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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

Tagged Topics

Diversity

(FYEE) Conference Facilitating Pathways to Engineering: First Year Summer ExperienceProposal AbstractThe [SCHOOL OF ENGINEERING] is a limited enrollment program at the [UNIVERSITY].Unfortunately, not all students who are interested in studying engineering are directly admittedinto the [SCHOOL OF ENGINEERING], but instead are admitted into [UNIVERSITY]’sDivision of Letters and Sciences (L&S). There are many students of minoritized identities (suchas women and racial/ethnic minoritized students) who are not directly admitted into the[SCHOOL OF ENGINEERING], but instead are admitted to the L&S division. Students notdirectly admitted will later have the opportunity to re-apply to the

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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

Tagged Topics

Diversity

, 2007.[2] L. L. Bucciarelli, Designing Engineers. Cambridge, Massachusetts: MIT Press, 1994.[3] M. T. H. Chi, S. Kang, and D. L. Yaghmourian, “Why Students Learn More From Dialogue- Than Monologue-Videos: Analyses of Peer Interactions,” J. Learn. Sci., vol. 26, no. 1, pp. 10–50, 2016.[4] M. D. Koretsky, D. Gilbuena, S. B. Nolen, G. Tierney, and S. E. Volet, “Productively Engaging Student Teams in Engineering: The Interplay between Doing and Thinking,” in IEEE Frontiers in Education Conference (FIE) Proceedings, 2014.[5] S. Michaels and C. O’Connor, “Talk Science Primer,” Terc, pp. 1–20, 2012.[6] M. R. Banaji and A. G. Greenwald, Blindspot: Hidden Biases of Good People, 1st ed

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2020 First-Year Engineering Experience

Authors

Prateek Shekhar, New Jersey Institute of Technology; Stephen Otondi, New Jersey Institute of Technology ; Jaskirat Sodhi, New Jersey Institute of Technology

incoming first-year students are placed in. However, engineering students are oftenunderprepared in several pre-calculus topics. To assist these underprepared students, a significantpercentage of first-year students at our midsize STEM University are placed into remedial pre-calculus courses. At our institution, the percentage of first-year students placed into pre-calculusis about 35%, averaged over the past five years. This distribution has only slightly improved overthe years despite a significant increase in the average student profile in terms of SAT/ACTscores and high school GPA. Furthermore, a large number of students placed into calculus fail orwithdraw from it, automatically leading to additional semester(s). An explanation for this can

Collection

2020 First-Year Engineering Experience

Authors

Prateek Shekhar, New Jersey Institute of Technology

designand implementation approaches which are empirically derived from actual classroom settings.References[1] J. Froyd, M. Borrego, S. Cutler, M. Prince, and C. Henderson, “Estimates of Use of Research-Based Instructional Strategies in Core Electrical or Computer Engineering Courses,” IEEE Trans. Educ., vol. 56, no. 4, pp. 393–399, 2013.[2] S. Tharayil et al., “Strategies to mitigate student resistance to active learning,” Int. J. STEM Educ., vol. 5, no. 1, p. 7, 2018.[3] P. Shekhar and M. Borrego, “‘Not hard to sway’: a case study of student engagement in two large engineering classes,” Eur. J. Eng. Educ., 2016.[4] M. J. Borrego, M. J. Prince, C. E. Nellis, P. Shekhar, C. Waters, and C. J. Finelli, “Student

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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 output a single character such as “W” for forward, “S” for reverse, “A” and “D” forleft and right to the control moduleThe control modules will incorporate a state machine which updates its future state based on inputsreceived and its current state. For example, if the new data is “W” and the machine is in the “W”state. Nothing will happen and it will wait until a new character is available to read. If, while inthe “W” state the new character “S” is provided, the control module will command the outputmodule to change the state of the output software to match. The output module will then stop thecar by writing the appropriate values to the motors. In general, the controller module will receivedata from the input module. Based on that data

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2020 First-Year Engineering Experience

Authors

Sherif Abdelhamid, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

degree of humanness and proactivity in our chatbotdesign, in addition to its ethical dimensions. Currently, course information is uploaded to thechatbot in a semi-automated manner, implementing a fully automated process can be moreproductive and easier for educators and admin users. To improve our chatbot, a new feature willbe added allowing students to provide their feedback on chatbot responses based on relevancy.This will allow us to measure how much student inquiries were successfully resolved.References[1] D. C. Brooks and J. Pomerantz, “ECAR Study of Undergraduate Students and Information Technology, 2017,” p. 41, 2017.[2] S. Adams Becker, M. Cummins, A. Davis, A. Freeman, C. Hall Giesinger, and V. Ananthanarayanan, NMC Horizon

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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

Description definitionssystems engineering: CD Design 17designing, systemsmanagement, systems and M Manage 17their considerations, S Systems 14efficiency improvements, E Efficiency 12and interdisciplinary work. W Work Across Disciplines 10Additional codes were CS Complex Systems 7identified among the student N No Idea 7definitions and are A Assembly

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2020 First-Year Engineering Experience

Authors

Frank Vahid, University of California, Riverside; Joe Michael Allen, University of California, Riverside

andinteractivity. The key features of such a successful online course includes: (1) synchronousmeetings with instructors broadcasting video/audio for live-coding of examples, with an actively-used chat box, (2) Strong learning content outside class, (3) simple class structure and assigningmany small tasks instead of a few large ones, and (4) strong teachers who connect with students.We believe online courses should be incorporated into a university's course offerings so thatstudents get a balance of in-person and online courses to reap the benefits of each, and so thatdepartments better utilize classroom and teaching resources as well.References[1] S. Young, "Student Views of Effective Online Teaching in Higher Education," American Journal of

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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

Gain Business Value,” MIS Q. Executive, 2010.[2] S. Jamison-Powell, C. Linehan, L. Daley, A. Garbett, and S. Lawson, “‘I can’t get no sleep’: discussing #insomnia on twitter,” in Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Austin, Texas, USA, May 2012, pp. 1501–1510.[3] S. E. M. Abdelhamid, C. J. Kuhlman, G. Korkmaz, M. V. Marathe, and S. S. Ravi, “EDISON: a web application for computational health informatics at scale,” in Proceedings of the 6th ACM Conference on Bioinformatics, Computational Biology and Health Informatics, Atlanta, Georgia, Sep. 2015.[4] A. Johri, H. Karbasian, A. Malik, R. Handa, and H. Purohit, “How Diverse Users and Activities Trigger Connective Action via Social Media

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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

learning the answer?’.,” Australas. J. Eng. Educ., 2003.[9] L. R. De Camargo Ribeiro, “Electrical engineering students evaluate problem-based learning (PBL),” Int. J. Electr. Eng. Educ., 2008, doi: 10.7227/IJEEE.45.2.7.[10] S. Sheppard, K. Macatangay, A. Colby, and W. Sullivan, “Educating engineers: designing for the future of the field,” Choice Rev. Online, 2009, doi: 10.5860/choice.47-0304.[11] J. Strobel and A. van Barneveld, “When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms,” Interdiscip. J. Probl. Learn., 2009, doi: 10.7771/1541-5015.1046.[12] P. Benkeser and W. Newstetter, “Integrating soft skills in a BME curriculum,” in ASEE Annual Conference

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2020 First-Year Engineering Experience

Authors

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

Model for Engineering Mathematics Education: Longitudinal Impact at Wright State University," ASEE Annual Conference and Exposition, Atlanta, GA, 2013. Available: https://peer.asee.org/19090.[3] R. Suresh, "The relationship between barrier courses and persistence in engineering," Journal of College Student Retention: Research, Theory & Practice, vol. 8, no. 2, pp. 215-239, 2006.[4] N. Langhoff and J. N. Le, "Development of a Cohort-Based Program to Strengthen Retention and Engagement of Underrepresented Community College Engineering and Computer Science Students," ASEE Annual Conference & Exposition, Salt Lake City, UT, 2018. Available: https://peer.asee.org/30320.[5] M. K. Watson, S. T. Ghanat, T

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2020 First-Year Engineering Experience

Authors

Lisa Lampe, University of Virginia; Blakeley Calhoun

Tagged Topics

Diversity

is anresearchers to utilize Critical Race Theory (CRT) to advising office that provides general academic informationexamine systems and processes within higher and referral for students, but all advising transactions musteducation, how these institutions perpetuate racial be approved by the student’s faculty advisor.Split: There is an advising office that advises a specific activities. In sum, they switched how they advise firstgroup(s) of students (e.g., those that are undecided about a year students but not how they advise students beyondmajor, underprepared, etc.). All other students are assigned the first year. At this institution, all first-yearto academic units or

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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

. Static Coefficient of Friction Flip/Slide (F/S)? 0.1 Slide 1 Slide, unless force is applied near the top. 10 FlipOverall, the subject followed the guiding procedures well without much instruction from theadministrator, though there were periods when the instructor had to provide clarification due tosome ambiguity in the procedure. The subject navigated the haptic environment with relativeease and quickly understood how the coded program was analyzing the on -screen operations.Finally, as was

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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

student ends upchoosing.While the current study was driven from anonymous student surveys in the course and did nottrack individual student responses, of interest to the authors is a follow-up study trackingindividual students over the course of the program to track their responses to the materialpresented throughout the courses.References[1] J. Cruz and N. Kellam, "Beginning an Engineer's Journey: A Narrative Examination of How, When, and Why Students Choose the Engineering Major," Journal of Engineering Education, vol. 107, no. 4, pp. 556-582, 2018.[2] M. A. Gottfried and J. S. Plasman, "From Secondary to Postsecondary: Charting an Engineering Career and Technical Education Pathway," Journal of Engineering Education, vol. 107, no. 4

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2020 First-Year Engineering Experience

Authors

Junfei Li P.E., The University of Texas Rio Grande Valley; Jaime Ramos-Salas, The University of Texas Rio Grande Valley; Cara Li, Carnegie Mellon University

was interactive and engaging and they also reported the issues ofthe platform not being accessible all the time and the web service being slow.Survey 2 – Student experience with FPGA platformIn a second survey, students were asked to evaluate the 16 statements specifically on theirexperience with FPGA as in Table 2 using ratings R from 1 to 5. The ideally expected rating Rand score S values are also included for each statement in the table. A simple normalizationequation as follows brings the score S into the interval of [-1,1]. [𝑅(𝑛) − 3] 𝑆(𝑛) = , 𝑛 = 1,2, ⋯ ,16 2Table 2. Survey 2 statements regarding FPGA

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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

3D modeled Figure 3. Mini drone assembly in on CREO Parametric unexploded viewAfter redesigning the drone, students 3D print the newly designed part(s) and rebuild theirdrones. At this stage, students are able to conclude whether their design is better than the originaldesign that came with the kit. A better model can have one or more of these: (1) lighter inweight, (2) more aerodynamic, and (3) safer for the user (e.g. has propeller cages). Figures 4 and5 show a better and successful (a redesign is considered successful if the new drone is still ableto fly) and unsuccessful designs, respectively. In Figure 4, the new design is lighter than theoriginal, and the drone is able to fly. In Figure 5

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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

Tagged Topics

Diversity

Engineering Students using Classification and Regression," in 6th International Conference on Educational Data Mining, Memphis, TN, 2013.[6] "My Student Support Program," [Online]. Available: http://www.uwindsor.ca/studentexperience/500/my-student-support-program. [Accessed 9 February 2020].[7] "TAO Office of Student Experience," n.d.. [Online]. Available: http://www.uwindsor.ca/studentexperience/358/tao. [Accessed 19 March 2020].[8] "Self Help Resources (Campus Wide & Groups) Checklist," February 2019. [Online]. Available: https://filer01.taoconnect.org/index.php/s/DnZzBvYrsyFLERx?path=%2F1.%20Self- Help%20Resources%20(Campus-Wide%20%26%20Groups)%2FTAO%20Pathway%20Checklist. [Accessed 31 March 2020].

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2020 First-Year Engineering Experience

Authors

James Lenn, Wayne State University; Fatmir Menkulasi P.E., Wayne State University; Marcis Jansons P.E., Wayne State University; Jessie Mazin Yousif-Dickow; McKayla Kleinschrodt; Jeffrey Potoff, Wayne State University

Tagged Topics

Diversity

EngineeringEducation, vol. 82, Apr. 1993. [2] H. Lei, F. Ganjeizadeh, D. Nordmeyer, and J. Phung, “Student learning trends in a freshman-level introductory engineering course,” 2017 IEEE Global Engineering Education Conference(EDUCON), April 2017, pp. 152–156.[3] L. A. Meadows, R. Fowler, and E. S. Hildinger, “Empowering students with choice in the firstyear,” 2012 ASEE Annual Conference & Exposition, San Antonio, Texas, Jun. 2012. [Online].Available: https://peer.asee.org/21282[4] L. L. Wu, R. M. Cassidy, J. M. McCarthy, J. C. LaRue, and G. N. Washington,“Implementation and impact of a first-year project-based learning course,” 2016 ASEE AnnualConference & Exposition, New Orleans, LA, Jun. 2016. [Online]. Available:https://peer.asee.org/25566[5] B. C

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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

futurepaper. We also intend to undertake direct comparisons between students outcomes prior to ourprogram reboot and after the reboot. The learning goals we set for the new program differ fromthe prior outcome goals. Hence we will need to treat Before/After comparisons very carefully. Inthe long story, our next large task is to undertake a longitudinal study through engineering degreeprograms to determine the effect our enhanced FYEP is having on the BS degree graduates ofMichigan Tech.References[1] S. Sorby, A. Monte, and G. L. Hein. "Implementing a common first-year engineering program at Michigan Tech." Proceedings of the 2001 American Society for Engineering Education Annual Conference. Albuquerque, NM. https://peer.asee.org/9353[2] G. L

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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

beincorporated into other sections of this course.AcknowledgmentFunding from the DTE Energy Foundation is gratefully acknowledged.References[1] J. Lenn, F. Menkulasi, M. Jansons, J. Potoff, “Incorporating Computer Aided Design andThree-Dimensional Printing in a First Year Engineering Design Course”, Unpublished.[2] S. Johns, C. Hanson, J. Lenn, “Implementing Embedded Controls for Students with Little orNo Programming Experience.”, Unpublished.[3] Gordon, Jessica; Henry, Peter; Dempster, Michaux, “Undergraduate Teaching Assistants: ALearner-Centered Model for Enhancing Student Engagement in the First-Year Experience”,International Journal of Teaching and Learning in Higher Education, 2013[4] Robert M. Capraro and Scott W. Slough, “Why PBL? Why STEM? Why

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2020 First-Year Engineering Experience

Authors

Matthew Wettergreen, Rice University; Joshua Brandel

cannot afford.References[1] E. Salas and J. A. Cannon-Bowers, “The science of training: a decade of progress.” Annual Review of Psychology, vol. 52, no. 1, pp. 471–499, 2001.[2] E. Salas, S. I. Tannenbaum, K. Kraiger, and K. A. Smith-Jentsch, “The Science of Training and Development in Organizations,” Psychological Science in the Public Interest, vol. 13, no. 2, pp. 74–101, 2012.[3] P. Chandler and J. Sweller, “Cognitive Load Theory and the Format of Instruction,” Cognition and Instruction, vol. 8, no. 4, pp. 293–332, 1991.[4] F. G. W. C. Paas and J. J. G. V. Merriënboer, “The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures,” Human Factors: The Journal of the Human Factors

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2020 First-Year Engineering Experience

Authors

Alexa L. E. Littman; Adam Joseph Malecki, Gannon University; Elisabeth Patricia McAllister; Masen Andrew Collins; Robert Michael P.E., Gannon University; David Gee, Gannon University

–zero hunger– identifiedand targeted by the United Nations Development Programme in their series of SustainableDevelopment Goals.REFERENCES[1] Gee, D., “Are Post-Millennials Enrolled in Engineering Majors Inclined to be Socially Active?” Proc.10th Annual ASEE First Year Engineering Experience Conference (FYEE 2018), Glassboro, NJ, 2018[2] United Nations https://www.un.org/sustainabledevelopment/sustainable-development-goals/[3] United Nations - Disability, Department of Economic and Social Affairshttps://www.un.org/development/desa/disabilities/envision2030.html[4] Gee, D., Tiari, S., and Zhao, L., “Design of Solar-Powered Food Dehydrators to Meet Food AvailabilityNeeds in Emerging Markets,” Proc. 2018 IEEE Global Humanitarian Technology

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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

Tagged Topics

Diversity

affected at varying rates and different occupationswithin our society are affected in different ways, so too, no universal ‘silver bullet’ for remedialmath is shown by our data but rather our decisions need to be made in a fuller context.Further work seeks to share the data and analysis from two other TCUs in North Dakota thatwere halted by the COVID-19 pandemic. Also, a deeper dive into relationship and context-dependent pedagogies is appropriate which may perhaps intersect with culturally responsive andsustaining pedagogy.References[1] T. Bailey, D. W. Jeong, and S.-W. Cho, “Referral, enrollment, and completion in developmental education sequences in community colleges,” Econ. Educ. Rev., vol. 29, no. 2, pp. 255–270, Apr. 2010, doi