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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Lynn A. Albers, Hofstra University

program for third, fourth and fifth graders to introduce them to renewable energy. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: Activity Centric Online Teaching and Learning with MATLABBackgroundThe first-year engineering program at Hofstra University consists of a computer programming forengineers’ course, and a two-semester sequence of engineering design. Before the fall of 2018, thecomputer programming for engineers’ course covered algorithms, logic, flowcharting andprogramming of solutions to engineering problems through the MATLAB integrated developmentenvironment (IDE) [1]. A redesign of the course began in the Fall of 2018 [2] to add Excel andmath instruction. Existing

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Rebecca Krylow, Duke University

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University

. However, this can be challenging toaccomplish, particularly with large class sizes.We were thus motivated to implement a meaningful formative feedback process in classes withapproximately 70 students each by designing and administering short Exit Surveys with concise,intentional questions related to student learning experiences and strategies. This allowed us to solicitstudent feedback, in multiple iterations, and adjust course policies, curriculum, and learning activitiesfor immediate improvement as the semester progressed.Facilitating a formative feedback process has been documented to increase student motivation andengagement and help students to be successful [1]. Exit surveys are an easily accessible opportunityfor students to reflect upon

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Cory Budischak, Temple University; Shawn Fagan, Temple University

Sustainable Temple Energy and Power Scholars (STEPS) program is a $1.5 million S-STEMinitiative that offers scholarships, along with curricular and co-curricular support, to low-income,high-achieving students at Temple University. The program is designed for students majoring inElectrical and Computer Engineering. The objectives of the project are to increase enrollment oflow-income, academically talented students, to increase the retention and graduation rates ofthese students, and to support career pathways into engineering and specifically the sustainableenergy and power sector.The project is guided by Social Cognitive Career Theory [1] and the project activities arestructured to positively influence the scholars’ self-efficacy and outcome

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Paul McMonigle, Pennsylvania State University; Denise Amanda Wetzel, Pennsylvania State University; Sara Kern, Pennsylvania State University

projects. Currently, there are over8,200 undergraduate students in the College of Engineering, and with the current approach toteaching, most students never receive formal library instruction.Academic libraries have long been promoters of using digital badges to supplement courseworkand introduce students to information literacy skills. Badges are often used in coordination withclassroom learning and usually require collaboration between librarians and teaching faculty.The library badge itself is never the point of the course but assists the student with learning skillsthat they would not normally have time to learn during the regular course period [1]. It is evenpossible for libraries to meet accreditation requirements via the creation of badges

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Jeffrey Harris, York University; Tania Bakshi, York University

first-year learning experienceusing a principles-based design approach. The persona developed through this approachhighlighted the flaws in the existing first-year structure that did not sufficiently support thestudent demographics including first-generation learners, students balancing education and part-time employment and those with lengthy commutes [1]. Attributes of the existing learningexperience included heavy workload, overlapping deadlines, and significant commuting times.In an effort to better address students’ needs, in 2023 a block model pilot was launched for thefirst semester of first year with a cohort of 65 students. Faculty members from differentdisciplines collaborated with peers, received hands-on support from the educational

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Rawle D. Sookwah, University of South Carolina; Robert Petrulis; Edward P Gatzke, University of South Carolina

Tagged Topics

Diversity

the University of South Carolina. Prior to becoming Faculty Director, he served for eight years as the faculty advisor for the USC Engineering and Computing Living and Learning Community. He has taught a variety of high-school and first-year introductory and professional development courses over the last two decades. Dr. Gatzke also leads a two-week Maymester study abroad trip to Germany covering energy topics. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: Surprises Found in Student Stress and Academic Support Survey Rawle D. Sookwah1, Bob Petrulis2, and Edward P. Gatzke1* 1

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Adetoun Yeaman, Northeastern University; Xiaojing Yuan, University of Houston, College of Technology (MERGED MEMBERSHIP WITH COE); Gisella Lamas-Samanamud, University of Kentucky - Paducah extended campus; Heather Beem, Ashesi University; Janie M Moore, Texas A&M University; Randi Sims, Clemson University

Tagged Topics

Diversity

are navigating whatit means to be in a university environment - to live and work more independently, whichchallenges growth in areas such as socialization, study habits, and time management. It is nosurprise that successful first year experience (FYE) programs also include a mixture of co-curricular activities ranging from academic support to community building, and personaldevelopment initiatives to facilitate students’ professional and personal growth [1].The purpose of this Work in Progress study is to validate a survey that will be used to investigatethe effects of social and navigational capital of first-year engineering students on three importantaspects of the entrepreneurial mindset (EM). This is done for two reasons: 1) construct

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Mohammad Heshmati, Mississippi State University; Bill B Elmore, Mississippi State University

and skills, particularly in addressing real-world problems andfostering critical thinking, collaboration, and problem-solving. Examples include projects on watersustainability, carbon footprinting, and wind energy, demonstrating PBL's effectiveness inintegrating sustainability into engineering education [1-17]. This manuscript focuses on theauthenticity aspect of PBL and presents multiple sustainability-focused PBL experiences.EXPERIMENTAL PBL PROJECTS FOCUSED ON SUSTAINABILITYAt the time of preparing this manuscript, three projects focused on sustainable energyproduction/utilization (wind, solar, and geothermal) are currently in the design phase. Thefollowing subsections provide more information about these projects.WIND ENERGY PRODUCTIONThe

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Angelika Aldea Tamura, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Topics

Diversity

First-Year SeminarsIntroductionBeing a woman in engineering is associated with numerous visible and invisible challengesincluding a chilly climate, lack of support, and the absence of role models [1, 2]. Thesechallenges persist through every stage of a woman’s engineering career, starting from theireducational experiences, and extending well into their professional life, whether in industry or inacademia. In the most recent national survey by American Society of Engineering Education [3],women make up 25.5% of the enrollment and 24.1% of the degrees awarded in engineeringprograms. A chilly climate [4] is often thought to be contributing to the lack of engineeringidentity within women in engineering, resulting in lower persistence, interest, and

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Kurt Ryan Rhoads, Case Western Reserve University; Kathleen A Harper, Case Western Reserve University; Michael William Butler, Case Western Reserve University

available for allstudents in our class on using 3D printers and laser cutters.In this work, we describe the addition of an “adventurer” component to the module. In additionto the goals above, we also wanted students to develop additional manufacturing skills.Carbonell et al. [1] found that the integration of the makerspace into various courseworkincreased technology self-efficacy, affect toward design, design self-efficacy, and sense ofbelonging. Gillespie and Nossoni [2] found that students in a first-year engineering courseintegrated with maker space activities visited the makerspace more often and were more likely tochange their beliefs toward engineering to identify skills such as teamwork, problem solvingabilities, and communication as being

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

James Edward Toney, The Ohio State University; Kristina Kennedy, The Ohio State University; Julie Rose Cupka, The Ohio State University; Roger Allen Bailey, The Ohio State University

, with a focus on software design, to serve students in the IBE-SItrack. As with the existing IBE program, the varied backgrounds and needs of the studentspresented challenges in designing the content. The demand for cross-functional training ofengineering and business students requires creativity in balancing the technical and non-technicalskills needed by well-rounded graduates [1].The instructional team was faced with the challenge of how to frame the problem statement forthe IBE-SI students. A critical question was how much coding content was required toeffectively deliver prototypes at the end of the semester. For the pilot offering, a decision wasmade to place more emphasis on conceptual and high-level design and less on

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Carter Hulcher, West Virginia University; Todd R Hamrick, West Virginia University; Lizzie Santiago, West Virginia University; Michael Keith Brewster, West Virginia University

students often struggle making connections between programming and physicalapplications. Hands-on activities have been implemented to varying degrees at other institutionsto improve student success in introductory programming courses [1]. The aims of this research areto investigate the following questions: (1) how do hands-on activities influence students’ interestin computer programming, (2) do hands-on activities influence students’ understanding ofspecifically targeted programming concepts, and (3) does a students’ interest, confidence, andunderstanding in translating code into a different programming language change after experiencingthese hands-on programming activities?MethodologyThree physical, hands-on activities were integrated into an

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

Diversity

necessary as it ensuresstudents understand these principals early on. Recent pedagogical innovations also stress uponthis. Researchers like Cech [1] and Foor & Walden [2] have noted the disconnect betweentechnical training and social responsibility. The education system they propose may bridge thisdisparity. Cech [1] sees a culture of disengagement where technical skills are valued more thansocietal concerns, while Foor and Walden [2] cite resistance to diversity efforts, highlighting thenecessity for early and proactive DEIB involvement in education. These findings encourageestablishing a curriculum that is technically adept and ethically and socially aware. These ideas'practical applications, as reported by [3], [4], [5], [6], reflect our

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Benjamin Goldschneider, University of Virginia; Shaylin Williams, University of Virginia; Esther Tian, University of Virginia

we receive when doing our post-module reflections. We aim to present our keyfindings, what questions are most useful for course revisions, and how changes can and haveemerged from the results of these reflections.How to Have Hard Discussions: Students ask difficult questions, often outside of the scope ofreasonable discussion in class. This activity will ask participants to recount some of these kindsof questions from their own experiences and collectively discuss how to approach theconversation. There will be an emphasis on how to have in-class discussions, given the mini-theme, but given the limitations of the medium, other approaches are more than welcome. Schedule 1. 5 minutes: Welcome and

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Lisa Lampe, University of Virginia; Esther Tian, University of Virginia

reflection and planning to take ideas back to their campus. Thepresentation will include advising standards, resources, and recommendations.Learning goals: Attendees will be able to name 2 best practices within Academic Advising thatare feasible to implement in their program.Content: We will review National Academic Advising (NACADA) definitions of academicadvising, advising values, and resources. We will also cover some terminology and most citedliterature on Advising Structures, and how academic advising should be seen as teaching [1]. Wewill also review the Academic Advising Handbook to help participants understand StudentLearning Outcomes (SLOs) and recommended assessment practices [2].Activities: The welcome will include a poll to hear more

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Kaitlin Mallouk, Rowan University; J. Blake Hylton, Ohio Northern University; Krista M Kecskemety, The Ohio State University; Jack Bringardner, Colorado School of Mines

engineering education. Integrating‬ ‭Entrepreneurial Mindset into first-year programs is a clear mechanism for developing‬ ‭entrepreneurially-minded engineering graduates. To realize this impact, first-year engineering‬ ‭educators must understand and embrace the connection between traditional first-year engineering‬ ‭curriculum and EM.‬‭ he EM in the First-Year (EMIFY) team has been working to 1) Build consensus about the‬T‭impact EM can have in first-year engineering program and 2) Develop and provide resources to‬ ‭faculty who teach in the first-year. In this workshop, we will share a framework of EM in‬ ‭first-year engineering that was co-developed by representatives from 19 diverse institutions and‬ ‭engage attendees in

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Lucie Tchouassi, New Jersey Institute of Technology

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Todd France, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Abigail Clark, Ohio Northern University

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Haritha Malladi, University of Delaware

personaldevices from the Internet. They are like radio programs that can be played on demand. Podcastsare distributed using RSS feeds and are available to stream on popular streaming services likeSpotify. Listen Notes, a podcast search engine and database, reports that there are over 3,000,000podcasts in the world [1]. There are a multitude of podcast episodes relevant to engineering thatcan be used as high quality free educational resources. This Great Ideas for Teaching, or Talkingwith, Students (GIFTS) paper describes three ways to incorporate podcasts in an engineeringclassroom and ways to scaffold their use to enhance learning; the author has successfullyimplemented all three to positive student feedback. Enabling student choice in listening

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Samantha Kennedy, University of Minnesota - Twin Cities

“right answer”. This is essential inallowing participants to sit with where they are and think of strategies for how they can grow orchallenge themselves to do something differently.Outline:Activity 1: Welcome & Background (15 minutes)Activity 2: Social Identity (20 minutes)Activity 3: Comfort Zones (20 minutes)Activity 4: Guided Small Group Discussion (20 minutes)Activity 5: Q&A and Conclusion (15 minutes)

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mike Borowczak, University of Central Florida; Andrea Carneal-Burrows Borowczak, University of Central Florida

Tagged Topics

NSF Grantees Poster Session

participants, and communicating with the WySLICE team to be of most value. Participantsalso noted the program successes and provided recommendations for the design and format of the five-dayprofessional development.WySTACKThough a cumulative external evaluation report is not available as of the time of this work, an externalevaluation, again conducted by the University of Cincinnati focused on several key questions. Informa-tion from several of their reports are reproduced here verbatim.To what extent are RET activities effective in supporting educators’ increased content knowl-edge of computer science (CS)?1. Participants had a high level of understanding in CS with a 89% accuracy rate on knowledge items.2. Participants reported an increase from pre to

Conference Session

Mathematics and Material Science

Collection

ASEE Southeast Section Conference

Authors

Simon Thomas Ghanat P.E., The Citadel; Mary Katherine Watson, The Citadel; Todd Wittman, The Citadel

Tagged Topics

Professional Engineering Education Papers

gainedbecause of the course experience. Data was collected in two sections of Calculus I in Fall 2021,one employed engineering application seminar and the other used the traditional methods. Theobjectives of this study were to (1) assess the amount of exposure first-year students have tocalculus I prior to this course and (2) to assess student learning because of various pedagogicaltechniques used. This paper discusses the analyses of pre and post survey results, thepedagogical approaches used, and suggestions for future research.KeywordsCalculus, Pre- and Post-SurveyBackgroundEarly student departure from engineering programs has become a grave concern in an era ofdeclining interest among youth in pursuing a future in technology 1-2, coupled with high

Conference Session

Safety and Sustainability in the ChE Classroom

Collection

2024 ASEE Annual Conference & Exposition

Authors

David R. Wagner, The University of Utah; Anthony Butterfield, The University of Utah; Douglas Schmucker P.E., The University of Utah

Tagged Divisions

Chemical Engineering Division (ChED)

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amr Hassan, University of Pittsburgh; Mohamed A. S. Zaghloul; Irene Mena, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

including gender, race, ethnicity, and background using CATME Team-Maker tool. Research questions focus on the comparative performance of diverse and non-diverse teams,optimal team composition for maximizing performance, and the potential for developing universalmetrics for assessing team effectiveness in engineering education.Evaluation methods include quantitative analysis correlating team grades with diversity metrics andqualitative assessments through student surveys, providing insights into the impact of diversity on teamdynamics and academic achievement.1. IntroductionDiversity and inclusion are fundamental cornerstones in modern engineering education. Adopting a widerange of backgrounds, experiences, and perspectives enhances the learning

Conference Session

First Year and Cross-Disciplinary

Collection

ASEE Southeast Section Conference

Authors

Rahul Sharan Renu, Francis Marion University; Michael V Potter, Francis Marion University; Mark Kanaparthi, Francis Marion university

Tagged Topics

Professional Engineering Education Papers

Perceptions Rahul S. Renu, Michael V. Potter, and Mark A. Kanaparthi Francis Marion University, Florence, South Carolina, USAAbstractThis research explores first-year engineering students' perceptions and motivations about theengineering curriculum and profession. Approximately 60 students enrolled in Francis MarionUniversity's (FMU) engineering programs take a University Life 100 (UL100) course each Fallsemester. This one-credit hour course serves to help students transition from high school to collegeand orients them to the FMU Physics and Engineering department programs.Engineering faculty teaching this course in Fall 2022 conducted a survey to understand 1) studentmotivations to pursue engineering, 2

Conference Session

Committee on Effective Teaching Presents: Models, Models, & More Models

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adebayo Iyanuoluwa Olude, Morgan State University; Oludare Adegbola Owolabi, P.E., Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Hannah Abedoh, Morgan State University; Frank Efe; Petronella A James, Morgan State University; Celeste Chavis, P.E., Morgan State University; Eazaz Sadeghvaziri, Morgan State University ; Di Yang; Neda Bazyar Shourabi, Pennsylvania State University, Berks Campus; Mulugeta T. Dugda, Morgan State University; Krishna Bista; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

)developed by Pintrich, Smith, García, and McKeachie in 1991 was used to measure keyconstructs associated with students' success, such as motivation, epistemic and perceptualcuriosity, and self-efficacy. Signature assignments were developed to measure student successoutcomes from adopting the pedagogy. The results of the MSLQ administered to 44 studentsimpacted by the pedagogy reveal a significant increase in the students' key constructs associatedwith success. The pedagogy reveals better knowledge gain and classroom engagement than thetraditional teaching approach.IntroductionHistorically, concepts in engineering fields have been taught using traditional methods ofinstruction [1]. In this method, the instructor is the sole provider of knowledge

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Celeste Chavis, Morgan State University; Petronella A. James, Morgan State University; Kofi Nyarko, Morgan State University; Oludare Adegbola Owolabi, P.E., Morgan State University; Masud Salimian, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

ManagementSystem (LMS) to conduct program student outcome assessment.The study concluded that Canvas is superior for evaluating student outcome levels of attainmentand SearchLight for reporting and continuous improvement. SearchLight seamlessly generatedgraphs and reports to allow programs to drill down on student performance by course, outcome,and performance indicators. While Searchlight greatly improved the assessment process, it hastwo major limitations: (1) it is cost prohibitive, and (2) assessment scores were inputted in aggre-gate at the end of the semester with the guidance of using one or two signature assignments todetermine the score. Conversely, Canvas allows faculty to assess and grade simultaneously, thusclearly showing how course-level

Conference Session

S4B: Workshop VII

Collection

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

Authors

Kevin Calabro, University of Maryland, College Park; Stacy S Klein-Gardner, Vanderbilt University; Susan E. Walden, University of Oklahoma; Kenneth Reid, University of Indianapolis; Medha Dalal, Arizona State University; Petronella A James, Morgan State University

Tagged Topics

Workshops

First-Year Engineering Experienceconference. The workshop is designed to be interactive and engaging for participants. Weanticipate about half of the workshop duration will consist of the workshop facilitatorspresenting information and the other half will consist of workshop attendees asking questions,engaging in activities, reviewing sample curricular resources, discussing pressing issues in smallgroups, and thinking concretely about actions they can take at their own institution. Theworkshop schedule shown below provides a rough outline for the topics to be discussed and theamount of time spent on each topic.Table 1. Workshop Schedule Topic Duration Workshop and

Conference Session

Women in Engineering Division (WIED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen Watkins-Lewis, Morgan State University; Heather Dillon, University of Washington; Rebecca N. Sliger, Tacoma Community College; Bonnie J. Becker; Erica Cline; Cheryl Greengrove; Petronella A. James, Morgan State University; Angela Edes Kitali; Adrienne Scarcella

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

translate to many types of academic institutions, including creatingresearch opportunities with community college students. Our team has developed materials for mentortraining, recruiting students, and long-term funding strategies using templates for faculty grants. In ourfirst course offerings students have demonstrated a strong increase in research identity as observed instudent journal prompts and survey results.IntroductionThis research project is focused on developing and supporting equitable pathways to STEM graduateeducation for Women and Black, Latinx, and Indigenous students. Nationally, only 20% of undergraduateengineers and computer scientist degrees are awarded to women, and only 6% are women of color [1].Black/African American