Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Susan L. Amato-Henderson, Michigan Technological University; Jon Sticklen, Michigan Technological University

Tagged Topics

Full Papers

the level of utility value students perceived could explain approximately half of thevariance (51%) in their intention to pursue an engineering career. [6]. Based on this research, we expect thatsuccess and usefulness will both predict empowerment.The success factor of the MUSIC inventory measures the perception that one can succeed in the relevantacademic work if they put forth the effort [1]. Several different human motivation theories serve as thefoundation for this factor. Bandura’s now-classic self-efficacy theory [7], Covington’s self-worth theory [8],goal orientation theory [9], and expectancy-value theory [10] all address achievement motivation and success/competency. In fact, competency is now considered to be a basic human need [11

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

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inspection reveals a body of work that includes thought leadership, collegialconversation, and critical analysis of the impacts of the pandemic on all areas and concernstypically considered in the engineering education community. Scholars have documented andexplored emergency remote teaching (ERT) and the implications to or impacts on acceptedteaching pedagogies and teaching modalities, student learning and self-efficacy beliefs,challenges and opportunities with hands-on learning, and the systemic challenges related toinclusivity, equity, access, and engagement in engineering higher education. The enormity of theimpact of the pandemic is underscored by the language of the pandemic ERT literatureincorporating terms like disruption, survival, and

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Katherine A Grover, Utah State University; Kristina T Glaittli, Utah State University; Christian R. Bolander, Utah State University Department of Engineering Education ; Thomas H Fronk, Utah State University

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efforts these centers ofhigher education had made to specifically support engineering students in their math courses. Aresource as specific as an engineering math resource center was not found in any otheruniversity, although other resources, including broad curriculum changes (such as thoseimplemented at Wright State University [2]), university-wide math tutoring centers, and summerprograms were explored. Therefore, rather than following a previously implemented model for amath resource center, the creation of the EMRC at USU focused on underlying conceptuallearning principles. These principles included the importance of self-efficacy, storytelling as amethod for student engagement, and presenting math principles in a suitable context.Based on

Conference Session

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

Collection

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

Authors

Joshua Eron Stone, University of Maryland - A. James Clark School of Engineering - Keystone Program; Forrest Milner; Sophie Roberts-Weigert

Tagged Topics

Full Papers

efforts, outcomes, and student responses received by introducing ML tofirst-year engineering students in ENES100.PilotDuring the spring 2023 semester, a machine learning curriculum was piloted to three sections,totaling 120 students in ENES100. The goal was to determine the most effective way toimplement ML in ENES100. The team decided that the integration of hands-on, interactivemachine learning projects would be the most beneficial approach. Huang used a project basedlearning (PBL) paradigm when designing a machine learning module for first-year students atLoyola Marymount University because PBL has been shown to positively impact studentengagement, motivation, and self-efficacy [2]. Since ENES100 already follows a project basedapproach