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

Authors

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

better and deeperunderstanding of engineering concepts and practices through realistic projects [10, 11]. Writingexperience also promotes students’ academic engagement, and providing students with formativefeedback on their writing can improve their mindset, belonging, and perseverance in college [12,13]. Effective oral communication can build student’s self-confidence and enhance theirconnections and inclusions with peers and faculties. Creating a supportive learning environmentthrough practices like engagement and providing opportunities for positive interactions amongdiverse peers can further promote students' sense of belonging [14].Research SignificanceWhile industry increasingly values engineers with strong technical skills and

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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

Tagged Topics

Diversity

Students grouped by math placement, Common first-year courses, and access to Peer Mentoring and Academic Coaches Learning Communities Engineering fraternity/STEM sorority Collaborative Assignments and Projects Open-ended, real-world, class-based projects Undergraduate Research Honors Research and Innovation Experience and Symposium Diversity/Global Learning Project-based learning and Drill seminars ePortfolios Honors Research Experience Course Internships Drill seminarsHIPs not in FEP (Capstone, Writing Intensive Courses and Service Learning) have been excluded from Table

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

Authors

Longfei Zhou, Gannon University; Varun K Kasaraneni, Gannon University; Longyan Chen, Gannon University; Ahmed Abuhussein, Gannon University

commercialize the ProspectorTM hematology analyzer in Sept 2022. Dr. Chen’s main research interests are developing innovative biomaterials and nanomaterials for drug delivery, cell/tissue imaging, biosensors, and hematology analysis applications. He has co-invented multiple patents and co-authored 29 peer-reviewed journal articles and proceedings papers.Ahmed Abuhussein, Gannon University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Comprehensive Analysis and Assessment of An Introduction to Engineering and Computing CourseLongfei Zhou1,4,*,+, Varun K. Kasaraneni2,+, Longyan Chen1,+, Ahmed Abuhussein3,+, Nicholas Devine4,+1 Department of

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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

transformation obtained from LAS. We found students whoexperienced “profound transformation” or “straightforward transformation” had significantlyhigher scores for attitude towards uncertainty, criticality and transformative outcomes, ascompared to the students who experienced “no transformation”. Upon exploring differences inTROPOS score based on demographics, we found significant differences for race wise andgender wise distribution. The Black and African American students had significantly higherscores for attitude towards uncertainty as compared to their white peers, χ2 ([4], N = [90])= [10.398], p = [.023]. Further, female identifying students scored higher than male identifyingstudents on the attitude towards uncertainty and transformative outcome

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

Authors

Rui Li, New York University

willdecide on one pathway before being assigned to specific projects. The main three pathways areentrepreneurship, industry, and research.2.4 Course AssessmentThe team will be evaluated at the end of the semester as shown in Table 1. Table 1. Breakdown Assessment Component to Evaluate Student VIP Performance Documentation (VIP Notebook) 30% Responsibility and Contribution 30% Peer Evaluations & Attendance 30% End of Semester Report 10% Total 100%CATME (Comprehensive Assessment of Team Member Effectiveness) was used to

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

Authors

Rebecca Krylow, Duke University

winds down and prototypes are delivered, closing the semester with thoughtfuland specific communication to clients is important. Students write thank you notes to theirclients, and these are delivered in person, or by mail. We have also created a survey to gatherfeedback on the clients’ experiences. Questions focus on communication frequency from thestudent team; program coordinator, EGR 101 instructors, and the Program Director. The surveyalso asks about the prototype feasibility, feedback for the student team, and if they want to serveas a client again. Finally, there is an opportunity to share any open feedback about theirexperience. The survey is not anonymous. Greater than 70% of clients who responded to oursurvey said they would like to

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

Authors

Benjamin Goldschneider, University of Virginia; Shaylin Williams, University of Virginia; Esther Tian, University of Virginia

professional development, the Career Development team providescomments and conversation to every student’s reflection, fostering an ongoing discussionsurrounding the steps required to pursue their goals. This dialogue enables students to makesmall or large adjustments to their academic, professional, and life goals, depending on theirindividual needs.In the third mini session, we discuss another course assignment, given at the end of each sectionof the course, hereafter called “modules.” Each module has a distinct focus, ranging fromresearch to the design process, and students are asked to write a short reflection about theirexperience with each when they end. These reflections ask students to evaluate what they got outof the module, what they liked

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

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

placed in the Preparatory or PREP cohort. Half of the newbeginner population had ENGR 2100 included as a potential cohort class for the Spring 2024semester. Students (including those with low math placement) had the option to select anothercourse in the Essential Studies program, rather than ENGR 2100, if they desired.The student learning outcomes for ENGR 2100 are listed below. 1) Students will develop critical thinking, writing, technology, and research skills. 2) Students will demonstrate competency in accessing WMU resources and services and will make meaningful connections with faculty, staff, student leaders, and peers to facilitate success. 3) Students will understand the requirements to earn their bachelor’s degree in

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

Authors

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

-technical skills aretaught in first year courses and are further reinforced in upper-level engineering courses. Examplesof soft skills taught in first-year engineering courses include oral communication, presentationskills, teamwork, and project management.Soft skills are interpersonal skills that support the relationship with other people and complementthe technical skills and are essential skills to achieve organizational development andeffectiveness. Soft skills can be divided into two categories, functional and adaptive skills[1].Functional skills are related to tasks and how to solve new problems, and adaptive skills are relatedto the way in which the engineer conduct themselves and interact with their peers and theenvironment[1]. Examples of

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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

incorporating inclusive design ideas into theengineering curriculum, educators may prepare students to create technically sound, sociallyresponsible, and globally beneficial solutions. In line with engineering's practicality and solution-oriented approach, this integration directly addresses DEIBJ values. This work-in-progress paperdescribes a multi-week activity on DEIBJ and ID in a 100-level multidisciplinary engineeringdesign course. Our course introduces basic engineering principles and methods through lecturesand labs. Coursework includes computer-aided design, MATLAB programming, andtransdisciplinary project creation through hands-on projects. The course uses technical writing,oral presentations, and team-based problem-solving. These strategies

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

Authors

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

Tagged Topics

Diversity

intrinsic and extrinsic motivation [14].When students engage in project-based learning, their need for autonomy can be met as theyactively engage in tasks that promote learning, develop their cognitive capabilities, fostercollaboration amongst peers, and when they receive the right scaffolding from faculty [15].This paper directly builds on a study carried out with the students of Ashesi University whoparticipated in a first-year design-oriented course in 2022 [7]. That study commenced anexploration of the three constructs brought into view – self-efficacy, self-determination andagency, and it revealed the need for relying more on existing validated surveys. Here, a revisedset of scales is used to explore the relevance of these constructs through a

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

these efforts, first-generation students are stillless likely than their peers to persist or graduate from college [4] and there is the need forcolleges to understand the skills that first-generation students bring to college, and the skills thatthey perceive to be important to help them succeed in their coursework.The low number of women studying engineering at colleges continues to also be a problem,despite the efforts to increase the representation of women. According to the 2022 AmericanSociety of Engineering Education (ASEE) report, women made up only 25.5% of the totalundergraduate engineering enrollment compared to men at 74.5% [5]. The retention rates forwomen undergraduate engineering students are also highly concerning, as 22.7% of

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

Authors

Kapil Gangwar, Wentworth Institute of Technology

enablestudents to visualize and experiment with complex engineering concepts, conduct experimentsremotely, access interactive learning materials, collaborate with peers, analyze and interpret data,and develop programming skills. Through the integration of digital tools and technologies, first-year engineering students can benefit from hands-on learning experiences, gain opportunities forcollaborative learning and communication, and prepare themselves for the digitally focusedmodern engineering industrial world.1. Introduction:Over the past decade, there has been a significant evolution in technology, engineeringtextbooks, examples, and practice problems. This transformation has fundamentally altered ourapproach to thinking, analyzing, and solving