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

they had done before in high school English, history, and other non-technical courses. Furthermore, they went through a writing revision process in which their paper went through three iterations of review: self, peer, and instructor review. All reviews were done prior to the final grading of the paper.• Individual Oral Presentation: The second project that was assigned early in the semester was an individual oral presentation (IOP) of the ITW paper. This project’s objective was to demonstrate effective oral communication of technical content. A lecture focusing on effective oral presentation techniques was presented to demonstrate effective oral presentations. Students presented their IOP in class. The presentations

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

attention, there is limited peer-reviewed literature related toChatGPT and its impact on engineering education. Searching the Journal of EngineeringEducation archives and ASEE Conference Proceedings through PEER for the term “ChatGPT”or “generative AI” yielded no results. We describe a few notable exceptions below that arerelated to our work. Reference [5] provides examples of how ChatGPT can be used in bothtechnical and creative writing courses and highlights the importance of being able to ask goodquestions (prompts) of large language models. Reference [6] conducted a hypothetical designproject using ChatGPT and discusses the benefits and limitations of using this tool in the designprocess. This article makes an important methodological

Conference Session

Technical Session M5A

Collection

2022 First-Year Engineering Experience

Authors

Sean P Brophy, Purdue University at West Lafayette (COE); John H Cole, Purdue University; Srinivas Mohan Dustker, Purdue University at West Lafayette (COE); William C. Oakes, Purdue University at West Lafayette (COE); Carla B. Zoltowski, Purdue University at West Lafayette (COE)

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Diversity, Full Papers

shown that most first-year engineering programs include programming orcomputer tools courses in their first-year curriculum [1]. Many challenges occur in teachingcomputing and computer tools in first-year engineering education courses. Students’ preparationand prior experience vary significantly. Students demonstrate difficulty learning the concepts incomputing and applying those concepts to writing code in a specific language [2][3]. Forengineering students, there can be a disconnect between the learning outcomes desired byinstructors and students’ perception of the connection of writing code to their future profession.This disconnect can impact engineering students’ performance to write code. One of our majorlearning outcomes for our students

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