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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

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Paper ID #45065Work-in-Progress: Integrating DEIBJ and Inclusive Design Concepts in anIntroductory Engineering Course Using Stand-alone ModulesProf. Lucie Tchouassi, New Jersey Institute of TechnologyDr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an application-oriented course for engineering students placed in pre-calculus courses. He has also developed and co-teaches the Fundamentals of Engineering Design course that includes a wide spectra of

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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

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based learning environment. She was previously an engineering education postdoctoral fellow at Wake Forest University supporting curriculum development around ethics/character education.Prof. Xiaojing Yuan, University of Houston, College of Technology (MERGED MEMBERSHIP WITH COE) Dr. Xiaojing Yuan is a full professor at the University of Houston in the Engineering Technology Department of the Cullen College of Engineering. As the founding director of the Intelligent Sensor Grid and Informatics (ISGRIN) research lab, she has delivered numerous presentations and published over 90 technical articles. Her research interests lie at the intersection of sustainable technology and resilient systems, with a focus on creating

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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

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," Cambridge handbook of engineering education research, pp. 311-334, 2014.[3] J. Roy and A. Erdiaw-Kwasie, "Engineering and Engineering Technology by the numbers," in American Society for Engineering Education, 2022: American Society for Engineering Education, pp. 1-94.[4] D. Collins, A. E. Bayer, and D. A. Hirschfeld, "Engineering Education for Women: A chilly climate?," Women in Engineering ProActive Network, 1996.[5] B. Bloodhart, M. M. Balgopal, A. M. A. Casper, L. B. Sample McMeeking, and E. V. Fischer, "Outperforming yet undervalued: Undergraduate women in STEM," PLOS ONE, vol. 15, no. 6, p. e0234685, 2020, doi: 10.1371/journal.pone.0234685.[6] A. Godwin, "The development of a measure of engineering identity

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

Authors

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

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Paper ID #45078Assessing transformative learning outcomes of a First-Year Engineering Programusing TROPOS (Full Paper)Ms. Sukeerti Shandliya, University of Cincinnati Sukeerti Shandliya is a doctoral student in Engineering and Computing Education and a GRA in the Department of Engineering and Computing Education at the University of Cincinnati. Her research interests include engineering workforce development, DEI in STEM, experiential learning, development of global competencies and cultural competencies in higher education and the workforce. She has completed her bachelor’s in Electronics and Communications Engineering from

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

Authors

Charity Obaa Afi Ampomah, Ashesi University; Heather Beem, Ashesi University

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experienceIntroductionMany first-year engineering students at African universities are coming from high schools thatrely heavily on rote memorization practices. This can be exacerbated by the challenge ofinsufficient resources to engage students in more experiential approaches. The dominance ofstudents being directed to read and memorize for tests and examinations has been documentedas a common practice in contexts like South Africa [1], but it extends broadly across thecontinent. The authors see this as potentially leading to negatively affected self-perceptionsabout students’ ability to execute as innovators. If this is the case, the ramifications aresignificant, as technical skills and innovation are needed for the development and advancementof technology in

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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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-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

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

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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