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

Authors

Micah Lande, South Dakota School of Mines and Technology

-year engineering students in hands-on projects can foster creativity, teamwork, and practicalproblem-solving skills [2]. This challenge introduces students to the engineering design process,emphasizing brainstorming, design process application, visual thinking, and prototyping.Students work in teams of 5-6 to fabricate an Olympic cauldron (consisting mostly of cardboardand plastic cups) at the center of a 10’ x 10’ space without entering the area or touching cupswith their hands (needing to make a tool for this). With the Olympic theme, the final structuremust be moved to the center of the space and ceremonially “lit.” Though cardboard is unlimited,cups are limited to 50, and only a few other materials are allowed: string, wooden dowels

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

Authors

Haritha Malladi, University of Delaware

topics like academichonesty, the importance of professional skills, diversity and inclusion in engineering, etc.Students can choose to watch videos of these interviews or listen to just the audio. Double-entrynotes can again be utilized to help students reflect on these podcasts.The third (and most effortful) method involves assigning students to create their own podcast asa summative assessment for a course. Podcast creation assignments address the highest level inBloom’s Revised Taxonomy—creating [5]. As a replacement for paper or report, they can becustomized to be a minor or major assignment and be an individual or group project. It isimportant to scaffold a podcast assignment over several weeks with opportunities for students tosubmit

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

Authors

Nicole Alexandra Batrouny, Northeastern Univeristy; Daria A Kotys-Schwartz, University of Colorado Boulder; Micah Lande, South Dakota School of Mines and Technology

revolves around the idea of “Design Signatures” [2], both aconcept and a tool for representing and reflecting on a design process.The group of design educators leading this workshop have experience using Design Signatures toteach undergraduate engineering students across a diverse set of institutions about designprocesses, from first-year students to graduate students. We have used Design Signatures in avariety of ways ranging from short, in-class activities to longer efforts where seniors track theircapstone projects. We have collected signatures using paper-and-pencil bubble sheets, Googleforms, spreadsheets, and a newly-developed Design Signatures app. In each implementationstudents have had great “aha” moments about the design process and

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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

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

Authors

Adithya Jayakumar, The Ohio State University; Raymond Smith Brooks

– A prototype is a preliminary implementation of a design. It can be a scaled down version of the full product design and have limited functionality. Hand tools can be used in creating prototypes by helping engineers quickly build and test designs and concepts before moving to more advanced stages in the design process. Prototyping can also help with the learning and understanding of physical aspects of a design which can complement theoretical understanding. [4] 2. Visualization and Communication - Tools help engineers build prototypes that can convey an idea or a project with a stakeholder or with other members of the team. 3. Versatility – The ability to prototype using hand tools can be useful in

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

Authors

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

Tagged Topics

Diversity

Paper ID #45054GIFTS-Team Safety Brief: A tool to promote and enhance teamworkProf. Mirna Mattjik, Colorado School of Mines Mirna Mattjik, a Teaching Associate Professor in the Engineering, Design, and Society Department, excels in teaching design engineering. She is also affiliated with the University Scholars and Honors Program and the Humanities, Arts and Social Sciences Department. Her educational background spans industrial technology, international political economy, and project management. Pursuing her doctorate, her research centers on educational equity in higher education. As a Teaching Faculty member, Mirna

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

Authors

Giang-Nam Facchetti, University of Maryland, College Park

employed by the University of Maryland to support student learningin the first-year engineering design course is strategically formulated to cater to different learningstyles and stages of the course project. Clipboard OTVs are physical clipboards equipped with anArUco marker, Arduino Uno, and a Wi-Fi Module. They provide a tangible platform for studentsto conceptualize and understand communication between basic Arduino code and our uniqueVision System, this being a camera with an eagle-eye view of our arena that creates a coordinatesystem that tracks the location of students’ chosen ArUco IDs. TF Tanks, built by the TeachingFellow assistants for the course, offer hands-on experience, allowing students to interact directlywith a small 3D printed

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

Authors

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)

Authors

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

environment, the built environment as a tool for teaching at the nexus of biology and engineering, and creativity-based pedagogy. He earned his graduate degrees from Virginia Tech, including an M.S. Civil Infrastructure Engineering, M.S. LFS Entomology, and a Ph.D. in Environmental Design and Planning. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: “Tell Us What Works”: Exit Surveys for Formative FeedbackThis Work-In-Progress paper describes current work to leverage exit survey results for formativefeedback in a project-based, first-year engineering course. The following sections contain ourpurpose, methods, and preliminary results to demonstrate how we used Exit Surveys to

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

Authors

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

Tagged Topics

Diversity

acrossvarious demographic factors.IV. MethodProgram DescriptionThe research study took place at a midwestern US university in 2024. The design-centric first-year engineering curriculum offers two three-credit courses in the first and second semesters:Foundations of Engineering Design Thinking I and Foundations of Engineering Design ThinkingII. These design-centric courses use discussion, activities, long-term team projects, studio hours(hands-on activities to enhance understanding of course concepts), and other experientialopportunities that require students to develop creative approaches to engineering problems. Theobjective of the first-year engineering curriculum is for students to develop project management,communication, critical thinking, and

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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

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

Authors

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

Tagged Topics

Diversity

, and Picnic Day committees. Alongside her involvement in BMES, Angelika is an enthusiastic member of B-Hours, a student-run organization dedicated to projects benefiting clinics in Sacramento. Focusing her course studies in cell and tissue engineering, Angelika is currently seeking professional opportunities to further explore her passion in bioprinting and regenerative medicine.Tiffany Marie Chan, University of California, Davis Tiffany Chan is a 3rd-year undergraduate student in biomedical engineering at UC Davis and the recipient of the 2024 ASEE-PSW Section Undergraduate Student Award. She actively contributes to the cube3 Lab, where her interests lie in community building and inclusive practices. Tiffany is

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

Authors

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

to improve the engineering education experience for future generations of engineers. As a McNair Scholar, Shaylin worked on chemical engineering projects creating thermal barriers for food packaging and studying soil remediation. Additionally, she completed an REU project in healthcare engineering at the University of Wisconsin- Madison. She earned a master’s degree in industrial and systems Engineering with a Management Systems Concentration in December 2022. Shaylin recently completed her Ph.D. in Engineering Education at Mississippi State University, using Self Determination Theory to analyze freshmen and continuing Summer Bridge students’ experiences and senior engineering students’ graduation plans. She

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

Authors

Caitrin Lynch, Franklin W. Olin College of Engineering; Joanne C. Pratt, Franklin W. Olin College of Engineering

to one’s ownprofessional development. Participants complete an ad-lib template that is similar to the valueproposition ad-lib they created for their product. This Personal Value Proposition encouragesparticipants to think about how they could apply the tools to explore an area of potential personallearning, growth, exploration, or discovery.The goals of the workshop are:- To share tools from P&M that we have found useful in a variety of settings.- To give participants practice using these tools, so they can use them on their own and sharethem with colleagues and students.- To convince participants that these tools are broadly applicable to projects aimed at purposeful,value-seeking change — including student-centered learning experiences

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

Authors

Juval V Racelis, Wentworth Institute of Technology

drawing upon the frameworkforwarded by Godwin et al. [3], this study operationalizes identity as students’ discursiveconstruction of interest and competence in engineering and that through this discursivearticulation, students negotiate their recognition as engineering students. The research questions guiding this study are: 1. What dimensions of engineering identity emerge from students as they talk about their academic experiences in high school and in their first-semester of college? 2. What factors influence how students construct and articulate this identity?MethodsData in this study are part of a larger project exploring students’ academic experiences as theytransition from high school into their first semester of

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

Authors

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

based on question response rateaveraged 91% attendance. Data for courses in which there was no grade attached were not aswell tracked, but we can say with certainty that attendance was substantially below 91%.References[1] L.D. Nguyen, R. O'Neill, and S.J. Komisar, "Using poll app to improve active learning in an engineering project management course offered to civil and environmental engineering students," presented at the 2019 ASEE Annu. Conf and Expo., Tampa, FL, USA, Jun. 15-19, 2019.[2] O. Popescu, L.C. Chezan, V.M. Jovanovic, and O.M. Ayala, “The use of Polleverywhere in engineering technology classes to stimulate student critical thinking and motivation,” presented at the 2015 ASEE Annu. Conf. and Expo

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

Authors

Mary L Bowden, University of Maryland, College Park

125th tracked flight. In addition, Dr. Bowden is the regional director for the Southeast Pod of the Nationwide Eclipse Ballooning Project, training seven other teams to launch balloons and gather scientific data during the total solar eclipse of 2024. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS: Getting Aloft in Aerospace Engineering at UMDEvery first-year student needs a support group to learn the ropes and be successful as they enterengineering. While this function could be provided by the squad at the dorm, by fraternity brothersor sorority sisters, or maybe members of the marching band, it is proposed that an engineeringdesign and test team, structured

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

Authors

Andrew Charles Bartolini, University of Notre Dame

concepts in both MATLAB and Python. A totalof 14 lectures focused on MATLAB (covering variable assignment statements, inputs, displays,conditionals, loops, arrays, plotting, character arrays, strings, user-defined functions, datastructures, cell arrays, app designer, and matrix-based implementation) while six lectures focusedon Python (covering variable assignment statements, inputs, displays, conditionals, loops, lists,plotting, dictionaries, data types, and user-defined functions). The remaining lectures were usedfor project work, project presentations, and exam reviews.All first-year engineering students took the course (regardless of their major and priorprogramming experience). The exception was students intending to major in Computer

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

Authors

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)

Authors

Kurt Ryan Rhoads, Case Western Reserve University; Kathleen A Harper, Case Western Reserve University; Michael William Butler, Case Western Reserve University

came to visit, I was able to laser cuthim a cool design in about 10 minutes because of my newfound experience”.A final benefit was strengthening the collaboration between the first-year experience and themakerspace staff. Throughout the process of developing and evaluating this module, wediscovered that we have similar attitudes and values. Both groups treat every activity as a workin progress and believe that every aspect of the project could possibly be modified and improved.Future WorkTo further increase makerspace utilization and student identity, we will consider using class timeto visit our maker space as demonstrated in [1]. We also plan to analyze card access data fromour maker space to see if students participating in this module were

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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

-Champaign, is a North Carolina-licensed Professional Engineer, and currently leads an NSF project on recruitment strategies for engineering bridge and success programs. Her research interests include engineering education such as broadening participation in engineering, teaching technology innovations, and engineering entrepreneurship, as well as EEE discipline-based topics such as energy-water-environment nexus and sustainable biomanufacturing. Previously, Dr. Zhang was a Teaching Assistant Professor of Engineering at West Virginia University and has successfully led and expanded their summer bridge program for incoming first-year engineering students called Academy of Engineering Success (AcES).Dr. Lizzie Santiago

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

Authors

Kapil Gangwar, Wentworth Institute of Technology

demonstrated examples andthe proposed curriculum, we can equip our students to think critically and utilize the right toolsto deliver accurate results in a timely manner. Several colleges require students to takecertification exams in CAD classes, but proficiency in Microsoft Excel and any programminglanguage is not easily determined. While it is impossible to include all the related and relevantexamples from Microsoft Excel, MATLAB, or SOLIDWORKS, we have included specificexamples to demonstrate how students can begin to approach problem-solving using these tools.We are drawing upon a robust body of research on active and project-based learning. Studiessuch as [6], [7] provide a foundation for our approach, demonstrating the effectiveness of

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

Authors

Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University

Station, TX, USA: IEEE, Oct. 2023, pp. 1–5. doi: 10.1109/FIE58773.2023.10343067.[2] L. C. Ureel II, “Integrating a Colony of Code Critiquers into WebTA,” in Seventh SPLICE Workshop at SIGCSE 2021 “CS Education Infrastructure for All III: From Ideas to Practice,” 2021.[3] L. C. Ureel II, L. E. Brown, J. Sticklen, M. Jarvie-Eggart, and M. Benjamin, “Work in Progress: The RICA Project: Rich, Immediate Critique of Antipatterns in Student Code,” in Educational Data Mining in Computer Science Education (CSEDM) Workshop, Jul. 2022.[4] P. Kinnunen and B. Simon, “Experiencing programming assignments in CS1: the emotional toll,” in Proceedings of the Sixth international workshop on Computing education research, Aarhus Denmark: ACM, Aug

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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

National Science Foundation funded team in the USC College of Engineering. His research interests include cultural determinants of help seeking, strength-based crisis intervention, and college student wellness. Mr. Sookwah is a licensed professional counselor in South Carolina and a nationally certified counselor, serving through the American Red Cross Disaster Action Team and his private practice.Dr. Robert Petrulis Dr. Petrulis is an independent consultant specializing in education-related project evaluation and research. He is based in Columbia, South Carolina.Prof. Edward P Gatzke, University of South Carolina Ed Gatzke is currently the faculty Director for the LEAF Sustainability Living and Learning Community at

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

Authors

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

, but on average, about halfdo. In a typical week, questions will touch on all the facets of the presentation, includingquestions about examples shared in the lecture, the program at the university, extracurricularactivities in the major, and career opportunities. There are typically some questions asking thepresenter about favorite projects or experiences, as well. The first semester that this approachwas implemented, almost every presenter commented on the excellence of the questions, andseveral specifically stated that they enjoyed answering them. Sometimes students also sharecompliments for the presenter in this space, which are passed along. While not every question isable to be answered, many more are than were before the quizzes were