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

Authors

Cory Budischak, Temple University; Shawn Fagan, Temple University

and design thinking, he also co-founded the STEPS program (funded through NSF S-STEM) to support low-income, high-achieving engineering students. Budischak holds a Doctorate in Electrical Engineering and enjoys outdoor activities with his family.Dr. Shawn Fagan, Temple University Dr. Shawn Fagan is the Assistant Dean for Undergraduate Studies in the College of Engineering at Temple University. He received his Doctor of Education in Higher Education Administration from Temple University. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: How the STEPS Program Enhances the First-Year Experience for Engineering StudentsIntroductionThe

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

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tailoredinterventions and resources to foster an environment conducive to profound transformation foreach student, addressing students' specific needs based on their current category oftransformation and facilitating their transition to the profound transformation category.References[1] M. A. Hutchison‐Green, D. K. Follman, and G. M. Bodner, "Providing a voice: Qualitativeinvestigation of the impact of a first‐year engineering experience on students' efficacy beliefs,"Journal of Engineering Education, vol. 97, no. 2, pp. 177-190, 2008.[2] S. S. Courter, S. B. Millar, and L. Lyons, "From the students’ point of view: Experiences infreshman engineering design course," Journal of Engineering Education, vol. 87, no. 3, pp. 283-288, 1998. [Online]. Available: https

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Micah Lande, South Dakota School of Mines and Technology

creativity and applying fundamental engineering principles in a practicaland enjoyable design scenario. This experience not only enhances their understanding of thedesign process but also cultivates essential skills crucial for their future engineering careers.References[1] M. Lande, “Tinkering and Making as a Means to Engage Students Across a 1st Year Introduction to Mechanical Engineering,” Engineering Unleashed. [Online]. Available: https://engineeringunleashed.com/card/2327.[2] S. Sheppard, R. Jenison, A. Agogino, M. Brereton, L. Bocciarelli, J. Dally, J. Demel, C. Dym, D. Evans, and R. Faste, "Examples of freshman design education," International Journal of Engineering Education, vol. 13, no. 4, pp. 248-261, 1997.[3] K

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Leah Rineck, University of Wisconsin - Madison

and are regularly studying on their own. There are at least four groups ofstudents that are living together in the fall in off-campus housing. There are other groups that areplaying intermural sports together.Overall, this program developed a community of learners. The students were able to find otherswho started in a similar place to what they did, so they understood they were not alone in theirstruggles.References[1] S. G. Brainard and L. Carlin, “A six-year longitudinal study of undergraduate women in engineering and science,” Journal of Engineering Education, vol. 87, no. 4, pp. 369–375, 1998.[2] C. Papadopoulos, “DO STUDENTS IN SUMMER BRIDGE PROGRAMS SUCCESSFULLY IMPROVE MATH PLACEMENT AND PERSIST? A META

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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

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Diversity

), "The KEEN framework." Engineering unleashed. https://engineeringunleashed.com/framework (accessed July 10, 2024).[3] S. R. Brunhaver, J. M. Bekki, A. R. Carberry, J. S. London, and A. F. McKenna, "Development of the Engineering Student Entrepreneurial Mindset Assessment (ESEMA)," Advances in Engineering Education, vol. 7, no. 1, p. n1, 2018.[4] J. S. London, J. M. Bekki, S. R. Brunhaver, A. R. Carberry, and A. F. McKenna, "A Framework for Entrepreneurial Mindsets and Behaviors in Undergraduate Engineering Students: Operationalizing the Kern Family Foundation's "3Cs"," Advances in engineering education, vol. 7, no. 1, p. n1, 2018.[5] T. J. Yosso, "Whose culture has capital? A critical race

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

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

First-year Engineering Experience at Case Western Reserve University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics, specializing in physics education research, from The Ohio State University.Michael William Butler, Case Western Reserve University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28Work in Progress: Increasing Maker Space Participation through First-Year EngineeringIntroductionWe added an additional component to a design module in the First-Year Engineering course atCase Western Reserve University with the goals of increasing utilization of the campusmaker

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Brian Patrick O'Connell, Northeastern University

gives them the language to describe their engagement with this aspect of theengineering design process as well as the values by which they select their exemplar concepts.Some even include the novelty scores as ratings for a creativity objective within their decisionanalyses.[1] E. P. Douglas, D. J. Therriault, M. B. Berry, and J. A. Waisome, "Comparing Engineering Students' and Professionals' Conceptions of Ambiguity," in 2022 IEEE Frontiers in Education Conference (FIE), 2022: IEEE, pp. 1-4.[2] J. J. Shah, N. Vargas-Hernandez, and S. M. Smith, "Metrics for measuring ideation effectiveness," Design Studies, vol. 24, pp. 111-134, 2003, doi: 10.1016/S0142- 694X(02)00034-0.[3] L. R. Murphy, S. R. Daly, and C. M

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

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

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Diversity

studentscomprised 10% of the undergraduate population, with 7% self-reporting as Asian, 6% Hispanic, and 4%reporting as two or more races. Only 22% of students in the college identify as a FGS. Various college-levelefforts have been made to improve first-year student retention, including college-specific UNIV 101 sections, aLiving and Learning Community for students in the college, and a summer start program targeting the collegeFGS population. Educational efforts for first-year students can be improved based on better understanding ofstudent stressors and the effectiveness of academic supports.A research team supported by an NSF S-STEM award recruited multiple cohorts of students with high financialneed. The “Synthesized Program for Undergraduate

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Song Wang, University of Hartford; Enrico Obst, University of Hartford; Beth Richards, University of Hartford

a career choice,” Journal of engineering Education, vol. 105, no. 2, pp. 312–340, 2016.[3] C. J. Wienhold and J. Branchaw, “Exploring biology: A vision and change disciplinary first- year seminar improves academic performance in introductory biology,” CBE—Life Sciences Education, vol. 17, no. 2, p. ar22, 2018.[4] T. L. Haynes, L. M. Daniels, R. H. Stupnisky, R. P. Perry, and S. Hladkyj, “The effect of attributional retraining on mastery and performance motivation among first-year college students,” Basic and Applied Social Psychology, vol. 30, no. 3, pp. 198–207, 2008.[5] M. A. Hutchison‐Green, D. K. Follman, and G. M. Bodner, “Providing a voice: Qualitative investigation of the impact of a first‐year engineering

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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

not necessarily reflect the views of the NationalScience Foundation. The author also appreciates local support at South Dakota Mines throughthe E.R. Stensaas Chair for Engineering Education funds.References[1] K. Mathieu, M. Lande, and K. H. Muci-Kuchler, “Adopting a Common Product Design Process across the Undergraduate Mechanical Engineering Curriculum,” in Proceedings of 2023 ASEE Annual Conference, Baltimore, MD, 2023. https://doi.org/10.18260/1-2--42583[2] O. Isaacs-Sodeye and M. Lande, “Teaching with unfamiliar pedagogy for engineering design instructors,” in Proceedings of IEEE Frontiers in Education Conference (FIE), 2013, pp. 1447- 1449.[3] A. J. Duston, R. H. Todd, S. P. Magleby, and C. D. Sorensen

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

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

wind turbinethe generated power to the wind speed, ananemometer is used for measurement of wind speed. Wind power at each fan velocity isapproximated using equation 1. 1 (1) P = ρa Av 3 2Where, “P” is power (watts), “ρa ” is air density (kg/m3), “A” is the air flow area (m2), and “v” isair velocity measured by the anemometer (m/s).The calculated wind power is then compared against the power generated by the turbine at differentfan speeds and blade designs and the efficiency of power conversion is calculated for eachcombination, which helps in selection of the best design.SOLAR ENERGY UTILIZATIONFor solar energy utilization, student teams are to build

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

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Roshina Babu, The University of Utah

in Spring2024 and informal in-class feedback from students indicated that the activity improved theirtheoretical knowledge and problem-solving skills. Mechanisms to assess the effectiveness of thishands-on activity in improving student outcomes will be implemented in future semesters.References[1] J. R. Grohs, T. Kinoshita, B. J. Novoselich, and D. B. Knight, "Exploring learner engagementand achievement in large undergraduate engineering mechanics courses," in 2015 ASEE AnnualConference & Exposition, 2015.[2] J. W. Giancaspro, D. Arboleda, N. J. Kim, S. J. Chin, J. C. Britton, and W. G. Secada, "Anactive learning approach to teach distributed forces using augmented reality with guidedinquiry," Comput. Appl. Eng. Educ., vol. 32, no. 2

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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

classroom problem based learning and design thinking, he also co-founded the STEPS program (funded through NSF S-STEM) to support low-income, high-achieving engineering students. Budischak holds a Doctorate in Electrical Engineering and enjoys outdoor activities with his family.Dr. Haritha Malladi, University of Delaware Haritha Malladi is an Assistant Professor of Civil and Environmental Engineering and the Director of First-Year Engineering at the University of Delaware. She received her Bachelor of Technology degree in Civil Engineering from National Institute of Technology, Warangal, India, and her MS and PhD in Civil Engineering from North Carolina State University. She is a teacher-scholar working in the

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

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

Tagged Topics

Diversity

] Case study: Ayesha and the Trade Show [14] – addressing invisibility and “old-boy 6 network” in workplace 7 Continue the case study from the previous week 8 Panel: Women in Engineering 9 No lecture. Students attend Women+ in Biomedical Engineering Lunches 10 Wrap-upReferences[1] M. J. Johnson and S. D. Sheppard, "Relationships between engineering student and faculty demographics and stakeholders working to affect change," Journal of Engineering Education, vol. 93, no. 2, pp. 139-151, 2004.[2] G. Lichtenstein, H. L. Chen, K. A. Smith, and T. A. Maldonado, "Retention and persistence of women and minorities along the engineering pathway in the United States

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

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Juval V Racelis, Wentworth Institute of Technology

engineering program. Similarly, Melo etal.’s [5] study explored the lack of recognition multilingual students felt as engineering students,consequently impacting their identity development. Studies like these are particularly importantin for learning how to better support students from minoritized and underrepresentedbackgrounds.There are limitations, however, in their applicability of identity theory particularly where itcomes to understanding young students’ articulation of identity and the ways in which identity isnarrowly operationalized. Specifically, these studies often rely on quantitative or mixed methodsthat, while valuable, only reveal part of students’ developing engineering identity. This limitationis of particular concern when

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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

: University of South Carolina, NationalResource Center for the First-Year Experience and Students in Transition, 2012.[12] K. M. Soria and R. Stubblefield, “First-Year College Students’ Strengths Awareness:Building a Foundation for Student Engagement and Academic Excellence,” Journal of the First-Year Experience & Students in Transition, vol. 26, no. 2, pp. 69–88, 2014.[13] L. B. Nilson, Creating self-regulated learners: strategies to strengthen students’ self-awareness and learning skills. Stylus Publishing: Sterling, Virginia, 2013.[14] S. Y. McGuire and S. McGuire, Teach students how to learn: strategies you canincorporate into any course to improve student metacognition, study skills, and motivation, Firstedition. Sterling, Virginia: Stylus

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

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

Paper ID #45033Full Paper: One Tool to Support Attendance, Engagement, Metacognition,and Exam PreparationDr. Kathleen A Harper, Case Western Reserve University Kathleen A. Harper is an associate professor and has served as the assistant director of the Roger E. Susi First-year Engineering Experience at Case Western Reserve University since 2021. Prior to that, she taught as part of the Fundamentals of Engineering for Honors program at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics, specializing in physics education

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

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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

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Diversity

investigatethe intersectionality of neurodiverse students with gender and first-generation status. Researcherscould also evaluate how women and men’s perceived importance of technical and non-technicalskills differ by major.References[1] J. Redford, and K.M. Hoyer, “First generation and continuing-generation college students: Acomparison of high school and postsecondary experiences, “National Center for EducationStatistics, U. S. Department of Education, U. S. Government Printing Office (NCES 2018–009),September 2017. Available: https://nces.ed.gov/pubs2018/2018009.pdf[2] J. King Jr., L. Mahaffie, J.T. Minor and L. Byrd-Johnson, “Fast facts report for the studentsupport services program”, U.S. Department of Education, Jan. 2016. [Online]. Available:http

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

, students indicated that they understoodML better. Students also expressed a desire to continue learning and apply machine learning totheir future engineering projects. With ML and cloud computing becoming increasinglyprevalent for engineering professionals, first-year students must be introduced to the topic in thecontext of real-world engineering problems and without significant technical learning overhead.References [1] Stone, J. E., & Milner, F., & Roberts-Weigert, S. (2023, July), Full Paper: Introducing Machine Learning to First Year Engineering Students Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee. 10.18260/1-2--44829 [2] S

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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

called “Beginning of Semester” (BOS) and “End ofSemester” (EOS) surveys. Twelve questions on the BOS and EOS surveys asked students to self-report aspects of self-regulated learning using a Likert-style questions. These twelve questionswere pulled from Toering et al.’s (2012) Self-Regulation of Learning Self-Report Scale (SRL-SRS), which has been previously validated in the context of secondary-school students ages 11to 17 years old. Toering et al.’s (2012) complete SRL-SRS instrument is 50 questions thatmapped to 6 different sub-scales that were based on previous self-regulated learning inventoriesand literature. Because we didn’t want the assignment to take more than 15 minutes, our team ofinstructors and advisors collaborated to select a

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

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

a more even distribution of student majors acrosssessions. Additionally, merging the introductory class with the engineering disciplinaryexploration could streamline the curriculum.References[1] Felder, Richard M. "Learning and teaching styles in engineering education." (2002).[2] Lichtenstein, Gary, Alexander C. McCormick, Sheri D. Sheppard, and Jini Puma. "Comparing the undergraduate experience of engineers to all other majors: Significant differences are programmatic." Journal of Engineering Education 99, no. 4 (2010): 305-317.[3] National Academy of Engineering, U. S. The engineer of 2020: Visions of engineering in the new century. Washington, DC: National Academies Press, 2004.[4] Tinto, Vincent. Leaving college

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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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., Oxford University Press, 2013, pp. 77–97. doi: 10.1093/acprof:oso/9780199982981.003.0006.[12] Committee on Developing Indicators of Educational Equity, Board on Testing and Assessment, Committee on National Statistics, Division of Behavioral and Social Sciences and Education, and National Academies of Sciences, Engineering, and Medicine, Monitoring Educational Equity. Washington, D.C.: National Academies Press, 2019, p. 25389. doi: 10.17226/25389.[13] P. S. Smith, M. M. Nelson, P. J. Trygstad, and E. R. Banilower, “Unequal Distribution of Resources for K-12 Science Instruction: Data from the 2012 National Survey of Science and Mathematics Education,” Horizon Research, Inc, Apr. 2013. Accessed: Jul. 01, 2024. [Online

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

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Diversity

efforts. It may also take one or two tries to finalize themodule based on student response and performance but the end result is very satisfying and animportant first-step in making our students into socially conscious and well-rounded futureengineers.References [1] Cech, E. A. “Culture of Disengagement in Engineering Education?” Science, Technology, & Human Values 39, no. 1, 42–72, 2014. [2] Foor, C. E., & Walden, S. E. “"Imaginary engineering" or" re-imagined engineering": negotiating gendered identities in the borderland of a college of engineering.” National Women’s Studies Association Journal 21.2, 41-64, 2009. [3] Campbell, D. A. et. al. “Balancing Pedagogy and Student Experience in First-Year Engineering Courses”, In

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

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David M. Feinauer P.E., Virginia Military Institute; Michael Cross, Norwich University; Ali Al Bataineh, Norwich University; Toluwani Collins Olukanni; Majd Khalaf, Norwich University

- - Corps: 14 Corps: 18 EG110/EE100/EE150 prepared me well for this project 2.9 0.3 2.8 0.5 Through this project, I was able to teach my partner(s) something 2.0 1.2 2.2 0.7 new My partner(s) and I were able to effectively collaborate remotely 2.1 1.0 2.4 0.7 I would recommend this exercise continue in future course offerings 2.0 1.0 2.5 0.8 When the project began, I was worried about my ability to succeed with the task 1.9 0.9 1.8 0.9 I am pleased with what I

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

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Kapil Gangwar, Wentworth Institute of Technology

TeachMechanical Design to First-Year Engineering Students. 2011. doi: 10.18260/1-2--18848.[3] T. Letcher, G. Michna, J. VerSteeg, and S. Michna, Stimulating Interest in First-YearMechanical Engineering Students through Design Modeling/Analysis and CNC Manufacturing.2018. doi: 10.18260/1-2--30994.[4] S. D. Sheppard, K. Macatangay, A. Colby, and W. M. Sullivan, “Educating Engineers:Designing for the Future of the Field. Book Highlights.,” 2008. [Online]. Available:https://api.semanticscholar.org/CorpusID:106628702[5] T. Litzinger, L. Lattuca, R. Hadgraft, and W. Newstetter, “Engineering Education and theDevelopment of Expertise,” Journal of Engineering Education, vol. 100, pp. 123–150, Jan. 2011,doi: 10.1002/j.2168-9830.2011.tb00006.x.[6] S. Freeman et al

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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

Experience Conference (FYEE): Boston, Massachusetts Jul 28Work In Progress: Online Modules to Develop Upper-classmen Mentors for an Introductory Biomedical Engineering Course Meera R. Bhat*, Gyeongtae S. Moon*, Angela J. Sadlowski*, Eileen Haase*Department of Biomedical Engineering, Johns Hopkins University, Baltimore, Maryland, USA *Co-Primary AuthorIntroductionThe “Biomedical Engineering and Design” (BMED) course for undergraduate first-yearbiomedical engineering (BME) students at Johns Hopkins University is scaffolded byupperclassmen mentors, or “lab managers” (LMs). BMED consists of in-person lectures andweekly laboratory sections to expose first-year students to various topics in BME

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

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Rebecca Krylow, Duke University

return as clients the following fall semester. And more than 90%of clients were satisfied with the frequency of communication with their assigned studentteam(s). Clients who respond that they want to continue as a client next semester act as seedclients in the pool of clients for the upcoming year.Recently, we have placed an emphasis on leveraging our current client database to connect us topossible new clients. A “recruitment flyer” was developed and sent to recent clients asking themto post in a physical space and/or share with anyone who might be a great fit as a client. Becausepast clients now understand the role of a client, they are now an advocate for the experience. Anemail was sent last week to approximately 50 past clients and the FYD

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

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Heather Schwab, The Ohio State University; Peyton OReilly, The Ohio State University; Laine Rumreich, The Ohio State University; Krista M Kecskemety, The Ohio State University

University and Well-being,” Univers. J. Educ. Res., vol. 6, pp. 781– 788, Apr. 2018, doi: 10.13189/ujer.2018.060422.[7] A. Antonio and C. Baek, “Beyond survey measures: exploring international male graduate students’ sense of belonging in electrical engineering,” Stud. Grad. Postdr. Educ., vol. ahead-of-print, Nov. 2021, doi: 10.1108/SGPE-02-2021-0015.[8] J. B. Halkiyo, S. Halkiyu, and N. Kellam, “Exploring how Ethiopian women students perceive a sense of belonging in engineering higher education Exploring how Ethiopian women students perceive a sense of belonging in engineering higher education,” vol. 3, pp. 29–61, Jan. 2024, doi: 10.15641/sjee.v3i1.1479.[9] K. L. Lewis et al., “Fitting in to Move Forward: Belonging, Gender

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Adithya Jayakumar, The Ohio State University; Raymond Smith Brooks

the laboratory activity in the Fundamentals of Engineering – II course.References[1] L. D. Feisel and A. J. Rosa, “The Role of the Laboratory in Undergraduate EngineeringEducation,” Journal of Engineering Education, vol. 94, no. 1, pp. 121–130, Jan. 2005, doi:https://doi.org/10.1002/j.2168-9830.2005.tb00833.x.[2] L. D. Feisel and A. J. Rosa, “The Role of the Laboratory in Undergraduate EngineeringEducation,” Journal of Engineering Education, vol. 94, no. 1, pp. 121–130, Jan. 2005, doi:https://doi.org/10.1002/j.2168-9830.2005.tb00833.x.[3] N. R. Council and C. on S. for K.-1. E. Education, “Standards for K-12 EngineeringEducation? “National Academies Press, 2010.[4] V. Wilczynski, J. Zinter, and L. Wilen, “Teaching Engineering Design in an