Collection

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

Authors

Darren K Maczka, University of Tennessee at Knoxville; Erin J. McCave, University of Tennessee at Knoxville

CourseIntroductionThere has been much interest in supporting the development of computational thinking skills inengineering students. Computational thinking (CT) supports both general problem solving as wellas computer programming. This work-in-progress paper describes efforts to develop a newtwo-course sequence that combines an introduction to engineering physics with computation andmodeling. These courses were developed to support students who entered not calculus ready intheir first semester. Retention rates for these students were significantly lower than calculus readystudents, with 40% of these students never reaching their first engineering course. Evidence thatintegrated curricula lead to strengthened learning outcomes was a significant motivator in

Conference Session

S6A: Full Papers - Out with the Old, In with the New

Collection

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

Authors

Joshua Eron Stone, University of Maryland - A. James Clark School of Engineering - Keystone Program; Forrest Milner; Sophie Roberts-Weigert

Tagged Topics

Full Papers

Paper ID #40631Full Paper: Introducing Machine Learning to First Year EngineeringStudentsJoshua Eron Stone, University of Maryland - A. James Clark School of Engineering - Keystone Program Laboratory Teaching Assistant for the University of Maryland’s flagship introduction to engineering course, and undergraduate Computer Engineering student.Mr. Forrest Milner Undergraduate Engineering Student at the University of Maryland, College Park. A. James Clark School of Engineering. Interested in projects relating to electronics and batteries, which you can check out on my website, forrestfire0.github.io.Sophie Roberts-Weigert

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

freshmen vs continuingstudents, and status as a first-generation student. Our first cohort (entering Fall 2019) met thesetargets; but due to impacts of COVID, our second cohort (entering Fall 2020) ended up beingboth smaller and less diverse, with a much smaller proportion of UC students [8].Incorporating Peer-Led Team Learning in Calculus 1 RecitationsMATH 16500 Analytical Geometry & Calculus 1, the introductory calculus course required forEngineering, Computer Science, and Mathematics students, includes an optional recitationcomponent. Standard recitations meet weekly for 75 minutes and build on material from thelectures with a combination of group activities (in about 1/3 of the weekly sessions) and workingproblems from the current chapter

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

Authors

Lee Kemp Rynearson, Campbell University

ofthe importance for engineers of the ability to learn new information as needed, and methods fordoing so. After the class students write and peer-review reflections on this topic and makewritten plans to develop lifelong learning capabilities while earning their undergraduate degree.The examples and supporting images used at Campbell University cover a range of technologiessuch as grocery barcode scanners and disposable razors and some notable historical events thatstudents are likely to be familiar with. Computer technologies make powerful examples due tothe rapid growth in their performance over time, but examples could be tailored to many fieldswith careful choices.The presentation of this activity may be useful to FYEE attendees as

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Djedjiga Belfadel, Fairfield University; Isaac Macwan, Fairfield University; John F Drazan, Fairfield University

Tagged Topics

Full Papers

process. Topics include professional skills such astechnical writing and presentation, guidelines for professional engineering practice, and careerpreparation that involve an engineering approach to problem-solving with an emphasis on teamwork, oraland written communication, creativity, coding, and computer-aided design tools.The final term design project is redesigned to provide a service-learning experience to build confidence inthe first-year students allowing them to practice their communication skills in an environment in whichthey can also serve as role models and mentors to visiting local middle school students. Through theformation of teams dedicated to the design process, students learn the systematic approach to problem-solving and gain

Conference Session

S6A: Full Papers - Out with the Old, In with the New

Collection

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

Authors

Muzammil Arshad, Texas A&M University; Mamoona Muzammil, University of Texas Rio Grande Valley

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Full Papers

Paper ID #40587Full Paper: Implementation of Course Structure in STEM Courses forStudent Motivation and Learning, and Lab InnovationDr. Muzammil Arshad, Texas A&M University Dr. Muzammil Arshad earned his PhD in Mechanical Engineering and Master of Science in Aerospace Engineering from Florida Institute of Technology, and his Bachelor of Science in Mechanical Engineering from University of Engineering & Technology, Pakistan. Dr. Arshad is presently teaching at Texas A&M University as Associate Professor.Dr. Mamoona Muzammil, University of Texas Rio Grande Valley Dr. Mamoona Muzammil earned her PhD in Chemistry

Conference Session

S4C: Workshop VIII

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

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology; Marcia Pool, University of Illinois at Urbana - Champaign; John T. Hird, West Virginia University Institute of Technology; Aida Jimenez, West Virginia University Institute of Technology

Tagged Topics

Workshops

understanding of the connection between foundational coursework(basic math, science, and biology) and future engineering careers. We have developed examplesthat instructors may use to show students the connection and hopefully retain their interest inpursuing engineering.Structure of the WorkshopThe workshop will introduce background on basic math, science, and computer science; theimportance of learning skills in these areas; specific examples; and hints and tips for adaptingthis process to other courses. The facilitators believe in active learning techniques and will askattendees to work in groups to review the examples and discuss/design their own examples.During this workshop, attendees will be introduced to a variety of examples targeted at the

Conference Session

S5B: Workshop X

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

Authors

Rachel McCord Ellestad, University of Tennessee at Knoxville; Kevin Kit, University of Tennessee at Knoxville; Richard M. Bennett P.E., University of Tennessee at Knoxville; Erin McCave, University of Tennessee at Knoxville; Andrey A. Puretskiy, University of Tennessee, Knoxville

Tagged Topics

Workshops

pedagogy to allow for more active learning and support duringclass time. While there are many benefits to the use of flipped classrooms in engineering courses,there are many challenges associated to the implementation and sustainability of this approach.Additionally, first year educators may be hesitant to transition their courses to a flippedclassroom model due to fears that students may not be ready for such a dramatic shift inclassroom approach.The Engineering Fundamentals Program in the Tickle College of Engineering at the Universityof Tennessee Knoxville is a common, student success-based first year program that teachesengineering physics, introduction to computer programming, design, teamwork andcommunication to over 1000 students per

Conference Session

S1B: Workshop II

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

Authors

Joshua Fagan, University of Tennessee at Knoxville; Amy Katherine Biegalski PE, University of Tennessee at Knoxville

Tagged Topics

Workshops

engineering concepts.Participants learn how to implement the workshop leaders’ open source toolbox with raspberrypi controlled Sphero RVR robots, allowing instructors and students to program highlycustomizable robots with MATLAB.The workshop leaders developed a toolbox that implements ROS as a bridge between Pythonrunning on a Sphero RVR’s Raspberry Pi and MATLAB running on a student’s computer. Withthis toolbox, the ROS and Python communications are hidden from the user/student, ensuringbeginners in programming are not burdened by extraneous details and complications. Thisimplementation of MATLAB controlled Sphero RVR’s may be a good fit for other classroomsand institutions; the chassis is commercially available and relatively inexpensive, and the

Collection

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

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Benjamin Goldschneider, University of Virginia

engineering and Russian language. She is also a registered Professional Engineer in Colorado.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fun- damental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held

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

Authors

Evelyn Walters, Temple University; Cory Budischak, Temple University; Shawn Fagan, Temple University

Department of Electrical and Computer Engineering. He has also taught a course ”Electric Vehicles and the Grid” at the University of Delaware. He employs innovative instructional methods such as problem based learning, flipping the classroom, and teaching through interactive games. He finds it rewarding to reach students with these methods who may not have been reached by traditional lectures. His research focuses on the transition to 100% renewable energy and effective engineering instruction/support using problem based learning, flipped classroom approaches, design thinking, and co-curricular supports such as mentoring. His main research focuses on two research questions: 1) What would our energy system look like if

Collection

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

Authors

Laura Albrant, Michigan Technological University; Pradnya Pendse; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Jon Sticklen, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University

Paper ID #40605WIP: MATLAB WebTA, Enhancing the bigger picture through human fac-tors.Laura Albrant, Michigan Technological UniversityPradnya PendseDr. Laura E Brown, Michigan Technological UniversityDr. Leo C. Ureel II, Michigan Technological University Leo C. Ureel II is an Assistant Professor in Computer Science and in Cognitive and Learning Sciences at Michigan Technological University. He has worked extensively in the field of educational software de- velopment. His research interests include intelligent learning environments, computer science education, and Artificial IntelligenceDr. Jon Sticklen, Michigan Technological

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

Authors

Gloria Ma, Wentworth Institute of Technology; Abhishek Kumar, Wentworth Institute of Technology; John Peter Voccio

, experimental design, measurementtechniques, design synthesis, computer-aided design (CAD), algorithmic thinking, simulation,and technical reporting. The objective is to equip students with practical knowledge in utilizingand applying modern engineering tools and techniques necessary for engineering practicethrough hands-on laboratory experiments. To achieve this objective, students are required toundertake a research project where they read a technical paper and replicate a portion of the workusing the tools they have learned in the course.There is existing literature that explores the incorporation of published primary/technical papersinto undergraduate education across various disciplines [2]~[6], and all have shown positiveimpacts on student

Conference Session

S4B: Workshop VII

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

Authors

Kevin Calabro, University of Maryland, College Park; Stacy S Klein-Gardner, Vanderbilt University; Susan E. Walden, University of Oklahoma; Kenneth Reid, University of Indianapolis; Medha Dalal, Arizona State University; Petronella A James, Morgan State University

Tagged Topics

Workshops

the co-PI and co-Director of the Youth Engineering Solutions (YES) Middle School project focusing on engineering and computational thinking. Dr. Klein-Gardner is a Fellow of ASEE.Dr. Susan E. Walden, University of Oklahoma Dr. Susan E. Walden is the Executive Director of Engineering Pathways at the Univ. of Oklahoma. She leads outreach, recruiting, first-year engineering, and several retention programs in the Gallogly College of Engineering.Dr. Kenneth Reid, University of Indianapolis Kenneth Reid is the Associate Dean and Director of the R.B. Annis School of Engineering at the Univer- sity of Indianapolis and an affiliate Associate Professor in Engineering Education at Virginia Tech. He is active in engineering

Collection

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

Authors

Xinyu Zhang Ph.D, P.E., West Virginia University; Li Wang; Lynette Michaluk, West Virginia University; Robin A.M. Hensel, West Virginia University; Isabel Perez, West Virginia University; Clayton Scott Hammond, West Virginia University; Ian Bush; Ryan George Cao

Tagged Topics

Diversity

participation in engineering and advanced technologies for STEM education, engineering entrepreneur- ship, environmental engineering, and sustainable biomanufacturing. She started to lead a summer bridge program for incoming first-year engineering students called Academy of Engineering Success (AcES) in 2021.Li WangLynette Michaluk, West Virginia University is a social sciences researcher at the West Virginia University Center for Excellence in STEM Educa- tion. Her research interests include broadening access to and participation in STEM. She is Co-PI of the National Science Foundation KY-WV Louis Stokes Alliance for Minority Participation and Research Sci- entist for Secure and Upgrade Computer Science in Classrooms

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

Tagged Topics

Full Papers

and later adaptations such as the Washington STARSinvite participation by students who are highly motivated for an engineering degree yet had lessaccess to STEM curriculum than their peers or who identify in communities underrepresented inengineering or computing. The programs are modeled on athletic "redshirt" seasons where anincoming athlete has high motivation and potential, while needing additional strength or skilldevelopment. These developmental year programs focus on building supportive faculty- andpeer-mentored cohorts; strong math, science, and academic skill foundations; and self-management and leadership competencies [2].About seven years ago, we learned of University of Maryland-College Park FIRE, the First-YearInnovation and

Conference Session

S6A: Full Papers - Out with the Old, In with the New

Collection

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

Authors

Kevin Calabro, University of Maryland, College Park; Catherine Marie Hamel, University of Maryland, College Park; Joshua Cocker, University of Maryland - Keystone Program

Tagged Topics

Full Papers

University of Maryland. He teaches students in courses centered around engineering design, design thinking, total quality management, making, and thermodynamics. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Full Paper: Exploring the Impact of ChatGPT on a First-Year Engineering Design CourseIn this full paper we present findings from an exploratory study conducted to better understandthe impact of ChatGPT on the teaching, assessment, learning, and development of designsolutions within a first-year engineering design course (ENES100: Introduction to EngineeringDesign) at the University

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

Authors

Alex Maley Landon, University of Houston

Tennessee in Knoxville, Tennessee Jul 30GIFTS: Metacognition reflection notecard - A 5-minute daily class activity to driveself-efficacy, classroom engagement, and communityIn the last five minutes of my first-year engineering class sessions, I hand out notecards and askeach student to write their responses to three simple but powerful questions:Question 1: What's the most important concept you learned today that you want to remember?Question 2: Is anything unclear to you after today's class? Are there any outstanding questionsstill on your mind?Question 3: What is one song you'd like to be added to our class playlist? Include your name ifyou want credit for your song choice.I review student responses at the

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

[21], manymath curricula emphasize computations with “a set routine with no room for ingenuity” (e.g.,memorizing steps to solve standardized test problems) at the expense of true understanding.This penchant for focusing on discrete procedural steps is further confirmed in separate studiesby Moye et al. [22,23]. While more than 90% of surveyed teachers supported active learningstrategies (e.g., using manipulatives, working in groups through complex problems, and peer-teaching, all of which strongly align with SMPs), middle and high school math teachers reportedthe lowest levels of facilitating active learning environments (~37% and ~27%, respectively) ofall subjects. These teachers instead often rely on traditional instructor-centered

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Gretchen Scroggin, University of Arkansas

Tagged Topics

Full Papers

, Tennessee Jul 30 Full Paper: Incorporating Academic Coaching in First-Year Engineering Program to Support Student Success and PersistenceAbstractThe First-Year Engineering Program (FEP) was designed to deliver foundational knowledge ofengineering studies, to provide proactive support for all new freshmen entering the College ofEngineering and to help the College’s efforts to increase retention and graduation rates. Whilethe addition of FEP in College of Engineering in 2007 boosted retention rates significantly, therate has been fluctuating around 71-72% in recent years. As a part of continual development,FEP added academic coaching to its services in 2018 to better equip our students for academicstruggles outside of learning course

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Robin A.M. Hensel, West Virginia University; Susie Huggins, West Virginia University

Tagged Topics

Diversity, Full Papers

Paper ID #40608Full Paper: Engendering Engineering Inclusion through an InteractiveTheatre SketchDr. Robin A.M. Hensel, West Virginia University Robin A. M. Hensel, Ed.D., is a Teaching Professor in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University and an ASEE Fellow Member. As a mathematician and computer systems analyst, she collaborated in engineering teams to support energy research before entering higher education where she taught mathematics, statistics, computer science, and engineering courses, secured over $5.5M to support STEM education research, led program

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

Authors

Erin J. McCave, University of Tennessee at Knoxville; Darren K Maczka, University of Tennessee at Knoxville

classroom, we are using quantitative and qualitative research methods.MethodsCourse Context & Participants: Each course of the two-course sequence is taught five days aweek with three 50-minute lecture sessions on Monday, Wednesday, and Friday and then two75-minute lab sessions on Tuesday and Thursday. The courses are delivered in a flippedclassroom model where students read the learning content and watch videos in preparation forproblem-solving sessions during the lecture sessions. As both physics and computationalmodeling content is covered along with well-being and student success interventions, the twocourses have been structured to have physics content for Monday with a corresponding lab onTuesday, then computational modeling content for

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

Education an educational software company focused on teaching sketching and spatial visualization skills.Dr. Huihui Qi, University of California, San Diego Dr.Huihui Qi is a Teaching Assistant Professor at the University of California, San Diego.Dr. Lelli Van Den Einde, University of California, San Diego Van Den Einde is a Teaching Professor in Structural Engineering at UC San Diego and the President of eGrove Education, Inc. She incorporates education innovations into courses (Peer Instruction, Project- based learning), prepares next generation faculty, advises student organizations, and is committed to fos- tering a supportive environment for diverse students. Her research focuses on engagement strategies for large

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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

beyhond.Shelby HackerDr. Stephen J Spicklemire, University of Indianapolis Has been teaching physics at UIndy for more than 35 years. From the implementation of ”flipped” physics class to the modernization of scientific computing and laboratory instrumentation courses, Steve has brought the strengths of his background in physics, engineering and computer science into the classroom. Steve also does IT and engineering consulting.Dr. Kenneth Reid, University of Indianapolis Kenneth Reid is the Associate Dean and Director of the R.B. Annis School of Engineering at the Univer- sity of Indianapolis and an affiliate Associate Professor in Engineering Education at Virginia Tech. He is active in engineering within K-12, serving on the

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

Authors

Dan Burleson, University of Houston

students. Approximately 700 students take the second-semester course, Introductionto Computing and Problem-Solving, annually across fourteen sections. Course deliveries rangefrom face-to-face, online synchronous, hyflex, and hybrid. Students learn to problem-solveusing MATLAB©. Additionally, the successful implementation of auto-graded assignmentsthrough an integrated Zybooks© and MATLAB© Grader environment provides real-timefeedback for students and supports a mastery-based assessment approach to learning weeklycontent. Because of a significant support structure integrated into the course by undergraduateteaching assistants (UTA), additional student success workshops had not been needed. However,in response to a significant drop in student

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

Authors

Haritha Malladi, University of Delaware

of engineering, net zero objectives, and the information theygleaned from reading the news articles. Informal feedback from students on the climate changemodule has been positive. The author intends to continue developing this module and assesslearning outcomes in future semesters. The author acknowledges the UD Gerard J. MangoneClimate Change Science & Policy Hub Faculty Course Development Grant in supporting thedevelopment of this climate change module in Introduction to Engineering.References[1] H. Malladi, A. Trauth, J. Enszer, M. G. Headley, and J. Buckley, “Transforming a Large Lecture FYE Course Structure into Virtual Collaborative Learning,” presented at the 2021 ASEE Annual Conference & Exposition, Virtual Conference

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Katherine A Grover, Utah State University; Kristina T Glaittli, Utah State University; Christian R. Bolander, Utah State University Department of Engineering Education ; Thomas H Fronk, Utah State University

Tagged Topics

Full Papers

New Biological 2.5 3.0 NA 24 17 23 Civil 2.5 3.0 NA 24 17 23 Computer 2.5 2.7 27 27 17 19 Electrical 2.5 2.7 27 27 17 19 Environmental 2.5 3.0 NA 24 17 23 Mechanical 3.0 3.5 27 25 23 24The biological, civil, and environmental engineering programs raised the HS GPA and the ACTcomposite score requirement. Additionally, they created an ACT math minimum requirement of24 where none had existed previously. The mechanical engineering program, due to the largenumber of students seeking the degree, chose to raise the HS GPA to