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

Collection

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

Authors

Dan Burleson, University of Houston

address the equitability of peer-facilitated workshops by developing a virtual(asynchronous), open-access workshop experience.Additionally, students continue to have a reliance on virtual material to support their learningprocess which provides the flexibility and access to support various student schedules and needs[4]. Students have benefited from various material deliveries and have a higher level of fluencywith such support compared to previous student cohorts. However, asynchronous videostypically are rigid in the material they cover and not interactive. They rarely provideopportunities for engagement and community building that is foundational to peer-facilitatedworkshops [3]. Hence, this work seeks to develop asynchronous material that can

Collection

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

Authors

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

field and advice on how to be successful in their early careers.ResultsIn the first iteration of this intervention, as part of Stage 3, students were only asked to completean informational interview with a working professional. Following their interviews, an in-classdiscussion was facilitated with PollEverywhere. Students were prompted to share advice thattheir interviewee provided. One major message students received was the power of having awell-developed professional network: • “make connections and always try to keep learning something new” • “go to as many career fairs as possible so you can build your network” • “Networking and communication is SUPER important, start building your tree of contacts early” • “build

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

activity. During the on-campus events, the room was quiet; students paid attention andappeared to be mentally engaged with the performance. Students were very willing to participateon-stage to intervene in the team dynamics. Even those students who remained in a passive roleand did not volunteer to try to implement an improvement strategy on stage appeared to beimpacted by what they observed. While the implementation of the theatre sketch was modifiedfor an online environment, the impactful nature of this intervention appeared to remain intact, asreflected in students’ responses in the Q&A feature, and the questions they asked the characters.Future plansThe online implementation has been retained, currently, because of the scheduling

Conference Session

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

Collection

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

Authors

Derin Ural, University of Miami

Tagged Topics

Full Papers

the close interactions between students and faculty extremely helpful,especially having a faculty mentor. I have learned a lot from these [interactions]. I also enjoy the"doing" aspect of the program. I learn much more effectively by doing, and the hands-on designchallenges [that] are perfect for this.”The impact of these new programs is rigorously assessed through the administration of theNational Survey for Student Engagement, providing valuable insights into the effectiveness ofthe initiatives. The findings from these assessments inform enhancements and modifications tocontinually improve engineering student engagement and success. The NSSE is routinelyadministered for first year students and senior’s institution-wide, every four years

Collection

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

Authors

Dan Burleson, University of Houston; Janice Quiroz Perez, University of Houston

career ambassadors led twofirst-year-specific resume workshops early in the semester to build confidence and developresumes that could be used for participation in career fairs and networking events. Using an MSTeams virtual student community for the course, student career ambassadors sent out remindersfor career fairs and announcements for upcoming engagement activities.Evaluation MethodThe program is evaluated through an end-of-semester quantitative tool that informsprogrammatic implementation. Qualitative data, such as student feedback and reflections, arecollected to assess the impact of the program on students' career engagement and professionaldevelopment. The tool and procedure for this effort are ongoing and will be completed over

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

efforts, outcomes, and student responses received by introducing ML tofirst-year engineering students in ENES100.PilotDuring the spring 2023 semester, a machine learning curriculum was piloted to three sections,totaling 120 students in ENES100. The goal was to determine the most effective way toimplement ML in ENES100. The team decided that the integration of hands-on, interactivemachine learning projects would be the most beneficial approach. Huang used a project basedlearning (PBL) paradigm when designing a machine learning module for first-year students atLoyola Marymount University because PBL has been shown to positively impact studentengagement, motivation, and self-efficacy [2]. Since ENES100 already follows a project basedapproach

Collection

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

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Miosotis Hernandez, New Jersey Institute of Technology; Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

Tagged Topics

Diversity

Lecture) engineering methods. ● Students will recognize the impact of bias and discrimination on engineering outcomes and be encouraged to actively contribute to a more inclusive and equitable engineering field. ● They will engage in DEIB Initiatives and Advocacy and learn how DEIB enhances innovation, collaboration, and social impact in the engineering field and the impact of DEIB on Engineering Innovation and Problem-Solving. Engineering ● This activity will promote collaboration, research skills, and communication abilities. Disciplines Emphasize the importance of peer learning

Collection

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

Authors

Lee Kemp Rynearson, Campbell University

: Lifelong Learning in Perspective – An Activity for Student Understanding of an Engineer’s Need to Acquire and Apply New KnowledgeThis Great Ideas for Teaching, and Talking with, Students (GIFTS) paper outlines an activity tobring students to the realization (consistent with ABET criterion 7) that engineers will need toacquire and apply new knowledge throughout their careers [1]. Enhancing motivation tounderstand and apply methods for lifelong learning is likely to increase the impact of instructionon lifelong learning methods [2]. This activity is delivered in a first-year seminar at CampbellUniversity, but it could be useful anywhere a similar effect is desired. The seminar meets once aweek for eighty minutes and has learning outcomes in student

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

% In addition to looking at high school performance, % of Students who freshmen success was analyzed based on student 36.6% math readiness. Math preparation was defined by Graduated the first math course the student registered for at 14.3% the university. Of the different factors that affect graduation, math readiness was found to have the largest impact on student

Collection

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

Authors

Lizzie Santiago, West Virginia University; Michael Keith Brewster, West Virginia University; Daniel Augusto Kestering, West Virginia University; Kelly Stewart

our first-year seminar instructors whoworked with students, provided feedback, and helped students refine their ideas into suitableproducts.ReferencesClavijo, Sandra Furnbach, Matthew Wade, and Kishore Pochiraju. "Insights about an academicelevator pitch competition in undergraduate engineering curricula." 2020 ASEE Virtual AnnualConference Content Access. 2020.Erdil, Nadiye O., et al. "Impact of integrated e-learning modules in developing an entrepreneurialmindset based on deployment at 25 institutions." 2017 ASEE Annual Conference & Exposition.2017.Margherita, Alessandro, and David Verrill. "Elevator Pitch Assessment Model: ASystematization of Dimensions in Technology Entrepreneurship Presentations." IEEETransactions on Professional

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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

appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech, Lecturer at the Department of Engineering Education at The Ohio State University, and Assistant Professor at the Department of Inte- grated Engineering at Minnesota State University, Mankato. She holds a Ph.D. in Engineering Education from Virginia Tech.Dr. Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University Dr. Ben Chambers is an Assistant Collegiate Professor in the Department of Engineering Education at Virginia Tech, and Director of the Frith First Year Makers

Collection

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

Authors

Victoria Bill, New York University Tandon School of Engineering; Rui Li, New York University; Jack Bringardner, Colorado School of Mines; Ingrid Paredes, New York University Tandon School of Engineering

a growing emphasis on the development of professional skills for engineeringstudents [1]. ABET, the National Association of College and Employers (NACE), and theNational Academy of Engineering (NAE) all indicate the importance of teamwork,communication, problem-solving and critical thinking, project management skills, and ethicalimpact [2, 3].Many students develop teamwork and communication skills in the first-year engineering coursethrough hands-on, team-based semester long design projects [4]. However, several aspects ofprofessional development, including career development and project documentation for careerdevelopment, could still be further supported in the first-year. While more engineering schoolsare offering professional

Conference Session

S1B: Workshop II

Collection

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

Conference Session

S4B: Workshop VII

Collection

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

, and inclusive engineering degree programs and workforces will find this session ofinterest.Background on e4usaEngineering for US All is leading the charge in opening up the world of engineering to a newgeneration of students and educators. As an NSF-funded high school engineering program, ourcore mission is to increase student and teacher access to engineering nationwide, with a focus onreaching populations that have been traditionally underrepresented in the field. With over 6,000students to date, e4usa is making a significant impact on the future of engineering.Our students explore the impact of engineering on society, build professional skills that will servethem well in their future careers, and engage in hands-on design experiences that

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

. Logan, PhDb,ca) Undergraduate student in the Department of Civil and Environmental Engineeringb) Assistant Professor of Civil and Environmental Engineeringc) Ohio Northern University, TJ Smull College of Engineering, Ada, OhioThe motivation for including LCA and sustainability in engineering education Today’s engineers must be aware of environmental impacts as a result of their work [1],with a cradle-to-grave mindset during the design, creation, use, and disposal of products andinfrastructure. Based on a thorough literature review of sustainability in engineering education1,we found that life cycle assessment (LCA) and/or sustainability is often missing across mostengineering disciplines, and/or only taught in specific programs or upper

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

the last 1-3 semesters). Rather than demonstrating how to solveproblems while students passively watch, the mentors engage students in active team-basedproblem-solving activities – typically a mix of foundational and more challenging problems –and offer hints and guidance on approaches rather than direct solutions. Peer Mentors receivetraining in how to guide students through the problem-solving process and help them self-discover the approachess that work best for them. It has been shown to improve grades anddecrease DFW rates in large introductory Chemistry classes [4, 5]. Perhaps more importantly,these gains persist even among students who are less quantitatively prepared than their peers [6]as well as among students from underrepresented