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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

, Virginia Polytechnic Institute and State University Stephen Moyer is a Graduate Teaching Assistant at Virginia Tech in the Department of Engineering Ed- ucation. Prior to starting graduate work he worked in the aerospace industry as a software engineer, and in the automotive industry as a manufacturing engineer. He has a BS in Mechatronics Engineering from UNC Asheville and NC State University, and is currently pursuing a Ph.D. in Engineering Education.Dr. David B Knight, Virginia Polytechnic Institute and State University David B. Knight is an Associate Professor in the Department of Engineering Education and Special As- sistant to the Dean for Strategic Plan Implementation at Virginia Tech. He is also Director of Research

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2021 First-Year Engineering Experience

Authors

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

potential energyor an electric motor. (a) (b) Capacitor Car Battery Car 8 Average Velocity (fps) 7 Propeller Car Chemical Car 6 5 4 3 2

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2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

Visualize Student Flow Through the CurriculumAbstractEngineering enrollment at Baylor University increased by more than 110% from fall 2001 to fall2010. The increase taxed both our faculty and facilities and prompted the need for enrollmentmanagement measures. Risk-factor and logistic regression analyses led to the implementation ofa B or better requirement for the freshmen engineering course sequence in fall 2011. Effectivewith fall 2013, incoming freshmen engineering students were required to meet minimumSAT/ACT scores to declare Pre-Engineering as their major. These students were required to earnsemester grades of B or better in the two-semester freshmen engineering course sequence toqualify to declare a degree-granting engineering major. These

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2021 First-Year Engineering Experience

Authors

Aidan Matzko, The Ohio State University Engineering Education Department; Brooke Morin, The Ohio State University

the functionality necessary to create a game, and mimicked the experience ofdeveloping on the real Proteus.References 1. K. M. Kecskemety, A. B. Drown, and L. Corrigan. "Examining software design projects in a first- year engineering course: how assigning an open-ended game project impacts student experience." 2017 ASEE Annual Conference & Exposition. 2017. 2. M. A. Vernier, et al. "Design of a full-featured robot controller for use in a first-year robotics design project." 2014 ASEE Annual Conference & Exposition. 2014.

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2021 First-Year Engineering Experience

Authors

Anoop Singh Grewal, Arizona State University

Paper ID #35527Paper: Efficacy of teaching entrepreneurial mindset using a game-likeactivityDr. Anoop Singh Grewal, Arizona State University Anoop Grewal (agrewal6@asu.edu) is a lecturer at Arizona State University in the Ira A. Fulton Schools of engineering since 2014. He received his doctorate in Mechanical and Aerospace engineering (in the field of Theoretical and Applied Mechanics) from Cornell University. His research background is in robotics but his passion lies in engineering education. At ASU he is part of the instructional team for ”Introduction to Engineering”, a multidisciplinary project based course. He also

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2021 First-Year Engineering Experience

Authors

Kathleen A Harper, The Ohio State University

Paper ID #35466Bridging High School Science and First-year Engineering Through thePreservice Teachers’ Science Methods Course [RESUBMISSION]Dr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a senior lecturer in the Department of Engineering Education at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics and

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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

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

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2021 First-Year Engineering Experience

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

, 2018.11 S. Usón, B. Peña, I. Zabalza, E. Llera, L. Romeo, “Combining Flipped Classroom Model and Edu- cational Videos for Improving Teaching-Learning Process in Thermodynamics and Thermal Engi- neering,” Proceedings, vol 2, no 21, 1329, 2018, https://doi.org/10.3390/proceedings221132912 T. Hattingh, W. van Niekerk, H. Marais and Y. Geldenhuys, “Engineering student experiences of a remotely accessed, online learning environment,” 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), pp 1-6, 2020, doi: 10.1109/WEEF- GEDC49885.2020.9293652.13 S. Habib and T. Parthornratt, “Anticipated and Actual Challenges Pertaining to Online Delivery of University Courses During COVID-19 Pandemic

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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

modified. Instead ofcutting slots to receive the door, channels were created from waste wood (Fig. 1b). Thecompleted design showing the angled roof and two food trays is shown in Fig. 1c. Testing of theredesigned dehydrator on a sunny to partly sunny 91 °F day produced internal air temperatures of122 °F, above the recommended minimum temperature for dehydrating fruits and vegetables. (a) (b) (c)Figure 1. Phase 3 SFD: (a) walls redesigned using 1x6 in pine; sections attached together using5/16 in wood dowels; (b) waste wood was used to form channels for the sliding door, shown inplace; (c) completed design showing the angled roof covered in plastic, and two food trays.A Phase 4

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2021 First-Year Engineering Experience

Authors

Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Michael F Young, University of Connecticut; Jennifer Pascal, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Landon Bassett, University of Connecticut

, “Situated Learning: Legitimate Peripheral Participation”. New York: Cambridge U. Press,1991, (ISBN# 0-521-42374-0)[3] M. F. Young, S. Slota, A. B. Cutter, G. Jalette, G. Mullin, B. Lai, ... M. Yukhymenko, “Our princess is inanother castle: A review of trends in serious gaming for education”. Review of Educational Research, vol. 82(1), pp.61-89, 2012.[4] M. F. Young, L. Bassett, D. Burkey, and S. Streiner, “Let’s Play! Gamifying Engineering Ethics EducationThrough the Development of Competitive and Collaborative Activities”, submitted to the ASEE Annual Conferenceand Exposition, February 2021[5] S. Streiner, D. Burkey, M. F. Young, R. Cimino, and J. Pascal, “Engineering Ethics Through High ImpactCollaborative/Competitive Scenarios (E-ETHICCS

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2021 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity

traits shape our first nature and are rooted in five dimensionsof personality” (p. 20). The Big Five framework of personality traits has emerged as a robust andparsimonious model for understanding the relationship between personality and variousacademic behaviors [7]. The five dimensions are (a) Open vs. closed to experience – how open aperson is to new ideas, adventures and experiences; (b) Conscientiousness vs. casual – how goal-directed, persistent, and organized a person is; (c) Extroverted vs. introverted: how much aperson is energized by the outside world; (d) Agreeableness vs. disagreeableness – how much aperson puts others’ interests and needs ahead of their own; and (e) Neurotic vs. stable – howsensitive a person is to stress and

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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

study halls. For leisure engagements, there will be a wide range ofactivities like hiking, climbing, volleyball, biking, cooking, baking, and crafting, etc. With thesecontinuously expanding ideas, the SEL team strives to bring students from different majorstogether to create a harmonious educational and social space. In addition, the SEL team plans tocontinue with many of the efforts they put into place this year, including Discord, Instagram, andfocus groups. With the evident record of the positive trend that the SEL team has been setting,they are creating a path for great impact within the department.References[1] J. Crawford, K. Butler-Henderson, J. Rudolph, B. Malkawi, M. Glowatz, R. Burton, P. Magni and S. Lam, "COVID-19: 20 countries

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2021 First-Year Engineering Experience

Authors

Kristine K. Craven, Tennessee Technological University; Laura Cruz; Jennifer Renee Meadows

Tagged Topics

Diversity

increased their ability to retain mastery of spatialreasoning as a result of the interventions. It should be noted that the sample size for the pre-testwas 112 students while the sample size for the post-test was 84 students, a reflection of a 24%DWF rate for the course. Relative to other disciplines, this percentage appears high, but it is notincompatible with broader trends for large-enrollment STEM courses. It is disappointing that thenew design, at least in its first iteration, did not contribute to higher rates of success for thesestudents at the bottom of the scale, but there is reason to remain hopeful. Further analysis ofgrade distributions of the course revealed that 53% of students in the course received either an Aor B as their final

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2021 First-Year Engineering Experience

Authors

Kayla Thompson; Matthew Garett Young, Arkansas Tech University

Paper ID #35506Student and Professor Collaboration to Develop a First Year ElectricalEngineering Capacitance Laboratory with Common MaterialsMs. Kayla ThompsonDr. Matthew Garett Young, Arkansas Tech University Matthew G. Young received his B. Sc. in Electrical Engineering from Arkansas Tech University in 2009. He obtained his M. Sc. in Microelectronics-Photonics at the University of Arkansas in 2012. For his M. Sc. studies, he focused on the growth of silicon nanowires via plasma-enhanced chemical vapor deposition. In August of 2016, he joined the faculty at Arkansas Tech University as an Assistant Professor of Electrical

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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

relationshipbetween students’ self-rated proficiency with the learning objectives and their plans and actions.Preliminary Results and DiscussionOur preliminary results focus on one pair of reflections submitted by two students for PS06(week 6 & 7). Student A’s self-assessment of their abilities with the LOs indicated that they werehaving little difficulty with the current LOs as compared to Student B. Student A self-reportedthat after the completion of the assignment, they could do all of the LOs on their own withoutreferring to resources. Their comment was “The process of creating a user defined function camepretty easy to me.” Their comment on any difficulties was “The only thing I had trouble withwas knowing how much information to input into the user

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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

Paper ID #35518Creating a Supportive Space for Teaching-Focused Faculty to Write Abouttheir TeachingDr. Tracy Anne Hammond PhD, Texas A&M University Dr. Hammond is Director of the Texas A&M University Institute for Engineering Education & Innovation and also the chair of the Engineering Education Faculty. She is also Director of the Sketch Recognition Lab and Professor in the Department of Computer Science & Engineering. She is a member of the Center for Population and Aging, the Center for Remote Health Technologies & Systems as well as the Institute for Data Science. Hammond is a PI for over 13

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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

Paper ID #35505Incorporating the module Engineering for Sustainable Development in theFirst Year Engineering ProgramDr. Jorge R Lara, Texas A&M University Dr. Jorge R. Lara, Texas A&M University Dr. Lara is Instructional Associate Professor of Engineering at Texas A&M University in the First Year Engineering Program. He is faculty affiliate of the Institute of Engineering Education and Innovation and the Energy Institute of the College of Engineering. Dr. Lara received his PhD in Interdisciplinary Engineering in 2005 and his M.S. in Mechanical Engineering in 2003 from Texas A&M University. He held a Post

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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

Paper ID #35479Assessment Activities in Teaching First-year Engineering MechanicsDr. Shelley A. Lorimer P. Eng., Grant MacEwan University Shelley Lorimer is a Professor in Engineering (BSEN) Transfer Program at Grant MacEwan University. She is an instructor in the introductory engineering courses as well. The BSEN program at MacEwan has grown from forty students since in started more than twenty years ago, to the current 216 students. The majority of the students in the program transfer to second year engineering at the University of Alberta. Shelley is a graduate of the University of Alberta in engineering and is a

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2021 First-Year Engineering Experience

Authors

Jennifer Bailey, Rochester Institute of Technology (COE)

Paper ID #35510A COVID inspired accessible first year design activity appropriate forintroductory courseJennifer Bailey, Rochester Institute of Technology (COE) Dr. Jennifer Bailey is a Senior Lecturer of Biomedical Engineering at Rochester Institute of Technology, where she has taught since January of 2014. She previously taught at the University of Illinois and the University of Southern Indiana after graduating from Purdue University. Bailey’s passion is lab course development and improving student learning through enhancing lab and other hands-on experiences. American c

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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

Paper ID #35498An Engineering Summer Bridge Program Utilizing a Safe Space to IncreaseMath EfficacyDr. Charmane Caldwell, Dr. Charmane V. Caldwell is the Director of Student Access at the FAMU-FSU College of Engineering (COE). As Director, Charmane leads a comprehensive effort to increase the number of underrepresented undergraduate minorities and women in engineering. She has developed and managed several reten- tion programs at the college: Engineering Concepts Institute (ECI) Summer Bridge; Engineering Liv- ing Learning Community (LLC), Educating Engineering Students Innovatively (EESI) and Peer-Assisted Study

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2021 First-Year Engineering Experience

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

natural systems and engineering education. She is the author of several technical papers and conference proceedings centered on environmental engineering. Her professional affiliations include the American Society of Civil Engineers, the American Chemical Society, and the American Society for Engineering Education. American c Society for Engineering Education, 2021 Great Ideas for Teaching Students (GIFTs): Teaching with Top Hat:Increasing engagement and propagating a growth mindset for learning.IntroductionIn engineering, students with a growth mindset are better equipped to handle challenges andsolve difficult problems as they believe that mistakes are an

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2021 First-Year Engineering Experience

Authors

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

Paper ID #35458Integrating First-Year Experience Programming into a First YearEngineering Mathematics CourseAndrew Skelton, York University Andrew is an Assistant Professor in the Department of Mathematics and Statistics at York University in Toronto, Canada, with responsibilities for teaching and coordinating first-year engineering mathemat- ics courses, coordinating an undergraduate mathematics education program and supervising a volunteer student peer-support program.Jermin Bates, York University Jermin is a senior undergraduate student in the Mathematics for Education department, interested in Math Anxiety, Equity in

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2021 First-Year Engineering Experience

Authors

Debjani Sarkar

Paper ID #35473Introducing LaTeX to the Academic Researcher: Engineering Writing with aDifference (RESUBMISSION)Ms. Debjani Sarkar, Ms Debjani Sarkar is an academic teaching specialist in the College of Engineering at Michigan State University. She teaches Technical Writing for Engineers and Scientists at MSU. She also leads the com- munications and marketing activities of the first-year engineering CoRe Experience. She supervises the College of Engineering Tutoring Center, which offers free tutoring in foundational courses for under- graduate engineering students. She has over a decade of experience on e-communication

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2021 First-Year Engineering Experience

Authors

Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Brandon Crisel

Paper ID #35492Preparing Engineering Students for the Fall Semester through a SummerMath Bridge ProgramDr. Aysa Galbraith, University of Arkansas Dr. Aysa Galbraith is a Teaching Assistant Professor of First-Year Engineering Program at University of Arkansas. She received her PhD in Chemical Engineering from Chemical and Biomolecular Department at North Carolina State University in 2006. She is responsible from teaching Introduction to Engineering and Engineering Applications of Mathematics classes, developing course material, and advising freshman engineering students.Mrs. Leslie Bartsch Massey, University of Arkansas

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2021 First-Year Engineering Experience

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology

Paper ID #35481Workshop Proposal: K-12 Interactive Classroom and Outreach for Com-puterScience Concepts Without a Computer (RESUBMISSION)Dr. Stephany Coffman-Wolph, Ohio Northern University Dr. Stephany Coffman-Wolph is an Assistant Professor at Ohio Northern University in the Department of Electrical, Computer Engineering, and Computer Science (ECCS). Research interests include: Artifi- cial Intelligence, Fuzzy Logic, Game Theory, Teaching Computer Science, STEM Outreach, Increasing diversity in STEM (women and first generation), and Software Engineering.Dr. Kimberlyn Gray, West Virginia University Institute of Technology Dr

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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

Paper ID #35465An Overview of First-Year Engineering Students’ Perceptions of ProblemSolving in Engineering during a Major Exploration CourseBaker A. Martin, Clemson University Baker Martin is a Ph.D. Candidate in the Department of Engineering and Science Education at Clemson University and teaches in the General Engineering Program as part of the first-year engineering curricu- lum. His research interests include choice and decision making, especially relating to first-year engineer- ing students’ major selection. He earned his B.S. from Virginia Tech and his M.S. from The University of Tennessee, Knoxville, both in

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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.

Paper ID #35529Helping Students Develop their Cross Cultural Communication Skills toPromote a More Diverse and Inclusive Learning EnvironmentDr. P.K. Imbrie, University of Cincinnati P.K. Imbrie is the Head and Professor of the Department of Engineering Education and a Professor in the Department of Aerospace Engineering and Engineering Mechanics University of Cincinnati. He received his B.S., M.S. and Ph.D. degrees in Aerospace Engineering from Texas A&M University. He is an ad- vocate for research-based approaches to engineering education, curricular reform, and student retention. Imbrie conducts both traditional

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2021 First-Year Engineering Experience

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

Paper ID #35467Workshop Proposal - How to tackle student cheating, made easy by the useof technology, in a first-year engineering classroom? (RESUBMISSION)Dr. Ashish D Borgaonkar, New Jersey Institute of Technology Dr. Ashish Borgaonkar works as Asst. Professor of Engineering Education at the New Jersey Institute of Technology’s Newark College of Engineering located in Newark, New Jersey. He has developed and taught several engineering courses primarily in first-year engineering, civil and environmental engineer- ing, and general engineering. He has won multiple awards for excellence in instruction; most recently the Saul

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2021 First-Year Engineering Experience

Authors

Benjamin Daniel Chambers, Virginia Tech Department of Engineering Education

Paper ID #35522Full Paper: Student-developed plans for use of maker spaces in aself-selected creative design projectDr. Benjamin Daniel Chambers, Virginia Tech Department of Engineering Education Benjamin Chambers is an Associate Professor of Practice in the Department of Engineering Education at Virginia Tech, and Director of the Frith First-Year Engineering Design Lab. He is an interdisciplinary scholar with three degrees from Virginia Tech, including an MS Civil Infrastructure Engineering, MS Entomology, and a PhD in Environmental Design and Planning. His educational research interests include student creativity, and the

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2021 First-Year Engineering Experience

Authors

Brian Dick P.Eng., Vancouver Island University

-structuredesigned and built by Team I was to receive the ball from Team H and pass the ball to Team J.As COVID-19 did not allow for members of each team to meet physically during the term, eachsub-structure was to be designed by that team such that it could be broken up into three or fourmodules. Each team member was responsible to construct one of these modules. Figure 1bshows an example of a 2D sketch drawn by a student team that illustrates the ball’s intended paththrough their sub-structure. In this case, the ball is received by the first module (labelled asModule L), travels through Module Z, X, and B in succession, and is subsequently delivered tothe next team.At the end of the term, each team member was required to deliver their constructed module