- Conference Session
- T1A: Readiness 1
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- 2019 FYEE Conference
- Authors
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Natalie C.T. Van Tyne P.E., Virginia Tech; Lisa D. McNair, Virginia Tech
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Diversity, FYEE Conference - Paper Submission
Reflection on the Road: How Recent First Year Students Exhibit Reflection During a Short-Term Study Abroad ExperienceAbstractStudy abroad experiences augment college and university curricula and expose students to aninternational setting with lectures, tours, and cultural activities. These studies raise awareness ofprofessional, social and cultural differences among countries. Students recognize globalchallenges to the engineering profession when they discover that another country faces similartechnical, social, cultural and resource-limiting challenges. They also learn that solutions tosimilar challenges in the U.S. may, or may not, be suitable in another country. Reflection is oneway to for students to derive
- Conference Session
- T2B: GIFTS - Session B
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- 2019 FYEE Conference
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Kurt M Degoede, Elizabethtown College; Brenda Read-Daily, Elizabethtown College; Jean Carlos Batista Abreu, Elizabethtown College
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Diversity, FYEE Conference - Paper Submission
detached from such a situation. We intentionally developed activities thatchallenge students’ thoughts and beliefs, so they connect their actions as students to their lives asworking professionals.We first examine ethics on a global scale by considering engineers’ roles in promoting globalhealth and wellbeing through sustainability. Students learn about green design andmanufacturing strategies through assigned readings, a video on cradle-to-cradle design, andgameplay. Students play the In the Loop ® board game, which teaches players about the finiteresources necessary for devices such as LCD screens, MRI machines, and wind turbines [1].Throughout the game, players develop strategies to manage limited resources using circulareconomies. A reflective
- Conference Session
- M1A: WIP - Learning experiences 1
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- 2019 FYEE Conference
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Jennifer Mullin, UC Davis
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Diversity, FYEE Conference - Paper Submission
undergraduate degrees. Giventhe general lack of hands-on design experiences in lower division coursework across the Collegeof Engineering (COE) departments and the need for an oral communication elective prior tosenior year, the Introduction to Engineering elective was piloted in Fall 2016.The 4-unit active-learning project-based course was targeted towards lower division engineeringstudents across all majors with emphasis on oral communication skills through a hands-on team-based design project. Communication and engineering design content was delivered in the twiceweekly larger lecture sessions where discussion and reflective activities where emphasized.Hands-on design and team-based activities were facilitated during the weekly studio sessions forup
- Conference Session
- M3C: Mentoring into the profession
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- 2019 FYEE Conference
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Whitney Gaskins, University of Cincinnati; Dewey Burnell Clark Jr
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Diversity, FYEE Conference - Paper Submission
being successful in their courses and their co-opexperiences.As part of the retention program, students are required to perform fifteen (15) hours ofcommunity service each semester, complete and essay related to their experience, completereflections after the monthly socials to share their learned experiences, meet once per semesterwith their Choose Ohio First Program coaches and track their progress using our e-portfoliosystem. We monitor the students’ experiences through surveys and self-reflections and well asthrough progress reports from their professors. Our results are then compared to other students inthe College of Engineering.Successes and opportunities for improvement, program compliance data and next steps will beshared in the
- Conference Session
- T2B: GIFTS - Session B
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- 2019 FYEE Conference
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Kurt M Degoede, Elizabethtown College; Brenda Read-Daily, Elizabethtown College; Jean Carlos Batista Abreu, Elizabethtown College
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Diversity, FYEE Conference - Paper Submission
their individual strength profile, they can make their work more enjoyable andthereby achieve improved outcomes. Students become more effective at communicating theirtalents on resumes and in cover letters. They also share their personal reflection on strengthswith their faculty advisors and others, which makes it easier for those mentors to write powerfulreference letters and personalized guidance. The exposure to Strengths Finder in theIntroduction to Engineering course, enriches the student experience across all four years and intotheir professional life.References[1] T. Rath, StrengthsFinder 2.0, New York: Gallup Press, 2007.[2] R.A., M.L. Loughry, M.W. Ohland, and G.D. Ricco, G. D. “Design and validation of a web- based system for
- Conference Session
- T1C: Developing Foundations in Mathematics
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- 2019 FYEE Conference
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Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering); Catherine E. Brawner, Research Triangle Educational Consultants; Wil Stuckey, Purdue University-Main Campus, West Lafayette (College of Engineering); Tom Cody, Purdue University-Main Campus, West Lafayette (College of Engineering); Nicholas Tomlin, Purdue University-Main Campus, West Lafayette (College of Engineering); Nate Eckhart, Purdue University-Main Campus, West Lafayette (College of Engineering); Hamza Tanzeem, Purdue University-Main Campus, West Lafayette (College of Engineering); Dan Irby, Purdue University-Main Campus, West Lafayette (College of Engineering); Anna Francis, Purdue University-Main Campus, West Lafayette (College of Engineering)
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Diversity, FYEE Conference - Paper Submission
data like that in Figure 2but is also reflected in the qualitative policies set forth by each institution, holding students tohigher standards as time progresses. These increasing academic standards have accompaniedmore clearly defined policies over time. With a few exceptions, schools have become morestandardized with their catalogs, and have become more responsible with publishing relevantcatalog information every year. Two years of general engineering student
- Conference Session
- M1C: WIP - Readiness and Professional Development
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- 2019 FYEE Conference
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Soundouss Sassi, Mississippi State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Abigail Clark, Ohio State University; Jane Petrie
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Diversity, FYEE Conference - Paper Submission
understanding of their stories and get additional information about their identitiesand community development as they progress through their engineering degree pathways. Wewill see if the similarities in their stories persist or begin to diverge, how well they adapted tocivilian life, and how they are affected by the design of FYE courses.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] N. A. of Engineering., “Educating the engineer of 2020 : adapting engineering education
- Conference Session
- M2B: Learning in teams
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- 2019 FYEE Conference
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Behzad Beigpourian, Purdue University; Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Daniel M. Ferguson, Purdue University-Main Campus, West Lafayette (College of Engineering)
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Diversity, FYEE Conference - Paper Submission
. Our results also highlight the importance inmonitoring and facilitating the experience of international students, which also represents animportant area for further study.References[1] ABET Engineering Accreditation Commission, “Criteria for accreditting engineering programs,” 2014.[2] National Academy Of Engineering, The engineer of 2020: Visions of engineering in the new century. 2004.[3] A. Godwin, A. Kirn, and J. Rohde, “Awareness without action: Student attitudes after engineering teaming experiences,” Int. J. Eng. Educ., vol. 33, no. 6a, pp. 1878–1891, 2017.[4] S. B. Berenson, K. M. Slaten, L. Williams, and C.-W. Ho, “Voices of women in a software engineering course: Reflections on collaboration,” J. Educ