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

Authors

Rui Li, New York University

course framework is described to help with first-year students’ professional development. A common practice of growing professional skill sets isto obtain internship opportunities as the industry is generally looking for applicants who are atintermediate or advanced levels. However, the first-year students generally would have few solidtechnical skills. Therefore, the research question is how to help first-year students gain essentialskills before they apply for internships and become future workforce [1, 2]. Constructivism is thetheory that states that learners can construct knowledge rather than passively absorb informationfrom educators. As people experience the world and reflect on those experiences, they constructtheir own representations

Collection

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

Authors

Andrew Charles Bartolini, University of Notre Dame

Paper ID #45090FULL PAPER - Implementing Exam Wrappers in a First-Year EngineeringCourseDr. Andrew Charles Bartolini, University of Notre Dame Director, First-Year Engineering Program, University of Notre Dame Associate Teaching Professor, University of Notre Dame 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Implementing Exam Wrappers in a First-Year Engineering CourseIntroductionThis full paper examines the implementation of exam wrappers into a first-year engineeringcomputing course. Exam wrappers allow students to reflect on how prepared they were forcourse exams and how

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

phases.4. Faculty Reflections and Plans for Future ImprovementsAddressing core concerns like fair assessment, structured guidance, and emphasis on engineeringfundamentals can significantly enhance the ENG 102 course. Feedback suggests incorporatingmore frequent classes and better resource availability to align the course with engineeringdemands. Responding to this, faculty will focus on popular components like the Arduino and 3Dprinting workshops, shifting towards more project-based learning by reducing lecture hours. Otherproposed improvements include introducing peer evaluations to balance team contributions,adjusting the computer application workshop to cater to diverse student backgrounds by includinga range of computing tools, and ensuring

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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

over teamwork. Civil engineering students' priorities were closelyaligned with those of chemical engineering students, emphasizing effective teamwork and timemanagement. Conversely, in the computer and electrical engineering department, managing timeand self-directed learning emerged as top priorities, reflecting the unique demands of thesedisciplines.Engineering projects in upper-level engineering classes often require collaboration among teams.Effective teamwork ensured that team members could communicate ideas, delegate tasks, andwork together efficiently to achieve project goals. Also, teamwork and time management werecritical skills in engineering because they facilitated collaboration, improved efficiency, enhancedproblem-solving

Collection

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

Authors

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

student persistence in the College ofEngineering. A total of 7723 students were enrolled in the College of Engineering in their secondyear (88.5%), while 1004 students reported leaving Virginia Tech or enrolling in other colleges(11.5%). The demographic data are presented inTable 3 of the Appendix.Data LimitationsWe report here only on whether students remain in the College of Engineering at the institutethey started in. We would therefore not differentiate between students who left the universityaltogether and those that transferred to a different institution. These data span the period leadingup to the COVID-19 pandemic and do not reflect the dramatic changes experienced across manyeducation contexts. Although this analysis does not include