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

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Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University

. However, this can be challenging toaccomplish, particularly with large class sizes.We were thus motivated to implement a meaningful formative feedback process in classes withapproximately 70 students each by designing and administering short Exit Surveys with concise,intentional questions related to student learning experiences and strategies. This allowed us to solicitstudent feedback, in multiple iterations, and adjust course policies, curriculum, and learning activitiesfor immediate improvement as the semester progressed.Facilitating a formative feedback process has been documented to increase student motivation andengagement and help students to be successful [1]. Exit surveys are an easily accessible opportunityfor students to reflect upon

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

projects. Currently, there are over8,200 undergraduate students in the College of Engineering, and with the current approach toteaching, most students never receive formal library instruction.Academic libraries have long been promoters of using digital badges to supplement courseworkand introduce students to information literacy skills. Badges are often used in coordination withclassroom learning and usually require collaboration between librarians and teaching faculty.The library badge itself is never the point of the course but assists the student with learning skillsthat they would not normally have time to learn during the regular course period [1]. It is evenpossible for libraries to meet accreditation requirements via the creation of badges

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

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Jeffrey Harris, York University; Tania Bakshi, York University

first-year learning experienceusing a principles-based design approach. The persona developed through this approachhighlighted the flaws in the existing first-year structure that did not sufficiently support thestudent demographics including first-generation learners, students balancing education and part-time employment and those with lengthy commutes [1]. Attributes of the existing learningexperience included heavy workload, overlapping deadlines, and significant commuting times.In an effort to better address students’ needs, in 2023 a block model pilot was launched for thefirst semester of first year with a cohort of 65 students. Faculty members from differentdisciplines collaborated with peers, received hands-on support from the educational

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

Authors

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

Tagged Topics

Diversity

the University of South Carolina. Prior to becoming Faculty Director, he served for eight years as the faculty advisor for the USC Engineering and Computing Living and Learning Community. He has taught a variety of high-school and first-year introductory and professional development courses over the last two decades. Dr. Gatzke also leads a two-week Maymester study abroad trip to Germany covering energy topics. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: Surprises Found in Student Stress and Academic Support Survey Rawle D. Sookwah1, Bob Petrulis2, and Edward P. Gatzke1* 1