Collection

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

Authors

Dan Burleson, University of Houston

indicating a strong student experience and development in key areas such asdata literacy, engineering context, and problem-solving. Figure 1 shows a summary of studentself-assessed learning from one section in the Spring 2023 semester. Figure 1: Self-Assessed Student Learning (Spring 2023)Finally, students communicate their project in the form of a final poster and presentation in class.Having developed these data literacy skills, they are challenged to present their work in aninteractive (app) and static (poster) way. As part of an introduction to the UH Grand ChallengeScholars Program, the top groups from each section are selected to present their project at aGrand Challenge Summit as part of a Student Poster Session.

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Tameka Sharona Clarke Douglas, Virginia Polytechnic Institute and State University

Tagged Topics

Full Papers

CourseIntroductionUndergraduate enrollment trends in post-secondary institutions in the United States have been ona steady increase. Congruently, there are similar trends in the increase in enrollment ofindividuals from Black, Hispanic, or other historically marginalized groups, such as internationalenrollees. Notably, the number of undergraduate students declaring an intent to major in anengineering field has also experienced an upward trend [1]. With this increase in undergraduateenrollment numbers in engineering and increase in diversity among undergraduate engineeringstudents, there is a need to provide an inclusive learning environment that fosters student successand a culture that is in sync with the value systems of a more diverse student population [2].UTAs with

Conference Session

S2B: Workshop IV

Collection

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

Authors

Betsy Chesnutt, University of Tennessee at Knoxville; Laura Knight, University of Tennessee at Knoxville

Tagged Topics

Workshops

Collection

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

Authors

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

[1]-[3]. Experts called for a pause in development, and governments rushed to regulate or evenoutright ban the new technology [4]-[8].The ability of ChatGPT to write computer programs has been of particular concern to thesoftware engineering community. Dire predictions have been made about job losses, counteredby observations of the current weaknesses of AI [9]-[14].Students are, of course, aware of these developments. Several students have told the author thattheir computer science instructors have said that there will be no jobs for programmers by thetime they graduate, and the software engineering program at the author’s institution isscrambling to revise its curriculum so that it is not rendered obsolete.Even though the threat to other

Conference Session

S5B: Workshop X

Collection

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

flipping an entire course. We will also share lessons learned as weworked through flipping a sequence of courses. Attendees are encouraged to bring coursedocuments and ideas to the workshop, as working time will be encouraged and feedback will beprovided by facilitators. The workshop will consist of the following parts:Part 1: Motivation for Flipped Classrooms (5 Minutes)The first part of the workshop will consist of a brief overview of literature regarding the benefitsof flipped classrooms. We will also share our own motivations related to moving to this approachin our program.Part 2: Designing Flipped Classroom Modules (20-25 Minutes)In the second part of the workshop, we will share an overall structure we have used whendesigning flipped

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

taskspecifications, and more importantly, they are not bound by a commonly encountered right or wrongphilosophy.The teams also learned important lessons about the transition from conception to implementation andsatisfied one of the most important outcomes of the course, which is learning to work effectively in teams.At the end of the course, each team was assessed on the quality of design and team efficacy. Studentsdeveloped their professional socialization skills while preparing technical reports, PowerPointpresentations, and poster presentations. On the last day of the program, students also got to experiencepresenting their group projects in the form of team presentations. 1. IntroductionEngineering design is defined as the communication of a set of

Conference Session

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

Collection

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

Authors

Alex Campbell, P.E., Oklahoma State University; John J Phillips P.E., Oklahoma State University

Tagged Topics

Full Papers

assessment of immersing first-year ArchitecturalEngineering students into a beginning architecture design studio that is instructed by bothArchitecture faculty members and an Architectural Engineering faculty member.IntroductionThe utilization of interdisciplinary, multidisciplinary, and cross-disciplinary approaches inengineering curriculum is not a unique concept and has been widely used and accepted withinundergraduate engineering curriculums for decades. In 1997, the Accreditation Board forEngineering and Technology (ABET) adopted Engineering Criteria 2000 (EC2000), whichfurther emphasized that accredited engineering programs need to consider the ability to functionon multidisciplinary teams within their curriculums [1]. Since this time, there

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

inclusive environment, establish goals, plan tasks, and meetobjectives” as a required student outcome supporting the program educational objectives [5].Engineering educators who endeavor to teach inclusive teamwork skills to enable their studentsto work productively and inclusively, however, often discover what organizational theorists havepreviously observed and documented: that teaching people to work productively in diverse teamenvironments is a challenge [1].Historically, many diversity-related educational interventions in Science, Technology,Engineering, and Mathematics (STEM) environments attempt to prepare the marginalized personto cope with the unwelcoming cultures in which they are situated [2]. With NSF support, aresearch team used a

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

adaptation of national models for “gold/red shirt” programsand a first-year research program for mid-tier incoming students, guided by significant featuresof our local context. Here we describe the motivation and structure for this hybrid model first-year plus support program and an informal assessment of our first year.Background and Local ContextSince first learning of Jackie Sullivan's plan to launch a program she called Goldshirt atUniversity of Colorado-Boulder, an engineering education team at OU started trying to figure outhow we could do something similar for our institution [1]. Our local context resulted in acapacity-limited, economic, and political environment that prohibited a similar launch at ourstate institution. The Goldshirt program

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

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Full Papers

recently published an article by an undergraduate student in which they argue thatstudents are using ChatGPT prolifically but primarily to generate ideas (e.g., “Give me someoptions for very specific thesis statements”) and not to blindly author complete assignmentsubmissions [1]. The same outlet published articles in which questions around how to assesslearning following ChatGPT’s release and widespread adoption were discussed [2] and concernswith ChatGPT as a “plagiarism machine” were raised [3]. We also see publications bygovernment agencies calling for the need to develop policies and conduct research on the rapidlyexpanding availability of Artificial Intelligence that is impacting teaching and learning [4].While there is no shortage of media

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

courses. The course structure is employed at the Chemistrydepartment at University of Texas Rio Grande Valley (UTRGV). The present study is anautoethnography of the implementation of the course structure and its effectiveness assessment.This study highlights the implementation of the course structure considering student motivationand learning since student motivation is an important research area for modern instructionaldesign. Lab course motivation is incorporated by asking the students to make TikTok videos oflabs and submitting them on Blackboard.1. IntroductionApart from the traditional face-to-face mode of instruction, online and hybrid courses haveexisted for many years. Due to COVID-19, academic institutions were forced to transform

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

explores new ways to supportfreshmen engineering students and understand the changing needs of current students in thehopes of increasing retention rates and fostering student academic and professional success.However, many factors play into the academic success of individual students. Numerous studieshave identified factors that influence whether a student will persist in engineering includingclassroom climate, academic success (i.e., grades and conceptual knowledge), self-confidence/self-efficacy, academic preparedness, career interests and race and gender [1]. Timemanagement and study skills are key areas with which most new freshmen engineering studentsstruggle. Effective time management strategies increase academic performance [2], as well

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

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Full Papers

College of Engineering had no comprehensive data regarding studentsuccess, as defined by graduation, for first-time full-time freshmen students with declaredengineering majors. The college thought, anecdotally, the success of declared engineeringfreshmen students was about 50 percent, which was similar to what was being reported by otherengineering programs around the country. [1] Within the college, small and limited analyses hadpreviously been performed to use in areas such as recruiting and grant proposals; however, an in-depth study had not been performed.To address the lack of data, an Engineering Data Analytics team was formed to study the successof first-time, full-time engineering freshmen. The team consisted of the lead

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

Boulder. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Full Paper: Where’s the Math? A Case for Reconsidering Math in K-12 EngineeringIntroduction“[We wanted them to] experience the fun side of engineering, and we weren’t selling what all ofengineering actually requires.” – administrator about his high school’s STEM curriculum [1]It is indeed important for students to have “fun” in engineering, particularly those in lowergrades who have yet to cross engineering off their potential career pathway list. Yetmisrepresenting the significance of mathematics in K-12 engineering may give students a falsesense of what engineering

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

-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Full Paper: Fostering Success in Introductory Calculus through Peer-Led Team Learning (PLTL)IntroductionAs the analytical foundation of engineering, Calculus 1 is a key building block of the first-yearengineering curriculum. It is also, unfortunately, a stumbling block for many students for avariety of reasons: weak preparation in high school math courses; lack of self-confidence; anddifficulty building a new peer study/support group in the new college environment, among others[1,2]. D or F grades in calculus can be a significant barrier to progression in an

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

computing capabilities to trainmodels to intelligently understand and respond to complex situations. Nearly all engineeringdisciplines have begun utilizing ML to effectively solve challenging problems. With newlearning technologies and a plethora of easy to use ML model libraries in Python, students nowhave the opportunity to gain hands-on experience with this emerging subject. Educators shouldembrace ML and its ability to transform problem solving and teach students how to use machinelearning as a tool.Current ML curriculum efforts are heavily focused on computer/data science or mathematicsdisciplines, with little emphasis on teaching ML applications to students in traditionalengineering disciplines, especially at the undergraduate level [1]. This

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

educationoften focuses primarily on technical knowledge and skills, neglecting the broader aspects ofstudent development and engagement. In recent years, there has been a growing recognition ofthe need to enhance engineering student success by creating a more holistic and supportivelearning environment [1], [4],[13].This paper presents a case for enhancing engineering student engagement and success through amulti-faceted effort at an Engineering College. Recognizing the importance of the first year as acritical transition period for students, the College has undertaken a comprehensive approach tosupport and empower first-year engineering students [2], [7], [11].To ensure that first-year students are well-prepared and connected to their engineering

Collection

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

Authors

Todd R Hamrick, West Virginia University

Collection

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

Authors

Angelina Jay, Northeastern University

New York City, with the intent of helping students with less of a technical backgroundor fewer STEM-related hobbies feel a greater sense of belonging in the engineering classroom.OutcomesThemes that students chose in the first iteration of this assessment were fittingly varied. Table 1summarizes the distribution of themes chosen, where like themes were grouped together by theauthor to highlight which were the most common. Specific individual themes varied acrossTolkien novels, Pokémon, the North Pole, student’s country of origin, bottled water brands, andeven the setting of a fantasy short story that a student had written themselves in high school.Table 1. Summary of the most common map themes chosen by students.State Fantasy Literature Movie

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

: Broadening Students’ Self-Knowledge and Self-Development in an Introductory Engineering Design CourseObjectives:1. To offer engineering students practical ideas and resources to improve their self-awareness, self- development, and overall academic achievement, introduce college students to various engineering opportunities available, and inspire them to explore and engage in these opportunities.2. To prepare students as future engineers ready to work in an increasingly diverse and inclusive society by introducing them to Diversity, Equity, Inclusion, and Belonging (DEIB) and Engineering Ethics Modules.Implementation: The concept of broadening students' self-knowledge and self-development is

Collection

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

Authors

Baker A. Martin, The University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee at Knoxville; Betsy Chesnutt, University of Tennessee at Knoxville; Erin McCave, University of Tennessee at Knoxville

value they calculated.There are many processes and heuristics that have been developed to support problem solving.As instructors, we have focused on teaching our students PROCESS, which was developed byGrigg and Benson [1], [2]. This approach breaks problem solving into seven steps:(i) Problem Statement, (ii) Represent the Problem, (iii) Organize Information, (iv) Calculations,(v) Evaluate your Solution, (vi) Solution Communication, and (vii) Self-Evaluation.When demonstrating problem solving as instructors, we document our work in the PROCESSformat like we expect our students to document their work. This includes problems recorded foruse in the learning management system, problems solved during synchronous class time, andposted solutions to

Collection

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

Authors

Marsha Kowal, University of Houston; Alexandra Maley Landon, University of Houston

Collection

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

Authors

Kimberlyn Gray, West Virginia University Institute of Technology; John T. Hird, West Virginia University Institute of Technology

Collection

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

Collection

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

Authors

Haritha Malladi, University of Delaware

engineering students [1]. Most students in the coursehave declared an engineering major (12 different majors) but there are some students who areadmitted to engineering without a major—they need to declare their major before the end of theirfirst semester. Highlighting the different engineering disciplines in this class is particularlyimportant for the students who haven’t yet declared an engineering major. Typically, engineeringdepartment overviews are provided to the students in the form of weekly lectures from guestspeakers from each engineering department. While the weekly overviews provided informationon the expertise of that discipline, there was a need for students to have the opportunity to reflecton the interconnectedness of engineering

Collection

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

Authors

Brian Patrick O'Connell, Northeastern University

implementation tools theywill need in the following years. MATLAB is included due to its use in several upper-level labcourses across disciplines. The FYE curriculum focuses on introductory programming skills andMATLAB syntax. However, the learning activities, developing geometry calculators and gameslike Tic-Tac-Toe, do not directly apply to their future use cases in lab settings. Gamedevelopment differs significantly from the algorithm development and logic skills required tocreate scripts to assist with a complex, research focused experiments. In response to thatdisconnect, we developed hardware-enabled data collection MATLAB modules to integrate asituational learning experience[1]. These modules enable students to collect data individually andwork

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

semester or term allows instructors to provide formative feedback, through surveyquestions that prompt students to share their perceptions about what helped their learningprocess during and between class sessions, what could be improved, and what they actuallylearned.An argument exists that in-class surveys provide better formative student feedback abouteffective teaching and learning than a survey about one or two previous classes, becauseparticipants are in the middle of the learning activity that the instructor is attempting to assessrather than reflecting on it after the class before they respond [1] [2].On the other hand, post-class exit surveys provide opportunities for reflection, which isbeneficial for student well-being; offers relief

Collection

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

Authors

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

laboratories in providing students with hands-onexperiences that complement theoretical learning has been explored in [1]. These first-yearengineering labs can effectively acquaint students with the captivating and demanding field ofengineering, while also preparing them for further studies and careers in the discipline.As part of the first-year engineering curriculum, a Mechanical Engineering Laboratory coursewas developed and offered in the Fall of 2022. This course aims to cultivate fundamentaltechnical skills and exposure through a series of practical laboratory sessions. It is a 2-creditcourse consisting of a 1-hour lecture and a 2-hour lab session each week. The course introducesstudents to various concepts including laboratory safety

Conference Session

S5C: Workshop XI

Collection

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

Authors

Courtney June Faber, University at Buffalo; Lorna Treffert, University at Buffalo

Tagged Topics

Workshops

engineering education research culture, and applications of operations research in an education context. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30Workshop 1 – Making Patterns, Breaking Patterns – Ethnographic systems mapping and analysis ofengineering education groupsSystems thinking is an essential skill for engineers in an increasingly complex world. Engineers must beable to see beyond applied science and mathematics to the social, political, economic, ethical,environmental, and even interpersonal forces acting on any problem in order to arrive at optimalsolutions. As we endeavor to “expand student success” by helping

Collection

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

Authors

Nathan M. Hicks, University of Tennessee at Knoxville

teaming. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Work-in-Progress: Opening the First-Year Design ProjectIntroductionDesign is a fundamental part of the typical engineering curriculum. As emphasized by theNational Academy of Engineers and ABET [1] – [3], the development of design skills is crucialfor engineering graduates. Design experiences are often components of introductory andcapstone engineering coursework [4]. These experiences are often in the context of coursesspecifically focused on design or upper-level engineering topics [5]. For introductoryengineering courses focused on design, the lack of