Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

BALRAJ SUBRA MANI, New Jersey Institute of Technology; I. Joga Rao, New Jersey Institute of Technology

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Diversity, FYEE Conference Sessions

. FED-101 isintended to expose them to what to expect when they become an engineer in their chosendiscipline. No common curriculum across various universities dictates how such intendedoutcome would be delivered. Years ago, Mechanical Engineering Department at NJIT hadchosen to use 3Dimensional modeling using Creo Parametric 4.0 [1] solid modelling software,aka Pro/Engineer [1], Wildfire [1] in FED-101. Solid modelling is used as a design tool inmechanical product design. However, product design is not the only career path in MechanicalEngineering. From ideation to product realization, product design has many steps. Apart fromcompetency in product design, time management skills, hands on ability, intellectual-property-exploration skills

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Liang Li Wu, University of California, Irvine; Gregory N. Washington, University of California, Irvine

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Diversity, FYEE Conference Sessions

applied project-based experiences among lower development, etc. In addition, lectures on entrepreneurshipdivision courses causes many students to lose interest and were integrated during Winter quarter to allow students toleave engineering during the first year, without understanding develop a business plan related to the quadcopter project.the importance of rigorous training in math and physical Lab sessions were designed for students to apply thesciences. Many programs implemented innovative first-year technical contents to their project and were co-instructed bycourses to enhance engineering curriculum and increase graduate teaching assistants and laboratory staff. Studentsstudent retention [1

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Christopher McComb, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park; Jessica Dolores Menold, Pennsylvania State University, University Park

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Diversity, FYEE Conference Sessions

engineering programs “bookend” design competencies for engineering students, requiringthem to engage with open-ended design principles at the beginning and end of theirundergraduate degree programs. The rationale for most programs to introduce design in the firstyear has been validated by numerous engineering education and engineering design researchers.For example, first-year engineering programs can introduce tools (physical tools, software tools)that students will be required to use in subsequent courses; develop student comfort withreflection [1], [2] creativity [3], [4] and ambiguity in solving ill-structured problems [5], [6];introduce the design process [7], [8]; and serves to socialize engineering students in the habits ofmind and

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Tiago R Forin, Rowan University

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Diversity, FYEE Conference Sessions

’ experience within Freshmen Course.Motivations These assignments were developed as a means to create more inclusive materials forfreshmen students in Freshmen Course. In Riley and Claris’s work on inclusive practices, theyencourage faculty to expand students’ understanding of what engineering is and makeconnections on how it is socially relevant. [1] The author believed it was a good challenge toincorporate some of these suggestions into Freshmen Course. Two major examples that Rileyand Claris discusses is de-centering western civilization and showcasing different kinds ofengineers, particularly those who are underrepresented. Riley and Claris also mention howstudents should see the social implications of engineering so that engineering

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Richard Tyler Cimino, ExEEd Department, Rowan University; Scott Duplicate Streiner, Rowan University

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Diversity, FYEE Conference Sessions

addition of “an understanding of professional and ethicalresponsibility” as a requirement for ABET accreditation [1], there has been renewed interest in thescope and practice of ethics education in engineering curricula. While ethics education is nowmandated for accreditation, the form that education takes varies considerably with each program. Despite the increased awareness and codification of ethics into engineering education overthe last two decades, there is continual debate about the efficacy of ethics education and the abilityof educators to make a positive impact on students’ moral development [2]. At least one prominentstudy [3] has documented skepticism amongst faculty with respect to the (positive) nature andinfluence of the

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Rebecca R Essig, Purdue University Fort Wayne; Kimberly Warren O'Connor, Indiana University - Purdue University Fort Wayne; S. Scott Moor P.E., Indiana University Purdue University, Fort Wayne; Sara Marie Thomas

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Diversity, FYEE Conference Sessions

retention. Some are difficult for educators to addresssuch as family support, a student’s minority status, socio-economic status, etc [1]. However,other areas such as a student’s engagement in the campus community [2][3], relationships withother students [1], and understanding how to use campus resources[3], are addressable withinintroductory courses. For this project, researchers present preliminary results from a studydesigned to increase student retention in a first-year engineering program by implementingcourse activities that encourage students to become engaged in the campus community and betterunderstand how to use existing campus resources.The pilot study occurred during the fall 2017 semester at a regional university that catersprimarily

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Carmellia Davis-King, Michigan State University

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Diversity, FYEE Conference Sessions

them to resources, experiential opportunities, and to eachother. Below are detailed programming descriptions of events and activities that are madeavailable to all first-year undergraduate engineering students. 1. Professional Mentoring Mentoring is a program provided by corporate partners to first-year undergraduate students on a voluntary basis for one academic semester. Mentoring promotes the development of skills and knowledge, both for personal development and for career exploration. Corporate mentors assist with resume reviews, mock interviews, provide advice on how to gain valuable experience through professional student organization membership and how to secure resume building experiential opportunities

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Cecelia M. Wigal, University of Tennessee at Chattanooga

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Diversity, FYEE Conference Sessions

2017 and 2018. In addition, two student teams presented their work at the 2017ASEE Zone II Conference and one team, composed of engineering students and an art student,presented a design solution at the spring 2018 ASEE SE Conference.Project Substantiation and ImportanceIn the 1980’s, research introduced that disability is socially created rather than rooted in theindividual [1]. More recent studies indicate that persons with disabilities may move through aprocess of seven types of identities: isolated affirmation, apathy, resignation, situationalidentification, affirmation, crusadership, and normalization [2]. Studies also indicate that the arts,including the visual arts, can be a tool to aid transition through these identities to enhance

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Jenahvive K. Morgan, Michigan State University

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Diversity, FYEE Conference Sessions

management, design and creativity, engineeringcommunication, engineering as a career, ethics, and engineering estimations and calculationswith an emphasis on unit conversions. Grit is also a topic covered in the course with reference tothe retention of the students in the college of engineering, through to their completion of theengineering degree.Material pertaining to grit was introduced in the course and then an examination of how thismaterial may have increased student grit was conducted. Duckworth et al. (2007) [1] created atwo-factor, twelve item, self-reporting measure of grit. The foundation of this study was basedon the theory of grit as a compound trait. This compound trait was comprised of stamina in twodimensions, and these dimensions

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Stephany Coffman-Wolph, University of Texas, Austin; Kimberlyn Gray, West Virginia University Inst. of Tech.

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Diversity, FYEE Conference Sessions

the college experience of first-generation students who participate in the First-Generation Program and those who do not. Theauthors would like to incorporate some of the activities from the First-Generation Program intoother programs to help other first-generation students.IntroductionWest Virginia University Institute of Technology (WVU Tech) is a school with approximately1600 students that heavily recruits from the local area (historically Montgomery, WV andcurrently Beckley, WV) [1]. Approximately 35% of the student population of WVU Tech arefirst-generation and 66% are either first-generation or low income. Of the students admitted inFall 2017, only 19.38% had a general ACT score above 23 [1]. The goal of this research is toidentify and

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

Aubrey Wigner, Michigan State University; Megan K Halpern, Michigan State University; Isaac Record, Michigan State University

Tagged Topics

Diversity, FYEE Conference Sessions

in their ability to succeed and a sense of isolation cited as major factors. Women, firstgeneration college students, underrepresented minorities and students from low-income familiesare most at risk for leaving STEM fields [1]. One way to address non-persistence among theabove groups is to equip students with the psychological tools needed to succeed. One such toolis the growth mindset, a conceptualization of one’s own learning ability and intelligence as afluid quality capable of growing through work, failure, and iteration [2]. For underrepresentedgroups in STEM this vision of intelligence as fluid runs counter to the myths (implicit theories)many students internalize that they are either naturally talented or not in math, good at biology

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Jonathan Elliot Gaines, University of South Florida

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Diversity, FYEE Conference Sessions

based outreach program that uses undergraduate students to mentor middle school youth. 2018 FYEE Conference: Glassboro, New Jersey Jul 25 Full Paper: Re-imagining a first year design course to incorporate service-learning while minimizing traditional challengesIntroductionFoundations of Engineering Lab (EGN3000L) is a 1 credit hour introduction to engineeringcourse taught to interdisciplinary first year students in the College of Engineering at theUniversity of South Florida. Traditionally, the course is taught as non-service-learning throughmultiple, unrelated design projects. The projects prior to the Fall 2017 semester were simple,exposing students to engineering design with limited

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

Irina Molodetsky, New Jersey Institute of Technology; Robert B. Barat Ph.D., New Jersey Institute of Technology

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Diversity, FYEE Conference Sessions

and Engineering Department). Her research interests include materials science, physical chemistry and non-conventional technologies for materials and process engineering. 2018 FYEE Conference: Glassboro, New Jersey Jul 25 Work in Progress: Fundamentals of Engineering Design (FED) for Chemical Engineering 1st Year UndergraduatesThis is a work-in-progress report on continuous improvement of our first-year chemicalengineering design / laboratory course. Such courses continue a tradition identified severaldecades ago of the importance of freshman engineering experiences [1, 2]. We present amodified structure of our traditional introductory course successfully running since 2006. Thiscourse, and

Conference Session

Technical Session IX

Collection

2018 FYEE Conference

Authors

Roger J Marino P.E., Drexel University; Gabriel R Burks, Drexel University; Matthew N VanKouwenberg, Drexel University; Brandon B. Terranova, Drexel University

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Diversity, FYEE Conference Sessions

for a target populationof either high school or middle school students. The teams followed a process in order to selectthe lessons they would design, and created lab manuals and teacher guides for their targetpopulations. The students navigated through the project using Guided Inquiry by an InstructionalTeam. The Instructional Team consisting of: a Teaching Professor; a STEM Education Specialistand two PhD Candidate Students.desired outcomesPrior to the initiation of the course, the Instructional Team established a total of six (6) DesiredOutcomes. The goal was for the students to achieve substantial growth in each of the six areas bythe end of the term (10 week quarter). The focus of the six objectives were: 1. teamwork; 2.sketches, modeling

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Katie Loughmiller, Kansas State University; Julia A Keen P.E., Kansas State University; Katherine Marie Benton, Kansas State University

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Diversity, FYEE Conference Sessions

the class. In additionto using the survey for research, the data collected was also used to assign students to groups forthe semester based on shared commonalities.The survey consisted of 18 questions: 13 multiple-choice, 4 select-all-that-apply, and 1 scale.The main categories utilized in this research were demographics and students’ interests/hobbies.All students were required to take the survey as a homework grade for the class. One of thequestions in the survey gave the student the opportunity to opt out of having their response usedas a part of the research. It was clearly communicated to every student that if they chose to notparticipate in the research, it would have no impact on their grade. All student responsesremained anonymous. 95

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Sheila Erin Youngblood, Cameron University; Irene Camilla Corriette, Cameron University ; Tyler C Bishop, Cameron University

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Diversity, FYEE Conference Sessions

students, It’s MathE – a middle school enrichment experience, and CU Empowering Women in Leadership and STEM conference. Her research is pedagogy in an engineering classroom and water quality. Before joining CU in August 2010, she worked for the USDA-NRCS in Oklahoma, Kentucky and Texas as a civil engineer for approximately 10 years. Her university teaching experience began in 2001 and spans multiple states and university systems from Re- search 1 to community college to private university and finally a regional university setting. She received her Ph.D. from Oklahoma State University in Biosystems and Agricultural Engineering, and also hold a Master’s degree from University of Kentucky and B.S. from OSU.Ms. Irene

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

John Edward Miller, Baylor University; Brandon Herrera, Baylor University

Tagged Topics

Diversity, FYEE Conference Sessions

plates, etc. Amplifiers were tested foroperation. Speakers were tested for frequency response and loudness. The initial, one-timeequipment cost is $5-20 per student, depending on equipment already available, and the recurringmaterials cost is $10-15 per student. The students were enthusiastic about their designs bothbefore and after they completed their projects. This paper includes more detail about the project,examples of student designs, speaker testing results, student feedback, and future plans.IntroductionMost engineering educators recognize the effectiveness of hands-on learning and seek toimplement labs and projects into their courses, especially in the first year [1–6], as encouraged byRecommendation 4 in the National Academy of

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Mary Fraley, Michigan Technological University; Mary Raber, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

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Diversity, FYEE Conference Sessions

college algebra take ENG1001, Engineering Analysis,solely or jointly by schools and colleges of engineering”. [1] followed by ENG1100, Engineering Problem Solving, in theThe University of Ottawa has been offering an first year instead of ENG1101. These students completeentrepreneurship course for several years. The class is open ENG1102 in the fall semester of their second year. This paperto any undergraduate or graduate engineering student, but focuses on a pilot study completed in ENG1102 during themost students take it in their final year. The students’ reason Fall 2017 semester.for waiting until their last year, is that that they can better During the Fall 2017 semester, students in two