Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet K. Lumpp, University of Kentucky; Jennifer Lovely, University of Kentucky; Laura Marie Letellier P.E., University of Kentucky; David L. Silverstein P.E., University of Kentucky; Derek Lynn Englert, University of Kentucky; John R. Baker P.E., University of Kentucky; Neil Moore, University of Kentucky; John F. Maddox, University of Kentucky; Julie Gordon Whitney, University of Kentucky; Doug Klein, University of Kentucky; Whitney C. Blackburn-Lynch, University of Kentucky

Tagged Divisions

First-Year Programs

-world engineering problems, the value of the toolis easily understood by students.The course design also tries to introduce students to some of the more cutting edge technologiesto allow them to feel that their efforts have current relevance. Students discuss data analysis andmanipulate data from real data sets such as water level monitoring from local streams or foodsafety data for baby food. They also build a reflective light sensor, gather data and use a simplemachine learning tool to make and train a roughness sensor shown in Figure 3. From thesemodest activities they are introduced to the fields of Artificial intelligence and Big Data.Figure 3: Example of a sensor built by students in Fundamentals of Computing. The sensorconsists of a

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Baker A. Martin, Clemson University

Tagged Divisions

First-Year Programs

disciplines availableat the university and are free to change their major during the first year without the consequenceof a delayed graduation timeline.Path ForwardThe survey will be distributed approximately two weeks after the college’s primary majorexploration event during the fall and spring semesters, approximately the middle third of thesemester. The required event introduces students to the college’s 11 engineering majors andstudents submit a reflective assignment as part of their first-year engineering coursework. Wehope to have some preliminary data to present at the conference.AcknowledgementsI would like to thank Rachel McCord for helping shape this project, reviewing this paper, anddirecting this study. I would also like to thank Marisa

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soundouss Sassi, Mississippi State University; Abigail Clark, Ohio State University; Jane Petrie, Ohio State University ; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

examine how intended student development goals for first-year engineering that are set by instructors, faculty, and administrators align with thestudent experiences as described by students.AcknowledgementsThis material is based upon work supported by the National Science Foundation underGrant Nos. 1664264 and 1664266. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References[1] R. A. Ellis, “Is U.S. Science and technology adrift,” Washington, DC: Commission on Professionals in Science and Technology., 2007[2] M. Borrego, R. Brawner, “Preparing Engineering Educators for Engineering Education

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ariana Gabrielle Tyo, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Nathan D. Manser, Michigan Technological University

Tagged Divisions

First-Year Programs

teach should reflect in higher participantperformance. The observation was the opposite however, perhaps due to grade inflation or lackof grading consistency, and indicates that a more controlled experiment is needed to linkparticipant impressions to performance. For this study, student performance on assessment itemssuch as quizzes and homework were used for comparison.In terms of course design, an important takeaway is identified as it relates to developing moreconsistent grading within the section between instructional staff. Using assessment points thatare purely objective and quantitative in nature will provide better detail and help determine therelationship between perception, engagement and overall performance and retention in

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska, Anchorage; Matthew E. Calhoun, University of Alaska, Anchorage

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

presentations were designed to help students to start visualizing themselvesas engineers or improve their engineering recognition and caring. Fifth, the students were alsoasked to develop cardboard chairs for their final team project. Students work together in teamsto develop the chairs and then present their chair to the class. This project was designed to helpstudents improve their engineering performance/competence, interest, creativity, and designefficacy. Lastly, students were required to complete weekly homework assignments where theypersonally reflect on topics such as their engineering interests, study plan, and any barriers theycan foresee that might prevent them from becoming an engineer. These were designed toimprove their engineering

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Campbell, Imperial College London; Deesha Chadha, Imperial College London

Tagged Divisions

First-Year Programs

to gain afavourable grade.Tasks were selected to reflect Tuckman’s teambuilding theory, cycling through four stages ofteam/group development: 1. Forming - The team get to know one another and bond 2. Storming - The team come up with and interchange ideas. Eventually choosing a course of action 3. Norming - Once the ideas have been finalised the team begins working together. Each team member begins to take on their roles in the team and the rules of engagement are formed. 4. Performing - Teams carry out the task in handDetails of the exercises performed during workshop can be found in Table 1.Table 1: List of Exercises performed at Teambuilding Workshop Exercise Type Duration Description Line

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oai Ha, Western Carolina University; Martin L. Tanaka, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Divisions

First-Year Programs

and do not reflect a more complex spatial thinking. Reference [17] suggests thateducators and researchers should “look more broadly than psychometric tests of spatial ability toidentify components of spatial intelligence or adaptive spatial thinking.”There are several limitations in implementing this study. First, the assessment of the relationshipbetween the two test scores did not involve a pretest, and the data analysis in this study provideda snapshot of the relationship between the two test scores at the end of the study (posttest) only.This practice might justify the correlational analysis when two score sets are collected at thesame place and time, but there is a high possibility that students could develop spatial skillsduring the

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University; Aditya Johri, George Mason University; Nazanin Naderi, Youngstown State University

Tagged Divisions

First-Year Programs

reflect the views of the National Science Foundation.ReferencesAlmatrafi, O., Johri, A., Rangwala, H. & Lester, J. (2017). Retention and Persistence amongSTEM Students: A Comparison of Direct Admit and Transfer Students across Engineering andScience. Proceedings of ASEE 2017.Almatrafi, O., Johri, A., Rangwala, H. & Lester, J. (2016). Identifying Course Trajectories ofHigh Achieving Engineering Students through Data Analytics. Proceedings of ASEE 2016.Atman, Cynthia J and Sheppard, Sheri D and Turns, Jennifer and Adams, Robin S and Fleming,Lorraine N and Stevens, Reed and Streveler, Ruth A and Smith, Karl A and Miller, Ronald L andLeifer, Larry J and others. (2010). Enabling Engineering Student Success: The Final Report forthe Center for

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, PhD, MBA, PE P.E., Quinnipiac University; Ruby ElKharboutly, Quinnipiac University

Tagged Divisions

First-Year Programs

has been applied during Spring 2017 on trial bases and was fully implemented during the Fall 2018 advising season. Results show a significant reduction in the advising session duration and general satisfaction from both faculty and students. The study is still ongoing. The next steps involve standardization and validation. We plan to standardize the process by reflecting and rectifying problems that aroused during Fall 2018. Some problems included miscommunication between PMs and faculty and delays in obtaining the executive summaries. We would like to expand the use of the new advising process to including all advising faulty and all first-year students in Fall 2019. The validation/post-implementation phase is conducted

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

María del Carmen Garcia-Higuera, Universidad Panamericana; Rocio Chavez-Telleria, Universidad Panamericana; Armando Alemán-Juárez, Universidad Panamericana ; Isabel Joaquina Niembro García P.E., Universidad Panamericana

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First-Year Programs

si de medirlas o de desarrollarlas… Y estaba el asunto de la rúbrica,,, era un poco compleja. No sé cómo se la dieron a entender a los alumnos. [MP5]Professor 4 ads, “Above all, teamwork, there was a particular evaluation for teamwork.” “Ysobre todo el trabajo en equipo, porque había una evaluación en particular de trabajo enequipo. [MP4]In this previous section, we described the challenges that professors experienced while teachingtheoretical contents through PBL. Professors reflect on their previous practice and compare theresults with the new learning model. They cited uncertainty about how to develop students’ softskills while fostering rigorous learning of Physics. In the next session, we present how the newmethodology allowed

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

rationale for each form. At the end of the semester, students wereasked to reflect on the strengths and weaknesses of whatever grouping technique was used intheir section. A qualitative analysis of all of these data has led to a description of the experiencefrom the perspective of the students. Further, the trends that emerged from these engineeringstudent descriptions were compared to and contrasted with the benefits described (largely byinstructors) in implementations in mathematics courses elsewhere.Course Background, Description, and SettingThe work described was situated in the first-year engineering honors program [17]. Thisprogram, which has enjoyed a rich history, typically serves between 350 and 450 students peracademic year. Almost all of

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Pamela L. Dickrell, University of Florida; Lilianny Virguez, University of Florida

Tagged Divisions

First-Year Programs

around, battling robots), without a human-centeredresearch narrative to show engineers serving humanity [6-11]. By integrating the open endedhuman-centered story, a wider diversity of students can be engaged about how engineers can usetheir skills to create items to help society. A second major outcome/deliverable are studentscreating fully documented engineering design reports covering background research, human-centered design, societal needs, technical specifications of their design, costs analysis, solidmodel drawings, and reflection on their functional prototypes. The third majoroutcome/deliverable is students have to give a 15 minute presentation on their final functionalprototype, with all students in the team contributing in the

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; David Jacob Taylor, Arizona State University; Ian Derk

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

large design projects. Experience with the course has suggested thatgiving students more agency in their team selection has resulted in more ownership in the team’ssuccess/failure as reflected in student evaluations. Since teams were formed in the same way inboth groups, team formation does not play a role in the differences found in the results betweenthe groups that will be discussed in later sections.Research MethodThe goal of this research is to understand if the intervention of cohering Introduction toEngineering and Small Group Communication has resulted in better team dynamics. Theexperimental group involved in this study includes two sections of the cohered courses with 37and 20 students each. The control group consists of four sections

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian Scott Robinson, University of Louisville; Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; James Christopher Foreman, University of Louisville

Tagged Divisions

First-Year Programs

first-year course) is simulated via the windmill system. Students arethen tasked with critically reflecting on theoretical power values versus Arduino-measuredvalues. Figure 5. Visual representation of AC motor mount design challenge.Preliminary Course FeedbackAt the conclusion of the semester(s), students were tasked with answering survey questionscreated by course administrators as an assessment tool for course-related aspects. Twoquantitative queries, presented using a Likert scale, related to the teamwork experience in thecourse were  “ENGR 111 has enhanced my ability to work effectively in a team” and  “ENGR 111 has enhanced my understanding of the significance of effective teamwork”.The Likert scale was

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

inWeek 6, and complete specified activities related to the Guaranteed 4.0 Program, includingupdating their Bullet-point Notebooks. The activities for the day in the class mainly consisted of an instructor-led discussion,which emphasized the importance of the assignments, strategies for maximizing theirperformance, and a variety of first-year college student milestones that students might beexperiencing or expect to be experience in the coming weeks. One such milestone is: midterms,and what to do before, and after completing midterms, in regard to preparing, reflecting,improving, staying motivated whether performance is bad or good, and more. While initiatingsuch talking points, the Lead Instructor was able to listen to students

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

-point scale. DoS Domain DoS Category DoS Scores (n=4) Average Range Activity Engagement Participation 3.25 2-4 Purposeful Activities 3.75 3-4 Engagement with STEM 3.25 3-4 STEM Knowledge and STEM Content Learning 3.5 3-4 Practices Inquiry 3.5 3-4 Reflection 3.25 2-4The classroom used at ECSU allowed informal

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kala Meah, York College of Pennsylvania; James Moscola, York College of Pennsylvania; James A. Kearns, York College of Pennsylvania; Eleanor Leung, York College of Pennsylvania; Jason Forsyth, James Madison University

Tagged Divisions

First-Year Programs

custom robotic platform, theEbot, that students incrementally build and enhance each week. Initially, students build an Ebotthat they can manually drive forward and backward. By the end of the module, students create anautonomous line following robot. Throughout the process, students are asked to reflect upon howthey could improve upon the previous week’s design. As part of this process students areintroduced to various electrical/electronic devices, such as a digital multimeter, a DC powersupply, SPST and SPDT switches, a phototransistor, DC motors and a microcontroller. However,the primary goals of the module are to introduce students to aspects of electrical and computerengineering and engineering methodology related to design, and to

Conference Session

Multidisciplinary Engineering in the First-Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Steven P. Marra, Johns Hopkins University; Jenna Adele Frye, Maryland Institute College of Art; Edon Muhaxheri, Maryland Institute College of Art; Laure Drogoul, Maryland Institute College of Art

Tagged Divisions

First-Year Programs, Multidisciplinary Engineering

teaching assistant. The design project assignment wasworth 30% of the students’ final course grade.The Maryland Institute College of Art (MICA) is an art and design school, also located inBaltimore, Maryland. The design project assignment was part of two separate 3-credit FYEcourses: Body/World/Machine, in which students (2 male, 14 female) explore the role of thebody, social space, and the media through intensive studio production in a range of formats, andPrototype/Situate/Fabricate, in which students (6 male, 12 female) create, represent, respond,and reflect on form, function, and structures in space. Each course met on Thursdays from 9am-3pm, and each had one instructor and one teaching assistant.The buildings in which the JHU MechE Freshman

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen Roberts, University of Florida; Fazil T. Najafi, University of Florida; Curtis R. Taylor, University of Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

nationalproduct (GNP). The by-product of our unified educational opportunity for all citizens is in thenation’s economic and technological strengths. In order to increase the number of engineersneeded for our economy we must adequately prepare USP in foundational courses such as algebraII, pre-calculus, calculus and chemistry at the K-12 level. USP students must be encouraged,counselled, and prepared at the K-12 level to complete these foundational courses if they aspire topursue STEM as a major at a top tier university such as the University of Florida (or other top tieruniversity). At the university level, higher education practitioners must be committed toperforming on-going and reflective strategic planning for continuous improvement of their

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Hannah Stewart-Gambino, Lafayette College

Tagged Divisions

First-Year Programs

wellestablished ([3]-[7]). Relying on technological progress to drive or require the social progressthat would make “solutions” widely available has also been shown to be inadequate (e.g. [8-9]). As scholars [10] have written, “Critical analyses and reflections on the design of scienceand technology are essential if societies are to meet their challenges in ways that create realimprovements rather than re-create inequalities.” Meaningfully addressing the GrandChallenges thus requires interdisciplinary collaboration, critical thinking about the potentialand the limitations of engineering design methods, and deep understanding of local socialcontext and larger economic and political systems.Lafayette College began its Grand Challenges Scholars Program

Conference Session

First-Year Programs: Integrating Computing into the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adetoun Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

’ pre- and post SBST and PRVT:R test scores to further understandhow students’ strategies may be related to improvement in score performance and developmentin spatial skills over the course of the semester. The latter can help make informed decisionsabout which of these strategies to reinforce in future iterations of the course.ReferencesAdams, R., Punnakanta, P., Atman, C. J., & Lewis, C. D. (2002). Comparing Design Team Self- Reports with Actual Performance: Cross-Validating Assessment Instruments. American Society for Engineering Education Annual Conference & Exposition.Adams, R. S., Turns, J., & Atman, C. J. (2003). Educating effective engineering designers: The role of reflective practice. Design Studies, 24(3), 275–294

Conference Session

First-Year Programs: Monday Cornucopia (Classroom Innovations)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University; Duncan Davis, Northeastern University; Brian Patrick O'Connell, Northeastern University; Constantine Mukasa, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

) 0, (𝑏)The compatibility score for one team is calculated as a weighted sum of each of the attributescores and the schedule score. As previously described, each attribute score ranges between 0and 1, and the schedule score ranges roughly between 0 and 1. These values are multiplied by theinstructor’s chosen weighting factors in order to reflect their relative importance. Onto thiscompatibility score is added any prevented teammates penalty, required teammates penalty,and/or gender isolation penalty. This final sum is then normalized in order to give a score thatlies generally within the range 0 to 100. A team score can go outside this range only bybecoming negative because one or more of the penalties applies, or by going over 100

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University, Daytona Beach; Jaqi C. McNeil, University of Louisville; Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University, Daytona Beach; Farshid Marbouti, San Jose State University

Tagged Divisions

First-Year Programs

skills related to mathematical modelcomplexity, modifiability, and reusability dimensions. This research will build upon this idea byfurther analyzing impact of the revised modeling language in more courses and covering moretypes of modeling, including physical and business models.AcknowledgementsThis work was made possible by a collaborative research grant from the National ScienceFoundation (DUE 1827392; DUE 1827600; DUE 1827406). Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author and do notnecessarily reflect the views of the National Science Foundation.References[1] A. R. Carberry and A. F. McKenna, "Exploring student conceptions of modeling and modeling uses in engineering