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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Mohammad Heshmati, Mississippi State University; Bill B Elmore, Mississippi State University

. 36, no. 1, pp. 18-39,2020[10] McGrade S., “Integrating Literature and Problem-Based Learning in a First-YearEngineering Academy”, ASEE’s 123rd Annual Conference and Exhibition, Paper ID: 14759,2016[11] Dringenberg E. and Purzer Ş., “Experiences of First-Year Engineering Students Working onIll-Structured Problems in Teams”, Journal of Engineering Education, vol. 107, no. 3, pp. 442–467, 2018[12] “Well Structured versus Ill Structured Problems”, url:https://serc.carleton.edu/sp/carl_ltc/quantitative_writing/wellversusill#:~:text=Examples%20of%20ill%2Dstructured%20problems%20(King%20&%20Kitchener%2C,how%20to%20dispose%20of%20nuclear%20waste%20safely., 2024[13] Krogh Hansen, K., Dahms, M-L., Otrel-Cass, K., & Guerra, A., “Problem Based

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University

bring the academic success knowledge, experience, and lessons possessed by theadvising team to the GE classroom. It is important to note that academic success, in the scope ofthis initiative, encompasses not only academic skills (e.g., study skills, campus resource seeking,etc.) to successfully navigate college, but also transferable skills that are necessary inprofessional contexts (e.g., time management, goal setting, planning, reflection, etc.).First-Year Engineering Course & Advising Programmatic IntegrationIn Summer 2023, a team of advisors, instructors, and graduate students explored ways ofsupporting student success and implementing strategies for helping students in FYE classroomsdevelop academic success skills. Through

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Micah Lande, South Dakota School of Mines and Technology

mechanical engineering.This paper will discuss a range of activities designed to integrate tinkering and making into theintroductory engineering course. The approach begins with introducing a topic through initial,simple hands-on activities that can be completed in 30 minutes within a class period, followed bydiscussing and debriefing the activity. This can set the stage for presenting specific technicalcontent related to the hands-on experience. Then, student can be challenged with more in-depthdesign challenges and projects in another class period or longer. This pedagogical strategy aimsto promote tinkering and making while addressing various considerations, such as definingsuccess criteria, navigating the creative design process, and managing

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Heather Schwab, The Ohio State University; Peyton OReilly, The Ohio State University; Laine Rumreich, The Ohio State University; Krista M Kecskemety, The Ohio State University

University and Well-being,” Univers. J. Educ. Res., vol. 6, pp. 781– 788, Apr. 2018, doi: 10.13189/ujer.2018.060422.[7] A. Antonio and C. Baek, “Beyond survey measures: exploring international male graduate students’ sense of belonging in electrical engineering,” Stud. Grad. Postdr. Educ., vol. ahead-of-print, Nov. 2021, doi: 10.1108/SGPE-02-2021-0015.[8] J. B. Halkiyo, S. Halkiyu, and N. Kellam, “Exploring how Ethiopian women students perceive a sense of belonging in engineering higher education Exploring how Ethiopian women students perceive a sense of belonging in engineering higher education,” vol. 3, pp. 29–61, Jan. 2024, doi: 10.15641/sjee.v3i1.1479.[9] K. L. Lewis et al., “Fitting in to Move Forward: Belonging, Gender

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Adetoun Yeaman, Northeastern University; Xiaojing Yuan, University of Houston, College of Technology (MERGED MEMBERSHIP WITH COE); Gisella Lamas-Samanamud, University of Kentucky - Paducah extended campus; Heather Beem, Ashesi University; Janie M Moore, Texas A&M University; Randi Sims, Clemson University

Tagged Topics

Diversity

, assuming all of our firstyear engineering students have enough aspirational assets, we seek to uncover how, if at all, dothe social and navigational assets contribute to their professional growth based on the 3Cs ofEM.Social capital is focused on the support provided by various networks of relationships the studentleverages during their degree [10]. Navigational capital relates to the student’s ability to learnand maneuver through social and academic situations on campus. Both forms of assets providesupport for students beyond the typical academic achievements normally emphasized inuniversity settings.MethodsParticipants. This study included responses from 16 students at Ashesi University, a small(student population ~1,500) private university

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Toluwani Collins Olukanni, Norwich University; Majd Khalaf, Norwich University; Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute; Ali Al Bataineh, Norwich University

significantimprovement in variance, thus indicating the best number of clusters for a K-means analysis.Initially, the number of topics was arbitrarily set to five for the LDA analysis. Furtherexperiments with different numbers of topics were conducted to test the clarity and distinction ofthe topics. It was observed that increasing the number of topics beyond five resulted in lessdistinct and more overlapping themes, which diminished the analytical value of the topics.Ultimately, the LDA method was chosen as the preferred approach as it provided clearer groupdistinctions.The top ten words from each topic for the combined, NU and VMI surveys were determined andare shown below:Combined surveys:• Top 10 words for topic #0: [‘time’, ‘norms’, ‘performance’, ‘feel

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

David Gray, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University; Hamidreza Taimoory, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

beginning of the fall of their second year. Specific programs at ouruniversity may help students develop a sense of belonging in the major. An office dedicated tofurthering diversity, equity, and inclusion in engineering through two living learningcommunities – one for women, one for men – and support programming for all students.MethodsData CollectionOur data collection consists of engineering students’ self-reported sense of belonging,institutional data on math placement and minority status, and second year student. Datacollection was carried out through the administration of a course assignment. This assignmentwas for credit and students were asked to complete a survey at the beginning of the semester inthe first course of the two-course

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Cory Budischak, Temple University; Shawn Fagan, Temple University

Preparing Engineering Faculty as Educators Redefining Engineering Disciplines for the Twenty-First Century Educating Engineers for 2020 and Beyond,” 2006. [Online]. Available: http://www.nae.edu/TheBridge.[5] S. Sheppard et al., “Exploring the Engineering Student Experience,” 2010. [Online]. Available: http://www.engr.washington.edu/caee/[6] R. Stevens, K. O’Connor, L. Garrison, A. Jocuns, and D. M. Amos, “Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning.”[7] E. D. Tate and M. C. Linn, “How does identity shape the experiences of women of color engineering students?,” J Sci Educ Technol, vol. 14, no. 5–6, pp. 483–493, Dec. 2005, doi: 10.1007/s10956-005-0223-1.[8] M. J. Miller et

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Juval V Racelis, Wentworth Institute of Technology

Identities and Epistemological OrientationsIntroductionEngineering identity has become an important lens through which engineering educationresearch has sought to understand students’ disciplinary motivations and subsequent persistencein related curricular programs. This research has had significant implications for retention ofunderrepresented populations in the STEM fields, as campuses continue to explore ways toequitably support an increasingly diverse student body [1], [2], [3]. For example, Doran andSwenson’s [4] study examined the connection between retention and belongingness for studentsfrom academically at-risk populations, revealing that the stronger a students’ engineeringidentity, the greater their chance of persisting in their

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Kapil Gangwar, Wentworth Institute of Technology

Spring 2024 Materials Sophomores statements noneThese findings raise significant concerns that warrant addressing through a thoughtful solutionwithout resorting to spoon-feeding students. The groundwork for such solutions can effectivelybe established within the First Year Engineering (FYE) Courses. In many colleges, FYE studentsundertake a set number of courses mandated by the school curriculum, irrespective of theirchosen major. While these students are embarking on their engineering journey, it is crucial torecognize the necessity for them to acquire advanced calculation skills that go beyond whattraditional calculators can handle. With the ever-growing prevalence of artificial