Collection

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

Collection

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

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

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

Collection

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