Collection

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

Collection

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

Tagged Topics

Diversity

ideas using appropriate presentation tools,Apply the engineering code of ethics, Conduct a proper literature review, Use proper careerplanning tools, and Manage your time.Gender and first-generation status and their relation to technical and non-technical skills wereinvestigated. Figure 1 shows the importance of the top 5 technical and non-technical skills(including ties) identified by students identifying as men and women. The top two skills for bothgenders are non-technical: ‘manage your time’ and ‘work in teams effectively’. Figure 1: Importance of Top 5 Skills by Gender (including ties)Figure 2 shows the importance of the top 5 identified technical and non-technical skills by first-generation and non-first-generation students

Collection

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

Collection

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

Authors

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

Tagged Topics

Diversity

sample identified asfirst-generation students and 8% identified as international students.Instrument & Data CollectionTable 2 describes the instruments used in the survey. The survey included four sections. The firstsection utilized the Learning Activities Survey (LAS) aimed at measuring the extent of eachstage of transformative learning experienced by students in their first-year engineering courses[13]. The second section collected data regarding the extent of changes the students experiencedin their habits of mind and the factors that may have influenced those changes. Cranton [15]conceptualized six dimensions of habits of mind: Philosophical, Moral & Ethics, Psychological,Sociological, Epistemic, and Aesthetic. The third section