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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

STEAM content areas, he focuses his investigations on enhancing creativity and innovation, supporting better documentation, and encouraging collaborative learning.Miss Mehek Kunal Vora, Tufts University Mehek Vora is a rising sophomore at Tufts University, originally from Mumbai, India. She is pursuing a Bachelor’s degree in Psychology and Economics, maintaining a place on the Dean’s Honour List. She is currently a summer research intern at the Tufts Institute for Research on Learning and Instruction and student researcher at the Tufts Center for Engineering Education and Outreach. She has recently developed a deep appreciation for the potential and capacity of generative AI in the learning environment and is

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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

students in the STEAM content areas, he focuses his investigations on enhancing creativity and innovation, supporting better documentation, and encouraging collaborative learning.Mehek Kunal Vora, Tufts University Mehek Vora is an undergraduate student at Tufts University majoring in Psychology and Economics. Through her positions at the Tufts Institute for Research on Learning and Instruction (IRLI) and at the Tufts Center for Engineering Education and Outreach (CEEO), her research spans across educational methodologies, learning strategies and integration of technologies. She has recently developed a deep appreciation for the potential and capacity of generative AI’s impact on educational environments and is

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

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Cory Budischak, Temple University; Haritha Malladi, University of Delaware; Brian Patrick O'Connell, Northeastern University

intersection of undergraduate engineering education, sustainable infrastructure, and community engagement. She teaches the introductory engineering course for all first-year undergraduate students in the College of Engineering at UD. Her undergraduate teaching experience includes foundational engineering mechanics courses like statics and strength of materials as well as courses related to sustainability and infrastructure. Her research interests are in foundational engineering education, sustainability in engineering curriculum, and green technologies in infrastructure.Prof. Brian Patrick O’Connell, Northeastern University Dr. O’Connell is an associate teaching professor in the First-Year Engineering program at

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

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

Paper ID #45017Full Paper: Future-Ready Students: Providing Opportunities for RemoteCollaboration on an Engineering Design ProjectDr. David M. Feinauer P.E., Virginia Military Institute Dr. Feinauer is a Professor of Electrical and Computer Engineering at Virginia Military Institute. His scholarly work spans a number of areas related to engineering education, including the first-year engineering experience, incorporating innovation and entrepreneurship practice in the engineering classroom, and P-12 engineering outreach. Additionally, he has research experience in the areas of automation and control theory, system

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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)

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

and skills, particularly in addressing real-world problems andfostering critical thinking, collaboration, and problem-solving. Examples include projects on watersustainability, carbon footprinting, and wind energy, demonstrating PBL's effectiveness inintegrating sustainability into engineering education [1-17]. This manuscript focuses on theauthenticity aspect of PBL and presents multiple sustainability-focused PBL experiences.EXPERIMENTAL PBL PROJECTS FOCUSED ON SUSTAINABILITYAt the time of preparing this manuscript, three projects focused on sustainable energyproduction/utilization (wind, solar, and geothermal) are currently in the design phase. Thefollowing subsections provide more information about these projects.WIND ENERGY PRODUCTIONThe

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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 #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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Nicole Alexandra Batrouny, Northeastern Univeristy; Daria A Kotys-Schwartz, University of Colorado Boulder; Micah Lande, South Dakota School of Mines and Technology

Paper ID #45056Design Signatures in the Wild: Making the Invisible Visible (in First YearEngineering) WORKSHOPDr. Nicole Alexandra Batrouny, Northeastern Univeristy Nicole Batrouny is an Assistant Teaching Professor of First Year Engineering at Northeastern University. Her engineering education research interests include novice engineering education (K12- first year), reflective engineering design process, metacognition, collaboration in engineering, and decision making.Dr. Daria A Kotys-Schwartz, University of Colorado Boulder Daria Kotys-Schwartz is the Director of the Idea Forge—a flexible, cross-disciplinary design space

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

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Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

Diversity

current efforts well. Theyrecommend dynamic learning settings with inclusive teaching approaches. Capobianco's [5]feminist teaching through collaborative action research supports our use of group activities andcase studies to build student accountability and compassion. These methods support ourcurriculum design and demonstrate a growing scholarly consensus on inclusive and sociallyconscious engineering education. Previous and ongoing research show that our project is on aclear path, matching a wider trend in education toward more inclusivity and fairness. Thissequence of learning experiences ensures that our students can handle complex technicalproblems and understand the societal impacts of their work, improving their professionaleffectiveness

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

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Jeffrey Harris, York University; Tania Bakshi, York University

Toronto and a M.Ed. from York University. He is a fellow of the Canadian Engineering Education Association-l’Association ´ Canadienne de l’Education en G´enie.Tania Bakshi, York University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Work in Progress: Pilot of Block Model Delivery of First-Year EngineeringAbstractYork University’s Lassonde School of Engineering, in collaboration with the Faculty of Science,piloted a transformative block model for delivering first-year engineering curricula. Studentswho opted-in experienced a modular structure, blended course delivery, and active learningstrategies. In Fall 2023, the block model pilot was offered in parallel

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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

struggle toallocate time and space for credit-bearing courses, an issue more pronounced for project-basedlearning courses requiring time for collaborative group work. In addition, project-based researchis most successful when students are able to effectively connect with faculty, mentors, and peersthat align with their personalities, research interests, and educational goals—situatinginterpersonal connections as key to the success of interdisciplinary students [6].Context Using the “field study” credit-bearing vehicle, faculty in engineering education havecreated the Interdisciplinary Projects (IDPro) course with the goal of making interdisciplinary,experiential learning available to students in early academic years through a vertically

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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

involved in various teaching activities, such as serving as a teaching assistant in many BME and undergraduate courses, leading a peer group-problem solving session, and serving as a student leader in Tutorial Project.Meera R Bhat, The Johns Hopkins University Meera R. Bhat is an undergraduate student studying Biomedical Engineering at Johns Hopkins University. Her research interests include engineering education, senescence, cellular aging, adipose tissue, and neonatal health. At Johns Hopkins University, she currently serves as an undergraduate teaching assistant for several biomedical engineering courses where she develops engineering curriculum for underclassmen students. 15th Annual First-Year Engineering

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

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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

Paper ID #45047Full Paper: Sense of Belonging in a First-Year Engineering Program: AnalyzingDifferences Across Design Project CoursesHeather Schwab, The Ohio State University Heather Schwab is pursuing her B.S. in Chemical Engineering with a minor in Humanitarian Engineering at The Ohio State University. She is involved in the Department of Engineering Education as an Undergraduate Research Associate and Lead Undergraduate Teaching Associate for the Fundamentals of Engineering Program. Her research interests include sense of belonging, social identity, and metacognitive strategies.Peyton OReilly, The Ohio State University

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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

situation faced by first-year engineering students and the need for multiple meticulously tailored courses and programsfrom universities. Future work involves collaborating with more first-year engineering courseinstructors to expand technical writing training and sense of belonging surveys, ensuring asufficient sample size for statistical analysis.References:[1] M. Besterfield‐Sacre, M. Moreno, L. J. Shuman, and C. J. Atman, “Gender and ethnicity differences in freshmen engineering student attitudes: A cross‐institutional study,” Journal of engineering Education, vol. 90, no. 4, pp. 477–489, 2001.[2] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, critical agency, and engineering: An affective model for predicting engineering as

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

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Lynn A. Albers, Hofstra University

all learning styles. She earned her doctorate in Mechanical Engineering from North Carolina State University specializing in thermal sciences where her dissertation research spanned three colleges and focused on Engineering Education. Her passions include but are not limited to Engineering Education, Energy Engineering and Conservation, and K-20 STEM Outreach. Prior to matriculating at NCSU, she worked at the North Carolina Solar Center developing a passion for wind and solar energy research while learning renewable energy policy. She combined these passions with K-20 STEM Outreach while a National Science Foundation Fellow with the GK-12 Outreach Program at NCSU where she began Energy Clubs, an out-of-school-time

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

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

Tagged Topics

Diversity

Banasthali University, India, and has an MBA from NIT Trichy, India.Dr. Cedrick Kwuimy, University of Cincinnati Dr. Kwuimy is currently Associate Professor - Educator in the Department of Engineering Education - CEAS at the University of Cincinnati. His has a background in the area of applied nonlinear dynamics and applied physics. Prior to joining the University o 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Assessing Transformative Learning Outcomes of a First-Year Engineering Program Using TROPOSAbstractTransformative learning methods aim to equip students with the necessary skills to address 21st-century challenges by altering

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

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Adithya Jayakumar, The Ohio State University; Raymond Smith Brooks

Paper ID #45019A new procedural laboratory to demonstrate tool utilization for first-yearengineering studentsDr. Adithya Jayakumar, The Ohio State University Dr. Adithya Jayakumar is currently a Senior Lecturer in the Department of Engineering Education at The Ohio State University (OSU). He received his Masters and PhD in Electrical and Computer Engineering from OSU.Mr. Raymond Smith Brooks Laboratory Supervisor 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: A new procedural laboratory to demonstrate tool utilization for first-year engineering

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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

Paper ID #45041Students’ Self-Reported Self-Regulated Learning Skills Across a First-YearEngineering Program (Full Paper)Dr. Cassie Wallwey, Virginia Polytechnic Institute and State University Dr. Cassie Wallwey is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests include studying effective feedback in engineering and mathematics courses, improving engineering student motivation and success, and improving inclusion in engineering to fight its weed-out culture. Cassie has her Ph.D. in Engineering Education from Ohio State University a B.S. and M.S. in

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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

North Carolina-licensed Professional Engineer, and currently leads an NSF project on recruitment strategies for engineering bridge and success programs. Her research interests include engineering education such as broadening participation in engineering, teaching technology innovations, and engineering entrepreneurship, as well as EEE discipline-based topics such as energy-water-environment nexus and sustainable biomanufacturing. Previously, Dr. Zhang was a Teaching Assistant Professor of Engineering at West Virginia University and has successfully led and expanded their summer bridge program for incoming first-year engineering students called Academy of Engineering Success (AcES).Dr. Lizzie Santiago, West Virginia

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

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Rui Li, New York University

before starting their own careers.AcknowledgmentNYU Vertically-integrated Project management team including Associate Director Maria Dikunprovides financial support and course information on student projects.References[1] L. Mei, X. Feng, and F. Cavallaro, "Evaluate and identify the competencies of the future workforce for digital technologies implementation in higher education," Journal of Innovation & Knowledge, vol. 8, no. 4, p. 100445, 2023.[2] R. Li, V. Kapila, V. Bill, J. Bringardner, and I. Paredes, "Work in Progress: Accessible Engineering Education for Workforce 4.0," in 2022 ASEE Annual Conference & Exposition, 2022.[3] M. Baxter et al., "On project-based learning through the vertically-integrated

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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

Center.Dr. Michael Cross, Norwich University Michael Cross is an Assistant Professor of Electrical and Computer Engineering teaching classes in the areas of circuits, electronics, energy systems, and engineering design. Cross received degrees from the Rochester Institute of Technology and the University of Vermont.Dr. David M. Feinauer P.E., Virginia Military Institute Dr. Feinauer is a Professor of Electrical and Computer Engineering at Virginia Military Institute. His scholarly work spans a number of areas related to engineering education, including the first-year engineering experience, incorporating innovation and entrepreneurship practice in the engineering classroom, and P-12 engineering outreach. Additionally, he

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

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Paul McMonigle, Pennsylvania State University; Denise Amanda Wetzel, Pennsylvania State University; Sara Kern, Pennsylvania State University

Wetzel, Pennsylvania State University Denise A. Wetzel joined Florida State University Libraries in January 2018. She holds a B.H. in Interdisciplinary Studies from the Pennsylvania State University and a Masters in Library and Information Studies from the University of Alabama. Currently, Denise is pursuing a Masters in Aquatic Environmental Science with Florida State University’s Department of Earth, Ocean, and Atmospheric Science. She is a member of Atmospheric Science Librarians International (ASLI), the American Meteorological Society (AMS), the American Society of Engineering Education/Engineering Libraries Division (ELD), the International Association of Aquatic and Marine Science Libraries and Information

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

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Kapil Gangwar, Wentworth Institute of Technology

TeachMechanical Design to First-Year Engineering Students. 2011. doi: 10.18260/1-2--18848.[3] T. Letcher, G. Michna, J. VerSteeg, and S. Michna, Stimulating Interest in First-YearMechanical Engineering Students through Design Modeling/Analysis and CNC Manufacturing.2018. doi: 10.18260/1-2--30994.[4] S. D. Sheppard, K. Macatangay, A. Colby, and W. M. Sullivan, “Educating Engineers:Designing for the Future of the Field. Book Highlights.,” 2008. [Online]. Available:https://api.semanticscholar.org/CorpusID:106628702[5] T. Litzinger, L. Lattuca, R. Hadgraft, and W. Newstetter, “Engineering Education and theDevelopment of Expertise,” Journal of Engineering Education, vol. 100, pp. 123–150, Jan. 2011,doi: 10.1002/j.2168-9830.2011.tb00006.x.[6] S. Freeman et al

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

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

Tagged Topics

Diversity

engineering education research at the university. The secondauthor is a co-instructor for the course in question. She is an American who has been living inGhana for a few years, and she is curious to understand how hands-on, project-basedapproaches may impact her students.Data collectionA mixed-method approach was used to understand the students’ experiences through theIntroduction to Engineering course. Pre- and post-surveys were administered to all students- inthe first and last weeks of the Spring 2023 semester, respectively. On the pre-survey, questionscovered the students’ demographic data, experience in designing and building physical items,the location of any previous design-build implementations, and Likert-scale responses for self-reported