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

in the sketch.Following the online performance, however, the facilitators, like sports analysts, recap thesituation and ask the student audience to comment regarding how they feel. The students respondusing the Zoom Q&A feature to enter comments and questions which are addressed by thefacilitators. Instead of bringing student audience members into the Zoom team, the actors areinterviewed, on-screen and in character, and asked how they feel about what happened, why theydid what they did, and how they think their actions made the other characters feel. The studentaudience is encouraged to ask questions of the characters using the Q&A feature and to “upvote”questions to help determine which questions have the most audience interest

Conference Session

S4C: Workshop VIII

Collection

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

medical treatments (e.g. personalized medicine).6. Module 4: Create Your Own Module In this module attendees will work in teams to create additional examples to share with instructors of foundational courses outside of engineering and computer science.7. Online Resources, Q & A, Wrap-up

Collection

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

Authors

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

activity such as an employer information session, career center/student-led workshop, or networking event.Activities completed by participants included a Resume Café event where more than fortyemployers volunteered to review student resumes before the career fair. Another event, theEngineering Networking Social, provided students with an opportunity to practice their elevatorpitches with representatives from 20 companies in a less formal setting as they rotated from tableto table. More than 10 companies hosted information sessions before the career fair where theyshared recruiting and hiring practices and provided a platform for students to engage in Q&Asessions.To address the resume barrier noted in the previous iteration, student

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

.[3] C. Haller, V. Gallagher, T. Weldon and R. Felder, “Dynamics of Peer Education in Cooperative Learning Workgroups,” Journal of Engineering Education, vol. 89, no.3, pp. 285– 293, 2000.[4] Q. Hao, B. Barnes & M. Jing, “Quantifying the effects of active learning environments: separating physical learning classrooms from pedagogical approaches”. Learning Environ Res 24, 109–122, 2021.[5] M. Hernández-de-Menéndez, Vallejo Guevara, A., Tudón Martínez, J.C. et al. “Active learning in engineering education. A review of fundamentals, best practices and experiences”. Int J Interact Des Manuf 13, 909–922, 2019.[6] M. Jacobi, “Mentoring and undergraduate academic success: A literature review”. Review of

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

were followed by a Q&A session where fellow students and faculty provided feedback.• The Arduino activities: involved both theoretical instruction and hands-on mini projects taught by the instructor and the teaching assistant. Students were introduced to Arduino's open-source hardware philosophy, basics, and programming language, and they were provided with shared kits containing the necessary components for the mini-projects. Prior to the start of the projects, a mini tutorial was taken in class to ensure that students are able to install the Arduino software (IDE) on their personal laptops, including help with board drivers and library installation. Learning was facilitated through hands-on project work, allowing