Collection

2021 First-Year Engineering Experience

Authors

Kurt Paterson, James Madison University; Justin J Henriques; Daniel Ivan Castaneda, James Madison University; Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Shraddha Joshi, James Madison University; Callie Miller, James Madison University; Jacquelyn Kay Nagel, James Madison University; Jason Forsyth, James Madison University

engineering education through a design-focused, project-rich curriculum that engages students through collaborations with industry and society across all eight semesters. A first-generation college student, Kurt earned his Ph.D. in Environmental Engineering from the Univer- sity of Iowa. He has served as chair of ASEE’s International Division, and was founding chair of ASEE’s Community Engagement Division. He is recipient of best conference paper awards for the 2009 and 2016 ASEE Annual Conferences.Dr. Justin J Henriques Justin Henriques is an Associate Professor in the Department of Engineering at James Madison Univer- sity. He holds a Ph.D. and M.S. in systems engineering, a masters in urban and environmental planning

Collection

2021 First-Year Engineering Experience

Authors

Shelley A. Lorimer P. Eng., Grant MacEwan University; Jeffrey A Davis P.Eng., Grant MacEwan University

Learning for Engineering Education: theory and practice,” Teaching in Higher Education, vol. 5, no. 3, 2000.5 N. Scott, R. Hadgraft, and V. Ilic, “Engineering Education – is Problem-based or Project-based learn- ing the answer?,” Australasian Journal of Engineering Education, pp 2-15, 2003.6 J. Uziak, “A project-based learning approach in an engineering curriculum,” Global Journal of En- gineering Education, vol. 18, no 2, pp 119–123, 2016.7 M.F. Ibrahim et. al., “Strengthening Programming Skills among Engineering Students through Expe- riential Learning Based Robotics Project,” International Journal of Evaluation and Research in Ed- ucation, vol 9, no 4, pp 939-946, 2020.8 I. Widiastuti and C.W. Budiyanto

Collection

2021 First-Year Engineering Experience

Authors

Jutshi Agarwal, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

negative emotional triggers. Personality traits have been shownto influence academic achievement. For instance, conscientiousness and openness haveconsistently emerged as a stable predictor of team performance, and openness predicts overallacademic performance and college performance [8]. In contrast, neuroticism is negativelyassociated with academic achievement. Schilpzand et al. [9] found that student teams diverse inopenness exhibited more creativity on their innovative class project; Horwitz & Horwitz [10] in astudy of personality diversity in team concluded that team performance is associated with teamsynergy.Sociogenic traitsSociogenic constitute one’s “second nature,” resultant from one’s social environment. To quoteLittle [6], “how you