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

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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

Tagged Topics

Diversity

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)

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Kapil Gangwar, Wentworth Institute of Technology

Paper ID #45066Full Paper: Integration of Digital Tools and Technologies in First-Year EngineeringCoursesProf. Kapil Gangwar, Wentworth Institute of Technology Kapil Gangwar is an assistant professor of mechanical engineering at Wentworth Institute of Technology with a background in materials, mechanics and manufacturing. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Integration of Digital Tools and Technologies in First-Year Engineering CoursesAbstract:In a 15-week semester at Wentworth Institute of Technology, the utilization of digital

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

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

Paper ID #45124(Full Paper) Enhancing Sense of Belonging in First-Year Engineering Studentsthrough Integrated Project-Based Learning and Communication Skills DevelopmentDr. Song Wang, University of Hartford Song Wang is an assistant professor in the Department of Civil, Environmental, and Biomedical Engineering at the University of Hartford. His research focuses on the durability of fiber-reinforced polymer (FRP) composite materials and their application in reinforcing and repairing steel and concrete structures. He is particularly interested in FRP-reinforced seawater and sea sand concrete structures, and bio-oriented

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

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Shazib Z Vijlee, University of Portland

Paper ID #45030A Multi-Disciplinary First-Year Design Project with Systems Integration, StandardRequirements, Creativity, and Impact (GIFTS)Dr. Shazib Z Vijlee, University of Portland Dr. Shazib (Shaz) Vijlee is an Associate Professor of Engineering at the University of Portland’s Donald P. Shiley School of Engineering. He has Bachelor’s and Master’s degrees in Mechanical Engineering from the University of Texas (Austin). He received his Ph.D. in Mechanical Engineering from the University of Washington (Seattle). He has held various research and development positions in industry (Boeing Phantom Works) and government

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

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Rui Li, New York University

Paper ID #45075Applying Vertically-integrated Project as a Sustainable Pathway for First-yearStudent Professional DevelopmentDr. Rui Li, New York University Dr. Li earned his master’s degree in Chemical Engineering in 2009 from the Imperial College of London and his doctoral degree in 2020 from the University of Georgia, College of Engineering. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28Full Paper: Applying Vertically-integrated Projects as a Sustainable Pathway for First-year Student Professional Development1. IntroductionIn this complete evidence-based practice, a new

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

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David Gray, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

Paper ID #45050Nurturing Interdisciplinary Engagement: A Case Study of Resourcing andRecruiting Strategies in an Early Academic Career Interdisciplinary Project-BasedLearning CourseDr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in 2002 and 2010, respectively. Much of his graduate education focusDr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is a Professor of Engineering Education at

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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

the Gannon University MakerSpace,which provides tools like 3D printing and laser cutting. The course is designed to provide studentswith a foundational understanding of the professions and disciplines of engineering and computing.The course offers an integrated exploration of engineering principles and computational problem-solving. It aims to address the essential question of what it means to work and think in the fieldsof engineering and computing. The curriculum adopts a "hands-on" project approach to helpstudents engage with the practical aspects of these disciplines, supported by an introduction to thenecessary technical concepts. Students will also become familiar with the professional vocabularythat every engineer and computing

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

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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

, engineering design, programming, and computer-aided design. Additionally,each student in the program is assigned a first-year Academic and Career advisor who facilitatesthe transition to college through one-on-one advising appointments, workshops, and electroniccommunications, including emails and newsletters. The instructors and advisors shareinformation about students and resources for mutual support.General Engineering AdvisingThe General Engineering advisors facilitate the development of academic success skills in FYEstudents using a framework that conceptualizes time management, metacognitive study skills, andresource utilization as an integrated system for academic success. In this systemic approach, thelimited availability of academic support

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

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Stephany Coffman-Wolph, Ohio Northern University

panelists. What is an Entrepreneurial Mindset (EM)? Defined as "a set of attitudes,dispositions, habits, and behaviors that shape a unique approach to problem-solving, innovation,and value creation" [1] by the Engineering Unleashed (KEEN) website, EM holds the key toamplifying engineers' technical skills. Join us to explore how EM empowers engineers toidentify opportunities, target their impact, and consistently create value, all while embracing the3C's: Curiosity, Connections, and Creating Value.Our panelists, integral members of the KEEN Project known as EMIFY, will share theirexpertise and extensive experience in not only teaching first-year students but also in seamlesslyintegrating Entrepreneurial Mindset (EM) into the curriculum. The

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

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

Education Innovation at Colorado School of Mines in the Engineering, Design, and Society Department. He teaches the first-year engineering Cornerstone design course. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based courses, the first-year engineering experience, and student professional skills. He is active in the American Society for Engineering Education and serves on the First-Year Programs Division Executive Board and was the past Webmanager for the ASEE First-Year Programs Division and the First-Year Engineering Experience Conference. He is on the Executive Steering Committee for the Vertically Integrated Projects Consortium. Prior to

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

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

technologies into the engineering classroom, and excellence in instruction. His additional research interests include water, and wastewater treatment, stormwater management and pollution control, civil engineering infrastructure, and transportation engineering.Dr. 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 activities to teach general engineering

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

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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

engineering school has recently launched an AI4All initiative, which hopes to equip every engineering student with an ML skillset. Introducing ML curriculum within ENES100, a required three-credit first-year engineering course, is crucial for AI4All as it introduces essential concepts at an early stage. ENES100 consists of a semester-long collaborative project where groups of eight students construct a small Arduino-powered robot (OTV) from scratch capable of autonomous navigation and mission-specific sensing and actuation, described in Table 1 below. The integration of ML within ENES100 involves a 2-hour lesson delivered by an instructor during which they learn and receive tools to use

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

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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

Tagged Topics

Diversity

Paper ID #45055WIP: Survey Validation to Enable Investigating Community Cultural Wealthin Engineering Students’ First Year Experiences (FYE)Dr. Adetoun Yeaman, Northeastern University Adetoun Yeaman is an Assistant Teaching Professor in the First Year Engineering Program at Northeastern University. Her research interests include empathy, design education, ethics education and community engagement in engineering. She currently teaches Cornerstone of Engineering, a first-year two-semester course series that integrates computer programming, computer aided design, ethics and the engineering design process within a project

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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

design activities into the foundation of the curriculum. By focusing on a cornerstoneengineering course, we aim to create a more integrated and engaging learning experience throughdesign. We have transformed an existing introductory course by incorporating a series of small,medium, and large design activities and projects, grounded in product design pedagogy. Theseactivities are designed to make tangible connections between theoretical concepts and real-worldapplications, helping students see the context of mechanical engineering from the start. Throughthis approach, we hope to inspire and retain engineering students by making their first-yearexperience both practical and exciting, setting the stage for their continued success in the field.The

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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

Learningand Sustainability: Practice and Potential”, Faculty of Engineering and Science, AalborgUniversity, 2014[14] Sharifah Rafidah Wan Alwi, Khairiyah Mohd Yusof, Haslenda Hashim, Zainura Zainon,“Sustainability Education for First Year Engineering Students using Cooperative Problem BasedLearning”, Procedia - Social and Behavioral Sciences, vol. 56, Pages 52-58, ISSN 1877-0428,https://doi.org/10.1016/j.sbspro.2012.09.631, 2012[15] Carolyn McGibbon, Jean-Paul Van Belle, “Integrating environmental sustainability issuesinto the curriculum through problem-based and project-based learning: a case study at theUniversity of Cape Town”, Current Opinion in Environmental Sustainability, vol. 16, pp. 81-88,ISSN 1877-3435, https://doi.org/10.1016/j.cosust

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

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Joseph A Lyon, University of Notre Dame; Mayari I. Serrano, Purdue University at West Lafayette (PPI)

Paper ID #45031Full Paper - Building on the First-Year Engineering programming experience:Understanding the motivation and self-efficacy of students in a follow-on programmingcourseDr. Joseph A Lyon, University of Notre Dame Joseph A. Lyon is an Assistant Teaching Professor at the University of Notre Dame. He holds a Ph.D. in Engineering Education. His research interests are computational thinking and mathematical modeling.Dr. Mayari I. Serrano, Purdue University at West Lafayette (PPI) Mayari Serrano Anazco is a visiting clinical assistant professor in the Honors College at Purdue University. She earned her Bachelor’s

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

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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

Civil and Mechanical engineering studentssupporting the need in their curriculum. Statistical analysis and project management were the leastselected skills by all students. Based on the data collected, the team is currently restructuring thefirst-year engineering problem solving course to support the skills perceived as important bystudents enrolled in the different engineering majors. Feedback from faculty and chairs from theengineering departments is also being used to restructure the course. An in-depth statisticalanalysis of the data is currently being performed to understand how students’ major of choice (dataincluded in this study), and other factors not included in the study (gender, first generation status,year of study) influence the

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

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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

Tagged Topics

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)

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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

involved in various teaching activities, such as serving as a teaching assistant in many BME and undergraduate courses, leading a peer group-problem solving session, and serving as a student leader in Tutorial Project.Meera R Bhat, The Johns Hopkins University Meera R. Bhat is an undergraduate student studying Biomedical Engineering at Johns Hopkins University. Her research interests include engineering education, senescence, cellular aging, adipose tissue, and neonatal health. At Johns Hopkins University, she currently serves as an undergraduate teaching assistant for several biomedical engineering courses where she develops engineering curriculum for underclassmen students. 15th Annual First-Year Engineering

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

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Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University

. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech, Lecturer at the Department of Engineering Education at The Ohio State University, and Assistant Professor at the Department of Integrated Engineering at Minnesota State University, Mankato. She holds a Ph.D. in Engineering Education from Virginia Tech.Dr. Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University Dr. Ben Chambers is an Assistant Collegiate Professor in the Department of Engineering Education at Virginia Tech, and Director of the Frith First Year Makers program. His research focuses include the interactions of non-humans with the built

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

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Paul McMonigle, Pennsylvania State University; Denise Amanda Wetzel, Pennsylvania State University; Sara Kern, Pennsylvania State University

outcomes based approach to integrating information literacy badges within disciplinary curriculum,” Reference Services Rev., vol. 43, no. 1, pp. 31–44, Jan. 2015, doi: 10.1108/RSR-07-2014-0026.[2] A. R. Rodgers and M. Puterbaugh, “Digital badges and library instructional programs: Academic library case study,” J. of Electron. Resour. Librarianship, vol. 29, no. 4, pp. 236– 244, Oct. 2017, doi: 10.1080/1941126X.2017.1378542.[3] E. Rimland and V. Raish, “Design principles for digital badges used in libraries,” J. of Electron. Resour. Librarianship, vol. 29, no. 4, pp. 211–220, Oct. 2017, doi: 10.1080/1941126X.2017.1378540.[4] V. Raish and E. Rimland, “Employer Perceptions of Critical Information Literacy Skills and Digital

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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

Tagged Topics

Diversity

Akua Oppong-Anane is a Teaching Assistant Professor in the Fundamentals of Engineering Program at West Virginia University. She holds a bachelor’s degree in Chemical Engineering, a master’s degree in Chemistry and a doctoral degree in Environmental Engineering Sciences. Her research areas are in solid and hazardous waste management, as well as teaching, advising and retention of first year engineering students.Dr. Xinyu Zhang, Purdue University at West Lafayette (COE) Dr. Xinyu Zhang is an Assistant Professor of Practice in Environmental and Ecological Engineering (EEE) at Purdue University’s College of Engineering. She received her Ph.D. in Environmental Engineering from the University of Illinois at Urbana

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

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Lynn A. Albers, Hofstra University

Paper ID #45080WIP: Activity Centric Online Teaching and Learning with MATLABDr. Lynn A. Albers, Hofstra University Dr. Lynn Albers is an Assistant Professor in Mechanical Engineering of the Fred DeMatteis School of Engineering and Applied Science at Hofstra University. Her previous academic contribution was as one of the founding five faculty/staff at Campbell University, helping the newly formed School of Engineering grow and establish roots in the community. A proponent of Hands-On Activities in the classroom and during out-of-school time programs, she believes that they complement any teaching style thereby reaching

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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

Tagged Topics

Diversity

students in experiencingrational discourse [19]. Experiencing disorienting dilemma in classrooms through ill-structuredquestions and reflective learning strategies is essential for students to enter the transformativelearning process, but creating an environment of trust and support in the classroom is crucial forstudents for completing their transformative learning process.VIII. ConclusionFirst year engineering curriculum aims to ease the academic transition of first year students fromhigh-school to college by making them aware of the limitations of their study habits and learningtechniques. Through transformative learning experiences, students not only become cognizant oftheir limiting habits of mind, but they also become independent thinkers