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2021 First-Year Engineering Experience

Authors

Jill Davishahl, Western Washington University; Emilia Mediavilla, Western Washington University ; Asaki Nelson, Western Washington University

Tagged Topics

Diversity

on supporting non-dominant student populations. Her current research focuses on creating inclusive and equitable learning environments through the development and implementation of strategies geared towards increasing student sense of belonging.Emilia Mediavilla, Western Washington UniversityAsaki Nelson, Western Washington University Asaki Nelson is an industrial design junior at Western Washington University with minors in Sustainable design and UX design. As a student engagement liaison, she works to cultivate the student community and tackle systemic issues within the STEM field. American c Society for Engineering Education, 2021Cultivating community

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2021 First-Year Engineering Experience

Authors

P.K. Imbrie, University of Cincinnati; Bevlee A. Watford, Virginia Polytechnic Institute and State University; Teri Kristine Reed, University of Cincinnati; Stephanie G. Adams, University of Texas at Dallas; Carmen Sidbury, National Action Council for Minorities in Engineering, Inc.

long-termcommitment to increase diversity in engineering is an organic way to promote an inclusive andequitable environment with a strong sense of belonging for all students, faculty and staff. Giventhe increasingly diverse and multicultural world, the question is “how do we prepare ourfirst-year engineering students with the knowledge, skills and abilities (KSA) necessary to ensurethey are provided an opportunity to reach their potential in this regard?” The proposed workshopwill engage participants in a series of novel activities, which are grounded in the literature thatare developmentally appropriate to help first-year students discover their communication styleand learn how said style impacts their interactions with others.The purpose of

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2021 First-Year Engineering Experience

Authors

Adam Joseph Malecki, Gannon University; Alexa L. E. Littman; Elisabeth Patricia McAllister, Gannon University; Ethan Michael Regal, Gannon University; Masen Andrew Collins; Robert Michael P.E., Gannon University; David Gee, Gannon University

Tagged Topics

Diversity

social responsibility. A recent survey found that a clearmajority of students were willing to volunteer for weekend community service projects post-graduation [1]. A smaller majority were even willing to forgo some salary as a professionalengineer working at a company known for its support of community activism.Engineering FYS students lean on their background and/or inclination in engineering design andconstruction to help carry out their particular service project. In past years, engineering studentshave designed and built rooftop rainwater collection systems for garden use, vertical vegetableplanters for efficient space utilization, and composters for community gardens. Recently, first-year engineering students had the opportunity to

Collection

2021 First-Year Engineering Experience

Authors

Brian Dick P.Eng., Vancouver Island University

, and community building. • Split the design-build phases between separate teams [6] to encourage better communication between teams and collective ownership of the final product.AcknowledgmentThe author would like to thank David Moss, the VIU Engineering technician, for creating tools andprocesses that enhanced student engagement under rapidly changing conditions.References[1] B. Dick, Y. Cao, M. Gwyn, J. Kirkey, B. Rudecki, E. Switlishoff, T. Todoruk, “First-year common engineering curriculum for the BC post-secondary sector – Implementation phase”, www.bccat.ca/pubs/Reports/EngCommonCore2018.pdf [Fetched 04.May.2021][2] P.R. Backer, C. Kato, “Effect of Cohorts on Student Retention in Engineering”, 2017 ASEE Annual

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2021 First-Year Engineering Experience

Authors

Hadi Kazemiroodsari, Wentworth Institute of Technology; Anuja Kamat, Wentworth Institute of Technology

Tagged Topics

Diversity

vertical curves and geometric design in an engaged project. 3. Earthwork The main purpose of this section is to introduce students to the concept of earthwork, andspecifically the concept of cut and fill. In this part of the project, students were asked to definestations, one thousand feet apart on the selected road. At each station, students read the elevationof the ground ten feet to the right and ten feet to the left of the station (It is assumed that thewidth of the road is 20 feet). They drew the cross-section of the profiles and calculated theamount of soil needed to be cut and fill. This process was completed for all stations and the totalamount of soil needed to be cut and fill was calculated. Figure 5 shows the method

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2021 First-Year Engineering Experience

Authors

Benjamin Daniel Chambers, Virginia Tech Department of Engineering Education

an average total active time of 100 minutes. Only 17% of plans wentover the suggested time limit of 120 minutes. About 84% of students described their plans in atleast enough detail that they could be generally understood by the teaching team (Table 3). Thiswas the minimum level of detail deemed appropriate during grading, indicating that the studenthad both thought through their process, and effectively communicated it. A very high level ofdetail and dimensions was not expected, and throughout the project students were reminded thatthe first iteration of a plan seldom works perfectly, that they will learn many new things by doingthem the first time, and that all this is an important part of the design process. One concern withprojects as

Collection

2021 First-Year Engineering Experience

Authors

Cassondra Wallwey, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

makes it a worthwhile practice to explore when considering engineering educationreform at an individual course/instructor level. How can the feedback o students on course-related material improving their learning of engineering content, but also their learningexperience as an engineering student?This workshop will be grounded in the results of a mixed methods research study that exploredthe impact of feedback on student motivation. Specifically, the overarching research question forthe mixed methods study was “In what ways do students’ descriptions of feedback’s influence ontheir motivation and course engagement relate to students’ motivation orientations?” UsingCausality Motivation Theory [5] as a lens, we explored feedback and how the

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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

Paper ID #35525An ecosystem to support sense-making, identity formation, and belongingfor first-year engineering studentsDr. Kurt Paterson, James Madison University Kurt Paterson crafts learning experiences, spaces, and communities to help students of all kinds imagine, design, and build solutions that matter. A recent recipient of the National Academies’ Jefferson Science Fellowship, Kurt serves as Senior Sus- tainability Advisor to the U.S. Department of State. Currently on leave, Kurt led the engineering pro- gram at James Madison University from 2013-2020. This program, one of the nation’s newest, reinvents

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2021 First-Year Engineering Experience

Authors

Frederick Alexander Farah, UMD Keystone Program; W. Ethan Eagle, University of Maryland

community. Admittedly, our lack of prior experience and an urgent timeline for transition contributeto significant limitations in scope - we created this platform in the middle of a pandemic, and itwasn’t created with a preconception to capture research study outcomes. Nonetheless, wechoose to report here on the creation of a Discord platform for a first year academic engineeringcommunity, to encourage conversation about how to use and grow a digital community, as webelieve there to be significant academic value, even post-pandemic. We do not yet have any dataon how our efforts to impact engagement affected other outcomes, like student belonging orsuccess. The aim of the authors is to report on this continuing work and the observations

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2021 First-Year Engineering Experience

Authors

Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware

project-based learning, whose learning outcomes focus on improving these technical and durable skills.The first module is a mechanically oriented product design that incorporates physicalprototyping. Students worked in teams to develop a three-dimensional model that can beassembled using parts that were laser-cut from a single 8x10 sheet of wood. The second modulefocuses on performing life cycle assessment to compare the environmental impacts of commonconsumer goods. Student teams picked two common product choices and performed astreamlined analysis to determine which product consumed fewer resources and/or releasedfewer emissions. Prior work by the authors describes these modules in detail [1], [2].At our institution, Introduction to Engineering

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2021 First-Year Engineering Experience

Authors

Olukemi Akintewe, University of South Florida

- riential learning in engineering education, evidence-based teaching practice, and engineering assessment models supporting students’ learning, classroom management techniques, and retention. American c Society for Engineering Education, 2021Work In Progress: Remote Teaching Robotics Design Project Olukemi O. Akintewe University of South Florida, Tampa, FL., Olukemi@usf.eduAbstractA first-year mandatory engineering project-based course aimed at developing an engineering mindsetwas taught through students engaging in active learning strategies built on the design-thinkingframework by Ulrich and Eppinger. Course outcomes were

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2021 First-Year Engineering Experience

Authors

Lesley M Berhan, The University of Toledo; Bryan Thomas Bosch, The University of Toledo

Tagged Topics

Diversity

Engineering from the Massachusetts Institute of Technology, and her Ph.D. in Mechanical Engineering from the University of Michigan, Ann Arbor. She joined the faculty at the University of Toledo in 2004. As the Associate Dean of Diversity, Inclusion, and Community Engagement she leads the development and execution of initiatives and programs to facilitate the recruitment, retention, and success of women, students from underrepresented groups and first generation students. These duties are well aligned with her current research interests and external funding in engineering education.Mr. Bryan Thomas Bosch, The University of Toledo Bryan Bosch holds a B.S. in Civil and Environmental Engineering and a M.A. in Educational

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2021 First-Year Engineering Experience

Authors

Roger J Marino P.E., Drexel University; Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute; James R McCusker PhD, Wentworth Institute of Technology; Johanna P Casale, Drexel University

to be coordinatedbetween many parties.Student SurveyStudents at all institutions were administered surveys on their awareness of the subject of themultidisciplinary nature of engineering projects at the beginning of the semester (or quarter) andnear the end of the semester (or quarter). The results of the surveys revealed that their course-long exposure to the topic was effective. Preliminary observation of the student survey self-reported data shows an increase in understanding of the need for multidisciplinary engagement(including disciplines outside of engineering) in engineering practice. An analysis of the surveyresults is the subject of a separate paper-in-progress. Table 3 below presents a summary of thestudent population who were

Collection

2021 First-Year Engineering Experience

Authors

Andrew Skelton, York University; Jermin Bates, York University; Julia K Frank, York University

Experience (FYE) programming is the First Year Seminarcourse taken for credit in the first year of college. Such courses have been extensively researchedand identified as a high-impact practice [1]. At many institutions, including most Canadianinstitutions, such seminars are not prevalent, so alternative models of delivery are needed.The purpose of this study is to investigate the cost and benefit of maintaining the high-impactnature of such programming while embedding into a curriculum. From the student perspective,the benefit (skills improvement, academic success, and direct academic reward) must bebalanced with the cost (time, effort, and motivation) to ensure sufficient engagement as to havean impact on student outcomes. We will present results

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2021 First-Year Engineering Experience

Authors

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

registered professional engineer with APEGA (Association of Professional Engineers, Geologists and Geophysicists of Alberta). Prior to her career at MacEwan, Shelley worked in industry as a research engineer and a consulting engineer for several years.Dr. Jeffrey A Davis P.Eng., Grant MacEwan University Dr. Davis’ research focuses on pedagogical topics such as student engagement, active learning, and cognitive development. Projects he is currently working on include ”Development of a risk assessment model for the retention of students”, ”Development of Student Assessment Software”, and ”Improving Student Engagement through Active Learning”. American c

Collection

2021 First-Year Engineering Experience

Authors

Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute

means each learner in a particular course has access todigital devices that are configured identically. The method of device issue and the selection ofthe device varies, with the most common options including laptops, iPads, or Chromebooks. Inan article from 2017 [1], it was reported that more than 50% of K-12 teachers work in a 1:1classroom environment, marking an increase from the approximately 40% rate reported a yearearlier. A meta-analysis of 15 years of research studies [2] reports how 1:1 programs had a“statistically significant positive impact on student test scores in English/language arts, writing,math, and science.” The same analysis [2] noted that many studies related anecdotal evidence ofimproved student engagement and persistence

Collection

2021 First-Year Engineering Experience

Authors

Meagan Eleanor Ita, The Ohio State University; Laine Rumreich, The Ohio State University

engineering and mid-level biomechanics courses. Meagan is currently working with the KEEN partnership at OSU, integrating her interests in STEM edu- cation, entrepreneurial partnerships, and community engagement. Meagan values authenticity, connection with others, & integrity and prioritizes these values as an educator, bioengineer, and scientist.Laine Rumreich, The Ohio State University Laine Rumreich is a graduate student studying Computer Science and Engineering at The Ohio State University. She completed her undergraduate research thesis in the Department of Engineering Education and is now a graduate research associate in the department. Her primary research interests are in the areas of coding education and

Collection

2021 First-Year Engineering Experience

Authors

Charmane Caldwell, Florida A&M University - Florida State University; Roxanne Hughes, National High Magnetic Field Laboratory

Tagged Topics

Diversity

for participants.This paper focuses on Black engineering students at a Historically Black College and University(HBCU) that participate in a 5-day summer bridge program that creates a safe space for studentsto close the mathematics knowledge gap. The study will focus on students’ math knowledge andperformance in their first entry math course as a measure of the impact of the program. Thispaper provides best practices of a non-credit short engineering summer bridge model.B. Engineering Concepts Institute HistoryThe Engineering Concepts Institute (ECI) Summer Bridge program has been around off and onat Florida A&M University (FAMU) for students matriculating through the FAMU-FSU Collegeof Engineering since 1987 [2]. The program was created

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2021 First-Year Engineering Experience

Authors

Jorge R Lara, Texas A&M University; Mark Weichold, Texas A&M University; Sunay Palsole, Texas A&M University; Patrick Linke

apost module assessment was administered to gauge student learning. The pre and post moduleassessments were analyzed to develop the learning objectives based on the questionnaire results.The paper concludes with an assessment of the effectiveness and student engagement. Thisinnovative design thinking will create a new mentality in FYE engineering students.IntroductionWith the prerogative that the world is becoming unsustainable because of the technology in use.Engineering education in sustainable development is a topic being into context for the last fewdecades. Because of this interest, now, the most representative engineering associations in theworld [1], [2], [3].[4], concur to the suggestion that engineering education for

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2021 First-Year Engineering Experience

Authors

Tracy Anne Hammond, Texas A&M University; Jacques C. Richard, Texas A&M University; Charles Patrick Jr, Texas A&M University; Lance Leon Allen White, Texas A&M University; Samantha Ray, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University; Karan Watson P.E., Texas A&M University; Randy Hugh Brooks, Texas A&M University; Donna Jaison, Texas A&M University

Tagged Topics

Diversity

context of current events and coursetopics. These initiatives include 1) a weekly teaching fellows program where faculty experimentwith inclusive practices and watch videos of their implementation and reflect on their success, 2)a weekly meeting with the faculty of engineering education as a whole where faculty regularlyshare the techniques that have been successful, and 3) a weekly reading group for students andfaculty discussing how race and inclusion can be better integrated in the classroom. Theseinitiatives established communities of practice [25] where faculty modeled what they were doingin the classroom to create a more inclusive classroom. This modelling allowed other faculty toidentify techniques that they might be able to use in their

Collection

2021 First-Year Engineering Experience

Authors

Tracy Anne Hammond, Texas A&M University; Shawna Thomas, Texas A&M University; Charles Patrick Jr, Texas A&M University; Pauline Wade, Texas A&M University; Donna Jaison, Texas A&M University; Janie M Moore, Texas A&M University; Lance Leon Allen White, Texas A&M University; Randy Hugh Brooks, Texas A&M University; Samantha Ray, Texas A&M University; Karen E Rambo-Hernandez, Texas A&M University; Karan Watson P.E., Texas A&M University

, Learning, and Culture. In her research, she is interested in the assessing STEM interventions on student outcomes, measuring academic growth, and evaluating the impact of curricular change.Dr. Karan Watson P.E., Texas A&M University Karan L. Watson, Ph.D., P.E., is currently a Regents Senior Professor of Electrical and Computer Engi- neering, having joined the faculty at Texas A&M University in 1983 as an Assistant Professor. She is also serving as the C0-Director of the Institute for Engineering Education and Innovation. She has served in numerous roles at Texas A&M University, including: Provost and Executive Vice President(2009-2017), Vice Provost (2009), Dean of Faculties and Associate Provost (2002-2009