Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel, West Virginia University; Xinyu Zhang, Purdue University

Tagged Divisions

First-Year Programs Division (FYP)

qualitative case study research design and identifies the successes andchallenges of institutionalizing a successful NSF-funded S-STEM recruitment and retentionprogram. Institutionalization of successful educational programs is a goal of many NSF-fundedprograms. Reflection and critique of the institutionalization of our program will provide criticalinsights for similar programs on planning their institutionalization and contribute to theunderstanding of the institutionalization process, timeline, and effort areas. Throughout a“COVID-interrupted” 7-year period, this NSF-funded S-STEM program implemented research-based student success and retention strategies to serve 90 students and provide scholarshipsupport to 42 students. As programmatic elements

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs Division (FYP)

objectives of the module 0% Lesson Theory-focused passive content with 10% automatically graded quizzes at the end of the content. Emulate Long-form video showing worked 20% example problems using a think-aloud protocol. Students are required to submit the emulated problem solution. Activity Akin to traditional homework, these are 30% new problems that can be solved using the tools and techniques shown in the emulate and lesson content. Reflection Self-reflective survey about the students’ 3% learning. Next Steps Project mini-milestones aimed at

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Joylyn Paredes, New York University ; Rui Li, New York University; Sooah Kwak, New York University ; Chris Woods, New York University; Dominic Roy Krusniak, New York University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

understanding of power, privilege, andoppression, and equip them with the tools to employ their knowledge as engineers throughdiscussions of inclusive design. Co-created and co-facilitated by faculty, teaching assistants, anddiversity, equity, and inclusion experts at the institution, the workshops feature short lectures bythe facilitators, individual reflection activities, and small group discussions, culminating in acommunity-wide discussion on lessons learned and actionable items to build an inclusivecommunity within our program. We seek to build our teaching assistants’ sense of agency in theclassroom by cultivating a positive self-concept, developing their understanding of sociopoliticalenvironments, and providing resources for action.To

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isha Bhatt, University of Michigan; Laura K. Alford, University of Michigan; Lesa Begley; Ryien Hosseini; Deborah A. Lichti, University of Michigan

Tagged Divisions

First-Year Programs Division (FYP)

assistants, and 2 instructors. The coursework consisted ofasynchronous online learning assignments, lecture reflections, lab worksheets, four codingprojects, and four online assessments.Description of Flexible Deadline PolicyWe implemented a generous flexible deadline policy during the Fall 2022 academic semester. Themajority of assignments were eligible for submissions after the deadline through the last day ofclasses. Students could submit assignments eligible for the policy by the original deadline for upto 100%. Depending on the assignment eligible for flexible deadlines, submissions after thedeadline could earn up to around 90%-95% of the original assignment’s points. Since this was thefirst semester in which we piloted this policy, we informed

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul Hottinger, California State Polytechnic University, Pomona

Tagged Divisions

First-Year Programs Division (FYP)

[2,3] showed that students have high self-reported IL skills but are in factlacking in their academic ability; finding, evaluating, citing, and synthesizing information.Providing a way to link IL to the field makes it more relevant and worthwhile for students. Thisalso is a way to support students in the development of their writing skills in a supportive,content-related way.ObjectivesLearning objectives for the collaboration between the engineering faculty and librarian includedteaching the first-year engineering students information literacy skills; the set of integratedabilities encompassing the reflective discovery of information, the understanding of howinformation is produced and valued, and the use of information in creating new

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Evelyn Walters, Temple University; Cory Budischak, Temple University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

and thus effective teamwork?InterventionWe have adopted several modules of the Diversity, Equity and Inclusion Tools for Teamwork:Asset Mapping and Team Processing Handbook [11] to introduce students to important teamconcepts. Prior to forming groups and as part of the Handbook, students are asked to reflect ontheir identities, strengths, communication and conflict styles. As part of this, they complete aseries of self-assessments [12] and generate an asset map where they give thought to how theirlife experiences, not only educational experiences, will benefit a team. For an example of whatan asset map looks like, see examples in [4], [13]. Further, students read several articleshighlighting diversity and engineering and write a short

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Crismond, City University of New York, City College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

learning, and changes in the module’s design over thethree semesters, with rationales behind those decisions. Prominent among the instructionalstrategies was the use of various formative assessment approaches to adjust instruction whileproviding evidence of student progress in using design practices and engineering concepts in aninformed way. Tasks included: Triad Sorting, proposing and applying Design Rules-of-Thumb,Small Group Discussions, Interviews, using Contrasting Cases and reflecting on design practiceusing an Informed Design Rubric. These approaches were used in a context where human-centered designing and “design with us, not for us” was emphasized. Design thinking was introduced and elaborated upon in a variety of ways

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Atheer Almasri, West Virginia University; Todd R. Hamrick, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University ; Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs Division (FYP)

techniques and statistics trended downward over the years. Researchers believethis reflects the relative use of these skills by upperclassmen.Figure 5: Importance of Technical Skills by Self-Reported YearStudents were asked to evaluate the importance of various non-technical skills via the sameLikert scale. Figure 6 shows how students evaluated these non-technical skills. The highestscoring skill was time management, followed by teamwork. It is unsurprising that timemanagement and effective teams are valued by busy engineering students who often work inteams. It is of interest that these skills scored above all other technical skills, indicating thatstudents found them of greater importance, even more than mathematical problem solving.Figure 6

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin J. Laugelli, University of Virginia; Keith Andrew Williams, University of Virginia; Esther Tian, University of Virginia; Julia Lapan, University of Virginia; Shaylin Williams, University of Virginia; Deepyaman Maiti, University of Virginia; Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Nicole Dufalla, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; William H. Guilford, University of Virginia

Tagged Divisions

First-Year Programs Division (FYP)

thesurvey results is beyond the scope of this paper, the three groups of stakeholders agreed (>70%in each group) that a range of technical subject matter is important for all engineers, regardless offield. These included single variable calculus, differential equations, probability and statistics,general purpose computing and programming, the engineering design process, modeling(including prototyping), and project management. The three stakeholder groups also agreed thata number of professional proficiencies are important for all engineers, including communication(oral, written, graphical), codes of ethics and identification, working with people of diverse anddifferent backgrounds, reflection, feedback, and career skills, among others. These

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Diego Reyes, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

for him that throughout his definition and defining engineering, we never see him falterin his belief that he may not be able to live up to what he sees an engineer as. In fact, as hedescribes engineering as full of those with “intelligent minds,” we see that he counts himselfamong those with the potential to join them. Demonstrating that on a subconscious level, hecounts himself among those that fit the mold, and because of that, we see an immense boost tobelonging and confidence that he can become an engineer. This is directly contrasted with howour female participant Chad feels about the mold. When prompted to reflect on what she wouldchange in engineering to make herself feel like she was more welcome in engineering, this washer response

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Penn State University; Maria Mosley; Jennifer Saltsgiver; Jana Bontrager Auman, Penn State University; Christine B. Masters, Pennsylvania State University; Kellie Scofield; Stephanie Cutler, Pennsylvania State University; Shawna Dory, Pennsylvania State University

Tagged Divisions

First-Year Programs Division (FYP)

students they serve; They developleadership skills, learn about counseling and educational theories, and reflect on their valuableexperiences [3], [7].Learning objectives for the course include: • Articulate different definitions and related sub-themes that could comprise peer advising, peer mentoring, interpersonal communication, and leadership soft skills. • Evaluate the current level of development in soft skills and develop a plan for future reflection, evaluation, and adjustment to said skills. • Demonstrate effectiveness in your role and build confidence in providing advising assistance. • Demonstrate familiarity with resources and opportunities in the College of Engineering and the greater campus and

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Grimes, Cornell College; Niloofar Kamran, Cornell College

Tagged Divisions

First-Year Programs Division (FYP)

, acceptance of responsibilities, level of participation, time commitment, and work load. 2. Work Contribution: Below, write how much (by percentage) yourself and each group member contributed to the overall project 3. Group atmosphere: How would you assess yourself and each member of your groups in terms of your ability to work together effectively and create a functional atmosphere from 1-5? Please explain your answer. 4. Self-Reflection. What areas of the project do you feel like you could have improved upon/supported your group better? 5. How would you rate your groups' use of time? (Keep in mind your Gantt Chart and if it was followed) 1- Procrastinated heavily to 5 - Met every deadline 6. How would you

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Devlin Montfort, Oregon State University; Jason H. Ideker; Jennifer Parham-Mocello, Oregon State University; Rowan Ezra Skilowitz; Natasha Mallette P.E., Oregon State University

Tagged Divisions

First-Year Programs Division (FYP)

were guided by specific pedagogicalprinciples: small-group work with trained facilitators, group-worthy open-ended problems todevelop critical thinking and interest-based design projects to connect students to the material.Curricular development was supported by regular collaboration meetings with expert guidanceon pedagogy and incorporating social justice content. Altogether, more than 1500 students wereenrolled in the first-year program during the academic year. A student survey each term resultedin an average of over 900 survey responses across the three-course series. Reflections were alsocollected from participating faculty. This paper focuses on the adoption of promoted pedagogicalprinciples by the faculty, and the resulting outcomes and

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelly Salyards, Bucknell University; Katsuyuki Wakabayashi, Bucknell University; Richard J. Kozick, Bucknell University; Benjamin Wheatley, Bucknell University

Tagged Divisions

First-Year Programs Division (FYP)

solicitation of the College of Engineering in 2020 and a three-yearredesign was undertaken and completed in Fall 2023 with its third iteration.This paper assesses how the redesign achieved the initial goals and how its delivery reflects thedesired characteristics. Four course outcomes were adopted: 1) Develop creative solutions byapplying engineering design, math, science, and data analysis, 2) Construct an effectiveprototype or model using technology and tools, 3) Demonstrate improved power skills(communication, teamwork, information literacy, professionalism), and 4) Employ NSPE Codeof Ethics to examine case studies and extrapolate for other situations. In terms of the courseoutcomes, this paper describes how students self-assessed their achievement

Conference Session

First-Year Programs Division (FYP) - Technical Session 8: Skill Building

Collection

2023 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Bucknell University; Katsuyuki Wakabayashi, Bucknell University; Kelly Salyards P.E., Bucknell University

Tagged Divisions

First-Year Programs Division (FYP)

,individual scenario assignments, a team-based ethics simulation (previously developed andpresented at ASEE), design project reflections, discussions of ethics through the lens of the threepillars of sustainability, and an individual final paper related to an on campus sustainabilityethics scenario. In addition to providing an overview of ethics activities and assignments, thispaper will compare course-level student learning outcomes between the current and prior yearsand how content in the course affected students’ perception of engineering ethics. We expect thatby more closely integrating ethics content with the student projects, students will engage moredeeply with ethics and appreciate how engineering ethics affects everyday engineering practice

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Gibin Raju, University of Cincinnati; So Yoon Yoon, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

., psychic assumptions reassessment of values and self- 4 Recognition that one’s discontent and the process of reflection transformation are shared and that others have negotiated a similar change 5 Exploration of options for new roles, relationships, and actions 6 Planning of a course of action Affirming & Connecting, i.e., shifted 7 Acquisition of knowledge and skills for perspective that allows one to cope implementing one’s plan with those situations more easily in 8 Provisional trying new roles the future 9 Building competence and self-confidence in new roles

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marko V. Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Nathan Delson, eGrove Education; Saharnaz Baghdadchi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Minju Kim, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; Huihui Qi, University of California, San Diego

Tagged Divisions

First-Year Programs Division (FYP)

classesAbstractIn this evidence-based practice paper, we report on peer oral exams, a cross between oral examsand peer assessment, as implemented in a high-enrollment undergraduate computerprogramming course for engineers. The idea was to leverage the educational andimplementational advantages of both evidence-based approaches simultaneously. Oral exams,for instance, have been argued to promote conceptual understanding, self-reflection,communication competency, and professional identity formation in students – but theirdeployment in large classes is resource-demanding and nontrivial, stifling their broader adoption.Peer assessment, on the other hand, is highly scalable and affords students many potentialeducational benefits of its own, including the

Conference Session

First-Year Programs Division (FYP) - Technical Session 6: Mentors & Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew B. James, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Jennifer Lyn Benning, Virginia Polytechnic Institute and State University; Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Jenny L Lo, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

participated in the aforementionedsummer program are granted a degree of autonomy in how they approach teamwork in theircourses and chose to implement the equitable teaming tools from the Summer 2022 workshop tovarious degrees in their classes in the Fall 2022 semester. The full list of available teaming toolsincluded: 1) pre-readings related to the importance of diversity on teams, 2) individual assetmaps encouraging students to explore how their own backgrounds could be valuable and appliedin the course, 3) team asset charts designed to facilitate a breakdown of work for teamassignments in a way that draws upon the diverse backgrounds of all team members, and 4) teamprocessing documents guiding students through reflective questions regarding their

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane A. Brown P.E., Oregon State University; Natasha Mallette P.E., Oregon State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

-evaluation, andactive involvement in learning processes contribute to student's academic experiences andoutcomes. Each construct has been carefully chosen and defined to capture the multifacetednature of student engagement in first-year engineering courses. Building on the theoreticalframeworks we discussed earlier, it's important to note how each construct within our instrumentis aligned with specific dimensions of student engagement in first-year engineering courses.Constructive EngagementCourse Knowledge, reflecting the dimension of constructive engagement, is grounded in theconstructive aspect of Chi's ICAP theory [10]. Michelene Chi's ICAP framework categorizesstudent cognitive engagement into four distinct levels based on their interaction

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Melissa M. Simonik, State University of New York at Binghamton; Koenraad E. Gieskes, State University of New York at Binghamton

Tagged Divisions

First-Year Programs Division (FYP)

semester by goingthrough this process and to provide a thoughtful conclusion on how this exercise can help themin the future. Reports were reviewed from four engineering communications sections, eachtaught by a different instructor, from the Fall 2023 semester for a total of 89 reports. Notes weretaken on anything that students indicated to be useful about the assignment, including things theylearned, applied, reflected on, etc.The secondary aims of the study will be addressed using quantitative data collected from first-year engineering students enrolled in the engineering communication course at *university*during the Fall 2021, Fall 2022, and Fall 2023 semesters. Phase 1, Phase 2, and Phase 3 gradesfrom the Teamwork Report assignment will be

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin Anderson, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

transfer status, both out of the school ofengineering and out of SW-PWI. The rosters also included students’ term grade point average(GPA) and term hours completed for Fall 2022, which were used as measures of academicoutcomes. Term hours completed refer to the credit hours that students passed and completed ina semester, and do not reflect students’ initial credit hour enrollment. We selected both GPA andterm hours completed as measurement metrics because SW-PWI uses these variables to measurestudent persistence and to predict students’ retention and graduation.Second, we requested and received access to a retention dashboard at SW-PWI. This dashboardcontains historical retention data both within the school of engineering and at the institution

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Sheryl A. Sorby, University of Cincinnati; Gibin Raju, University of Cincinnati; Jeffrey Buckley, Royal Institute of Technology (KTH); Niall Seery, Technological University of the Shannon

Tagged Divisions

First-Year Programs Division (FYP)

before submission oftheir “final” product [7]. This would be to the benefit of both faculty and students as it wouldreduce the burden on faculty to provide feedback to all students in a large group while alsoincreasing the feedback and timeliness of the feedback that students receive. Arguably for anassessment mechanism the most important factors considered are the reliability and validityof the assessment tool. The validity of ACJ refers to the validity of the rank-order that isproduced and is directly tied to the cohort of judges which is assembled [18]. The reliabilityof ACJ sessions is described by the Scale Separation Reliability (SSR) coefficient which, inthe context of comparative judgement, has strong indications that it reflects an

Conference Session

First-Year Programs Division (FYP) - Technical Session 11: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis, Carnegie Mellon University; Kelly Salyards P.E., Bucknell University; David A. Saftner, University of Minnesota Duluth; Tanya Kunberger, Florida Gulf Coast University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

notstraightforward.In this study, the authors surveyed faculty teaching introductory courses in engineering toexplore the range of projects already developed, the basic details of the projects, and topicsaddressed in each. The online survey was utilized to collect faculty members’ teachingapproaches, preparation, activities, and materials needed, as well as self-reflection. Data analysiscategorized first-year engineering projects (N=32) by the project outcomes, themes, extentwithin the course coverage, grading system, institutions’ educational model, and the projects’inclusivity of other power/holistic skills. There were common features among the first-yearintroductory engineering courses including the engineering design process, teamwork, andprofessional

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Trahan, University of California, San Diego; Jessica Baldis, University of California, San Diego; Jasmine L. Sadler, University of California, San Diego; Darren J Lipomi

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

can be done through a course that focuses on teaching the conceptsand skills, or it can be embedded within the engineering classroom experience. For example, areview of growth mindset approaches identified effective interventions including courses andother learning experiences like workshops, discussions, reflective writing, online tutorials, andcourse-embedded tutors [10]. Metacognitive strategies are also commonly taught outside theclassroom through campus teaching and learning centers. There is an emerging focus onmetacognition and self-regulated learning embedded within STEM classrooms [14], [15], [16].Proactive identification and advising of studentsProactive advising, built on the concept of intrusive advising [17], [18], involves

Conference Session

First-Year Programs Division (FYP) - WIPS 4: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Kristina Wagstrom; Daniel D. Burkey, University of Connecticut; Marina Creed

Tagged Divisions

First-Year Programs Division (FYP)

project had a meaningful andpersonal impact since students could relate to their experiences during the pandemic and weremotivated to build the DIY filtration system to positively impact the lives of school-goingchildren. In addition to building the C-R boxes, students also plot graphs to show theeffectiveness of the boxes in removing particle number concentration. They measured the noiselevels and vibration for different fan speeds of these box filters to ensure the fans were not tooloud during teaching sessions. Each week students submitted engineering logs of their buildingprocess. Students were also asked to reflect upon their design and testing methods and developefficient design improvements. Students also highlighted their learning

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fazel Ranjbar, University of Cincinnati; Jutshi Agarwal, University at Buffalo, SUNY; P.K. Imbrie, University of Cincinnati

Tagged Divisions

First-Year Programs Division (FYP)

participation in learning [9]. Developing teamwork skillsbenefits students academically and has long-term implications for personal and professionaldevelopment. It develops leadership skills, enhances problem-solving abilities, and developsdecision-making skills, all contributing to students' overall growth and readiness for futureefforts [2], [10], [11], [12]. Teamwork skills gained through academic settings are crucial forstudents' future careers as employers highly value them [13]. It also enhances empathy, socialawareness, and improved decision-making abilities, which are essential for navigating diversework environments and making informed choices [14], [15]. Effective time management skillsand self-reflection abilities in students are being

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Abagael Riley; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut; Scott Streiner, University of Pittsburgh

Tagged Divisions

First-Year Programs Division (FYP)

Paper ID #38091Work in Progress: Toxic Workplaces: Game-Based Exploration ofEngineering Ethics for First-Year Engineering StudentsDr. Kevin D. Dahm, Rowan University Kevin Dahm is Professor and Undergraduate Program Chair for Chemical Engineering at Rowan Univer- sity. He earned his BS from Worcester Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has published two books, ”Fundamentals of Chemical Engineering Thermody- namics” with Donald Visco, and ”Interpreting Diffuse Reflectance and Transmittance” with his father Donald Dahm.Abagael RileyDr. Daniel D. Burkey

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael Rizk, Duke University

Tagged Divisions

First-Year Programs Division (FYP)

semester/course/design project Reflection Many times during the course/project, time is taken to reflect on what is working well and what can be improvedThe weekly meetings typically lasted an hour. The meetings usually started with updates fromthe group members about how life was going and anything that they wanted to share. Manymeetings started with each individual sharing a “high” from the previous week, a “low” from theprevious week, and something that individual was looking forward to in the coming week. Atsome point in the meeting, the facilitator would typically transition the group to the discussiontopic. However, the general structure of

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mahdi Agheli, Worcester Polytechnic Insitute; Greg Lewin, Worcester Polytechnic Institute; Markus Nemitz

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

term, offer a continuous evaluative framework, crucial formonitoring student progress and adapting teaching strategies to meet evolving educational needs.In Fall 2021, the CATME assessment process was implemented in a third-year course on RobotManipulation (RBE 3001). The study’s sample consisted of 75 RBE students from the course,offering a representative cross-section of the RBE program’s demographic and skill diversity.This sample size and composition provide a robust basis for understanding the programming skillvariance within the cohort. The context in which these surveys were administered—during theinitial phase of the course—ensures that the data reflects the students’ current competencies andchallenges. RBE 3001 traditionally expects

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

David H. Smith IV, University of Illinois at Urbana-Champaign; Ujjal K. Bhowmik, University of Illinois at Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign

Tagged Divisions

First-Year Programs Division (FYP)

grade that the EC provides reduced their anxiety. Withthat said, a few did indicate that they either felt stress while completing the EC quiz or somestress immediately prior to beginning the quiz.In terms of the impact of parallel computing EC modules on students’ interest in those concepts,responses were evenly split between no impact and some degree of positive impact, with noparticipants reporting a negative impact. Those who felt it had a positive impact mentionedenjoying the opportunity to engage with a new concept and that opportunity increased theirinterest in that topic. When asked to reflect on what aspects of the assignments they foundinteresting and why, students’ responses contained themes such as gaining further insight into