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

Authors

Mary L Bowden, University of Maryland, College Park

) to serve as teachers, mentors, and team leaders – and there are tremendousbenefits for these students as well. Benefits to 1st and 2nd Year Students Benefits to Upperclassmen • development of basic engineering skills • learning by teaching & problem-solving • community of like-minded students • mentoring and being a role model • motivation for further learning • developing leadership skills • connecting w/ academically useful upperclassmen • belonging and running community • learning to deal with failure • resume, internships, moneyFor an extracurricular community like this to thrive, it is important to instill in these students ashared set

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

Authors

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

Tagged Topics

Diversity

their habits of minds and frames of references. This paperexplored the extent of transformative learning experiences in a first-year engineering program ata midwestern (USA) institution. The study employed two instruments to assess transformativelearning: the Learning Activity Survey (LAS) and the Transformative Outcomes and ProcessesScale (TROPOS). The LAS assessed whether and to what extent the first-year engineeringexperience has led to a perspective transformation in the students. TROPOS evaluated students'overall transformative learning outcome, focusing on four subscales: social support, attitudetowards uncertainty, criticality, and transformative outcomes. Analysis of the LAS datafacilitated the categorization of students into four

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

Authors

Micah Lande, South Dakota School of Mines and Technology

, rubberbands, glue sticks, tape, a t-shirt, 2-liter soda bottles, and a “gold medal.”The primary goal for this challenge is to construct the tallest Olympic cauldron within a three-minute limit, considering criteria like speed, stability, strength, ingenuity, elegance, teamwork,and effort. Given the constraints on time, team size, and materials, this design challenge fosterscreativity and provides multiple opportunities to discuss aspects of systems engineering [3]. Byapplying design process knowledge, students engage in a learn-by-doing approach to emphasizea mindful application of design and building practices at the very start of their studies. Thelearning goals and objectives align with our introductory mechanical engineering course: ▪ Generate

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

Authors

Adithya Jayakumar, The Ohio State University; Raymond Smith Brooks

tools. Contrary to my expectations, however, the experience turned out to be not onlyfun but also surprisingly informative, especially in terms of safety information that had nevercrossed my mind before.’In responding to the question, ‘Now that you have completed the lab – in what ways do you thinklearning how to use hand tools will benefit you in the future as an engineer?’Beginner:B2 – ‘As an engineer, sometimes I will have to design a physical object. Knowing how to use ahand tool could help me with design and actually building my idea out.’Expert:E1 - ‘Knowing how to use hand tools will be important for me as an engineer because it enablesme to bring my projects to life, allowing for me to create prototypes and ensuring precision. Andof

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

Authors

Nicole Alexandra Batrouny, Northeastern Univeristy; Daria A Kotys-Schwartz, University of Colorado Boulder; Micah Lande, South Dakota School of Mines and Technology

Paper ID #45056Design Signatures in the Wild: Making the Invisible Visible (in First YearEngineering) WORKSHOPDr. Nicole Alexandra Batrouny, Northeastern Univeristy Nicole Batrouny is an Assistant Teaching Professor of First Year Engineering at Northeastern University. Her engineering education research interests include novice engineering education (K12- first year), reflective engineering design process, metacognition, collaboration in engineering, and decision making.Dr. Daria A Kotys-Schwartz, University of Colorado Boulder Daria Kotys-Schwartz is the Director of the Idea Forge—a flexible, cross-disciplinary design space

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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

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)

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

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

Authors

Brian Patrick O'Connell, Northeastern University

Paper ID #45064GIFTS: Marching LEGO Ducks towards Critical IdeationProf. Brian Patrick O’Connell, Northeastern University Dr. O’Connell is an associate teaching professor in the First-Year Engineering program at Northeastern University. He studied at the University of Massachusetts at Amherst in 2006 then worked in industry as a Mechanical Engineer working on ruggedized submarine optronic systems. He returned to academia in 2011 at Tufts University planning to work towards more advanced R&D but fell for engineering education and educational technologies. His research now focuses on developing engineering technologies and

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

Authors

Juval V Racelis, Wentworth Institute of Technology

Paper ID #45088Full Paper: Examining first-year students’ nascent disciplinary identities andepistemological orientationsDr. Juval V Racelis, Wentworth Institute of Technology Juval Racelis is an Associate Professor specializing in writing pedagogy. His research focuses on pedagogical innovation across multiple contexts. In his teaching, he works in the intersections of writing, language, and culture to enrich students from diverse backgrounds. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Examining First-Year Students’ Nascent Disciplinary

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

Authors

Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University

be leveraged in active learningremote learning settings alike. However, MATLAB WebTA is still in development, and currentlyonly used for a few assignments in the introductory engineering course.As we continue to develop MATLAB WebTA, it is important to assess its efficacy, understanduser experience, and refine the code critiquer. With this in mind, this study poses the followingresearch questions: RQ1: How effective is the MATLAB WebTA in identifying and providing feedback on antipatterns in novice programmers’ code, as measured by instruments for student engagement and learning? RQ2: What are the experiences and perceptions of instructors and students regarding the use of MATLAB WebTA in an