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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

Paper ID #35513Advancing Engineering Education Using a Teaching Focused Plan ForCreating an Inclusive ClassroomDr. 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

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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

Paper ID #35477First-Year Engineering Students’ Reflections: Plans in Response toPerceived Performance on Course Learning ObjectivesKayla Ney, University of Nebraska-Lincoln Department of Biological Systems Engineering Kayla is a Master’s student in Biological Systems Engineering at the University of Nebraska-Lincoln with a focus in engineering education. She received her B.S. in Biological Systems Engineering at UNL and is currently pursuing an M.S. in BSE. Her current research is investigating antioxidant microparticles for the mitigation of low back pain. As an undergraduate, Kayla conducted data analysis under Dr. Diefes

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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

Anoop Singh Grewal, Arizona State University; Mark Vincent Huerta, Arizona State University

workshop will provide strategies to plan and manage OEPs, especially those that include aphysical-build component and require interdisciplinary skills. Presenters will share theirexperiences and results in running these projects for the past few years, in both online andin-person “Introduction to Engineering” courses.Open-ended Projects - SignificanceIn an OEP, the central theme is that the teams of students define their own design challenge,usually within a focus area (e.g. automation, IoT, biomedical applications etc.). This choice isheavily linked to their motivation and creativity. Consequently, the students take a lead innavigating the design process, learning and applying engineering tools (e.g. 3D modeling,prototyping, Arduino) to develop a

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2021 First-Year Engineering Experience

Authors

Anoop Singh Grewal, Arizona State University

, the self-rated competency was similarly high, but the displayed understandingsignificantly improved. In the application problem, students clearly showed the value ofinvolving the customer multiple times in the EDP, in iterative design-and-improve cycles. Thefurther reflection questions in the survey indicated that the students were able to understand EMconcepts, make actionable and effective plans to apply EM both in their upcoming courses orside projects, and their future career as engineers.IntroductionGamification is an interactive way to promote active learning, especially in an online classroom.It has been tried in a variety of scenarios in engineering education and otherwise [1-3]. Asimulated scenario in a game-based activity provides a

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2021 First-Year Engineering Experience

Authors

Denise M. Martinez, Tarleton State University

resources as well as an online homework system that includes varying the problemassignment per student. The author is planning a formal study on the impact. However anecdotalfeedback from students is very positive and the ease of use makes this tool an excellent resourcefor a variety of early engineering coursework. Students report that they continue to use Khanoutside of this course, as a resource for Calculus and Physics.References[1] College tuition and fees increase 63 percent since January 2006,https://www.bls.gov/opub/ted/2016/college-tuition-and-fees-increase-63-percent-since-january-2006.htm (accessed 05/20/2021).[2] Khan Academy, https://www.khanacademy.org/ (accessed 05/20/2021).

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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

respect to the product design for atticaccess scenario, students were supplied broad background on the scenario and why a new productwas being designed. The homework consisted of five parts (Problem Identification, Research,Design Specs, Specification Source Model, and Site Plan Bubble Drawing) with 11 stepscomprising the five parts: listing stakeholders, creating a needs statement, identifying broaderimpacts of design solution, consulting experts, reviewing publications, asking stakeholdersquestions, assumptions to make, classifying constraints and evaluation metrics in the designspecifications, applying the Specification Source Model (second scenario), establishing newconstraints and evaluation metrics, and creating a preliminary site plan of

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2021 First-Year Engineering Experience

Authors

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

Mathematics Education, and Experiential Learning in Mathematics, who is planning a career as a mathematics educator.Miss Julia K Frank, York University Julia is a current Bachelor of Education student who recently completed an undergraduate degree in the Mathematics for Education, B.Sc. program. She is specifically interested in the use of vertical non- permanent surfaces and collaborative learning in mathematics, and is planning a career as a secondary mathematics teacher. American c Society for Engineering Education, 2021 Work-in-Progress: Curricular Integration of First-Year Experience ProgrammingThe gold standard of First-Year

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2021 First-Year Engineering Experience

Authors

Gene McGinnis Jr. P.E., Christian Brothers University; Andrew Assadollahi, P.E., Christian Brothers University

. Elective courses include: Traffic Engineering, Heavy Construction Equipment and Methods, Construction Cost Estimating and Cost Control, Construction Management and Planning and Scheduling. He is a registered Professional Engineer in the State of Tennessee. His professional experience includes bridge inspection and evaluation, roadway and interstate design, traffic planning and the design of earth-fill dams. He serves on the Board of Directors of the America Society of Civil Engi- neers West Tennessee Branch. He serves as the Treasurer for the Memphis Area Joint Engineers Council. He serves on the Board of Directors of the Memphis Chapter of the Tennessee Society of Professional Engineers. He serves as the faculty

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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

opposed to one-on-one advising. Some first-year students felt more intimidated askingquestions in a group Zoom setting than they would in person. Also, the student experience variedbased on their breakout room and their advisor’s comfort with technology. In order for oursessions to be successful, we had to ensure we had a clear and concise communication plan. Practitioners interested in implementing a virtual program utilizing a flipped advisingmodel should carefully consider what information is most important to share with incomingstudents. This information should be clearly communicated via the Modules but also must bereiterated through live sessions. For example, our team facilitated a Q&A session with studentsin order to emphasize

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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.

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

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2021 First-Year Engineering Experience

Authors

Debjani Sarkar

understood the style rules of writing. They concentrated on the content, while LaTeXtook care of formatting and composing the document, which is its added advantage. Thisassignment was assessed by me in a traditional classroom setting and is a significant objective ofmy course. I plan to repeat this activity in my subsequent classes.This pedagogical practice can be implemented with first-year engineering students as well. Amajor objective of this workshop is to inspire attendees to encourage first-year engineeringstudents to write lab reports, design projects, resumes, business letters, and other assignments onLaTeX which is more flexible, stable, and versatile than other word processing systems. LaTeXis a powerful and complex tool and getting

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2021 First-Year Engineering Experience

Authors

Constantine Mukasa, Northeastern University

such as Turnitin to detect plagiarism. In this work-in-progress, we present Gradescope as anessential tool in addressing plagiarism concerns in programming coursework. This tool detectscopied work and provides statistical similarity values such that the instructor can take adequatemeasures to address this issue promptly. In future work, we plan to investigate students’perspectives about the tool and its efficacy.Introduction:Even though students are taught to avoid plagiarism at all levels of education, from k-12 tograduate school, higher education instructors still observe and deal with academic misconductsuch as cheating and copying or using another person’s work without permission or credit. Itmay be intentional or non-intention, and its

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2021 First-Year Engineering Experience

Authors

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

Zoom “workshops” that enabled students towork in their teams during class time on the PBL activities. Groupwork submissions from theseworkshops were also graded formatively. The course was well-received by the students [1], [5],[6]. Based on the wins from the online version, the hybrid version (2021) is planned aroundasynchronous lectures and moving the weekly workshops into in-person “discussion” sections.[1] J. Buckley, H. Malladi, A. Trauth, and M. G. Headley, “Novel Hands-on Product Design Module for Online, Large-enrollment FYE Courses,” accepted for publication, ASEE Annual Conference & Exposition 2021.[2] M. Roth and H. Malladi, “Incorporating Life Cycle Assessment in an Introduction to Engineering Course,” presented at the

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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

being featured. The SEL’s also used the departmentsocial media to share and promote events hosted by the department and associated studentorganizations. The department Instagram page saw a steady increase in engagement and thenumber of followers doubled over the course of the year.Focus Groups: During spring quarter, the SEL team organized and facilitated a focus group inresponse to student request with the goal of gaining insight to the non-dominant experience inthe engineering disciplines. The first focus group aimed to learn about the non-male experiencewith the goal of finding ways to better support non-male students (note: results of this focusgroup not yet available). The SEL’s plan to continue this effort in the future. Future focus

Collection

2021 First-Year Engineering Experience

Authors

Carolyn Skurla, Baylor University; Joseph Anthony Donndelinger, Baylor University

Tagged Topics

Diversity

the design experience and recognition of the winning team.Recently, we began providing some teams with tools (i.e., tape measures and scissors) to useduring the design challenge. Anecdotally we observed during the January 2019 event that someteams spent excessive amounts of time using the tools to measure and cut straws while failing tocomplete their structures. Out of curiosity we planned the November 2019 and January 2020 I2Eevents to explore this phenomenon by using half of our ME breakout sessions as Control groups(No Tools) and the other half as Test groups (Tools). Our reported findings include analysis ofdifferences between Control and Test groups in both load bearing capacity and variety of designconcepts. Our null hypothesis was that

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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

her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Shawna Thomas, Texas A&M University Dr. Thomas is an Instructional Assistant Professor in the Department of Computer Science and Engineer- ing at Texas A&M University. She is a member of the Engineering Education Faculty in the Institute for Engineering Education & Innovation at Texas A&M. She enjoys project-based learning and incorporat- ing active learning techniques in all her courses. She received her Ph.D. from Texas A&M University in 2010, focusing on developing robotic motion planning algorithms and applying them to computational biology problems including protein folding

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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

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

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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

arrive on campus for the 5-day program, they committime in their individualized ALEKS plan to improve on concepts they may have forgotten and/orpractice new concepts. Upon completing their initial ALEKS math assessment, ECI students areprovided specialized goals/milestones to achieve over the summer. When they arrive on campus,the students participate in intensive math preparatory sessions led by upper-class students.Additionally, interwoven between the math preparatory sessions are team building and studyskill components. At the end of the program, students retake the proctored ALEKS assessment.Math Preparatory SessionsThere are four math preparatory courses provided during the program: College Algebra, Pre-Calculus, Trigonometry, and Calculus

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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

● Maintenance ● Unsure ● Planning and TestingExample Category - Problem SolvingWhen asked what engineers do for a living, the most common idea among the survey responsesof the sample of first-year engineering students both before and after completing a majorexploration course was that engineers solve problems. Additionally, many students indicatedwhat types of problems engineers solve. Some students also mentioned that engineers buildsolutions to solve problems. These additional details in student responses were used to developseven subcategories for the main Problem Solving category. The frequency and definition foreach Problem Solving subcategory is provided in Table 2.Table 2 – Definitions of the Problem

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2021 First-Year Engineering Experience

Authors

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

fromour pilot semester, which are, admittedly, quite sparse - but suggest rich individual experiencesfrom students and the opportunity for relatively easily executed investment in informalengagements with students in the digital space by teaching assistants and faculty to buildcommunity.Why discord? Considerations, Implementation Plans and Impacts UMD’s Introduction to Engineering Design course is group-oriented and required for allengineering students. The fall’s online variant covering about 480 eligible students, featuredsynchronous lecture 3hrs and 40 per week and an asynchronous environment for teams to work.The learning management system at UMD is Canvas, which in past implementations for studentengagement was limited to email

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2021 First-Year Engineering Experience

Authors

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

workflow for EG109? (Note taking, homework, reading, etc.) • “Absolutely, the Goodnote software is extremely useful in all my classes especially in engineering. Having to draw structures and plans has never been simpler on the ipad. I keep all my notes in Goodnote and barely use paper anymore and it makes college like 100x easier and more portable.” • “Yes, I primarily use it as a replacement for paper saving me time and increasing my organization for homework and note-taking.”A summary of survey results from four semesters is shown in Table 1. This data represents boththe pilot evaluation as well as the full-scale implementation. Since data was collected from thespring 2019 through spring 2021

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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

semester movingto the online education format the students were able to finish the project and submit their finalposters. The goals and objectives of this course are: 1. To develop a basic understanding of the various steps in the design process typically encountered in the field of engineering. 2. To become familiar with several computer-related skills necessary to function as a practical engineer. 3. To develop an understanding of how to attack and solve a poorly defined problem - from the basic literature search, through planning, and to a finished and tested prototype. 4. To develop an awareness of (a) analytical thinking, (b) decision-making skills, (c) communication skills, and (d) the

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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

“Awareness of the Multidisciplinary Nature of Engineering”; 2. Attendance atthe common lecture is a requirement of the course; 3. The common lecture includes a Case Studyfor relevancy and currency; 4. The Case Study illuminates the subjects of human-centered designand empathy as critical components of the engineering profession; 5. The Case Study emphasizesthat interaction between engineering disciplines is commonplace on engineering projects; 6. TheCase Study emphasizes that interaction between technical and non-technical parties iscommonplace on engineering projects.Future work/work-in-progressThe plan for the future is to explore the self-reported student “increase in understanding”responses to the survey and evaluate them through a qualitative

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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

resources of campus but also improve the mathematical readiness ofunder-prepared students is advantageous to this student population.The eight semester degree plans for all engineering and computer science majors at theUniversity of Arkansas assume students will begin their math study in calculus I. However, only70% of our first-year engineering students qualify to enroll in a math course of calculus orhigher, while 20% qualify for precalculus (one math class behind) and 10% for college algebra(two math classes behind). Students’ math placements are determined based on their ACT orSAT math scores, through AP or college credit for a prerequisite course, or through a placementexam offered through the University.In order to improve the math-readiness