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

Tagged Topics

Full Papers

CourseIntroductionUndergraduate enrollment trends in post-secondary institutions in the United States have been ona steady increase. Congruently, there are similar trends in the increase in enrollment ofindividuals from Black, Hispanic, or other historically marginalized groups, such as internationalenrollees. Notably, the number of undergraduate students declaring an intent to major in anengineering field has also experienced an upward trend [1]. With this increase in undergraduateenrollment numbers in engineering and increase in diversity among undergraduate engineeringstudents, there is a need to provide an inclusive learning environment that fosters student successand a culture that is in sync with the value systems of a more diverse student population [2].UTAs with

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

taskspecifications, and more importantly, they are not bound by a commonly encountered right or wrongphilosophy.The teams also learned important lessons about the transition from conception to implementation andsatisfied one of the most important outcomes of the course, which is learning to work effectively in teams.At the end of the course, each team was assessed on the quality of design and team efficacy. Studentsdeveloped their professional socialization skills while preparing technical reports, PowerPointpresentations, and poster presentations. On the last day of the program, students also got to experiencepresenting their group projects in the form of team presentations. 1. IntroductionEngineering design is defined as the communication of a set of

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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Full Papers

assessment of immersing first-year ArchitecturalEngineering students into a beginning architecture design studio that is instructed by bothArchitecture faculty members and an Architectural Engineering faculty member.IntroductionThe utilization of interdisciplinary, multidisciplinary, and cross-disciplinary approaches inengineering curriculum is not a unique concept and has been widely used and accepted withinundergraduate engineering curriculums for decades. In 1997, the Accreditation Board forEngineering and Technology (ABET) adopted Engineering Criteria 2000 (EC2000), whichfurther emphasized that accredited engineering programs need to consider the ability to functionon multidisciplinary teams within their curriculums [1]. Since this time, there

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

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

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

Tagged Topics

Full Papers

recently published an article by an undergraduate student in which they argue thatstudents are using ChatGPT prolifically but primarily to generate ideas (e.g., “Give me someoptions for very specific thesis statements”) and not to blindly author complete assignmentsubmissions [1]. The same outlet published articles in which questions around how to assesslearning following ChatGPT’s release and widespread adoption were discussed [2] and concernswith ChatGPT as a “plagiarism machine” were raised [3]. We also see publications bygovernment agencies calling for the need to develop policies and conduct research on the rapidlyexpanding availability of Artificial Intelligence that is impacting teaching and learning [4].While there is no shortage of media

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

courses. The course structure is employed at the Chemistrydepartment at University of Texas Rio Grande Valley (UTRGV). The present study is anautoethnography of the implementation of the course structure and its effectiveness assessment.This study highlights the implementation of the course structure considering student motivationand learning since student motivation is an important research area for modern instructionaldesign. Lab course motivation is incorporated by asking the students to make TikTok videos oflabs and submitting them on Blackboard.1. IntroductionApart from the traditional face-to-face mode of instruction, online and hybrid courses haveexisted for many years. Due to COVID-19, academic institutions were forced to transform

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

explores new ways to supportfreshmen engineering students and understand the changing needs of current students in thehopes of increasing retention rates and fostering student academic and professional success.However, many factors play into the academic success of individual students. Numerous studieshave identified factors that influence whether a student will persist in engineering includingclassroom climate, academic success (i.e., grades and conceptual knowledge), self-confidence/self-efficacy, academic preparedness, career interests and race and gender [1]. Timemanagement and study skills are key areas with which most new freshmen engineering studentsstruggle. Effective time management strategies increase academic performance [2], as well

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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Full Papers

College of Engineering had no comprehensive data regarding studentsuccess, as defined by graduation, for first-time full-time freshmen students with declaredengineering majors. The college thought, anecdotally, the success of declared engineeringfreshmen students was about 50 percent, which was similar to what was being reported by otherengineering programs around the country. [1] Within the college, small and limited analyses hadpreviously been performed to use in areas such as recruiting and grant proposals; however, an in-depth study had not been performed.To address the lack of data, an Engineering Data Analytics team was formed to study the successof first-time, full-time engineering freshmen. The team consisted of the lead

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

Boulder. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Full Paper: Where’s the Math? A Case for Reconsidering Math in K-12 EngineeringIntroduction“[We wanted them to] experience the fun side of engineering, and we weren’t selling what all ofengineering actually requires.” – administrator about his high school’s STEM curriculum [1]It is indeed important for students to have “fun” in engineering, particularly those in lowergrades who have yet to cross engineering off their potential career pathway list. Yetmisrepresenting the significance of mathematics in K-12 engineering may give students a falsesense of what engineering

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Karen D Alfrey, Indiana University - Purdue University Indianapolis; Jeffrey Watt; Christine Krull, Indiana University - Purdue University Indianapolis

Tagged Topics

Diversity, Full Papers

-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Full Paper: Fostering Success in Introductory Calculus through Peer-Led Team Learning (PLTL)IntroductionAs the analytical foundation of engineering, Calculus 1 is a key building block of the first-yearengineering curriculum. It is also, unfortunately, a stumbling block for many students for avariety of reasons: weak preparation in high school math courses; lack of self-confidence; anddifficulty building a new peer study/support group in the new college environment, among others[1,2]. D or F grades in calculus can be a significant barrier to progression in an

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

computing capabilities to trainmodels to intelligently understand and respond to complex situations. Nearly all engineeringdisciplines have begun utilizing ML to effectively solve challenging problems. With newlearning technologies and a plethora of easy to use ML model libraries in Python, students nowhave the opportunity to gain hands-on experience with this emerging subject. Educators shouldembrace ML and its ability to transform problem solving and teach students how to use machinelearning as a tool.Current ML curriculum efforts are heavily focused on computer/data science or mathematicsdisciplines, with little emphasis on teaching ML applications to students in traditionalengineering disciplines, especially at the undergraduate level [1]. This

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

Tagged Topics

Full Papers

educationoften focuses primarily on technical knowledge and skills, neglecting the broader aspects ofstudent development and engagement. In recent years, there has been a growing recognition ofthe need to enhance engineering student success by creating a more holistic and supportivelearning environment [1], [4],[13].This paper presents a case for enhancing engineering student engagement and success through amulti-faceted effort at an Engineering College. Recognizing the importance of the first year as acritical transition period for students, the College has undertaken a comprehensive approach tosupport and empower first-year engineering students [2], [7], [11].To ensure that first-year students are well-prepared and connected to their engineering

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

Tagged Topics

Full Papers

disciplines. This study aims to determine if adding additional freehand sketching toan introduction to design class is beneficial. A controlled trial was conducted with 85 students ina Control Section that were assigned just 6 freehand sketching assignments on paper. In contrast,an Intervention Section, consisting of 73 students, were assigned 146 sketching assignmentsusing software that automatically graded the sketches. Both sections covered CAD, hands-ontool use, and an open-ended design project. Pre- and post-course assessments of spatialvisualization ability were conducted using the PSVT:R standardized test. The results indicatedthat the average PSVT:R score increased by 1% in the Control Section, while it rose by 10% inthe Intervention Section