Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

William Davis Ferriell, University of Kentucky

Tagged Divisions

First-Year Programs Division (FYP)

cost to the project.Students had the option to utilize a tablet as each student was provided one upon admittance tothe University of Kentucky. To do this, the MATLAB Mobile App must be downloaded on thesmartphone or tablet. Through the app, the camera can be controlled by a MATLAB script on alaptop to take images, process images, and return outputs to be utilized by other subsystems ofthe project. The greatest advantage to this is student access to these cameras is typically high,especially for tablets that are provided by the university to all students. A concern with utilizinga tablet or smartphone is that student teams needed to plan accordingly for integrating the camerawithin the design since students use these devices regularly

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland; Kathleen Bieryla, University of Portland

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

://www.researchgate.net/publication/228378064[12] Michael J. Fernandez, Julie Martin Trenor, Katherine S. Zerda, and Cassandra Cortes3, “First Generation College Students in Engineering: A Qualitative Investigation of Barriers to Academic Plans,” in 38th ASEE/IEEE Frontiers in Education Conference, IEEE, 2008.[13] J. P. Martin, S. K. Stefl, L. W. Cain, and A. L. Pfirman, “Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory,” Int J STEM Educ, vol. 7, no. 1, Dec. 2020, doi: 10.1186/s40594-020-00237-0.[14] Dina Verdín and Allison Godwin, “First in the Family: A Comparison of First-Generation and Non-First-Generation Engineering College Students,” in Frontiers in

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Sottile, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Yu Xia, Emporia State University; Tim Kane, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

First-Year Programs Division (FYP)

the approach of building out approximately 8 plug-and-play pre-planned hybrid instruction modules intended for use by FYS instructors, which should aid insolidifying participant’s views regarding the consistency and – ideally – the efficacy of theprogram, including in existing areas of deficiency such as presenting holistically informationabout engineering careers. That development work is ongoing, with a program re-evaluationplanned upon the completion of that work to assess its efficacy. It is expected that those updatedevaluation results will be further disseminated with an eye towards providing a useful model forother similarly situated institutions, partly with an eye towards mitigating some of the challengesinherent to the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, The Ohio State University; Laine Rumreich, The Ohio State University; Ethan Cartwright, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University; H. Schwab, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

phases with the first focusing on research, user needs, andmarket character. Students were tasked with brainstorming and selecting a problem relating totheir theme to base their design project on. Students developed a research plan, end user needs,market character, and sketches of their prototype. The second phase of the project was focusedon the preliminary design. Students began writing their Conference paper addressing theproblem, end users/stakeholders, social and economic value, methodology, research results,discussions, and conclusions. They also were tasked in providing a visualization of theirproposed prototype utilizing SolidWorks. The last phase of the project concentrated on thedetailed design relating to prototyping, verification

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Anjali Mulchandani, University of New Mexico; Vanessa Svihla, University of Texas at Austin; Ruben D. Lopez-Parra, Purdue University ; Sydney Donohue Jobe, University of New Mexico; Paris Eisenman, University of New Mexico; Ethan Kapp, University of New Mexico

Tagged Divisions

First-Year Programs Division (FYP)

, and their plan for communityengagement.Data collection and analysisData were collected following institutional review board approval of our study protocol andinformed consent was collected from students. We collected team deliverables as well asdistributed a survey at the end of the design challenge intended to understand the agency studentsexperienced during the challenge [29], [30].To understand how students framed the problem of acid mine drainage, we inductively coded thepotential solutions to acid mine drainage proposed during the ideation phase deliverable of thechallenge [31]. Table 1 shows the categories and examples within those categories. Weconducted a chi square test of difference to determine if the number of suggestions varied

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Zanin Flanagan, Clemson University; Karen A. High, Clemson University

Tagged Divisions

First-Year Programs Division (FYP)

, allowing students to see the importance andrelevance. With first year students, assigning roles and including pre-work is suggested. Thisallows time for the students to explore the history and any other relevant character informationprior to roleplay participation. The next iteration of the empathy modules planned for Fall 2024will include more practical engineering example roleplays and less time talking about the skills,taking a more active approach. As evident from the increased strength of this relationship it does appear that students areexperiencing a shift in the way that they think about themselves as empathetic people andengineers. Given the inclusion of specific lesson days devoted to the topic, this is likely to haveplayed a major

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Sparks, Miami University; Katherine M. Ehlert, Miami University; Karen C. Davis, Miami University; Justin Michael Saul, Miami University; Brian P. Kirkmeyer, Miami University; David Joseph Fox, Miami University; Thao Nguyen, Miami University; Michael Hughes, Miami University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

engineering/computing identity and belongingness as thePilot courses become more established and refined. We also plan to investigate the impact of thecourses on retention within engineering and computing.AcknowledgmentThe authors would like to acknowledge Alison Lapointe of the Discovery Center for Evaluation,Research, and Professional Learning at Miami University for assistance with survey generationand data processing.References[1] National Academies of Sciences, Engineering, and Medicine, “Barriers and opportunities for2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways,”Washington, DC: The National Academies Press, 2016.[2] President’s Council of Advisors on Science and Technology, “Engage to excel: producing

Conference Session

First-Year Programs Division Technical Session 3: Teamwork

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rui Li, New York University

Tagged Divisions

First-Year Programs Division (FYP)

her, however I wish she contributing enough but that is also because started on it earlier so we had time to account I am assigned the bare minimum.” for outside errors. She communicates well with the rest of the team.” Student C to Student A, “Communicates with the team and helps the team with electrical plans. Something she needs to work on is being more efficient in completing her tasks and managing her time more

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph Ekong, Western New England University; Arnab A. Purkayastha, Western New England University; Gladys Ekong

Tagged Divisions

First-Year Programs Division (FYP)

Strongly Strongly Disagree (2) nor Disagree Agree (4) Disagree (1) Agree (5) (3) I am confident that I could learn advanced computer programming. o o o o o (1) I am willing to take more than the required amount of computer o o o o o programming. (2) I plan to take as much computer programming as I

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jahnavi Dirisina, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Divisions

First-Year Programs Division (FYP)

building strong survey instruments with good questions [19].ConclusionThe sorting experiment was planned as a single round procedure to identify appropriate surveystatements for the sub-constructs of engineering self-concept. But the confounded interpretationsof perceived competence and self-efficacy among the SMEs resulted in a re-sort with a subset ofthe initial sample of survey statements. Strong agreement was found for academic self-description, engineering intrinsic value, belonging, and perceived competence through theexperiment, helping the researchers to establish survey statements for those respective sub-constructs. However, only a single statement for self-efficacy was identified within the currentsample.Future DirectionsFuture

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Jorge Paricio Garcia Ph.D., HRM, MID, University of Connecticut; Jake Scoggin, University of Connecticut; Martin Huber, University of Connecticut; Michael Cohen, University of Connecticut; Stephany Santos, University of Connecticut; Kathrine Pavel Ionkin, University of Connecticut; Sean Patrick Hirt, University of Connecticut; Britney Russell, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

systematic procedures. Itrequires cultivating ethical values, honing creative skills in engineering, working collaborativelyand iteratively, and solving complex problems in a multidisciplinary environment. TheAccreditation Board of Engineering and Technology (ABET) formally acknowledged theimportance of these notions in their most recent requirements - (students’ outcome 5): “an abilityto function effectively on a team whose members together provide leadership, create acollaborative and inclusive environment, establish goals, plan tasks, and meet objectives.”Project-based teamwork is particularly crucial in a first-year engineering design course. Anexperiential learning environment promotes acquiring essential skills and abilities that will beused

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)

assignments.I was confident that our team produced acceptable solutions to course assignments. PotencyThis team helped me accomplish my individual goals for this course. Goal SettingMy team used clear, long-term goals to complete tasks. Goal SettingMy team reflected upon its goals in order to plan for future work. Goal SettingMy team made use of incremental goals (i.e., we set short-term goals) in order to complete Goal Settingcourse assignments on time.My team made use of incremental goals (i.e., we set short-term goals) in order to complete Goal Settingcourse assignments on time.Our team did not function well as a team; we

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tristan Hernandez, University of Texas at El Paso; Sarah Huizar, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Juan Jose Ochoa Jr., University of Texas at El Paso; Victor Manuel Garcia Jr., US Army Engineer Research and Development Center

Tagged Divisions

First-Year Programs Division (FYP)

district and is in the process of creating a mentorship program to help high school students transition to university. His research interests include first-year university students’ experience, high school students’ transition to university, peer-to-peer mentorship, and student support networks.Ms. Sarah Huizar, University of Texas at El Paso Sarah Huizar is a Program Manager for UTEP’s Center for Research in Engineering and Technology Education (CREATE). She develops, implements, and manages a wide range of activities through the center’s STEMShine grant. She specializes in mentorship, essential skills building for freshman engineering students, project planning, community building through eSports, writing and design.Dr

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)

2nd year;limited first-year engineering courses thus reducing COE engagement, lack of knowledge aboutthe broad range of engineering disciplines available in COE, and finally difficulties intransferring between majors within COE. It is important to point out that while improving thenumbers (to meet the University’s goals) was important, the committee was focused on makingrecommendations to holistically change the first-year student experience. To respond to thesechallenges, the college leadership team developed a three Phase curricular revision plan: • Phase I: move from pro-school to a continuous progression model; pro-school was phased out in AY19. • Phase II: develop a First Year Engineering Experience (FYEE) directed at

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olivia Reynolds, Washington State University; Sandra Brabb, Washington State University; Eleanor Dizon, Washington State University

Tagged Divisions

First-Year Programs Division (FYP)

isprovided in Appendix A. Multiple choice questions pertaining to university-wide events andresources were also included in the survey but not analyzed or included in the results. In additionto the question foci provided above, several free-response questions were included related to howstudents heard about events, their plans to continue pursuing a degree in the college, and anopen-ended question for additional feedback. The free-response questions were not included inour analysis.Data AnalysisTo evaluate the two research questions outlined previously, responses obtained from first-timefreshmen in 2021 (N=341) and 2022 (N=240) were compared as well as responses obtained fromtransfer students (N=94) and first-time freshmen (N=581) across both cohort

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University ; Elizabeth Castroverde; Paige Charette, New York University ; Salma Moutasim Salaheldin Abuelgasim, New York University Abu Dhabi ; McKenna Yoshinobu; Rui Li, New York University; Victoria Bill, New York University ; Ingrid Paredes, New York University

Tagged Divisions

First-Year Programs Division (FYP)

design. aspects of the project. direction. This helped create a It gave us a more clear It helped us organize structure and obtain plan our thoughts for the clarity on the purpose milestone presentations of our project. and how we

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeong Hin Chin, University of Michigan; Jing Ouyang, University of Michigan; Robin Fowler, University of Michigan; Gongjun Xu, University of Michigan; Rebecca L Matz, University of Michigan

Tagged Divisions

First-Year Programs Division (FYP)

to other passive teammates. Some teamswith mix-gendered teammates were found to have unequal work distribution with men doingmore technical work, while women were doing more work related to communication or planning[3]. Thus, in order to ensure students are able to enjoy the benefits of TBL, teamwork assessmentand support tools such as CATME or Tandem can be used to monitor the students’ performancesand notice any changes within the team [4]–[7]. By using teamwork assessment and support tools, learning analytics can be performed tooptimize students’ learning experiences. The large amount of data collected by the teamworkassessment and support tools provide an opportunity for researchers and instructors to detectvarious changes and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University; Ian Meyer Kropp

Tagged Divisions

First-Year Programs Division (FYP)

Education (CoED) divisions, and with the Ad Hoc Committee on Interdivisional Cooperation, Interdivisional Town Hall Planning Commit- tee, ASEE Active, and the Committee on Diversity, Equity, and Inclusion. Estell has received multiple ASEE Annual Conference Best Paper awards from the Computers in Education, First-Year Programs, and Design in Engineering Education Divisions. He has also been recognized by ASEE as the recipient of the 2005 Merl K. Miller Award and by the Kern Entrepreneurial Engineering Network (KEEN) with the 2018 ASEE Best Card Award. Estell received the First-Year Programs Division’s Distinguished Service Award in 2019. Estell currently serves as an ABET Commissioner and as a member on ABET’s

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph McCusker, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

consistently lower than thosereported by default. Such discrepancy could be capturing the plethora of other factors that areknown to influence engineering identity and sense of belonging [17].Finally, our analysis is only descriptive and not causal in nature. We plan to implementalternative methods to explore the potential of causality, as well as dive deeper into thedescriptions of students’ experiences in the course through qualitative interviews. Other futureanalysis of this data will include a breakdown of these trends by subgroups, paying specialattention to those with marginalized identities. While sample sizes are limited at this point, thesurvey remains open to strengthen such numbers.ConclusionIn this study we conducted a retrospective

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benito Mendoza, New York City College of Technology; Angran Xiao, New York City College of Technology; Muhammad Ummy, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

1.315and 3.7 (average=2.77); two students withdrew. After one semester, nine of the students are stillenrolled in their original major. One of the ten students did not return.9. Implications and Future WorkLooking ahead, we aim to integrate this course into the standard first-semester curriculum acrossthe involved engineering departments. This goal will require careful coordination and facultysupport to ensure curriculum alignment among the three programs and foster a collaborativeteaching environment. For summer 2024, plans are underway to host two course sessions,expand faculty participation in teaching the course, and recruit incoming sophomores. Based oninitial feedback, we are refining some aspects of the curricular activities to enhance

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Esme Eleanor Abbot, Franklin W. Olin College of Engineering; Berwin Lan, Franklin W. Olin College of Engineering; Luke Raus, Franklin W. Olin College of Engineering; Bill Fan, Franklin W. Olin College of Engineering; Zachary del Rosario, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs Division (FYP)

. Porter and M. Kilbridge, Eds., Cambridge, MA: MIT Laboratory of Architecture and Planning, 1978, pp. 551–660.[7] S. Dinham, “Research on Instruction in the Architecture Studio: Theoretical Conceptualizations, Research Problems, and Examples,” presented at the Annual Meeting of the Mid-America College Art Association, 1987.[8] NCTQ, “Classroom Management.” National Council on Teacher Quality, 2020. [Online]. Available: https://www.nctq.org/review/standard/Classroom-Management[9] B. M. Dewsbury, “Deep teaching in a college STEM classroom,” Cult. Stud. Sci. Educ., vol. 15, no. 1, pp. 169–191, Mar. 2020, doi: 10.1007/s11422-018-9891-z.[10] A. Thompson, B. Sattler, and J. Turns, “Understanding a studio environment: A complex

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)

amounted to 1,634. The collected sample was divided intotwo halves to facilitate both exploratory factor analysis (EFA) and confirmatory factor analysis(CFA). This division was planned to ensure that the demographic characteristics, including classsize, gender, and others, were evenly distributed across both subsets. This approach,recommended by DeVellis, serves a dual purpose: EFA allows for the identification andexploration of underlying factor structures without preconceived hypotheses, while CFA is usedto test and confirm the factor structure suggested by EFA. Splitting the data in this mannerprovides a robust methodology for validating the scale's construct validity, ensuring that theanalysis is both comprehensive and reliable [28]. In Step 7