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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

Paper ID #45074Workshop: Milestones-Based Structured Active Learning Approach to ImproveStudent Performance in Engineering CoursesDr. Ashish D Borgaonkar, New Jersey Institute of Technology Dr. Ashish Borgaonkar works as an Assistant Professor of Engineering Education at the New Jersey Institute of Technology’s (NJIT) Newark College of Engineering (NCE) located in Newark, New Jersey. He has developed and taught several engineering courses primarily in first-year engineering, civil and environmental engineering, and general engineering. He has won several awards for excellence in instruction; most recently the Saul K

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

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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)

Authors

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

Paper ID #45065Work-in-Progress: Integrating DEIBJ and Inclusive Design Concepts in anIntroductory Engineering Course Using Stand-alone ModulesProf. Lucie Tchouassi, New Jersey Institute of TechnologyDr. 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

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

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Rui Li, New York University

Paper ID #45075Applying Vertically-integrated Project as a Sustainable Pathway for First-yearStudent Professional DevelopmentDr. Rui Li, New York University Dr. Li earned his master’s degree in Chemical Engineering in 2009 from the Imperial College of London and his doctoral degree in 2020 from the University of Georgia, College of Engineering. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28Full Paper: Applying Vertically-integrated Projects as a Sustainable Pathway for First-year Student Professional Development1. IntroductionIn this complete evidence-based practice, a new

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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

SRL literature exploration. This overlap is visually represented in Figure 1.SRL Integration OpportunitiesAs engineering education researchers and practitioners, we underscore the essential role of SRLin fostering the academic and personal growth of FYE students. Integrating SRL seamlessly intothe FYE curriculum is crucial, embedding it within existing educational structures to enhance itsrelevance and impact. Our strategic focus on four key SRL areas—Motivation, Goal Setting,Growth & Improvement, and Reflection & Metacognition—employs a tripartite approach ofdiscussion, practical implementation, and role modeling. This methodology, inspired byBandura's Social Learning Theory [25], helps students learn through observation and practice

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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

Tagged Topics

Diversity

industry [10].Our lab decided to address these challenges by developing a first-year seminar (FYS) designedspecifically for women pursuing or aspiring to enter engineering. Through a robust andinteractive curriculum, this seminar aims to confront the complexities of gender disparities inboth engineering academia and industry while nurturing students to thrive in a supportiveenvironment. Our goal is to create a welcoming and supportive environment for women inengineering, fostering confidence in their identity and a sense of belonging.Course Design and EvaluationThe design of this FYS began with identifying the specific learning outcomes, which are toexplain the challenges that women engineer face and to devise strategies to mitigate

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

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Susan F Freeman, Northeastern University

greatthings that the pandemic brought, new technologies, new platforms, some new approaches. Yet,we are still facing students and faculty with increasing mental health challenges, and we realizethat in many ways we need our approaches, classrooms, and words to be more inclusive.There are many questions, and this workshop will focus on three main topics. All topics will beintroduced, and participants may choose which topic they wish to explore further in the activityportion of the workshop,The first section will discuss the rising concerns regarding the mental health of our students andpresent some lessons learned on inclusive design for teaching and inclusive teaching practices.The next section will explore student motivation and methods for better

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

Authors

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

Tagged Topics

Diversity

AI-powered automation systems that ensure the sustainability and resilience of existing and new infrastructure, including energy, transportation, water and wastewater management, and buildings. I am also developing a modeling and simulation platform that provides what-if analysis using quantifiable sustainable life-cycle metrics as part of the performance evaluation when designing such automation systems. Another of her current research interest is STEM higher education, particularly in the engineering and technology areas. All data clearly show the fast-approaching cliff we all face, where’s the ”silver bullet?” What individual faculty can do – with no time and ever-increasing tasks, functions, and paperwork! Can

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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

design activities into the foundation of the curriculum. By focusing on a cornerstoneengineering course, we aim to create a more integrated and engaging learning experience throughdesign. We have transformed an existing introductory course by incorporating a series of small,medium, and large design activities and projects, grounded in product design pedagogy. Theseactivities are designed to make tangible connections between theoretical concepts and real-worldapplications, helping students see the context of mechanical engineering from the start. Throughthis approach, we hope to inspire and retain engineering students by making their first-yearexperience both practical and exciting, setting the stage for their continued success in the field.The

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

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

Engineering programming experience: Understanding the motivation and self-efficacy of students in a follow-on programming courseIntroductionComputing continues to be of paramount interest to engineering researchers and educators whoare looking to produce computational-thinking-enabled professionals for the workforce [[1], [2].And much of this development begins as early as first-year engineering for many students, whereprogramming is a common component to introductory engineering courses [3], [4]. However, thedevelopment of computational thinking and programming needs to continue beyond the first yearand spiraled throughout the curriculum [5], [6].First-year engineering computation can come in many different forms. For example

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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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Jeffrey Harris, York University; Tania Bakshi, York University

Higher Education: Next generation, Higher Education: Challenges, Changes and Opportunities, 2020, pp. 61–72.[6] G. Samarawickrema and K. Cleary, “Block mode study: Opportunities and challenges for a new generation of learners in an Australian university,” Student Success, vol. 12, no. 1, pp. 13–23, 2021[7] T. Ambler, I. Solomonides, and A. Smallridge, “Students’ experiences of a first-year block model curriculum in higher education,” Curriculum Journal, vol. 32, no. 3, pp. 533–558, Sep. 2021[8] V. Tinto, “From Theory to Action: Exploring the Institutional Conditions for Student Retention,” in Higher Education: Handbook of Theory and Research, vol. XXV, 2010, pp. 51– 90

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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

, where learnersreflect on the “what” and “how” of the learning process and consequently “learn within meaningschemes” or “learn new meaning schemes”. Whereas, when learners engage in premise reflectionand ask themselves “why they are learning something”, they are able to learn through “meaningtransformation”, also called “profound transformation” [11].Since the learners exposed to transformative learning would arguably become more independent,self-directed and critical thinkers, the goal of the first-year engineering curriculum should be todeliver equitable experiences to all students so that all students are able to experience successand retention in engineering. Limited studies in engineering education have explored thesignificance and

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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

the Gannon University MakerSpace,which provides tools like 3D printing and laser cutting. The course is designed to provide studentswith a foundational understanding of the professions and disciplines of engineering and computing.The course offers an integrated exploration of engineering principles and computational problem-solving. It aims to address the essential question of what it means to work and think in the fieldsof engineering and computing. The curriculum adopts a "hands-on" project approach to helpstudents engage with the practical aspects of these disciplines, supported by an introduction to thenecessary technical concepts. Students will also become familiar with the professional vocabularythat every engineer and computing

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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

responses (8% response rate). Instrument 2 was administered to the 63 studentscurrently enrolled in the IDPro course and was linked on marketing materials to collectinformation about prospective new members to the course. Instrument 2 yielded 22 responses.The collective respondent pool was slanted heavily towards engineering (30/40), with manyMechanical Engineering (9/40) and Computer Science (7/40) students.Results Instrument 1 asked students to indicate avenues for becoming aware of the program from alist including academic advisor, word of mouth, student organization, faculty, or ‘other’.Comments pointed to the program website and two types of faculty influence: being directlyinvited by a faculty coach in the program and hearing about the

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

Authors

Juval V Racelis, Wentworth Institute of Technology

investigating young students that are new to the study ofengineering. To address this gap, this study explores the nascent disciplinary identitydevelopment of engineering students to better understand what dimensions of engineeringidentity are apparent for students as they start university. Through qualitative interviews anddiscourse analysis, this study argues that epistemological orientations, or specific ways ofknowing, are also central to understanding how first-year engineering students’ identities areconstructed and maintained.Operationalizing Engineering IdentityAmong the studies on STEM-related disciplinary identity, Carlone and Johnson’s [6] study andHazari et al.’s [7] study have been influential in laying the groundwork through

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

Authors

Lynn A. Albers, Hofstra University

hands-on activities were repurposed [3] to serve as and form thefoundation of this new, activity centric model learning approach. This is different fromincorporating lab experiments as had been done previously [4] in that the activities are designedto be gentler and friendlier for first-year students as well as more easily portable. As studentsengage in the activity to collect data, they develop collaboration and cooperation skills with theirclassmates; building a learning support group to help them on their academic journey. The datafrom the activity is then used to build Excel, math, and MATLAB skills through more, activelearning assignments completed in class. The pedagogy has been created for both first-yearengineering students at the