Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Robin A.M. Hensel, West Virginia University; Susie Huggins, West Virginia University

Tagged Topics

Diversity, Full Papers

in the sketch.Following the online performance, however, the facilitators, like sports analysts, recap thesituation and ask the student audience to comment regarding how they feel. The students respondusing the Zoom Q&A feature to enter comments and questions which are addressed by thefacilitators. Instead of bringing student audience members into the Zoom team, the actors areinterviewed, on-screen and in character, and asked how they feel about what happened, why theydid what they did, and how they think their actions made the other characters feel. The studentaudience is encouraged to ask questions of the characters using the Q&A feature and to “upvote”questions to help determine which questions have the most audience interest

Conference Session

S6A: Full Papers - Out with the Old, In with the New

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Derin Ural, University of Miami

Tagged Topics

Full Papers

.[3] C. Haller, V. Gallagher, T. Weldon and R. Felder, “Dynamics of Peer Education in Cooperative Learning Workgroups,” Journal of Engineering Education, vol. 89, no.3, pp. 285– 293, 2000.[4] Q. Hao, B. Barnes & M. Jing, “Quantifying the effects of active learning environments: separating physical learning classrooms from pedagogical approaches”. Learning Environ Res 24, 109–122, 2021.[5] M. Hernández-de-Menéndez, Vallejo Guevara, A., Tudón Martínez, J.C. et al. “Active learning in engineering education. A review of fundamentals, best practices and experiences”. Int J Interact Des Manuf 13, 909–922, 2019.[6] M. Jacobi, “Mentoring and undergraduate academic success: A literature review”. Review of

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute; Roger J Marino P.E., Drexel University; James R McCusker PhD, Wentworth Institute of Technology; Johanna P Casale, Drexel University

Tagged Topics

Full Papers

online videos. After Spring 2020, they learned to take notesand make the information “their own” when accessing any online resource and that this change issomething they have continued, and it has improved their ability to learn on their own andimprove their own academic performance. Interpreting the students’ comments and sentiments, itwas clear that using the supplemental video resources, and taking notes throughout those“viewing” sessions, improved the students’ ability to synthesize information from multiplesources.During the pandemic, guest lecturers were invited into the virtual classroom to reinforce coursematerial. Initially, the lectures were presented in real-time and included a Q&A period with thestudents. Subsequently, there

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Djedjiga Belfadel, Fairfield University; Isaac Macwan, Fairfield University; John F Drazan, Fairfield University

Tagged Topics

Full Papers

were followed by a Q&A session where fellow students and faculty provided feedback.• The Arduino activities: involved both theoretical instruction and hands-on mini projects taught by the instructor and the teaching assistant. Students were introduced to Arduino's open-source hardware philosophy, basics, and programming language, and they were provided with shared kits containing the necessary components for the mini-projects. Prior to the start of the projects, a mini tutorial was taken in class to ensure that students are able to install the Arduino software (IDE) on their personal laptops, including help with board drivers and library installation. Learning was facilitated through hands-on project work, allowing