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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

classroom problem based learning and design thinking, he also co-founded the STEPS program (funded through NSF S-STEM) to support low-income, high-achieving engineering students. Budischak holds a Doctorate in Electrical Engineering and enjoys outdoor activities with his family.Dr. Haritha Malladi, University of Delaware Haritha Malladi is an Assistant Professor of Civil and Environmental Engineering and the Director of First-Year Engineering at the University of Delaware. She received her Bachelor of Technology degree in Civil Engineering from National Institute of Technology, Warangal, India, and her MS and PhD in Civil Engineering from North Carolina State University. She is a teacher-scholar working in the

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

Authors

Cory Budischak, Temple University; Shawn Fagan, Temple University

and design thinking, he also co-founded the STEPS program (funded through NSF S-STEM) to support low-income, high-achieving engineering students. Budischak holds a Doctorate in Electrical Engineering and enjoys outdoor activities with his family.Dr. Shawn Fagan, Temple University Dr. Shawn Fagan is the Assistant Dean for Undergraduate Studies in the College of Engineering at Temple University. He received his Doctor of Education in Higher Education Administration from Temple University. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: How the STEPS Program Enhances the First-Year Experience for Engineering StudentsIntroductionThe

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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

acrossvarious demographic factors.IV. MethodProgram DescriptionThe research study took place at a midwestern US university in 2024. The design-centric first-year engineering curriculum offers two three-credit courses in the first and second semesters:Foundations of Engineering Design Thinking I and Foundations of Engineering Design ThinkingII. These design-centric courses use discussion, activities, long-term team projects, studio hours(hands-on activities to enhance understanding of course concepts), and other experientialopportunities that require students to develop creative approaches to engineering problems. Theobjective of the first-year engineering curriculum is for students to develop project management,communication, critical thinking, and

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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

-semester course sequence of 2-credit hours across the first academicyear. The GE program courses expose students to the various engineering disciplines offered atthe university, and teach engineering problem scoping and problem solving, data collection andvisualization, the engineering design process, programming, CAD, and professional skills.First-Year Engineering AdvisingThis GE program also has a team of nine academic advisors responsible for advising first-yeargeneral engineering students. The GE instructors and advisors have engaged in strategiccollaboration to provide students with comprehensive learning and support experiences. As apart of the College of Engineering’s student success initiatives, the GE program set out to moreintentionally

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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

the prescriptivenessof many first-year engineering curricular maps and the few or single-section offerings likely atsmall institutions.To create a more “real-world” relevant project environment, ECE students from NU and VMIworked in teams to propose a solution to a design task: develop a smart home device to automatea daily task utilizing a sensor, actuator, and skills learned in their first-year ECE intro course.Working in groups of 2 or 3, ECE students at the institutions applied their technical skills (circuitanalysis/build/test, programming, simulation, and engineering design process) as well asprofessional skills (teamwork, time management/scheduling, collaborating remotely, and visualpresentation) to propose a solution to the designated

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

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James Edward Toney, The Ohio State University; Kristina Kennedy, The Ohio State University; Julie Rose Cupka, The Ohio State University; Roger Allen Bailey, The Ohio State University

- the Women in Engineering Network – to support, develop, and highlight the work of its members. She participated in a number of leadership programs and is featured in the ”Who Makes a Honda” series. Kristina holds a BS in Mechanical Engineering from The University of Iowa and an MBA from The Ohio State University. In her spare time, she enjoys spending time with her family (game nights, cheering for her kids’ sports teams, and puzzling), traveling, and volunteering.Julie Rose Cupka, The Ohio State UniversityRoger Allen Bailey, The Ohio State University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28Work in Progress: Piloting a Human-Centered-Design Software Innovation Course

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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

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 engineering classroom, and excellence in instruction. His additional research interests include water, and wastewater treatment, stormwater management and pollution control, civil engineering infrastructure, and transportation engineering. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: Integrating DEIBJ and Inclusive Design in an Introductory Engineering CourseIntroductionIn addressing our world's complex issues, an open and

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

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Shazib Z Vijlee, University of Portland

generally achieve similar designs because they have common requirements. At this stage, weintentionally sacrifice creativity to develop a shared understanding of engineering design and somecommon skills. As the students complete the labs, they (unbeknownst to them) learn how to designand build each subsystem.The Mechanical Subsystem is a simple Lego machine that converts the relatively slow wind intorelatively fast rotational energy (via gears) to drive an electric motor. The Circuits Subsystemcombines a DC motor, breadboard, resistors, a diode, and an LED to convert wind energy intoelectricity, proving the system is making electricity. The Software Subsystem uses Arduino loops,logic, input/output, and variables to program (and build a

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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

team formation in a first-year introduction to engineering class and, after doingprojects both in the AI-formed teams and in self-selected teams, had students reflect on andcompare the experiences.Course DescriptionThe introduction to engineering section in which this work took place is one section (of 30students) in a first-year engineering program at a small, private engineering school in thenortheast part of the United States. All incoming (undeclared) engineering students select from arange of 14 available sections each independently designed and taught by separate instructors.While each section has its own theme, topic, and content area (this particular section uses simplerobotics as the discipline to introduce engineering design), one

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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

, engineering design, programming, and computer-aided design. Additionally,each student in the program is assigned a first-year Academic and Career advisor who facilitatesthe transition to college through one-on-one advising appointments, workshops, and electroniccommunications, including emails and newsletters. The instructors and advisors shareinformation about students and resources for mutual support.General Engineering AdvisingThe General Engineering advisors facilitate the development of academic success skills in FYEstudents using a framework that conceptualizes time management, metacognitive study skills, andresource utilization as an integrated system for academic success. In this systemic approach, thelimited availability of academic support

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

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

technologies into the engineering classroom, and excellence in instruction. His additional research interests include water, and wastewater treatment, stormwater management and pollution control, civil engineering infrastructure, and transportation engineering.Dr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an application-oriented course for engineering students placed in pre-calculus courses. He has also developed and co-teaches the Fundamentals of Engineering Design course that includes a wide spectra of activities to teach general engineering

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

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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

Paper ID #45055WIP: Survey Validation to Enable Investigating Community Cultural Wealthin Engineering Students’ First Year Experiences (FYE)Dr. Adetoun Yeaman, Northeastern University Adetoun Yeaman is an Assistant Teaching Professor in the First Year Engineering Program at Northeastern University. Her research interests include empathy, design education, ethics education and community engagement in engineering. She currently teaches Cornerstone of Engineering, a first-year two-semester course series that integrates computer programming, computer aided design, ethics and the engineering design process within a project

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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

course is one that all engineering students at The Ohio StateUniversity are required to take and focusses on engineering problem solving, program design,using computational tools such as Microsoft Excel and MATLAB, etc. Additionally, there arehands on laboratory sessions once a week, where students are exposed to different aspects ofengineering experimentation which typically involves setting up an experiment, collecting dataand making meaning from their dataset.In Fundamentals of Engineering – II, the course students are required to take after this course,they learn engineering graphics and visualization in addition to a semester long open-endeddesign project.Both classes meet three times a week with two 55-minute class periods and one 80

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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

Paper ID #45044WIP: Micro-Credentialing for the First Year: Creating a Digital Badge forEngineering Information LiteracyMr. Paul McMonigle, Pennsylvania State University Paul McMonigle is the Engineering Instruction Librarian at the Pennsylvania State University. He graduated from Syracuse University with a MS-LIS degree in December of 2018 and from the Pennsylvania State University with a M.Ed. in Learning, Design, and Technology in 2024. His research interests include information literacy instruction for STEM students, student engagement and outreach programs, and the history of STEM subject libraries.Ms. Denise Amanda

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

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Kapil Gangwar, Wentworth Institute of Technology

tools andtechnologies in first-year engineering courses has proven to be quite beneficial in response to thedemanding requirements of higher-level classes, the engineering profession, and the broadertechnological landscape. This paper aims to highlight the importance of integrating digital toolsand technologies into the curriculum for first-year engineering students. Digital tools such asCAD, simulation and modeling software, virtual laboratories, interactive learning modules,SharePoint, data analysis and visualization tools, and programming environments offer diverseopportunities to enhance the learning experience, engage students, and prepare them for thechallenges of engineering practice, particularly in the higher-level classes. These tools

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

Authors

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

soft skills promoted in engineering courses include written and oralcommunication, critical thinking, creativity, innovation, emotional intelligence, time management,project management, leadership, and teamwork. Technical skills are specific expertise andknowledge needed to accomplish certain tasks. The technical skills promoted in engineeringcourses include engineering design process, computer programming, statistical analysis, ethicaldecision making, estimation, and math problem solving.Multiple studies have provided information about the importance of non-technical skills in theengineering workplace. For instance, a study by Downing identified a list of soft skills necessaryfor the success in the workplace[2]. Those skills include problem

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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

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)

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

.2015.07.013., 2015[16] Ulazia, A.; Ibarra-Berastegi, G., “Problem-Based Learning in University Studies onRenewable Energies: Case of a Laboratory Windpump”, Sustainability, vo. 12, 2495,https://doi.org/10.3390/su12062495, 2020[17] Colmenares-Quintero, R. F., Caicedo-Concha, D. M., Rojas, N., Stansfield, K. E., &Colmenares-Quintero, J. C., “Problem based learning and design thinking methodologies forteaching renewable energy in engineering programs: Implementation in a Colombian universitycontext”, Cogent Engineering, vol. 10, no. 1, https://doi.org/10.1080/23311916.2022.2164442,2023[18] KidWind Project, url: https://www.kidwind.org/[19] Thermoelectric Generator Demonstrator, url: https://www.american-scientific.com/product/thermoelectric

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

Authors

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

Tagged Topics

Diversity

first-year engineeringcourse offered at Ashesi University in 2023. This paper seeks to answer: “How relevant areself-determination, agency and self-efficacy in capturing a first-year African engineeringstudents’ experience in a project-based course?” and “Does prior participation in a design-oriented course impact the students’ experience?”MethodologyAbout the courseIntroduction to Engineering is a first-year course at Ashesi University, and it is required for allengineering students. It leverages a hands-on, project-based approach to expose students to thebasics of the three engineering majors offered: Mechanical, Electrical, and ComputerEngineering. The course builds students’ skills in design thinking, fabrication, programming,circuit design

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

Authors

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

Diversity

Akua Oppong-Anane is a Teaching Assistant Professor in the Fundamentals of Engineering Program at West Virginia University. She holds a bachelor’s degree in Chemical Engineering, a master’s degree in Chemistry and a doctoral degree in Environmental Engineering Sciences. Her research areas are in solid and hazardous waste management, as well as teaching, advising and retention of first year engineering students.Dr. Xinyu Zhang, Purdue University at West Lafayette (COE) Dr. Xinyu Zhang is an Assistant Professor of Practice in Environmental and Ecological Engineering (EEE) at Purdue University’s College of Engineering. She received her Ph.D. in Environmental Engineering from the University of Illinois at Urbana

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

Authors

Mirna Mattjik, Colorado School of Mines; Carter Moulton, Colorado School of Mines

Tagged Topics

Diversity

Paper ID #45054GIFTS-Team Safety Brief: A tool to promote and enhance teamworkProf. Mirna Mattjik, Colorado School of Mines Mirna Mattjik, a Teaching Associate Professor in the Engineering, Design, and Society Department, excels in teaching design engineering. She is also affiliated with the University Scholars and Honors Program and the Humanities, Arts and Social Sciences Department. Her educational background spans industrial technology, international political economy, and project management. Pursuing her doctorate, her research centers on educational equity in higher education. As a Teaching Faculty member, Mirna

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

Authors

Benjamin Goldschneider, University of Virginia; Shaylin Williams, University of Virginia; Esther Tian, University of Virginia

previously worked on a longitudinal study researching how varying first-year experience structures affect students’ engineering identities and involvement in communities of practice. Shaylin now serves as an Assistant Professor for the University of Virginia’s First Year Engineering Center and is interested in learning more about what contributes to engineering students’ success, how they can get the most out of their undergraduate programs, and how programs can be better designed to cater to students’ needs.Dr. Esther Tian, University of Virginia Esther Tian is an Associate Professor of Engineering in the School of Engineering and Applied Science at University of Virginia. She received her Ph.D. in Mechanical Engineering

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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

interdisciplinarity as key motivators. Structural constraintswithin academic programs often limit flexibility in elective course options, necessitating flexiblecredit options to support enrollment. Consistent mentorship from faculty coaches and the draw ofextended problem-based learning are factors contributing to team persistence and success.Returning students serve as effective advocates, promoting the program through word of mouth.Introduction and Background In engineering contexts, interdisciplinary programs are most often designed for thegraduate level and located institutionally in programs outside of traditional disciplinary unitssuch as departments and colleges. For example, at our university the interdisciplinary DisasterResilience Graduate

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

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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

Paper ID #45038WIP: Get Them to Tell You What Works: Exit Surveys for Formative FeedbackDr. Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State University, where she teaches first year engineering design as a foundation courses for Virginia Tech’s undergraduate engineering degree programs. She holds a Ph.D. in Engineering Education, along with masters degrees in chemical and environmental engineering, and in business administration, as well as bachelors degrees in chemical engineering and Russian

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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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Rui Li, New York University

the project; research, design, or technical issues involvedor addressed in this project; how is the project different from existing VIP projects? If theproposal is approved by the management team, the new team will be formed in the fall semester.On the student side, the students can enroll in VIP courses before the semester begins. To joinVIP, students would first need to apply on the official website hosted by the university. The VIPteam advisor then reviewed the applicant's profile. Decisions were then released to the studentsvia the VIP management team. The VIP management team would notify accepted studentsthrough emails before the add/drop deadline. The students could find out more about the VIPprograms and VIP teams by participating in a

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

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Paul Marcus Anderson, University of Maryland College Park; Catherine Marie Hamel, University of Maryland, College Park

Marie Hamel, University of Maryland, College Park Catherine ”Cara” Hamel is a senior lecturer and the Assistant Director of the Keystone Program at the University of Maryland. Within this role, Catherine focuses on effectively teaching fundamental engineering courses for first and second year students, teaching courses like Thermodynamics, Statics, Introduction to Engineering Design, and Women in Engineering 1st-Year Seminar. Previously, Catherine received a bachelor’s and master’s degree in Fire Protection Engineering and worked as a process safety consultant before returning to UMD to teach for Keystone. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS

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

Authors

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

Paper ID #45033Full Paper: One Tool to Support Attendance, Engagement, Metacognition,and Exam PreparationDr. Kathleen A Harper, Case Western Reserve University Kathleen A. Harper is an associate professor and has served as the assistant director of the Roger E. Susi First-year Engineering Experience at Case Western Reserve University since 2021. Prior to that, she taught as part of the Fundamentals of Engineering for Honors program at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics, specializing in physics education