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2021 First-Year Engineering Experience

Authors

Jennifer Bailey, Rochester Institute of Technology (COE)

device from the fictitious VP ofresearch and from this developed the problem statement, utilized data and modeling to make designdecisions, and built the prototype which concluded with its evaluation (Table 1). Evaluation criteria,based on design specifications that students created collectively, included cost, portabilityquantified by size and weight, filtration effectiveness, and noise. Evaluating the effectiveness waseasily performed inside a transparent chamber using a fog machine and optical imaging of the fogclearing, resulting in a fun cumulative experience during the final weeks. Teamwork was evaluatedat regular intervals using peer evaluation and instructor observations. The design process wasassessed using design reviews at weeks 9 (in

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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

Carolyn Skurla, Baylor University; Dennis Lee O'Neal P.E., Baylor University

Tagged Topics

Diversity

sequence in fall 2011. Effective with fall2013, incoming freshmen engineering students were required to meet minimum SAT/ACTscores to declare Pre-Engineering as their major. These students were required to earn semestergrades of B or better in the two-semester freshmen engineering course sequence to qualify todeclare a degree-granting engineering major. These policies were coupled with aggressiveadvising for at-risk students with the intent to improve retention to graduation from ouruniversity regardless of their final major. An enrollment model for evaluation of alternativestandards for admission was developed in 2014 for enrollment management at a sustainablelevel. The development of these measures was presented at previous FYEE conferences [1-4

Collection

2021 First-Year Engineering Experience

Authors

Matt Caputo, Penn State Shenango; Georgia Macris, Penn State University; Daudi R Waryoba, Pennsylvania State University, DuBois Campus

State University, typically taken by freshmen students. EDSGN 100explores methods of project based learning (PBL) that emphasize three areas of instruction: 1Theengineering design process, 2Design communication methods (such as graphical, verbal, written),and 3Methods, and decision making using team design projects. PBL has shown to improveengineering curricula such that graduates have displayed increased skills in areas ofmultidisciplinary teamwork, project management, communications, ethics, and economics ofengineering; which are catalyzed by student driven motivation and ownership of theassignment/project [1]–[3]. This PBL assignment seeks to address the abovementionededucationally beneficial characteristics as well as introduce fundamental

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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

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Diversity

reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 and a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, worked at Argonne National Lab, 1996-1997, taught at Chicago State University, 1997-2002. Dr. Richard is an Instructional Associate Professor, Aerospace Engineer and NSF REU Program Director at Texas A&M since 1/03. His research focuses on computational plasma model- ing using particle methods with spectral methods on Maxwell and Boltzmann equations. He has applied the lattice Boltzmann method to study

Collection

2021 First-Year Engineering Experience

Authors

Amy Richardson P.E., Virginia Tech; Stephen Moyer, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

articulation agreements between 2-year and 4-year institutionsvary across contexts, many focus on preserving credits for students who transfer [1]. Despitethese agreements, research indicates that vertical engineering transfer students take longer tocomplete a bachelor’s degree than non-transfer students [2]. One of the reasons for this lag intime to degree is the sequential nature of required coursework towards engineering degrees andmissing prerequisites at the time of transfer. Community colleges that offer transferable first-yearengineering (FYE) courses allow students to meet prerequisites prior to transfer. In theory, thisenables progress towards their degree on pace with their non-transfer student peers.Although FYE courses are theoretically

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

first-year success. It is a team-based, project-rich course driving studentengagement through human-centered design and agile project management. In 2014, curricularefforts focused on positioning Engineering Opportunities as a strongly encouraged 1-creditelective in Fall, followed by a redesign of our Spring semester course, Engineering Decisions.As these curricular revisions were underway, a multi-year plan was set in motion to catalyzeprogram-wide culture-building through co-curricular components. This strategy was rooted incommunity-building and targeted at critical developmental needs in the typical flow of the firstyear. These co-curricular programs provide first-year students formal and informal opportunitiesto intentionally connect with

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

graduation, while thesecond model requires students to participate in a non-credit preparatory program that buildsstudents’ skill sets. The advantage of the second model is the program is not tied to an academicterm, so the program has more flexibility in the time and duration of the summer bridge program.There are STEM summer bridge programs that have had success with relatively short timeframes. One in particular, Louisiana State University (LSU) BIOS has conducted a five-day bootcamp for students to succeed in an introductory biology course for nearly 15 years [1]. The ideais to create a short course that provides students with the same experience of their first semesterin college. This program resulted in increased retention and graduation rates

Collection

2021 First-Year Engineering Experience

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University; Steven C Brandon, Clemson University; Elizabeth Anne Stephan, Clemson University

adiscipline and the careers that follow are "conducive to persistence" [1]. The factors thatinfluence major selection are important for engineering educators to foster such interest [2]. Thework to identify these factors includes understanding the perceptions students have of theengineering disciplines. Research has shown first-year engineering students consistently identifymany important topics common to all engineering disciplines, such as maintenance, research,and processes [3]. Additionally, students have described mechanical engineering as having themost "options;" this may be due to the marketing of the major or its general perception as a broaddiscipline. This study found that while some perceptions were broadly held, the disciplines

Collection

2021 First-Year Engineering Experience

Authors

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

ofcommunication, an indirect measure of engagement with the course, between students and thuspotentially lead to learning enhancement [1]. The paper briefly touches on four topics; a strategyof implementation and structure of a Discord server, results found from a student survey andinterviews, faculty impressions of student behavior, and our conclusions, including future workfor upcoming semesters.Introduction - Creating Communities to Enhance Learning In the Spring of 2020, the COVID-19 pandemic took all classes from in-person tocompletely online at UMD. This transition led to a perceived urgent need for student engagementalternatives. Recognizing MOOCs (Massive Open Online Course) have lacked the ability tomaintain student attention, and

Collection

2021 First-Year Engineering Experience

Authors

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

Collection

2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

the Villanova Center for Analytics of Dynamic Systems (VCADS) in PA. He graduated from the University of Yaounde 1 in Cameroon and then completed a Certificate in Teaching Engineering in Higher Education at Villanova University. Dr. Kwuimy is interested in vibration analysis and in the use of nonlinear dynamics tools to improve the early detection of fault in complex nonlinear systems. In the latest, his focus is on engineering systems (gear systems, bearings) and biological systems (vibration in human-arm, human diseases). In vibration analysis, his focus is on the conversion of mechanical vibration into electrical energy (energy harvesting). A key interest of Dr. Kwuimy is the development of active tools/methods

Collection

2021 First-Year Engineering Experience

Authors

Kathleen A Harper, The Ohio State University

elsewhere. In recent years, the engineering segment has consisted of four classperiods. A brief description of each is provided below.Day 1 - Introduction to Engineering; Algorithms: This class meeting consists almost entirelyof presentations and activities selected from the first few weeks of the first-semester engineeringfundamentals courses. Major topics of the presentation include the goals of first-yearengineering, engineering as a pursuit of improving the human condition, and the kinds ofactivities engineers engage in. Student groups are then asked to write directions for how toperform a common household task; these algorithms are then "broken" by the instructor,resulting in much laughter and learning.Day 2 – Engineering in the Context of

Collection

2021 First-Year Engineering Experience

Authors

Todd France, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Patrick James Herak, The Ohio State University; Sherri Youssef, The Ohio State University

generatedproblem-framing support tools. These tools, and their accompanying activities, will bedisseminated at the workshop for those interested in improving students’ practices from“beginning designers” to “informed designers,” as defined by Crismond and Adams [1].Intended AudienceWhile intended for instructors of first-year engineering design courses, the workshop can providea framework for any educator employing a design process as part of a class project. Thepresented materials can benefit those who currently facilitate, or are interested in facilitating,open-ended projects that necessitate problem identification and/or opportunity recognition at theoutset, but may be challenged to do so by any of the following obstacles: - Students electing to

Collection

2021 First-Year Engineering Experience

Authors

Sherri Youssef, The Ohio State University; J. Blake Hylton, Ohio Northern University; Patrick James Herak, The Ohio State University; Todd France, Ohio Northern University

learning. American c Society for Engineering Education, 2021Correlation Between Asynchronous Module Comprehension and Traditional Comprehension Assessments1. IntroductionOver the past year, the COVID-19 pandemic has restricted in-person instruction and created a highdemand for distance learning methods to be employed. Unfortunately, previous work analyzingstudent development of engineering problem framing skills has largely been completed withrespect to in-person instruction methods and cannot be readily extended to the online learningenvironment [1-9]. As such, these results serve as the basis of expectations for studentcomprehension of such skills and

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

Bio Environmental Engineering in 2006. She then began pursuing her graduate education at Purdue University in the Agricultural and Biological Engi- neering Department, completing her Ph.D. in 2015. Her primary research areas include 1) social capital in Engineering Education and 2) innovate instructional strategies for Biological and Agricultural Engi- neering students. She is also a Member of the Engineering Education Faculty, Institute for Engineering Education and Innovation, Food Science Graduate Faculty, and Multidisciplinary Engineering Graduate Faculty groups at Texas A&M University.Mr. Lance Leon Allen White, Texas A&M University Lance White is a Ph.D. student at Texas A&M University in

Collection

2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

disconnection that has occurred as a result of the pandemic.The authors share their insights and reflections on the process of adapting to online mentoringand summarize the challenges and opportunities of exploring new ways of connecting students.The new program will continue to be developed and modified as the department begins toresume in-person operations and adapts to the changing needs and expectations of incomingstudents.IntroductionIn March 2020, academic institutions all over the globe were forced to close classrooms andstudent gathering spaces, temporarily suspend programs, and move teaching and learning online,leading to significant challenges to the higher education community [1]. This sudden shift leftfaculty and students scrambling as they

Collection

2021 First-Year Engineering Experience

Authors

Brian Dick P.Eng., Vancouver Island University

three or four students were tasked to cooperatively createa rolling ball structure, built in isolation, but delivered and assembled at the University campus bythe course instructor and its technician. This structure was required to form a path for a rollingball, and interact with its neighbouring structures to create seamless track. Collectively, all teamstructures (a total of ten) formed a ring allowing for continuous ball movement once started. Thesepass-off points between each structure were determined collaboratively between both teams andindividuals.The design-build project had four Milestones:Milestone #1 (Concept Sketch) - Students worked individually and independently to createdesigns responding to the problem statement, and evaluate

Collection

2021 First-Year Engineering Experience

Authors

Shannon Bate; Shannon Hayes Buenaflor, University of Maryland College Park; Mary Bell, University of Maryland; Suzanne Ashour-Bailey, University of Maryland College Park

Collection

2021 First-Year Engineering Experience

Authors

Kayla Ney, University of Nebraska-Lincoln Department of Biological Systems Engineering; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

maintain infrastructure and continue innovation [1].Nearly 25% of engineering students do not persist to the second year, meaning the attrition offirst-year engineers is an important target for retention-focused interventions [2]. One suchintervention is self-reflection with a focus on building self-regulation habits. Self-regulation,which encompasses the process of planning one’s actions, being cognizant during the action,then reflecting on performance [3], is a challenge for first-year engineering (FYE) students,particularly when it comes to selecting learning strategies [4,5,6,7].According to Self-Regulation Theory (SRL), the ability to self-regulate is vital to success inacademia and is an important life skill [3]. The ability to self-regulate

Collection

2021 First-Year Engineering Experience

Authors

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

, including circuits and electronics. Initially, the iPads were used to performhomework digitally, allowing for easy integration with the university’s Moodle learningmanagement system (LMS). Based on the results of this pilot, the use of the iPad has beenexpanded to other courses and applications including circuit simulation, hand sketching, anddigital laboratory notebooks. The authors have also used the iPad for assignment grading,allowing for improved feedback, modernized grading workflows, and efficient LMS integration.IntroductionOne-to-one (1:1) technology programs are becoming more prevalent in P-12 environments. Interms of computing devices in education, 1:1 refers to an operational setup where each learnerhas a digital device. Frequently, 1:1

Collection

2021 First-Year Engineering Experience

Authors

Jonathan Krones, Boston College; Jenna Tonn, Boston College; Russell C. Powell

Tagged Topics

Diversity

course for BC’s newDepartment of Engineering which will enroll its first class in fall 2021. Seventy students enrolledin MMW, representing all the BC undergraduate schools and a number of different STEM andnon-STEM majors.As a designated “Complex Problems” course, MMW includes three pedagogical components:lectures, labs, and reflection sessions [1]. Lectures examine topics from major branches ofengineering (civil, mechanical, and electrical) and the history of science and technology since1800, with a focus on sociotechnical systems and their relationship to gender, race, disability,immigration, and nationality. Labs involve hands-on engineering modeling tasks as well as amulti-week human-centered design challenge focused on issues of access and

Collection

2021 First-Year Engineering Experience

Authors

Jenahvive K. Morgan, Michigan State University

semesters and an average of 142 students eachsemester provided feedback. Five questions were posed to the students to allow the students toreflect on their experiences within the course. The results based on the answers to these questionsover the three years, or six semesters, were then compared to see if there was a trend in theresponses.BackgroundOver ten years ago, Michigan State University created a first-year program that included both anacademic program and a residential, co-curricular component [1]. The academic, first-yearprogram consisted of two courses that students take as they begin their engineering curriculum.One of those courses is EGR 100, an Introduction to Engineering Design course, and subject ofthis examination. The goal of this

Collection

2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

geometricdesign to first-year civil engineering students.Introduction Visualization of the problem and its solution can play an essential role in the education offirst-year engineering students. Therefore, the laboratory modules that contain an engineeringproblem and solution to that, might be a very useful tool for engineering education [1]. Recentlymany universities switched the introduction to engineering design course from lecture-basedcourse to laboratory-based one [2]. To develop an appropriate laboratory module for the firstyearengineering students, it is very important to understand the students’ view of an engineeringproblems. A couple of factors that should be considered in designing these types of modules arethe students’ level of

Collection

2021 First-Year Engineering Experience

Authors

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

explore the effectiveness of a trainingmodule for first-year engineering undergraduate teaching assistants (UTA) through a qualitative analysisof responses to three open-ended prompts. All UTAs are themselves undergraduate students at thesophomore through senior level. UTA responses to the following prompts are explored in this paper: (1)Craft question(s) you might use to spark curiosity, (2) Brainstorm source(s) apart from the requiredcurriculum that students can use for design inspiration, and (3) Provide an experience from your ownundergraduate experience you perceive as EM-aligned.Training Module & Analysis Methods Our training module consisted of a text document containing descriptions of EM and the 3Cs, aninstructional video for

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2021 First-Year Engineering Experience

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

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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

studentpersistence at the University (2nd to 3rd year retention). These specific outcomes were comparedto two distinct controls to measure rate of success, outlined below.UNDT Population (Control One): Population of students who were admitted to the College ofEngineering, but not to their chosen major based on the admissions criteria outlined previously.Most students were not admitted to their major based on their ACT/SAT score.Exploratory Studies population (Control Two): These students were not admitted to the Collegeof Engineering based on their admissions criteria, and were enrolled in University College priorto the inception of the GEARSET program (comparative data to prior year outcomes).Tables 1 and 2 reflect the raw data for past cohorts within

Collection

2021 First-Year Engineering Experience

Authors

William Sierzputowski, Ohio Northern University; Todd France, Ohio Northern University; J. Blake Hylton, Ohio Northern University

. American c Society for Engineering Education, 2021Hands-on Math Modeling through Building and Programing Intelligent,Adaptable Display Systems with LEDs and Arduinos [GIFTS]As math modeling is a critical component of engineering, it is important for first-year students tobecome comfortable and proficient with basic math modeling skills and concepts. To helpsupport student understandings, a multi-day activity was facilitated in a first-yearmultidisciplinary engineering course.1. Construction of circuit Students learn to solder LEDs, resistors, and a pin header to a premade programmable circuit board (PCB; see Figure 1). This circuit has six LED lights connected to a common ground. An Arduino

Collection

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.

the workshop is to share information on how a faculty and/or staff member (orteam of faculty and staff members) can implement ways to engage first-year students in thebroader discussion of diversity, equity, and inclusion. As various initiatives such as the ABETEAC Criterion 3, Outcome 5, “an ability to function effectively on a team whose memberstogether provide leadership, create a collaborative and inclusive environment, establish goals,plan tasks, and meet objectives” (emphasis added), along with deeper outcomes createdinstitutionally and specifically for first-year students, such as 1) Develop skills for cross-culturalcommunication; 2) Design a process to communicate technical information via written, oral andvisual methods and

Collection

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

professionals frommany disciplines outside of engineering. Collaborative efforts have been made among facultymembers at four U.S. Universities to broaden the students’ awareness of this subject throughlecture and experiential classroom activities. Additionally, a common lecture was presented tothe students at all four institutions.Much discussion has been held in recent years concerning the advantage of having engineeringstudents work on multidisciplinary design teams. The Multidisciplinary Division of ASEE hasaddressed this issue at its annual convention for over a decade, and its recently issued Survey forSkills Gaps in Recent Engineering Graduates highlights this need yet again [1]. Benefits ofmultidisciplinary teamwork have been identified to