Collection

2020 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University

motivation, using strategies to show interest and involvementwith students, and approaching students before a situation develops [3]. This course provides asurvey of the different disciplines within civil engineering and includes several lectures on theuse of spreadsheets. The instructor also serves as the faculty advisor of all first and second yearcivil engineering students. An early assignment requires students to create a spreadsheet thattabulates a semester-by-semester graduation plan. Figure 1 shows the assignment template andthe problem statement is “Create a spreadsheet that tabulates the courses you plan to complete inyour path to graduation, using the given template. Refer to the university Academic Catalog forcourses labeled GER, CE Major

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2020 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University; Gene McGinnis Jr. P.E., Christian Brothers University

Christian Brothers University. He teaches courses in Transportation Engineering and Construction Engineering. Required courses include: Civil Engineering Graphics, Geomatics and Lab, Construction Materials and Lab, Highway Engineering and Engineering Economy. Elective courses include: Traffic Engineering, Heavy Construction Equipment and Methods, Construction Cost Estimating and Cost Control, Construction Management and Planning and Scheduling. He is a registered Professional Engineer in the State of Tennessee. His professional experience includes bridge inspection and evaluation, roadway and interstate design, traffic planning and the design of earth- fill dams. He is the Past President of the America Society of Civil

Collection

2020 First-Year Engineering Experience

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Tara Hornor, The Citadel; Kevin C Bower P.E., The Citadel

Tagged Topics

Diversity

civil engineering education.Dr. William J. Davis P.E., The Citadel William J. Davis is Dept. Head & D. Graham Copeland Professor of Civil Engineering and Director of Construction Engineering at The Citadel in Charleston, SC. His academic experience includes: transporta- tion infrastructure planning and design, infrastructure resilience, traffic operations, highway safety, and geographic information systems. His research interests include: constructing spatial databases for bet- ter management of transportation infrastructure, improving transportation design, operation, safety and construction, understanding long-term effects of urban development patterns, and advancing active living within the built environment

Collection

2020 First-Year Engineering Experience

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Chizhong Wang, New Jersey Institute of Technology; Moshe Kam P.E., New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

engineering ethics, the Fundamentals of Engineering Design 101 instructional team at New Jersey Institute of Technology (NJIT) planned the engineering ethics module in three parts – Part 1 - background theory, Part 2 - a mock debate, and Part 3 – student debate presentations to demonstrate their grasp on the topic. Details of all three parts are given in the table below. Table 1. Engineering Ethics Debate Activity Breakdown [1-4]Activity Breakdown Description (No. of Lectures) • Students were introduced to engineering ethics and ethical dilemma often faced by practicing engineers through real life

Collection

2020 First-Year Engineering Experience

Authors

Debjani Sarkar, College of Engineering, Michigan State University

Tagged Topics

Diversity

pitching, as a learning objective for my graduate students who areacademically, culturally, and linguistically very diverse. This tool enriched their learningexperience by increasing their connectivity and inclusivity. Along with breaking communicationbarriers, they built cross-cultural relationships and developed a sense of belonging towards theirpeers who shared common interests, beliefs, and hobbies. They learnt to tailor theirconversations depending on their audience. This assignment was assessed by me in a traditionalclass setting. I plan to repeat this activity in my subsequent classes. This pedagogical practicecan be implemented with first-year engineering students who face similar challenges in theirtransition as they learn to explore

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2020 First-Year Engineering Experience

Authors

Pichayathida (Alice) Luanpaisanon, University of Virginia; Carter Kenneth McCullough, Human Machine Interface Research Lab; Ryan Van Der Zee, Caterpillar Inc.; Ruth Wertz P.E., Valparaiso University; Reva E. Johnson, Valparaiso University

supports integration of knowledge and skills. While this method of learning can bedirectly applied to engineering education environments, the experimental framework wasdeveloped for students with no required specialized knowledge to make the lesson activitiesaccessible to a variety of audiences. Unfortunately, the study was disrupted by the COVID-19pandemic and the team was unable to conduct in-person experiments as planned. Instead, theteam conducted a remote pilot test.MethodsTwo examples from a typical Engineering Statics course (moment of force, and friction of asliding block) were selected to model in the haptic environment. The models were made usingthe Haply Development Kit and the Java programming language in Processing. For the MomentLab

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2020 First-Year Engineering Experience

Authors

Ryan Baldwin, NJIT; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

online learningmodules as well as in-class discussions and exercises. Virtually every item the students ranked sawan increase in agreement, and confidence reported by the students who participated in this pilotprogram. More than half of the items ranked saw an increase in rank of at least 0.75 on the 5-pointscale. Even though Rubin Education served as a helpful educational tool for our students,scalability of this pilot program relies on the availability of resources and buy-in from additionalcampus partners. This pilot program will be critical in future planning and implementation ofstrategies targeted at improving student learning, application of communication skills, andprofessionalism.

Collection

2020 First-Year Engineering Experience

Authors

AJ Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Brett Hamlin, Michigan Technological University; Norma L Veurink, Michigan Technological University; Jon Sticklen, Michigan Technological University

Tagged Topics

Diversity

the fall semester, 2017. The goal we have for this paper is toeconomically describe at the 10,000-foot level (a) our reasons for the systemic changes weestablished, (b) the core architecture of our revised FYEP, (c) a selected subset of ourpreliminary findings and observations regarding our revised FYEP, (d) a special observationconcerning the ease of transition from face-to-face operation over to complete internet operationof FYEP while maintaining the integrity of our revised operational model all in the context of aglobal pandemic (coronavirus), and (e) a thumbnail description of our plans for the future.Introduction: Framing of the Goals for an Enhanced First-Year Engineering Program.The common first-year engineering program at MTU was

Collection

2020 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

airport and the sound of them reminds you of how much you love flying and fuels your desire to get back into the air. You are planning a number of day trips in the near future. Your Own Position Given all of the stakeholders’ recommendations, what would you recommend to Wayne Davidson? Note: my thanks to Melanie Brandt, Colorado School of Mines, for these example stakeholder descriptions

Collection

2020 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University; Sarah Swain, Christian Brothers University; Sam Das

concentration in structural seismic engineering. Dr. As- sadollahi completed his Ph.D. in Engineering from The University of Memphis with a concentration in geo-structures in 2013. He currently an Associate Professor and Department Chair of Civil & Environ- mental Engineering at Christian Brothers University. He is a registered professional engineer in the State of Tennessee.Sarah Swain, Christian Brothers University Sarah Swain was a graduate of Brighton High School in 2018. She is currently enrolled at Christian Brothers University to earn a B.S. in Civil Engineering with a concentration in geotechnical engineer- ing, along with a minor in Business Administration, graduating in 2022. She plans to pursue a M.S. in

Collection

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

create a plan for becoming an engineer.As with any course, SES evolved over the years to try to better serve our students. In the secondyear, the writings during the semester were modified to be incorporated as parts of the finalproject. Lessons were added which used engineering concepts to reinforce the skills they werelearning in their College Algebra classes. A catapult competition was also added at the end of thesemester to give students a hands-on team experience. In 2017, the math skills assignments werephased out in favor of some Microsoft Excel lessons. In 2018, the course was redesigned usingTeach Yourself How to Learn (Yancy McGuire and McGuire, 2018). The course shifted focus todeveloping study skills that would be used in future

Collection

2020 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

university age range. American c Society for Engineering Education, 2020 Work in Progress: Using engineering discourse instruction to promote equitable and inclusive group workAbstractThis work in progress paper describes a two-session instructional module on equitableengineering talk, which explicitly addressed the role of discourse in engineering practice as wellas the importance of inclusive and equitable discourse in a first-year engineering course. In themodule, students audio recorded themselves as they worked in small groups to plan an initialsolution to an engineering design problem. After listening to their recorded discourse, theyparticipated in

Collection

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

Tagged Topics

Diversity

-progress paper will highlight the creation and expansion of the Mizzou EngineeringSuccess Bridge Program (ESBP), a no-cost summer transition program for incoming freshmen atthe University of Missouri-Columbia (MU) that has grown from a week-long to a month-longprogram that brings campus and industry professionals together to serve engineering’s most at-risk population. The work-in-progress paper will also demonstrate how MU plans to transitionESBP to a two-week online format in light of the COVID-19 pandemic.ESBP was organized by the First Year Engineering (FYE) Office, which serves to provide allnew undergraduate students with the resources, opportunities and connections to smoothlytransition to Mizzou Engineering, but also jumpstart their future

Collection

2020 First-Year Engineering Experience

Authors

Amanda Marie Singer, Michigan Technological University; Jason Mathews, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University

-semester first year engineering students from a publicmidwestern technical university were asked open ended questions about their definitions ofvarious engineering disciplines. Qualitative analysis of results involved coding for emergentthemes [1] by two undergraduate researchers and one faculty member to discover themes instudents’ understanding of the various engineering disciplines. This paper focuses on the resultsfrom a subset of 53 students, who were surveyed about their definition of systems engineering.All first-year engineering students complete a common first year course plan at this universitywhich includes engineering explorations to learn about the various disciplines. The selection ofan engineering major is a fundamental focus of

Collection

2020 First-Year Engineering Experience

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel

. Consequently, it may be especially important to ensure that students enroll in a mathcourse that aligns with their current skill set, even if they must devise an alternative plan to meetfuture prerequisite requirements. Among our population, and others [20], math self-efficacy wasmore dependent on grade earned, rather than course enrolled.To what extent might math self-efficacy be associated with persistence in engineering?We indeed found that math self-efficacy was highest among students who were retained throughtheir sophomore year. Given the potential role of math self-efficacy in retention, it may beimportant to encourage classroom environments and support activities that help to build mathself-efficacy, especially among students who do not

Collection

2020 First-Year Engineering Experience

Authors

Lisa Lampe, University of Virginia; Blakeley Calhoun

Tagged Topics

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

Collection

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

six General Education outcomes. The overalltheme of the seminar, as well as the topics of the individual seminar sections, are determined bythe faculty. Based on the freshman population, there are typically 14-28 different seminar topicsand 18-23 sections with approximately 20 students per section. Because of the broad nature ofthe General Education outcomes, each seminar section varies in its particular topic, spanningmany different disciplines. The School of Engineering at The Citadel used the curriculum updateas an opportunity to engage both engineering and non-engineering students with engineeringtopics in the freshman seminars. The new plan calls for each section of the Freshman Seminar tobe matched with a three-credit-hour composition

Collection

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

oversees two or three teams of fourstudents each, as they work to create their final projects by coordinating project planning,encouraging an atmosphere of openness and acceptance, ensuring an even distribution of workloadand coordinating the procurement of needed items that will not be 3D printed. By encouraging anatmosphere where students feel they can voice questions and ideas freely, UGTAs are able to helpteams create projects that are tailored to their own specific interests. Typically, this involvesselecting a generic mechanical project from a pre-approved list and giving it a unique twist througha mechanical enhancement and/or adding embedded controls. An example is shown below, figure1, is a traditional clock that has been reimagined to

Collection

2020 First-Year Engineering Experience

Authors

Matthew Wettergreen, Rice University; Joshua Brandel

assortment of manufacturingtools to create, prototype, and test their designs. In engineering design education, instructors seekto introduce these techniques and train students up to a working level of proficiency.Meeting these broad course objectives requires careful planning and a suitable educationalmodel. Effective skills training should teach underlying concepts, demonstrate proper usage oftools, dedicate time for learners to practice, and most importantly, provide feedback to thelearners [1]. Well-implemented training can lead to safer practices, increased performance, andfewer mistakes. When skills are taught effectively in a class, students see positive results bothindividually and as teams [2].When teaching such an extensive field as

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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

-efficacytheories of Anthony Bandura (and others) [29], this 24-item instrument has been validated andapplied to a variety of secondary and post-secondary contexts. At the beginning and end of thecourse, students indicated their level of confidence (using a 5-point Likert scale) in their abilitiesto perform tasks such as “make a plan of your goals for the next five years”. Because of thesmall sample size, caution is encouraged when evaluating statistical results, but a comparison ofthe pre- and post-test scores indicates a marked increase in students’ overall career self-efficacy,with six of the twenty-four scaled items registering significant differences from pre- to post(Figure 1). Variables in the figure correspond to the following items on the scale

Collection

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

introduction of the different engineering majors in twoprimary ways. The first is that while the faculty are not necessarily engineers, the UCAs in eachsession are engineering students. The second is through the assignments and projects in the class.These are chosen to include examples and applications that are representative of the differentmajors.Declaring a MajorAt the end of the fall semester, the first-year engineering students in the program are asked todeclare what major they choose to pursue at the start of the second year. Students can still and dochange their mind throughout the spring semester but are asked to declare in the fall of their first-year for planning purposes. As is indicated in the summary of declarations shown in Table 1

Collection

2020 First-Year Engineering Experience

Authors

Sherif Abdelhamid, Virginia Polytechnic Institute and State University; Mona Aly, Arab Academy for Science,Technology and Maritime Transport; Andrew Katz, Virginia Polytechnic Institute and State University

specifically. Results also revealed how students and faculty use Twitterto communicate, announce for events, and share learning resources. In the end, we provided aweb-based chatbot that allows access to the latest tweets, news feeds, and our harvested tweetsdatasets. Our future work will involve the utilization of more data collection techniques. We aimto increase the sample size to hundreds of thousands of tweets. We plan to start an initiativewhere Twitter users can use the same hashtag #fyeet when posting tweets related to theirfirst-year engineering experience. This will allow the harvesting of more relevant tweets.References[1] M. J. Culnan, P. J. McHugh, and J. I. Zubillaga, “How Large U.S. Companies Can Use Twitter and Other Social Media to

Collection

2020 First-Year Engineering Experience

Authors

Samuel John, Wayne State University; Cameron Hanson, Wayne State University; James Lenn, Wayne State University; Marcis Jansons P.E., Wayne State University; Jeffrey Potoff, Wayne State University

and the current state of the machine, the controlmodule will update the output module which will set the state of the appropriate hardware.With regard to hardware modules, future plans include the development of a tailored actuator boardthat can control up to six servo motors and up to two dc motors with an H-Bridge which providesa means for controlling direction and speed for each dc motor.VII. References[1] D. Cohn, "Evolution of computer-aided design," Desktop Engineering Digital Edition, no. 12, 2010.[2] P. D. Collins and D. C. King, "Implications of computer-aided design for work and performance," The Journal of applied behavioral science, vol. 24, no. 2, pp. 173-190, 1988.[3] D. A. Field, "Education and training

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2020 First-Year Engineering Experience

Authors

Ludvik Alkhoury, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

engineering design course at New Jersey Institute of Technology (NJIT) isoffered to all incoming first-year engineering students. Students take different versions of thiscourse depending on their major, although, the goals and learning outcomes are consistent acrossall offerings. The authors are involved in the planning and the instruction of this course for theGeneral Engineering student population. General Engineering houses students that are stilldeciding their major and those who are underprepared for engineering study based on theirapplication data. In Spring 2019, four (4) sections of the design course were offered for GeneralEngineering, with 85-95 students in total. This course is set up as a common lecture for all four(4) sections with