Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Todd France, Ohio Northern University; Tena L. Roepke; Karli Katterle; Dua Chaker, University of Colorado Boulder

Tagged Topics

Full Papers

in Engineering Education, pp. 1-26.[7] K. Williams, I. Igel, R. Poveda, V. Kapila, and M. Iskander (2012). “Enriching K-12 Mathematics and Science Education Using LEGOs.” Advances in Engineering Education, pp. 1-28.[8] P. R. Hernandez, R. Bodin, J. W. Elliott, B. Ibrahim, K. E. Rambo-Hernandez, T. W. Chen, and M. A. de Miranda (2014). “Connecting the STEM Dots: Measuring the Effect of an Integrated Engineering Design Integration.” International Journal of Technology and Design Education (24), pp. 107-120.[9] E. McGrath, S. Lowes, P. Lin, and J. Sayres (2009). “Analysis of Middle- and High-School Students’ Learning of Science, Math, and Engineering Concepts Through a LEGO Underwater Robotics Design

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Karen D Alfrey, Indiana University - Purdue University Indianapolis; Jeffrey Watt; Christine Krull, Indiana University - Purdue University Indianapolis

Tagged Topics

Diversity, Full Papers

Paper ID #40621Fostering Success in Introductory Calculus through Peer-Led TeamLearning (PLTL)Dr. Karen D Alfrey, Indiana University - Purdue University Indianapolis Karen Alfrey is a Clinical Associate Professor in Biomedical Engineering and Associate Dean for Un- dergraduate Academic Affairs and Programs in the School of Engineering and Technology at IUPUI. Her interests include strategies for helping engineering students develop strong mathematical and analytical skills as well as fostering equity and belonging in the classroom. She has been a member of ASEE since 2003.Dr. Jeffrey Watt,Christine Krull 14th Annual First

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Nathan Delson, University of California at San Diego; Huihui Qi, University of California, San Diego; Lelli Van Den Einde, University of California, San Diego

Tagged Topics

Full Papers

classrooms and developing K-16 design-build curriculum in earthquake engineering and spatial vi- sualization. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Full Paper: The Impact of Freehand Sketch Training on Engineering Students' Communication and Spatial Visualization Skills: A Controlled TrialAbstractEngineers often employ freehand sketching to effectively communicate ideas to their peers.Additionally, research has demonstrated that practicing freehand sketching of orthographic andisometric views enhances spatial visualization skills and subsequently improves GPAs inengineering

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Susan E. Walden, University of Oklahoma; Randa L. Shehab, University of Oklahoma; Casey Violette Haskins, University of Oklahoma; Brian M McSkimming, University of Oklahoma; Jahnavi Dirisina, The University of Oklahoma; Jude A. Okolie, University of Oklahoma; Javeed Kittur, The University of Oklahoma; Allison Quiroga, University of Oklahoma

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Full Papers

, or engineering courses could extend a student's degreetime beyond an additional year. These hurdles lower retention rates for students starting in earliermath class even more. Under these circumstances, we consider community and general academicskill building as essential elements of the Catalyst program.Math CatalystStudents will take a Math Catalyst course concurrently with their math classes through calculusone. Their needs in these courses are seen as two-fold. Primarily, Catalyst Scholars are buildingand reinforcing math and problem-solving skills, engineering identity, and emotional wellbeingin their transition to college-level mathematics and other STEM environments. Additionally,students in Math Catalyst might like to receive a good

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Madeline Fisher, Ohio Northern University ; Evan Budnik, Ohio Northern University ; Brady Harmon; Lauren H. Logan, Ohio Northern University

-level courses. LCA is amindset and tool via which students can add a quantitative aspect (e.g., carbon footprint) to theirdesign choices [2], including seemingly qualitative decisions. Furthermore, students might not beaware of the applications, tools, or contexts surrounding environmentally-minded design [3]. Toaddress the need for more sustainability in engineering education, we developed a new LCAmodule for our first-year engineering program at Ohio Northern University. We want ourstudents to develop a big-picture understanding about everything that happens during the designprocess. Through our module, students are encouraged to think holistically about engineering.LCA module development and classroom dissemination Within Ohio

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Howard L Richards, School of Engineering, University of Central Oklahoma

or more memory-efficient execution, and/or for more readable code [16], [17]. For example, a programmer usingassembly language must specify where in memory a variable is stored; even in early languageslike FORTRAN 66, that task was handled by the compiler. Similarly, in C and older versions ofFORTRAN, even something as simple as copying one array into another required setting up aloop to iterate through the elements in a specific order, but newer languages like Python oftenallow the interpreter or compiler to choose the most efficient order of operations. For a finalexample, programmers today do not have to write their own functions to evaluate the specialfunctions that often arise in physics and engineering; high-quality, free, open-source

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Joseph B Herzog, University of Indianapolis; Joan Matutes, University of Indianapolis; Shelby Hacker; Stephen J Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis

attend events that have no direct impact on their grade whether they attend or not. We hopethis novel social focus brings additional gain to our students and program, beyond a purelyacademic focus. Figure 1. Mentor Evaluation Graph: Likelihood of mentees to continue with the peer mentor program vs. Anumerical Score (average attendance * number of events planned.) Figure 2. Event Analysis: Average attendance for each event type for all groups and high ranked groups (those with more events and higher attendance than average)References[1] American Society for Engineering Education. (2016). Engineering by the Numbers: ASEERetention and Time-to-Graduation Benchmarks for Undergraduate Engineering Schools,Departments and Programs. Washington, DC