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

Authors

Nathan M. Hicks, University of Tennessee at Knoxville

oftendemotivated and discouraged the overly competitive nature of engineering [13], open-endeddesign tasks could provide welcoming and positive experiences for underrepresented groups.Historical overviewAt our large, southeastern university, we offer a Physics for Engineers course sequence but donot have an introductory, design-focused course. As such, we have historically supplemented ourphysics for engineers courses by integrating team-based design projects and instruction. Tojustify this, the projects have always been closely tied to the course content, which has often ledto relatively closed-ended project contexts. For instance, for many years, the design task in themechanics course was a mousetrap car that had to accomplish some goal that varied from

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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

Paper ID #40647Introducing a Research Project to a First-year Mechanical LaboratoryCourseDr. Gloria Ma, Wentworth Institute of Technology Gloria Ma is a Professor in the Department of Mechanical Engineering and Technology. She has been teaching robotics with Lego Mindstorm to ME freshmen for several years. She is actively involved in community services of offering robotics workshops to middProf. Abhishek Kumar, Wentworth Institute of Technology I am an Assistant Professor in Wentworth Institute of Technology. I have completed PhD from University of Michigan, Ann Arbor.Dr. John Peter Voccio Assistant Professor, Ph.D

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

Authors

Brian Scott Krongold, University of Melbourne; Gavin Buskes, The University of Melbourne; Bagus Nugroho, The University of Melbourne

Paper ID #40618WIP: A 3D-printed speaker and audio system project for teachinginterdisciplinary engineering designProf. Brian Scott Krongold, University of Melbourne Brian Krongold received the B.S., M.S., and Ph.D. degrees in electrical engineering in 1995, 1997 and 2001, respectively, from the University of Illinois at Urbana-Champaign. He joined the University of Melbourne in late 2001 as a Research Fellow and was later awarded an ARC Postdoctoral Research Fellowship. He is currently an Associate Professor of electrical engineering and has served as Assistant Dean Teaching & Learning and as a Senior Academic Advisor

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

Authors

Helen Yoonhee Jung P.E., California Baptist University; Jakob Yovanovich, California Baptist University

- sity. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 GIFTS: Understanding buoyancy by building a miniature concrete canoe First Author: Helen Jung, Ph.D., P.E., California Baptist University Co-Author/ Presenting Author: Jakob E. Yovanovich, California Baptist UniversityThis project aims to provide first-year engineering students with a hands-on practical experiencein mix designs, concrete mixing, mold design, testing, and project management challenges. Theproject idea comes from the American Society of Civil Engineers (ASCE) Concrete CanoeCompetition, providing civil engineering

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

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Full Papers

: Engaging First-Year Engineering Students Through Team-Based Design and Peer Review: A Service-Learning Approach Djedjiga Belfadel, Isaac Macwan, Kongar Elif and John F Drazan Fairfield UniversityAbstract:This complete evidence-based practice paper outlines the benefits of incorporating a challenging teamdesign term project informed by service-learning in a first-year engineering course for students majoringin electrical, biomedical, and mechanical engineering, and students who have not declared a major. Thecourse provides core engineering knowledge and competencies in a highly interactive course formatwhere students are active participants in the learning

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

Authors

Todd R Hamrick, West Virginia University

use team-based learning are familiar with its great advantages and its pitfalls.There is a significant difference in how college course teams function as opposed to those inindustry. The method described here makes an attempt to simulate industry methods in theclassroom. Since engineers in industry apply for jobs, team leaders were asked to apply for therole, and team members were selected by team leaders based on an abbreviated application.The course that used this method was junior level Industrial Engineering Introduction to SystemsEngineering, taught by one instructor for three consecutive fall semesters. The project wasdesigned to require sub-teams with some specialization in different disciplines includingelectronics, mechatronics

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

Authors

Dan Burleson, University of Houston

College of Engineering and he has been the Course Coordinator for ENGI 1331 focusing on instruction, curriculum development, and programming for students and undergraduate teaching assistants from 2016 - 2023. He is currently the Director for Engineering Student Innovation and Design Experience and Co-Director for the University of Houston Grand Challenge Scholars Program. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 [GIFTS] Developing Data Literacy through the NAE Grand Challenges and MATLAB App DesignerA semester-long project in a second-semester, first-year engineering course

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

Authors

Kathleen A Harper, Case Western Reserve University

to control devices, take datafrom sensors, and analyze that data. Each module, inspired by one of the engineering majorsavailable on campus, culminates with a small design project. Each project lends itself tohighlighting different aspects of the design process, as well as different ways of sharingprototypes.Most modules take four laboratory periods, and the basic structure of each module is similar.During the first three lab periods students work in teams of four to build a physical device orobject. The procedures for these first three periods are fairly prescriptive and introduce studentsto new tools, components, techniques, and concepts. As the module progresses, students startconsidering elements of a design challenge that applies their

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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

University.Prof. Rui Li, New York University Dr. Li earned his master’s degree in Chemical Engineering in 2009 from the Imperial College of London and his doctoral degree in 2020 from the University of Georgia, College of Engineering.Dr. Jack Bringardner, New York University Tandon School of Engineering Jack Bringardner is the Assistant Dean for Academic and Curricular Affairs at NYU Tandon School of Engineering. He is an Industry Associate Professor and Director of the General Engineering Program. He teaches the first-year engineering course Introduction to Engineering and Design. He is also the Di- rector of the Vertically Integrated Projects Program at NYU. His Vertically Integrated Projects course is on the future of

Conference Session

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

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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

first-year engineering students has been increasingly studied over recent years. However,many of these studies examine the use of general engineering concepts and subsequently providea connection of how they apply to engineering design. As an example, a program may presentan engineering project and then discuss how mathematics and physics fit within the context ofthe project. While it is imperative that first-year engineering students understand the relationshipbetween these fields and their role within engineering, there are limited studies which examineimmersing first-year engineering students into a teaching environment that is centered around theunderstanding of another closely related major.This paper will present an overview and

Conference Session

S2A: Workshop III

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

Authors

Todd R Hamrick, West Virginia University; Atheer Almasri, West Virginia University; Carter Hulcher, West Virginia University; Xinyu Zhang, West Virginia University; Akua B. Oppong-Anane, West Virginia University

Tagged Topics

Workshops

can be challenging toimplement. Team teaching is defined here as each instructor teaching a different section of thesame course and coordinating on the material and overall course schedule. Some advantagesare that instructors can divide the workload, generate and develop new ideas, build on oneanother’s strengths, ensure consistency among different class sections, and effectively integratenew faculty member into the teaching team. Students see uniformity across sections, interestingand applicable projects, and assessments that are fair and consistent. Challenges can includelower levels of autonomy, communication problems, and a risk of students in different sectionscopying work. This workshop will be taught by an experienced Fundamentals of

Conference Session

S2B: Workshop IV

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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

to motivate students in engineering ● Motivate participants to develop additional lessons and teaching tools ● Facilitate interaction and provide a ‘network of support’ for first-year and K-12 engineering educatorsWorkshop ParticipantsThis workshop is designed for first-year engineering educators, current and future K-12 teachers, leadersof community youth development groups, and anyone interested in engineering education and outreach.Workshop DescriptionThis workshop will begin with an overview of the EDP and how it can be authentically utilized in designprojects in first-year classrooms, as well as K-12 and informal education spaces. Two lesson plans will beprovided, one for a catapult project and one for a biomimetic

Conference Session

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

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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

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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

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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

what they have done or will do to promote what students liked and howthey have or will address their identified needs.Survey questions contain prompts about ideation, design requirements and deliverables, userempathy, and students’ satisfaction with their learning experience, among others. Severalexamples of in-process questions about these topics are as follows: ● What was the most intriguing design idea you had, regardless of whether it’s feasible in our project? ● What questions do you have about the next project deliverable? ● What is it about your design that you think the end users will like? ● What did we do this week that helped your learning? ● What could we do to improve your learning?Exit surveys

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

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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

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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

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

-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30WIP: Using an Elevator Pitch Competition to Introduce Engineering Students to EntrepreneurshipIntroductionAn elevator pitch is a succinct description of a product or idea with the intention of allowing thelistener to review the main information in a brief period. An elevator pitch is aimed at creatinginterest in a project, product, or idea. Characteristics of a good elevator pitch include, a) concisebut persuasive, b) uses clear language, and d) highlights the specifics of the idea or product.The purpose of this project was to introduce first semester engineering students

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

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Workshops

Paper ID #40633Workshop: Democratizing and Demystifying Engineering for All - Aworkshop to help you bring e4usa to your campusMr. Kevin Calabro, University of Maryland, College Park Kevin Calabro is Keystone Instructor and Director in the Clark School of Engineering at the University of Maryland and the Credit and Placement Lead for Engineering for US All (e4usa).Dr. Stacy S Klein-Gardner, Vanderbilt University Dr. Stacy Klein-Gardner serves as an Adjunct Professor of Biomedical Engineering at Vanderbilt Univer- sity. She is the co-PI and co-Director of the NSF-funded Engineering For Us All (e4usa) project. She is also

Conference Session

S6B: Full Papers - One Size Does Not Fit All

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

Authors

Tameka Sharona Clarke Douglas, Virginia Polytechnic Institute and State University

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Full Papers

communitycheck-ins supported by frequent discourse and exchanges on an online community platform.Within their community spaces, UTAs met, connected, and shared information with each other,identifying emerging issues, receiving in-time training and timely feedback on a variety of topicsbased on each their interests and needs, in an effort to foster interaction, support and buildcommunity.The Pilot ProgramThe first-year introduction to engineering is a sequenced, two-semester, team-based course thatfocuses on exploring different engineering majors and the roles they play in engineering problemdefinitions and solutions in a project-based learning environment. A team of instructional facultywith experience teaching this two-semester course sequence were

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

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Full Papers

redesigned spaces encourage students toengage in hands-on projects and experiential learning. These transformed learning environmentsaim to cultivate a sense of belonging, creativity, and innovation among students, promoting theiroverall engagement and success [1], [2], [4], [5], [13].To ensure the effectiveness of these new initiatives, the College has implemented acomprehensive assessment plan. The National Survey for Student Engagement (NSSE) [9]isadministered each year for engineering students following the launch of the new programs. Thisassessment provides valuable insights into student experiences, perceptions, and outcomes,allowing the College to make data-informed decisions and continuously improve the support andlearning environment

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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

Northern University’s TJ Smull College of Engineering, students take afirst-year engineering sequence: Foundations of Design 1 (ENGR 1041) and Foundations ofDesign 2 (ENGR 1051). Both courses are hands-on, project and team based courses with units oncrucial aspects of engineering design (e.g., test plan development, data collection and analysis,ideation, and more). Broader impacts of engineering design and decision-making is also a focusof the class, and the vehicle through which LCA has been introduced into the curriculum. In creating the LCA module, the research team, consisting of a faculty member and threeundergraduate research students, examined previous course inclusion of broader impacts. Wefound and/or created examples 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

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Full Papers

), and 5) project management (e.g.,separate a complex project into manageable parts). While these five outcomes are separable, thetacit course objective is understood when they are combined. The objective of ENES100 is tohelp students learn what Dym et al. call “engineering design thinking” [9]. Below we providetwo findings from our explorations to highlight what we see as a strength and a weakness ofChatGPT in helping students achieve the above learning outcomes.Through our explorations we found that ChatGPT can help students quickly run through designthinking cycles of divergent-convergent thinking [9]. One of ChatGPT’s greatest strengths is ideageneration (divergent thinking) but then, importantly, it has the ability to quickly analyze

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

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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

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Full Papers

Paper ID #40593Full Paper: Where’s the Math? A Case for Reconsidering Math in K-12EngineeringDr. Todd France, Ohio Northern University Todd France helps coordinate the first-year engineering experience at Ohio Northern University, and di- rects ONU’s Engineering Education program, which prepares students to teach engineering in grades 7-12.Tena L. RoepkeKarli KatterleMs. Dua Chaker, University of Colorado Boulder Dua Chaker is the Senior Project Engineer for the TeachEngineering Digital Library in the Integrated Teaching and Learning Program, College of Engineering and Applied Science at the University of Col- orado

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

Authors

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

reluctant to accept drastic changes. Theseinstructors will furthermore be right to urge caution. If change is slower or less sweeping thanexpected, graduates must still have the skills to find jobs in engineering. Even if the change is asfast and sweeping as expected, graduates must understand the nature of the problem and thenature of the solution – in particular, what might go wrong, how sensitive the solution is tovarious assumptions, and how they might change the problem statement to make the solutionmore robust.However, the curricula can be nudged to give greater emphasis to features that already existwithin engineering, such as project management. Requirements engineering [26] is usually partof a software engineering curriculum, but all

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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

Institutional Review Board (IRB) requirements and survey and interview protocolsin Fall 2022 via an Honors business core course that uses service-learning projects with local oron-campus partners on event planning, research, procedures and policy updates, and social mediacampaigns to achieve student learning and comprehension of business concepts. Facultydesigned an IRB-approved research study and guided a business student team to design surveyand interview protocols and distribute the survey as course project tasks. A former AcES studentreceived a NASA fellowship to further the research in Spring 2023. A research faculty memberfrom the Center for Excellence in STEM Education that aims to break the cycle of poverty inWV through equitable STEM education

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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

for Innovation in Engineering Education. His research focuses on increasing diversity in STEM education and the STEM workforce. He has received multiple grants to run workforce development training programs as well as undergraduate research experience programs to train underrepresented minority and first-generation students. He is the Founding Director of NJIT’s Grand Challenges Scholars Program. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college as well as to prepare students for the rigors of mathematics. He is also involved in various engineering education initiatives focusing on the integration of novel technologies into the

Conference Session

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

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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

in aerospace engineering to include a project-based approach.The course used the design, analysis, manufacturing, testing, and launching of mid-power solidpropellant rockets. A similar study performed by Myose et al. [7] investigated studentperformance characteristics in a hybrid class for the engineering course of Statics.The above-mentioned studies fell short of designing a common course structure for engineeringand STEM related courses. This motivated the initial inquiry and a study performed by Arshadand Romatoski [1] to design the instructional course structure, which has proven beneficial forthe faculty and students alike.Autoethnography focuses on the cultural analysis and interpretation [8] and self-analysis thatproduces purposeful

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

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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

engineeringcurriculum [1,3]. Interventions in Calculus 1 that foster both better course mastery and improvedhabits and connections to resources that support STEM success more broadly thus have thepotential to significantly improve retention and success in engineering programs.The NSF-sponsored Urban STEM Collaboratory project, a joint initiative at three partner urbanuniversities (Indiana University-Purdue University Indianapolis (IUPUI), University ofMemphis, and University of Colorado Denver), provides scholarship support and interventionsfor academic success and retention to students with demonstrated financial need majoring inengineering, math, and computer science. All three campuses employ a cohort model andprovide targeted support in Calculus, community

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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

students. To incorporate more focus on well-being and student success, thecourse credits were increased to allow for more contact with these students and dedicated time inthe classroom for a focus on well-being, introduction to resources on campus, and academicsuccess interventions.This work, conducted with support from an internal student success grant, has just completed thefirst year of data collection. Our goals for this project are to (1) develop increased confidence(self-efficacy) in ability to achieve in math and physics concepts and (2) understand howmindfulness can impact these students’ mental, physical, and emotional well-being and beincorporated into the classroom. To assess the impact of incorporating well-being measures intothe

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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

todo the most with the least drastic changes.Discussion & Future WorkWebTA, especially this part, is a large, work-in-progress project. The analysis outlined abovewas an attempt to ensure that the development and design of WebTA is centered on the student(aka the human part of the system) as well as suggest possible amendments to further the designfor the better. One future effort that would be beneficial to said attempt is to look at conductingcognitive walkthroughs or more structured, in-depth usability testing with students. Other futuresteps should be to perform similar analyses on the planned training pages, the summary ofprevious code critiques, and individual critique pages (Fig. 1).AcknowledgmentsThis work was funded by the

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

Authors

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

thesubsequent summer based on initial engagement data and project feedback. Quantitative data,such as attendance and participation rates, are also collected to measure the effectiveness of theprogram in improving student engagement.Initial Engagement and Future WorkIn the Spring 2023 implementation, approximately 30% of students enrolled in the secondsemester of first-year engineering courses submitted engagement proof for at least 1 activity.Among these students, approximately 70% of students completed all requirements for thecertificate (N = 51). An additional quantitative and qualitative tool is under developmentunderstand student experience and outcomes. Instructional team and career center observationshave been collected by instructors