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

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Paper ID #40633Workshop: Democratizing and Demystifying Engineering for All - Aworkshop to help you bring e4usa to your campusMr. Kevin Calabro, University of Maryland, College Park Kevin Calabro is Keystone Instructor and Director in the Clark School of Engineering at the University of Maryland and the Credit and Placement Lead for Engineering for US All (e4usa).Dr. Stacy S Klein-Gardner, Vanderbilt University Dr. Stacy Klein-Gardner serves as an Adjunct Professor of Biomedical Engineering at Vanderbilt Univer- sity. She is the co-PI and co-Director of the NSF-funded Engineering For Us All (e4usa) project. She is also

Conference Session

Technical Session M4C

Collection

2022 First-Year Engineering Experience

Authors

Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Sheryl A. Sorby, University of Cincinnati; Gibin Raju, University of Cincinnati; Niall Seery, Technological University of the Shannon

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. Policy Pract., vol. 19, no. 3, pp. 281–300, 2012, doi: 10.1080/0969594X.2012.665354.[3] D. Canty, N. Seery, E. Hartell, and A. Doyle, “Integrating Peer Assessment in Technology Education through Adaptive Comparative Judgment,” 2017. [Online]. Available: https://www.researchgate.net/publication/320299812[4] S. R. Bartholomew, G. J. Strimel, and E. Yoshikawa, “Using adaptive comparative judgment for student formative feedback and learning during a middle school design project,” Int. J. Technol. Des. Educ., vol. 29, no. 2, pp. 363–385, Mar. 2019, doi: 10.1007/s10798-018-9442-7.[5] G. J. Strimel, S. R. Bartholomew, S. Purzer, L. Zhang, and E. Yoshikawa Ruesch, “Informing engineering design through adaptive

Conference Session

Technical Session S2B

Collection

2022 First-Year Engineering Experience

Authors

Stephany Coffman-Wolph, Ohio Northern University; John K. Estell, Ohio Northern University

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Clue.References[1] S. Coffman-Wolph and K. Gray, “Computer coding scavenger hunt using quick response codes (resource exchange),” in 2020 ASEE Virtual Annual Conference Content Access Proceedings, 2020.

Conference Session

Technical Session S1C

Collection

2022 First-Year Engineering Experience

Authors

Peter J. Shull, Pennsylvania State University, Altoona Campus

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ideal for both 1) first year (success) classes and 2) facultyteaching any discipline related class.Faculty who desire to provide student with methods to improve performance in their class will findthese LC—HI methods both effective and efficient. From a faculty perspective they are intuitive,very easy to implement, require little time to introduce, create opportunity for studentaccountability, will not detract from time on topical material, and a high percentage of studentswill use them.References[1] W. C. Leuwerke, S. Robbins, R. Sawyer and M. Hovland, Predicting engineering major status from mathematics achievement and interest congruence, Journal of Career Assessment, 12, 2004, pp. 135–149.[2] B. F. French, J. C. Immekus and W

Conference Session

Technical Session S2A

Collection

2022 First-Year Engineering Experience

Authors

Whitney Gaskins, University of Cincinnati

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Workshops

which is part of the curriculum. Students work in 4–6-member heterogeneous groupsproviding a comfortable environment to ask questions and learn. SCLC further strengthens thelearning community built in the SSBP.Monthly Socials: To strengthen the learning community, 3 to 4 monthly socials throughout eachsemester will allow students to interact with invited professionals and upperclassmen in aninformal setting. Each monthly social will revolve around a theme and speaker(s), for example,reducing stress during midterms and finals, time management, setting high expectations,undergraduate research, international experiences, community engagement, etc.Progress Reports: Progress reports help students monitor their academic performance throughoutthe

Conference Session

S5B: Workshop X

Collection

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

Authors

Rachel McCord Ellestad, University of Tennessee at Knoxville; Kevin Kit, University of Tennessee at Knoxville; Richard M. Bennett P.E., University of Tennessee at Knoxville; Erin McCave, University of Tennessee at Knoxville; Andrey A. Puretskiy, University of Tennessee, Knoxville

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Workshops

approach in class sessions in differentcourses, including: • Quick Review • Addressing muddiest point(s) • In Class Activities o TPS/conceptual MC o Problem solving o Mini-labs • Leading to the full assignmentWe will finish this section with working time and discussion on the development of a learningactivity for attendees.Part 5: Expectations and Lessons Learned (10 Minutes)In the final part of our workshop, our team will discuss expectations instructors should havewhen starting this process as well as lessons we have learned over several years of transition andsteady implementation of flipped classrooms. These discussions will include: • Time to implement/long term planning for flipped classroom

Conference Session

Technical Session S2C

Collection

2022 First-Year Engineering Experience

Authors

William C. Oakes, Purdue University at West Lafayette (COE)

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Workshops

Agenda topics Minutes • Introduction to the workshop, agenda and format 5 • Overview of Community-Engaged Learning 15 o Key characteristics and essential elements • Successful models 10 o Which fits my own course • Getting started, what are the first steps 10 o How would I start in my own course(s) • Community partners 10 o Finding partners o Reciprocal partnerships • Reflection 10 o Models to use