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

primary focus of this program was social, rather than academic, unlike many otherprograms studied in the past [3]. Mentees were required to join a peer group, but not required toattend, and no academic incentives or financial costs were attached, differing from someprograms [4]. Peer mentors and mentees met on alternating weeks for activities such as lunch,school athletic events, gaming, laser tag, and others.MethodsAt the start of the semester, mentors were asked to write a brief bio segment introducingthemselves and their interests. We had 80 first year students, and all were required to join a peermentor group. Mentees were then grouped based on shared interests with mentors. Next, mentorswere instructed to tabulate attendance, brief

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

they had done before in high school English, history, and other non-technical courses. Furthermore, they went through a writing revision process in which their paper went through three iterations of review: self, peer, and instructor review. All reviews were done prior to the final grading of the paper.• Individual Oral Presentation: The second project that was assigned early in the semester was an individual oral presentation (IOP) of the ITW paper. This project’s objective was to demonstrate effective oral communication of technical content. A lecture focusing on effective oral presentation techniques was presented to demonstrate effective oral presentations. Students presented their IOP in class. The presentations

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

and assessment tool [13]. However, they do not make or teach anexplicit connection between portfolio documentation and project communication for future jobapplications or other career opportunities.SettingThis first-year engineering course is taught in a large, private university in the US Northeastregion. The course is one semester long, with lecture, lab, recitation, and a semester-long designproject. Roughly 350 students take the course in the Fall semester, and 300 enroll in Springsemester. Lectures are led by the first-year faculty director and invited faculty, administrators, orindustry guests and introduce students to relevant topics in engineering education. In recitation,engineering and writing faculty lead active sessions on

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

attention, there is limited peer-reviewed literature related toChatGPT and its impact on engineering education. Searching the Journal of EngineeringEducation archives and ASEE Conference Proceedings through PEER for the term “ChatGPT”or “generative AI” yielded no results. We describe a few notable exceptions below that arerelated to our work. Reference [5] provides examples of how ChatGPT can be used in bothtechnical and creative writing courses and highlights the importance of being able to ask goodquestions (prompts) of large language models. Reference [6] conducted a hypothetical designproject using ChatGPT and discusses the benefits and limitations of using this tool in the designprocess. This article makes an important methodological

Collection

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

Collection

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

Authors

Kathleen A Harper, Case Western Reserve University

expanding the inventory ofavailable electrical components and changing the intended client of the device.In the future, we will more formally assess the success of each design experience using thefollowing criteria: 1) percentage of teams that complete successful prototypes, 2) number ofstudents in each team contributing to work (as measured by peer review), 3) student satisfaction(self-reported), and 4) quality of student feedback to other teams. We will also perform aqualitative analysis of the responses to reflective questions teams will answer about the designexperience as part of the lab write-ups.

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

: Starting Successful Study System - In this drill, students develop a plan for approaching exams by creating an individual study system. Students assess their inputs (time, content, resources, person: mental, physical, emotional) and make adjustments to achieve desired outputs in their first set of exams. 3. Fall Semester Drill Week 8: Post-Test Analysis: System Check - Students reflect on their first set of exams and evaluate their study systems to make strategic adjustments. Students also learn how to develop habits, foster self-awareness, and conclude by writing a detailed goal commitment with tangible steps and outcomes. 4. Fall Semester Drill Week 14: Finals Prep - In this drill, students assess their courses