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

Authors

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

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being traditional college students and also having had minimalexposure to experiential approaches in their prior schooling. Earlier studies amongst thisstudent population indicate that when they engage in project-based learning, their self-efficacyto design and to build increases significantly [4], and this effect is strong enough to manifesteven when the project-based approach is offered online [5]. However, it is worth expandingthe view of what constructs are most relevant to this set of students. The self-efficacy constructwas designed in the Western context, and some argue that it reflects motivation rather thanperceived capability [6], motivating a broadened scope of what constructs may be most apt.Drawing from the author’s observations

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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

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engineering courses primarily in first-year engineering, civil and environmental engineering, and general engineering. He has won several awards for excellence in instruction; most recently the Saul K. Fenster Award for Innovation in Engineering Education. His research focuses on increasing diversity in STEM education and the STEM workforce. He has received multiple grants to run workforce development training programs as well as undergraduate research experience programs to train underrepresented minority and first-generation students. He is the Founding Director of NJIT’s Grand Challenges Scholars Program. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between

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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

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Engineering from the University of Arkansas. She previously served as a project manaLatisha Puckett, University of Arkansas 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS – Implementing High Impact Practices to Support Transition from High School to First-Year Engineering CoursesIntroductionThe First-Year Engineering Program (FEP) at the University of Arkansas (UA) aims to providefoundational engineering knowledge and proactive support for new students, as well as improveretention and graduation rates. Established in 2007, FEP boosted second-year retention rates inthe College of Engineering from 61% to around 70%, now fluctuating between 71-76%. FEPcontinually seeks

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

Authors

Mirna Mattjik, Colorado School of Mines; Carter Moulton, Colorado School of Mines

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Paper ID #45054GIFTS-Team Safety Brief: A tool to promote and enhance teamworkProf. Mirna Mattjik, Colorado School of Mines Mirna Mattjik, a Teaching Associate Professor in the Engineering, Design, and Society Department, excels in teaching design engineering. She is also affiliated with the University Scholars and Honors Program and the Humanities, Arts and Social Sciences Department. Her educational background spans industrial technology, international political economy, and project management. Pursuing her doctorate, her research centers on educational equity in higher education. As a Teaching Faculty member, Mirna

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

Authors

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

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acrossvarious demographic factors.IV. MethodProgram DescriptionThe research study took place at a midwestern US university in 2024. The design-centric first-year engineering curriculum offers two three-credit courses in the first and second semesters:Foundations of Engineering Design Thinking I and Foundations of Engineering Design ThinkingII. These design-centric courses use discussion, activities, long-term team projects, studio hours(hands-on activities to enhance understanding of course concepts), and other experientialopportunities that require students to develop creative approaches to engineering problems. Theobjective of the first-year engineering curriculum is for students to develop project management,communication, critical thinking, and

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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

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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

Angelika Aldea Tamura, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Xianglong Wang, University of California, Davis

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, and Picnic Day committees. Alongside her involvement in BMES, Angelika is an enthusiastic member of B-Hours, a student-run organization dedicated to projects benefiting clinics in Sacramento. Focusing her course studies in cell and tissue engineering, Angelika is currently seeking professional opportunities to further explore her passion in bioprinting and regenerative medicine.Tiffany Marie Chan, University of California, Davis Tiffany Chan is a 3rd-year undergraduate student in biomedical engineering at UC Davis and the recipient of the 2024 ASEE-PSW Section Undergraduate Student Award. She actively contributes to the cube3 Lab, where her interests lie in community building and inclusive practices. Tiffany is

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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

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-Champaign, is a North Carolina-licensed Professional Engineer, and currently leads an NSF project on recruitment strategies for engineering bridge and success programs. Her research interests include engineering education such as broadening participation in engineering, teaching technology innovations, and engineering entrepreneurship, as well as EEE discipline-based topics such as energy-water-environment nexus and sustainable biomanufacturing. Previously, Dr. Zhang was a Teaching Assistant Professor of Engineering at West Virginia University and has successfully led and expanded their summer bridge program for incoming first-year engineering students called Academy of Engineering Success (AcES).Dr. Lizzie Santiago

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

Authors

Rawle D. Sookwah, University of South Carolina; Robert Petrulis; Edward P Gatzke, University of South Carolina

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National Science Foundation funded team in the USC College of Engineering. His research interests include cultural determinants of help seeking, strength-based crisis intervention, and college student wellness. Mr. Sookwah is a licensed professional counselor in South Carolina and a nationally certified counselor, serving through the American Red Cross Disaster Action Team and his private practice.Dr. Robert Petrulis Dr. Petrulis is an independent consultant specializing in education-related project evaluation and research. He is based in Columbia, South Carolina.Prof. Edward P Gatzke, University of South Carolina Ed Gatzke is currently the faculty Director for the LEAF Sustainability Living and Learning Community at