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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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Diversity

distinct transformation categories. The studycorrelated these categories with the TROPOS subscales and examines demographic factors.Findings indicate higher TROPOS scores for first-generation students and female studentscompared to their peers.I. IntroductionThe perceptions and belief system of first year engineering students affects their self-efficacy,confidence, sense of belonging, satisfaction and other such constructs which are essential forshaping successful student experiences and outcomes. For example, Hutchison-Green [1] foundthat first year engineering students’ perception of their course success depended on their speed ofsolving problems and the amount of time taken to learn new material in comparison to theirpeers. Further, student

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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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Diversity

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)

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

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Diversity

-generation college students, including those who areprimarily “students whose parents do not have any post-secondary education experience” [1] or“students whose parents have not received a bachelor’s degree” [2]. Although first-generationstudents make up about a third of the U.S. college population [3], they are less likely to beacademically prepared for college, have a prior understanding of the college experience, or knowabout college educational expectations from their parents [4]. To help first-generation studentspersist and graduate from college, institutional retention efforts and support services, includingFederal TRIO programs (Upward Bound, Talent Search, Student Support Services), have beenimplemented and used by many colleges. Despite

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

Authors

Gretchen Scroggin, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Latisha Puckett, University of Arkansas

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Diversity

new ways to support first-year students and enhance retention. According tothe Association of American Colleges and Universities (AAC&U), High-Impact Practices (HIPs)offer significant educational benefits, especially for historically underserved groups, bycultivating substantive relationships, promoting engagement across diverse perspectives,facilitating the application of acquired knowledge, and fostering reflective processes aimed atpersonal development [1]. Students involved in HIPs are more likely to experience positiveoutcomes like academic achievement, persistence, and attainment of goals that prepare a studentto live a rewarding life [2]. It is recommended to integrate HIPs into curriculum in alignmentwith course objectives and

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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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Diversity

increased integration of teamwork in engineering design education, there areless information on what, how, and when to successfully intervene in team activities to yieldbetter team performance. Psychological safety, which is a team construct established throughdeep interactions and conversations that facilitate how team members perceive their treatmentfrom team members, could possibly elevate the performance of engineering design teams [1].This initiative is a Work in Progress under the GIFTS category. The hypothesis is that a positiveteam experience with an emphasis on psychological safety can enhance a student's academicsense of belonging. Solidifying this tool is the first step to a multi-step research study.Project ApproachThe “Team Safety

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

Authors

Krista M Kecskemety, The Ohio State University; Tyler James Stump, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University

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Diversity

Engineering at The Ohio State University. She is involved in the Department of Engineering Education as an Undergraduate Research Associate. Her research interests include sense of belonging in engineering.Sydney Cooper, The Ohio State University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS: Connecting DEI, STEM, and Character Strengths for First Year EngineersIntroduction and OverviewThe VIA Institute on Character identifies character strengths as are the parts of your personalitythat impact how you think, feel, and behave [1]. Many of these individual character strengths canbe found in engineering and STEM more broadly in which a survey was developed

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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

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Diversity

belonging was not indicated as a significant predictor of second-year retention.Our study also noted a lack of significant difference between white students andunderrepresented minority students in terms of second-year retention. Our study underscores theneed for early academic interventions with respect to math placement and calls for further studyto examine the strength of motivating factors related to persistence.Introduction and BackgroundUniversities, particularly land-grant or other public institutions, are increasingly coming underpressure to demonstrate the value of an undergraduate education to society [1]. The escalatingcost of student loan debt and the perceived increased cost of an undergraduate degree haveintensified pressure on

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

Authors

Katherine Pettrey, Louisiana State University and A&M College; Andrew Becnel, Louisiana State University and A&M College

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Diversity

early in their college careers, they have the time to strategically tailor their experiencesover the next 8+ semesters.During Semester 1, students learn from an industry representative who provides them withemployer insight into what makes a good job candidate for hire. Starting with “is engineeringright for me,” the students are given several metrics by which they can self-assess if engineeringis a good fit. Students then analyze a sample resume to determine what makes a strong resume,which leads into an analysis of how to tailor the next several years toward building a strongresume. Outside of class students create a resume and a 4-year+ plan (based on SMART goals),which are assessed by instructors. Finally, students participate in Mock

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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

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Diversity

the University of South Carolina. Prior to becoming Faculty Director, he served for eight years as the faculty advisor for the USC Engineering and Computing Living and Learning Community. He has taught a variety of high-school and first-year introductory and professional development courses over the last two decades. Dr. Gatzke also leads a two-week Maymester study abroad trip to Germany covering energy topics. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: Surprises Found in Student Stress and Academic Support Survey Rawle D. Sookwah1, Bob Petrulis2, and Edward P. Gatzke1* 1

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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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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

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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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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

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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

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