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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 #45082Full Paper: A Generative AI Approach to Better Teamwork in First-YearEngineeringDr. 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 students in the

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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

Diversity

these efforts, first-generation students are stillless likely than their peers to persist or graduate from college [4] and there is the need forcolleges to understand the skills that first-generation students bring to college, and the skills thatthey perceive to be important to help them succeed in their coursework.The low number of women studying engineering at colleges continues to also be a problem,despite the efforts to increase the representation of women. According to the 2022 AmericanSociety of Engineering Education (ASEE) report, women made up only 25.5% of the totalundergraduate engineering enrollment compared to men at 74.5% [5]. The retention rates forwomen undergraduate engineering students are also highly concerning, as 22.7% of

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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

Tagged Topics

Diversity

Paper ID #45121WIP: Surprises in Student Stress and Academic Support SURVEYRawle D. Sookwah, University of South Carolina Rawle D. Sookwah earned his Ph.D. in counselor education and supervision program at the University of South Carolina (USC). Rawle completed his Bachelor’s degree in experimental psychology and his Education Specialist degree in counselor education at USC. He works as a graduate teaching assistant in the counseling minor program and conducts research through the College of Education Wellness Enhancement Lab. He conducts interdisciplinary research through his graduate research assistantship with a

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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

Paper ID #45039Self-Regulated Learning in First Year Engineering: Opportunities for PracticalImplementationMr. Mohammed El Kihal, Virginia Polytechnic Institute and State University Mohammed is a first year PhD student in Engineering education at Virginia Tech. He received his Bachelor of Science in General Engineering, BSGE degree from Al Akhawayn University in Ifrane, Morocco in 2017. Mohammed conducted research in the field of Mechanical Engineering and Robotics in Japan and China and has two years industry experience in Morocco. More recently, Mohammed served as an Adjunct Faculty member for one year at Al Akhawayn

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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

general education. Aneffective introduction to engineering can help bridge the gap between these foundational subjectsand the practical, creative aspects of mechanical engineering. The traditional undergraduatecurriculum comprises a broad array of mechanical engineering topics, blending design-orientedcourses with theoretical ones. However, the experience for both faculty and students can besiloed. Teaching assignments create vertical silos, while students' varied course schedules createhorizontal silos. This fragmentation can hinder the integration of knowledge and thedevelopment of a cohesive understanding of mechanical engineering principles.The ambition of our project is to break down these silos by injecting making and contextuallyrelevant

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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

Certificate is funded by an NSF Research Traineeship and is administeredby the Virginia Tech Graduate School in spaces provided by the Fralin Institute [1]. For undergraduates, the university’s Pathways program enables students to put togetherelectives that satisfy general education requirements established in university governance. Ifstudents pursue a Pathways minor, they may enroll in a cross-disciplinary collection of coursesbut the minor itself is administered by a sole department. For example, the authors of this articlepreviously designed and implemented the Innovation Pathways Minor with a spine of requiredcourses hosted by three separate colleges and a wide selection of cross-campus electives,administered by the Department of Engineering

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

Tagged Topics

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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Samantha Kennedy, University of Minnesota - Twin Cities

and Implicit Bias lessons to better support students. This is her fifth year and seventh section of teaching this course and she is proud to also have led this workshop for professionals across her university. Prior to her role in CSE, Sam held positions in collegiate recruitment and national student success initiatives. She is a passionate higher education disrupter who works on expanding access and support programing for her students and colleagues. Sam is proud to join FYEE as a first time presenter to share her experiences as a Latina, a first generation college graduate, and dedicated member of her community. She is her ancestors’ wildest dream. 15th Annual First-Year Engineering Experience Conference (FYEE

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

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

to improve the engineering education experience for future generations of engineers. As a McNair Scholar, Shaylin worked on chemical engineering projects creating thermal barriers for food packaging and studying soil remediation. Additionally, she completed an REU project in healthcare engineering at the University of Wisconsin- Madison. She earned a master’s degree in industrial and systems Engineering with a Management Systems Concentration in December 2022. Shaylin recently completed her Ph.D. in Engineering Education at Mississippi State University, using Self Determination Theory to analyze freshmen and continuing Summer Bridge students’ experiences and senior engineering students’ graduation plans. She

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

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Rui Li, New York University

and incorporate new information into their pre-existing knowledge.The VIP students could construct their personalized knowledge base or skill sets from resourcessuch as flexible enrollment, hybrid project schedules, and adjustable topics of interest.The Vertically Integrated Projects (VIP) Program is a transformative approach to enhancinghigher education by engaging undergraduate and graduate students in ambitious, long-term,large-scale, multidisciplinary project teams that are led by faculty. The program has beenrigorously evaluated and refined over more than two decades. In VIP, teams of undergraduatestudents – from various years, disciplines, and backgrounds – work with faculty and graduatestudents in their areas of scholarship and

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

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Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

wellness-related classesand programming [1], [2]. Table 1 lists the approximate percentages of classroom activitiesrelated to each dimension. Note that the percentages sum to more than 100% because someactivities span more than one wellness dimension. It is also important to note that it is quitepossible that the specified dimensions overlap or confound each other to some degree – thiscontinues to be an open question in the wellness literature [3] – [8]. Table 1: Approximate portion of ENGR 2100 topics relating to each wellness dimension [6], [7]. Wellness Approximate Portion of Dimension Related Course Activities Emotional

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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