Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Gretchen Scroggin, University of Arkansas

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asproductive study methods [3].Academic coaches provide individualized academic support to students in the College ofEngineering to improve student persistence and degree completion. FEP added academiccoaching to its services in 2018 to better equip engineering students for academic strugglesoutside of learning course content. The academic coaching team started as one coach andcontinually grew; currently, there are two full-time academic coaches that are supported by twopart-time academic coach graduate assistants. The coaches schedule one-on-one meetings withstudents to co-create a success plan that considers life experiences, academic goals, and long-term professional aspirations. The Academic Coaching team also offers in-class presentations,group

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Susan E. Walden, University of Oklahoma; Randa L. Shehab, University of Oklahoma; Casey Violette Haskins, University of Oklahoma; Brian M McSkimming, University of Oklahoma; Jahnavi Dirisina, The University of Oklahoma; Jude A. Okolie, University of Oklahoma; Javeed Kittur, The University of Oklahoma; Allison Quiroga, University of Oklahoma

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adaptation of national models for “gold/red shirt” programsand a first-year research program for mid-tier incoming students, guided by significant featuresof our local context. Here we describe the motivation and structure for this hybrid model first-year plus support program and an informal assessment of our first year.Background and Local ContextSince first learning of Jackie Sullivan's plan to launch a program she called Goldshirt atUniversity of Colorado-Boulder, an engineering education team at OU started trying to figure outhow we could do something similar for our institution [1]. Our local context resulted in acapacity-limited, economic, and political environment that prohibited a similar launch at ourstate institution. The Goldshirt program

Conference Session

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

Collection

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

Authors

Kevin Calabro, University of Maryland, College Park; Catherine Marie Hamel, University of Maryland, College Park; Joshua Cocker, University of Maryland - Keystone Program

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shouldbe noted that the conclusions of this paper are based solely on the researchers’ interactions withChatGPT and analysis of the transcripts generated through these interactions. The transcripts ofall relevant ChatGPT conversations are available at https://go.umd.edu/GPT_FYEE.Results and DiscussionRQ1: In what ways might ChatGPT impact the teaching and assessment of ENES100?When considering the impact of ChatGPT on the teaching and assessment of ENES100, theauthors identified multiple benefits that aid with faculty time-savings. A key benefit to usingChatGPT as an instructor is assistance in lesson-planning. For example, when prompted toidentify a possible hands-on group activity for the first day of the course, ChatGPT’srecommendation was to

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

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Full Papers

redesigned spaces encourage students toengage in hands-on projects and experiential learning. These transformed learning environmentsaim to cultivate a sense of belonging, creativity, and innovation among students, promoting theiroverall engagement and success [1], [2], [4], [5], [13].To ensure the effectiveness of these new initiatives, the College has implemented acomprehensive assessment plan. The National Survey for Student Engagement (NSSE) [9]isadministered each year for engineering students following the launch of the new programs. Thisassessment provides valuable insights into student experiences, perceptions, and outcomes,allowing the College to make data-informed decisions and continuously improve the support andlearning environment

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Thomas J. Siller, Colorado State University; Erica J Marti, University of Nevada - Las Vegas; Cory Budischak, Temple University; Matt Gordon P.E., University of Denver; Carlo Salvinelli, University of Colorado Boulder

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thefollowing manners [1]: • Gain an understanding of their role in the engineering community. • Learn to consider the consequences of design decisions at both local and global levels. • Learn how engineering underpins everyday life. • Learn how to place people at the heart of their designs. • Develop their engineering skills. • Develop skills in communication, planning and project management, effective distribution of work and collaboration.This program is specifically designed for first- and second-year engineering students. Notice that thefocus is on social aspects of engineering design rather than technical skill development. This is one

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

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

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information in ENGR 100, partly because the former versions of the course haddone so for over 20 years. These comments are in direct conflict with the intention of theredesigned interdisciplinary format of the course to de-emphasizes disciplinary information inclass. We plan to work with relevant campus partners to address this misunderstanding anddiscuss with the co-instructors to overcome this tension.Many first-semester students are not prepared for a project-based college course and courses thatemphasize teamwork responsibilities. Because these are both major components of theredesigned course, social awareness and ability to conduct two-way conversations with instructorand team members are crucial. Some students suffer from lower course and

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

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is attributed to the factthat machine learning requires in-depth knowledge of numerous math, statistics, andprogramming concepts [1]. Also, the existing requirements and packed schedules for first yearengineering students leave little room for additional topics [1]. As such, there have been veryfew attempts to introduce first-year engineering students across all majors to ML to date.The University of Maryland’s engineering school started planning a Machine Learning for Allinitiative in 2022, which aims to give every engineering student skills in ML. Theimplementation of ML in Introduction to Engineering Design (ENES100) has been deemed apossible foundation for this initiative. ENES100 is a required course for all first-year

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Heath Aren Schluterman, University of Arkansas; Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Brandon Crisel; Candace Auburn Rainwater, University of Arkansas

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hybrid delivery method did notwork for the instructors; we felt like we were not serving our students well. We also learnedsome new tools such as TinkerCad and tried new features of Blackboard. We plan to combineTinkerCad with a hands-on Arduino project in near future. We also plan to have one recordedsummary video for Introduction to Engineering every week for students with excused absences.Lastly, we noticed that students were more inclined to use virtual office hours. We will continueto schedule some online TA and instructor office hours to create more opportunities for studentswho need help with assignments.We expect the effects of pandemic to continue to impact our students’ performance and attitudein our classrooms. We also acknowledge

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Juan David Ortega, Virginia Polytechnic Institute and State University / Universidad EAFIT

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Although we are not fully sure of the project's goals, we are excited and proud to be on the team. Items Indicating the Storming Stage: 2 We are quick to get on with the task on hand and do not spend too much time in the planning stage. 7 The team leader tries to keep order and contributes to the task at hand. 9 We have lots of ideas but don't use many as we don't listen but reject before understanding them. 16 Many team members have their own ideas about the process and personal agendas are rampant. 20 The tasks are very different from what we imagined and seem very difficult to accomplish. 23 We argue a lot even though we agree on the real issues. 28 The goals we have

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

inclusive environment, establish goals, plan tasks, and meetobjectives” as a required student outcome supporting the program educational objectives [5].Engineering educators who endeavor to teach inclusive teamwork skills to enable their studentsto work productively and inclusively, however, often discover what organizational theorists havepreviously observed and documented: that teaching people to work productively in diverse teamenvironments is a challenge [1].Historically, many diversity-related educational interventions in Science, Technology,Engineering, and Mathematics (STEM) environments attempt to prepare the marginalized personto cope with the unwelcoming cultures in which they are situated [2]. With NSF support, aresearch team used a

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Tameka Sharona Clarke Douglas, Virginia Polytechnic Institute and State University

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, as outlinedat the beginning of the semester, in areas such as communication, in-class support, grading,office hours and other instructional support.CommunicationUTAs were expected to communicate with students based on their individual needs related toindividual and team activities, assignments, and any other related class support.Instructional supportUTAs were expected to attend at least one session per week, engage with students in class andduring office hours, support team activities, facilitate class discussions and support otherinstructional activities that foster engagement, inclusion, and a sense of belonging. UTAs wereexpected to attend weekly instructor meetings to plan for upcoming class activities, assignments,presentations

Conference Session

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

Collection

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

Authors

Alex Campbell, P.E., Oklahoma State University; John J Phillips P.E., Oklahoma State University

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first semester engineering curriculum,” Paper presented at 2020 First-Year Engineering Experience, East Lansing, MI.[5] Structural Engineering, Engagement, and Equity Committee of the Structural Engineers Association of Northern California, “Civil/Structural Engineering Student Experience Survey Challenges and Career Plans Topic Brief”.

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Surupa Shaw, Texas A&M University

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it ends upbeing an exercise and not an application-based project, which makes enquiry, a critical attribute of anengineering project. J. Krajcik et al. [13] indicated with their findings that the inquiry process made the studentsthoughtful in designing investigations and in planning procedures. The projects are student driven, so there isa better shot at the project success, when the problem statement is genuinely original, and solution to thatproblem has the potential to be directly implemented in a real-life application. W.E. Blank et al. [14] discussesthe concept of real-life and how the application-based projects act as a window into the adult life of the students.They focused their findings on the academic skills and knowledge used in

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

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

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motivationfactor on all of the other factors, as it has large beta weights predicting each of the other variables. The secondmodel is more succinct (i.e., simpler), but does not demonstrate the multifaceted nature of caring’s impact on ff the other motivational factors. Given the small total size of estimate differences (.07), we suggest the first model be used to guide future research as it demonstrates that various forms of motivation do not occur in isolation of one another. Future plans include replication of the path analysis using a larger sample size. In addition, further research on

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

James R McCusker PhD, Wentworth Institute of Technology; Christopher John Brigham, Wentworth Institute of Technology; Afsaneh Ghanavati, Wentworth Institute of Technology

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theclassroom, can improve student performance and sense of belonging [9]. Persistence in an engineeringprogram can be drastically increased through the presence of extra-curricular activities that allow forfaculty and students to interact outside of the traditional classroom setting [10]. This has motivated manyacademic institutions to reimagine their first-year engineering programs. Often these programs adhere tothe classification scheme specifying the standard components of the first year that were outlined by K.Reid and D. Reeping [11]. Although many programs fall within this classification scheme, variationsarise based on the available institutional resources, institute identity and strategic plan, and overallinstitutional inertia that may prevent

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Jessica Martin, Baylor University; Jana Roste, Baylor University; Austin T. Smith, Baylor University; Shane Michael Meyer, Baylor University; Emma G Cartisano, Baylor University; Emily Sandvall, Baylor University; Andrea Pouso Morales, Baylor University

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Diversity, Full Papers

, planned activities asthey articulated their definitions of involvement, a few—like Noah—explicitly describedinvolvement as something more abstract and informal: “Involvement. . .is being present. I thinkwhen I’m involved, it means I’m a part of the thing—a part of the places and the communitiesI’m in. So yeah, that that means being present to me.”Noah’s definition of involvement is particularly important since it reflects the reality of studentslived experiences. As we continued engaging students, it became apparent that theirinvolvement, as experienced and not just defined, extends beyond easily identifiable formalinvolvement opportunities. Informal group interactions—in dining halls, during student-initiatedstudy session, when walking together

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Hannah Nolte, The Pennsylvania State University; Elizabeth Marie Starkey, Pennsylvania State University; Christopher McComb, Carnegie mellon University; Nicolas F Soria Zurita, The Pennsylvania State University & Universidad San Francisco de Quito

Tagged Topics

Diversity, Full Papers

also consider the course content for each day and plan practices in advance. Duration Guided seated meditations of 3-5 minutes 1-2 times a week are likely to work well for first-year engineering courses. Students also requested a few longer practices be included when possible. Logistics Test the required technology before implementing these practices in-class to ensure the best practice experience for the students and the most efficient use of instructional time. Engagement Regularly encourage students to participate in the practices but do not force students. Also, urge students to reflect on their practice and how it has changed throughout the course.References[1] American

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Charles E. Pierce, University of South Carolina

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what abilities or skills you want to gain, not the grade you want to get. While setting goals for course grades is important, do not include them here. • Explain why you set each one of these goals. In other words, why are they important to you? • Close with a discussion of how you propose to achieve each one of your goals. In other words, what is your plan? • Look back on the three personal goals you set at the beginning of the semester in Reflection 2. NOTE: If you did not submit Reflection 2, you must post a separate journal entry for it before completing Reflection 3. It will not

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Todd France, Ohio Northern University; Tena L. Roepke; Karli Katterle; Dua Chaker, University of Colorado Boulder

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Full Papers

modifications. Many other CCSSM were identified as potential additionalstandards that could easily be included in the reviewed activities. (Notably, a TeachEngineeringeditor (and co-author of this paper) was very receptive to suggested edits.) This suggests thateducators familiar with relevant learning standards and related content can utilize freely-available activity plans by leveraging their expertise when adopting material (though manyeducators may be averse to this due to a lack of formal training in engineering education).DiscussionWhile engineering is a natural fit for engaging students in math and science, actually doing socan be challenging. Consider the case of 48 middle school teachers that spent a year developing20 engineering design