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2020 First-Year Engineering Experience

Authors

Joie Marhefka, Penn State New Kensington; Dalynn D Park, Penn State New Kensington; Laura E Cruz, Penn State

Introductory BMET courseI. AbstractThis mixed-methods research study follows the progress of an incoming cohort of biomedicalengineering technology (BMET) students as they engage in a re-designed introductory courseand navigate problem-based learning (PBL) activities with a career focus. Taken collectively,our findings affirm previous studies of PBL as an effective strategy for fostering engineeringhabits of mind; and they further underscore how PBL can serve as a vehicle for enhancingonboarding and persistence through career-oriented degrees in engineering, with particularsalience for transitioning returning or non-traditional students to the workforceII. Introduction/ Literature ReviewA primary focus of research in engineering education has been

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2020 First-Year Engineering Experience

Authors

Victor Alonso Bradford, University of Missouri - College of Engineering; Tojan Rahhal, University of Missouri - Columbia; Hani Salim P.E., University of Missouri - Columbia

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Paper ID #32090Work In Progress: Engineering Success Bridge Program: Creating Sense ofBelonging through Campus and Industry Supported Summer Bridge Pro-gramMr. Victor Alonso Bradford, University of Missouri - College of Engineering Victor Alonso Bradford currently serves as the Director of First Year Engineering (FYE) and Chapter Advisor for the Society of Hispanic Professional Engineers at the University of Missouri – College of Engineering (Mizzou). As a first-generation college graduate, Victor is committed to bringing STEM awareness and access to all who are interested. He has made a career in providing access to students

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2020 First-Year Engineering Experience

Authors

Koenraad E Gieskes, State University of New York at Binghamton; Michael Elmore, State University of New York at Binghamton

leave the university). Of those that declare anengineering major, it is found that some number of students go on to declare a major differentfrom the one they initially indicated.This paper will present detailed data of the intended major given in the first week of class, thestrength of their intention, and their final major declaration. An in-depth description of themethods used to introduce the engineering majors will also be provided. Finally, the authors willprovide their insight into the reasons for any changes in intended major from the first week tofinal week of the semester.IntroductionChoosing a future career can be a daunting task, whether this is as a young adult or later in life.Everyone chooses which career to pursue for their own

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2020 First-Year Engineering Experience

Authors

Debjani Sarkar, College of Engineering, Michigan State University

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Diversity

researchers. By playing the greetings’ gamewith the first person they meet in the classroom, by improvising around their well-craftedintroduction, and by tailoring their pitches, they can make these interesting, succinct, andmemorable. These assessment-based activities can be incorporated in the first-year engineeringdesign, communication, writing, professional skills development, or career related curriculum.Thus, the concept of connecting and engaging our first-year engineering students throughelevator pitches could be an innovative yet fundamental pathway for us to build our futureengineers into better team players and global communicators.

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2020 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University; Kyle Raburn

on student preparation. In engineering education, there is significant discussion on whatfirst year introduction content is most appropriate and useful for students in their academic andprofessional careers. In addition, how that content should be delivered is also of interest. Someengineering programs provide a conceptual framework of content to be delivered to newstudents. Other engineering programs may provide an interface platform for students to connectwith practicing professionals to learn about their future careers. Some programs provide contentthat is computational-based, which exposes first year students to relevant calculations that areused in later courses. Additionally, there are some programs that incorporate elements of

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2020 First-Year Engineering Experience

Authors

Lisa Lampe, University of Virginia; Blakeley Calhoun

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Diversity

-advising model infused several Research on academic advising stands to gainformative topics and activities into the first-year engineering from applying a CRT lens. For example, previouscourse. These included major selection; identification of peer- research at one institution reported a change insupport mechanisms; references to available counseling, advising structure increased student satisfactiontutoring and career-planning resources; periodical remindersregarding academic deadlines; check-ins to identify students at overall [4]; however, it failed to account for possibleacademic and/or medical risk; and early interventions for differing experiences among engineeringstudents who experienced

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2020 First-Year Engineering Experience

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University

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Diversity

successful business. Junior Engineer at You are a junior engineer at Occidental Engineering. You were hired 6 months ago after a grueling job search. Having recentlyOccidental Engineering graduated from a highly prestigious engineering university, you approach the engineering field with enthusiasm and moral vigor. You want the world to be a better place for all people, especially for your family. Spouse of the Junior You are the spouse of a junior engineer at Occidental Engineering. Both of you are young and ambitious, but you have decided to put Engineer your career on hold in order to take care of your new baby. Your spouse works in the Aerospace

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2020 First-Year Engineering Experience

Authors

Briana M Bouchard, Tufts University; Kristen B Wendell, Tufts University; Ethan E Danahy, Tufts University

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of Mechanical Engineering at Tufts University.Dr. Kristen B Wendell, Tufts University Kristen Wendell is Associate Professor of Mechanical Engineering and Adjunct Associate Professor of Education at Tufts University. Her research efforts at at the Center for Engineering Education and Out- reach focus on supporting discourse and design practices during K-12, teacher education, and college- level engineering learning experiences, and increasing access to engineering in the elementary school ex- perience, especially in under-resourced schools. In 2016 she was a recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). https://engineering.tufts.edu/me/people/faculty/kristen

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2020 First-Year Engineering Experience

Authors

Jacqueline Ann Stagner P.Eng., University of Windsor; Jennifer Sears, University of Windsor; Giselle St Louis, University of Windsor; Jennifer L Johrendt, University of Windsor

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., M.A.Sc.) and Mechanical Engineering from the University of Windsor (Ph.D.). She began a career in automotive research as a product development engineer at the University of Windsor/Chrysler Canada Automotive Research and Development Centre (ARDC). In 2005, Dr. Johrendt joined the University of Windsor as an Experiential Learning Specialist, focusing on teaching and educational research in hands-on learning and cooperative education as it relates to undergraduate engineering. She currently heads the WINONE Office for First- Year Engineering with a focus on supporting first-year undergraduate students as well as recruiting and outreach activities for the Faculty of Engineering. American

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2020 First-Year Engineering Experience

Authors

Leslie Bartsch Massey, University of Arkansas; Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Brandon Crisel; Candace Auburn Rainwater, University of Arkansas

college algebra.The Fundamentals of Success in Engineering (SES) Course DescriptionThe primary goal of SES is to help students with lower placement develop study skills beforethey are pushed into mathematically rigorous courses. The course was initially developed aroundthe Studying Engineering: A Road Map to a Rewarding Career (Landis, 2013). Using the text asa guide, students explored lessons that challenged them to think more about why they wanted tobecome an engineer, what would be required to become an engineer, and what professional skillsthey needed to be successful. The course culminated with the writing project “Design YourProcess for Becoming a World-Class Engineering Student” in which students appliedengineering design concepts to

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2020 First-Year Engineering Experience

Authors

Elizabeth Kurban, Women in Engineering, University of Maryland College Park; Mary L Bowden, University of Maryland College Park

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Diversity

place during the least eventful summer of our academic careers.” “It allowed me to meet many other women who share the same interests” “It is really fun, but you get to learn as well. It also helps me see what college will be like, so it is a nice transition.” “It really helps you get ahead in terms of knowing your way around campus, coming in with a social group, and being able to take an engineering class ahead of time.” “Applying and completing this program is one of the best decisions I have ever made. Thank you so much for allowing me to have this opportunity.”Why did you participate in the FYSE Program? “I participated in FYSE because I found that it would be a

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2020 First-Year Engineering Experience

Authors

McKayla Kleinschrodt; James Lenn, Wayne State University; Marcis Jansons P.E., Wayne State University; Jeffrey Potoff, Wayne State University

. American c Society for Engineering Education, 2020First Year Engineering Student Success Enhancement through the Support of Undergraduate Teaching AssistantsAbstractThis informational paper describes an approach to utilizing undergraduate teachingassistants (UGTAs) in addressing challenges posed by using Computer Aided Design (CAD) andthree-dimensional (3D) printing in a hands-on, first year engineering design class. At Wayne StateUniversity, we began using CAD and 3D printing tools to introduce design principles to first-yearengineering students in the fall 2017 semester. This was prompted by the desireto involve students with CAD at an earlier stage of their academic careers. Assisting in

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2020 First-Year Engineering Experience

Authors

Matthew Wettergreen, Rice University; Joshua Brandel

engineering design, it becomes clear that there are fartoo many topics to cover in the span of a semester. As a result, instructors face the challenge ofdeciding which elements to include or omit in their curriculum. This problem is magnified in afirst-year engineering design course, where in addition to teaching the engineering designprocess, an alternate goal is often to provide students fundamental skills that may be useful intheir academic and professional careers. Therefore, first-year design teachers must be highlydeliberate in allocating their limited time and resources.Research on cognitive load theory suggests that the way information is presented impacts notonly how rapidly students can learn new concepts, but also how long students retain

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2020 First-Year Engineering Experience

Authors

Danny Luecke; Austin James Allard, Turtle Mountain Community College; Michael Maloy Parker, Cankdeska Cikana Community College; Ann Vallie; Teri Ann Allery; Robert V. Pieri, North Dakota State University; Karl Haefner

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college added supplemental tutoringoptions and updated its math placement test to aid students who were affected by the switch. Figure 3: TMCC College Algebra Pass Rates Compared to College Algebra I and II.Cankdeska Cikana Community College:More fully described in our previous paper [3], CCCC has implemented Carnegie MathPathways as an alternative developmental course sequence that shortens the traditional algebrasequence. Carnegie has developed this evidence-based curriculum [6] in two strands, Statwayand Quantway, both of which seek to make mathematics more relevant to students’ educationgoals, career goals, and personal lives. Figure 4 below shows the three semesters of QuantwayCore meant to replace the year sequence of Introduction to

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2020 First-Year Engineering Experience

Authors

Kevin Skenes, The Citadel; Robert J. Rabb P.E., The Citadel; Nathan John Washuta P.E., The Citadel; James Righter, The Citadel

few more to engineering.References[1] Hart Research Associates, “Falling Short? College Learning and Career Success,”https://www.aacu.org/sites/default/files/files/LEAP/2015employerstudentsurvey.pdf, accessed 12August 2016.[2] Association of American Colleges and Universities (AACU), “Essential LearningOutcomes,” https://www.aacu.org/essential-learning-outcomes, accessed 19 December 2019.[3] Association of American Colleges and Universities (AAC&U). “VALUE Rubrics,”https://www.aacu.org/value-rubrics, accessed 19 December 2019.[4] A. Chickering and Z. Gamson, Applying the Seven Principles for Good Practice inUndergraduate Education, San Francisco, CA: Jossey-Bass, 1991.[5] National Academy of Engineering, “Educating the Engineer of 2020

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2020 First-Year Engineering Experience

Authors

Frank Vahid, University of California, Riverside; Joe Michael Allen, University of California, Riverside; Alex Daniel Edgcomb, zyBooks; Roman Lysecky, University of Arizona

Arizona. He received his Ph.D. in Computer Science from the University of California, Riverside in 2005. His research focuses on embedded systems with emphasis on medical device security, automated threat detection and mitigation, runtime adaptable systems, performance and energy optimization, and non-intrusive observa- tion methods. He is an author on more than 100 research publications in top journals and conferences. He received the Outstanding Ph.D. Dissertation Award from the European Design and Automation As- sociation (EDAA) in 2006, a CAREER award from the National Science Foundation in 2009, and nine Best Paper Awards. He is an inventor on one US patent. He has authored eight textbooks on topics in