Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

William C. Oakes, Purdue University at West Lafayette (COE); Srinivas Mohan Dustker, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, Full Papers

createcohorts of students in the form of learning communities. Students are placed into classes ingroups with other engineering students and take one or more classes together. In some cases thestudents may also live together and participate in outside of class activities with other studentsand instructors. These approaches have shown benefits for retention and learning [2].Pedagogical approaches can also help attract and retain diverse students. One such approach thatinvolves students in meaningful experiences include community engaged learning, which hasalso been called service-learning, community-based learning and civically engaged learning.Community-engaged learning integrates work that meet the needs of an underserved segment ofsociety and/or

Conference Session

Technical Session S2C

Collection

2022 First-Year Engineering Experience

Authors

William C. Oakes, Purdue University at West Lafayette (COE)

Tagged Topics

Workshops

technical knowledgeas well as the broad set of professional skills needed to succeed in today’s global economy.Efficient, high impact approaches are needed to create efficiencies in the curriculum.Experiential learning is one approach that allows students to develop disciplinary andprofessional skills and can help students transition into professional practice more effectively.Community-engaged learning is a form of experiential education that brings the added benefitsof impact to the broader community. Community-engaged learning, also called service-learning,integrates work within an underserved area of society with academic content. Needs within thelocal or global community are addressed by learning and applying academic content within acourse or

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Susan L. Amato-Henderson, Michigan Technological University; Jon Sticklen, Michigan Technological University

Tagged Topics

Full Papers

Towards the Use of the MUSIC Inventory for Measuring Engineering Student Empowerment Abstract One of the "Grand Challenges in Engineering Education" is to engage students in their own learning. According to a past president of the National Academy of Engineering, engineering education must focus on the environment in which students learn. While the content is changing at a fantastic pace, facilitating a learning environment that fosters student ideas, inspiration, and empowerment is critical. We need students who are technically and creatively able to solve the challenges of tomorrow. The MUSIC Model of Academic Motivation was developed to help instructors apply motivation research to the design of

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Elizabeth A. Powell, Tennessee Technological University; Harry T Ingle Jr., Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University

Tagged Topics

Works In Progress

Paper ID #36365WIP: Eagle ExCEL-Engineers Connect, Engage, and Learn: An At-RiskAdvising ProgramDr. Elizabeth A. Powell, Tennessee Technological University Dr. Beth Powell has a doctorate in Rhetoric and Composition from the University of Louisville. Her research is in engineering communication, and she works as the Assistant Director for the College of Engineering Student Success Center at Tennessee Tech University.Mr. Harry T Ingle Jr., Tennessee Technological University Harry Ingle, Jr., a Nashville native, graduated from Tennessee Technological University with his B.S. in Business Administration and Masters of Arts in

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Charles E. Pierce, University of South Carolina

Tagged Topics

Full Papers

institutions. One reason for implementing a journal was to personalize the course for this25%, including older students who often feel disinterested or out of place in a 100-level course.Reflective journaling was constructed on three core principles. Students should (1) considertheir own expectations for personal learning in courses; (2) practice establishing and monitoringacademic, personal, and/or professional goals; and (3) engage in honest self-reflection that isshared with their instructor. The journal tool in Blackboard provides a private communicationspace between student and instructor. Having appropriate and meaningful prompts is critical forguiding students on what to write about. Prompts are designed to accommodate students atvarious points

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

James R McCusker PhD, Wentworth Institute of Technology; Christopher John Brigham, Wentworth Institute of Technology; Afsaneh Ghanavati, Wentworth Institute of Technology

Tagged Topics

Full Papers

lost time and tuition fees since leaving the engineering field costs studentsapproximately $500k over the course of their careers [4].Factors that contribute to students leaving engineering programs include lack of belonging, quality ofadvising and instruction, and performance in first-year courses. Research shows that a lack of sense ofbelonging is one of the biggest reasons a student leaves engineering [5]. In addition, the quality of advisingand course instruction has a significant impact on student persistence in an engineering program [6,7].Students’ persistence can be greatly improved if there is a culture of collaboration in their academicenvironment [8]. It has been shown that fostering a community environment, both in and out of

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman

Tagged Topics

Diversity, Works In Progress

reportprovides a review of retention programs like Bridge programs [17], peer mentoring [18], [19],and learning centers [20], highlighting their impact on persistence in engineering and computing.These efforts show robust programs supporting student integration, engagement and socializationinto engineering and computing academic communities are necessary. However, widening accessto these majors requires understanding how to nuance retention programming to serve AUPstudent populations which also include a higher percentage of underrepresented groups in theirnumbers. Gathering new perspectives contributes to creating dynamic programs which contributeto retaining diverse populations. Re-envisioning how theory is used is critical to this effort

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Surupa Shaw, Texas A&M University

Tagged Topics

Full Papers

] outlined the essential requirement of the application-based projects in complex tasksand learnings, as it requires scaffolding to help students engage in sense-making, managing their investigation& problem-solving processes, and encouraging them to articulate their thinking, while reflecting on theirlearning. However, a completely different perspective in terms of fighting social stigmatization amongstudents, using application-based projects was presented by K. Koutrouba et al. [6]. They held the application-based projects responsible for the successful acquisition of skills such as persistence, willingness,cooperativeness, creativity and self-starters, while the student’s personal experiences, traits, needs, interestsand objectives were

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Jessica Martin, Baylor University; Jana Roste, Baylor University; Austin T. Smith, Baylor University; Shane Michael Meyer, Baylor University; Emma G Cartisano, Baylor University; Emily Sandvall, Baylor University; Andrea Pouso Morales, Baylor University

Tagged Topics

Diversity, Full Papers

student success programs provide the opportunity.LimitationsA few study limitations warrant consideration. First, this study was conducted amidst theCOVID-19 pandemic, with obvious impacts on student involvement. Second, this studyexamined involvement in first and second-year students; their involvement patterns may stillchange going forward. Third, defining SES is difficult [5] and the institution’s definition of “lowincome” for participation in ECS was unclear. Thus, findings may not be generalizable to otherlow socioeconomic status (SES) STEM students. Similarly, each participant received ascholarship, possibly buffering the salience of low-SES identity—resonating with the findings of[6]. Student perceptions and experiences of involvement

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

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

Tagged Topics

Full Papers

inspection reveals a body of work that includes thought leadership, collegialconversation, and critical analysis of the impacts of the pandemic on all areas and concernstypically considered in the engineering education community. Scholars have documented andexplored emergency remote teaching (ERT) and the implications to or impacts on acceptedteaching pedagogies and teaching modalities, student learning and self-efficacy beliefs,challenges and opportunities with hands-on learning, and the systemic challenges related toinclusivity, equity, access, and engagement in engineering higher education. The enormity of theimpact of the pandemic is underscored by the language of the pandemic ERT literatureincorporating terms like disruption, survival, and

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Kelly Salyards P.E., Bucknell University; Benjamin B Wheatley, Bucknell University; Katsuyuki Wakabayashi, Bucknell University

Tagged Topics

Full Papers

was not the focus oflessons or discussions. Rather, the course emphasized one single identity as an engineer, andstudents undertook the same assignments, deliverables, and goals regardless of declared major.The course provided a uniform opportunity for students to equitably thrive in the comfort of thefirst-year engineering community. For the faculty, the uniformity and normalization of coursematerials ensured that the faculty members spoke to students using the same engineeringlanguage, and the project-based format allowed the faculty to actively engage with and teach thestudents without prioritizing individual disciplinary obligations.Student course evaluations highlighted “hands-on” and “open-ended” nature as reasons for deepstudent

Conference Session

Technical Session M5A

Collection

2022 First-Year Engineering Experience

Authors

Sean P Brophy, Purdue University at West Lafayette (COE); John H Cole, Purdue University; Srinivas Mohan Dustker, Purdue University at West Lafayette (COE); William C. Oakes, Purdue University at West Lafayette (COE); Carla B. Zoltowski, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, Full Papers

teams. The Engineering Projects in Community Service (EPICS)program engages students in community-based design teams for one or two credits per semester.The other program, Vertically Integrated Projects (VIP), engages students in researchexperiences, industry sponsored projects and competition-based projects, also can be taken forone or two credits. In this pathway, the design and teamwork aspects of the introductoryengineering courses are developed within the EPICS or VIP courses as students participate overtwo semesters but do not formally address the computation foundation. The computationrequirements are assessed as part of ENGR 133 course. Figure 1. Pathways to meet first-year engineering credits at Purdue UniversityTheoretical