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

Tagged Topics

Full Papers

: Starting Successful Study System - In this drill, students develop a plan for approaching exams by creating an individual study system. Students assess their inputs (time, content, resources, person: mental, physical, emotional) and make adjustments to achieve desired outputs in their first set of exams. 3. Fall Semester Drill Week 8: Post-Test Analysis: System Check - Students reflect on their first set of exams and evaluate their study systems to make strategic adjustments. Students also learn how to develop habits, foster self-awareness, and conclude by writing a detailed goal commitment with tangible steps and outcomes. 4. Fall Semester Drill Week 14: Finals Prep - In this drill, students assess their courses

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Nathan Delson, University of California at San Diego; Huihui Qi, University of California, San Diego; Lelli Van Den Einde, University of California, San Diego

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Full Papers

% 93% 13 98% 95% 0.5181Complete Section 82 74% 75% 62 72% 82% 0.0019 Class Surveys .A weekly reflection and survey were conducted with Likert scale multiple-choice questions. Thecomplete wording of the questions and answer choices are shown in Appendix I. The beginningof class results is shown in Table 2, and end of class in Table 3. Both tables show the sum of thetop 2 Likert responses, such as Effective and Very effective to indicate the percentage of studentswith a positive assessment in each topics area. A Likert scale of 1-5 from very ineffective to

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

Tagged Topics

Full Papers

grade to start college strongly.Many courses that these Catalyst Scholars have taken before or will take in their college careerare lecture-based – watching someone else perform mathematics and problem solving for them,describing each step, variable and reflective process. This does not allow them to createnecessary connections to their personal experiences [5] or work with each other to help createsatisfying moments [6] – both contributors to successful learning [7]. Therefore, Math Catalyst issteeped in group work on solving engineering applications of mathematics they have seen beforeor are currently seeing in their mathematics course. Each class unit begins with a newengineering or science context, definitions, or reminders of mathematical

Conference Session

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

Collection

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

Authors

Muzammil Arshad, Texas A&M University; Mamoona Muzammil, University of Texas Rio Grande Valley

Tagged Topics

Full Papers

TikTok videos for the labs.This idea proved very beneficial and motivated students to learn the lab material effectively. Thismethodology was most effective in motivating the students and capturing student attention.Figure 1. Improved course structure initially designed and employed at Texas A&MUniversity for engineering courses [1], now extended to other STEM courses in Chemistryat University of Texas Rio Grande Valley (UTRGV)2.4 Data AnalysisAutoethnography [12] is a tool used as a self-reflection for recognition and documentation ofpersonal experiences. The above study utilized an autoethnographic approach to understand theresults obtained. The following questions were used to understand the results and answer thecomplexity of an

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

students to gain a comprehensive understanding of the IDE and the important concepts associated with Arduino programming [6].• e-portfolios: Students were asked to hold regular meetings with their teammates and to create design alternatives based on the provided restrictions. The faculty members provided constant feedback on students’ designs. The reports, the meeting minutes, the initial designs, and feedback were collected under each team’s e-portfolio. This collection is then used to create a final presentation poster to which members of the community were invited. The e-portfolios allowed the opportunity for reflection on students’ own progress and self-awareness of their potential for learning and comprehension

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

conveniencefor the actors, facilitators, and students. Whether or not it returns to an on-campusimplementation in future years will be decided collaboratively by those who plan this event andthe theatre personnel who implement it. Additional considerations regarding futureimplementations of the Theatre Sketch productions are related to the time, effort, and cost ofproduction and the university and department budgetary resources.AcknowledgmentThis material is based upon work supported by the National Science Foundation. Any opinions,findings, conclusions, or recommendations expressed in this material are those of the author(s)and do not necessarily reflect the views of the National Science Foundation. The authors alsothank the Partnership for Equity

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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Full Papers

whenconstructing individualized feedback for 40+ students. Lastly, and related to the benefits of RQ2,instructors’ time may be freed up if students ask the tool questions instead of the instructor,particularly for quick, verifiable questions.One primary complication of ChatGPT being used in ENES100 is the inability of an instructor todistinguish between work done solely by a student and work done by (or with the assistance of)ChatGPT. This introduces a challenge of how to assess student work. For example, when theprompts for a reflection assignment was given to ChatGPT, it produced a narrative that wasindistinguishable from a typical student-written response (RQ1 lines 937-964). This may not beproblematic for students who are responsibly using ChatGPT to

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

Tagged Topics

Full Papers

entails, arguably one reason that first-year college engineeringstudents commonly cite math as a key area of struggle. Much like Wendy’s classic “Where’s thebeef?” catchphrase in 1984 (which implored potential customers to reconsider the quantity ofbeef in other restaurants’ burgers), educators might ask a similar question today about thequantity of math in K-12 engineering activities.Initial discussions for this study began when faculty and undergraduates from Ohio NorthernUniversity’s Math Education and Engineering Education programs collaborated on classroomactivities intended to embed math content within hands-on engineering. Upon reflection of theirown experiences, the research team (one math ed. faculty, one math ed. undergraduate