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

are navigating whatit means to be in a university environment - to live and work more independently, whichchallenges growth in areas such as socialization, study habits, and time management. It is nosurprise that successful first year experience (FYE) programs also include a mixture of co-curricular activities ranging from academic support to community building, and personaldevelopment initiatives to facilitate students’ professional and personal growth [1].The purpose of this Work in Progress study is to validate a survey that will be used to investigatethe effects of social and navigational capital of first-year engineering students on three importantaspects of the entrepreneurial mindset (EM). This is done for two reasons: 1) construct

Collection

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

Authors

Mohammad Heshmati, Mississippi State University; Bill B Elmore, Mississippi State University

and skills, particularly in addressing real-world problems andfostering critical thinking, collaboration, and problem-solving. Examples include projects on watersustainability, carbon footprinting, and wind energy, demonstrating PBL's effectiveness inintegrating sustainability into engineering education [1-17]. This manuscript focuses on theauthenticity aspect of PBL and presents multiple sustainability-focused PBL experiences.EXPERIMENTAL PBL PROJECTS FOCUSED ON SUSTAINABILITYAt the time of preparing this manuscript, three projects focused on sustainable energyproduction/utilization (wind, solar, and geothermal) are currently in the design phase. Thefollowing subsections provide more information about these projects.WIND ENERGY PRODUCTIONThe

Collection

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

First-Year SeminarsIntroductionBeing a woman in engineering is associated with numerous visible and invisible challengesincluding a chilly climate, lack of support, and the absence of role models [1, 2]. Thesechallenges persist through every stage of a woman’s engineering career, starting from theireducational experiences, and extending well into their professional life, whether in industry or inacademia. In the most recent national survey by American Society of Engineering Education [3],women make up 25.5% of the enrollment and 24.1% of the degrees awarded in engineeringprograms. A chilly climate [4] is often thought to be contributing to the lack of engineeringidentity within women in engineering, resulting in lower persistence, interest, and

Collection

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

available for allstudents in our class on using 3D printers and laser cutters.In this work, we describe the addition of an “adventurer” component to the module. In additionto the goals above, we also wanted students to develop additional manufacturing skills.Carbonell et al. [1] found that the integration of the makerspace into various courseworkincreased technology self-efficacy, affect toward design, design self-efficacy, and sense ofbelonging. Gillespie and Nossoni [2] found that students in a first-year engineering courseintegrated with maker space activities visited the makerspace more often and were more likely tochange their beliefs toward engineering to identify skills such as teamwork, problem solvingabilities, and communication as being

Collection

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

Authors

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

, with a focus on software design, to serve students in the IBE-SItrack. As with the existing IBE program, the varied backgrounds and needs of the studentspresented challenges in designing the content. The demand for cross-functional training ofengineering and business students requires creativity in balancing the technical and non-technicalskills needed by well-rounded graduates [1].The instructional team was faced with the challenge of how to frame the problem statement forthe IBE-SI students. A critical question was how much coding content was required toeffectively deliver prototypes at the end of the semester. For the pilot offering, a decision wasmade to place more emphasis on conceptual and high-level design and less on

Collection

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

Authors

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

students often struggle making connections between programming and physicalapplications. Hands-on activities have been implemented to varying degrees at other institutionsto improve student success in introductory programming courses [1]. The aims of this research areto investigate the following questions: (1) how do hands-on activities influence students’ interestin computer programming, (2) do hands-on activities influence students’ understanding ofspecifically targeted programming concepts, and (3) does a students’ interest, confidence, andunderstanding in translating code into a different programming language change after experiencingthese hands-on programming activities?MethodologyThree physical, hands-on activities were integrated into an

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

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

we receive when doing our post-module reflections. We aim to present our keyfindings, what questions are most useful for course revisions, and how changes can and haveemerged from the results of these reflections.How to Have Hard Discussions: Students ask difficult questions, often outside of the scope ofreasonable discussion in class. This activity will ask participants to recount some of these kindsof questions from their own experiences and collectively discuss how to approach theconversation. There will be an emphasis on how to have in-class discussions, given the mini-theme, but given the limitations of the medium, other approaches are more than welcome. Schedule 1. 5 minutes: Welcome and

Collection

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

Authors

Lisa Lampe, University of Virginia; Esther Tian, University of Virginia

reflection and planning to take ideas back to their campus. Thepresentation will include advising standards, resources, and recommendations.Learning goals: Attendees will be able to name 2 best practices within Academic Advising thatare feasible to implement in their program.Content: We will review National Academic Advising (NACADA) definitions of academicadvising, advising values, and resources. We will also cover some terminology and most citedliterature on Advising Structures, and how academic advising should be seen as teaching [1]. Wewill also review the Academic Advising Handbook to help participants understand StudentLearning Outcomes (SLOs) and recommended assessment practices [2].Activities: The welcome will include a poll to hear more

Collection

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

Authors

Kaitlin Mallouk, Rowan University; J. Blake Hylton, Ohio Northern University; Krista M Kecskemety, The Ohio State University; Jack Bringardner, Colorado School of Mines

engineering education. Integrating‬ ‭Entrepreneurial Mindset into first-year programs is a clear mechanism for developing‬ ‭entrepreneurially-minded engineering graduates. To realize this impact, first-year engineering‬ ‭educators must understand and embrace the connection between traditional first-year engineering‬ ‭curriculum and EM.‬‭ he EM in the First-Year (EMIFY) team has been working to 1) Build consensus about the‬T‭impact EM can have in first-year engineering program and 2) Develop and provide resources to‬ ‭faculty who teach in the first-year. In this workshop, we will share a framework of EM in‬ ‭first-year engineering that was co-developed by representatives from 19 diverse institutions and‬ ‭engage attendees in

Collection

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

Authors

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

Collection

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

Authors

Todd France, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Abigail Clark, Ohio Northern University

Collection

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

Authors

Haritha Malladi, University of Delaware

personaldevices from the Internet. They are like radio programs that can be played on demand. Podcastsare distributed using RSS feeds and are available to stream on popular streaming services likeSpotify. Listen Notes, a podcast search engine and database, reports that there are over 3,000,000podcasts in the world [1]. There are a multitude of podcast episodes relevant to engineering thatcan be used as high quality free educational resources. This Great Ideas for Teaching, or Talkingwith, Students (GIFTS) paper describes three ways to incorporate podcasts in an engineeringclassroom and ways to scaffold their use to enhance learning; the author has successfullyimplemented all three to positive student feedback. Enabling student choice in listening

Collection

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

Authors

Samantha Kennedy, University of Minnesota - Twin Cities

“right answer”. This is essential inallowing participants to sit with where they are and think of strategies for how they can grow orchallenge themselves to do something differently.Outline:Activity 1: Welcome & Background (15 minutes)Activity 2: Social Identity (20 minutes)Activity 3: Comfort Zones (20 minutes)Activity 4: Guided Small Group Discussion (20 minutes)Activity 5: Q&A and Conclusion (15 minutes)