Conference Session

S2B: Workshop IV

Collection

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

Authors

Betsy Chesnutt, University of Tennessee at Knoxville; Laura Knight, University of Tennessee at Knoxville

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Workshops

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

flipping an entire course. We will also share lessons learned as weworked through flipping a sequence of courses. Attendees are encouraged to bring coursedocuments and ideas to the workshop, as working time will be encouraged and feedback will beprovided by facilitators. The workshop will consist of the following parts:Part 1: Motivation for Flipped Classrooms (5 Minutes)The first part of the workshop will consist of a brief overview of literature regarding the benefitsof flipped classrooms. We will also share our own motivations related to moving to this approachin our program.Part 2: Designing Flipped Classroom Modules (20-25 Minutes)In the second part of the workshop, we will share an overall structure we have used whendesigning flipped

Conference Session

S5C: Workshop XI

Collection

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

Authors

Courtney June Faber, University at Buffalo; Lorna Treffert, University at Buffalo

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Workshops

engineering education research culture, and applications of operations research in an education context. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30Workshop 1 – Making Patterns, Breaking Patterns – Ethnographic systems mapping and analysis ofengineering education groupsSystems thinking is an essential skill for engineers in an increasingly complex world. Engineers must beable to see beyond applied science and mathematics to the social, political, economic, ethical,environmental, and even interpersonal forces acting on any problem in order to arrive at optimalsolutions. As we endeavor to “expand student success” by helping

Conference Session

S2A: Workshop III

Collection

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

Authors

Todd R Hamrick, West Virginia University; Atheer Almasri, West Virginia University; Carter Hulcher, West Virginia University; Xinyu Zhang, West Virginia University; Akua B. Oppong-Anane, West Virginia University

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Workshops

the load• Learning Management System tools• Project development in team taught courses• Support for new team members• Now it’s your turn - team teaching breakout session• Share what you’ve learnedIntroductionTodd Hamrick Introduction● Definition: Team teaching means that multiple instructors teach the entirety of the course while coordinating schedules and materials. (AKA parallel teaching)● Who we are and what we do ○ West Virginia University, Statler College of Engineering and Mineral Resources ○ Fundamentals of Engineering Program ○ Common first year program for 9 departments ○ Primary teaching functions are Engineering Problem Solving 1 and 2 ■ 1st semester is professional skills and

Conference Session

S1B: Workshop II

Collection

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

Authors

Joshua Fagan, University of Tennessee at Knoxville; Amy Katherine Biegalski PE, University of Tennessee at Knoxville

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Workshops

present example classroom activitiesdemonstrating how the toolbox can aid in understanding programming and general engineeringchallenges. The second part of the workshop gives participants experience interacting with therobots in some basic hands-on activities with the robots that allow participants a higherappreciation and retention of covered material. A demonstration on how participants can extendthe capabilities for their own unique usage is also provided. Part one is a prerequisite for parttwo, but participants can attend only part one.Learning activity schedule:Part One 1. System overview 2. Survey of workshop participants, background and goals 3. Robot Build - overview of standard Sphero and Raspberry Pi hardware 4. Software

Conference Session

S4C: Workshop VIII

Collection

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

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology; Marcia Pool, University of Illinois at Urbana - Champaign; John T. Hird, West Virginia University Institute of Technology; Aida Jimenez, West Virginia University Institute of Technology

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Workshops

, and/or a computer scientist. The problems range from making graphs tocommunicate the results of a process, utilizing statistics to determine if an experiment wassignificant, or coding formulas to automate calculations.By participating in the workshop, attendees will gain the “student perspective”, as well as accessto a series of helpful teaching examples, and practice a process to develop additional examples.After the conference, we will use a Google Drive to disseminate the ideas generated during theworkshop.Learning Objectives for WorkshopBy the end of this workshop, attendees should be able to: 1. Explain how basic math and science are essential to engineering and computer science. 2. Understand the connection between basic

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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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

S1A: Workshop I

Collection

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

Authors

Lisa Lampe, University of Virginia

Tagged Topics

Workshops

andaccessible education. While our institution has a variety of “consultants” in place through Academic andStudent Affairs faculty and staff, students often have physical and knowledge barriers to accessing them.Our unique embedded model offers an ecosystem of readily available consultants specific and located inproximity to engineering students. Through this workshop we aim to 1) define an expanded philosophyof student success, 2) share important logistical and financial considerations in forming such a teamapproach, and 3) review our methods in researching the outcome of an embedded position. Ourphilosophy of student success extends beyond offering the typical supports of academic coaching andtutoring and takes a team approach of expert consultants