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

Authors

Andrew Charles Bartolini, University of Notre Dame

Paper ID #45089GIFTS - Integrating MATLAB Grader into an Engineering Computing CourseDr. Andrew Charles Bartolini, University of Notre Dame Director, First-Year Engineering Program, University of Notre Dame Associate Teaching Professor, University of Notre Dame 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS - Integrating MATLAB Grader into Engineering Computing CourseIntroductionThis GIFTS (Great Ideas for Teaching Students) paper discusses implementing MATLAB Graderinto a first-year engineering computing course. MATLAB Grader is an automatic gradingplatform for MATLAB files. It

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

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Longfei Zhou, Gannon University; Varun K Kasaraneni, Gannon University; Longyan Chen, Gannon University; Ahmed Abuhussein, Gannon University

components, and general comments. Students were asked to rate their general experience,the impact of the course on their interest in engineering and computing, and the effectiveness ofvarious course elements like lectures on core engineering concepts, ethics, and professionaldevelopment; workshops; and project-based learning experiences in fostering teamwork andpractical engineering skills. Additional questions solicited suggestions for course and projectimprovements.Student feedback on the ENG 102 course at Gannon University has identified key areas forimprovement to better align with educational goals. A primary concern is the need for fairassessment in group projects, where uneven workloads can impact grades. Implementing peerevaluation forms

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

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Edward T. Bednarz III, Wilkes University

), quantitative reasoning, diversity awareness, criticalthinking, and computer literacy. Through the group design project shown here, students will gainexperience with all of the above learning outcomes, while also getting introduced to engineering. Engineering students need to enroll in fundamental classes such as calculus, physics, andchemistry. However, new students may not see where these courses fit into engineering as aprofession. In an effort to connect fundamental classes to real world engineering, a learningcommunity was created with a common design project between the introductory Computer AidedDrafting and Design (CADD) course and the FYF Engineering Design course. This affordsstudents a fun experience and an opportunity to learn about

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

Authors

Joshua Eron Stone, University of Maryland College Park; Forrest Milner, University of Maryland College Park; Abigail Guicheteau, University of Maryland College Park

Paper ID #45101Full Paper: A Cloud-Based Approach to Introducing Machine Learning inProject-Based Learning EnvironmentsJoshua Eron Stone, University of Maryland College Park Laboratory Teaching Assistant for the University of Maryland’s flagship introduction to engineering course, and undergraduate Computer Engineering student.Forrest Milner, University of Maryland College Park 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. I

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

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Lynn A. Albers, Hofstra University

program for third, fourth and fifth graders to introduce them to renewable energy. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: Activity Centric Online Teaching and Learning with MATLABBackgroundThe first-year engineering program at Hofstra University consists of a computer programming forengineers’ course, and a two-semester sequence of engineering design. Before the fall of 2018, thecomputer programming for engineers’ course covered algorithms, logic, flowcharting andprogramming of solutions to engineering problems through the MATLAB integrated developmentenvironment (IDE) [1]. A redesign of the course began in the Fall of 2018 [2] to add Excel andmath instruction. Existing

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

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Mohammed El Kihal, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

’ first-year engineering (FYE) course, program, seminar, etc.[1]. These foundational or fundamental engineering skills have traditionally consisted of basicprogramming, solid modeling, design, problem-solving, and teamworking skills [1], [2], [3].While these skills have been foundational to most engineering programs, recently a new gap inincoming engineering students' knowledge and skills for success in college has emerged.Navigating the first year as a college engineering student consists of much more than learning tocode or design an object through computer-aided design. In this crucial period of students’ lives,they are often transitioning to a new environment in which day-to-day living and learning aresignificantly different and require more

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

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Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University at West Lafayette (COE); Lizzie Santiago, West Virginia University; Todd R Hamrick, West Virginia University; Atheer Almasri, West Virginia University

Tagged Topics

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data not included in this paper. The university’s Institutional ReviewBoard (IRB# 2310871215) approved the survey before it was distributed to students.ResultsTechnical Skills are taught through the engineering curriculum and in this study include: Applythe Engineering Design Process, Understand the mathematical language in a problem, Analyzedata using statistics, Use appropriate computational tools, and Use appropriate estimationtechniques. Non-technical Skills are professional skills and, in this study, include: Writetechnical reports, Communicate effectively in writing, Communicate orally, Work in teamseffectively, Manage a project using appropriate project management tools, Self-learn andrecognize the need for life-long learning, Present

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

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

Paper ID #45078Assessing transformative learning outcomes of a First-Year Engineering Programusing TROPOS (Full Paper)Ms. Sukeerti Shandliya, University of Cincinnati Sukeerti Shandliya is a doctoral student in Engineering and Computing Education and a GRA in the Department of Engineering and Computing Education at the University of Cincinnati. Her research interests include engineering workforce development, DEI in STEM, experiential learning, development of global competencies and cultural competencies in higher education and the workforce. She has completed her bachelor’s in Electronics and Communications Engineering from

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

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

Biomedical Engineering from Wright State University.Dr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in 2002 and 2010, respectively. Much of his graduate education focus 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Students’ Self-Reported Self-Regulated Learning Skills Throughout a First-Year Engineering ProgramIntroduction & BackgroundThe first year in a college undergraduate program is a significant transition in students’ lives. Formany

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

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Carter Hulcher, West Virginia University; Todd R Hamrick, West Virginia University; Lizzie Santiago, West Virginia University; Michael Keith Brewster, West Virginia University

students often struggle making connections between programming and physicalapplications. Hands-on activities have been implemented to varying degrees at other institutionsto improve student success in introductory programming courses [1]. The aims of this research areto investigate the following questions: (1) how do hands-on activities influence students’ interestin computer programming, (2) do hands-on activities influence students’ understanding ofspecifically targeted programming concepts, and (3) does a students’ interest, confidence, andunderstanding in translating code into a different programming language change after experiencingthese hands-on programming activities?MethodologyThree physical, hands-on activities were integrated into an

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

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Song Wang, University of Hartford; Enrico Obst, University of Hartford; Beth Richards, University of Hartford

the Arduino-based Elegoo Mega 2560 The Most CompleteStarter Kit as the project-based teaching tool. The kit provides an open-source electronicsprototyping platform including MEGA controller board with over 60 kinds of components andsensors [17]. The curriculum was meticulously designed to empower students to delve into eightdifferent engineering programs offered in the college, including acoustical, aerospace,biomedical, civil, computer, electrical, mechanical, and robotics engineering. Students learnedbasic Arduino programming, mechanism of each sensor and component, and basic circuitdiagram. Through weekly hands-on individual and group projects using the kit, this project-based teaching and learning approach enriches students’ deep

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

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David Gray, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

Paper ID #45050Nurturing Interdisciplinary Engagement: A Case Study of Resourcing andRecruiting Strategies in an Early Academic Career Interdisciplinary Project-BasedLearning CourseDr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in 2002 and 2010, respectively. Much of his graduate education focusDr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is a Professor of Engineering Education at

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

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Roshina Babu, The University of Utah

Paper ID #45060GIFTS - A Hands-on Activity for Improving the Students’ Understanding ofCentroids in a Freshmen Engineering Mechanics Course.Dr. Roshina Babu, The University of Utah Dr. Roshina Babu is a Teaching Assistant Professor in Civil and Environmental Engineering at the University of Utah and is a licensed professional engineer in the state of Utah. She teaches courses in structural mechanics, civil engineering materials, and computer tools. Dr. Babu is interested in instructional design and developing experiential learning activities for undergraduate students. 15th Annual First-Year Engineering Experience Conference

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

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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

Paper ID #45016Full Paper: Future-Ready Students: Survey Analysis Utilizing Natural LanguageProcessingToluwani Collins Olukanni, Norwich UniversityMajd Khalaf, Norwich University Majd Khalaf is a senior undergraduate student at Norwich University, majoring in Electrical and Computer Engineering. He is deeply passionate about DevOps engineering and machine learning. Majd has contributed to various projects and research in natural language processing (NLP) and computer vision. Currently, he is a Site Reliability Engineering intern at Walmart ASR and a Senior AI Researcher at Norwich University’s Artificial Intelligence

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

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Atheer Almasri, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Carter Hulcher, West Virginia University; Todd R Hamrick, West Virginia University; Xinyu Zhang, Purdue University at West Lafayette (COE); Lizzie Santiago, West Virginia University

solving, verbal communication,leadership, and time management [2]. In a study by Parts et al., the investigators identified a listof competencies that helped engineering graduates find a job after their graduation. The mostimportant skills identified in the study were computer skills and learning skills[3].The purpose of this study is to identify soft and technical skills perceived as important by studentsenrolled in the different engineering majors. Specifically, this study was guided by the researchquestions, what technical and non-technical skills are perceived as most important by studentsenrolled in engineering? and how do the data of those skills differ by engineering major of study?This study is of importance to institutions searching for

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

Authors

Joseph A Lyon, University of Notre Dame; Mayari I. Serrano, Purdue University at West Lafayette (PPI)

degree in Biotechnology Engineering at Ecuador’s Army Polytechnic School and her Master’s and Ph.D. degrees in Computer and Information Technology from Purdue University. In 2018, she and Dr. Suzanne Zurn-Birkhimer and Dr. Beth M. Holloway were conferred the Susan Bulkeley Butler Research Fellowship Award. After obtaining her Ph.D., she was appointed as the first post-doctoral fellow of the Women in Engineering Program at Purdue University. Mayari Serrano has worked towards increasing women’s participation in technology and engineering for over eight years previous coming to the John Martinson Honors College. She has authored, co-authored, implemented, and assessed learning activities, outreach activities, and

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

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Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University

Technological UniversityDr. Leo C. Ureel II, Michigan Technological University Leo C. Ureel II is an Assistant Professor in Computer Science and in Cognitive and Learning Sciences at Michigan Technological University. He has worked extensively in the field of educational software development. His research interests include intelligent learning environments, computer science education, and Artificial Intelligence 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Exploring Instructors Insight’ to a MATLAB Code CritiquerIntroductionRecent advancements in educational tools for computer programming have highlighted the needfor specialized tools to address challenges faced by

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

Authors

Micah Lande, South Dakota School of Mines and Technology

Paper ID #45096GIFTS: Designing and Making an Olympic Cauldron: A First-Year MechanicalEngineering Design ChallengeDr. Micah Lande, South Dakota School of Mines and Technology Micah Lande, PhD is an Assistant Professor and E.R. Stensaas Chair for Engineering Education in the Department of Mechanical Engineering at the South Dakota School of Mines & Technology. Dr. Lande directs the Holistic Engineering Learning Lab and Observatory. He teaches human-centered engineering design, design thinking, and design innovation courses. Dr. Lande researches how technical and non-technical people learn and apply design thinking and

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

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Micah Lande, South Dakota School of Mines and Technology

Paper ID #45095Full Paper: Tinkering and Making to Engage Students in a First-Year Introductionto Mechanical Engineering CourseDr. Micah Lande, South Dakota School of Mines and Technology Micah Lande, PhD is an Assistant Professor and E.R. Stensaas Chair for Engineering Education in the Department of Mechanical Engineering at the South Dakota School of Mines & Technology. Dr. Lande directs the Holistic Engineering Learning Lab and Observatory. He teaches human-centered engineering design, design thinking, and design innovation courses. Dr. Lande researches how technical and non-technical people learn and apply design

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

Authors

Stephany Coffman-Wolph, Ohio Northern University

Paper ID #45102Panel: Unlocking the Power of Entrepreneurial Mindset (EM) in the First-YearExperienceDr. Stephany Coffman-Wolph, Ohio Northern University Dr. Stephany Coffman-Wolph is an Assistant Professor at Ohio Northern University in the Department of Electrical, Computer Engineering, and Computer Science (ECCS). Previously, she worked at The University of Texas at Austin and West Virginia University Institute of Technology (WVU Tech). She is actively involved in community outreach with a goal of increasing the number of women in STEM and creating effective methods for introducing young children to CS concepts and topics

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

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Rawle D. Sookwah, University of South Carolina; Robert Petrulis; Edward P Gatzke, University of South Carolina

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the University of South Carolina. Prior to becoming Faculty Director, he served for eight years as the faculty advisor for the USC Engineering and Computing Living and Learning Community. He has taught a variety of high-school and first-year introductory and professional development courses over the last two decades. Dr. Gatzke also leads a two-week Maymester study abroad trip to Germany covering energy topics. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: Surprises Found in Student Stress and Academic Support Survey Rawle D. Sookwah1, Bob Petrulis2, and Edward P. Gatzke1* 1

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

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David Gray, Virginia Polytechnic Institute and State University

(e.g. Google Drive, SharePoint), and task allocation (e.g. Trello, MS Planner)Assignment Structure and ImplementationThe objective of the assignment is to support one of the course learning outcomes, to activelyand equitably contribute to the solution of an engineering project in a team setting. For theassignment, student teams must prepare and present a slide deck during a 75-minute class period.The information required to complete the assignment is divided into 6 separate components anddistributed to students such that no student on a team has all the materials necessary to completethe assignment. Students are then informed that they are not allowed to talk to each other, emaileach other, or work on the same computer. Team members must work

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

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Angelika Aldea Tamura, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Xianglong Wang, University of California, Davis

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Diversity

engineering, as well as problem-based learning in core biomedical engineering courses. Before joining UC Davis, he was a career-track Assistant Professor at Washington State University (WSU). Dr. Wang is the recipient of the 2024 ASEE-PSW Section Outstanding Early Career Teaching Award, 2023 UC Davis Biomedical Engineering Excellence in Teaching Award, and 2022 WSU Reid Miller Teaching Excellence Award. Dr. Wang received his Ph.D. in Biomedical Engineering and Scientific Computing from the University of Michigan. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Work in Progress: Fostering the Development of Engineering Identity in First-Year Women Engineering Students Through

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

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Rui Li, New York University

supervision of the faculty advisor. Due to their complementary academic backgroundas well as skills, the advisor suggested they work on prototyping in the first semester. Aftercompletion of the proof-of-concept, they then registered for a fund-raising event in the secondsemester.3.3 Case Study 2: IndustryStudent C has been looking for an internship in the area of computer vision. He expressed stronginterest in the faculty advisor. The faculty advisor has industry connections and understands thecurrent skillset requirement for getting into those companies. The faculty advisor then assignedthe student to a specialized group that shared common interests with Student C. With the drivingmomentum from peer learning, they were able to develop a computer

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

Authors

Charity Obaa Afi Ampomah, Ashesi University; Heather Beem, Ashesi University

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Diversity

(PoD), a course in which students learned design thinking and computer-aided design, which are similar topics to some of what would be covered in Introduction toEngineering. They engaged in design-build challenges, hence they experienced some level ofproject-based learning as well. Cohort B was comprised only of these students who joined the“pre-semester”, hence they had completed PoD. Cohort A, on the other hand, was comprisedonly of those that were starting their university journey at the time of this offering, henceIntroduction to Engineering was the first project-based course they were participating in.Author positionalityThe first author is a Ghanaian, who graduated from the university’s engineering program in2020, and she now conducts

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

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Ethan E Danahy, Tufts University; Mehek Kunal Vora, Tufts University; Yume Menghe Xu, Tufts Center for Engineering Education and Outreach; William Church

Paper ID #45077Full Paper: Supporting Students’ Educational Robotics Experiences throughGenerative AI ChatbotsDr. Ethan E Danahy, Tufts University Dr. Ethan Danahy is a Research Associate Professor at the Center for Engineering Education and Outreach (CEEO) with secondary appointment in the Department of Computer Science within the School of Engineering at Tufts University. Having received his graduate degrees in Computer Science and Electrical Engineering from Tufts University, he continues research in the design, implementation, and evaluation of different educational technologies. With particular attention to engaging

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

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Kathleen A Harper, Case Western Reserve University; Kurt R Rhoads, Case Western Reserve University

laptops and submit through the course management system. With multiple sections, a common exam had to be administered in a large space with very few electrical outlets. Since students could not be expected to take a three-hour, computer- based, final exam on battery power alone, it became clear that at least some portion of exams would need to move to a paper-based administration. This change in exam format would lead to different styles of questions, and the instructors began considering options for how to familiarize students with these question types prior to the test.The instructional team made multiple modifications to enhance student learning in the largerclass. Zakrajek recommends instructors address growing

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

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Kapil Gangwar, Wentworth Institute of Technology

., “Active learning increases student performance in science, engineering,and mathematics,” Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410–8415, Jun. 2014, doi: 10.1073/pnas.1319030111.[7] M. Prince, “Does Active Learning Work? A Review of the Research,” Journal of EngineeringEducation, vol. 93, pp. 223–231, Jul. 2004, doi: 10.1002/j.2168-9830.2004.tb00809.x.[8] M. Groover, “Fundamentals in Modern Manufacturing : Material, Processes, and Systems /M.P. Groover.,” Jan. 2013.[9] Russell C. Hibbeler, Mechanics of Materials. Pearson, 2022.[10] Russell C. Hibbeler, Engineering Mechanics: Statics, 15th edition. 2021.[11] David Joyner, Introduction to Computing, 1st ed. McGraw-Hill Education LLC, 2016.[12] E. Hamilton, R. Lesh

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

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Angela Jin Sadlowski, The Johns Hopkins University; Eileen Haase PhD, The Johns Hopkins University; Gyeongtae Sun Moon, The Johns Hopkins University; Meera R Bhat, The Johns Hopkins University

for communication skill development and active learning,” Journal of Computing Sciences in Colleges, Dec. 2005, doi: 10.5555/1089053.1089074.[5] B. W. Tuckman, “4.2 Five Models for Understanding Team Dynamics,” Psychol Bull, vol. 63, no. 6, pp. 384–399, Jan. 2019, doi: 10.1037/H0022100.[6] “Biomedical Ethics for Engineers: Ethics and Decision Making in Biomedical ... - Daniel A. Vallero - Google Books.” Accessed: May 12, 2024. [Online]. Available: https://books.google.com/books?hl=en&lr=&id=AeT56Pi8LFYC&oi=fnd&pg=PP1&dq= ethics+in+biomedical+engineering&ots=1bCHSRFiq8&sig=j- qDwL7FXVpaeuDShOWLFuWp0sI#v=onepage&q=ethics%20in%20biomedical%20engi neering&f=false[7

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

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Jeffrey Harris, York University; Tania Bakshi, York University

first-year learning experienceusing a principles-based design approach. The persona developed through this approachhighlighted the flaws in the existing first-year structure that did not sufficiently support thestudent demographics including first-generation learners, students balancing education and part-time employment and those with lengthy commutes [1]. Attributes of the existing learningexperience included heavy workload, overlapping deadlines, and significant commuting times.In an effort to better address students’ needs, in 2023 a block model pilot was launched for thefirst semester of first year with a cohort of 65 students. Faculty members from differentdisciplines collaborated with peers, received hands-on support from the educational